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

k 2022

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

ŠINDELÁŘOVÁ SKUPEŇOVÁ, Martina

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

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

Změněno: 22. 8. 2022 12:02, Mgr. Martina Šindelářová Skupeňová

Anotace

V originále

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.

Citovat

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.

@proceedings{2212612,
   author = {Šindelářová Skupeňová, Martina},
   booktitle = {32. AKS-Arbeitstagung: Mehrsprachigkeit ≠ L1 + L2 + … + Ln Mehrsprachigkeit ist keine Formel, sondern ein gelebtes Modell.},
   keywords = {language advising, language learning, multilingual practices, plurilingual competences},
   language = {eng},
   title = {„Connections? The languages are very different.“ Advising sessions and plurilingual competences.},
   year = {2022}
}

TY  - CONF
ID  - 2212612
AU  - Šindelářová Skupeňová, Martina
PY  - 2022
TI  - „Connections? The languages are very different.“ Advising sessions and plurilingual competences.
KW  - language advising, language learning, multilingual practices, plurilingual competences
N2  - 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.
ER  -

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

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