{"id":64912,"date":"2022-09-22T02:16:06","date_gmt":"2022-09-22T06:16:06","guid":{"rendered":"https:\/\/world.edu\/?p=64912"},"modified":"2022-09-22T02:16:06","modified_gmt":"2022-09-22T06:16:06","slug":"language-learning-an-innovative-method-from-argentina","status":"publish","type":"post","link":"https:\/\/world.edu\/language-learning-an-innovative-method-from-argentina\/","title":{"rendered":"Language learning: an innovative method from Argentina"},"content":{"rendered":"

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Set up in 2001, then amplified in 2018, the\u00a0Common European Framework of Reference for Languages<\/a>\u00a0\u200b\u200bof the Council of Europe, highlighted five important skills in\u00a0mastering a language<\/a>\u00a0\u00a0: oral production, oral comprehension, written production, written comprehension and interaction that we often tend to forget.<\/p>\n

In reality, for the same level of language, individuals do not have a balanced relationship between these skills: a learner of Spanish may have a very good written understanding of this language, due to its proximity to French, but be more difficult during oral interactions, for socio-pragmatic issues (for example, when it comes to greeting a person in an informal context and you only know the classic greeting formulas, it can be difficult to adapt).<\/p>\n

This asymmetrical evolution can cause a feeling of frustration in learners who are able to understand complex texts, without however being able to demonstrate this understanding in the same foreign language.<\/p>\n

It is all the more difficult for learners who have just arrived in a country and are discovering one of its languages \u200b\u200b\u2013 or pupils starting a foreign language, when they are asked not to use their language(s) (s) first (s) within the framework of the class.<\/p>\n

However, the example of the reading-comprehension method, practiced in Argentina, shows that multilingualism in the classroom could be an asset, under certain conditions.\u00a0What exactly is this method?\u00a0How could we draw inspiration from it in other countries and other contexts?<\/p>\n

Rewarding progress<\/strong><\/h4>\n

Reading-comprehension consists of reading a text in the language you are learning and reproducing it in your first language.\u00a0Considering it as an educational activity amounts to defining reading as a\u00a0complex social practice<\/a>\u00a0, which is not limited to the decoding of written forms.\u00a0Also, reading-comprehension courses are intended to help learners become\u00a0autonomous<\/a>\u00a0readers of a foreign language, as Estela Klett, Argentinian specialist on the subject, reminds us.<\/p>\n

In Argentina, these courses are intended for a Spanish-speaking university public, generally beginners in a foreign language or without proficiency in the target language, \u201cbut who have significant reading experience\u201d.<\/p>\n

The recognition of these reading practices is particularly relevant when the part of the timetable devoted to the foreign language is very small and when the public begins in the target language, since this type of approach makes it possible to achieve results solid and rewarding in a short time.\u00a0In 2001, the city of Buenos Aires tried to include\u00a0this type of practice for high school<\/a>\u00a0but its impact was limited on the ground.<\/p>\n

The courses are based on authentic texts \u2013 neither transformed nor cut \u2013 which come from the specialist disciplines of the learners (human sciences, exact sciences, etc.).\u00a0Emphasis is placed on the different genres frequent in the academic field, whether in reading (textbook chapter, article) or in writing (summary, synthesis, dissertation).\u00a0Reading guides with instructions make it possible to orient the construction of meaning without constraining it.
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