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VIVACE an example of good practice

Introduction . VIVACE =Voices for Inclusion, Voices for Access in Language Learning and Cultural Education.Socrates Lingua project 2006-9Aim: bring foreign language learning to marginalized sectors.. VIVACE in Europe . previous project Allegro ( Lingua 1 2002-5)Coordinator: Nottingham

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VIVACE an example of good practice

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    1. VIVACE an example of good practice Emsenic 2008 PedF UK Praha March 13-14, 2008 PhDr. Lucie Betáková, M.A., PhD. Mgr. Katerina Dvoráková University of South Bohemia, Ceské Budejovice, Czech Republic

    2. Introduction VIVACE = Voices for Inclusion, Voices for Access in Language Learning and Cultural Education. Socrates Lingua project 2006-9 Aim: bring foreign language learning to marginalized sectors.

    3. VIVACE in Europe previous project Allegro ( Lingua 1 2002-5) Coordinator: Nottingham Trent University, UK Higher education institutions (University of South Bohemia, University of Castilla de la Mancha) Non-profit organizations (Slovenian Institute for Adult Education, FICE Austria, EuroEd Foundation Romania)

    4. Rationale All European citizens - a right to learn a foreign language to understand multilingual nature of European society and gain intercultural understanding. Many people - no experience with learning a foreign language Reasons: language not relevant, learnt only by the educated and economically stable prejudice => exclusion

    5. Aims take language learning out of educational institutions; forge links with the organizations which provide for these target groups; take a broad view of disadvantage, including people excluded from language learning because of limited expectations and life chances; change attitudes about who can learn languages.

    6. Sub-projects Based outside partners’ institutions, not duplicating full –time education Modest Teaching young offenders, families in difficult economic and social situations, people with learning or physical disabilities and those living in isolated and disadvantaged rural areas, victims of abuse, prisoners, school drop-outs, senior citizens in situations of difficulty, visually impaired, etc.

    7. VIVACE in the Czech Republic three 90-minute English lessons, 10 children aged 14-16 no exposure to foreign language instruction in their school curriculum all physically and/or mentally disabled, their diagnoses including cerebral palsy, ADD, ADHD, epilepsy, congenital heart disease and urinary incontinence the lessons were taught by a qualified teacher, well familiar to all the pupils

    8. Theoretical background Children with additional educational needs should have the right to be exposed to FL instruction and benefit from it linguistically, psychologically, cognitively, socially and culturally. Appropriate methodological approaches for working with these learners correspond with good educational practice, as used by foreign language teachers of young learners.

    9. Basic principles of good EFL primary practice child-centred and holistic topic-based supportive varied adequate

    10. Aims The following linguistic and cultural objectives were set: to learn to say one’s name, ask somebody what their name is and to use basic greetings; to learn the names of colours, fruits, and make a fruit salad according to a written recipe; to learn a rhyme and two songs; to experience the English language by listening to songs and playing games; to learn how Christmas is celebrated in Great Britain and compare it with one’s own culture.

    11. Teaching tools and techniques The teacher employed appropriate techniques; put emphasis on working with visual aids and musical instruments for maximum sensory stimulation, hands-on involvement and effective practice; managed to adapt materials to suit her objectives; could not use English as the language of instruction; used constant and abundant encouragement and optimistic feedback; created positive atmosphere in the classroom.

    12. Evaluation From the teacher’s perspective: all the pupils were able to concentrate for 90 minutes (in spite of having had 6 hours of regular school work each teaching day) the pupils seemed very excited about the project, after the first lesson kept asking about the time of the next one From the pupils’ perspective: they insisted on continuing in the form of an after-school club, which was really set up in January 2008 the most successful activities were those that involved action and surprise, especially the making of fruit salad and learning about and opening Christmas crackers

    13. Conclusion The central aim of the VIVACE project – to expose a group of learners with limited access to foreign language instruction to English – was fully achieved. The lessons taught at the Arpida Child Centre displayed many of the major features of good teaching practice. The project showed that children with special educational needs are capable of learning a foreign language provided that the content and the methodological approach is matched to these special needs.

    14. VIVACE in the Czech Republic The end of the presentation. Thank you for your attention.

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