• Aucun résultat trouvé

Building the Plurilingual Competence in the English Language Class

N/A
N/A
Protected

Academic year: 2022

Partager "Building the Plurilingual Competence in the English Language Class"

Copied!
4
0
0

Texte intégral

(1)

Building the Plurilingual Competence in the English Language Class

Laura SALCIUC

Résumé:

Mots-clé:

1. Introduction

2. Ways to Enhance the Plurilingual Competence

(2)

(savoir) (savoir-faire) (sa- voir-apprendre)

Framework of Re- ference for pluralistic Approaches to Languages and Cultures

K 6.

Knows that there are similarities and differences between languages Similarities and differences between languages,

: bow wow, arf, woof, ruff ruff : ouah ouah

: wau wau, wuff wuff : gav-gav

: vau-vau

: ham-ham, hau-hau

(3)

mignon

dragut mi-

gnon

Hotel de Ville

(4)

Hotel de Ville taxi

taxi

3. Conclusion

Bibliography

Plurilingual and pluricultural compe- tence

Common European framework of reference for languages:

Learning, teaching, assessment

Guide for the development of language education policies in Europe. From linguistic diversity to plurilingual education

Références

Documents relatifs

This article explores an instructional strategy termed Pluralistic Approaches based upon Unknown Languages (PAUL), which was designed to develop learning strategies

We report the case of a 53-year-old male alcoholic with disorientation, ataxia and nystagmus in alcohol withdrawal probably due not to initial supposed Wernicke’s encephalopathy

Fig 1. Deregulation of the mitochondrial pathway in the OPMD Drosophila model. A) Number of deregulated genes in the transcriptome of PABPN1- 17ala-expressing muscles using

Since we consider stateful as well as stateless descriptions of the machine and of the code, we will consider two kinds of machine models, organized into a pair of asynchronous

Otherwise, it is used to refer to word lists: “an elementary repertoire of words and simple expressions related to concrete particular situations” (idem: 32). Therefore,

The definition of advisory services used by the Global Forum for Rural Advisory Services (GFRAS) is based on the practitioner’s perspective (Sulaiman and Davis, 2012, 2):

Second, the analysis of the performance of each category of service provider must be carried out by understanding the complex interactions between different components

[r]