Plurilingual Competences and Mediation: Fostering Language Diversity

1. FSL Leads SeriesCEFR – Companion VolumeTopic : Plurilingual/Pluricultural Competences and Mediation Date : le jeudi, 28 mars, 2019 13h00 – 14h30 #CEFROntario #FSL4all Presented : When:March 28, 2019 as part of a professional learning series for FSL Leads in the province of Ontario By: Staff in FSL Policy Implementation Unit Field Services Branch Ministry of Education of Ontario Purpose: To assist FSL Leads in facilitating professional learning for FSL educators across the province of Ontario

2. Bonjour! Welcome! Veuillez continuer le dialogue sur : Please continue the conversation : #CEFROntario #FSL4all #FSLOntarioleaders

3. Land Recognition https://www.ontario.ca/page/treaties

5. Overview of the CV Ages 7 - 10 Ages 11 - 15

6. Big Ideas of the CEFR Companion Volume Making errors is part of learning a new language and should be valued as risk-taking All students have the ability to make linguistic and cultural transfers from their own experience

7. La culture de l’élève Teachers need to expose students to the many social and geographical varieties of French through a range of authentic materials, as well as through speakers of different ages and geographical origins and from various sociocultural groups. La culture de l’école Le Français langue seconde Ontario’s FSL Curriculum : Front matter p.12 – Roles and Responsibilities in the French as a second language programs

8. Activité

9. Switch from one language to another • Express oneself in one language and understand another • Call upon the knowledge of a number of languages to make sense of a text • Recognize words from a common international store in a new guise • Mediate between individuals with no common language • Experiment with alternative forms of expressions in different languages of dialects school une école dieSchule

10. Maledive Project Developed through the European Centre for Modern Languages Learner Profiles are developed by a pluricultural/plurilingual mindset Student voice through the creation of a language biography (capturing both mindset and skills) before and after the activities within the project took place Let’s consider Kevin, an English speaker who has the opportunity to learn French and other languages at school. https://maledive.ecml.at/

11. Encouraging a plurilinguistic mindset Kevin – before the learning cycle Kevin – after the learning cycle

12. Exploiter un répertoire pluriculturel le besoin de : gérer l’ambiguïté face à la diversité culturelle, de réagir, de modifier son langage, etc. ; comprendre que dans des cultures différentes les pratiques et les normes culturelles peuvent être différentes et que les actions peuvent être perçues de manière différente par des personnes d’autres cultures ; prendre en compte des différences dans les comportements (dont les gestes, les tons et les attitudes), de discuter des généralisations abusives et des stéréotypes ; reconnaître les ressemblances et de s’appuyer sur elles pour améliorer la communication ; la volonté de montrer qu’il/elle est sensible aux différences ; la disponibilité à offrir et à demander des éclaircissements : anticiper des risques éventuels de malentendus. Source : https://www.idello.org/en/magazine (juin 2017)

13. Le rôle de l’enseignant·e* Plurilinguisme Teachers can give students a variety of opportunities to learn about diversity and diverse perspectives. By drawing attention to the contributions of women, the perspectives of various ethnocultrual, religious, and racial communities, and the beliefs and practices of First Nations, Métis, and Inuit peoples, teachers enable students from a wide range of backgrounds to see themselves reflected in the curriculum. It is essential that learning activities and materials used to support the curriculum reflect the diversity of Ontario society.In addition, teachers should differentiate instruction and assessment strategies to take into account the background and experiences, as well as the interests, aptitudes, and learning needs, of all students. Pluriculturalisme Ontario’s FSL Curriculum : Front matter – Equity and Inclusive Education in the French as a Second Language Programs

14. ACTIVITY

15. Big Ideas of the CEFR Companion Volume How to make the invisible visible… How does a student construct meaning within receptive, interactive and productive activities?

16. La Médiation : rendre l’invisible visible… Médiation de la communication Médiation de concepts Médiation de textes Les stratégies de la médiation

18. Mediating concepts • Facilitating collaborative interaction with peers • Collaborating to construct meaning • Managing interaction • peut se servir des questions, commentaires et simples reformulations afin de maintenir le sujet de la discussion Mediating a text • Relaying specific information • Explaining data • Listening and note-taking • peut transmettre (dans la deuxième langue) de l’information spécifique dans des textes informationnel (tel qu’un tract, une brochure, une lettre ou un courriel) écrit dans sa langue maternelle. Mediating communication • Facilitating pluriculutral space • Acting as an intermediary • Facilitating communication in delicate situations/disputes • peut démontrer sa compréhension des enjeux lors d’un désaccord sur un sujet familier et demander simplement d’une confirmation ou/et d’une clarification Mediation strategies • Linking to previous knowledge • Adapting language • Breaking down complicated information

19. Plurilingual/cultural competence Across languages/cultures Finding Mediation in our curriculum • Building on pluricultural repertoire • Plurilingual comprehension • Building on plurilingual repertoire Online interaction Across media Core French : Grade 4 • Online conversation and discussion • Goal-oriented online transactions and collaboration Literature Across worlds • Expressing a personal response to creative text (including literature) • Analysis and criticism of creative text (including literature) • Reading as a leisure activity French Immersion : Grade 7 Extended French : FEF2D