METHODOLOGICAL GUIDE FOR INCLUSION IN CENTERS WITH PLURILINGUAL PROGRAMS
The main result of this project is a high quality methodological guide that will allow schools, teachers, and students to erase the access barriers that young migrants and SEN have to schools that teach their classes in minority languages. This result, developed from a cross-cutting perspective, must include all the necessary resources to allow a student with difficulties in the use of foreign and regional languages an equal, full guarantee access to the educational objectives of centers that use minority vehicular educational languages.
To achieve this ambitious objective, this result defines an innovative development of the SCI methodology that promotes language learning and the development of linguistic, social, and cultural skills through a holistic vision.
The three main sections in the course can be divided into: (i) linguistic and mental preparedness for a language-use course; (ii) the practice cycles; and, (iii) the learning enrichment section, whereby improvements learned from previous interactions and applied to new ones.
Each section emphasises different skill sets, allowing necessity to determine the priorities within a variable structure of activities. Language levels can be adjusted by varying the complexity or the duration of an interaction, or by allowing for a greater degree of unpredictability in theinteraction.
COGNITIVE PROCESSES: NATURAL REPETITION AND THE INTERSECTION WITH PRACTICE ROUTES
A language use method cannot aim but to incorporate interactions with all types of natives out of the classroom. These interactions are the building blocks of “use” fluency—by challenging the student to plan which interactions they are working to transform into the target language.
With experience-based feedback, they improve phrasing, communication habits, sociolinguistic awareness, and overcome other personal limitations that too often inhibit further practice.
To scale language-use practise, the Speech Community Integration (SCI) method focuses on the repeated communication patterns that can be easily learned and profited from with practise. As the student repeats interactions, older lessons are reinforced, newer ones are more quickly assimilated. In the following weeks or months, the student has a better understanding of themselves as a habitual communicator, of where to locate and how to evaluate the easiest intervention points for further language practice use. The interactions are measured against an index that tracks improvements and the progress each student makes.
SOCIO-CULTURAL IN CLUSION PROCESSES: SOCIAL ROLES AND SCRIPTS
With many people with whom we communicate, we come from a social role. We speak in often predictable ways, within semi-flexible formulaic scripts that guide us
through these situations. Our words and phrases can vary, but our communication objectives remain linked to the context, whether in a purchase interaction, or a service repair. Therefore, a good part of the interaction is predictable. Language learning is really about strategies for better communication, as a vehicle for doing, changing, and resolving life-appertaining concerns.
ACADEMIC PROCESSES: “USE” PERSPECTIVE: NATURAL TRANSFERENCE TO TARGET LANGUAGE
The use of natural language in the context of the target language is the objective to aim for. To master the interaction, language students need opportunities to hear how they sound in the new language and what the impact they have on native speakers in repeated situations. It’s important, then, for the student to capture the spirit of what they intend to say, and for this, back and forth translation work can often be a part of the script learning process.
When the student records the natural language of the native speaker, they can re-listen as many times as necessary for greater comprehension and insight into the natural phrasing in a given situation. When the student hears themselves in the situation, they can pinpoint their awareness and focus on the improvements that will make the most difference for them in subsequent interactions.
LINGUISTIC PROCESSES: COMMUNICATIVE FUNCTIONS
In a use-based method, communication acts are labeled and categorised by their communicative function for quicker mastery and for cluster memorisation. Functions are labeled by their grammatical and communicative purpose, i.e., a request, or a conditional question, including the student’s own phraseological preferences for that function. This makes it possible for beginners to use com- municative functions adapted to their language level, to accomplishing tasks in interactions with a high degree of predictability and communication from social roles. The degree of non-conscription of social role communication, the elaborateness of the phraseology and the communicative function mark the road to increasing degrees of complexity. The graphic below scales the comparative difficulty of a transaction against a conversation in which persuasive or negotiation functions are involved.
Diccionari de llengua catalana de l’IEC
Second edition of the Dictionary of Catalan language of the Institut d’Estudis Catalans
Diccionari de l’Enciclopèdia Catalana
Dictionary Catalan-Valencian-Balearic (DCVB) of A. M. Alcover and F. de B. Moll is the result of the computerization project of the DCVB that was carried out at the IEC during the biennium 2001-2002.
Optimot. Consultes lingüístiques
Interactive translator of the Language and Advice Consulting Service of the Generalitat Valenciana
Machine translation system Spanish-Catalan.
Platform for automatic translation services in open source.
Automatic translator online, open source. You have the option to choose the Valencian variety for translation.
Automatic translator online that allows translating between Catalan and more than 40 languages
Automatic open source online translator
Digital resources for teaching, learning and working
Recursos de català
Catalan resources for students and teachers in classrooms and adult training centers
Educational Telematics Network of Catalonia
Un entre tants
Cooperative network for sharing ICT experiences and researching digital resources and utilities for teaching and learning in Valencian
In accordance with the objectives of the Participative Council for the Language, to promote the participation of the entities and organizations in the policies of linguistic normalization and to watch over the increase and the quality of the social use of the language in all the scopes , the City Council of Girona makes available to all the citizens of La Cajixera language and country.
L’Enciclopèdia.cat is the digital project of the Grup Enciclopèdia Catalana where it offers quality encyclopaedic information and updated in Catalan and, especially, in the Catalan sphere.
Viquipèdia, the free encyclopedia that is written collaboratively by its readers.
Texts of Grammar of the Catalan language of Institut d’Estudis Catalans.
Resum de gramàtica bàsica
Catalan grammar summary. A complementary material to the practice that seeks to solve the most fundamental doubts.
Gramàtica zero is a project conceived as a practical support to solve, in a fast and understandable way, the most common problems and doubts in the linguistic use, especially in the syntax.
Istitut Ladin Micurá de Rü
DIALEKTOMETRIE PROJEKT – SALZBURG
Guida linguistica: Italiano-Ladino
Information for Employers (Ioan, G and Tomos, S. and Jones, K )
Information pack for workplace regarding language planning and the Work Welsh provision, Y Ganolfan Dysgu Cymraeg Genedlaethol (2017)
Opening Both Doors – an introduction to bilingual youth work, Wales Youth Agency, (2000, 2010). (Ioan, G)
Oideas Gael: http://www.oideas-gael.com/ga/
Glossika Irish: https://ai.glossika.com/language/learn-irish
Bitesize Irish Gaelic: https://www.bitesize.irish/
Fuaimeanna na Gaeilge – Compare three dialects of Irish: http://www.fuaimeanna.ie/ga/
Teastas Eorpach na Gaeilge: http://www.teg.ie/
Is Féidir Liom: http://www.isfeidirliom.ie/
Irish For Parents: https://irishforparents.ie/
Easy Irish: https://www.easyirish.com/
An Chomhairle um Oideachas Gaeltachta & Gaelscolaíochta: https://www.cogg.ie/
Abair.ie (Phonetics and Speech Laboratory): http://www.abair.tcd.ie/
Focloir.ie (New English-Irish Dictionary): https://www.focloir.ie/
Pota Focal: http://www.potafocal.com/
Tearma.ie – The National Terminology Database for Irish: https://www.tearma.ie/
Daltaí na Gaeilge: http://www.daltai.com/
Wikivoyage – Irish travel phrases: https://en.wikivoyage.org/wiki/Irish_phrasebook