Departamentul de Limbi Străine Specializate al Facultăţii de Litere organizează
a XIV-a conferință internaţională
DLS2024
Dinamica Limbajelor de Specialitate
Tehnici ÅŸi strategii inovatoare
Program Conferință
Invitați speciali
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Javier Martos is an Associate Professor of Linguistics at the German Department of the University of Seville (Spain), where he has been teaching since 2009. Previously, he held positions in the Departments of German, English, and French Languages and Literatures at the University of Oviedo (Spain), as well as in the Department of Romance Languages at Martin Luther University Halle-Wittenberg (Germany) from 1994 to 1998. His research focuses on various aspects of spoken language interaction, with a particular emphasis on spontaneous language use, autonomous learning, and language policy and planning. Recently, his scholarly pursuits have centered on investigating the role of reflection in the development of oral skills within autonomous learning environments, leading to contributions in this field. Additionally, he serves as a member of the Board and Executive Committee of the European Language Council since 2019.
Title of the plenary speech:
Mediating Oral Production Acquisition in L2: Reflection and Pragmatic Interaction Through Interviews
Teaching oral production in second language acquisition is a multifaceted challenge, often exacerbated by the use of non-authentic materials (Thornbury 2005; Gilmore 2007) and the transient, emergent nature of spoken language (Fiehler 2013), leading to discouraging learning outcomes (Mur-Dueñas et al. 2013). Due to a perceived lack of control, L2 learners often experience frustration (Ma 2022).
Hence, the implementation of mediation strategies in the learning journey (CEFR 2001; CEFR VC 2020) is deemed essential, particularly in the realm of acquiring oral proficiency in a second language (L2). Mediation, across its various forms, emphasizes the pivotal role of language in collaborative processes, and helps learners to construct or understand new meanings (Azadi, Biria & Nasri 2018; CEFR VC 2020). Essentially, it fosters communication among individuals who may otherwise struggle to interact. As a result, language mediation serves as a catalyst for nurturing critical and introspective attitudes in learners, aligning with both institutional objectives and personal aspirations (Rodgers 2002; Tébar 2009).
Advocating for the incorporation of a reflective stance (Dewey, 1938; Thornton, Nurjanova & Tassinari 2013) within oral proficiency acquisition, this approach is positioned as a form of mediation with evident potential for positive outcomes (Martos 2021). Delving into the fundamental mechanisms that govern interactional dynamics, such as various types and duration of pauses, the impact of attenuation and intensification on illocutionary force, or the role of metaconversational cues, is imperative to navigating this process effectively. Learners prioritize negotiating meaning with interlocutors over strict grammatical or syntactic precision, necessitating a holistic consideration of communication objectives and meaningful engagement with L2 content. This holistic approach activates strategies that transcend the mere transmission of metacommunicative information.
As a facilitative tool to promote a deep and conscious understanding of interactional and pragmatic phenomena and strategies, a four-stage mediation and dialogue model based on conducting interviews between different L2 learners is proposed here. The results of this study on German-Spanish tandem pairs at the University of Seville underline the importance of understanding interactional phenomena and speakers' strategies for a successful - or at least more controlled - acquisition of oral production skills in an L2 context.
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Kevin Schuck’s teaching career has spanned over 40 years and has found locations in the United States, Asia and Europe and has included working in primary, secondary and vocational education. Since 2003, Kevin has organized, lead teacher training programmes and held workshops for learners noticing that they are able to absorb and learn languages through a much wider variety input than what is usually offered through traditional forms of language-instruction: rather than approaching text as disjointed from the content, it is the content that determines and constructs the message of a text. This has prompted Kevin to become increasingly more involved in CLIL and now Pluriliteracies, sharing his belief that the development of language-based skills can only come through an interdisciplinary approach where content and intent provide the motivation for meaning-making and that language is at the core of learning. This is the type of belief he has taking into his teacher training and the development of language-learning materials and methods for upper primary and secondary education, for the European Platform and International Baccalaureate.
Kevin is a very practical, hands-on educator and his workshops include plenty of practical activities that can be directly applied to any classroom.
Participants will be encouraged to apply their ideas to their own classrooms and plan their own tasks and activities applicable to their learners’ needs.
Workshop participants will be issued an ECML certificate of Attendance.
Title of the workshop:
Beyond CLIL. Pluriliteracies Teaching for Deeper Learning
Content and Language Integrated Learning (CLIL) and bilingual education are increasingly popular across Europe. The ECML supports CLIL teachers and teacher trainers not only to take account of and strengthen the language component in subject learning but also to focus on the development of cognitive and academic literacies. A Pluriliteracies approach builds on CLIL approaches to help learners become better meaning-makers, who can draw on content knowledge to communicate successfully across languages, disciplines, and cultures. In this way, it promotes deep learning and helps develop responsible, global citizens.
Results and benefits
· Review of learning progression in various subjects.
· Adoption of new approaches to literacy development across school subjects and languages.
· Classroom materials and teaching plans to foster literacy development and deep learning.