{"id":7690,"date":"2022-03-24T13:40:32","date_gmt":"2022-03-24T12:40:32","guid":{"rendered":"https:\/\/eurocomdidact.eu\/?page_id=7690"},"modified":"2022-03-24T13:40:33","modified_gmt":"2022-03-24T12:40:33","slug":"teaching","status":"publish","type":"page","link":"https:\/\/eurocomdidact.eu\/?page_id=7690&lang=en","title":{"rendered":"Teaching"},"content":{"rendered":"\n

Addressees: Teachers<\/strong><\/p>\n

Please note as well the articles released for download under the tab in the\u00a0selection bar<\/a>.<\/p>\n

Competences<\/strong><\/a>\u00a0\u2013\u00a0<\/strong>Textbooks and Materials<\/strong><\/a>\u00a0\u2013 European\u00a0<\/strong>Framework of Reference<\/strong><\/a>\u00a0of Languages<\/strong>\u00a0\u2013\u00a0<\/strong>Frame of Reference for Intercomprehension Competence<\/strong><\/a><\/p>\n

As is well known, there are many textbooks about the intercomprehension approach. The publications of the\u00a0Editiones EuroCom series published<\/a>\u00a0by Shaker-Verlag and their respective subdivisions EuroComRom and EuroComGerm are helpful for acquiring reading skills in Romance and Germanic languages.\u00a0Klein & Stegmann\u2019s<\/a>\u00a07 sieves\u00a0<\/em>are a basic Romance studies textbook, which targets primarily, but by no means exclusively, students of Romance languages. In addition, the\u00a0French version<\/a>\u00a0contains an extensive\u00a0Introduction \u00e0 la didactique de l\u2019eurocompr\u00e9hension\u00a0<\/em>(pp. 7-140). The parallel work edited by\u00a0Britta Hufeisen & Nicole Marx<\/a>\u00a0deals with Germanic and Scandinavian intercomprehension. For special language contrasts including English, you find\u00a0Klein & Reissner<\/a>\u00a0(basic module English. English as a bridge language in the Romance intercomprehension<\/em>). For Slavic interkomprehension Tafel et al.:\u00a0Slavic Intercomprehension \u2013 An Introduction<\/em>\u00a0(eBook). T\u00fcbingen: Narr & Francke Attempt.<\/p>\n

Of course, numerous textbooks for Romance intercomprehension have been published in the Romance countries, as the learning success is particularly easy to grasp here. Probably the first (modern) textbook on the intercomprehensive approach,\u00a0Eurom4<\/em>, pursued the principle of teaching only what in the target language seems to be interlingually \u2018opaque\u2019 for native Romance speakers.\u00a0EuroComRom<\/strong>, on the other hand, was keen from the outset to show how the individual Romance languages are similar \u2013 especially to help non-Romance-speaking learners to \u201cunmask\u201d structures that initially seem strange.<\/p>\n

In the wake of\u00a0Eurom4<\/em>\u00a0and recent references including GALATEA and the electronic platform GALANET, the\u00a0Manual Interlat.\u00a0<\/em>\u00a0Compreens\u00e3o escrita em portugu\u00eas, espanhol e franc\u00eas \/ Comprensi\u00f3 escrita en portugu\u00e9s, espa\u00f1ol y franc\u00e9s \/ Compr\u00e9hension \u00e9crite en portugais, espagnol et fran\u00e7ais\u00a0<\/em>by Gilda Tassara Ch\u00e1vez & Patricio Moreno Far\u00edas (Ediciones Universitarias de Valpara\u00edso, Chile) must be mentioned; as well as\u00a0InterRom: intercomprensi\u00f3n en lenguas romances\u00a0<\/em>by Ana Mar\u00eda Carullo et al. (National University of Cordoba, Argentina).<\/p>\n

In addition to the textbooks, intercomprehension didactics has developed numerous materials for use in classroom contexts (secondary levels 1 and 2).<\/p>\n

The fact that intercomprehension didactics is a recent development (mainly since the 1970s) has given it an empirical basis from the start.<\/p>\n

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Framework of Reference\u00a0<\/strong><\/a>for Languages<\/u><\/strong>:\u00a0<\/strong>\u00a0The Common European Framework of Reference for Languages: Learning \u2013 Teaching \u2013<\/em>\u00a0Assessing (CEFR<\/strong>) shows a clear openness to multilingualism, and in a large number of the European Council\u2019s documents have encouraged the acquisition of several languages: In addition to the \u201cMother tongue, knowing two foreign languages operable in the four basic skills of listening-speaking and reading-writing\u00a0at least<\/u>\u201c.\u00a0<\/strong>Thisis the guideline for constructing the\u00a0multilingual minimum<\/strong>. The claim is high, but achievable and the epithet \u201cat least\u201d opens the way to legitimaze intercomprehension didactics. The guideline calls for an opening up of multilingual education in favour of greater diversification of foreign language provision and competence levels. Methodologically, the lessons focus on reflexive learning and on the comparison of corresponding linguistic schemes. It should be borne in mind that learning objectives and methods of the intercomprehension approach should also find their regular place in regular methodology.<\/p>\n

Unfortunately, the 2001 version of the CEFR falls short of this objective. Integrative\u00a0foreign language didactics develops<\/strong><\/a>\u00a0conceptually and methodically synergistic learning paths for the acquisition of multilingualism. The\u00a0Framework of Reference for Plural Approaches to Languages and Cultures<\/a>\u00a0(F<\/strong>REPA<\/strong>) complements the CEFR to the extent that it also contains descriptors for the so-called soft competences. Affected are<\/p>\n