Education in Europe and the global world. Good practice. HUMANITATE ETA HEZKUNTZA ZIENTZIEN FAKULTATEA
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 of this unit of work: TO KNOW: • 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. • Working towards expressing oneself in English according to B1 level in the European Language Reference Common Framework. TO KNOW HOW: • To deal effectively with language learning situations in multicultural and multilingual contexts. • To understand the main ideas in a standard clear text related to education. • To look for, get, differentiate and evaluate relevant information to produce different projects/texts. CROSS CURRICULAR COMPETENCES TO KNOW: • Learn how to learn. • Group work
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Education in Europe and the global world. Good practice. HUMANITATE ETA HEZKUNTZA ZIENTZIEN FAKULTATEA
TO KNOW HOW: • To be able to look for information and effectively deal with it. • To fulfil the requirements related to the tasks to be done (dates, format, rmat, quality…) • To develop positive attitudes towards multilingualism and multiculturalism.
Final tasks: By the end of this unit of work, and taking into account the above mentioned objectives, you should be ablee to fulfil the following task: task
Individual final task My expository text on Multilingualism and Multiculturalism “Your 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 some of the systems in the project are bilingual; some of them even run their education system through the medium of a minority language, just like in your case!!! But, there are other aspects which are also worrying you. One of them refers to “Multilingualism and Multiculturalism” in each of those countries and how they are perceived. So, in order to share your ideas, you need to write an EXPOSITORY text on the topic, from your perspective, perspective, but trying to be as clear as possible, so that all the partners can understand, and finally reach an agreement on the topic”. Write your Expository text of between 700-900 words. You should do this task individually. individually You should upload this text in MUdle M for February 21st, 2011, by 12:30pm. 12:30pm 2
Education in Europe and the global world. Good practice. HUMANITATE ETA HEZKUNTZA ZIENTZIEN FAKULTATEA
WORLD CAFÉ 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. Step3 Once you have created the posters, you will have to share them with the rest of the class. Give a quick presentation and then put them on the wall (for future reference). 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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Education in Europe and the global world. Good practice. HUMANITATE ETA HEZKUNTZA ZIENTZIEN FAKULTATEA
What
examples of multilingualism can you give in relation to your town/city/area where you live?
What
are the advantages and disadvantages of multiculturalism?
What
examples of multiculturalism can you give in relation to your town/city/area where you live?
MULTICULTURAL AND LANGUAGE LEARNING
What
are the advantages and disadvantages of multilingualism?
MU LTILINGUAL MULTILINGUAL
CONTEXTS
IN
To get an idea about the multilingual and multicultural situation in the Basque Country, you are going to have a talk with an expert. Multilingualism and Multiculturalism - Talk Step 1 Listen to the talk and fill in the gaps that you will find on the PPT document your teacher gave you before the talk. Step 2 After having listened to the talk, talk loot at the table below for the work to be done before next session. It will be the basis for next class. Non-contact hours work: You should do d this before your next class session - Read text uploaded in Mudle about the situation in the BAC (Basque, (Basque, Spanish and Immigrant Minority Languages in Basque Schools) Schools and contrast it with the ideas explained at the talk answering the following questions:
What is Multilingualism? 4
Education in Europe and the global world. Good practice. HUMANITATE ETA HEZKUNTZA ZIENTZIEN FAKULTATEA
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. Negative aspects of ML and MC in our country. Explain and give examples.
- You will need to discuss them in class in your next session with your group. Step 3 Get in your project groups and discuss the answers to the questions above. Then you will be asked to discuss them with the whole class.
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 powerful looking glass into the lives of seemingly random people around the world and it shows just how connected we really are. 5
Education in Europe and the global world. Good practice. HUMANITATE ETA HEZKUNTZA ZIENTZIEN FAKULTATEA
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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Education in Europe and the global world. Good practice. HUMANITATE ETA HEZKUNTZA ZIENTZIEN FAKULTATEA
Babel
Solo 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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Education in Europe and the global world. Good practice. HUMANITATE ETA HEZKUNTZA ZIENTZIEN FAKULTATEA
Step 1: Exchange ideas on films Now, get together in fours: 2 who have watched Babel and 2 that have watched S贸lo un beso. Try to fill in the whole chart on p.7. Step 2: After the work done on the films and before your next class session, look at the table below and after reading the article, make notes on the suggested points: Non-contact hours work: You should do this before your next class session - Read the article uploaded in Mudle: Mother Tongue Tuition for Foreign Background Students. What does it mean for their Learning? Results and Implications from a Swedish Study. - Take notes on important points referring to ML and MC. Try to add ideas to the ones mentioned in the discussion on the films, and answer the following questions: How are ML and MC portrayed in the reading? And in the film? How important is ML and MC for the main characters in the reading? And in the film? What is mother tongue tuition? What are the advantages/disadvantages of mother tongue tuition? Do they make use of mother tongue tuition in the film? Do you think it would be necessary? Why? Why not?
Step 3: In your next class session, discuss your ideas from the films and the article in your group. Then share your discussion with the whole class.
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Education in Europe and the global world. Good practice. HUMANITATE ETA HEZKUNTZA ZIENTZIEN FAKULTATEA
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 aides) has 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. Pag.2
To thrive Alongside Provision Achievement Aptly To cater for To gain Comprehensive policy Approach Framework To prompt Furthering (to further)
• • • • • • • • • • • •
Lorpena Together with Enfoque Acertadamente A law or set of rules including all the possible aspects. Marko Promoting, fostering Training To become, feel responsible for To increase Eragin, zirikatu To grow stronger
To pose Backdrop Motto Throughout To champion Workplace Skills Gap
• • • • • • • •
Background, oinarriak Space between two “things”. Slogan Abilities A través de To defend, to support Sortu The place where you work
Pag.3 Pag.4
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To take up the gauntlet To enhance Hitherto Holistic Knock-on effects To embed Fruition To endeavour
• • • • • • • •
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.
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. Section 3. a. b. Section 4. a. b. c. d. Section 5. a. b. c. d. e. Section 6. a. b. c. d. e. f. g.
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Education in Europe and the global world. Good practice. HUMANITATE ETA HEZKUNTZA ZIENTZIEN FAKULTATEA
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? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
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 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.
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 this unit, as well as the help given in previous units.
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 some of the systems in the project are bilingual; some of them 11
Education in Europe and the global world. Good practice. HUMANITATE ETA HEZKUNTZA ZIENTZIEN FAKULTATEA
even run their education system through the medium of a minority language, just like in your case!!! But, there are other aspects which are also worrying you. One of them refers to “Multilingualism and Multiculturalism” in each of those countries and how they are perceived. So, in order to share your ideas, you need to write an EXPOSITORY text on the topic, from your perspective, but trying to be as clear as possible, so that all the partners can understand, and finally reach an agreement on the topic”. Write your Expository text of between 700-900 words. You should do this task individually. You should upload this text in Mudle for February 21st, 2011, by 12:30pm.
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