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HarmoS Language 1

(Language of education)

Anne-Marie Broi (OSIS) – Brigit Eriksson (PHZH)Cracovie 26-29 april 2006

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First language1 Leading University of Applied Sciences, School of Education, Zurich House : Prof. Dr. Peter Sieber

Partner : IRDP Neuchâtel (groupe romand IRDP - SRED-GE - SREP-BE - OSIS-NE)

University of Applied Sciences, School of Education, Aargau

University of Applied Sciences, School of Education, Luzern

University of Applied Sciences, School of Education, Bern

Dipartimento dell’educazione, Bellinzona

Scientific development: responsible working pool

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THE MOST IMPORTANT PROJECTS ON HARMONIZING OBLIGATORY SCHOOLS IN SWITZERLAND

Who ? Instrument Content State of work Completion

EDK

Inter-canton agreement on harmonizing obligatory school

Benchmark figures and goals (educational standards) of obligatory school incl. reducing enrolment age and making it more flexible

Being worked out in 2005, hearing in 2006

Passing to be ratified by the cantons Oct. 2007

Nat

ion

al

EDK

Development of binding educational standards for entire Switzerland by the HarmoS project

Educational standards for the first language, foreign languages, mathematics, and natural sciences by the end of 2nd, 6th, and 9th year

See following table 2 Results in 2007, passing : March to October, 2008

German- EDK

Curriculum for basic primary and secondary school of Germanspeaking Switzerland

A concept of working out a common curriculum was presented to hearings in May, 2005. Expected start of work on the curriculum : 2007

Introduction in 2011

Lan

gu

age-

reg

ion

al

CIIP

PECARO (Plan cadre romand): common framework curriculum for French-speaking Switzerland

In 2004 broad consultations were carried out, leading to a positive result. At the moment a schedule for introduction is being worked out (incl. passing by the parliaments of the cantons)

See. www.ciip.ch

Inte

r-ca

nto

n

BS, BL, SO, AG

Declaration of intent of May 31st, 2005, on increasing cooperation

Among others: adjustment to the time of selection (6th year) as being predominant for entire Switzerland

current

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1. Models of competences (levels of competences, descriptions)

D ………………………

C ………………………

B ………………………

A ………………………

2. Tests (empirical checks) (distribution of students into the levels of competences)

%

3. Educational standards(as political decisions)

subject xyz ∆ ………………………………………∆ ………………………………………

HarmoS

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ATTENTES POUR LE CYCLEnoyau complet

et horizon de développement

Gaps in basic and professional competences

Pupil A

Pupil B

Pupil C

What are « minimal standards » ?

horizon of development)

Expected performance (buoy)

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Lev

el o

f co

mp

ete

nce

s

Minimal competences

cantonal thresholds for structural models

of different performance levels

Positioning Positioning of minimal standardsof minimal standards

Horizon of education

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Competence

• criterias of cognition (e.g. knowlege) but also criterias of motivation and action

• cognitive ability and the motivational, volitional and social readiness to problem solving

• disposition, which allows people to solve language tasks

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Language 1

• The term language 1 refers to the language which is first used in school and in which students learn to read and write. It is the first acquired language of the majority of pupils.

• Language 1 is the language of education und the local language as well. In the French part of Switzerland it is French, in the Italian part Italian and in the German part German.

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Aspects of language activities

Sprachhandlungactivité langagiére

situierensituer

planenplanifier

realisierenréaliser

reparierenréparer

evaluierenévaluer

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Four language skills

reception production

written form oral presentation

READING WRITING Interaction LISTENING SPEAKING

modalities of language activities Š four domains

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Descriptions of competences in listening

Language activity listening

situate Identify situational aspects (who, with whom, where...?)

Be aware of the proper role, know the role of the others........

plan Chose listening strategies

Structure verbal and non verbal knowledge.........

realise Activate knowledge (about language and the world)

Concentrate on the utterances of the speaker

Understand verbal, nonverbal and iconograficl utterances......

repair Use the context to clarify the meaning.....

evaluate Examine and adapt permanently the construction of local and global meaning...........

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Some other factors having an impact on the description of competences

• product and process• genres• conceptual orality and literality• language reflection and awareness• language culture and esthetics

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a model of description language activities

(level 2)

listening

speaking reading writing

situate tasks

(level 3)

tasks

tasks

tasks

plan tasks tasks tasks tasks realise tasks tasks tasks tasks revise tasks tasks tasks tasks

Asp

ects

of

lan

guag

e ac

tivi

ties

(le

vel 1

)

evaluate tasks tasks tasks tasks

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Some points to discuss.....

– Four language skills (speaking, listening, writing, reading) instead of five or six (+interacting)

– Concentration on high German, leaving aside the dialect competences

– Integration of multilingual aspects, bridges between the models of competences for L1, L2, L3....

– Different Swiss cultural school backgrounds put into one model of competences