Post on 01-Apr-2016
description
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the
information contained therein.
Newsletter # 2
Paris Meeting
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Samedi 26 avril : réunion chez Drifa. Les learners
ont écrit des CR de Pavia. Drifa et Yamina
s’occupent de transcrire et de traduire des chansons
de Idir (du berbère vers le français) traitant de l’exil.
Elles apprennent à taper à l’ordinateur (Ouarid leur
a ouvert une boite e-mail). Elles se sont mises aussi
à lire davantage.
Vendredi 9 mai : réunion chez Agnieszka : travail
sur le programme définitif, l’accueil des équipes
(trouver des salles, de petits cadeaux, offrir un
buffet, réserver les restaurants). A Paris 8, derniers
préparatifs (accueil, films, affiche, etc.) du 23 au 26
mai.
"Methodological Reflection: The case of
Moldavian League of Women in Portugal"
by Claudia Vaz
Methodological exercise from a case study.
Objective: To elicit reflection on techniques and
instruments that allow to explore the relationship
between individual-social language group in the
context of the LAs, namely: qualitative interview
and various projective techniques - "silhouette",
"family-tree", "blazon" and Written AL.
Read more …
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Writing my language autobiography.
Ana-Maria Andrioaie - teacher of English at
secondary and post-secondary level.
Writing my own linguistic autobiography helped me
realize that I feel deeply connected with anything
related to the English-speaking world (especially to
the “Queen’s English”), from the UK flag to the
customs and traditions specific to this area.
I have also learnt that teaching English cannot be
separated from continuously learning it. Even if I
teach English to the secondary and postsecondary
levels, I feel as a learner alongside my students.
That is due to the fact that the English language, as
a global phenomenon, keeps evolving, especially
under the influence of mass-media and world trade.
Beside different activities conducted in schools and
by/with migrant adults learning Swedish as a
second language, an important work has been
conducted during spring by the partners in Sweden
in order to implement the use of different
approaches oflanguage autobiographies in contexts
where migrants are involved, especially in
collaboration with the Swedish national agency for
education,(Skolverket) and some municipalities. The
persons involved are headmasters, staff from
migration authorities, teachers of all subjects,
teachers of mother tongue (adult migrants).
In September, there will be a workshop organized
by Uppsala university in collaboration with the
municipality of Örebro and migrants attending
classes of Swedish as a second language.
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Both artist and language teacher. Laurence
Lonergan
(German and English teacher in UK).
I like to use drawing in my language lessons
specifically when trying to explain such phenomena
as false friends and phrasal verbs respectively. For
example, the German sentence "Ich bekomme eine
Tasse Kaffee " means in English "I am having, or
have ordered, a cup of coffee" but sounds like “I
am becoming a cup of coffee". In the second
example I am drawing attention to the literal
meaning of the idiomatic "Stop pulling my leg!", and
this allows students to reflect on the humour often
associated with English phrasal verbs.
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Tiriamo fuori le lingue (Sortons nos langues) est un
voyage pour découvrir nos expériences passées, à
l’origine de notre relation avec la L1 et avec toutes
les autre langues. C’est un cours qui a offert un
important exercise d’autoréflexion, de soin de soi et
la possibilité aux enseignants de n’importe quelle
discipline, en formation où déjà au travail, de
participer à des leçons de philosophes,
psychologues, sociologues, linguistes, mais aussi de
sujets avec une histoire langagière très intéressante.
Le cours a offert, bien sûr, des indications
pédagogiques et didactiques à proposer aux
étudiants. Toutes les leçons ont eu chaque fois un
espace de dix minutes pour faire écrire aux
coursistes leur propre autobiographie langagière….
à continuer sur le site PLURI-LA
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The brain consists of two hemispheres that operate differently. The left hemisphere is responsible for the
logical and analytical operations, numbers, categories. In contrast, the right hemisphere is bound with
imagination, dreams, spatial perception, music, expression and recognition of emotional states. During the
learning process, people unconsciously use mainly the left (logical) hemisphere but to facilitate the
memorization process should be stimulated both of the hemispheres. There are many techniques that help
activate simultaneously both hemispheres during the storing process. To understand what consists the
memorization, finding and recalling the information in, you need to get to know a little how the brain
functions…
Read more …
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This newsletter is the result of the work of the institutions involved in the PLURI-LA project:
Université Paris 8, Paris, FRANCE
Centro de Educazione e Media, Pavia, ITALY
Universitatea Vasile Alecsandri, Bacau, ROMANIA
Uppsala Universitet, Uppsala, SWEDEN
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Artists’ Association of Warmia and Mazury, Olsztyn, POLAND
King’s College, London, UNITED KINGDOM
ALMADAFORMA, Almada, PORTUGAL
Read more: http://www.pluri-la.eu
June 2014
This project has been funded with support from the European
Commission. This publication reflects the views only of the author,
and the Commission cannot be held responsible for any use which
may be made of the information contained therein.