„Connections? The languages are very different.“ Advising sessions and plurilingual competences.

ŠINDELÁŘOVÁ SKUPEŇOVÁ, Martina. „Connections? The languages are very different.“ Advising sessions and plurilingual competences. In 32. AKS-Arbeitstagung: Mehrsprachigkeit ≠ L1 + L2 + … + Ln Mehrsprachigkeit ist keine Formel, sondern ein gelebtes Modell. 2022.

Základní údaje

• Originální název: „Connections? The languages are very different.“ Advising sessions and plurilingual competences.
• Autoři: ŠINDELÁŘOVÁ SKUPEŇOVÁ, Martina.
• Vydání: 32. AKS-Arbeitstagung: Mehrsprachigkeit ≠ L1 + L2 + … + Ln Mehrsprachigkeit ist keine Formel, sondern ein gelebtes Modell. 2022.

Další údaje

• Originální jazyk: angličtina
• Typ výsledku: Prezentace na konferencích
• Obor: 50301 Education, general; including training, pedagogy, didactics [and education systems]
• Stát vydavatele: Německo
• Utajení: není předmětem státního či obchodního tajemství
• Organizační jednotka: Pedagogická fakulta
• Klíčová slova česky: jazykové poradenství, učení se jazykům, multiligvní praktiky, plurilingvní kompetence
• Klíčová slova anglicky: language advising, language learning, multilingual practices, plurilingual competences
• Příznaky: Mezinárodní význam

Anotace

As the statement quoted in the title suggests, some of my students still consider learning various languages as separate processes and can hardly imagine making connections between e.g. learning English and learning Czech. Even if focus on developing students´plurilingual competence was envisioned by the new CEFR and should thus be incorporated in language teaching curricula, current students have not gained (much) experience with being encouraged to call upon their knowledge of a number of languages or to use their plurilingual repertoire in our educational context. The statement was recorded during an advising session in the English Autonomously course at Masaryk University. The advising sessions aim to support students in self-regulating their language learning, students are invited to reflect on their learning history, learning style and strategies and to assess their various skills and competences. Therefore, their experience with learning and using English as well as other languages is a highly relevant topic for the advising sessions. This presentation is based on an analysis of a series of language advising sessions that included such references to more, even „very different“ languages. It is observed how students reflect on their exposure to various languages and whether the advising sessions help them to uncover more potential for plurilingual practices. The presentation aims at sharing students‘ individual ways to engage their plurilingual competences when learning English.