EULP
Activity 1.1 - GROUP DISCUSSION
1-
What do you think is the role of EU Policies on Education?
"EU
policies on Education are created to cover the language learning
imposed by economic or political agendas, as well as the language
choices entered into freely for reasons of mobility,
economic advantage or group identy. They also deal
with methodological problems of working in this
interdisciplinary area, and provides detailed illustrations from a
range of countries and communities". They try to regulate the
learning of languages and to assure the access of the learning of
languages to all citizens.
2-What
do you understand by EU Language Policies?
Laws
and mesasures which try to influence the learning of languages in
Europe and the diverse status that these languages have.
3-
Can you name any EU initiative related to Language Learning?
For
example, Erasmus and different scholarshisp which allow EU students
to travel and learn languages.
4-In
your opinión,
-what
are the main factors driving EU Language Policies?
Economic
and political reasons.
-what
factors make people want to learn a language?
Mainly,
their future employability and the possibility of travelling and
living abroad.
-what
factors make people defend a specific Language Policy?
The interest they may have in order to make a language more important or prestigious.
EULP
Activity 2.1 - GROUP DISCUSSION
1-How
many languages do you speak, apart from your mother tongue or L1?
Valencian,
English, German and Bulgarian.
2-Is
your mother tongue your L1?
Yes,
it is.
3-Are
there things you find easier in one language than the other?
Yes,
there are. For example, the English grammar or certain words in
Spanish which are almost the same in Valencian. German grammar and
vocabulary is quite difficult as well as Bulgarian.
4-In
language use terms, how would you describe the society you live in?
Are the people in that society plurilingual?
In
Valencia, normally people speak two languages, Valencian and Spanish.
Many people say the speak English too but quite often their level is
very poor.
5-How
would you encourage ‘bilingualism’ in your classroom?
I
would try to motivate students showing them the benefits and positive
aspects of learning a second language. It is much easier for a
student to learn a language if he/she has been in contact with that
language since their childhood.
6-Do
you feel some languages have a higher status in the classroom?
Yes,
knowing German is seen normally as something good and valuable.
It does not happen the same with other languages such as Rumanian or
Ukrainian.
EULP
Activity 3.1 – CEFR for Languages GROUP DISCUSSION
1.What
is the CEFR for Languages?
It
is a guideline to describe the different levels that learners achieve
when learning a
language.
"It adopts an action- oriented approach, and describes language
learning
outcomes
in terms of language use. It
has 3
principal dimensions: language
activities,
domains in
which they occur, and competences on
which we draw when we engage in
them. It
considers 4 types of language activities:reception (listening
and reading), production
(spoken
and written), interaction (spoken
and written), and mediation (translating
and
interpreting); it
provides 4 domains of language use:public, personal,
educational,
professional,
for each of which it specifies locations, institutions, persons,
objects, events,
operations,
and texts."
2.What
are the main aims of the CEFR for Languages?
"The
CEFR defines six common reference levels: -A2, B1, B2, C1, C2-
using “can do”
descriptors
to define the learner/user’s proficiency at each level for
reception, production,
interaction,
and competences.
The
CEFR levels provide a basis for comparing second/foreign language
curricula,
textbooks,
courses and exams.
Jointly
with the whole CEFR’s descriptive apparatus they can be
used to support the
design
of curricula, teaching programmes, learning materials, and
assessment
instruments".
3.How
many levels are described in the CEFR for Languages?
There
are six levels: A1, A2, B1, B2, C1, and C2. Each level can be divided
at the same
time
in two stages.
4.How
would you implement the CEFR descriptors in your classroom?
Using
different activities which will make students to practice the certain
aspects and points
that
they have to master in order to achieve one particular level.
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