Challenges for le contents
1 / 12

Challenges for LE contents - PowerPoint PPT Presentation

  • Uploaded on

Challenges for LE contents. Florentina S âmihăian expert The National Council for Curriculum, Romania. Languages of education. aims. communication. language. LAC Other subjects. literature. culture. standards. FL. skills. knowledge. LS. values and attitudes. methodology.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about ' Challenges for LE contents' - scott-massey

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Challenges for le contents

Challenges for LE contents

Florentina Sâmihăian


The National Council for Curriculum, Romania

Languages of education
Languages of education





Other subjects








values and attitudes


Contextualizing contents
Contextualizing contents

Aims contents standards


(knowledge, skills,

values and attitudes)

Methods and strategies

  • Key-questions:

  • What skills and attitudes can be developed by certain contents?

  • What values and attitudes can be hinted by certain contents? What kind of standards can be stated on the basis of operating with certain contents?

  • How can ‘general culture’ be defined today?

Jacques delors the inner treasure a report to unesco 1996
Jacques Delors: „The inner treasure“ - a Report to UNESCO, 1996

LEARNING TO KNOW– the ability to combineacquisitions of language and literature in exploring or in producing oral and writtentexts; the ability to practice procedures of knowledge acquisition, based on linguistic and cultural competencies.

LEARNING TO DO- the ability to communicate (listen, speak, read, write)in a variety of contexts and to cooperate with others in this process (communicative interactions); to accommodate to different social (language varieties) or cultural contexts (intercultural sensibility) and relate to their personal experience within a local or a national community (regional or standard language, cultural patrimony).

LEARNING TO LIVE TOGETHER– the capacity to show respect and interest to others’values andto have a positive communicative attitudein the spirit of pluralism; to work in common projects and manage conflict solving on the basis of communicative interactions.

LEARNING TO BE(develop his / her own personality and be capable of autonomy of judging and assuming responsibility) This dimension involves: memory (linguistic and cultural knowledge), faculty of reasoning(personal responses, critical thinking),aesthetic sense(sensibility to cultural expression) , and capacities of communication(confidence in his / her own abilities of communication).

Le components
LE components

 The centrality of communication

 The possibility to identify convergences and overlaps between the three LE components

Focus on ls heterogeneity
Focus on LS: heterogeneity




  • language in use

  • diversity of contexts

  • standard language

  • in relation with other varieties

  • dialogue with texts

  • variety of texts

  • national literature in relation with universal literature / culture

Focus on ls contents structuring
Focus on LS: contents’ structuring

  • Areas of knowledge

    • Language, literature / culture, communication

  • Communicative activities

    • Listening, speaking, reading, writing

  • Contexts & topics

    • Personal, public, occupational, educational

    • Childhood, Leisure, Adventures, Friendship etc.

Focus on ls an illustration of progression
Focus on LS: an illustration of progression

Primary Lower Secondary Upper Secondary

-personal response -procedures -strategies

-immediate environment -discourse variety -cultural context

-basic grammar rules -grammar system -semiotics

-literature for children -literary genres -aesthetics,

literary history

-simple nonfiction -nonfiction genres -arts

-play-role -critical thinking -autonomy

-writing about personal -writing for different -original

experience purposes expression

Literature an example
Literature – an example

What kind of contents?

  • Genre and species: literary and nonliterary texts

  • Discourse strategies (narrative, description, dialogue, argumentative etc.)

  • Figures of speech, expressive uses of language

  • National literary history – the canon



Coherence and progression an example
Coherence and progression: an example

  • READING: Innocent reader  Competent reader  Autonomous reader

  • Primary: focus on texts that can be related to students’ experience

  • and to introduce readers to the universe of fiction

  • Lower secondary: focus on text variety (such as genres, species, types of discourse)

  • Upper secondary: focus on cultural representations (national patrimony in relation with different contexts - cultural, social, historical etc.)

Difficulties in approaching contents within le
Difficulties in approaching contents within LE

  • Redefining the concept of ‘general culture’

  • Finding relevant categories of content that are common to LS, FL and LAC (such as communicative activities, types of discourse, topics etc.)

  • Identifying possible vertical progression and horizontal correlations

  • Suggesting a common methodology that can be used along with the specific ones for each of LE components

  • Designing a change in the initial training of teachers having in view this integrative perspective

  • Identifying possible common standards for LS or for LAC

How to address the issue of contents within the european framework
How to address the issue of contents within the European framework

The framework is intended to be only a point of reference for LE in Europe.

  • Presenting and discussing options of understanding and structuring contents, of contents’ progression and convergences in LE

  • Assuming a certain perspective of LE contents’ that may guide policy makers, curriculum designers and teachers