Publication
Intercomprehension in primary school: discovering languages and constructing knowledge
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Authors
Advisor(s)
Abstract(s)
This article discusses the potential value of developing pupils' intercomprehension skills at elementary school. This development construes Europe as a plurilingual and intercultural space in which the linguistic and cultural identity of each community finds its place. However, the construction of Europe also faces the challenges of assuring communication among people of different languages, promoting participation in an expanded community, and discovering other cultures in a perspective of mutual knowledge. The strategies of intercomprehension can serve the purposes of discovering plurilingualism and promoting comprehension skills among speakers of different languages, specifically among speakers of languages belonging to the same family. The proposals that are presented and discussed in this article originate from the Euromania project, a Socrates/Lingua project directed at the development of the intercomprehension skills of pupils within the group of Romance languages. The project's learning materials aim, on the one hand, at developing pupils' intercomprehension strategies in association with the learning of various school subjects; in this way, the mobilization of intercomprehension skills acquires an immediate purpose by serving the process of learning those subjects. On the other hand, the operations performed by pupils in order to reconstruct meaning convert their strategies into learning tools.
Description
Keywords
intercomprehension linguistic diversity multilingualism semiotics multimodality teacher education
Pedagogical Context
Citation
Barbeiro, L. F. (2009). Intercomprehension in primary school: discovering languages and constructing knowledge. Language and Intercultural Communication, 9(4), 217–229. https://doi.org/10.1080/14708470903203041.
Publisher
Taylor and Francis