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Frepa Competences and Resources – Further Information FREPA A Framework of Reference for Pluralistic Approaches to Languages and Cultures Competences and resources Michel Candelier (coordinator), Antoinette Camilleri-Grima, Véronique Castellotti, Jean-François de Pietro, Ildikó Lőrincz, Franz-Joseph Meißner, Artur Noguerol, Anna Schröder-Sura With the participation of Muriel Molinié A Framework of Reference for Pluralistic Approaches to Languages and Cultures Competences and resources 1 French edition: Le CARAP Un Cadre de Référence pour les Approches Plurielles des Langues et des Cultures Compétences et resources ISBN: 978-92-871-7172-6 Preparation of this revised version: Michel Candelier (coordinator), Jean-François de Pietro, Raymond Facciol, Ildikó Lőrincz, Xavier Pascual and Anna Schröder-Sura. With the assistance of Karen Gonzalez Orellana and Karine Witvitzky (ECML trainees – Université du Maine, Le Mans), Chantal Bousquet (trainee Université du Maine, Le Mans) and Anke Englisch (student, Justus-Liebig Universität, Gießen). The opinions expressed in this work are the sole responsibility of the authors and do not necessarily reflect the official policy of the Council of Europe. All rights reserved. No part of this publication may be translated, reproduced or transmitted in any form or by any means, electronic (CD-Rom, Internet, etc.) or mechanical, including photocopying, recording or any information storage or retrieval system, without prior permission in writing from the Public Infor- mation Division, Directorate of Communication (FR-67075 Strasbourg Cedex or [email protected]). Cover: Georg Gross Layout: Christian Friedrich Cover photo: © Andresr | shutterstock.com Council of Europe Publishing FR-67075 Strasbourg Cedex http://book.coe.int European Centre for Modern Languages / Council of Europe Nikolaiplatz 4 A-8020 Graz www.ecml.at ISBN: 978-92-871-7173-3 © Council of Europe, August 2012 Printed in Austria FREPA 2 A Framework of Reference for Pluralistic Approaches to Languages and Cultures 3 TABLE OF CONTENTS 1. GENERAL PRESENTATION ............................................................................................ 5 1.1 The Competences and Resources framework at the centre of FREPA ............ 5 1.2 Pluralistic approaches ..................................................................................... 6 1.2.1 Short presentation ........................................................................... 6 1.2.2 Pluralistic approaches and the development of plurilingual and pluricultural competence .................................................................. 8 1.3 The need for a reference framework ................................................................. 9 1.3.1 Why is it necessary? ........................................................................ 9 1.3.2 Who is it for? .................................................................................... 10 1.4 Competences and resources – theoretical options ........................................... 11 1.5 Methodology adopted for the development of the framework ........................... 13 1.6 The presentation of competences and resources in the framework ................. 14 1.7 Concluding remarks .......................................................................................... 15 1.8 Graphic conventions ......................................................................................... 17 1.8.1 The specific nature of the resources ................................................ 17 1.8.2 Other conventions ............................................................................ 18 2. GLOBAL COMPETENCES – A TABLE ........................................................................... 19 3. LISTS OF RESOURCES .................................................................................................. 25 3.1 Knowledge ........................................................................................................ 25 3.2 Attitudes ............................................................................................................ 38 3.3 Skills .................................................................................................................. 49 4. FOR A BETTER UNDERSTANDING OF THE FREPA COMPETENCES AND RESOURCES – FURTHER INFORMATION ............................................................................................... 58 4.1 A better understanding of the lists of resources ................................................ 58 4.1.1 Remarks .......................................................................................... 58 4.1.1.1 General remarks ............................................................. 58 4.1.1.2 Remarks about the list of resources for knowledge ....... 61 4.1.1.3 Remarks about the list of resources for attitudes ........... 67 4.1.1.4 Remarks about the list of resources for skills ................. 74 4.1.2 Notes on terminology ....................................................................... 80 4.1.2.1 Transversal remarks ....................................................... 80 4.1.2.2 Remarks concerning the list for attitudes ....................... 81 4.1.2.3 Remarks concerning the list for skills ............................. 82 4.2 Remarks and clarifications concerning competences and resources ............... 83 4.2.1 A partially hierarchised set of descriptors ........................................ 83 4.2.2 From resources to competences, a continuum ................................ 84 4.2.3 Competences and resources: An example of linking both levels ..... 84 APPENDIX List of publications which served as a basis for the development of the FREPA framework ................................................................................................. 92 BIBLIOGRAPHY .................................................................................................................... 98 2 A Framework of Reference for Pluralistic Approaches to Languages and Cultures Competences and resources 3 FREPA 4 A Framework of Reference for Pluralistic Approaches to Languages and Cultures 5 1. GENERAL PRESENTATION 1.1 The Competences and Resources framework at the centre of FREPA The FREPA project presents teachers, teacher trainers and educational leaders with a set of tools1 in which the set of reference descriptors, “competences and resources”, a systematic and (partially) hierarchised presentation of the competences and resources that can be developed by pluralistic approaches, plays a central role.2 This set of reference descriptors was the first CARAP product, developed by the ALC project (Across Languages and Cultures) between 2004 and 2007 (http://archive.ecml.at/mtp2/ALC/Default.htm). It is also part of the present document (see Part 2 - Table of global competences and Part 3 - List of resources). The descriptors of resources are also presented on the FREPA website (http://carap.ecml. at) by using a hypertext format which makes visual exploration easier. All the other tools were developed between 2008 and 2011 during the third medium-term programme of the ECML The FREPA – Online teaching materials database offers teaching activities in different languages which fall within the scope of the four pluralistic approaches. The purpose of this collection of materials is to facilitate teachers’ access to classroom activities which will help learners master the knowledge, skills and attitudes which the framework lists as “resources” and which can be developed by pluralistic approaches. All the materials proposed refer explicitly to the resource descriptors as they can be found in the present volume. The FREPA – Training kit, comprising several modules which can be used autonomously, online or during conventional teacher training sessions, should ensure the effective use of the materials, although its relevance may vary according to the modules and the audience involved. The online document FREPA – Tables of descriptors across the curriculum once again presents the lists of resources relating to knowledge, skills and attitudes, using hypertext too, but with an additional graphical representation which situates each element of the tables in the learner’s curriculum (although the table is approximative, being based only on the personal experience of the authors). A more detailed presentation of the materials of this project can be found in the booklet FREPA – An introduction for users which deals with each instrument in detail and provides examples of its use. 1 All these tools are available at: http://carap.ecml.at. Some are available from the ECML as printed versions. 2 Pluralistic approaches are discussed in point 1.2, and the distinction between competences and resources is discussed in 1.4. An explanation of why only a partial hierarchisation (bearing on certain parts of the framework) is possible is included in Chapter 4.2.1. 4 A Framework of Reference for Pluralistic Approaches to Languages and Cultures Competences and resources 5 1.2 Pluralistic approaches 1.2.1 Short presentation3 The term “pluralistic approaches to languages and cultures” refers to didactic approaches that use teaching/learning activities involving several (i.e. more than one) varieties of languages or cultures. This is to be contrasted with approaches that might be called “singular”, in which the didactic approach takes account of only one language or a particular culture, and deals with it in isolation. Singular approaches of this kind were particularly valued when structural and, later, communicative
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