3rd Unit of Work

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3RD UNIT OF WORK: MULTILINGUALISM AND MULTICULTURALISM This 3rd unit of work is focused on multilingualism and multiculturalism with the aim of having a better understanding of the situation in schools in the Basque Country and possibly being able to transfer it to other education systems.

Objectives / competencies to be worked on throughout this unit of work: SPECIFIC COMPETENCIES:  Learn about and contrast different bilingual and multicultural settings around the world.  Learn about and contrast different bilingual and multilingual education systems in Europe and the wider world.  To deal effectively with language learning situations in multicultural and multilingual contexts.  Working towards expressing oneself in English according to B1 level in the European Language Reference Common Framework.  To understand the main ideas in a standard clear text related to education.

CROSS CURRICULAR COMPETENCIES  Learn how to learn.  To be able to look for information and effectively deal with it.  Group work  To fulfil the requirements related to the tasks to be done (dates, format, quality…)  To develop positive attitudes towards multilingualism and multiculturalism.

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Education in Europe and the global world. Good practice.

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Final task: By the end of this unit of work, and taking into account the above mentioned objectives, you should be able to fulfill the following INDIVIDUAL task:

Individual final task My expository text on Multilingualism and Multiculturalism “Your European Project is moving along fine. You already know about the education systems in the different partner countries. You have also talked and contrasted the different systems, finding some similarities among them, as well. You have also started to find out about the situation with languages in them, finding out that most of the systems in the project are bilingual; running their education system through the medium of a minority language, just like in your case!!!

The project is now moving onto other aspects also interesting in Education in the EU (European Union). One of them refers to “Multilingualism and Multiculturalism”. The partner countries are interested in knowing how each member deals with the topic within their education system and how they are perceived. Obviously, each country will have to explain their situation to the rest.

So, in order to share your ideas, you need to write an EXPOSITORY text on the topic, from your perspective (in the Basque Country), but trying to be as clear as possible, so that all the partners can understand. You will probably discuss the different visions and perspectives in the partner members at another meeting in Wroclaw, to see if there are any areas of agreement or disagreement with respect to this topic”.

Write your Expository text of between 700-900 words.

You should do this task individually.

You should upload this text in MUdle for March 9th, 2012.

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WORLD CAFÉ: MULTILINGUALISM? MULTICULTURALISM? Step1 To start with the topic you will, individually, think about the questions your teacher will be showing you on a power point and reading at the same time.

Step2 Get together in groups and choose a secretary. Divide the poster into two columns; one of them entitled ‘Multiculturalism’, the other one ‘Multilingualism’. Then subdivide each into six equal parts. In each of them agree on your answers as a group to the questions you answered to individually in step 1.

Questions to think about for you to refer to as we advance in the unit:

What

do you know about multiculturalism?

Where

And

Where

what do you know about multilingualism?

Do

you have any personal experiences related to multiculturalism?

Do

you have any personal experiences related to multilingualism?

did you learn about multiculturalism? did you learn about multilingualism?

How

has multiculturalism affected you?

How

has multilingualism affected you?

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What

are the advan ntages and disad a dvantages of m multicultur ralism?

W What

examp ples of multilin ngualism c can you give e in relation to your ttown/city/are ea where yo ou live?

W What

examp ples of multiculturalism c can you give e in relation to your ttown/city/are ea where yo ou live?

MU LTICULTTURAL AND LAN NGUAG E LEARN NING

What

are the advan ntages and disad a dvantages of m multilingua alism?

MULTILIINGUALL

CON NTEXTS

IN

To get an idea about the situation s in the t Basque Country wiith respect tto multilinguualism and multiculturalism, you arre going to have a talkk with an expeert. Your tea acher will prroject the ta alk in class.

M Multilingualism m and Multiiculturalism - Talk Step 1 Listenn to the ta alk and, ass you watcch and liste en to it, answ wer the queestions your teacher wiill give youu before the ta alk starts.

Step 2 In yoour groups discuss thee answer too your quesstions. If necesssary, ask your y teacherr to play a specific s parrt of the talkk to listen too it again.

Then the whole class c will bee discussing the t answerss to the giveen questions.

You should s continue working g on the talkk in your non-contact hoours working g time: -

Go to MUdle and d select thhe ppt do ocument entitled “Mulltilingualism and C do ownload it and a print it.

Multicultuuralism in thhe Basque Country”,

-

Watch thhe talk again and fill inn the gaps inn the previoously printed d document..

-

Double check c your answers, a listeening to it as a many timees as needeed.

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-

Get the right answers from your teacher.

READING ACTIVITY: MULTILINGUALISM

THE

ADDED

VALUE

OF

You are going to read the text of a speech given by Leonard Orban, the European Commissioner for multilingualism. It was given at the launch (official opening) of the Chair in Multilingualism at the Linguamón University Oberta de Catalunya. What is a Chair?

The Commissioner (or his assistants) has (have) written a speech appropriate for the occasion in which the value of multilingualism is discussed. It will give you an idea of important issues in multilingualism and where it is going.

Step1: Vocabulary work before reading: The following words and expressions all come from the text you are going to be reading. Before you move onto it, we suggest you do the following exercise: try to match the words in the left-hand column with their corresponding definition or translation in the right-hand column.

Page 1     

To thrive Alongside Provision Achievement Aptly

    

Lorpena Together with Enfoque Acertadamente A law or set of rules including all the possible aspects.

           

Marko Promoting, fostering Training Useful or valuable thing or person To become, feel responsible for To increase Eragin, zirikatu To grow stronger Designated Background, oinarriak Space between two “things”.

Slogan

Page 2            

To cater for To gain Comprehensive policy Approach Framework To be appointed Asset To prompt Furthering (to further) To pose Backdrop Motto

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 Throughout



Abilities

    

A través de To defend, to support Sortu The place where you work Action of becoming real

      

As a global, ONE, single thing.

Consequences So far, up to now.

To accept a challenge To experience, attempt, try.

To insert To make better, more attractive.

Page 3     

To champion Workplace Skills Gap To take up the gauntlet

Page 4       

To enhance Hitherto Holistic Knock-on effects To embed Fruition To endeavour

Step 2: Working with the text and its different sections.

The speech is divided into six sections. Write the title of each section below in the table: In each section there are a number of paragraphs. Your job is to identify the point(s) that the Commissioner wants to make in each paragraph of his speech. Mark the key words in each paragraph and then copy them onto the table.

Section 1. a. b. c. d. e.

Section 2. a. b. c. d. e.

Section 3. a. b.

Section 4. a. b. c. d.

Section 5. a. b.

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c. d.

Section 6. a. b. c. d. e. f. g.

Step 3: after reading the text, what is new?

What are some of the benefits of multilingualism and possible contributions of this Chair in the future mentioned by the Commissioner in his talk? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

MULTILINGUALISM AND MULTICULTURALISM IN FILMS The whole class will be divided in 2 groups. One group will watch Babel and the other Sólo un beso. Be sure you pay attention to the films because after you will have to exchange information on films. To help you in this task we present you the plot of the films and a guide to take notes.

Babel Alejandro González Iñárritu (director) 2006 4 interlocking stories all connected by a single gun all converge at the end and reveal a complex and tragic story of the lives of humanity around the world and how we truly aren't all that different. In Morocco, a troubled married couple is on vacation trying to work out their differences. Meanwhile, a Moroccan herder buys a rifle for his sons so they can keep the jackals away from his herd. A girl in Japan dealing with rejection, the death of her mother, the emotional distance of her father, her own self-consciousness, and a disability among many other issues, deals with modern life in the enormous metropolis of Tokyo, Japan. Then, on the opposite side of the world the married couple's Mexican nanny takes the couple's 2 children with her to her son's wedding in Mexico, only to come into trouble on the return trip. Combined, it provides a powerful story and an equally 7

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powerful looking glass into the lives of seemingly random people around the world and it shows just how connected we really are.

Sólo un beso (Ae Fond Kiss… / also known as Just a Kiss).

Ken Loach (2004) Casim Khan is a Glaswegian DJ of Pakistani origin. His devout Muslim parents, Tariq and Sadia, have arranged for him to marry his first cousin, Jasmine, and Casim is more or less happy with the arrangement. Casim then meets and falls in love with Roisin, an Irish teacher working in his sister's Catholic school. They then have to decide whether their love is strong enough to endure the repercussions of their actions and without the support of their respective communities.

At the same time, Casim's younger sister, Tahara, struggles to find herself when she cannot gain the respect of either her Scottish schoolmates or her Pakistani relatives.

Rukhsana, Casim's older sister, loses her fiancé because Casim's new relationship brings dishonour to the family. Roisin loses her job because the Catholic school's direction does not accept her relation with a Muslim man as a married – though separated – woman because it is considered against the Catholic moral.

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Babel

Sólo un beso

What do you think about the way different cultures are represented in the film? Do you think that one is favoured over others? Why? Why not?

What is the relevance of marriage and family in the film?

What conflicts are examined and what reasons are provided for these conflicts in the film? To what extent are these conflicts resolved in the film?

What is the social reality reflected on the film?

Comment on the ending of the film

Examine how an individual’s identity is constructed

How is language portrayed in the film?

What values are portrayed in each film?

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Step 1: You will be watching two different films. Your teacher will tell you which film and which room you have to go to. As you watch the film take notes on it, so that you can fill in the chart in the previous page.

Step 2: Exchange ideas on films Now, get together in fours: 2 who have watched Babel and 2 that have watched Sólo un beso. Try to fill in the whole chart on p.7.

OTHER INPUTS ON MULTILINGUALISM AND MULTICULTURALISM: SOME READINGS TO WORK ON After having worked with different inputs, now we would like you to work on two different texts. But these texts will have to be read in your non-contact hours working time so that they can be discussed, clarified and talked about in class.

Half of the class will be responsible for one text and the other one for the other text (your teacher will be telling you which one to read). Then try to answer the questions corresponding to your text, you will find them below.

Make sure you do this before the next class session.

Non-contact hours work: You should do this before your next class session HALF THE CLASS: - Read the text uploaded in MUdle about the situation in the BAC (Basque, Spanish and Immigrant Minority Languages in Basque Schools) and answer the following questions:          

What is Multilingualism?

What is Multiculturalism?

What is the relevance of ML and MC? Are we, the Basque, a ML and MC society?

Where can we see ML and/or MC in the BAC? How many linguistic models can we find in the BAC? How does education deal with ML and MC in the BAC? What are the general features of the immigrants in the BAC? How do ML and MC affect our culture? Our identity? Our language?

Positive aspects of ML and MC in our country. Explain and give examples.

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

Negative aspects of ML and MC in our country. Explain and give examples.

THE OTHER HALF OF THE CLASS: - Read the text uploaded in MUdle about Multilingualism (Why Multilingualism?) and answer the following questions:      

What is Multilingualism?

Can you define it?

Is the spread of English affecting multilingualism within Europe?

How many minority languages, do you know, are there in Europe? And in the Basque Country?

What is the role of education in relation to Multilingualism?

What is the role of Basque, Spanish, and English in the Basque society?

- You will need to discuss them in class in your next session with your group and also contrast them with the information you got in the talk.

Step 1 Get into your project groups and discuss the answers to the questions corresponding to the text you all have read. Clarify any aspects you may not understand.

Step 2 Get in groups with people who have read the other text and exchange your information.

Step 3 Discuss the questions with the whole class. Any points you do not understand?

CO-OPERATIVE LEARNING SESSION Step 1 Multiculturalism - video Watch a short video on Multiculturalism from Teachers.net. “Menheniot Primary”. Now that you have received new input on ML and MC, retake the ideas you wrote both individually and in groups for the poster on the first day of the topic: rethink/rewrite 11

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your answers from the first day. Do you still think the same? Have your ideas changed in any way? If so, why (not)? What has influenced on your changing (or not) of those ideas?

Step2 Now let’s discuss the different group ideas with the whole class.

Step3 Now that we have worked on different inputs, and discussed our ideas in small groups, go back to the poster you did at the beginning of the unit. Make changes if necessary, taking into account what you know now that you didn’t know at the beginning of the unit.

Give a 5-minute presentation using these posters. Remember to use precise vocabulary and language as needed. The presentation should be balanced amongst all group members.

FINAL TASK Now you are ready for your final task in this unit of work. Remember to use different inputs used in the module so far, not only the ones referred to in this unit. Make sure you use the help given in previous units as needed (language, format…).

My expository text on Multilingualism and Multiculturalism “Your European Project is moving along fine. You already know about the education systems in the different partner countries. You have also talked and contrasted the different systems, finding some similarities among them, as well. You have also started to find out about the situation with languages in them, finding out that most of the systems in the project are bilingual; running their education system through the medium of a minority language, just like in your case!!!

The project is now moving onto other aspects also interesting in Education in the EU (European Union). One of them refers to “Multilingualism and Multiculturalism”. The partner countries are interested in knowing how each member deals with the topic within their education system and how they are perceived. Obviously, each country will have to explain their situation to the rest.

So, in order to share your ideas, you need to write an EXPOSITORY text on the topic, from your perspective (in the Basque Country), but trying to be as clear as possible, 12

Education in Europe and the global world. Good practice.

HUMANITATE ETA HEZKUNTZA ZIENTZIEN FAKULTATEA

so that all the partners can understand. You will probably discuss the different visions and perspectives in the partner members at another meeting in Wroclaw, to see if there are any areas of agreement or disagreement with respect to this topic�.

Write your Expository text of between 700-900 words.

You should do this task individually.

You should upload this text in MUdle for March 9th, 2012.

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