Les Visiteurs or Lost in Translation?

1. Les Visiteurs orLost in Translation? Nina Tsvetkova & Bistra Stoimenova Sofia University – Department of Information and In-service Teachers’ Training May 9th 2008, Sofia

2. Session overview • What do they have in common? – an activity with coins • What is plurilingualism? – a brief introduction • What is the text about? - plurilingual reading comprehension • What are they saying? - plurilingual listening comprehension • Les Visiteurs or Just visiting? - plurilingual interpretation Nina Tsvetkova & Bistra Stoimenova May 9th 2008 - Sofia

3. What do they have in common? An activity with coins In your groups: • look at the coins you have; • identify their origins and main symbols; • interpret what you see on the coins. Nina Tsvetkova & Bistra Stoimenova May 9th 2008 - Sofia

4. Promoting language learning and linguistic diversity – An action plan 2004-2006Communication (2003) 449 - European commission Plurilingualism is about … …adopting a holistic approach to the learning of foreign languages which establishes appropriate links between one’s ‘mother tongue’, ‘foreign’ languages, the language of instruction and the languages of migrant communities… Nina Tsvetkova & Bistra Stoimenova May 9th 2008 - Sofia

5. Pluringualism is based on: • opening towards other languages and cultures; • integrated didactics of teaching foreign languages; • integrated teaching of languages and subjects; • acquisition of partial competences in many languages; • inter-comprehension of languages belonging to one and the same linguistic group. Nina Tsvetkova & Bistra Stoimenova May 9th 2008 - Sofia

6. Plurilingualism should lead to : • linguistic diversity; • tolerance; • social inclusion; • social peace and cohesion; • a better and richer method of teaching and learning. Plurilingualism represents a global intercultural educational approach to forming citizens of Europe and the world. Nina Tsvetkova & Bistra Stoimenova May 9th 2008 - Sofia

7. Plurilingualism should be understood as:Beacco, J.-C. & Byram, M. (2003) • the intrinsic capacity of all speakers to use and learn, alone or through teaching, more thanone language. This ability isconcretised in a repertoire of languages a speaker can use. The goal of teaching is todevelop this competence (hence the expression: plurilingualism as a competence); • an educational value that is the basis of linguistic tolerance: to give equal value to each of the varieties speakers themselvesand other speakers use, even if they do not have the same functions (private, professionalor official communication, language of affiliation, etc). But this awareness should beassisted and structured by schools since it is no sense automatic (hence the expression:plurilingualism as a value). Nina Tsvetkova & Bistra Stoimenova May 9th 2008 - Sofia

8. Language policies and linguistic ideologiesin relation to plurilingualism with respect to: • Education for plurilingualism, which involves enhancing and developing speakers’individual linguistic repertoires from the earliest schooldays and throughout life.Education for plurilingualismwill from now on refer to language education (national,“foreign”, regional languages) in which the purpose will be to develop plurilingualism as acompetence; • Education for plurilingual awareness, which is one of the requirements for themaintenance of linguistic diversity. Education for plurilingual awareness will refer toeducation, not necessarily limited to language education whose purpose is to educate forlinguistic tolerance, raise awareness of linguistic diversity and educate for democraticcitizenship. Plurilingual education includes both education for plurilingualism and education for plurilingualawareness, as specified above. Nina Tsvetkova & Bistra Stoimenova May 9th 2008 - Sofia

9. What is the text about? Plurilingual reading comprehension 1. Where has the excerpt been taken from? 2. What rights are mentioned in the text? 3. Find words which mean: • representative (n) • minority (n) • instruction (n) • establish (v) • religious (a) Nina Tsvetkova & Bistra Stoimenova May 9th 2008 - Sofia

10. What are they saying? Plurilingual listening comprehension • Listen to the sequence and answer the question: Adc_ang_01.mp3 • Group A: Where do the conversations take place at ? conference hall/ hotel room/ airport / shuttle bus • Group B: What people take part in the listening sequence? an English journalist/ a French chamber maid/ a French lady/ an English tour guide/ a French gentleman/ a room service waiter/ a receptionist 2. Listen again and follow the conversations on the handout. 3. In pairs, take turns to introduce yourself to your partner in French. (http://www.rfi.fr/lffr/statiques/accueil_apprendre.asp) Nina Tsvetkova & Bistra Stoimenova May 9th 2008 - Sofia

11. Les Visiteurs or Just visiting? Plurilingual interpretation • Read through the review of the French version of the film. • Watch an excerpt from the film. • In groups of 4, write a short summary of what you saw. • Compare to the American remake. Nina Tsvetkova & Bistra Stoimenova May 9th 2008 - Sofia

12. Lost in translation? • What helped you do the tasks? • What did you find a. most difficult? b. most easy? 3. Have you ever participated in similar ‘plurilingual’ situations yourself? 4. Would you use similar activities with your students? Nina Tsvetkova & Bistra Stoimenova May 9th 2008 - Sofia

13. Merci de votre attention! Nina Tsvetkova & Bistra Stoimenova May 9th 2008 - Sofia