Page 42 - Compétences plurilingues : perspectives et actions / Plurilingual competencies: perspectives and actions

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V. De Azevedo Camacho, M. Cervenkova, M. Seveckova: Motivation, ...
achieving mutual understanding, gaining access to knowledge and in turn further develop-
ing their linguistic and cultural repertoire.” (Council of Europe 2020, 123). These CEFR
descriptors served as a theoretical framework for the application of plurilingualism within
our didactic project.
According to the CEFR descriptors (Council of Europe 2020, 126, 127), students at the B1
level:

• can use parallel translations of texts (e.g. magazine articles, stories, passages from
novels) to develop comprehension in different languages

• can deduce the message of a text by exploiting what he/she has understood from
texts on the same theme written in different languages (e.g. news in brief, museum
brochure, online reviews)
• can extract information from documents written in different languages in his/her
ield, e.g. to include in a presentation
• can recognize similarities and contrasts between the way concepts are expressed in
different languages, in order to distinguish between identical uses of the same word
root and ’false friends’

• can use his/her knowledge of contrasting grammatical structures and functional ex-
pressions of languages in his/her plurilingual repertoire in order to support compre-
hension

Another aspect we focused on is the autonomous approach to the learning process, which is
related to a student’s intrinsic motivation to learn. Learner autonomy is a central theme in
foreign language learning. Because educational paradigms and school curricula encourage
apedagogyforautonomy(CouncilofEurope, 2020), weincludedthisaspectintheproject. It
hasbeenproventhatvlogging, adaptedtotheeducationalsetting, couldbeawayoffostering
more autonomy in a language class by giving students more choice and agency (Combe, Ch.
and Codreanu, T., 2016; Codreanu, T., Combe, C., 2019).
The principle of collaboration mentioned above is carried over into our project with a strong
emphasis on collaboration between students. Interesting material triggers the need to an-
alyze, synthesize, compare and summarize information, promoting interpersonal commu-
nication (Azimov, E., 2018) and, through that communication, the acquisition and practice
of language for speci ic purposes.

We wanted to include all these concepts – students’ motivation, autonomy, plurilingual com-
petence, andcollaboration–inourdidacticproject, sincetheseconceptsenhancetheknowl-
edge of how to learn and the capacity to enter into relations with others and new situations
(Council of Europe 2020), skills which will be indispensable for our students at the Faculty
of Economics and Administration in their future professional life.

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