Teaching and learning intercomprehension. A way to plurilingualism and learner autonomy.

Autor/in	Meissner, Franz-Joseph
Titel	Teaching and learning intercomprehension. A way to plurilingualism and learner autonomy.
Quelle	Aus: De Florio-Hansen, Inez (Hrsg.): Towards multilingualism and the inclusion of cultural diversity. Kassel: Kassel Univ. Press (2011) S. 37-58 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Interkulturalität und Mehrsprachigkeit. 3
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	3-86219-222-9; 978-3-86219-222-9
URN	urn:nbn:de:0002-32237
Schlagwörter	Autonomie; Interkulturelle Kommunikation; Verstehen; Autonomie; Erwachsenenbildung; Fremdsprache; Fremdsprachenunterricht; Lehrplan; Mehrsprachigkeit; Schüler; Schule; Sprachunterricht; Verstehen; Linguistik; Unterrichtsmethode; Verständigung; Interkulturelles Lernen; Schule; Schüler; Interkulturelles Lernen; Lehrplan; Unterrichtsmethode; Linguistik; Sprachunterricht; Fremdsprache; Fremdsprachenunterricht; Mehrsprachigkeit; Sprachwissenschaft; Erwachsenenbildung; Verständigung
Abstract	The author outlines the evolution of a well-known project of the European Communities. Intercomprehension is an initiative conform to the promotion of European multilingualism. The overall aim of the European Union is to limit or even to avoid the use of English as lingua franca. [...] The author's definition of intercomprehension in this article is limited to the acquisition of reading knowledge in a language not explicitly learnt. The connection between the idiom already known and the "unknown" target language depends in the opinion of the 'intercomprehensionists' on the linguistic similarity of the two languages. The concept, not the term, seems to go back to language pedagogy in France where Dabène (1975) developed for her French students a comprehension model of Spanish texts. An important question, however remained unanswered: What differences can we state between the immediate understanding of the "target" language and the systematic acquisition of special skills which are on the whole similar to those well-known for intelligent vocabulary guessing? The author shows that reading comprehension depends not only on the relatedness of languages of the same family, but on the other factors, too, e.g. a certain level of procedural competence, the development of multi-language and learning awareness raising strategies (MULLRAS) as well as deeper and broader mental processing of 'unstructured input'. Therefore, the author, underscores the narrow link ignored until now between Intercomprehension and Learner Autonomy. The author's main contribution consists in the detailed and differentiated description of the phases of intercomprehension, the intercomprehension method and the draft of a syllabus for teaching intercomprehension. Until recently, [his] empirical studies and other 'intercomprehensionists' focused mainly on adult learners, especially university students. There is no doubt that intercomprehension is a useful tool for European elites. But how can intercomprehesion be implemented in secondary schools? Is the concept not limited to priviledged children of the (upper) middle class in grammar schools? What about the students with migration backgrounds? Wouldn't it be worthwhile to include their high potential for multilingual communication? (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/3