Language Acquisition, Multilingualism, and the European Portfolio
Language Acquisition vs. Learning
The difference between acquisition and learning is that acquisition generally refers to how infants naturally acquire their first language, developing the ability to perceive, understand, and produce language for communication, similar to how children learn their mother tongue. Learning, on the other hand, is the acquisition of knowledge through study, practice, or experience, especially the knowledge necessary to learn a subject.
Total Physical Response (TPR) Method
The Total Physical Response (TPR) method uses action, imitation, miming, repetition, gestures, pictures, symbols, and supportive materials to create a friendly atmosphere. It emphasizes teaching by doing, adapting the teaching pace to the student’s pace. Introduce sentences gradually, repeating the previous sentence before introducing a new one, and maintain the presented order. Action stories are engaging and help children understand a language from the beginning, allowing them to acquire knowledge through listening and experience. Children enjoy playing with language sounds.
Multilingualism, Plurilingualism, and Polyglots
The difference between multilingualism, plurilingualism, and polyglot is that multilingualism refers to the coexistence of several languages in a society. These languages can be official, unofficial, or sign languages. Plurilingualism refers to the interaction and interrelation between these languages beyond their simultaneous presence. A polyglot is a person who speaks several languages or a text written in multiple languages.
The European Portfolio of Languages (PEL)
The European Portfolio of Languages (PEL) is designed as a self-assessment tool and an instrument for multilingual and multicultural education. It serves as an application of the Common European Framework of Reference for Languages (CEFR) and is a personalized document belonging to the student.
Key Stages (KS) in Education
Key Stages (KS) 1, 2, 3, and 4 make up Infant, Primary, and Secondary education. KS 1 and 2 are for Infant and Primary levels, and each KS includes multiple courses, so the students’ age should be specified.
Key Concepts in Language Teaching
- A new perspective on language teaching and learning.
- The concept of “competence.”
- The concept of “multilingual competence.”
- The notion of linguistic competences as social competences.
- The importance of mediation.
Components of the European Language Portfolio
- Biography: Helps to plan learning, reflect on learning, and observe and evaluate processes.
- Passport: Provides an overview of capabilities and showcases notes, diplomas, etc.
- Dossier: Selects and displays materials that illustrate acquired knowledge and experiences.
Functions of the European Language Portfolio
Pedagogical Functions:
Learning by reflecting, clarifying learning objectives, identifying linguistic competences, stimulating self-evaluation, increasing student responsibility and autonomy, encouraging interest in languages, and valuing respect for linguistic and cultural diversity.
Informative Functions:
Increasing transparency and coherence of teaching, providing a common European language framework, offering easily identifiable definitions of language skills, and creating an international accreditation document.
Social Functions:
Building Europe, promoting mobility within the European space, stimulating dialogue and cooperation beyond language learning, and protecting and encouraging linguistic and cultural diversity.
Additional Considerations
- A monthly session for reflection and organization of materials.
- One hour divided into three 20-minute sessions.
- Catering to diversity.