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Aims in the teaching and learning of language of education

Aims in the teaching and learning of language of education. Strasbourg October 16th 2006. A broad concept of aims. Underlying premises: Language competences are a prerequisite for learning, communication, thinking and understanding cultural codes

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Aims in the teaching and learning of language of education

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  1. Aims in the teaching and learning of language of education Strasbourg October 16th 2006

  2. A broad concept of aims Underlying premises: • Language competences are a prerequisite for learning, communication, thinking and understanding cultural codes • School offers specific and unique language competences

  3. Three main areas of aims • Aims for the individual learner • Aims reflecting the needs of society • Aims reflecting the needs of the European society NB! These aims are interrelated

  4. Aims for the individual learner Access and participation in school and society demand advanced knowledge, skills and understanding of language and texts • Aims for skills • Aims for knowledge • Aims for existential competences (Bildung?) • Aims for learning to learn

  5. Aims for society • Language competences for utilitarian purposes • Language competences based on common cultural traditions and values

  6. Aims for the European community • Language competences for utilitarian purposes: mainly communication in various areas • Language competences enhancing cultural values: participation in democratic processes, respect for cultural diversity, social cohesion.

  7. What does it mean to master languages? • To be able to participate in different discourse communities means knowledge, skills and understanding of language and of a variety of texts and contexts • Aims for language and text competences implies a broad concept of text

  8. Bildung – existential competences? Bildung: Internalized competences that give a potential for understanding and participating in a variety of discourses according to accepted cultural values and conventions in an autonomous way.

  9. Challenges • Are our aims for language competences sufficiently focused on challenges in modern society? • Do we need to discuss further what language competences imply? • Are we too focused on assessable aims? • Are we too focused on utilitarian aims?

  10. Challenges: Aims for competences and Bildung • Bildung and competences are interrelated, but not identical • Aims for competences are good tools, but do not cover all aims for language teaching and learning • Bildung-an elitist concept made democratic

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