Aims and expectations of LaDiva
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Aims and expectations of LaDiva
Marina Tzakosta
LaDiva coordinator
University of CreteDept. of Preschool Education,Faculty of Education
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The rationale of LaDiva
• The synthesis of today’s society demands the interaction of people coming from different geographic, historical, social, cultural and linguistic backgrounds.
• Examining the mechanisms which influence language learning is of central scientific and pedagogical interest.
• Language development is highly influenced by geographical, historical, social and cultural adjacency.
• Adjacency may drive complete or partial change of (all or some of) the involved linguistic systems.
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The rationale of LaDiva
• Language learning is an active and continuous process being influenced by multiple system-internal and system-external factors at the same time.
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The rationale of LaDiva
Given system-internal factors, language learning is highly influenced by
• First, the similarities and differences holding between the learners’ mother language (L1) and the target language (L2); the more adjacent two languages are typologically, the easier a language is learned as a second language.
• Second, L2 learners’ certified level of proficiency; the higher the level of proficiency, the easier a second language is learned.
• Third, L2 learning is influenced by the knowledge ranking of the second language.
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LaDiva questions
Most people speak more than one second language
• how are second languages rated in terms of their proficiency level?
• Which one is a true second language and which one is a third or, even, a fourth language?
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LaDiVa: objectives
• To investigate how language develops in the speech of preschool and early primary school pupils in multilingual and multicultural environments, these environments being the countries of the participating institutions and
• To design, produce and apply original teaching material in true class settings
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LaDiVa: objectives
• Given that students come from different countries (Greece, Latvia, Lithuania, The Netherlands, Norway, Turkey with different backgrounds in
- educational systems, - language learning and - language teaching
additional objectives
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Direct contributions and expected outcomes of the IP• To design teaching material which fits the needs
of each participating country.
• To apply the newly designed teaching material in real class settings.
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Indirect contributions and expected outcomes of the IP• To further strengthen the ERASMUS bonds
between the participating institutions and extend their multilateral cooperation.
• To keep on exchanging ideas on teaching methods and new projects.
• To increase the degree of transparency, compatibility and - at the same time – co-operation between higher education and the daily practice in all ways the latter is expressed.
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Indirect contributions and expected outcomes of the IP• To develop a strong multidisciplinary approach
given the multidisciplinary orientation of the participating institutions.
• To add to our knowledge of how different linguistic systems are learned under various social and cultural conditions by populations differing in their level of education and their age.
• To train students on how language can be taught in entrepreneurial intensive environments (long-term outcome).
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What we expect you to do
• Interact, interact, interact!
• Work together & learn form each other
• Look for special features of your languages
• Look for special features of your culture
• Look for special features of the languages and cultures of your co-workers and compare
• Exploit your environment
• Produce teaching material
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What happened last year
• During the first year of our IP we made a general introduction on the combination of both language-internal (i.e. purely linguistic) and language-external factors (i.e. social, cultural etc.) which influence language learning.
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What should happen this year
• During the second year of the IP we will delve into the language-internal factors which affect language learning.
• Different working groups will examine different modules of grammatical analysis (phonology, morphology, syntax, semantics) of the examined languages as well as look into the typological similarities/ differences of mother (L1) languages and second (L2) languages.
• This approach will shed light on the subtle characteristics of deep linguistic variables which drive language learning and teaching.
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Goals of the assignments
• Focus on
- Linguistic aspects- Social aspects- Cultural aspects- Pedagogical aspects
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Linguistic aspects
• Pick up a favorite/ popular topic of your mother language under investigation use of grammars
Focus on
one level (phonology, morphology, syntax, semantics, pragmatics)
or
intra-related levels (e.g. how phonology affects morphology)
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Linguistic aspects
• Relate the topic under investigation to the languages of minorities in your countries use of grammars & the internet
a. Language contact?
b. Language typology?
c. other?
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Social aspects
• How do social circumstances affect language learning?
a. Financial crisis?
b. Poverty?
c. Studies?
d. Other?
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Cultural aspects
• Differences and similarities between sending and hosting countries?
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Pedagogical aspects
• Age groups (focus on a) preschool children (age range 4-6 years) and b) early primary school pupils (age range of 7-9 years)
• Sample diversity
• Pedagogical aims
• Theoretical model adopted
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So …• Create a ppt – other materials?
• Make teaching proposals regarding teaching strategies addressing different groups
• Apply your material in classes in your countries
• Send back your results
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Let’s start!