Description
This dimension concerns the development of the communication skill and the plurilingual and intercultural learning process of the tutor.
We consider here the teacher/tutor himself engaged in the learning of languages and cultures in IC. The aim is to push forward one’s own linguistic and cultural repertoire and develop one’s capacity to handle situations of multilingual and intercultural communication. This dimension takes into account the languages representations and the cultures and includes a metacommunicative dimension, namely the capacity to analyze and to think about the situations of multilingual and intercultural communication, including the interactions at distance. We will also see the learning Skill reference Data for a detailed description of these skills.
Develop a linguistic and cultural repertoire
Be aware of one’s linguistic and communicative repertoire and analyze it
It is to think about one’s repertoire of communication identifying at the same time the strong and weak points of one’s plurilignual and intercultural skill because the awareness of one’s communicative limits is an important basis of the professional development.
Call up one’s linguistic repertoire in multilingual and intercultural situations of communication especially through ICT
The development of linguistic repertoire is made in situations of multilingual and intercultural communication and the ICT forms an opportunity of linguistic improvement by the experimentation of new situations of languages contact.
Acquire knowledge on languages and cultures, especially on their specific features
The professional knowledge of the tutors can include a preliminary knowledge on one or several languages-cultures but especially the ability to cultivate and stimulate the taste for other languages and other linguistic learning processes (cf. Skill Reference Data on learning: Languages and cultures).
Commit to push forward one’s plurilingual repertoire and one’s capacity of intercultural communication
The commitment to auto-training is one of the most important aspects of the professional development including the commitment to linguistic and communicative development (cf. Skill Reference Data on learning: The written comprehension and The oral comprehension).
Analyze the representations on languages and cultures in order to adopt open attitudes compared to the plurilingual and intercultural communication
The representations on languages and cultures influence the relationship to the languages of the social subjects. The tutor has to reach a level of awareness on the stakes of linguistic diversity in order to play a role as an intermediary.
Develop one’s teaching skills in IC
Use resources of information and communication including the digital resources with a view to professional development of one’s communicative skills in IC
The tutor enrolls himself to identify the available resources (material, tools of reference) and the accessible learning contexts (digital platforms, course in class), (cf. Skill Reference Data on learning: The plurilingual subject and the learning process).
Think on one’s didactic, teaching and digital knowledge in preparation of a work in IC in class, hybrid and online
The tutor is invited to develop a certain thought to be acquainted as a didactic teacher, social actor, plurilingual speaker and learner of languages. He has to be aware of his possibilities and limits to be able to continue to develop his professional point of view, ensuring to improve and increase his knowledge, in order to organize and galvanize better the situations of training of IC.
Commit in linguistic trainings and in languages didactics particularly in IC and in plurilingual teaching
The tutors can reach the trainings on IC because they are now available in class and online, with indications for auto-evaluation (for example the training sessions on the Galapro platform).
Develop one’s communicative skills in IC
Call up strategies of communication in new situations of plurilingual interaction
The development of the intercultural and plurilingual skill is made by the understanding of the functioning of the linguistic communication. The application of strategies such as reformulations, tagalong, recourse to the help of interlocutors, allows to locators to interact in plurilingual situations (cf. Skill Reference Data on learning: The plurilingual and intercultural interaction).
Develop skills of mediation in plurilingual and multicultural communicative situations in IC
The transition from the learner role to the tutor role requires knowledge of mediation and remediation processes considering the variety of communicative contexts.