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MAIN is part of LITMUS Language Impairment Testing in Multilingual Settings. LITMUS is a battery of tests which was being developed as a result of COST Action IS0804 Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment (2009-2013).

https://main.leibniz-zas.de/

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https://www.jstor.org/stable/jj.22730723

Integrating Assessment into Early Language Learning and Teaching

Danijela Prošić-Santovac

Shelagh Rixon

Series: Early Language Learning in School Contexts

Copyright Date: 2019

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Issues, needs and challenges

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A project to promote children with German as a second language through the implementation of multilingual audio plays in the kindergarten and at home,
supported by the city of Graz, Austria
See the "Sprachschatz" association: https://sprachschatz.at/?page_id=285
a meeting space for people with different language biographies, based on mutual appreciation and respect as well as openness. It is aimed at multilingual people and all those interested in the topic of "multilingualism". The association acts as an interface between theory, research and practice in a multilingual, future-oriented society and wants to contribute to equal opportunities through innovative projects.

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EDINA Toolkit - Education of International Newly Arrived Migrant Pupils

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EDINA Toolkit - Education of International Newly Arrived Migrant Pupils

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The project has been developed by Emmanuelle le Pichon-Vorstman and Venhar Sariaslan. The site provides tools for reception, observation, differentiation, assessment and communication. If you click on one of the titles next to the ‘giraffe spots’, you will be offered all sorts of information related to this theme: an introduction, reflection and exercises, policy tips, practical examples and extra information.

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The EDINA-toolkit!

This EDINA site has the objective of supporting teachers and schools with newcomer pupils (primary and secondary education) in their practice and policy. After all, successful care of these pupils is of great importance for the rest of their school career.

The giraffe leads you the way. He holds his high head full of good ideas and policy tips , but at the same time he stands firmly on the ground with his feet, steadfast in practice and the reality of every school.

This site provides tools for reception, observation, differentiation, assessment and communication. If you click on one of the titles next to the 'giraffe spots', you will be offered all sorts of information related to this theme: an introduction, reflection and exercises, policy tips, practical examples and extra information.

Get inspired!

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This EDINA site has the objective of supporting teachers and schools with newcomer pupils (primary and secondary education) in their practice and policy. After all, successful care of these pupils is of great importance for the rest of their school career. The giraffe leads you the way. He holds......

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Supporting teachers towards a continuous and coordinated multilingual education in all subjects

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Supporting teachers towards a continuous and coordinated multilingual education in all subjects

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Session 3: Supporting teachers towards a continuous and coordinated multilingual education in all subjects

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Session 3: Supporting teachers towards a continuous and coordinated multilingual education in all subjects

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Observing, documenting, assessing language learning
Catherine Carré-Karlinger

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WS 5: Transversal multilingual approaches
Elisabeth Allgäuer-Hackl

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Online network meeting_programme of webinar_Sept 2022

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Teaching in a multilingual classroom: Institutionalising multilingual education 

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Teaching in a multilingual classroom: Institutionalising multilingual education 

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Drorit Lengyel, University of Hamburg

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Froebel opened early childhood centres in Melbourne and Sydney focused on immersive language learning.

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Language has a critical period for learning. Studies show that babies and children are geniuses at acquiring a second language until they turn 7, and then there is a systematic decline. FROEBEL ensures that your child gets a head-start in their linguistic abilities, language awareness and multicultural awareness.

The successful acquisition of a language is more than just the learning of words, grammar and pronunciation. Language means knowing and understanding. Language enables us to communicate and to become part of a community. Early language learning is ideally embedded in a holistic concept of speech and language development. Children learn a language most successfully when it is part of everyday situations and when it can be acquired in the same way as their first language.

The educators proficient in the second community language consistently work and speak with the children in this language whilst their English-speaking colleagues do the same in their language ('One person - One language'). Being immersed all day every day the second language is an integral, natural part of the children's life at FROEBEL. They become familiar with the language melody and learn it in a very playful way, following the same principles as the learning of their first language. The older children use the experience they recently gained in mastering their primary language, and therefore abilities they already possess and develop.

All experiences and activities at our Early Learning Centres are conducted either in English or our second language. The language immersion is supported through children's songs, scientific exploration, games, use of media, as well as specific design of some of the display in both languages. Our educators support communication with children through mimics, gestures and repetition/daily routines.

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Language has a critical period for learning. Studies show that babies and children are geniuses at acquiring a second language until they turn 7, and then there is a systematic decline. FROEBEL ensures that your child gets a head-start in their linguistic abilities, language awareness and multicultural awareness.

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My name is Catherine Gosling and I am currently the President of the Association of German Teachers of Victoria (A state in Australia).  I was invited to the workshop on 29 September by Catherine Carré-Karlinger, who presented at the National Conference for Teachers of German in Melbourne in early September.
Victoria has a rich Indigenous history and proud multicultural community. Languages are supported by governments of all persuasions. Unfortunately, our colleagues in schools incl. principals are not as committed to languages education. Even colleagues who grew up speaking another language are not as supportive of language learning as you would expect. The late Professor Michael Clyne spent much of his time promoting language maintenance for what he termed 'Our Language Wealth'.   The end of senior secondary external examinations include many languages, which is of considerable cost to the government to prepare, conduct and report on: https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/Pages/languages.aspx
I am passionate about languages education and am grateful for this opportunity.

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About 50 % of Australians have a parent born overseas, many from a non-English speaking background.
The Victorian Government (a state in Australia) produced flyers to encourage families to use their own  language with their children: Speak to your child in the language you know best.

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You are your child's first and most important teacher.

You must speak, read and write with your child in your home language: the language you know best.

Doing this will help them:

learn at school

build their identity and culture

learn English.

It can take your child some time to learn English after their first language. Your child will not be disadvantaged if they don't speak English at home.

How to use the language you know best

Here are some ways you can speak, read and write with your child in your home language:

Sing, talk, play number games and read to your child in your home language.

Speak your home language during family trips and celebrations.

Speak to your child in your home language even if your child replies in English. This is so they can hear the differences between the two languages.

Help your child with their homework in your home language. This will help them build skills at school. For example, if they learn maths in your language, they will understand how to do this in English.

The benefits of being bilingual

If you speak, read and write with your child in your home language, you are helping them become bilingual. Bilingual means they can speak more than one language.

Being bilingual has many benefits:

promoting growth in the brain. This helps your child think more creatively and solve problems more easily.

building English literacy. This helps your child become a better reader, listener and speaker.

improving memory, concentration and numeracy

building your child's sense of identity and their connection to family, community and culture.

Bilingual children tend to have higher scores in maths, reading and vocabulary tests.

Being bilingual also creates many opportunities for your child later in life when they start a career.

It's important to keep speaking, reading and writing with your child in your home language

Download information in different languages

'Speak to your child in the language you know best' information sheets and posters are available to download in different languages.

Information sheets

Posters

Use these posters to encourage speaking in your home language (English version):

The poster below has been translated into ten languages:
Speaking your home language is the best way to help your child succeed (PDF, 501KB)

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Speak to your child in the language you know best

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You are your child's first and most important teacher. You must speak, read and write with your child in your home language: the language you know best. Doing this will help them: learn at school build their identity and culture learn English. It can take your child some time to learn English after their first language.

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Allophone children written level assessment in France, upon arrival. Available in 25 languages.

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Tests en 15 langues à commander sur le site : Anglais, Arabe, Chinois, Coréen, Espagnol, Français, Indonésien, Japonais, Polonais, Portugais, Roumain, Russe, Serbe, Tamoul, Turc, Vietnamien

Tests complémentaires en libre accès : Albanais, Arménien, Bosniaque, Bulgare, Créole, Géorgien, Hindi, Khmer, Mongol, Ourdou, Slovaque,Tagalog, Thai, Ukrainien, Albanais, Arménien, Bosniaque, Bulgare, Créole, Géorgien, Hindi, Khmer, Mongol, Ourdou, Slovaque, Tagalog, Thai, Ukrainien
Consultez le site du CNDP

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Welcome to our PALINGUI padlet - please use this space to share projects and ideas

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On behalf of the team and the ECML we would like to thank you for joining us over the last two days for our online PALNGUI network meeting and for your contributions, reflections and thoughts and the rich discussions and exchanges.

We very much hope that you will want to continue to be part of the “PALINGUI journey" – we will in touch very shortly to inform you about the next steps along the pathway, after we have had an opportunity to reflect and analyse the treasure trove of contributions to the Google document, the Padlet, and the JamBoard.

We will be updating our Padlet and Google document with a summary of the reflections for you to read (and comment on!) and if you have any further contributions, thoughts, or reflections, please feel free to use the Google document (for comments and questions) and the Padlet (for any tools and materials) that you might want to share with the team.

Have a lovely weekend when it comes,and we will be in touch with you shortly!

With our warmest wishes,

Inge, Catherine & Dana

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SHERWIN_COGNITION IN LL 2022 03 16 final

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The EAN Project-Academic National Leader Thomai Alexiou

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The EAN Project (running)-www.ean.auth.gr 

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The EAN Project (running)-www.ean.auth.gr 

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The EAN project is a funded innovative project for the introduction of English in preschools in Greece. After piloting this initiative last year, as of this year, the Ministry of Education introduces English in Greek Preschools. We have designed the EAN project and through this, we are training all EFL and pre-primary school teachers (almost 18.000), developing CLIL educational scenarios and activities and at the same time gathering research data. I'm the Leader and Coordinator of this project so you can come back to me at any time to gain more insights. In April, we will have the English version of the site and we will be sharing research findings and good practices. Stay tuned!

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I work for Center of Language Development and Literacy in Reykjavik City. This is a team of several people with different roles. My role is to enhance language development and children who need support in education, especially in language development. I also teach students who are learning to become teachers and speech language therapists.

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This is a very informative podcast about multilingualism presented by an English-Dutch researcher.

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Kletsheads - The podcast all about bilingual children

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The podcast about bilingual children for parents, teachers and speech language therapists

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- create a magazine with particular theme with contributions from each pupil(e.g. a recipe booklet, language trip etc.) during European hours during which pupils from different linguistic sections come and learn together
- write diaries during a particular time (e.g. Christmas holidays or the language trip)
- create collective artwork or murals to exhibit in class or the hall way
etc.

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A training course for English as a "bridge" language in preschool education for multilingualism.

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A training course for English as a "bridge" language in preschool education for multilingualism.

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Dear colleagues, there is the programme's guide in English, in the  website, if you may be interested in this idea! Feel free to send us feedback or thoughts at againtartzi@uth.gr

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Αγγλικά στο Νηπιαγωγείο: Προς μια Πολυγλωσσική Εκπαίδευση - Κέντρο Επιμόρφωσης και Δια Βίου Μάθησης (ΚΕΔIBIM) Πανεπιστημίου Θεσσαλίας

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Το Κέντρο Επιμόρφωσης και Δια Βίου Μάθησης του Πανεπιστημίου Θεσσαλίας σας καλωσορίζει στο νέο εκπαιδευτικό πρόγραμμα με τίτλο Αγγλικά στο Νηπιαγωγείο: Προς μια Πολυγλωσσική Εκπαίδευση. Το πρόγραμμα έχει γενικό σκοπό την ανάπτυξη εξειδικευμένων γλωσσολογικών και παιδαγωγικών γνώσεων, δεξιοτήτων και…

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Today, the importance and benefits of early language learning are widely acknowledged. Based on research evidence, this ECML website responds to the question " What makes language learning inspiring for young children? ". Core thoughts on language learning along with practical examples are presented on the website. Seven main areas, ranging from general topics to concrete, practical examples inform the website. The proposed ideas aim to encourage children and adults to develop their linguistic skills, learn new languages and open themselves to the languages around them. Above all, they have been designed to make language learning enjoyable, accessible and inspirational for both children and adults alike.

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european centre for modern languages (ecml)

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centre européen pour les langues vivantes (celv)

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Inspiring language learning in the early years : Why it matters and what it looks like for children age 3-12

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This website is packed with resources and strategies for pre-primary and primary teachers and educators to help young children to develop their linguistic and intercultural competences. These take account of the linguistic repertoires of children - the different languages they encounter at home, at school and in society - so that they can engage successfully with linguistic and cultural diversity..

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If you are interested in assessing young learners' receptive vocabulary, check out this tool, the words are based on frequency lists ( English and Greek version) https://www.new.enl.auth.gr/piclex/
For the description, rationale and preliminary results, see here https://rpltl.eap.gr/images/2021/11-01-066-Alexiou.pdf

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Pic-lex: A vocabulary measurement tool for preschool and primary school learners, By Thomaï Alexiou

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Main idea and objectives

The project will collect and analyse practices from several countries for assessing the language competences of migrant populations (home language competences) in order to define quality criteria for how they are evaluated. It will particularly focus on the ways in which plurilingual repertoires are taken into account, and on recommendations for the implementation of this type of formative evaluation, for example in terms of frameworks of test materials and level descriptions for specific languages.

The challenge is twofold:

to recognise the language skills and plurilingual repertoires of pupils - whether a pupil (or his or her family) has recently migrated or not, - as a pathway to greater social justice and a vehicle for acheiving educational success,

to promote, through formative evaluation, an inclusive approach that builds on existing language skills by integrating diverse methods of access to knowledge, skills and know-how (school curricula and „A framework of reference for pluralistic approaches to languages and cultures/FREPA").

The formative evaluation test frameworks developed through the project will recommend, in particular through a mediation activity, implementation in scenarios relating to language competences and their actual use and plurilingual response methods as well as links to the language of schooling and/or the languages of the school curriculum. Furthermore, by proposing level descriptions for specific languages, by collecting assessment practices in languages for which very few level test materials exist, this action, which is based on current assessment practices in different European contexts, questions the potential 'transferability' of the CEFR and related assessment practices, particularly in the work of mapping language reference levels which the project requires.

Analysis and working methods will be based on the exchanges / expertise of the project team members / network members in order to implement in a collaborative way a common understanding of criteria for formative assessment, and to compile a bank of materials or frameworks.

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european centre for modern languages (ecml)

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centre européen pour les langues vivantes (celv)

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Resources for assessing the home language competences of migrant pupils

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The project will collect and analyse practices from several countries for assessing the language competences of migrant populations (home language competences) in order to define quality criteria for how they are evaluated.

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Project description

The Sparkling Science Project "My Literacies" investigates the diversity of literacy practices in a multimedia and multilingual society from a child's perspective.

The research program is interested in literacy practices in a multimedia and multilingual society. In everyday life, literacy - the use of writing and written language - forms an integral part of our social practices. In a modern information society, the written word is present not only in books, newspapers and magazines, but also in technology-based communication or in posters, stickers, traffic signs and other everyday contexts. Literacy practices are also closely connected with the use of new technologies such as the internet, mobile communications, video games and the like ( multimedia). Furthermore, the written word is increasingly associated with other perceptual modes such as colour, picture, sound, or motion ( multimodality).

The diversity of literacy practices in our society is further broadened by the abilities of people who have grown up with different language backgrounds ( multilingualism) and different writing systems, and by the range of ways in which writing is combined with other modes and is incorporated into different media ( multiliteracies).

The aim of the project is to explore the diversity of literacy practices and of children's multilingual and multiliterate repertoires from the child 's perspective.

A further aim of the project is to build on the repertoire of research methods in reading research, literacy studies and multilingualism by using methods such as Linguistic Landscape and Social Semiotics, videography, conversation analysis, image analysis and discourse analysis, which have, thus far, scarcely been used in reading research. By providing evidence for literacy practices in extracurricular contexts of everyday life and in conditions of social diversity, the project contributes to research in the field of family literacy and reading socialization.

As co-researchers, 90 students from the 3rd and 4th grade in three Viennese primary schools are encouraged to explore their experiences with written language and to record literacy practices both in school and outside of school in their families and communities.

To establish a participatory, reflexive and responsive research practice, where children co-construct the research agenda, our research is organized in a series of structured activities around topics of special interest (written things in everyday life, in the classroom, "languages in my life", "my learning biography", advertising, "multilingualism in the city"). We also encouraged children to produce visual materials (drawings, photographs, collages ...) and to share their materials and ideas in a 1:1 conversation with members of the research team.

Methods and material(s), in particular the medium of the image, provide an innovative approach to reading, writing and language experiences, and to media use by children, their families and communities. Some of the materials gathered by the children (photos, text, pictures and films) also serve as pedagogical resources in teaching projects.

Through their participation in this project, children experienced themselves as multilingual, multiliterate and multicompetent "literacy users". Dealing with various media, modes and language(s), with writing and image in different forms and media, and with digital cameras, our participants not only reflected and interpreted texts in different forms and contexts, but also gained an appreciation for their language(s) and the resources of their family as part of their unique multiliterate identity - "My Literacies".

This project is funded by Sparkling Science - a programme of the Austrian Federal Ministry of Science, Research and Economy (BMWFW)

Funding period: 01-11-2014 - 31-10-2019

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The Sparkling Science Project "My Literacies" investigates the diversity of literacy practices in a multimedia and multilingual society from a child's perspective. The research program is interested in literacy practices in a multimedia and multilingual society. In everyday life, literacy - the use of writing and written language - forms an integral part of our social practices.

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Views in*t(w)o Literacies. Digital Literacy Narratives about reading, writing and language learning

a Top Citizen Science project, funded by the Federal Ministry of Science, Research and Economy (BMWFW), the Austrian Science Fund (FWF) and the OeAD

Funding period: January 2017 - April 2020

Interactive Web-Platform: http://v2l.myliteracies.net/

Team: Nadja Kerschhofer-Puhalo (project lead), Werner Mayer, Sarah Ritt, Eva Vetter
Background information
Literacy - the use of writing and written language - is part of our every-day social practices. Learning to read and write is more than just developing technical skills; language acquisition is more than just learning words. The use of the written word in every-day life is considered here as a collection of interactive processes between texts, authors, readers, languages, contexts, institutions and societies that shape and are shaped by literacy practices in specific social contexts. This project asks for the many aspects of literacy-related practices and learning processes as experienced by language learners and literacy users.
What is this project about?
Citizens are encouraged to share their personal experiences with literacy and language learning by creating Digital Literacy Narratives, a combination of Digital Storytellingand Literacy Narratives.

Digital Literacy Narratives (DLN) are first-hand narratives about reading, writing and language learning in any form, context or media. These digital stories are composed of language(s) in oral or written form combined with images, video, music, motion or other modes. Literacy Narratives may tell us stories about books, bed-time-stories, learning Chinese characters or reading a Holy Book, about struggling readers, developing a personal handwriting, about changing your online status or composing websites and about all the experiences related to these events. They tell us about writing and reading, about children and adults, about current learning processes or experiences in the past, about learning and teaching, success and failure, sharing and being excluded, about memories of the past or dreams for the future.
Who can participate?
We invite participants of any age (child, teenager, adult, or senior), any level of language proficiency, with diverse learning experiences, educational backgrounds, occupational or legal status, to contribute to our collection of Digital Literacy Narratives.
How to participate?
Citizens are encouraged to (1) create their own Digital Literacy Narrative (DLN) and share them with the research group and/or the public via the interactive Views in*2 Literacies-web-platform, (2) comment on existing contributions and postings on the website, and/or (3) perform DLN-projects in schools and other educational institutions.

Before participating, users will have to sign in with a valid e-mail address and to choose a nickname. Registered persons can submit a contribution under their nickname (pseudonym). Published contributions can be commented and discussed by other users. Participants from diverse target groups will be able to communicate via the project's web-platform to exchange their experiences, views and ideas.

Teachers are particularly encouraged to participate by organizing their own DLN-project and will be supported with How-to-tutorials and other materials. Experiences and materials from pilot workshops starting in spring 2017 will be available on the project's website.
Data handling and data analysis
All incoming contributions will be accepted as part of the corpus. Only those contributions that authors wish to share will be published on the website. Commenting, liking, asking and discussing are other forms or participation that contribute to our research aim, the reflection of favorable and adverse conditions of literacy and language learning.
General objectives
Literacy Narratives give us an understanding of socially constructed values and beliefs that shape and are shaped by literacy practices in complex cultural, political and historical contexts. Major objectives of the project are to encourage individuals to express their experiences, thoughts, attitudes and ideas about successful learning processes and to pool experiences of academic and non-academic individuals. Each contribution may help to improve and diversify the ways literacy and languages are learned or taught and to create new directions for language teaching and learning.

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a Top Citizen Science project, funded by the Federal Ministry of Science, Research and Economy (BMWFW), the Austrian Science Fund (FWF) and the OeAD Funding period: January 2017 - April 2020 Interactive Web-Platform: http://v2l.myliteracies.net/ Team: Nadja Kerschhofer-Puhalo (project lead), Werner Mayer, Sarah Ritt, Eva Vetter Background information Literacy - the use of writing and written language - is part of our every-day social practices.

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Françoise's presentation 17.03 on creating meaningful situations for documentation to be accepted

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Françoise's presentation 17.03 on creating meaningful situations for documentation to be accepted

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Voxmi - mentioned by Martina Huber-Kriegler

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Voxmi - mentioned by Martina Huber-Kriegler

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Sprachenausstellung zur Mehrsprachigkeit in der Schweiz (SAMS)

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Willkommen! Bienvenue! Benvenuti! Bainvegni! Welcome! Bem-vindo! Mirë se vini! Добродошао! Dobrodošli! Bienvenido! Hoşgeldin! .- .. .-.. .-.. -.- - - - . -.! வரவேற்பு! καλωσόρισμα! ကြိုဆို! YI'el! 歡迎! ! ترحيب

Unterwegs zu sprachenfreundlichen Schulen mit dem Projekt "Sprachenausstellung zur Mehrsprachigkeit in der Schweiz" (SAMS)

Sie wollen die Sprachenvielfalt an Ihrer Primarschule, in Ihrer Bibliothek, in Ihrem Kurs oder in Ihrem Ausbildungsgang thematisieren, wertschätzen und nutzen? Hier finden Sie geeignete Materialien zu verschiedensten Themenbereichen. Zur Verfügung stehen eine Ausstellung (interaktive Roll-up_Plakatständer), Plakate, Workshops, Vertiefungsmaterial und viele didaktische Anregungen für die Gestaltung ihrer Lektionen, Projekttage oder Projektwochen.

Gerne stellt das Projekt SAMS (Sprachenausstellung zur Mehrsprachigkeit in der Schweiz) Ihnen viele Materialien zur Verfügung. Wenn Sie die Ausstellung ausleihen möchten, können Sie Kontakt mit uns aufnehmen. Die Plakate können Sie hier kostenlos herunterladen.

Das Projekt ist Kern des SAMS-Netzwerks Schweiz. Hinweise zu aktuellen Angeboten im Netzwerk werden laufend publiziert.

Aktuelles:

02. - 05.20
SAMS an der PH FHNW Muttenz (Seminar)

28. - 29.04.20
Projektage Schulhaus Liebrüti Kaiseraugst (4. - 6. Klasse)

19. - 20.05.20
Projekttage Thiersteinerschulhaus Basel (1. + 3. Klasse)

21.10. - 11.11.20
SAMS Ausstellung Bibliothek PH FHNW Campus Brugg-Windisch

21.10.20, 13:30 - 18:00 Uhr
Kennenlernen der SAMS-Projekt Ausstellung und ihrer Einsatzmöglichkeiten, Bibliothek PH FHNW Campus Brugg-Windisch (Weiterbildung)

27. 02.21, 09:00 - 13:00 Uhr
Kennenlernen der SAMS-Projekt Ausstellung und ihrer Einsatzmöglichkeiten
(noch nicht online)

26.05.21, 16:00 - 18:30 Uhr
Kennenlernen der SAMS-Projekt Ausstellung und ihrer Einsatzmöglichkeiten
(noch nicht online)

Vergangene Veranstaltungen:

01.02.19 - 27.4.19
SAMS - Ausstellung zur Mehrsprachigkeit in der Schweiz
Mediothek PHBern, Helvetiaplatz 2, Bern

20.02.19
Infoveranstaltung SAMS, Mediothek PHBern

06.03.19
2.Hochschultag "Mehrsprachigkeit", phGR, Chur (SAMS als Begleitveranstaltung)

25.04.19
Infoveranstaltung SAMS, Mediothek PHBern

11.05.19
Tag der offenen Tür, FHNW Campus Muttenz (SAMS als Begleitveranstaltung)

11.05.19
Basels erstes Mehrsprachigkeitsfest, Schulhaus Theobald Baerwart (SAMS als mitwirkende Organisation)

06-09.19
SAMS an der PH Zürich

22.11.19
Oberrheinkonferenz, Basler Rathaus (SAMS als Begleitveranstaltung)

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Sprachenausstellung zur Mehrsprachigkeit in der Schweiz (SAMS)

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Willkommen! Bienvenue! Benvenuti! Bainvegni! Welcome! Bem-vindo! Mirë se vini! Добродошао! Dobrodošli! Bienvenido! Hoşgeldin! .- .. .-.. .-.. -.- - - - . -.! வரவேற்பு! καλωσόρισμα! ကြိုဆို! YI'el! 歡迎! ! ترحيب Sie wollen die Sprachenvielfalt an Ihrer Primarschule, in Ihrer Bibliothek, in Ihrem Kurs oder in Ihrem Ausbildungsgang thematisieren, wertschätzen und nutzen?

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Chronologie d'un projet pédagogique plurilingue.

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(Simona Cajhen, EEB1) Talking to the pupil during L2 German about the colors on the basis of self-assessement done before by a pupil

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Das kann ich schon Selbsteinschätzung Farben

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This is the video about the European school's languages portfolio

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Chronologie d'un projet pédagogique plurilingue.

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In the Netherlands there is a digital app for portfolios, called 'bordfolio'.  It's really easy to use and children can upload their own work, recordings, photos, etc. (the site is in Dutch but I hope people can use a translation app to read it)

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Help leerlingen plannen, verzamelen en delen

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De gebruiksvriendelijke app voor leerlingportfolios, planbord en oudercommunicatie voor het basisonderwijs en voortgezetonderwijs.

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the garden of languages - a multilingual project on European Nursery Luxembourg 2 

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the garden of languages - a multilingual project on European Nursery Luxembourg 2 

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My name is Katerina Raftopoulou and I am a kindergarden teacher and psycologist. I have been working for 8 years in the Greek section of the European Kindergarden in Luxembourg and for the last 6 years I have been the general coordinator of all the sections of the European Kindergarten. I have a master's degree in Educational Sciences and a Matrise in Genetic Psychology ( University PARIS 8). My interest is focused on preschool age and the incredible potential it has for receiving new stimuli as well as gaining new knowledge. In the European schoool every day, I discover new ways of learning and especially for the fienl of language

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When observing pupils our language teachers mostly focus on: linguistic abilities, progress made in relation to the curriculum, engagement in learning, autonomy and independence, the pace of work etc. Observation outcomes are used to support appropriate development of pupils, individual abilities, skills and interests, work differentiation, provide general or moderate educational support in cooperation with LS teachers etc.

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(Simona Cajhen) It should cater for all types of learners in the sense that the child is able to demonstrate what he/she knows, whether it is in doing something (for kinetic learners), writing, reading or speaking. Assessment should motivate the child to improve his/her skills. Self-assessment is also an important part of this process. Our language teachers use formative assessment in their daily work. They indicate what should be improved, how to do it, and when.  Learning by correcting mistakes is very valuable.

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Spring in the lens - P5 class photo project 2020-2021 - Sway used as a tool for a class, level or whole school portfolio

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(EEB1, S. Cajhen) It is a useful tool in supporting pupils and communicating clearly with their parents/guardians, other teachers, and the management about pupils' well-being and progress. It includes any information recorded about them, e.g. observations, feedback, email exchanges with parents and colleagues, assessment. It also helps analyzing information about what pupils know, can do. It helps planning effectively and evaluation pupils' learning. Some examples: input from families, details on pupils' strenghts, ideas, interests, photographs and video recordings, observations, quality improvement plans, L1 or L2 annual, periodic and weekly plans. Mid-of-year and end-of year reports, notes on pupils'ongoing progress, e-portfolio etc. The main thing is not the amount of documentation we have, but how it is used.

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Hello! Dia dhaoibh! Bonjour!

My name is Déirdre Kirwan. I was principal of a primary school (1987-2015) where 80% of pupils came from more than fifty linguistically and culturally diverse backgrounds. With the school community, I led an integrated plurilingual approach to education that supported the use of pupils’ home languages. I was a member of the team that worked on the ECML’s ILLEY project. In 2021 I co-authored with David Little, Language and Languages in the Primary School: Some Guidelines for Teachers.(Post-Primary Languages Ireland). It is free to access on the following link:

https://www.schooleducationgateway.eu/en/pub/viewpoints/experts/identity-irish-primary.htm

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The importance of a whole school approach

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Curriculum Californien pour les apprenants de l'anglais pour les apprenants d'origine étrangère. Très intéressant aussi pour les matières scolaires et l'apprentissage de la langue académique selon la Grammaire fonctionnelle systémique de Halliday. Un chapitre est écrit par Mary Schleppegrel

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WIDA has developed easy student (language) portraits that talk about what a child CAN do and what that child needs in terms of learning/language support.

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A WIDA Can Do Student Portrait is a document that focuses on a student's strengths with specific information about the learner's educational background, languages, family and interests, in addition to what the student can do in English with information from the WIDA Can Do Descriptors and Proficiency Level Descriptors.

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Overview of the project

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Please post any links and presentations here

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Emmanuelle Le Pichon, University of Toronto, OISE, head of CREFO 

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Emmanuelle Le Pichon, University of Toronto, OISE, head of CREFO 

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My passion is the education of plurilingual students and how the school must be redesigned to meet the needs of all students. The basis of my work is to think of the school as an ever-changing community that includes all members, students, teachers, staff, families and communities. Some of the projects I am currently working on are the Language Friendly School, the ESCAPE projects https://escapeprojects.ca/. In the latter we are working mainly on science!

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I don't know if you're already familiar with the project Language friendly school. It's about valueing all languages in our schools.

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I don't know if you're already familiar with the project Language friendly school. It's about valueing all languages in our schools.

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welcoming all languages - Language Friendly School

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A school is a meeting place where students, parents and staff - often from diverse backgrounds - are united to share and build up knowledge. A Language Friendly School is an answer to the increasing multilingualism present in schools across the world; a result of people migrating to other places seeking employment, reuniting with loved ones or escaping war and conflict.

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In 2020 Bureau NVT developed lesson activities for Dutch and German as foreign languages (6 to 12 years old). From page 393 you'll find a general portfolio and possible pathways

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In 2020 Bureau NVT developed lesson activities for Dutch and German as foreign languages (6 to 12 years old). From page 393 you'll find a general portfolio and possible pathways

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Bureau NVT heeft in 2020 in het kader van het project Spreek je buurtaal / Sprich deine Nachbarsprache lesmateriaal voor Nederlands en Duits als buurtaal ontwikkeld. Het project waarbij basisscholen in de grensregio elkaar taal leren, won de Grenslandprijs 2020. Bureau NVT ontwikkelde het lesmateriaal en gaf trainingen aan de leraren.

Spreek je buurtaal is een project waarbij basisscholen in de grensregio elkaars taal en cultuur leren kennen. In totaal 33 scholen in de Achterhoek, Twente, Nordrhein-Westfalen en Niedersachsen geven de komende jaren lessen in hun buurtaal. Daarbij gaan de scholen onder andere partnerschappen aan met scholen aan de andere kant van de grens. Op die manier leren ze op een doeltreffende en leuke manier elkaars taal en cultuur. Het project is mede mogelijk gemaakt door het Europees subsidieprogramma INTERREG V A.

We maakten leerlijnen op maat en een portfolio. Daarnaast ontwikkelden we online en offline werkvormen, een handleiding, praatplaten en woordkaarten.

Voor dit project werkten we samen met Richard Bijloo van Tekenteam die de praatplaten heeft getekend en Derk Sassen van DNL Taalservice die zorgde voor de Duitse vertaling.

Hieronder kunt u gratis* het materiaal downloaden voor uw lessen Nederlands en Duits als Vreemde Taal.

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Bureau NVT heeft in 2020 in het kader van het project Spreek je buurtaal / Sprich deine Nachbarsprache lesmateriaal voor Nederlands en Duits als buurtaal ontwikkeld. Het project waarbij basisscholen in de grensregio elkaar taal leren, won de Grenslandprijs 2020. Bureau NVT ontwikkelde het lesmateriaal en gaf trainingen aan de leraren.

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For me documentation is important to make the learners, their parents and their teachers aware of their language competences, background, talents and progress. And to help the educational team to prepare/adapt the learning paths.

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For me documentation is important to make the learners, their parents and their teachers aware of their language competences, background, talents and progress. And to help the educational team to prepare/adapt the learning paths.

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My name is Nathalie AUGER, I teach in a master degree to future teacher French as a second language. Most of them will work with newly arrived kids or their parents. I have  vwritten books on this topics (including Roma and Gypsy pupils) and intercultural issues. I am very glad to be with you and learn more about your interesting project !
see
Vidéo Comparons nos langues sous titrés en anglais, Conseil de l’Europe, centre européen des langues vivantes (2011)

http://marille.ecml.at/Classroomvideos/tabid/2915/language/en-GB/Default.aspx

Plurilingualism and pluriculturalism in content-based teaching. A training kit, M. Bernaus and ali. (dir.) European centre for Modern Languages http://conbat.ecml.at/TrainingKit/D...

Université Ouverte des Humanités (UOH) « langage, langues et enseignement» http://uoh.univ-montp3.fr/sociolinguistique/co/Langage_langues_et_enseignement_web.html

Site Maledive (Majority language and diversity) :  (CELV/ Conseil de l’Europe)

http://maledive.ecml.at/Home/tabid/3112/language/en-GB/Default.aspx (2011-2014)

SEE https://siriusfrance.jimdofree.com/
https://www.sirius-migrationeducation.org/

LISTIAC https://listiac.univ-montp3.fr/videotheque
https://listiac.org/

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My name is Martina Huber-Kriegler, I live and work in Graz, at the University College of Teacher Education Styria. I work at a Federal Competence Center for the Promotion of Linguistic Education in a Multilingual Context in Teacher Education (BIMM; www.bimm.at), i.e. we work with colleagues of all Austrian University Colleges of Teacher Education.

I have a very longlasting connection with the ECML - I was part of the trainer team in one of the first international training events in 1995 ("Alternative paths in Language Learning") and was also active as participant and trainer in 2 other projects (Intercultural Communication in Teacher Education; 2001 and 2007), some of you might know "Mirrors & Windows - an intercultural communication textbook" which we published in 2003 - ages ago...
In my current work I'm also accompanying students of primary education in their practice placements which instills my curiosity in this project.

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My name is Thomai Alexiou and I live in Thessaloniki, Greece. I work as an Associate Professor at the Department of Theoretical and Applied Linguistics, School of English, Aristotle University of Thessaloniki (expertise: 'Learning of English as a foreign/second language in preschool and school age'). I teach courses in methodology of language teaching, pedagogical foundations in learning a foreign language and materials’ development for pre-primary education. I’m also the coordinator and Tutor of the Module ‘Early childhood education’ (at the postgraduate level) at the Hellenic Open University. I have published widely in the area of SLA pedagogy and I have authored/co-authored books and online resources in the areas of CLIL (CLIL-Prime Erasmus+), strategies, dyslexia (DysTEFL2-Erasmus+), Greek as a second language (Center for the Greek Language, Ministry of Education) and EFL textbooks for young learners (Cambridge, Longman, etc). One of these books, Magic Book 2has been shortlisted for the MacMillan Education Award for New Talent in Writing (ELTons 2014).  I have been involved in research projects specialising on young learners such as PEAP (Greek Ministry of Education) and I am currently the Academic leader and National Coordinator of the EAN funded project. In this project I’m responsible for the introduction of English in Greek pre-primary schools (teachers’ training, materials development, research process). I’m looking forward to meeting you all and I’m thrilled to be one of the Associate partners of PALINGUI!

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My name is Nathalie Pepiot, I am working at the Paul-Valéry Montpellier3 university, as a post-doc researcher on the project Listiac (Linguistically Sensitive Teaching in All Classrooms : LST) with Nathalie Auger who is the project leader in the LHUMAIN Department.

In the framework of 14 European partners, 9 universities and contexts, I worked with 5 researchers to develop a reflection tool to support teachers in becoming more linguistically sensitive, to be aware of the role languages play in their teaching, that was experimented in an action-research approach. See : https://listiac.org/

In our context, I had the opportunity to work with in-service teachers who have experimented with LST in their classrooms at the same time, which allowed us to collect many examples of good practices and teachers’ testimonies, that we report on our French website:  https://listiac.univ-montp3.fr/

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Link to GoogleDoc for Wednesday and Thursday

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Link to GoogleDoc for Wednesday and Thursday

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This document supports the group work and the documentation of the network meeting during the whole event.

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PALINGUI NETWORK MEETING - WORKING TOGETHER

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In this document you can find all the links you will need for the sessions

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Bonjour,

I’m Ildikó Lőrincz and I am a teacher in Győr, Hungary at the  Apáczai Csere János Faculty, Széchenyi István University.  I specialise in plurilingual and intercultural education and, train generalist primary school teachers, as well as educators of children with special needs. I have contributed to the development of CARAP, a Reference Framework for Plurilingual and Cultural Plurilingual Approaches and accompanying tools as a teaching material database : https://carap.ecml.at/ .  Formative evaluation in a plurilingual and intercultural context is also an area of interest for me, so I’m currently participating in the international project RECOLANG - Resources for assessing the home language competences of migrant pupils, supervised by the Council of Europe  https://www.ecml.at/ECML-Programme/Programme2020-2023/Resourcesfortheassessmentofhomelanguagecompetencesofmigrantpupils/tabid/4297/language/en-GB/Default.aspx .

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Hello Szia!

I’m Helen Sherwin and I am based in Győr, Hungary where I work as a teacher educator in primary TESOL (in-service and pre-service) at the  Apáczai Csere János Faculty, Széchenyi István University. Originally from the UK, I have taught EFL, EYL/CLIL, EAP in primary, secondary, higher education in the UK, Turkey, Spain and since 1988 in Hungary. I am also involved in developing primary EYL resources and assessing young learners (e.g. with Cambridge exams). My particular interests include: teacher development and mentoring beginner EYL  teachers; multilingualism and plurilingualism; child second language acquisition. One project I am currently involved in is ‘In the Wild: Children playing online games in English’ (funded + organised by British Council / University of Warwick, UK) which looks at the games children play in 6 countries and how gaming influences their language and cognitive skills. I am sooooo looking forward to meeting you all and learning A LOT!

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Hello, my name is Magda Vitsou, and I am a Laboratory Teaching Staff in the Department of Early Childhood Education, University of Thessaly. I hold a Phd in Theater in Education and a Master of Arts (M.A.). I have majored in "Puppetry in education and art therapy", at the London School of Puppetry. My scientific interests and publications focus on issues of Drama in Education, puppetry, bilingualism/ multilingualism and social life of minority groups. I have contributed to several research projects related to drama in education and school inclusion of students from minority backgrounds. I am also a tutor at the Master's Programme 'LRM' (Language Education for Refugees and Migrants) of Hellenic Open University and at the Master's Programme Creativity and Play in Early Childhood Education at European University of Cyprus (EUC). Currently, we are running an e-learning training program at our Department for multilingualism and English language in early childhood education, especially through puppets, drama, and art. I am looking forward to the meeting!

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My name is Johanna Gjermundsen. I work as a teacher in Swedish as a second language for newly arrived pupils in Malmö in Sweden. 

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We want to give you an opportunity to get to know the other participants in the network meeting on Wednesday after the first session – 10:45 to 11:30

https://app.wonder.me/?spaceId=0837b3d7-01b2-4504-8ac9-d9c5d9128c0b

Password: palingui22_idc

Please follow the instructions on the screen (please note that any information provided will remain within this space and deleted at the end of the session).

·       We have prepared some questions to start the conversations

·       Using your mouse / track pad move into one of the spaces; this will start a video call with the others in that space

·       You can also start a video call / chat with anyone else outside of the designated spaces; once you are close to someone you can form “a circle” (it will prompt you to do so) and chat privately within this space.

Please note: if you are an iOS user (if you are using a MacBook / iPad)  you will need to use Chrome or Firefox (as Safari is not supported by WonderMe).

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https://zoom.us/j/93203337510?pwd=WVIvMHFNWGR1TFZpUkFqMERhMHIrdz09

Meeting ID: 932 0333 7510

Passcode: 680157

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[Sandie Mourão] For teachers of English visiting a groups of children once or twice a week, which is often the case in a foreign language context, observation is really tricky and will be on-the-run, rather than informal or formal. This is problematic as it is never used to document learning which is what we should be trying to do.
A teacher who is with children for longer periods of time can aim at documenting learning through a range of tools (notes, photos, films). I like to help teachers consider the notion of 'magic moments' (Brodie, 2013) ie the observation of something unique, something positive, something which shows achievement.
e.g.

Noticing a child is able to join in with a rhyme, saying the end-rhyming sounds.

Noticing a child helping a peer to remember a word in a game.

Noticing a child enjoys listening to a particular story about animals and asks for it to be re-read.

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[Sandie Mourão] Assessment is a melody of voices, the staff's, the children’s and the family’s – they all contribute to the gathering of information about learning that give rise to evaluative judgements. Assessment is holistic because the children are included in this melody of voices.

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My name is Petra Petersen and I’m a senior lecturer at the Department for Child and Youth Studies at Stockholm University. I started out as a preschool teacher and have worked in multilingual areas both as a teacher and a researcher. My research is focused how digital resources can be used to include children’s language competencies, including national minority languages/heritage languages, in the everyday preschool environment, creating digital pedagogical translanguaging opportunities. The possibility for children to use their multilingual competencies is something that I understand as a form of participation, situated in the social setting of the preschool group. Moving beyond the dichotomies of analogue and digital, the importance of using digital resources to design new, different or other learning possibilities is something I have highlighted in my research. Some examples are the use of open-ended applications where children can draw, tell and record their own stories in any language, the use of listening to ready-made storytelling applications in the children’s different languages, programming tactile robots in combination with minority language use, or singing children’s songs together in video-calls, in many languages. I greatly look forward to meeting everybody and take part in the discussions!

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Hello! Helo! Olá! Bonjour!
My name is Sandie Mourão and I am a researcher at CETAPS, Nova University Lisbon, Portugal. I'm originally from Wales, UK but have lived in Portugal for 35 years. My experience in the world of early language learning includes being a teacher, a teacher educator, a materials and syllabus developer and an educational consultant. My area of interest is English as a foreign language, with a particular focus on pre-primary children, play and language learning, assessment and looking at learning and intercultural citizenship education.
Projects of interest to participants might be: An ERASMUS+ project, ICEPELL or Picturebooks in European Primary Language Teaching, PEPELT. A book I recently wrote Teaching English to Pre-Primary Children won an ELTons award, so that might be of interest too.
Looking forward to meeting you all, sharing my passion for early language learning and working together for an intense two days.

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Good morning!
My name is Patricia Regalado.
I am currently working as a technical advisor in the Ministry of Education in Spain. Here, my present tasks have to do with the coordination of actions between administrations which develop a variety of bilingual and plurilingual programmes in schools with students aged 3 to 16. We also organise different teaching training opportunities for teachers working in these programmes.
My teaching experience lies mainly in the field of English as a Second Language for young adults and adult students in Official Schools of Languages in Spain. Here, students are often enthusiastic and eager to join in innovative ways of learning. With them I often use storytelling, singing and dancing, theatre and sing language and learning props that they can touch, manipulate and play with. It is my experience that even as an adult they are eager to learn while having fun as a child!
I'm looking forward to meeting you all soon.
À toute à l'heure!
Patricia

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My name is Arja-Sisko Holappa and I work at  Finnish National Agency for Education. National Core Curricula and especially the processes related to them have a key role in developing education in Finland. To get and share new ideas and research findings is essential to find the best solutions for the future.

It is great to join this group!

Mukavaa webinaaria!

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Hi, I am Edina Krompák. I am a researcher and Head of the Department Research and Development at the Schaffhausen University of Teacher Education (Switzerland). My research field includes linguistic landscapes in educational context, linguistic identity and translanguaging. See our current project www.linguistic-landscape.ch. I look forward to meeting you in this event.

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https://zoom.us/j/93203337510?pwd=WVIvMHFNWGR1TFZpUkFqMERhMHIrdz09

Meeting ID: 932 0333 7510

Passcode: 680157

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Dear colleagues - we look forward to welcoming you virtually from Graz on the 16th and 17th of March.
This is the programme - links to the Zoom and networking sessions will be following very shortly!

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04 March 2022: Count down to the Network meeting!

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04 March 2022: Count down to the Network meeting!

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Dear Network Meeting participants,

We are very much looking forward to working with you in just over a week's time! We feel honoured and privileged that so many of you have made time in your busy schedules to participate in our network meeting - we hope it will be an inspirational event that allows us to exchange ideas, practical example, and share our experiences.

If you have not already done so we would invite you to introduce yourself on the Padlet; we will create an opportunity to meet informally online on the first day.

Further details will be posted very soon. In the meantime we would invite you to watch the video update and the webinar from our website,

With our warmest wishes,
Inge, Catherine & Dana

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(Amy Klipp) For me, assessment is something that can be fun, a celebration for the children (look at what I can do!), and informative for me as a teacher. I use the information to inform my didactical choices in the weeks that follow.

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Hello, I am Amy Klipp. I am a teacher trainer for primary school teachers at the Leiden University of Applied Sciences (the Netherlands). Before this, I taught English in Dutch primary schools for a number of years. I look forward to meeting you during the workshop.

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I am Lekh Baral. My home language is Nepali and I am a multilinugunal speaker of English, Norwegian, Hindi and Urdu. In addition, I can survive in Danish, Swedish, Arabic and many other languages spoken in South Asia. I an MA in TESOL from UCL Institute of Education (London) and an MPhil in Peace and Confilct Transformation from University of Tromsø (Norway). I have taught English at different levels of formal education (primary, secondary as well as university) in Nepal, Saudi Arabia and Norway. Currently I am a doctoral fellow and my research project aims at developing a cross-linguistic multlinugal teaching approach that builds on what teachers are already doing in their classrooms. Following ethnographic monitoring model, I wish to interview teachers, observe them in their classrooms, and then collaboratively develop and implement cross-linguisitic teaching tasks. The aim is to see how these tasks create new learning opportunities for (emerging) multilinugal learners at primary level.

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My name is Simona Cajhen. I am Deputy director of European School Brussels I, Primary and Nursery. It’s a great pleasure and also a huge professional challenge to be able to work in the European school system due to the richness and co-existence of many different languages. There are 8 language sections, Slovenian as SWALS and ONL Irish and Maltese in our school. Speaking several different languages is our everyday reality. I’ve been collaborating with Ms Musilova in the Assessment WG. She kindly invited me to participate in this meeting.
As a counselor for the French language at the National Institute in Slovenia, in the years from 2007 to 2018, I had an active role in the area of teaching and learning foreign languages, especially in the area of early language learning. I was also actively involved in the process of curriculum renewal for LII French. My master degree thesis is called “The role of grammar in teaching French as 2nd foreign language” (https://www.worldcat.org/title/vloga-slovnice-pri-poucevanju-francoscine-kot-tujega-jezika-magistrsko-delo/oclc/875427956).
From 2013 to 2016 I led as a counselor for the French language the theater project called “ Francophone day” in which students from various Slovenian Secondary schools performed modern theater works in a very innovative way (FREPA approach). The theater pieces performed were as follows: Waiting for Godot by Samuel Beckett (2013), Madame Ka by Noëlle Renaude (2014), David Lescot's European Europe (2015) and Sonie Ristic's Migrants (2016). https://www.radioantena.si/21373The idea was online collaborative work and most amazing was that students from various schools met for the first time on the day of performance in theatre to perform together in the same theatre play.
I also participated in several trainings at ECML in Graz and had several interventions in seminars and conferences in Slovenia and also abroad. https://docplayer.fr/23373187-6e-congres-international-edilic-6th-edilic-international-conference-6-edilic-nemzetkozi-konferencia.html I was a member of the project group FREPA at the National Institute in Slovenia.
I am autor and co-autor of several publications and articles, all related to teaching and learning foreign languages (http://worldcat.org/identities/np-cajhen,%20simona/). I was responsible for in service trainings of Primary and Secondary language teachers, I also designed some classroom observation tools and was involved in many cross-country projects such as E-portfolio, E-learning, ATS, Formative assessment.

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https://taleproject.eu/mod/page/view.php?id=1200&lang=el

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Along with the Needs Analysis and the Training Course, a Handbook containing the training materials (among others) is one of the major products of the TALE Project.

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My name is Anastasia Gkaintartzi, I come from Greece and I am member of the teaching staff of the Department of Language and Intercultural Studies, in the University of Thessaly, Volos, (central) Greece. My specialization is in bilingualism/multilingualism and education within the field of Sociolinguistics and my research interests and publications focus on bi/multilingualism and language education, language contact, immigrant/refugee children and language teaching/learning, identity, heritage language and language ideology, inclusive practices. I am also a tutor at the Masters Programme 'LRM' (Language Education for Refugees and Migrants) of the  Hellenic Open University. I have considerable scientific and research experience in projects that concern language teaching/learning and multilingualism, especially among immigrant/refugees students. Currently, we are running a large, national -scale teacher training programme in Greece on teaching among immigrant/refugee students Teach4Integration (https://www.teach4integration.gr/ ) supported by UNICEF. We are also running an e-learning training programme at our University for multilingualism and English in preschool education. I am very happy to participate in this project and hope that I can contribute in many useful ways.

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Hallo/Bonjour/Hello, Je m'appelle Bianca Versteeg. Depuis 25 ans j'enseigne le néerlandais langue étrangère (NVT), je forme les enseignants de langues et je crée du matériel pédagogique et des évaluations linguistiques. J'adore travailler avec ét pour les élèves d'école primaire. Surtout au niveau de l'acquisition de vocabulaire, de la production orale et d'activités interdisciplinaires. Avec ma collègue Petra, j'ai démarré Bureau NVT avec laquelle nous soutenons les professeurs de langues et des écoles aux niveaux de l'apprentissage des langues vivantes.  

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Hallo/Bonjour/Hello, Je m'appelle Bianca Versteeg. Depuis 25 ans j'enseigne le néerlandais langue étrangère (NVT), je forme les enseignants de langues et je crée du matériel pédagogique et des évaluations linguistiques. J'adore travailler avec ét pour les élèves d'école primaire. Surtout au niveau de l'acquisition de vocabulaire, de la production orale et d'activités interdisciplinaires. Avec ma collègue Petra, j'ai démarré Bureau NVT avec laquelle nous soutenons les professeurs de langues et des écoles aux niveaux de l'apprentissage des langues vivantes.  

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How can assessment be used to evaluate, design and support children in taking the next steps on their language learning journey?

What does assessment mean to you and in your context in relation to language learning in children age 3 - 12?

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Assessment Practices for 21st century - executive summary

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Assessment Practices for 21st century - executive summary

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https://op.europa.eu/en/publication-detail/-/publication/a143da62-e537-11e7-9749-01aa75ed71a1/language-en

This official EU publication reviews international research to demonstrate how European education systems can improve their assessment practices to measure and support students’ acquisition of key competences and transversal skills.

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She specialises in language education in the context of migration and multilingualism. Since 2007 she has been a lecturer at the University College of Teacher Education Upper Austria (PHOÖ), where she coordinates international projects and has headed the Centre for Linguistic Diversity and Transculturality since 2013. She teaches on the topics of language-aware teaching, second language didactics, bilingualism, multilingualism and intercultural education, at national and international level.

She has participated in numerous European projects promoting multilingualism, social justice and human rights in education.

Since 2008, she has regularly collaborated with the ECML in projects dedicated to multilingualism, such as PEPELINO. Beside PALINGUI she is a team member of the ECML Training and Consultancy program Supporting Multilingual Classrooms (SMC).

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WIDA developed child-friendly can-do descriptors to guide educators in their teaching and helping second language learners, ages 4 - 18. This framework is used in schools around the world.
https://wida.wisc.edu/teach/standards/eld

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Big Ideas

Four Big Ideas anchor the standards and are interwoven throughout the framework:

Equity of opportunity and access
This is essential for multilingual learners' preparation for college, career and civic lives.

Integration of content and language
Academic content is the context for language learning, and language is the means for learning academic content.

Collaboration among stakeholders
Stakeholders share responsibility for educating multilingual learners.

Functional approach to language development
This approach helps educators focus on the purposeful use of language.

These Big Ideas support the design of standards-based educational experiences that are student-centered, culturally and linguistically sustaining, and responsive to multilingual learners' strengths and needs.

To explore more about the Big Ideas, see pages 17-20 of the 2020 Edition.

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Set high expectations and ensure equity of opportunity for multilingual learnersThe WIDA English Language Development (ELD) Standards Framework provides a foundation for curriculum, instruction and assessment for multilingual learners in kindergarten through grade 12. The ELD Standards Framework is centered on equity and fosters the assets, contributions and potential of multilingual learners.Get the 2020 Edition, grade cluster editions, and supporting materials.

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I developed a digital means to track children's language development.  I wrote about it in this blog: https://amyklipp.wordpress.com/2014/05/07/testing-testing-continued/

The actual program is available online, free of charge: https://sourceforge.net/projects/dropp/

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Bonjour! Hello! Je m'appelle Geneviève Brisson, et je suis professeure adjointe à l'Université de Sherbrooke, au Québec (Canada). Mes recherches explorent les liens entre l'enseignement et l'apprentissage des langues secondes (français et anglais), le plurilinguisme, la littératie (écriture, lecture, multimodalité) et la construction des identités. Mes activités de recherche me mènent à documenter les pratiques de littératie des enfants bi/plurilingues tant à l’école qu’à l’extérieur de l’école. Je m’intéresse aussi à la littérature jeunesse ainsi qu’à son utilisation en classe pour l’enseignement des langues, de la lecture et de l’écriture au primaire.

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Dana Musilova works for the Czech School Inspectorate in Prague. Since 2005 she has worked as an Inspector for the Nursery and Primary cycles of the European Schools (www.eursc.eu), the educational institutions set up in the European Union’s Member States. They provide students with a multilingual and multicultural education at nursery, primary and secondary levels, follow a specific curriculum and offer the European Baccalaureate diploma.

Dana's main areas of expertise and experience are early education including early language education, assessment of pupils and inclusive education. She is a co-author of the Early Education Curriculum, Assessment Policy and assessment tools and Educational support Policy of the European Schools.

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Please use this section to share projects, research and examples of good practice with us and the other network participants.

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Please use this section to introduce yourself and your areas of expertise and interest

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Inge Birnie - lecturer in Education at Strathclyde - PALINGUI team member

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Inge Birnie is a lecturer in the School of Education at the University of Strathclyde (Glasgow, Scotland) where she is involved in delivering teaching and learning programmes to pre-service teachers. Her interest and focus lies on supporting teachers in delivering language learning in the early years (pre-primary and primary) both as an additional language and in a minority language immersion setting.
https://www.strath.ac.uk/staff/birnieingeborgmrs/

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Welcome to PALINGUI - this short video explains the project, where we are now, where we want to get to and how you can help us get there!

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How can individual learning pathways be documented in such a way that it includes all learning steps, small and big?

What does documentation mean to you and your context in relation to language learning in children age 3 - 12?

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How can observations be used to reflect on children's language learning pathways?

What does observation mean to you and in your context in relation to language learning in children age 3 - 12?

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How can assessment be used to evaluate, design and support children in taking the next steps on their language learning journey?

What does assessment mean to you and in your context in relation to language learning in children age 3 - 12?

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A short interactive summary of the PALINGUI project (English & French)

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A short interactive summary of the PALINGUI project (English & French)

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Young children's language learning pathways -

Welcome!

... making early language learning visible

https://www.youtube.com/watch?v=ugoFpSJOaCY&feature=youtu.be

Key Project Questions:How can the different stages of children's language learning become visual for teachers, children and parents?How can children's language learning be valued and appreciated?How can learning opportunities be created to respect the different learning pathways?How can children's understanding of their own language learning be supported?How can language learning and progress be documented in a clear and understandable way?How can teachers integrate these various elements in their daily teaching and learning routines?

General informationProject Team:Flore Schank, LuxembourgIngeborg Birnie, United KingdomCatherine Carré-Karlinger, AustriaDana Musilova, Czech RepublicTarget Groups:Pre-primary and primary teachersOtherprofessionaleducational staffTeacher educatorsWorking Languages:EnglishFrenchProject Period2020 - 2023

Outcomes and OutputsOutcomes:PALINGUI makes early language learning pathways visible - by helping teachers and educators to identify, support, understand and document the language of children age 3 to 12.Outputs:A dynamic website with core principles, inspiring practices and concrete examples from different educational contextsOverview of learner-centred strategies for documentation and assessment

Parcours linguistiques de jeunes enfants -

Bienvenue

Rendre visible l'apprentissagedes langues dès le plus jeune âge

https://www.youtube.com/watch?v=ugoFpSJOaCY&feature=youtu.be

Questions clés du projet:Comment rendre visible les étapes clés de l'apprentissage des langues? Aux enseignants et éducateurs? Aux enfants eux-mêmes? À leurs parents?Comment valoriser et apprécier à leur juste valeur les apprentissages langagiers des jeunes enfants?Comment créer des situations d'apprentissage qui respectent l'individualité des parcours d'apprentissage?Comment aider les jeunes enfants à se rendre compte eux-mêmes de ce qu'ils savent bien faire?Comment documenter les apprentissages langagiers et les progrès de façon fondée et compréhensible?Comment réaliser ces tâches dans un quotidien scolaire déjà bien exigeant, sansperdre de vue le programme scolaire et sansrisquer de se surcharger de travail?

Informations généralesÉquipe de projet:Flore Schank, LuxembourgIngeborg Birnie, Royaume-UniCatherine Carré-Karlinger, AutricheDana Musilova, République tchèquePublic cible:Enseignants aux niveauxpré-primaire et primaireAutres professionnels de l'éducationFormateurs d'enseignantsLangues de travail:AnglaisFrançaisDurée du project2020 - 2023

Bénéfices et résultatsBénéfices:PALINGUI rend visible les parcours d'apprentissage dès le plus jeune âge en aidant enseignants et éducateurs à identifier, comprendre, soutenir et documenter les apprentissages linguistiques des jeunes enfants de 3 à 12 ans.Résultats:Un site web dynamique avec des réflexions fondamentales, des pratiques inspirantes et des outils concrets issus de différents contextes éducatifsUne vue d'ensemble sur les stratégies de documentation et d'évaluation centrées sur l'apprenant.

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Young children's language learning pathways - Welcome! ... making early language learning visible https://www.youtube.com/watch?v=ugoFpSJOaCY&feature=youtu.be Key Project Questions:How can the different stages of children's language learning become visual for teachers, children and parents?How can children's language learning be valued and appreciated?How can learning opportunities be created to respect the different learning pathways?How can children's understanding of their own language learning be supported?How can language learning and progress be documented in a clear and understandable way?How can teachers integrate these various elements in their daily teaching and learning routines?

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Bienvenue, welcome to our PALINGUI virtual network! We are very excited to be able to share our project with you and are looking forward to working with and learning from you in the next few weeks and months!

Please use this section to add some information about yourself; who you are, where you work and what aspects of the project particularly interest you.

Feel free to comment in English, French, German or any language that you feel most comfortable with!

Merci!
Inge, Dana, Catherine & Flore