Z and α generations
Opportunities
Motivation according to a purpose
Express in clear language the purposes of an activity or project
22. Finalise each activity: Explain the objectives (meaning, goal, target, achievement, enhancement, reward, etc.) and the expected format (use explicit action verbs: describe, present, draw, explain, etc.)
See also EOL matrix field 2.1. “Sensitising learners”
sensitive approach to learning
Vary the forms of expression both in reception and in production
23. Foster a sensitive approach to the language: Develop the creative use of the language both in substance (utopias, imaginations, fictions) and in form (poetry, songs) and thus engage with all of the student's senses
See also EOL matrix field 3.2. ”Implementing a language sensitive approach”
In-context learning
Adapt linguistic progression to the needs of students through in vivo grammar
24. Present grammar in context: Support language awareness according to the needs of the students. The inductive approach to language seems more effective for some student profiles than a strict application of grammar rules.
See also EOL matrix field 1.1. “Supporting skills”
Training on discursive skills
Differentiate the treatment of vocabulary
25. Lexicalise the procedures: Distinguish the approach by type of vocabulary
· Thematic vocabulary : choose challenging activities and promote the ability to use online translators and dictionaries instead of banning them
· Choose to represent functional discursive vocabulary (narration, description, explanation, argumentation) in illustrated mind maps
Develop discursive skills with the EOL tool “Discursive teaching”
Entrepreneurship
Develop the practice of the target language through other subjects
26. Enrich the use of the target language: Offer use of the target language in complex situations based on the contribution of various subjects.
See also EOL matrix field 4.2. “Interdisciplinarity”
Ability to challenge complexity
Value the role of language to ease the combination of various abstraction levels
27. Use concrete and discourse-specific language: Associate different levels of abstraction through concrete learning situations: the object, the subject, the language to speak about it and its representations (cultural, graphic or schematic)
See also EOL matrix field 5.1. “Enriching pathways”
Plurilingual and intercultural experience
Value students’ and teachers’ plurilingual and intercultural repertoires
28. Value the students’ plurilingual repertoires: challenge learners with multilingual projects: an international press review, an intercultural escape game, an online network competition with other schools worldwide, etc.
See also EOL matrix field 4.1. “Valorising pathways”
◀ Previous area: New relationships
Next area: Innovative learning environment ►