Objects to Learn About and Objects for Learning 1 by Unknown

Author:Unknown
Language: eng
Format: epub
ISBN: 9781119902164
Published: 2021-03-21T00:00:00+00:00

Chapter written by Zehra GABILLON and Rodica AILINCAI.

1 We have a plurilingual perspective on language teaching and we no longer use the term “foreign language” teaching. Instead, we prefer to use the term “additional language” (AL) to include autochthonous, foreign, regional, community or heritage languages that are taught in school. See Narcy-Combes et al. (2019), who propose terms that correspond to the current conceptualization of languages in a plurilingual world.

2 In French “Enseignement d’une matière par l’intégration d’une langue étrangère” (EMILE). In some texts, it is also called “Enseignement d’une Matière intégré à une Langue Étrangère”.

3 We use the term “English as an Additional Language” (EAL) rather than “English as a Foreign Language” (EFL).

4 We use the term “initial language” instead of “mother tongue” because in today’s plurilingual contexts children may learn a language other than their mother tongue as their first language of socialization.

5 Some of the learners were bilingual (French and Tahitian).

6 This text is increasingly used as a reference by non-European countries such as Australia, New Zealand and Canada.

7 The theory of experiential learning originated with the works of John Dewey, as well as other theorists such as Kurt Lewin, Jean Piaget, Carl Rogers and William James (see Kolb 1984). Experiential learning is based on the view that learning is a process by which knowledge is created through the transformation of experience.

8 The beginner level corresponds to level A1, the first level of the six reference levels described in the Common European Framework of Reference (CEFR) for languages.

9 Natural learning involves the use of everyday tasks, which learners are used to doing, and objects, which learners are used to using, in their living space (at home) and their learning space (at school).

10 Microgenetic analysis is a method that is primarily used to examine how language development takes place during interactive exchanges in a social setting by obtaining detailed data on influences and changes at the time these changes occur (Ellis 2015).

11 In our research, the categories were the result of an iterative analysis.

12 It should be noted that in our experiments, our aim was to maximize the AL without proscribing the IL. The use of an AL, which is also a mediation tool, has also been investigated in our other CLIL studies.

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