Sociolinguistics emerged as an important field of language study in the 1960s as researchers began examining the relationship between language and society. Sociolinguistics focuses on how social factors like age, gender, social class, and relationships influence the way people use language in different contexts. Some key aspects of sociolinguistic study include language variation according to dialect, accent, and register; diglossia, where communities use more than one language in different social settings; and bilingualism, the use of two languages.
What is Sociolinguistics? Explain Its Scope and Origin. BS. English (4th Seme...AleeenaFarooq
Sociolinguistics is the study of how language and society interact and influence each other. It examines how factors like ethnicity, religion, gender, age, and education impact language variations between groups. Sociolinguistics originated in the late 1960s from fields like dialectology, historical linguistics, and language contact, incorporating influences from sociology and psychology. Key figures like Labov, Hymes, and Cameron contributed to establishing sociolinguistics as an independent subject concerned with both the social and structural aspects of language use. Sociolinguistics can be divided into micro- and macro-levels, with micro focusing on individual language variations and macro analyzing language patterns at the societal level.
Sociolinguistics examines the relationship between language and society. It studies how society influences language and how language influences society. Over time, languages evolve through changes in vocabulary, grammar, pronunciation and meaning. Sociolinguistics also analyzes language differences between individuals based on factors like age, status and gender, as well as cultural differences in language use between groups.
Sociolinguistics is the study of how social factors such as ethnicity, gender, age, and socioeconomic class influence language. It examines how language differs between social groups and how these differences can categorize individuals. Sociolinguists study how grammar, vocabulary, and other language aspects vary depending on social context, in contrast to dialectology which focuses on language's effect on society. Key concepts in sociolinguistics include speech communities, prestige varieties, social networks, and differences in language according to class, age, gender, geography, and politeness.
The document summarizes the qualifications and experience of a candidate for an Enterprise Sales Lead position at Emerald Technology. The candidate has over 15 years of experience in enterprise sales of virtualization and storage technologies. They highlight their proven track record of success, strong leadership skills, and ability to accelerate growth. Their 90-day plan outlines priorities to onboard, review opportunities, meet with customers and partners, and refine sales processes to exceed revenue goals in the first quarter.
What should you do in the First 90 Days as a Sales Manager or VP? Brett Wallace, VP of Sales for Zoominfo, gives 10 high-impact things to focus on to ramp up quickly. A must read for newly promoted Sales VPs and Managers...or aspiring ones!
The document outlines a 30/60/90 day plan for a new organization. In the first 30 days, the focus is on learning about systems, procedures, and goals, building relationships, and establishing performance guidelines. In the next 30 days, priorities include defining best practices, identifying issues, and partnering on improvements. In the final 90 days, priorities are sales territory development plans, production process analysis, and cost containment measures.
Sociolinguistics emerged as an important field of language study in the 1960s as researchers began examining the relationship between language and society. Sociolinguistics focuses on how social factors like age, gender, social class, and relationships influence the way people use language in different contexts. Some key aspects of sociolinguistic study include language variation according to dialect, accent, and register; diglossia, where communities use more than one language in different social settings; and bilingualism, the use of two languages.
What is Sociolinguistics? Explain Its Scope and Origin. BS. English (4th Seme...AleeenaFarooq
Sociolinguistics is the study of how language and society interact and influence each other. It examines how factors like ethnicity, religion, gender, age, and education impact language variations between groups. Sociolinguistics originated in the late 1960s from fields like dialectology, historical linguistics, and language contact, incorporating influences from sociology and psychology. Key figures like Labov, Hymes, and Cameron contributed to establishing sociolinguistics as an independent subject concerned with both the social and structural aspects of language use. Sociolinguistics can be divided into micro- and macro-levels, with micro focusing on individual language variations and macro analyzing language patterns at the societal level.
Sociolinguistics examines the relationship between language and society. It studies how society influences language and how language influences society. Over time, languages evolve through changes in vocabulary, grammar, pronunciation and meaning. Sociolinguistics also analyzes language differences between individuals based on factors like age, status and gender, as well as cultural differences in language use between groups.
Sociolinguistics is the study of how social factors such as ethnicity, gender, age, and socioeconomic class influence language. It examines how language differs between social groups and how these differences can categorize individuals. Sociolinguists study how grammar, vocabulary, and other language aspects vary depending on social context, in contrast to dialectology which focuses on language's effect on society. Key concepts in sociolinguistics include speech communities, prestige varieties, social networks, and differences in language according to class, age, gender, geography, and politeness.
The document summarizes the qualifications and experience of a candidate for an Enterprise Sales Lead position at Emerald Technology. The candidate has over 15 years of experience in enterprise sales of virtualization and storage technologies. They highlight their proven track record of success, strong leadership skills, and ability to accelerate growth. Their 90-day plan outlines priorities to onboard, review opportunities, meet with customers and partners, and refine sales processes to exceed revenue goals in the first quarter.
What should you do in the First 90 Days as a Sales Manager or VP? Brett Wallace, VP of Sales for Zoominfo, gives 10 high-impact things to focus on to ramp up quickly. A must read for newly promoted Sales VPs and Managers...or aspiring ones!
The document outlines a 30/60/90 day plan for a new organization. In the first 30 days, the focus is on learning about systems, procedures, and goals, building relationships, and establishing performance guidelines. In the next 30 days, priorities include defining best practices, identifying issues, and partnering on improvements. In the final 90 days, priorities are sales territory development plans, production process analysis, and cost containment measures.
My First 90 Days - Strategies for SuccessSuresh Kodoor
Your First 90 days in a new organization are critical in laying a strong foundation for sustained long-term success. Plan to follow a defined framework to make your transition to the new Company a success for everyone involved!
This document provides an overview of sociolinguistics, defining it as the study of language in relation to society. It discusses key concepts like speech communities, prestige varieties, and language contact. The main representatives discussed are William Labov and Basil Bernstein. Methodologies introduced by Labov are also summarized, including the use of minimal pairs, word lists, and interviews to study language variation. The document emphasizes the importance of sociolinguistics for understanding language variations and its relevance for teaching foreign languages.
Les Français attendent justice, vérité et vertu de leur Gouvernement. Ils sont prêts à se battre si on veut bien leur délier les poings.
Dans les rouages du système, nous nous sommes reconnus. Hommes libres et patriotes, attachés à la vérité, nous avons rejoint le Maquis. De ce lieu secret, nous préparons des idées pour agir. Pour certains, il est déjà trop tard. Pour nous, il est encore l’heure d’espérer.
"Ayons le courage de regarder la réalité en face. Alors seulement nous pourrons faire quelque chose."
H.G. Wells
LE CONSEIL DE SECURITE EXAMINE CINQ OPTIONS POUR UNE RECONFIGURATION DE LA MI...Stanleylucas
Nombreux sont les haïtiens qui pensent que la MINUSTAh doit partir. Apres les abus sexuels, la propagation de l'épidémie du choléra par les soldats de la MINUSTAH la mission est devenue impopulaire. En comparant les dépenses aux résultats on se rend compte que la mission a gaspille beaucoup de ressources sans donner des résultats palpables. Le Conseil de Sécurité considère une reconfiguration et réduction des effectifs de la mission.
Rapo sa se yon Trak: Rapport final de la commission speciale d’enquete du sen...Stanleylucas
Ce rapport peut être assimile a un track. Le rapport d'une commission du sénat d'Haïti ne peut être rendu public qu'après le vote de l'assemblée des sénateurs. Ceci n'a pas été fait par l'assemblée des sénateurs. Sans cette validation on peut caractériser ce rapport de track avec des visées politiques qui seraient d'affaiblir les institutions démocratiques au profit des anarcho populistes. Ce track suit la théorie de la propagande lancée par les arnacho populistes depuis le 14 Juillet 2013. Le Juge Haïtien Jean Serge Joseph est décédé a l'hôpital Bernard Mevs le 13 Juillet 2013 a 8hres p.m. Quatre heures après son décès sans consulter des médecins et l'administration de l'hôpital ni même le médecin de famille un petit groupe d'hommes politiques ont répandu la nouvelle, sans aucune preuve, que le Juge a été tue par le President Michel Martelly et le Premier Ministre Lamothe, voir la chronologie ici: http://solutionshaiti.blogspot.com/2013/07/kronoloji-lanmo-jij-jean-serge-joseph_20.html Des accusations venant de Samuel Madistin font savoir que le President et le Premier Ministre avaient rencontre le juge sur qui ils avaient fait pression pour changer sa décision du 2 Juillet de convoquer de hauts fonctionnaires de l'état. Toutes ces accusations ont été démentis par le President et le Premier Ministre. Suites a ces accusations graves le Sénat de la république et la Chambre des Députes d'Haiti ont monte des Commissions pour enquêter sur ce dossier. La commission du sénat était former en grande majorité d'opposants farouches au gouvernement Martelly qui sont du secteur Lavalas dirige par l'ancien President Jean Bertrand Aristide. Tandis que la commission de la chambre des députés avait a sa tête l'opposant radical du President Martelly, le députe Sadrac Dieudonne. Ce dernier avait déjà semé le discrédit sur sa commission quand il a affirme au journal le Matin qu'il avait en main les résultats de l'autopsie alors que le cadavre du juge n'avait même pas encore laisser le pays ou l'autopsie a été réalisé. Le travail et les résultats des travaux de ces commissions sont mis en doute par une grande majorité des Haïtiens. Beaucoup voient dans ces démarches un moyen pour créer le chaos et conquérir le pouvoir étant donne que ce secteur est incapable de gagner les élections.
Chancen der Krisen-PR:
Wie Lebensmittelunternehmen Vertrauen aufbauen
Krisenkommunikation ist zweifellos eines der wichtigsten Kompetenzfelder innerhalb von Corporate Communications. Der zunehmende Trend zur Skandalisierung in den Medien, professionell aufgestellte Interessengruppen und eine gesteigerte Sensibilität der Unternehmen (vor allem der börsennotierten) für die wirtschaftlichen Konsequenzen von Reputationskrisen und Vorfällen ...: all das macht es notwendig, dass Unternehmen in puncto Krisen-PR gut aufgestellt sind.
Worauf kommt es an? Welche Strategie führt zum Erfolg? Welche Botschaften und Signale sind erfolgsentscheidend? Eine Fülle von Fragen stellt sich. Im Prinzip kommt es bei all dem aber auf einige wenige Grundregeln an. Diese stehen hier in diesem Beitrag der Initiative "Das Glaubwürdigkeitsprinzip" zur Debatte.
Drei Aspekte sind entscheidend:
1. Das richtige Bewusstsein zu entwickeln, was überhaupt läuft und wie die Koordinaten der Krisensituation sind (klingt banal, ist aber eine komplexe Herausforderung).
2. Die gute Performance der Krisen-PR im Detail. Hier gibt es eine Fülle von Aspekten, aber wiederum auch wenige Grudprinzipien, die Unternehmen befolgen sollten.
3. Die Krise als Chance zu begreifen und aktiv zur Profilierung zu nutzen.
Aufhänger für die Betrachtung ist die jüngste Medienkampagne der Tierschutzorganisation Peta gegen den Hähnchenproduzenten Wiesenhof. Die Darstellung gilt aber generell für Unternehmen in sensiblen, reputationsrelevanten Geschäftsfeldern.
Intervention de Raphaël Besson lors des 5ème Rencontres Numériques organisées par l'antic Pays basque dans la salle Quintaou d'Anglet le 1er juillet 2014.
This document introduces four members of the Foreign Languages Special Interest Group for the ECIS 2016 conference. It provides brief biographies for each member, including their name, role, qualifications, languages spoken, and in some cases additional details like websites or areas of teaching. Each biography is 1-2 sentences and includes the member's name, role, and some qualifications or areas of teaching.
This document discusses connecting a second language course to the International Baccalaureate's Primary Years Programme (PYP). It notes that the school asks the second language teacher to connect their course to the PYP units of inquiry. Several potential ways of making this connection are discussed, including creating language units that are connected to the central ideas and lines of inquiry in the PYP units, finding activities that connect both programs, and sharing feedback between teachers. Sample connections between Italian language lessons and a PYP unit on the universe are provided.
My First 90 Days - Strategies for SuccessSuresh Kodoor
Your First 90 days in a new organization are critical in laying a strong foundation for sustained long-term success. Plan to follow a defined framework to make your transition to the new Company a success for everyone involved!
This document provides an overview of sociolinguistics, defining it as the study of language in relation to society. It discusses key concepts like speech communities, prestige varieties, and language contact. The main representatives discussed are William Labov and Basil Bernstein. Methodologies introduced by Labov are also summarized, including the use of minimal pairs, word lists, and interviews to study language variation. The document emphasizes the importance of sociolinguistics for understanding language variations and its relevance for teaching foreign languages.
Les Français attendent justice, vérité et vertu de leur Gouvernement. Ils sont prêts à se battre si on veut bien leur délier les poings.
Dans les rouages du système, nous nous sommes reconnus. Hommes libres et patriotes, attachés à la vérité, nous avons rejoint le Maquis. De ce lieu secret, nous préparons des idées pour agir. Pour certains, il est déjà trop tard. Pour nous, il est encore l’heure d’espérer.
"Ayons le courage de regarder la réalité en face. Alors seulement nous pourrons faire quelque chose."
H.G. Wells
LE CONSEIL DE SECURITE EXAMINE CINQ OPTIONS POUR UNE RECONFIGURATION DE LA MI...Stanleylucas
Nombreux sont les haïtiens qui pensent que la MINUSTAh doit partir. Apres les abus sexuels, la propagation de l'épidémie du choléra par les soldats de la MINUSTAH la mission est devenue impopulaire. En comparant les dépenses aux résultats on se rend compte que la mission a gaspille beaucoup de ressources sans donner des résultats palpables. Le Conseil de Sécurité considère une reconfiguration et réduction des effectifs de la mission.
Rapo sa se yon Trak: Rapport final de la commission speciale d’enquete du sen...Stanleylucas
Ce rapport peut être assimile a un track. Le rapport d'une commission du sénat d'Haïti ne peut être rendu public qu'après le vote de l'assemblée des sénateurs. Ceci n'a pas été fait par l'assemblée des sénateurs. Sans cette validation on peut caractériser ce rapport de track avec des visées politiques qui seraient d'affaiblir les institutions démocratiques au profit des anarcho populistes. Ce track suit la théorie de la propagande lancée par les arnacho populistes depuis le 14 Juillet 2013. Le Juge Haïtien Jean Serge Joseph est décédé a l'hôpital Bernard Mevs le 13 Juillet 2013 a 8hres p.m. Quatre heures après son décès sans consulter des médecins et l'administration de l'hôpital ni même le médecin de famille un petit groupe d'hommes politiques ont répandu la nouvelle, sans aucune preuve, que le Juge a été tue par le President Michel Martelly et le Premier Ministre Lamothe, voir la chronologie ici: http://solutionshaiti.blogspot.com/2013/07/kronoloji-lanmo-jij-jean-serge-joseph_20.html Des accusations venant de Samuel Madistin font savoir que le President et le Premier Ministre avaient rencontre le juge sur qui ils avaient fait pression pour changer sa décision du 2 Juillet de convoquer de hauts fonctionnaires de l'état. Toutes ces accusations ont été démentis par le President et le Premier Ministre. Suites a ces accusations graves le Sénat de la république et la Chambre des Députes d'Haiti ont monte des Commissions pour enquêter sur ce dossier. La commission du sénat était former en grande majorité d'opposants farouches au gouvernement Martelly qui sont du secteur Lavalas dirige par l'ancien President Jean Bertrand Aristide. Tandis que la commission de la chambre des députés avait a sa tête l'opposant radical du President Martelly, le députe Sadrac Dieudonne. Ce dernier avait déjà semé le discrédit sur sa commission quand il a affirme au journal le Matin qu'il avait en main les résultats de l'autopsie alors que le cadavre du juge n'avait même pas encore laisser le pays ou l'autopsie a été réalisé. Le travail et les résultats des travaux de ces commissions sont mis en doute par une grande majorité des Haïtiens. Beaucoup voient dans ces démarches un moyen pour créer le chaos et conquérir le pouvoir étant donne que ce secteur est incapable de gagner les élections.
Chancen der Krisen-PR:
Wie Lebensmittelunternehmen Vertrauen aufbauen
Krisenkommunikation ist zweifellos eines der wichtigsten Kompetenzfelder innerhalb von Corporate Communications. Der zunehmende Trend zur Skandalisierung in den Medien, professionell aufgestellte Interessengruppen und eine gesteigerte Sensibilität der Unternehmen (vor allem der börsennotierten) für die wirtschaftlichen Konsequenzen von Reputationskrisen und Vorfällen ...: all das macht es notwendig, dass Unternehmen in puncto Krisen-PR gut aufgestellt sind.
Worauf kommt es an? Welche Strategie führt zum Erfolg? Welche Botschaften und Signale sind erfolgsentscheidend? Eine Fülle von Fragen stellt sich. Im Prinzip kommt es bei all dem aber auf einige wenige Grundregeln an. Diese stehen hier in diesem Beitrag der Initiative "Das Glaubwürdigkeitsprinzip" zur Debatte.
Drei Aspekte sind entscheidend:
1. Das richtige Bewusstsein zu entwickeln, was überhaupt läuft und wie die Koordinaten der Krisensituation sind (klingt banal, ist aber eine komplexe Herausforderung).
2. Die gute Performance der Krisen-PR im Detail. Hier gibt es eine Fülle von Aspekten, aber wiederum auch wenige Grudprinzipien, die Unternehmen befolgen sollten.
3. Die Krise als Chance zu begreifen und aktiv zur Profilierung zu nutzen.
Aufhänger für die Betrachtung ist die jüngste Medienkampagne der Tierschutzorganisation Peta gegen den Hähnchenproduzenten Wiesenhof. Die Darstellung gilt aber generell für Unternehmen in sensiblen, reputationsrelevanten Geschäftsfeldern.
Intervention de Raphaël Besson lors des 5ème Rencontres Numériques organisées par l'antic Pays basque dans la salle Quintaou d'Anglet le 1er juillet 2014.
This document introduces four members of the Foreign Languages Special Interest Group for the ECIS 2016 conference. It provides brief biographies for each member, including their name, role, qualifications, languages spoken, and in some cases additional details like websites or areas of teaching. Each biography is 1-2 sentences and includes the member's name, role, and some qualifications or areas of teaching.
This document discusses connecting a second language course to the International Baccalaureate's Primary Years Programme (PYP). It notes that the school asks the second language teacher to connect their course to the PYP units of inquiry. Several potential ways of making this connection are discussed, including creating language units that are connected to the central ideas and lines of inquiry in the PYP units, finding activities that connect both programs, and sharing feedback between teachers. Sample connections between Italian language lessons and a PYP unit on the universe are provided.
This document discusses strategies for teachers and students in the 21st century. It suggests that teachers serve as a resource, facilitator, and assessor rather than solely being in control of the classroom. Students are encouraged to be independent learners who construct their own knowledge and share what they learn. The document also provides examples of digital comics and video projects that can be used to support language learning and creativity.
This document provides information about the members of the ECIS Foreign Languages Committee for 2014. It lists the names, positions, schools, languages taught, qualifications, and languages spoken for four committee members: Andrea Maria Wagner from the International School of Dusseldorf; Victor Gonzalez from the International School of Bremen; Linda Lanis from the International School of Florence; and Delinka Fabiny from the American International School of Budapest. It also includes links to the ECIS Foreign Languages Committee website.
The document outlines an agenda for a foreign language pre-conference workshop. The workshop aims to teach language teachers how to use technology to support student language learning. It includes sessions on using online comics, digital animations, Google Classroom, and making movies in the classroom. Participants will learn hands-on and have time to work in groups to practice the skills and share outcomes. The overall goals are to motivate students and accommodate different learning styles through reinforcing language skills using modern media.
This document provides 10 steps for students to follow when preparing an individual oral presentation based on analyzing a photograph. It explains that using photographs helps students apply their oral skills and knowledge to a topic. Students are guided to describe what can be seen in the photo, interpret its meaning, add imagination about emotions and future events, and relate it personally. They prepare notes and anticipate questions. Sample photographs are provided covering various topics like leisure activities, cultural diversity, traditions, sports, technology, and health to help students practice the 10 steps.
The Foreign Languages Committee met in 2013 to discuss important issues. They considered expanding language course offerings to include Mandarin Chinese and American Sign Language. The committee ultimately decided to add introductory Mandarin Chinese courses starting in the fall 2014 semester due to high student interest in Chinese language and culture.
This document provides an overview of the assessment components for IB Language B Standard Level and Higher Level, as well as for Language Ab Initio.
For Standard and Higher Level, the main assessments include Paper 1, Paper 2, the Written Assignment, and the Individual and Interactive Orals. Papers 1 and 2 involve analyzing written texts, while the Written Assignment focuses on a student-selected topic. The Orals components involve discussing visual/written prompts.
For Ab Initio, the assessments are Papers 1 and 2 on text analysis, a Written Assignment on a student-chosen comparison topic, and an Individual Oral involving a visual analysis and general conversation.
This document summarizes the presentation "ISS Sindelfingen Towards a dual language programme" given by Sarah Kupke. The presentation outlines the International School of Stuttgart's vision for developing a dual language program. It discusses identifying the learning challenges they wanted to address, such as language equity and international-mindedness. Their idea was to support conceptual and language development through team teaching in both languages. The practice involved implementing a 90/10 to 50/50 model with assessing and monitoring student progress. They developed an additional language learning continuum for evaluation. Reflection on the program evaluated its flexibility and characteristics of effective dual language teachers. The goal was to research best supporting students' language needs.
The document discusses various web tools that can be used for language learning, including tools for home practice, quizzes, and skills development projects. It provides examples of specific tools for each category, such as Quia.com and Quizlet.com for practice and quizzes, and Pixton.com, Screen-cast-o-matic, and Voicethread for multimedia projects. The document encourages using these tools to help students develop study habits, provide extra independent practice, and demonstrate their understanding through enjoyable projects.
The document discusses strategies for learning a second language through immersion. It proposes that the ideal situation is when students live in the host country, take language lessons at school, and use the language in real life by interacting with locals. However, the common situation is when students only speak the language with teachers and remain within their own community. The document then suggests ways for families to get involved by providing practical at-home activities for students to do with their parents. A sample activity outlined is having a cooking lesson at home where the recipe is in the target language.
The document discusses strategies for learning a second language while living in the host country. It proposes that the ideal situation is when students take language lessons at school and use what they learn in real life by interacting with locals and being immersed in the language and culture. However, many students only speak the second language with their teacher and do not integrate with the local community. The document suggests ways for parents to get involved and help their children learn, such as providing activities to do at home together using the second language. It presents an example of a booklet with weekly activities structured around speaking, listening, writing, reading and interacting in Italian.
This document provides guidance for language teachers on running various classroom activities centered around discussion and conversation. It includes color-coded suggestions for grouping students for different activities like priorities (green/mint), Kagan's cookies (pink/strawberry), discussion (red/apple), watching (orange), rumors (black/coke), personal sharing (blue/smurfs), and De Bono's hats (brown/chocolate). The roles of the teacher to facilitate low-stress learning and ask questions are outlined. Sample activities involving ordering statements, feeding conversation, using visual aids for discussion, watching videos, sharing rumors, personal reflection, critical thinking, and story prompts are described.
This document outlines activities for integrating career exploration into foreign language classes. It suggests having students reflect on their interests, skills, and values after each unit by practicing relevant vocabulary and language skills. Students would compile their work in a portfolio over the year. The culminating activity would be a "Career Day" where students create resumes and cover letters, do presentations on potential careers, and participate in mock interviews. The goal is to help students make a personal connection to their language studies by exploring career options and developing self-awareness.
This document outlines a reading initiative at a primary school called "My Library is a Travel Agency". The goal is to motivate students to read by tracking the number of books read and equating each book to 5km of travel. Students receive a "Reading Passport" to log their reading destinations. The school aims to collectively travel 40,000km by having students read 8,000 books over the course. A variety of strategies are used to engage students including contests, progress displays, and rewards. Reading progress is assessed through comprehension tests and book summaries.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document discusses using drama techniques in foreign language classrooms to enhance learning. It lists two main reasons for including drama: 1) to develop strategies like encouraging involvement and breaking the ice, and 2) to provide drama games and activities that warm students up and build skills through exercises like storytelling, role playing, and miming. The goal of drama in the classroom is to help students learn through fun techniques and balance engagement with the material of the 21st century.
The document discusses the benefits of using drama techniques in foreign language classrooms, noting that drama can develop students' skills, encourage creativity and participation, and enhance performance abilities. It provides examples of drama games and activities that can be used, such as "Big Booty" for numbers practice and "Presents" for vocabulary building. The document advocates for drama as a tool to develop 21st century skills through movement, differentiation, and balancing digital learning with physical engagement.
The document describes a service-learning project between the American International School of Budapest and a school in a rural village in Senegal called "Les Cajoutiers". Through pen pals, fundraising, and trips to Senegal, students at various grade levels enhance their French language learning while helping children in need. The project aims to teach students responsibility, cultural understanding, and to become global citizens through authentic experiences linked to the curriculum.
6. Endless possibilities
Sports, transports
Outings, leisure, cultural exchange….
All levels
Free interpretation and students have to be involved
in the task
7. Text and visual
Not to interpret
To enhance communication
Students engage to choose effective
lines
8. Favorite TV shows
« Dans le système de justice pénal le
peuple est représenté par deux groupes
distincts, mais tout aussi importants.
Les policiers qui enquêtent sur le crime
et les procureurs de district qui
poursuivent les contrevenants. Voici
leurs histoires
9. Visual interpretation
New in the MYP
Alignment with the DP program
Cater for cultural diversity in classrooms
10. Context of the task
In the middle of a unit of work on Sports
Capitalized on students interest on extreme sports
Visual found in a teachers magazine
Studied further written texts in class and as
resources
12. Visual and Text
Le président Jacques Chirac a rendu hommage dimanche soir au
plongeur Jacques Mayol, ce "visionnaire" qui restera "comme le
symbole d'une quête d'absolu, d'équilibre, d'éternité". "Par son talent
exceptionnel, Jacques Mayol avait su exprimer avec justesse l'aspiration
de toute une génération pour un monde qui donne toute sa place à la
nature, à la beauté, à l'harmonie", a déclaré le chef de l'Etat dans un
communiqué.
"Repoussant toujours plus loin les limites, puisant au plus profond de lui
la force de l'exploit, il témoignait, à travers les océans, de la rigueur, de
l'exigence, du dépassement de soi des très grands sportifs", a-t-il ajouté.
"Visionnaire, Jacques Mayol restera pour "la génération Grand Bleu"
comme le symbole d'une quête d'absolu, d'équilibre, d'éternité", a-t-il
conclu.
14. analysis & interpretation
Grade 10 summative task- Visual interpretation
1/Quel est le nom de la personne photographiée?
_____________________________________________________________________________________________
2/ Si on se base sur les informations données par le texte, à quelle profondeur veut-il aller?
_____________________________________________________________________________________________
3/Utilise t’ il d’un équipement particulier pour ce sport? Pourquoi?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
4/ En vous basant sur les informations de ce texte, est –ce- que la France a du succès dans ce sport?
_____________________________________________________________________________________________
15. Questions
Visual Interpretation
5/ Dans quelle competition cette photo a-t’elle ete prise?
_____________________________________________________________________________________________
6/ Quel genre d’informations sont- elles données dans ce texte?
_____________________________________________________________________________________________
7/ Pourquoi fait-on référence à une tour de 38 étages dans le texte?
_________________________________________________________________________________________________________________
_________________________________________________________________________
8/ A quel autre sportif célèbre pouvez- vous comparer cet homme et pourquoi?
Justifiez votre réponse.
_____________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________
9/ Pourquoi est-il photographié à l’envers?
_________________________________________________________________________________________________________________
_________________________________________________________________________
16. Visuals & Spoken text
Diploma Program- Grade 11
Videos
Intercultural awareness
Examples for French
“Toi plus Moi” Gregoire
“Lettre a France” Michel Polnareff
18. Challenges
Lack of time
Requires a minimum level in the language
Does not work with all learners
Is one teaching tool among many
Notes de l'éditeur
Vienna international School French department- 3 sessions of 42 minutes per week- share my experience about works in grade 8 ( phase 2 of MYP), Grade 10 (phases 3-4 and Grade 11- use of visuals as such started last year in our programme in the middle school.
Enables students to show what they can do rather than what they can not do. Positive approach to learning- creative writing has the advantage to give evidence on how students process their learning- Worked with Grade 8 last year on holidays and “on an exchange in France”, “leisure”Did not really work this year with Grade 8 and unit on leisure and their favorite shows/game/book etc
Can be used for oral and written tasks as long as there are clear parameters on what students are meant to do with the visuals
Used Harry Potter in French lateron in the class. Questionable by some colleagues but had the merit to have been seen by all the students in my class, regardless of their nationality and their background.
Sample for the formative task- using Austria as a context to scaffold learning and make connection with host country
As long as visuals are linked to the current topic- big advantage is that visuals will spare some students from being off topics. Students are in most cases, producing more than expected, visuals give options to students, visuals help students process what they have learnt in a way that they choose.
Ensure differentiation
Baumgartner- Austrian and world wide known- Capitalized on students interests on extreme sports- authentic topic, relevant and topic of the day….. Gave us the opportunity to view part of “the Grand Bleu”
Fomative task-
We asked students to create their own questions- started with the picture itself and then with the text- brainstorming activity- then we compared with teachers’ questions- saw commonalities
We are not evaluating knowledge in itself but rather the way it is used by students- the visuals is used in concomitance with the text to help students go further with their acquired knowledge on the topic. This activity gives another dimension of application to the knowledge learnt by students- They actually work deeper without realizing it and it is a much more engaging learning tool for them.
Requires teaching the vocabulary of interpretation- Not too many- teaching staff has to agree on what is expected of students in terms of quantity- questions should not require a lengthy response
3 viewings- second viewing is a silent viewing to focus on body language and cultural context of the spoken text- another level to the language will be expressed through visuals and is better understood and processed by students- Leads to many different activities that can be completed by students from different nationalities and backgrounds- fits global topics of the language B program. Videos, due to their lengths seem to be more appropriate to senior students in our context and experience.
Themes of the songs apply to students from all nationalities as they express universal situations. Works very well within the IB language B programme.
Requires more time to let students present their works ( presentations)