KIT ORIENTATIONS

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KIT ORIENTATIONS

• ANNA MURKOWSKA,
• Warsaw University

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  KIT ORIENTATIONS 1. TEMPLATE for
materials A) Orientations 

• The new materials prepared for language teachers
  and trainees have to be related to the aims of
  the kit. Its Rationale defines the new model of
  language education, promoting the development of
  plurilingual and pluricultural competence, which
  refers to the ability to use language for
  communication and to take part in intercultural
  interaction. Different from the old model of
  language education a learner is expected to use
  and develop a proficiency (of varying degrees) in
  several languages and experience of several
  cultures. (Council of Europe, 2001168)As the
  new model of language education can be viewed
  from two different Perspectives/Orientations as
  defined in the Rationale Individual Social on
  the one hand and Professional on the other, all
  the new materials have to be related to them.

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KIT ORIENTATIONS 1. TEMPLATE for
materials B) Materials

• 1) WorksheetsThe materials should have the
  lay-out of separate Worksheets including prepared
  activities. 2) TimingTiming should be defined
  for each activity separately. 3) GroupingIt is
  recommended to use the symbol of
• an owl to signal individual work,
• to signal pair work and
• to signal whole group work and/or whole
  group discussion..  

• 4) Assessment
• The type of assessment chosen should be suitable
  for each activity.
•       5) Annexes
• a) It is recommended that texts and/or samples
  for each worksheet with the activity/activities
  should be placed in Annexes. In the final version
  of the kit Annexes should also include notes for
  teachers and answer sheets, if necessary.
• b) Annexes should also include bibliographies.

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KIT ORIENTATIONS 2. GUIDELINES

•                                                  
              
• 1. Relate the materials to the Orientations
• When writing new materials it is essential to
  relate them to the Orientationsas defined in
  the Rationale for the kit.This will guarantee
  that the new activities will develop the
  plurilingual and pluricultural approach presented
  in The Common European Framework for Languages.

•                                                  
                  
• 2. Adjust the materials to your own context
• Adjusting new materials to the participants own
  contexts will make it able to test their
  usefulness and effectiveness in promoting
  plurilingualism and pluriculturalism in language
  teacher education on a greater scale.

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KIT ORIENTATIONS 3. SUGGESTIONS OF CONTENT
ISSUES FOR BUILDING NEW ACTIVITIES

•      
• The suggested content issues for the materials
  cover a variety of many different issues, which
  give language teachers/trainees an opportunity to
  develop a plurilingual and pluricultural
  competence. They can include among others
• 1. Awarenesss of diversity and reflection about
  diversity as the main feature of societies and in
  schools. How social class and cultural diversity
  should be dealt with in the curriculum and more
  generally in a given educational system.
•                               

•                                                  
                  
• 2. Perception of/Examination of ones own
  identity as a pluricultural complex resulting
  from multiple experiences.
•   3. Overcoming obstacles in incorporating
  changes aimed at developing plurilingual and
  pluricultural competence in ones own teaching.
• 4. Developing ones knowledge about language and
  culture in general/ Reflection of languages and
  cultures in the field of general linguistics,
  languages of the world, intercultural
  communication and sociolinguistics.