Cohesion of competences, coherence of principles

1. ‘CoCoCoP’ ‘CoCoCoP’ Cohesion of competences, coherence of principles Exploring theories and designing materials for teacher education

2. Project Team ‘CoCoCoP’ ‘CoCoCoP’ Coordinator: Anne-Brit Fenner, Norway David Newby, Austria Ruxandra Popovici, Romania Peter Rádai, Hungary

3. Aims of project ‘CoCoCoP’ ‘CoCoCoP’ • Develop critical awareness about theories of language learning • Link theory and practice in teacher education and in classroom practice

4. Objectives: ‘CoCoCoP’ ‘CoCoCoP’ • Examine teacher education curricula in different countries to discover to what extent they include current theoretical aspects of language learning • Examine materials commonly used in European classrooms and analyse underlying principles • Present and discuss current theories and their consequences for the design of materials

5. ‘CoCoCoP’ ‘CoCoCoP’ • Consider how a variety of learning goals and perspectives may be harmonised to achieve cohesion of competences • Develop principles relevant to materials design • Compile, adapt and produce exemplary materials based on these principles

6. Planned process: ‘CoCoCoP’ ‘CoCoCoP’ • Obtain an overview of theories and practices inherent in different curricula of language teacher education • Focus on theories and practices which are missing in the above • Develop a critical awareness of theories

7. Result of pre-workshop tasks ‘CoCoCoP’ ‘CoCoCoP’ Two common denominators: • Communicative Language Teaching • Krashen’s Natural Approach

8. Workshop ‘CoCoCoP’ ‘CoCoCoP’ • The role of theory in language education • The Communicative Approach as the common denominator • From theory to theories • Language learning theories • Learner autonomy • Intercultural awareness: Reading literature as cultural dialogue CLIL and Human Rights teaching

9. ‘CoCoCoP’ ‘CoCoCoP’ • Grammar • Reflection and principles • Mediating between theory and practice • Exploring and exploiting theory in relation to materials • Educating for the 21st century: human rights and language • Coherence of principles: classroom materials

10. Why these topics? ‘CoCoCoP’ ‘CoCoCoP’ • Aims and objectives of project • Results of pre-workshop activities • Issues that cause problems for teachers and need to be emphasised in teacher education • New issues in FL teaching • Issues that need reinterpretation

11. Networking ‘CoCoCoP’ ‘CoCoCoP’ • Learner Autonomy • Grammar Teaching • Intercultural awareness: • CLIL • Social and cultural awareness in FL course design • Literature

12. Publication ‘CoCoCoP’ ‘CoCoCoP’ • Discusses Communicative and Post-Communicative Language Teaching • Presents current theories of language learning • Outlines important principles relating to various competences: learner autonomy, grammar, intercultural awareness: • CLIL • social and cultural awareness in FL course design • literature • Provides annotated samples of materials to support language learning

13. Coherence of principles, cohesion of competences: exploring theories and designing materials for teacher edcation ‘CoCoCoP’ ‘CoCoCoP’ Section A: Theories and principles Section B: Applications, mediation and implementation

14. Communicati-ve Approach COHERENCE Grammar Inter-cultural Awareness Literature CLIL Human Rights Principles (some examples ECML workshop list) Situational interaction; Functionality of linguistic form; Authentic materials; Appropriate target language; Learner-centred approach; Motivation to communicate; Integration of grammar and communication, etc. Learner Autonomy Constructi-vism Cognitive Theory Other relevant theories Principles (some examples from chapters in publication) Savoir être; Reflecting on learning; Appropriate language use;Spoken interaction between learners is essential for developing both language and thinking; Incorporating learners’ cognitive resources; hypothesis-testing and revision, etc. etc. COHESION