Intercomprehension among Romance Languages
Code: 44307 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 4316204 French as a Foreign Language and Linguistic Diversity | OB | 0 | 1 |
Contact
- Name:
- Eric Jean-Michel Martin
- Email:
- EricJeanMichel.Martin@uab.cat
Use of Languages
- Principal working language:
- (fre)
Teachers
- Mercè Oliva Bartolomé
Prerequisites
None.
Objectives and Contextualisation
1. Understand the notion of language families, identify the main European macro-groups of the Indo-European family and the diversity of Romance languages
2. Study the polysemy of the concept of intercomprehension
3. Experiment and analyse the practice of intercomprehension in its two dimensions:
- the spontaneous comprehension of documents written or recorded in languages close to one’s reference language
- a "reciprocal multilingual interaction", in which each participant uses his/her own language to communicate
4. Analyse the intercomprehensive methodology
- study a new way of teaching - learning foreign languages focused on either comprehension or interaction and based, among other strategies, upon linguistic similarities
- apply it to teaching French as a foreign language
- analyse and use the teaching materials and platforms available in Romance languages intercomprehension
5. Carry out cross linguistic comparisons between Romance languages and acquire the first bases for written comprehension of an unknown Romance language
6. Study the intercultural dimension of intercomprehension
Competences
- Analyze the social, cultural and linguistic dimensions of various training situations in the context of a very good level of French, including situations which demand intermediation, mediation between languages and/or the management of plurilingualism and multiculturalism.
- Apply linguistic training in French as a foreign language and linguistic diversity to realities characterized by multilingualism and the need for intercomprehension.
- Continue the learning process, to a large extent autonomously.
- Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
- Organize and plan the content of a work of research (article, monograph) and/or an oral presentation (class, report, paper).
- Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
- Work individually and in teams, being able to analyze, interpret and synthesize the data and information generated.
Learning Outcomes
- Analyse the characteristics of an intercomprehension interaction and participate in an interaction of this type.
- Analyze the social, cultural and linguistic dimensions of various training situations in the context of a very good level of French, including situations which demand intermediation, mediation between languages and/or the management of plurilingualism and multiculturalism.
- Carry out a comparative analysis of some of the linguistic traits of different Romance languages.
- Continue the learning process, to a large extent autonomously.
- Describe the global comprehension strategies for a document written in a Romance language.
- Distinguish between different Romance languages in terms of their basic differences, the subgroups they are composed of and their areas of diffusion.
- Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
- Know and analyse materials and methodology applied for the intercomprehension of Romance languages.
- Organize and plan the content of a work of research (article, monograph) and/or an oral presentation (class, report, paper).
- Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
- Work individually and in teams, being able to analyze, interpret and synthesize the data and information generated.
Content
1. Intercomprehension and platforms of intercomprehensive interactions
- Introduction to intercomprehension
- Objectives and layout of intercomprehensive platforms, from Galanet to Miriadi
- First experimentation
2. The linguistic diversity from the perspective of language families
- The Indo-European macro-family
- Romance languages
3. Linguistic proximity as the core of Intercomprehension
- General comprehension strategies
- Lexical and grammatical proximity
- Role of the context
- Optimization of the potential for linguistic proximity
- Treatment of idiosyncrasies
4. The interactive dimension of written Intercomprehension
Analysis of Galanet and Miriadi forums and chats
5. The intercultural dimension of Intercomprehension
- The intercultural dimension
- Intercultural analysis of the interactions in the forums
6. Overview of teaching materials in written intercomprehension between Romance languages
7. Oral intercomprehension between Romance languages
- The receptive dimension
- The interactive dimension
Methodology
The methodology will be based, among other elements, upon:
- master classes (using ICT)
- exercises (individually and in small groups) on the topics studied in class
- commented readings
- Participation in the session on the platform Miriadi
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Analysis of documents and materials, training for using the platform Miriadi | 25 | 1 | 1, 2, 8, 6, 3, 5, 7, 4 |
| Master class based on ICT and debates | 35 | 1.4 | 1, 2, 8, 6, 3, 5, 7, 11 |
| Type: Supervised | |||
| Exercises in small groups | 15 | 0.6 | 1, 2, 8, 6, 3, 5, 7, 10, 11 |
| Type: Autonomous | |||
| Analysis of documents and materials, exercises, preparation of a presentation | 30 | 1.2 | 1, 2, 8, 6, 3, 5, 9, 7, 10, 4, 11 |
| Participation in a session of intercomprehension on the platform Miriadi | 45 | 1.8 | 1, 2, 8, 6, 3, 5, 7, 10, 4, 11 |
Assessment
The assessment of the course will be continuous and will include
- tests, exercises and papers delivered throughout the semester
- a final presentation
- active participation during the class and on the platform Miriadi.
In order to participate in the resit exam (which will take in all the contents of the subject) the students will have to have carried out a set of activities whose weight must equal a minimum of 2/3 of the total grade. Only students who, having failed, have obtained at least a final grade of 3.5 out of 10 will have the right to a resit exam. Oral presentations and tasks related to daily teaching activities are non-recoverable.
Students who have completed less than 2/3 of the evaluation activities will be considered 'NOT EVALUABLE'.
At the time of the completion of each assessment activity, students will be informed of the procedure and date of review of the assessment.
Plagiarism: The total or partial plagiarism of any exercise, examination or paper will automatically be considered FAILURE (0). PLAGIARISM is to copy from unidentified sources, either a single phrase or more, presenting it as your own production. It constitutes a serious offense.
In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.
In the event that tests or exams cannot be taken onsite, they will be adapted to an online format made available through the UAB’s virtual tools (original weighting will be maintained). Homework, activities and class participation will be carried out through forums, wikis and/or discussion on Teams, etc. Lecturers will ensure that students are able to access these virtual tools, or will offer them feasible alternatives.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Oral presentation | 40% | 0 | 0 | 1, 2, 8, 6, 3, 5, 9, 7, 10, 4, 11 |
| Participation in the class and in the session of intercomprehension on the platform Miriadi | 30% | 0 | 0 | 1, 2, 8, 6, 3, 5, 9, 7, 10, 4, 11 |
| exercises and other types of homework | 30% | 0 | 0 | 1, 2, 8, 6, 3, 5, 7, 10, 4, 11 |
Bibliography
Caddéo, Sandrine et Jamet, M.-Christine (2013) : L'intercompréhension : une autre approche pour l'enseignement des langues, Paris : Hachette.
Conti, Virginie et Grin, François (dir.) (2008) : S’entendre entre langues voisines : vers l’intercompréhension, Chêne-bourg : Georg editeur.
Degache, Christian (dir.) (2003) : Intercompréhension en langues romanes. Du développement des compétences de compréhension aux interactions plurilingues, de Galatea à Galanet. Lidil, 28.
Escudé Pierre, Janin, Pierre (2010) : Le point sur l'intercompréhension, clé du plurilinguisme, Paris : Clé international.
Meissner Franz-Joseph, Claude, Klein Horst, Stegmann, Tilbert (2004) : Eurocomrom - les sept tamis : lire les langues romanes dès le départ, Aachen : Shaker Verlag.
Teyssier Paul (2012) : Comprendre les langues romanes : Du français à l'espagnol, au portugais, à l'italien & au roumain, Chandeigne, Paris.