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Teachers often face a number of complex challenges linked to the increasing language diversity experienced in many classrooms across Europe. Free movement across intra-European borders as well as increasing migration into Europe has made the language situation in Europe increasingly diverse over the last decades, and many teachers are struggling to find the most suitable way of approaching this situation.

The term "teacher language awareness" (TLA) refers to "the interface between what teachers know, or need to know, about language and their pedagogical practice" (Andrews 2008). Although TLA is mostly referred to in the context of language teaching, it is also highly relevant to teachers of others subjects who are working in multi-lingual environments. While many teachers are already language-aware, many others are not conscious of the fact that linguistic diversity cannot only be perceived as a problem, but also as a very valuable pedagogical resource.

Aims and Learning Objectives

The aim of the "Language-aware teacher" MOOC is to enhance teachers' awareness about the language competences of their students and how to benefit from them as well as to provide them with different tools and resources to support them to deliver curricular subjects in different languages.

This MOOC is especially valuable to teachers who are new to working in bilingual and CLIL projects or have little experience of these, and it will serve to provide participants with various tools and resources they can easily integrate in their lessons for a more efficient and innovative teaching and learning. This MOOC focuses on raising awareness about the advantage of having students from diverse nationalities and speaking different languages in the same classroom can actually be used as an asset providing a benefit and added value to their classrooms. Besides, the MOOC will serve to help teachers to build learning scenarios for Content and Language Integrated Learning (CLIL) in a framework of 21st century skills.
In this MOOC, participants will:

Be aware of the importance of teachers' awareness about the students' language diversity;

Understand and turn language diversity into an asset for their teaching;

Learn to empower language teaching with innovative technologies (CLIL, Multilingualism and Translanguaging) and how to apply them in the classroom;

Explore freely available online tools and open educational resources for language teaching and learning to integrate in the classroom;

Become familiar with Multilingual classroom projects;

Learn how to build learning activities using resources for CLIL.

The course will help to develop key skills such as:

scaffolding language

task design to support communication

anticipating problems and selecting tools to support understanding

checking learners' understanding

providing relevant and personal feedback

To get the most out of the course, you can participate in our Facebook group or share your thoughts on Twitter using the hashtag #languageMOOC.

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Teachers often face a number of complex challenges linked to the increasing language diversity experienced in many classrooms across Europe. Free movement across intra-European borders as well as increasing migration into Europe has made the language situation in Europe increasingly diverse over the last decades, and many teachers are struggling to find the most suitable way of approaching this situation.

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Embracing Language Diversity in Your Classroom - 2021 Edition

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The aim of the “Language-aware teacher” MOOC is to enhance teachers’ awareness about the language competences of their students and how to benefit from them as well as to provide them with different tools and resources to support them to deliver curricular subjects in different languages.

In this MOOC, participants will:

Be aware of the importance of teachers’ awareness about the students’ language diversity;

Understand and turn language diversity into an asset for their teaching;

Learn to empower language teaching with innovative technologies (CLIL, Multilingualism and Translanguaging) and how to apply them in the classroom;

Explore freely available online tools and open educational resources for language teaching and learning to integrate in the classroom;

Become familiar with Multilingual classroom projects;

Learn how to build learning activities using resources for CLIL.

The course will help to develop key skills such as:

scaffolding language

task design to support communication

anticipating problems and selecting tools to support understanding

checking learners' understanding

providing relevant and personal feedback

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This map shows the location of participants in the "Embracing Language Diversity in Your Classroom - 2021 Edition" course on Teacher Academy. Please enter your location on this map and see if there are people close to your location who are also taking this course. If you want, you can leave some contact details, then other participants who are located close to you can contact you to arrange a course meet-up.

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Embracing Language Diversity in Your Classroom - 2021 Edition map

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This map shows the location of participants in the "Embracing Language Diversity in Your Classroom - 2021 Edition" course on Teacher Academy. Please enter your location on this map and see if there are people close to your location who are also taking this course.

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Module 1: The Importance of Language Awareness

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Module 1: The Importance of Language Awareness

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During this module, participants will:

1. Understand and discuss the importance of language awareness

2. Become familiar with European Union initiatives that support language learning and language awareness.

3. Explore the first part of the Learning Scenario (in order to develop your own, at the end of the MOOC)

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Definition of language awareness: it is explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use (Association for Language Awareness). ... some of the underlying concepts behind Language Awareness, as defined by the famous linguist Jim Cummins: BICS (Basic Interpersonal Communication Skills), which refers to the language commonly used in social interaction, and CALP (Cognitive Academic Language Proficiency), referring to more formal language, essentially the language of schooling, which is crucial for students to successfully demonstrate what they have learned and achieved. This includes listening, speaking, reading, and writing about content in a specific subject area...

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I try to be a language-aware teacher. I teach English as a foreign language (ESL) and in my classes there are some students who come from other parts of the world. It is important to be conscious of their background and culture and I organize some activities to let students share their traditions and customs especially during eTwinning projects. As a language teacher I have to pay attention to the difficulties students may have in learning the subject I teach because they live in a place where they are learning a L2 language and English is the third language they are learning... it could be easy for some of them to switch from a language to another but there would be some students who could find it very hard!

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1.2 Why language awareness is important for teachers

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1.2 Why language awareness is important for teachers

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Language is a vehicle for learning, regardless of whether students are learning using their first language or any other additional language, so you as a teacher are responsible to make sure that languages in your classroom do not pose a barrier or a challenge for your students’ learning.

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Language is a vehicle for learning, regardless of whether students are learning using their first language or any other additional language, so you as a teacher are responsible to make sure that languages in your classroom do not pose a barrier or a challenge for your students’ learning.

My post:
I teach English in Italy and I help my students learn English (as a third language) by using loans, cognates, similar words and images so they can identify concepts and new vocabulary by developing their cognitive skills and competences. Comparing different languages and using pictures, situations, videos and gestures can help them familiarize with new vocabulary and grammar structures.

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1.3 How to get started with language awareness

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1.3 How to get started with language awareness

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"...in a linguistically diverse classroom, your student’s languages are a daily reality on a cognitive, social and affective plane – even if the school rule says they should all only speak the language of schooling and that is the only language that ‘matters’, being aware of students’ language practices strengthens your ability to plan for their learning and to develop a resilient plurilingual classroom community that builds on the reality of students’ lives. Besides, teachers can also open up their classroom practice to allow people to use their home languages..." Nell Foster

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1.4 LA as a component of effective communication competence

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1.4 LA as a component of effective communication competence

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Language awareness is vital for effective language teaching, as well as language ability and linguistic competence. But language awareness is equally important for effective communication to take place between you and your students, regardless of which subject you teach because language awareness will allow you to understand your students' abilities and competences.

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Communication competence as a key competence for lifelong learning

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My post:
I think knowing more languages help us to understand better other societies, traditions, customs because if we learn new languages or we need to learn new languages we open ourselves to different linguistic schemes and rules. It's a way to accept others with their similarities and differences, it's a step to better know other people. It is a hope and a desire to live in a multicultural world united by the same thoughts and values and knowing different languages can help everyone to communicate in a variety of situations and circumstances... we need to be "language aware"

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Celebrating the European Day of Languages on 26 September

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The European Centre of Modern Languages: interview with Sarah Breslin

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The European Day of Languages and other initiatives supported by the European Commission

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Module 2: Turning Language Diversity into an Asset for your Teaching

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Module 2: Turning Language Diversity into an Asset for your Teaching

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During this module, participants will:

1. Learn about language diversity and bilingualism in the classroom

2. Understand the benefits of multilingual classrooms

3. Identify a range of strategies for creating a positive classroom environment which embraces language diversity

4. Identify a range of multilingual activities which can be used in the classroom

5. Explore the second part of the Learning Scenario in order to develop your own.

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2.1 Linguistic diversity and bilingualism in the classroom

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2.1 Linguistic diversity and bilingualism in the classroom

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cognitive benefits bilingual students experience

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Education Talks | Bilingualism in education

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2.2 The benefits of embracing linguistic diversity

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2.2 The benefits of embracing linguistic diversity

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"...if you switch roles with your pupils, which enables them to teach you and to explain themselves. Thus, you give them the chance to develop a sense of ownership and to be at the forefront of their learning process..."

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Benefits of Linguistic Diversity for your Classroom

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2.3 Establishing a classroom environment that embraces linguistic diversity

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2.3 Establishing a classroom environment that embraces linguistic diversity

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general environment we need to create for our students in the classroom

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Establishing a Classroom Environment that Embraces Linguistic Diversity

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"...working in a multilingual classroom means giving control away, giving the students more power to shape their own learning and the type of activities they do..."

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Implementing multilingual activities in your classroom

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P21's Framework for 21st-Century Learning

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P21's Framework for 21st-Century Learning

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P21's Frameworks for 21st Century Learning were developed with input from teachers, education experts, and business leaders to define and illustrate the skills and knowledge students need to succeed in work and life, as well as the support systems necessary for 21st century learning outcomes. They have been used by thousands of educators and hundreds of schools in the U.S. and abroad to put 21st century skills at the center of learning.

Battelle for Kids looks forward to engaging yet again with educators and other experts to update the Frameworks. We encourage personal use of these Frameworks by all who can benefit:

Permission for Use

Permission for commercial use and/or distribution of these resources or other information produced must be made in writing to Battelle for Kids with a clearly defined request and description of how the material will be used. Permission will be granted provided that:

Content remain unchanged.

Attribution be given to Battelle for Kids.

Attribution will include a link to Battelle for Kids' website.

Content will be used solely for educational purposes.

The party using or referring to Battelle for Kids' intellectual property will not represent themselves in a manner that can be interpreted as implying that they are officially certified or endorsed by Battelle for Kids.

In addition, please note that:

The Frameworks for 21st Century Learning or its representational images may not be used to endorse specific products or services

Battelle for Kids reserves the right to restrict usage of any intellectual property that Battelle for Kids finds is being used in an inappropriate manner

Battelle for Kids network, member, or partner names, logos and other content may not be used without permission for any purposes other than to demonstrate the organizations and corporations that are partners or members of Battelle for Kids or its networks. Partners and members may not be listed selectively. Any other requests for use of Battelle for Kids partners' or members' trademarks and logos must be approved by the member organization prior to use

Battelle for Kids will continue publishing frequently requested P21 materials and refreshing them for the benefit of the 21st century education movement and community. Please check back often for updates.

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Module 3: Content and Language Integrated Learning

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Module 3: Content and Language Integrated Learning

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During this module, participants will:

1. Learn about CLIL and the benefits of using CLIL in the classroom

2. Discover some examples of CLIL activities they can use in your classroom

3. Explore different tools and resources for CLIL lessons

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Content and Language Integrated Learning (CLIL) is an educational approach in which an additional language is used for the learning and teaching of both content and language.
CLIL means using a foreign or second language as a medium of instruction and learning for primary, secondary and/or vocational-level subjects such as maths, science, art,  and business.
It is important to highlight that a CLIL lesson is not a language class but a subject class taught in a certain language; while students are learning about the subject matter, they are also learning a new language alongside it.

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Six videos demonstrating CLIL used in classes from primary schools and vocational colleges

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3.2 The benefits of including CLIL within school curricula

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3.2 The benefits of including CLIL within school curricula

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Since language is innately tied to motivation, a CLIL lesson allows students to learn a language without needing teachers to explicitly teach it, which transforms a regular lesson into a richer, motivating and meaningful one. CLIL helps students to develop collaborative competences, as students who are more competent usually help the less competent ones through team activities. Moreover, a CLIL approach does not only focus on language competences and subject delivery but can also help to enhance the development of transversal skills such as creativity, critical thinking or communicative skills.

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Potential difficulties and challenges of a CLIL approach

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Potential difficulties and challenges of a CLIL approach

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In a CLIL lesson, all four language skills (listening, reading, speaking and writing) should be addressed in addition to the knowledge and skills the subject-part of the lesson needs to cover, meaning a CLIL lesson usually incorporates a wide range of tasks and activities.
CLIL lessons and to ensure a wide range of skills and knowledge are covered you can use Professor Coyle’s 4C model:

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What does the 4Cs framework consist of and how can CLIL teachers benefit from it?

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3.4 Technology tools for CLIL and other resources

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3.4 Technology tools for CLIL and other resources

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...the use of videos, web tools, apps, multimedia and other digital features can enhance the students' motivation but also contribute to better learning outcomes for both language and content.

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My Post on this Padlet:
I use and I have been using a lot of apps and sites to create digital products (presentations, videos and online activities for my students). I am Genially Ambassador in Italy so I use Genially to create presentations, escape rooms, interactive content and games. I am Adobe Creative Educator so I use Adobe Spark to create videos and presentations. I am eTwinning Ambassador, using apps and digital innovations in eTwinning Projects is one of the criteria to have Quality Labels. Biteable, Powtoon, Wordwall, LearningApps, Kahoot, Mindomo are also my favourite online tools. Here is a list of tools I use to create my lessons:
https://emilianarufo.wordpress.com/apps-e-siti-didattici/

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3.5 Examples of CLIL activities in the classroom

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3.5 Examples of CLIL activities in the classroom

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FCL Regio: Peer learning of programming while practicing a foreign language - Trentino, Italy

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3.6 Beyond CLIL: focus on the Pluriliteracies?

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3.6 Beyond CLIL: focus on the Pluriliteracies?

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Pluriliteracies Teaching for Deeper Learning is a pedagogic approach that promotes deeper learning and the development of transferable 21st-century knowledge and skills such as critical & creative thinking, effective communication, collaboration, and responsibility. The model is based on the idea that deeper learning and the development of transferable knowledge do not happen separately from learning academic content.

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Beyond CLIL: Pluriliteracies Teaching for Deeper Learning (Graz Group)

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A pilot project is being carried out in Italy ...

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A pilot project is being carried out in Italy ...

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Beyond CLIL: focus on the Pluriliteracies

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During this module, participants will:

1. Explore multilingual classroom project activities

2. Learn about the European Language Label

3. Learn about eTwinning

4. Share their practices with peers

5. Reflect on their learning during the course

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The language passport, which was initially developed as a research tool by the Centre for Diversity and Learning at Ghent University, is a kind of mind map that invites and challenges pupils to visualise their linguistic repertoire. The language passport was developed as part of a project exploring multilingual reality in schools, and was identified as a useful starting point for teachers who are keen to integrate their pupils' home languages into their classroom practice.

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The creation of a multilingual dictionary is a powerful activity that teachers working in multilingual classrooms can easily implement with their students. As you will have seen in the video, the multilingual dictionary not only helps the recently arrived students to learn the language of schooling, but it also empowers the learning of many other languages in the classroom. Besides, this activity enhances critical thinking, teamwork, and interaction among the students. I

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eTwinning is the place to organise such projects. While the eTwinning network is not specifically focused on language diversity projects, its focus on collaborative projects between classrooms in different countries across Europe and beyond means the network lends itself especially well to organising projects linked to the areas of language awareness, language diversity, and language learning.

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Getting ready to become an active eTwinner - Discover the Portal (2020)

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This is an award that encourages new initiatives in the field of language teaching and learning, recognises new techniques in language teaching, and spreads the knowledge of certain languages' existence, thereby promoting good practice. Every year, the label is awarded annually or biannually to the most innovative language learning project in each country participating in the scheme. The label can also be awarded to individuals who have made the most progress in foreign language learning, and the best language teacher.

More info:
https://ec.europa.eu/education/policies/multilingualism/european-language-initiatives_en

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Hello!

I am Emiliana, I teach English as a Foreign Language in a Secondary School in Rome. I've been teaching English for 20 years. I'm specialized in developing ICT in the classroom.

Here is a CLIL lesson to involve students from different countries to know and accept their own and other classmates countries of origin.

Here is the link to my Learning Design:

https://v.gd/9YTnkK

Here is the link to my Learning Diary of this course:

https://padlet.com/emiliana_rufo/embracing_language_diversity2021

Here is the link to my website to know me better:

https://emilianarufo.wordpress.com/

If you are an eTwinner send me your contact request in eTwinning Live, I am eTwinning Ambassador in Italy. Here is the link to my profile:

https://live.etwinning.net/profile/523907

Thank you for your feedback.

Emiliana Rufo

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School Education Gateway, Directorate General for Education and Culture of the European Commission - Embracing Language Diversity in Your Classroom - 2021 Edition - 2021-11-04