{"id":9401,"date":"2021-05-18T12:30:16","date_gmt":"2021-05-18T10:30:16","guid":{"rendered":"http:\/\/projectes.xtec.cat\/intercomprensio\/?p=9401"},"modified":"2021-05-18T12:32:24","modified_gmt":"2021-05-18T10:32:24","slug":"un-nou-context-multilingue-europeu-daproximacio-plurilingue","status":"publish","type":"post","link":"https:\/\/projectes.xtec.cat\/intercomprensio\/portada\/un-nou-context-multilingue-europeu-daproximacio-plurilingue\/","title":{"rendered":"Un nou context multiling\u00fce europeu d’aproximaci\u00f3 pluriling\u00fce"},"content":{"rendered":"

La globalitzaci\u00f3 ha comportat una evoluci\u00f3 social i alhora una p\u00e8rdua de la diversitat ling\u00fc\u00edstica a conseq\u00fc\u00e8ncia de l\u2019<\/span>hegemonia <\/b>de les lleng\u00fces amb m\u00e9s poder pol\u00edticoecon\u00f2mic. Davant d\u2019aquesta p\u00e8rdua de la diversitat, per\u00f2, el paradigma ecoling\u00fc\u00edstic la considera com una riquesa, construint, aix\u00ed, una nova perspectiva<\/span> multiling\u00fce i multicultural <\/b>que empodera i valora totes les lleng\u00fces i cultures de la societat.\u00a0<\/span><\/p>\n

“La globalitzaci\u00f3 posa en contacte all\u00f2 local amb la resta del m\u00f3n, elimina barreres entre estats i pret\u00e9n construir el planeta en un espai d’intercanvi \u00fanic.”<\/span><\/p>\n

Extret de Pueyo, M. i Turull, A. (2003). “Diversitat i pol\u00edtica ling\u00fc\u00edstica en un m\u00f3n global”.<\/span><\/p>\n

La Uni\u00f3 Europea \u00e9s un exemple del proc\u00e9s d’intercanvi i dels contactes mutus entre comunitats ling\u00fc\u00edstiques i, per aix\u00f2, calia proposar diverses <\/span>pol\u00edtiques ling\u00fc\u00edstiques europees<\/b> per plantejar el multiling\u00fcisme com a objectiu i finalitat no nom\u00e9s dins de la societat, sin\u00f3 tamb\u00e9 a l\u2019\u00e0mbit educatiu. Des del Departament d\u2019Educaci\u00f3, considerem que la <\/span>intercomprensi\u00f3 ling\u00fc\u00edstica <\/b>pot ser una estrat\u00e8gia d\u2019aprenentatge efectiva en qu\u00e8 es t\u00e9 en compte el bagatge ling\u00fc\u00edstic dels aprenents i es potencia el lligam existent entre les lleng\u00fces que coneixen i que volen aprendre.<\/span><\/p>\n

Quant als marcs legals ling\u00fc\u00edstics europeus, l\u2019any 2001 s\u2019aprov\u00e0 el <\/span>Marc Europeu Com\u00fa de Refer\u00e8ncia per a les Lleng\u00fces (MECR)<\/b><\/a>, que es concep com un est\u00e0ndard europeu amb tres objectius principals:\u00a0<\/span><\/p>\n

    \n
  1. definir, avaluar i certificar els nivells de domini de les lleng\u00fces (compet\u00e8ncies ling\u00fc\u00edstiques)<\/span><\/li>\n
  2. proporcionar uns descriptors per determinar els aprenentatges en mat\u00e8ria ling\u00fc\u00edstica dels usuaris<\/span><\/li>\n
  3. facilitar unes bases comunes a tota Europa per a l\u2019elaboraci\u00f3 de programes de llengua, orientacions curriculars, ex\u00e0mens, llibres de text, etc.\u00a0<\/span><\/li>\n<\/ol>\n

    M\u00e9s endavant, l\u2019any 2013, es va aprovar el <\/span>Marc de Refer\u00e8ncia per als Enfocaments Plurals de les Lleng\u00fces i de les Cultures (MAREP)<\/b><\/a>, que es concep com un marc legal europeu que esdev\u00e9 clau per a l’avaluaci\u00f3 de les compet\u00e8ncies i destreses ling\u00fc\u00edstiques que adquireixen els usuaris en el proc\u00e9s d\u2019ensenyament-aprenentatge dels enfocaments plurals que enumerem a continuaci\u00f3:\u00a0<\/span><\/p>\n

      \n
    1. El <\/span>treball intercultural<\/b> a l\u2019aula, que t\u00e9 com a objectiu comprendre com les lleng\u00fces vehiculen i construeixen els aspectes propis d\u2019una determinada cultura. Per a m\u00e9s informaci\u00f3, es poden consultar els projectes d\u2019<\/span>Alumnat d\u2019Origen Estranger<\/span><\/a> i de <\/span>Llengua Occitana<\/span><\/a>.\u00a0<\/span><\/li>\n
    2. La <\/span>did\u00e0ctica integrada de les lleng\u00fces (TIL) <\/b>o <\/span>de les lleng\u00fces i continguts (TILC)<\/b>,<\/span> que t\u00e9 com a finalitat que l\u2019alumne estableixi relacions entre diverses lleng\u00fces o que aprengui uns continguts d\u2019unes mat\u00e8ries i \u00e0rees concretes conjuntament amb l\u2019\u00fas de diverses lleng\u00fces. Per a saber m\u00e9s, podeu consultar aquest <\/span>espai NODES<\/span><\/a>.\u00a0<\/span><\/li>\n
    3. La <\/span>intercomprensi\u00f3 ling\u00fc\u00edstica<\/b> en qu\u00e8 l\u2019alumnat treballa sobre dues o m\u00e9s lleng\u00fces de la mateixa fam\u00edlia a partir dels elements ling\u00fc\u00edstics que comparteixen. Per a con\u00e8ixer m\u00e9s aspectes sobre la intercomprensi\u00f3, accedeix a <\/span>aquest article<\/span><\/a>.\u00a0<\/span><\/li>\n<\/ol>\n

      Pel que fa al context educatiu catal\u00e0, la Generalitat de Catalunya va desenvolupar el <\/span>Marc per al Pluriling\u00fcisme<\/span><\/a>, un projecte en qu\u00e8 es fa difusi\u00f3 d’orientacions i recursos per tal de treballar amb l’alumnat, aix\u00ed com de les accions educatives que ha de portar a terme el personal docent per garantir el tractament i \u00fas de les lleng\u00fces dins del model educatiu pluriling\u00fce.\u00a0<\/span><\/p>\n

      \u201cTan sols quan molts europeus coneguin moltes lleng\u00fces, <\/span>
      \n<\/span>\u00e9s quan Europa esdevindr\u00e0 veritablement europea\u201d.<\/span><\/p>\n

      \u00a0Clua et al. (2003: 22)<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

      La globalitzaci\u00f3 ha comportat una evoluci\u00f3 social i alhora una p\u00e8rdua de la diversitat ling\u00fc\u00edstica a conseq\u00fc\u00e8ncia de l\u2019hegemonia de les lleng\u00fces amb m\u00e9s poder pol\u00edticoecon\u00f2mic. Davant d\u2019aquesta p\u00e8rdua de la diversitat, per\u00f2, el paradigma ecoling\u00fc\u00edstic la considera com una riquesa, construint, aix\u00ed, una nova perspectiva multiling\u00fce i multicultural que empodera i valora totes les […]<\/p>\n","protected":false},"author":30,"featured_media":9403,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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