Newsletter # 2 Paris Meeting
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Samedi 26 avril : réunion chez Drifa. Les learners
"Methodological Reflection: The case Moldavian League of Women in Portugal"
ont
by Claudia Vaz
écrit
des
CR
de
Pavia.
Drifa
et
Yamina
of
s’occupent de transcrire et de traduire des chansons de Idir (du berbère vers le français) traitant de l’exil.
Methodological
Elles apprennent à taper à l’ordinateur (Ouarid leur
Objective: To elicit reflection on techniques and
a ouvert une boite e-mail). Elles se sont mises aussi
instruments that allow to explore the relationship
à lire davantage.
between individual-social language group in the
exercise
from
a
case
study.
context of the LAs, namely: qualitative interview Vendredi 9 mai : réunion chez Agnieszka : travail sur le programme définitif, l’accueil des équipes (trouver des salles, de petits cadeaux, offrir un
and various projective techniques - "silhouette", "family-tree", "blazon" and Written AL.
Read more …
buffet, réserver les restaurants). A Paris 8, derniers préparatifs (accueil, films, affiche, etc.) du 23 au 26 mai.
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Writing my language autobiography. Ana-Maria Andrioaie - teacher of English at secondary and post-secondary level.
Beside different activities conducted in schools and by/with
migrant adults learning Swedish as a
second language, an important work has been conducted during spring by the partners in Sweden Writing my own linguistic autobiography helped me
in
realize that I feel deeply connected with anything
approaches oflanguage autobiographies in contexts
related to the English-speaking world (especially to
where
the “Queen’s English”), from the UK flag to the
collaboration with the Swedish national agency for
customs and traditions specific to this area.
education,(Skolverket) and some municipalities. The
I have also learnt that teaching English cannot be
persons
separated from continuously learning it. Even if I
migration
teach English to the secondary and postsecondary
teachers of mother tongue (adult migrants).
order
to
implement
migrants
involved
are
are
authorities,
the
use
involved,
of
especially
headmasters, teachers
of
different
staff all
in
from
subjects,
levels, I feel as a learner alongside my students. That is due to the fact that the English language, as a global phenomenon, keeps evolving, especially under the influence of mass-media and world trade.
In September, there will be a workshop organized by Uppsala university in collaboration with the municipality of Örebro
and migrants attending
classes of Swedish as a second language.
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Both artist and language teacher. Laurence Lonergan (German and English teacher in UK).
I like to use drawing in my language lessons specifically when trying to explain such phenomena as false friends and phrasal verbs respectively. For example, the German sentence "Ich bekomme eine Tasse Kaffee " means in English "I am having, or have ordered, a cup of coffee" but sounds like
“I
am becoming a cup of coffee". In the second example I am drawing attention to the literal meaning of the idiomatic "Stop pulling my leg!", and this allows students to reflect on the humour often associated with English phrasal verbs.
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Tiriamo fuori le lingue (Sortons nos langues) est un voyage pour découvrir nos expériences passées, à l’origine de notre relation avec la L1 et avec toutes les autre langues. C’est un cours qui a offert un important exercise d’autoréflexion, de soin de soi et la possibilité aux enseignants de n’importe quelle discipline, en formation où déjà au travail, de participer
à
des
leçons
de
philosophes,
psychologues, sociologues, linguistes, mais aussi de sujets avec une histoire langagière très intéressante. Le
cours
a
offert,
pédagogiques
et
bien
sûr,
didactiques
des à
indications
proposer
aux
étudiants. Toutes les leçons ont eu chaque fois un espace
de
dix
minutes
pour
faire
écrire
aux
coursistes leur propre autobiographie langagière…. à continuer sur le site PLURI-LA
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The brain consists of two hemispheres that operate differently. The left hemisphere is responsible for the logical and analytical operations, numbers, categories. In contrast, the right hemisphere is bound with imagination, dreams, spatial perception, music, expression and recognition of emotional states. During the learning process, people unconsciously use mainly the left (logical) hemisphere but to facilitate the memorization process should be stimulated both of the hemispheres. There are many techniques that help activate simultaneously both hemispheres during the storing process. To understand what consists the memorization, finding and recalling the information in, you need to get to know a little how the brain functions‌
Read more ‌
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This newsletter is the result of the work of the institutions involved in the PLURI-LA project:
Université Paris 8, Paris, FRANCE
Centro de Educazione e Media, Pavia, ITALY
Universitatea Vasile Alecsandri, Bacau, ROMANIA
Uppsala Universitet, Uppsala, SWEDEN
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Artists’ Association of Warmia and Mazury, Olsztyn, POLAND
King’s College, London, UNITED KINGDOM
ALMADAFORMA, Almada, PORTUGAL
Read more: http://www.pluri-la.eu
June 2014
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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