Knowledge/Culture, Skills and Attitude
For Grades 0-2
Possesses knowledge about what cultures are/how they work.
Knows that a number of cultures, more or less different exist
Knows that some of the rules/norms/values relative to social practices in other cultures in certain domains (greetings, everyday needs, sexuality death etc…)
Knows that cultural diversity and social diversity are closely linked
Knows characteristics of their own situation/cultural environment
Knows the role of culture in intercultural relations and communication
Have cultural references which structure ones knowledge and perception of the world/other cultures, as well as one’s intercultural social and communicative practices.
Knows some examples of prejudice/misunderstandings of cultural origin (especially in the case of cultures of those communities whose language one is learning
Has knowledge about cultures which are the object of formal learning/which belong to other learners in the class/which one finds in the immediate environment.
Knows certain elements which are characteristic of one’s own culture which are the object of formal learning/which belong to other learners in the class/which one finds in the immediate environment.
Knows that cultures are continuously evolving
Knows that cultural practices/values are created by and evolve under the influence of different factors (history/the environment/the actions of members of the community)
Knows the environment often offers opportunity for one to understand/to explain certain cultural practices/values
Knows that history/geography often offer one the opportunity to understand/to explain certain cultural practices/values
Knows that cultures continually exchange elements between themselves
Knows that cultures can influence each other
Knows several phenomena relative to the diversity of cultures
Knows that there is (still) a great multiplicity of cultures all over the world
Knows that in connection with diversity of cultures, there exists a great plurality of practices/customs/habits
Knows that different cultures are continuously in contact in our immediate environment
Knows that one must not confuse culture and country/culture and language
Knows that diversity of cultures does not imply superiority/inferiority of any one in relation to the others
Knows that hierarchies established arbitrarily between cultures change according to one’s point of view/the point of reference
Knows that the graphical representation of the world is different according to the map one is using.
Knows that resemblances and differences exist between (sub) cultures
Knows that each culture has (partially) its own way of functioning
Knows that the same act may have a different meaning/value/function according to different cultures
Knows there may be resemblances/differences between cultures.
Can observe/analyse linguistic elements/cultural phenomena in languages/cultures, which are more or less familiar
Can make use of/masters processes of observation/analysis (breaking down into elements/classifying/establishing relationships between them)
Can use inductive approaches in the analysis of linguistic/cultural phenomena
Can observe/analyse sounds (in languages little known or not at all)
Can isolate segment syllables
Can isolate sounds (phonemes)
Can listen attentively/in a manner to productions of different languages
Can identify linguistic elements/cultural phenomena in languages/cultures, which are more or less familiar
Can identify sound forms (Has aural recognition skills)
Can identify simple phonetic elements (sounds)
Can Identify Prosodic units.
Can compare linguistic/cultural features of different languages/cultures (Can perceive/establish linguistic cultural proximity and distance.
Can apply procedures for making comparisons
Can perceive proximity and distance (can discriminate aurally)
Can establish similarity/differences between languages/cultures
Can talk about/explain certain aspects of one’s own language/culture/other languages/other cultures.
Can explain one’s own knowledge of languages
Can interact in situations of contact between languages/cultures
Can communicate while taking sociolinguistic/sociocultural differences into account
Can use formulae of politeness appropriately.
Can use forms of address appropriately.
Can communicate between languages
Can give an account in one language of information dealt with in another language
Can assume ownership of (learn) linguistic features of usage/cultural references or behaviours, which belong to more of less familiar languages & cultures.
Can memorize unfamiliar features
Can memorize unfamiliar aural features (simple phonetic units, prosodic units, words…)
Can memorize features of unfamiliar graphic elements (letters, ideograms, words…)
Can reproduce unfamiliar features of a language
Can reproduce unfamiliar aural features (simple phonetic units, prosodic features, words…)
Can reproduce features of unfamiliar graphic elements (letters, ideograms, words…)
Attention to foreign languages/cultures/persons/to linguistic/cultural/human diversity in the environment/to language in general to linguistic/cultural/human diversity in general.
Attention to language (to semiotic manifestations)/to culture/to persons in general.
Attention to verbal and non-verbal signs of communication.
Considering/apprehending linguistic/cultural phenomena as an object of observation/of reflection
Attention to the formal aspects of language in general/particular languages/cultures.
Sensitivity to the existence of other languages/cultures/persons/to the existence of linguistic/cultural/human diversity
Sensitivity towards one’s own language/culture and other languages/cultures
Sensitivity to linguistic/cultural differences
Being aware of the diversity of linguistic universes’ (sounds, graphisms, syntactic organisations, etc…) cultural universes (table manners, traffic laws, etc…)
Sensitivity to pluralingualism and plurafication in the immediate or remote environment
Being aware of the diversity of languages/cultures present in the classroom (when these are set side by side with one’s own linguistic/cultural Practices/knowledge)
Being aware of the linguistic/cultural diversity of the classroom
Curiosity about/interest in foreign languages/cultures/persons//pluricultural contexts//the linguistic/cultural/human diversity of the environment//linguistic/cultural/human diversity in general.
Curiosity about a multilingual/multicultural environment
Positive acceptance of linguistic/cultural diversity/of what is different
Acceptance of the importance of all language/cultures and the different places they occupy.
Positive acceptance of minority languages/cultures in the classroom
Acceptance/taking into account of the value of all the languages/cultures of the classroom
Respect/regard for foreign/different languages/cultures/persons//for the linguistic/cultural/human diversity of the environment//for linguistic/cultural human diversity as such (in general)
Respect for the differences and diversity (in a plurilingual and pluricultural environment).
A9-A12 Attitudes/stances of: Questioning –
Distanciation – An avoidance attachment style used more for distancing strategies such as denying or minimizing their internal distress.
Decentration – Jean Piaget’s theory of cognitive development where a child slowly moves away from an egocentric world to a world shared with others.
An attitude of critical questioning/a critical position towards language/culture in general
A will to ask questions relative to languages/cultures
Considering languages/cultures/linguistic/cultural diversity//linguistic/cultural mixes//the learning of languages//their importance//their utility as issues about which questions and discussions may arise.
A motivation to learn languages (of schooling/family/foreign/regional…)
A positive attitude towards the learning of languages (and the speakers who speak them)
Interest in learning of language/languages of schooling (especially for allophone (one of two or more variants of the same phoneme)learners)
An interest in the learning of languages other than those for which teaching is actually available