Transfer in a plurilingual curriculum


	So we go through the task in this way, or a similar way, and once we get to the end, when we check the results of our job, we move to our second step in transfer, that is, we add a moment of reflection. This is a crucial time, because its is here that we and our students can go beyond this particular task, and begin to ask ourselves if what we’ve just done, our concrete experience, can be useful tomorrow, on another task, in another situation. So, once again, let’s imagine we engage in this sort of interaction with our students,
	•which words in the text were harder to understand? What helped us to cope with problems?
	•maybe the way words are made? Maybe certain parts of words, the beginnings and the endings? Shall we call these prefixes and suffixes?
	•maybe we were helped by taking a look at a whole sentence, and perhaps at the sentences that came before and after? Shall we call this the context?
	•again, perhaps we were helped by what we already knew about the topic … this we can call our own encyclopedia …
	•did we make and check hypotheses by using clues? Shall we call this the “Sherlock Holmes strategy”?
	•what else helped us? Did we ask the teacher? Did we talk to our classmates? Did we use a dictionary?
	•and how did we feel? Anxious? Relaxed? Just OK?