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    Developing teacher competences for pluralistic approaches
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Developing teacher competences for pluralistic approaches

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Dimensions for teacher competences

Professional development
PDFs:
Values and principles
PDFs:
Cooperation
PDFs:
TEACHER COMPETENCES FOR PLURALISTIC APPROACHES -
At a glance
Communication
PDFs:
Pedagogy
PDFs:
Information technology
PDFs:
Meta-competences
PDFs:
At a glance

Dimensions for teacher competences

Competences for professional learning and development for pluralistic approaches
PDFs:
Commitment to values and principles for the use of pluralistic approaches
PDFs:
Competences for cooperation
PDFs:
TEACHER COMPETENCES FOR PLURALISTIC APPROACHES
Competences in communication specific to pluralistic approaches
PDFs:
Didactic and pedagogical competences for the use of pluralistic approaches
PDFs:
Information technology competences
PDFs:
Metalinguistic, metadiscursive and meta-cultural competences specific to pluralistic approaches
PDFs:
Professional development           Values and principles
Cooperation      Communication
Pedagogy           Information technology
           Meta-competences
Up one level

Commitment to values and principles for the use of pluralistic approaches

Values and principles regarding...

Diversity

Education

Society

Work with pluralistic approaches

Up one level
Professional development           Values and principles
Cooperation      Communication
Pedagogy           Information technology
           Meta-competences
Up one level

Competences in communication specific to pluralistic approaches

2-a
Competence in switching languages and registers according to one's communicative intentions, the addressees and their reactions
2-b
Competence in drawing on perceived similarities between languages to communicate
Show subdescriptor
2-c
Competence in using lesser-known languages to communicate, including by making links with betterknown languages
2-d
Competence in inter- or intra-linguistic mediation where the diversity of repertoires makes this necessary for understanding
2-e
Competence in adapting one's discourse to the known cultural specificities of one's interlocutors and to their reactions
2-f
Competence in drawing on the full range of previous cultural experience to deal with less familiar intercultural situations
2-g
Competence in conducting intercultural mediation for mutual understanding in various contexts of otherness
Show subdescriptor
2-h
Competence in mediating between linguistic and non-linguistic modalities of communication
Up one level
Professional development           Values and principles
Cooperation      Communication
Pedagogy           Information technology
           Meta-competences
Up one level

Information technology competences

Up one level
Professional development           Values and principles
Cooperation      Communication
Pedagogy           Information technology
           Meta-competences
Up one level

Metalinguistic, metadiscursive and meta-cultural competences specific to pluralistic approaches

4-a
Competence in analysing situations of multilingualism, and the status and use of languages in their contexts
4-b
Competence in analysing the plurilingual communicative practices of individuals and their evolution
Show subdescriptors
4-c
Competence in analysing and comparing languages and language varieties, even unfamiliar ones
4-d
Competence in analysing and comparing various cultural phenomena, including in their composite and evolving aspects
4-e
Competence in identifying within communicative practices what belongs to the cultural background of the actors involved
Show subdescriptor
4-f
Competence in analysing communicative practices at work in various fields, particularly education, and their role in the construction of knowledge
Up one level
Professional development           Values and principles
Cooperation      Communication
Pedagogy           Information technology
           Meta-competences
Up one level

Didactic and pedagogical competences for the use of pluralistic approaches


5-1
Planning a teaching/learning process using pluralistic approaches
Show subdescriptors
5-2
Managing a teaching/learning process using pluralistic approaches
Show subdescriptors
5-3
Evaluating and assessing learners’ progress and achievements developed through the use of pluralistic approaches
Show subdescriptors
5-4
Reflection on the implementation of pluralistic approaches
Show subdescriptors

Up one level
Professional development           Values and principles
Cooperation      Communication
Pedagogy           Information technology
           Meta-competences
Up one level

Planning a teaching/learning process using pluralistic approaches

5-1-a
Competence in defining learning objectives for plurilingual and intercultural education that are adapted to the context
5-1-b
Competence in identifying the relevance of the use of various pluralistic approaches in one’s context
5-1-c
Competence in basing one’s didactic choices on an analysis of the linguistic and cultural plurality of learners and of the educational context as a whole
5-1-d
Competence in basing one’s didactic choices on an analysis on what the learners have already acquired in terms of plurilingual and intercultural competences as described in FREPA
5-1-e
Competence in organising one’s teaching as a multilingual space by offering plurilingual and intercultural experiences
5-1-f
Competence in selecting the languages and the language registers to be used according to the objectives and the learners’ repertoires
5-1-g
Competence in organising experiences of switching between languages or language registers and exploit them for teaching purposes
5-1-h
Competence in organising teaching in a flexible way so as to accommodate learners’ linguistic and intercultural experiences
5-1-i
Competence in selecting and/or producing a variety of resources and learning materials that are suited to the implementation of pluralistic approaches
Up one level
Professional development           Values and principles
Cooperation      Communication
Pedagogy           Information technology
           Meta-competences
Up one level

Managing a teaching/learning process using pluralistic approaches

The teaching context

Language and (inter)cultural learning

Education

Facilitating classroom work

Up one level
Professional development           Values and principles
Cooperation      Communication
Pedagogy           Information technology
           Meta-competences
Up one level

Evaluating and assessing learners’ progress and achievements developed through the use of pluralistic approaches

5-3-a
Competence in defining assessment objects that correspond to the plurilingual and intercultural learning objectives of pluralistic approaches
5-3-b
Competence in organising (self-)assessment procedures for assessing the achievement of the plurilingual and intercultural learning objectives of pluralistic approaches
5-3-c
Competence in organising (self-) assessment procedures (e.g. multilingual tasks) that allow learners to draw on their various linguistic and cultural resources
5-3-d
Competence in defining and applying criteria for the (self-) assessment of learners' progress in the development of their plurilingual and intercultural competence
5-3-e
Competence in providing learners with feedback that raises their awareness of the objectives to be achieved in the development of plurilingual and intercultural competence and of their progression
Up one level
Professional development           Values and principles
Cooperation      Communication
Pedagogy           Information technology
           Meta-competences
Up one level

Reflection on the implementation of pluralistic approaches

5-4-a
Competence in reflecting on the effects of the use of pluralistic approaches on learner development and taking this into account to inform one’s practice
5-4-b
Competence in critically analysing the different phases of one's didactic action in the context of the development of plurilingual and intercultural education
5-4-c
Competence in identifying one' s areas of linguistic and methodological insecurity related to the use of pluralistic approaches and seeking to improve them
Up one level
Professional development           Values and principles
Cooperation      Communication
Pedagogy           Information technology
           Meta-competences
Up one level

Competences for cooperation

Up one level
Professional development           Values and principles
Cooperation      Communication
Pedagogy           Information technology
           Meta-competences
Up one level

Competences for professional learning and development for pluralistic approaches

7-1
level7_1
Show subdescriptor
7-2
level7_2
Show subdescriptor
7-3
level7_3
7-4
level7_4
Show subdescriptor
7-5
level7_5
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7-6
level7_6
Up one level

Project team


Brigitte GERBER
Coordinator
Switzerland

Ana-Isabel ANDRADE
Portugal

Anna SCHRÖDER-SURA
Germany

Monica VLAD
Romania
Supported by Lukas Bleichenbacher (Switzerland), Michel Candelier (France), Maddalena de Carlo (Italy), Petra Daryai-Hansen (Denmark), and Danièle Moore (Canada).

Project

These are the results from a project of the European Centre for Modern Languages (ECML) within its "Inspiring innovation in language education: changing contexts, evolving competences" programme 2020-2023.
View project pages.