Developing a conceptual framework: the case of MAGICC

Natri, Teija; Räsänen, Anne

doi:10.14705/rpnet.2015.000288

Cited by 4 publications

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Introduction

Vetter

Slavkov

2022

AILA

View full text Add to dashboard Cite

Some musings on multilingualism and the rationale behind this special issueToday multilingualism (re-)appears as a fundamental condition and aim of learning as well as the use of languages in education and in multiple other contexts. Present scholarly contributions rarely link up with historical multilingualism. Investigations into multilingualism in the past are, however, insightful and highly relevant. Let us take Mary Louise Pratt's prominent discussion of the Guaman Poma's New Chronicle and Good Government from 1613 (Pratt, 1991) or Rindler Schjerve's volume on language policy in the 19th century Habsburg Empire as an example (Rindler Schjerve, 2003). Among many other insights, these works remind us that multilingualism is neither a recent phenomenon, nor a characteristic restricted to modern globalized societies. Multilingualism, in its widest sense, is and has always been a fundamental feature of human life in society.We would like to point out two implications of this observation: First, the study of language cannot be separated from the conditions of human life. The opposite also holds true: social research cannot ignore language. Second, the insights from historical multilingualism re-confirm that research in multilingualism brings out big issues of humanity such as power, equity, or identity. This comes to the forefront even more when the context is education, since the distribution of chances for a good (or better) life and access to resources is closely related to education. Hence, it comes as no surprise that research into multilingualism and education is particularly prolific. There is an impressive number of recent publications that stimulate the field and inspire new questions (e.g. Man Chu Lau & Van Viegen, 2020;Tian et al., 2020 or Sànchez & García, 2021 in the field of translanguaging) or reaffirm decades of previous research (e.g. Cummins, 2021). Even these few examples show an important fact about the state of multilingualism research: knowledge about the complexities of multilingual learning and teaching has increased tremendously. Moreover, research has provided

show abstract

Introduction

Vetter

Slavkov

2022

AILA

View full text Add to dashboard Cite

show abstract

Plurilingual and pluricultural competence

Strasser

Reissner

2022

AILA

View full text Add to dashboard Cite

Since the late 1990s the notion of a plurilingual and pluricultural competence as elaborated by Coste, Moore and Zarate (1997) has had a strong impact on the didactics of languages. Several plural approaches have been developed which aim at developing competences in several languages and/or cultures (Melo-Pfeifer & Reimann, 2018; Reissner, 2010; Tost Planet, 2010), with intercomprehension didactics being one of them. However, existing frameworks (e.g. the Cadre de référence pour les approches plurielles des langues et des cultures (CARAP)/Framework of reference for pluralistic approaches to languages and cultures (FREPA) (Candelier et al., 2007, 2010), or the Companion volume of the Common European framework of reference for languages (Council of Europe, 2018)) do not adequately describe the specific competences that underly intercomprehensive activities. In our contribution, we will present the framework of reference for intercomprehension (= IC) developed within the European project EVAL-IC (Evaluation des compétences en intercompréhension, Erasmus+). The framework is based on a dynamic and complex competence model, comprising of six levels of competence which can be regrouped into three larger levels (basic, advanced, expert). It provides descriptors for the following intercomprehensive activities: written and oral receptive IC; written and oral interproduction; and written and oral interactive IC as well as a global description of each level. The work carried out might also help to apply or further develop plurilingual and pluricultural approaches in higher education.

show abstract

Use your languages! From monolingual to multilingual interaction in a language class

Kyppö¹,

Natri²,

Pietarinen³

et al. 2015

Voices of Pedagogical Development – Expanding, Enhancing and Exploring Higher Education Language Learning

Self Cite

View full text Add to dashboard Cite

1. Language Centre, University of Jyväskylä, Finland; anna.kyppo@jyu.fi; teija.natri@jyu.fi; margarita.pietarinen@jyu.fi; pekka.c.saaristo@jyu.fi How to cite this chapter: Kyppö, A., Natri, T., Pietarinen, M., & Saaristo, P. (2015). Use your languages! From monolingual to multilingual interaction in a language class. In J. Jalkanen, E. Jokinen, & P. Taalas (Eds), Voices of pedagogical developmentExpanding, enhancing and exploring higher education language learning (pp. 319-335). Dublin: Research-publishing.net. doi:10.14705/rpnet.2015.000297 Chapter 14 320 IntroductionThis study introduces a pilot course aimed at the enhancement of students' skills in multilingual and multicultural communication. The course Multilingual Interaction: Use Your Languages was offered by the University of Jyväskylä Language Centre in the spring of 2014. Teachers' interest in multilingual and multicultural issues and a concern for the increase of multilingualism and multiculturalism in workplace communication were important motivations for implementing such a course. However, the project Modularising Multilingual and Multicultural Academic Communication Competence for BA and MA levels (MAGICC 2011(MAGICC -2014; see Natri & Räsänen in this volume) served as a major source of inspiration. The project is part of the European Union Lifelong Learning Programme and aims to conceptualise multilingual and multicultural communication competences for higher education and thus to complement the Council of Europe's Common European Framework of Reference for Languages. The MAGICC project emphasises the role of languages and communication as part of academic expertise. The project, in the underlying principles and concepts of its conceptual framework, says that multilingual and multicultural academic communication competence"is an individual's communicative and interactive repertoire, made up of several languages and language varieties including first language(s) at different levels of proficiency, and various types of competence, which are all interrelated. The repertoire in its entirety represents a resource enabling action in diverse use situations. It evolves across time and experience throughout life, and includes growth in intercultural awareness and ability to cope with, and participate in, multicultural contexts of academic study and working life" (Räsänen, Natri & Foster Vosicki 2013: 5).The pilot course was implemented as part of the Language Centre's institutional action research. The main focus was on the development of multilingual and multicultural competences, which involve not only a good command of an individual's L1 and L2, but also efficient use of one's overall language repertoire, that is, one's partial competences in various languages. When competences are Context of the studyThis section introduces the concepts that supported the development and implementation of the course. A brief introduction of translanguaging and transculturation is followed by a presentation of the course's main objectives: raising the awareness o...

show abstract

Developing a conceptual framework: the case of MAGICC

Cited by 4 publications

References 4 publications

Introduction

Introduction

Plurilingual and pluricultural competence

Use your languages! From monolingual to multilingual interaction in a language class

Contact Info

Product

Resources

About