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EU collaborates e.g. with the Council of Europe and its European Centre of Modern Languages, which focuses on promoting innovation. See the initiatives below. 

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Why is multilingualism important?

The EU's motto 'united in diversity' symbolises the essential contribution that linguistic diversity and language learning make to the European project.

Languages unite people, render other countries and their cultures accessible, and strengthen intercultural understanding. Foreign language skills play a vital role in enhancing employability and mobility. Multilingualism also improves the competitiveness of the EU economy.

Poor language skills can cause companies to lose international contracts, as well hindering the mobility of skills and talent. Yet, too many Europeans still leave school without a working knowledge of a second language. For this reason, the EU has set the improvement of language teaching and learning as a priority.

What is the EU doing to promote multilingualism?

In the Council Conclusions on multilingualism and the development of language competences, Member States committed to enhancing cooperation in the field of multilingualism and improving the effectiveness of language teaching in schools.

The European Commission is working together with national governments to meet an ambitious goal - for all citizens to learn at least two foreign languages and to begin learning foreign languages at an early age.

This vision was confirmed by EU Heads of State as part of the proposal to create a European Education Area. Further support for this target was echoed in the December 2017 European Council Conclusions.

The Commission is responding to this call from Member States to reinforce the central role of multilingualism in the European project by:

These activities are supported by:

Finally, the Erasmus+ programme offers opportunities to young people to hone their language skills by engaging in learning and training abroad, and by supporting vocational and educational mobility.

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The EU’s motto ‘united in diversity’ symbolises the essential contribution that linguistic diversity and language learning make to the European project.

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Theoretical background, Resources and projects related to Plurilingual and intercultural education offered by the European Centre for Modern Languages of the Council of Europe (ECML)

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Introduction

The development and practice of plurilingual education is one of the Council of Europe's and the ECML's most important priorities. Europe is multilingual and in order to fulfil its social and cultural aims, it seeks to provide education adapted to the needs of plurilingual citizens. This includes :

Europe's linguistic diversity

The mobility of Europe's citizens

Social cohesion

Access to quality education for all

What do we mean by plurilingual education ?

More information on plurilingual education can be found here.

Plurilingual education has two major aspects - education for plurilingualism and education through plurilingualism. Understanding and experiencing the diversity of languages and cultures is both an aim of and a resource for quality education.

Its practice is based on a number of key concepts :

- rather than considering each language as a separate entity each in its own compartment, there is a global approach to all the languages present in learning environments. They include the " language of schooling " which is usually the national language of the country or region ; languages spoken at home by the learners, which are frequently not the same ; foreign languages learnt as subjects in the school and in some cases classical languages like Latin and Greek as well as the languages used to teach different subject areas in CLIL (Content and Language Integrated Learning) approaches. Common strategies and plural complementary approaches can result in more effective language learning. A holistic view of languages in education

and Linguistic repertoires partial competences - individual learners develop their own "repertoires" of the different languages they know and use. The competences acquired in one language can be of use in learning another one and there is complementarity and interplay among the languages known. Our competence in a language is always "partial" and our repertoires consist of a number of partial competences in different languages.

- more than half the population of the world is bi- or plurilingual, so establishing education systems which promote it is a feasible aim.Bi- and plurilinguism are "normal" and achievable by all

Cognitive benefits of plurilingual education - there is strong research evidence of the cognitive benefits in being plurilingual and from plurilingual approaches to education, particularly where tasks requiring intellectual flexibility are concerned.

Plurilingual approaches contribute to social integration - acknowledging and valuing the home languages and cultures of migrants help their integration into schools and society; and plural approaches encourage the development of openness, respect and intercultural competences in all learners. This in turn can contribute to more harmony in our schools and our society.

Plurilingual competences are empowering for all learners - they are better prepared for employment, for further study, for effective additional language learning and for citizenship.

These key concepts are at different levels of generality and complexity. Some relate to the educational outcomes, others to the educational process itself.

How ECML projects contribute to plurilingual education
Theoretical frameworks
The FREPA project (A Framework of Reference for Pluralistic Approaches to Languages and Cultures) provides a comprehensive description of the knowledge, attitudes and skills which constitute plurilingual and pluricultural competences. Like the Common European Framework, it describes the skills in "can do" statements - "can identify / compare / analyse etc." and breaks new ground in the descriptors of attitudes - as "will / disposition / determination".

FREPA also describes three didactic approaches to plurilingual education :

in which the teaching of different foreign languages is made complementary, by using links and similarities between them in an explicit way to help learning. An earlier ECML publication Integrated didactics Learning more than one language efficiently: Tertiary language teaching and learning in Europeexemplifies this approach, especially on how the learning of German can be helped by using previous study of English as a springboard.

- this approach is designed to raise learners', especially young learners', awareness of the diversity of languages in their homes, schools and societies. In this approach several languages are introduced in order to encourage thinking about language and to give value to the different languages present in the school.Awakening to languages

Intercomprehension between related languages is based on developing comprehension within families of languages. For example, courses have been devised where students work in parallel on several Romance, Slav, Germanic or Scandinavian languages. They tend to concentrate on the learning of receptive skills.

In order to help teachers put these approaches into practice, the FREPA project team has created a bank of resources and teaching materials in a data base linked to the descriptors in the frame of reference.

There are theoretical frameworks for other aspects of plurilingual education too, such as the Framework for CLIL (CLIL Start).
Specific domains of plurilingual education
Two projects (Marille and Maledive) have addressed the issue of how plurilingual education can have an impact on the teaching of the language of schooling. (French as a school subject in French-speaking countries and regions, Danish in Denmark etc.). Although the language is the national or regional language, in most classes in Europe there are students for whom it is not the first language or mother tongue. The projects explore ways in which plurilingual and intercultural approaches can contribute to enriching the appreciation of the national/regional language and literature and to the integration of all the learners in the class. One example of this is in comparative studies of folk stories or traditional tales in different cultures.

Learners from migrant backgrounds need particular support in developing academic literacy to be able to cope with cognitive tasks in different subject areas. The Language Descriptors project has produced can do statements for the specific skills used by those studying history or mathematics in a second language.

Content and Language integrated Learning (CLIL)

In more and more countries, especially at secondary levels, students study a number of subjects in a second or foreign language using CLIL approaches. A number of ECML projects have produced guides for implementing CLIL in language education. They include a Framework for CLIL (CLIL Start), a practical guide to getting started with CLIL programmes and for their further development (CLIL GO), where the methodological skills needed by CLIL teachers are described and illustrated. A further project, CLIL and Literacy links plurilingual approaches and the development of literacy.

The development of whole school approaches to language education is an important factor in promoting plurilingual education; creating synergies between the teaching and learning of the national/regional language, the different foreign languages and the other languages present in schools, raises awareness of plurilingualism and practical opportunities for students to develop their plurilingual repertoires. The project explores different ways in which this can be achieved - at school, department and regional levels.

A further element in the promotion of plurilingual education and linguistic diversity relates to the encouragement of the learning of regional and local languages. An ECML project, Minority languages, collateral languages and bi-/plurilingual education (EBP-ICI)describes a number of approaches to doing this for a variety of languages - among them Provençal French, Scots and Catalan.
Resources for plurilingual education
A number of different ECML projects provide ideas and resources for plurilingual and intercultural teaching activities. In addition to the The CARAP/ FREPA data bank mentioned above, other resources include Conbat, which offers a bank of teaching materials, together with a training kit and guidance on how to use the materials. For teachers of French and German there is EPLC - Content-based teaching for young learners.

Platform of resources and references for plurilingual and intercultural education of the Council of Europe

The work of the ECML in the area of plurilingual and intercultural education complements a major initiative of the Council of Europe. The Platform is "an instrument to enhance coherence and transparency in reflection and decision making on policies and standards, at both national and at European level. It addresses aims, outcomes, contents, methods and approaches to evaluation of the language of schooling, taking into account the needs of all students in compulsory education, including disadvantaged learners and migrant children.

The project includes a focus on (i) the language as a school subject; (ii) the language as a medium of teaching and learning across the curriculum; (iii) possible convergences between the language(s) of school education and modern ('foreign') languages in a global or holistic approach to language education policy aimed at promoting coherence in the development of the learner's plurilingual repertoire."

It provides guidance on the language of different subject areas, together with a large collection of resources, articles and papers related to the field.

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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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ECML/CELV > Thematic areas > Plurilingual Education

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The development and practice of plurilingual education is one of the Council of Europe's and the ECML's most important priorities. Europe is multilingual and in order to fulfil its social and cultural aims, it seeks to provide education adapted to the needs of plurilingual citizens.

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Step 1: Explore the contents developed in the projects listed in column 'Related Projects & Materials 1'.

Step 2: Select a specific resource (task, support materials, class procedure) that appeals to you.

Step 3: Create an item about it (see MODEL Contribution below) and post it in the relevant column.

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Developing teacher competences for pluralistic approaches

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Developing teacher competences for pluralistic approaches

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ECML: Training and reflection tools for teachers and teacher educators

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ECML/CELV > ECML-Programme > Programme 2020-2023 > Developing teacher competences for pluralistic approaches

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European Centre for Modern Languages (ECML), Centre européen pour les langues vivantes (CELV)

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Bookcreator-based, linking-languages-across-curriculum materials 'Climate Change - Primary Languages Resources Linked to Migrants' developed by Highland1plus2 Languages
Resource language: English
Other languages: Gaelic, French, Spanish
Related content collection: COP26 and learning for sustainability language ideas (also in column 'Related Projects & Materials 2')

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Climate Change - Primary Languages Resources Linked to Migrants

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Read this free ebook by Highland1plus2 Languages. Find thousands of free educational ebooks for classroom use at read.bookcreator.com

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Language skills for successful subject learning

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Language skills for successful subject learning

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ECML: CEFR linked descriptors for mathematics and history/civics

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Introduction

The traditional view is that language is only important in language lessons. Today however, language is no longer seen as a goal in itself, but also as a tool through which students interact with friends and peers in schools, and through which they learn content matters in subjects like science, geography, history and mathematics.

Research findings

The research conducted in developing the publication indicates that:

students at the age of 12/13 are required to have a minimum level of language competence mirroring B1 in all skills in order to succeed in history/mathematics.

15/16-year-old students need a B2 competence in the same skills/subjects.

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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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ECML/CELV > ECML-Programme > Programme 2012-2015 > Language Descriptors

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The traditional view is that language is only important in language lessons. Today however, language is no longer seen as a goal in itself, but also as a tool through which students interact with friends and peers in schools, and through which they learn content matters in subjects like science, geography, history and mathematics.

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Language Teaching Podcasts for reflection, information, and inspiration

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Language Teaching Podcasts for reflection, information, and inspiration

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A Wakelet collection on Podcast services created by Florencia Henshaw.
Resource Language:  English

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For reflection, information, and inspiration

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COP26 and learning for sustainability language ideas

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COP26 and learning for sustainability language ideas

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COP26 and learning for sustainability language ideas (padlet.com)

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Cambridge Assessmment / International Education

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Common misconceptions about language awareness

'Fluency in conversational language means fluency in academic language.'
Many teachers are surprised when they receive a piece of written work that suggests a student who has no difficulties in everyday communication has problems understanding the main ideas of a lesson. Problems arise when teachers assume that students who have attained a high degree of fluency and accuracy in everyday social English (BICS) have a corresponding level of academic proficiency (CALP). Whether English is a student's first language or an additional language, they need time and the appropriate support to become competent in academic language as it is that language they will mostly need in school.

'I'm a science teacher - supporting students' language is not my responsibility.'
Many teachers of non-language subjects worry that there is no time to include language support in their teaching or that it is something they know little about. Some teachers may think that language support is not their role. However, many teachers would agree that it is their responsibility to create an inclusive classroom where all students can access the curriculum and where barriers to learning are reduced as much as possible. When you are aware of the language needs of your students, you can use this awareness to help reduce obstacles that learning through an additional language might present.

Science teachers do not need to know the names of grammatical structures or to be able to use the appropriate linguistic labels. However, they do need to have a sound understanding of the challenges their students face, and plan to help them overcome these challenges. As we will see, these language-support techniques do not need to take a lot of extra time and should eventually become an everyday part of planning, teaching, and reflecting.

'If parents speak a different language at home, this will confuse learners.'
Early research promoted the idea that languages were stored separately in the brain. It was thought that each language had a limited processing capacity. As a result, the worry was that learning another language would negatively affect or 'push out' the existing language. This reinforced the idea of bilingualism as problematic and a disadvantage to learning.

However, new research into how the brain works suggests that languages are linked in the brain by a central processing unit. This means that whether a learner is speaking, listening, reading or writing in their first or additional language, it helps the whole cognitive system to develop. As a result, it doesn't matter in which language basic concepts are developed as this learning will eventually transfer across languages. Research shows that it is much better for parents to speak with their children in the language in which they are most confident. This is because this language will be richer and more complex. If parents speak to their children in a language in which they themselves are not confident, they are providing a model of language for their children that is not fully developed.

'Younger children are more effective at learning languages than older students.'
Some teachers working with older students worry that an additional language, such as English, is much harder to learn. Younger learners may succeed in speaking a new language with little or no accent, but there is evidence that older people are often more efficient learners and make faster progress at first. It is important to remember that language expectations for younger learners are generally lower and school language is more complex at higher grades, making learning a language challenging. While it is possible to learn both subject content and language at the same time, the language a learner uses in the classroom needs to be sufficiently well developed and supported for them to be able to process the cognitive challenges they face.

'A teacher with only first-language speakers in their class does not need to be aware of students' language needs.'
Everyone has an individual experience of language. Students may not have previously seen or heard some language that is specific to a subject and may need to be introduced to this language in the same way that they would learn a second or foreign language. Most subjects have terms that need to be used appropriately. Some of these terms may have other meanings in other subject areas. First-language speakers may also be stronger in certain skills than others. You may find that certain students are better at writing than at speaking, or that their understanding of the vocabulary of a subject area is better than their active use of it. You need to be aware of the language level and capability of all of your students, not just those who are learning through an additional language.

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'Fluency in conversational language means fluency in academic language.' Many teachers are surprised when they receive a piece of written work that suggests a student who has no difficulties in everyday communication has problems understanding the main ideas of a lesson.

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Explainer videos on plurilingual strategies produced for one of the Plurilingual Lab projects at the McGill University, Canada

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Recent research has made urgent calls for a shift in language pedagogy from monolingual to plurilingual, which invites students to make use of their entire repertoire for language learning. Using a collaborative approach among researchers and pre- and in-service language teachers of English, Spanish and French, this study examines the process of implementation of plurilingual instruction and investigates its affordances across 3 language programs. Following a mixed methods research design, we collected data from language teachers and students through weekly diaries, semi-structured interviews, classroom observations and the Plurilingual and Pluricultural Competence (PPC) scale. Watch the presentation below for some of the results and tutorials of the pedagogical strategies used in our YouTube Playlist. More updates coming soon.

PrincipaI Investigator: Dr. Angelica Galante

Research Assistants: John Wayne dela Cruz, Lana Zeaiter, Maria Chiras & Jade LaFontaine

Project Duration: 2019-2022
Watch the video tutorials in our YouTube Playlist here: Watch our presentation with results of the study at the 2021 CERLL Symposium.

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Recent research has made urgent calls for a shift in language pedagogy from monolingual to plurilingual, which invites students to make use of their entire repertoire for language learning.

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Click here to access the open online toolbox containing 30 lesson activities and related teaching & learning materials for secondary Ed. in 3 languages: Dutch, Frisian and English.
The same tasks can also be done online. To view these proceed as guest here

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Aims of the project

The aims of the Holi-Frysk project are:

1. To develop an intervention which aims to create more positive attitudes for teachers and pupils towards (learning) the Frisian language and multilingualism. This intervention consists of the development of activities which are based on the specific questions or issues of the participating schools.

2. To investigate the effects of this intervention on the attitudes of teachers and pupils, the proficiency of the pupils in Frisian and the multilingual didactics of the teachers.

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Aims of the project The aims of the Holi-Frysk project are: To develop an intervention which aims to create more positive attitudes for teachers and pupils towards (learning) the Frisian language and multilingualism. This intervention consists of the development of activities which are based on the specific questions or issues of the participating schools.

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Examples of activities divided into 5 categories that currently can be accessed by guests can be found at the bottom of this page

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The origins of the 3M project were founded by a range of questions from primary school teachers. They have questions about how they can best manage multilingualism in the education they offer.

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Name + URL of resource
Resource language
Other languages involved
Personal comments, e.g.:
- why of interest
- plus or minus points,
- description of (possible) use in own practice
Reference to original source (project, materials collection, etc)

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OASIS aims to make research into language learning and teaching openly available and easily accessible to anyone who might be interested for professional or other reasons.

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Welcome to OASIS

The Open Accessible Summaries In Language Studies (OASIS) initiative aims to make research findings on language learning and teaching available and accessible to a wide audience.

Search OASIS

Want monthly alerts of new summaries?

Sign up for our newsletter!

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Recently Uploaded

Funded by:

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Welcome to OASIS The Open Accessible Summaries In Language Studies (OASIS) initiative aims to make research findings on language learning and teaching available and accessible to a wide audience. Search OASIS Want monthly alerts of new summaries? Sign up for our newsletter! Recently uploaded Funded by:

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Multiʻōlelo is a transmedia multilingual platform aiming to curate language-related matters in multiple languages from multiple voices. Multiʻōlelo promotes multilingual, multicultural perspectives and encourages different forms of scholarship for public access and interaction.

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November 12, 2021November 12, 2021 annchoe

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Framework of reference for pluralistic approaches to languages and cultures (FREPA)
Descriptors and teaching materials

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This database aims to facilitate teachers access to educational materials relevant to pluralistic approaches to languages and cultures. This way they will be able to help learners appropriate their knowledge, attitudes, and skills as described in the lists of descriptors. The materials, available to download, can be selected according to various criteria: objectives (as expressed by the FREPA descriptors), levels of training, thematic areas, the type of pluralistic approach, and the language of instruction.

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This database aims to facilitate teachers access to educational materials relevant to pluralistic approaches to languages and cultures. This way they will be able to help learners appropriate their knowledge, attitudes, and skills as described in the lists of descriptors.

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Action research communities for language teachers

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Action research communities for language teachers

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Action research facilitates the development of reflective classroom practice by linking professional networks, academic expertise and good practice in the language classroom. The website offers resources for teachers and teacher educators supporting the quality of teaching and strengthening teacher confidence.

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Webinar

In the webinar the project team and colleagues involved in action research speak about their experiences with action research in national contexts, the resources they developed and addressed questions raised by participants.

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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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ECML/CELV > ECML-Programme > Programme 2016-2019 > Professional learning communities

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In the webinar the project team and colleagues involved in action research speak about their experiences with action research in national contexts, the resources they developed and addressed questions raised by participants.

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Plurilingual Lab is a research laboratory located in the Department of Integrated Studies in Education (DISE) at McGill University

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Ben Calman, master's student in Second Language Education at McGill University, is the winner of the prestigious Graduate Student Award at the American Association for Applied Linguistics. This...

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Pedagogical translanguaging is a theoretical and instructional approach that aims at improving language and content competences in school contexts by using resources from the learner's whole linguistic repertoire. Pedagogical translanguaging is learner-centred and endorses the support and development of all the languages used by learners.

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Coming soon

Summary

Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English as the language of instruction and the mobility of populations. This situation demands a specific approach that considers multilingualism as its core. Pedagogical translanguaging is a theoretical and instructional approach that aims at improving language and content competences in school contexts by using resources from the learner's whole linguistic repertoire. Pedagogical translanguaging is learner-centred and endorses the support and development of all the languages used by learners. It fosters the development of metalinguistic awareness by softening of boundaries between languages when learning languages and content. This Element looks at the way pedagogical translanguaging can be applied in language and content classes and how it can be valuable for the protection and promotion of minority languages. This title is also available as Open Access on Cambridge Core.

Cite

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Coming soon Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English as the language of instruction and the mobility of populations. This situation demands a specific approach that considers multilingualism as its core.

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Actual questions from teachers who want to create a multilingual classroom collected and answered by the VirtulApp project team.

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"How can I use my pupils' languages in classroom when I don't speak them myself?"

"How can the local minority language be supported and promoted when there are other languages in the classroom?"

"How can teachers help parents to feel more comfortable about their children using their home language at school? "

These are actual questions from teachers who want to create a multilingual classroom where pupils are allowed and stimulated to use their home language(s). Most teachers are very motivated to incorporate their pupils' languages but don't know how. Therefore the VirtuLApp team has collected these questions and presented them to experts in the field of multilingualism. In short videos and texts, they give their perspective and concrete ideas about the creation of multilingual classrooms. The VirtuLApp team hopes that with these videos teachers get inspired and will be able to create their own multilingual approach and encourage their colleagues to do the same.

Read more about the experts here.

Frequently Asked Questions

Below are the frequently asked questions from teachers, grouped per theme.
These themes are:
Multilingualism at school

Multilingualism in the classroom

Diversity in the classroom

Contact with multilingual parents

Some questions are answered by multiple experts.

You can click on the picture of the expert for their answer (video or text).

All answers are available in 7 languages. For the video's, you can press CC to select your preferred language for the subtitles.
These languages are:

Additional information to references can be found in Other Resources

Multilingualism at school

frequently asked questions answered by...

How can I encourage my colleagues to incorporate a multilingual approach in the classroom?

video

video

I would like to incorporate different languagesin the classroom, but I am not sure where to start.
What kind of concrete activities take students' input as a basis?

video

How can I share with other teachers that students' home languages need to have a place in school?

Multilingualism in the classroom

What can I do to encourage students to use their language if they are not able to fully speak/write it?

My students speak many languages. In terms of time, it seems impossible to pay an equal amount of attention to each and every language.
How can I include all languages, without having this 'take over' my lesson?

How can a teacher provide emotional support for multilingual children in order to enhance their learning motivation, especially when communication is too challenging?

How can we overcome the language barrier when the teacher and the student do not share a common language?
How can teachers give appropriate instruction in this case?

Sometimes languages spoken by students have a different status (for example, in some situations speaking French has a different status to speaking Guechua). How can this be balanced in school?

Diversity in the classroom

Sometimes, students seem unwilling to learn the host language,
especially if they know that their new home may not be permanent. How can a teacher deal with this situation?

How can a teacher handle potentially sensitive topics, such as the culture and the religion of different students?
How can teachers draw out these cultural aspects appropriately?

Contact with Multilingual Parents

How can teachers help parents to feel more comfortable about their children using their home language at school?

video

Use of Digital Tools

The choice of technologies available is enormous and I do not have time to check out each application in order to see if
it is appropriate for my lesson.
How do I make a selection from all the digital tools that exist?

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"How can I use my pupils' languages in classroom when I don't speak them myself?" "How can the local minority language be supported and promoted when there are other languages in the classroom?" "How can teachers help parents to feel more comfortable about their children using their home language at school?

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A set of videos produced by the Erasmus+ project 'VirtuLApp' explaining and illustrating  multididactic approaches which teachers can use in the classroom in any (multilingual) situation.

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The purpose of the videos for the VirtuLApp toolkit is to give examples of practices for creating a multilingual classroom. The videos will amongst others show activities done by pupils in the classroom using more than one language (e.g. the L1, migrant or foreign languages), activities done to make linguistic diversity visible in the classroom and the school, and interviews with teachers about their strategies for creating a multilingual classroom and what challenges they face. The videos are intended for sharing best practices of multilingual approaches across European schools and inspire other teachers to create their own strategies and activities.

Video 1: Taking a multilingual approach

This video provides an introduction to the VirtuLApp video series. It sets out our approach to the topic of multilinguality in primary schools and introduces you to the Twa Fjilden school in Joure, the Netherlands which has made quite a success out of the multilingual nature of its pupils. In the video you will meet teacher Gerrie Bakker and see first-hand how she tackles the challenge of multilingual pupils in her class.

Video 2: Making the school a multilingual space

This video shows an example of how the Twa Fjilden school in the Netherlands creates a multilingual environment.

The Twa Fjilden school in the Frisian-speaking part of the Netherlands focuses on making their pupils' multilingualism visible in the school and in the classroom. Written signs, worksheets and decorations are all visible in different languages.

Video 3: Home languages in the classroom

In this video we will show you how home languages can be integrated into the classroom. The Twa Fjilden school is located in Friesland, a bilingual region in the Netherlands, where Dutch and the regional language Frisian are official languages, and where migration has increased the number of additional languages spoken by pupils in the school.

Video 4: Taking a multilingual approach: a principal's view

Principal Paula Dargan of Scoil Bhríde (Cailíní) explains why they welcome pupils to use their home languages within the classroom, in the yard and with their peers.

In this video, we travel to Blanchardtown, Ireland. Here, English and Irish are the official languages, and as migration has increased, so has the number of additional languages in schools. Scoil Bhríde (Cailíní) supports the linguistic diversity of pupils, as such a rich, linguistic environment, helps to develop the children's awareness of language and to foster interest and curiosity.

Video 5: Taking a multilingual approach involving parents

This video takes us to Dublin, Ireland's capital city, where English and Irish are the official languages, and where migration has increased the number of additional languages in schools. Griffith Barracks Multidenominational School situated right in the heart of the city was set up in 1994, as one of the very first 'Educate Together' Schools in Ireland.

The school actively encourages the involvement of parents in the education programme. Francesca's daughter went to school in Griffith Barracks where she started a project which directly involves parents in the classroom.

Video 6: Teaching in a multilingual classroom using home languages

We visit the classroom of teacher Maeve Kilroy at Scoil Bhríde (Cailíní). In her her classroom, pupils speak 8 languages amongst them. How does Kilroy incoporate these languages without speaking these herself? We'll have a look at the classroom activities and hear recommendations for other teachers.

In this video, we travel to Blanchardtown, Ireland. Here, English and Irish are the official languages, and as migration has increased, so has the number of additional languages in schools. Scoil Bhríde (Cailíní) supports the linguistic diversity of pupils, as such a rich, linguistic environment, helps to develop the children's awareness of language and to foster interest and curiosity.

Video 7: Translanguaging

What is translanguaging? Prof Jasone Cenoz explains the terms and aim of pedagogical translanguaging and spontaneous translanguaging. How does translanguaging work in class, which strategies are there?

We visit the Basque country, a multilingual and autonomous community of Spain with a linguistic diverse population. There are educational programmes with Basque and/or Spanish as medium of instruction. Most pupils are enrolled in the programme with Basque as medium of instruction with Spanish as compulsory subject.

Video 8: Using the linguistic landscape for translanguaging

What do translanguaging activities look like? Prof. Durk Gorter talks about their translanguaging project in Basque, Spanish and English language classes in the 5th and 6th grade of primary school, where Basque is the medium of instruction.

We visit the Basque country, a multilingual and autonomous community of Spain with a linguistic diverse population. There are educational programmes with Basque and/or Spanish as medium of instruction. Most pupils are enrolled in the programme with Basque as medium of instruction with Spanish as compulsory subject.

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The purpose of the videos for the VirtuLApp toolkit is to give examples of practices for creating a multilingual classroom. The videos will amongst others show activities done by pupils in the classroom using more than one language (e.g.

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The Handbook to English as a Lingua Franca Practices for Inclusive Multilingual Classrooms. Download here.

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MySchoolsNetwork is a safe and free online, educational platform broadening the horizons of pupils, students and teachers all over the world.

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Connecting worlds is an online educational proposal which combines classroom activities with networking among students from 6 to 17 years old. The participants belong to different cultural, economic and social realities and attend school centres from all over the world.

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Training for teachers

The Training Module for Teachers has been extended in order to prepare teachers both on Education for a Global Citizenship and on the issue addressed in this year's Connecting Worlds, Sustainable Growth.

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Training for teachers The Training Module for Teachers has been extended in order to prepare teachers both on Education for a Global Citizenship and on the issue addressed in this year's Connecting Worlds, Sustainable Growth.

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VirtulApp aims at developing an innovative multididactic approach which teachers can use in the classroom in any (multilingual) situation.

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The VirtuLApp (Virtual Language App) project group addresses the needs of teachers concerning multilingual education, and supports them to gain more knowledge about and tools for multilingual education, integration of migrant languages and less language separation.

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Plur>E is a follow-on project from the ECML PlurCur project run within the Learning through Languages Programme from 2012-2015. The goal of the Plur>E project is to further develop the concept of a plurilingual, inclusive and intercultural whole school policy in secondary education in an international context.

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The Plur>E project

Plur>E is a follow-on project from the ECML PlurCur project run within the Learning through Languages Programme from 2012-2015. The goal of the Plur>E project is to further develop the concept of a plurilingual, inclusive and intercultural whole school policy in secondary education in an international context. Partner schools from five European countries develop language-based projects and will implement and assess them based on the concept of plurilingual whole school curricula. The main target groups are learners and teachers, but the Plur>E project also involves school management and policy makers.

For more information on the PlurCur project go to the ECML website ( www.ecml.at) and look at the PlurCur website: http://www.ecml.at/plurcur

Connecting languages and subjects

A plurilingual, inclusive and intercultural whole school policy embraces all languages present at a given school: majority and minority, regional, heritage and neighbouring languages. Languages as subjects are taught in an inclusive way; language and non-language instruction overlap so that all subject teaching can also become language teaching. The languages used are those already present at a given institution. This can either mean that schools offer additional language courses in the students' family languages and/or that teachers encourage learners to use the languages they bring to the school in their subjects for clarification, meaning making, exchange etc.

Enhancing knowledge about languages

A multilingual approach to language learning means that learners get greater insight into the various structures of language for example by comparing and contrasting the languages they study. In this way, students become aware of positive and negative transfer between the languages they use. Such an approach helps students develop their metalinguistic awareness, that is, the awareness of how the languages work, and expand their language-learning strategies.

Connecting new knowledge with what students already know

Classrooms all over Europe are becoming increasingly multilingual and multicultural. Teachers face the challenge of effectively incorporating the language skills that students already have into their lessons. A whole school language policy has the potential to contribute to new pedagogical and methodological approaches which could enhance the learning process of all students.

Research-based teaching and learning

Project activities and outputs are based on current, on-going research in the fields of multilingualism/plurilingualism. Of special interest for the Plur>E project are studies on multilingual or metalinguistic awareness and the use of (foreign) languages for subject teaching (so-called CLIL approaches - content and language integrated learning). European intercomprehension, i.e. the use of prior language knowledge to learn new languages (e.g. the use of French to learn other Romance languages) is another interesting field of research that can inform Plur>E practice.

Expected outputs

Expected outputs will include reports of the implementation of (aspects of) plurilingual whole school curricula by partner schools and best practice examples for plurilingual language-teaching collected during the lifetime of the project. Based on the experience gathered, recommendations on school development will be offered to school management and policy makers . In addition to this, Plur>E online modules for networking with existing and future partners will be created so that best practice examples can be shared with teachers, students, parents and school boards.

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The Plur>E project Plur>E is a follow-on project from the ECML PlurCur project run within the Learning through Languages Programme from 2012-2015. The goal of the Plur>E project is to further develop the concept of a plurilingual, inclusive and intercultural whole school policy in secondary education in an international context.

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AVIOR Multilingual Material for children with a migrant background in Europe

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AVIOR Multilingual Material for children with a migrant background in Europe

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The AVIOR project (2016 -2019) aimed at improving the basic numeracy and literacy skills of migrant children and thereby reducing the achievement gap between native and non-native pupils in Europe.

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4 September 2019
The AVIOR team welcomes you!
The Partnership is named after a bright star, AVIOR. The star is invisible from the Northern hemisphere, referring to the multitude of language skills that migrant children bring to the classrooms, but which often remain hidden to their teachers. The partnership brings together seven organizations from six countries. We are research and training centers, NGOs and network organizations.

The AVIOR project aimed at improving the basic numeracy and literacy skills of migrant children and thereby reducing the achievement gap between native and non-native pupils in Europe. AVIOR ran from December 2016 until August 2019.

Welcome! - Welkom! - Benvenuto! - καλως ΗΡΘΑΤΕ! - Dobrodošli! - Tere tulemast! - W illkommen!

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4 September 2019 The AVIOR team welcomes you! The Partnership is named after a bright star, AVIOR. The star is invisible from the Northern hemisphere, referring to the multitude of language skills that migrant children bring to the classrooms, but which often remain hidden to their teachers.

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Language animation methods

This website includes three videos presenting the theory of language animation and 15 important language animation methods.

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It has become impossible to imagine intercultural education of youngsters without language animation. In many international contexts, we frequently use different methods in order to make participants less apprehensive of the foreign language and to bring them to recognize its value. Thanks to language animation, the participants' natural communication strategies are supported and their curiosity toward partner languages can be stimulated.

For many organisers of intercultural seminars, implementing at least one hour of language animation a day is a guarantee of the quality of their bi-, tri-, sometimes multilateral programmes.

In our projects, we are confronted to situations where communication via language is disrupted, although participants often come with a language background resulting of several years of learning the language at school. The use of the partner language(s) is often linked, in their minds, to a negative academic evaluation, they are afraid of making mistakes and are often completely blocked. We observe this language block not only in participants, but also very often in the teachers who come with their students or with the non-formal educators.

In our short-term educational context, language animation isn't fundamentally a tool aiming to teach foreign languages in a systematic way, but it helps deconstruct blocks, learn a bit of vocabulary, and systematize what has been learned. Furthermore, it can reveal hidden language skills in the participants and help them recognize and appreciate them.

Luckily, our youth exchanges nowadays are rarely purely bilingual; there are always participants who speak other languages: Serbian, Turkish, Latvian, Arabic, Chinese, etc. Unfortunately, these language skills often go unnoticed; languages are often ranked between important idioms such as German, French, Spanish, or English, and minor idioms such as Urdu or Farsi. Language animation can awaken a sincere curiosity for the other, for their culture and language.

The French-German Youth Office (FGYO) and its partner organisations lead research regarding the development of language animation since at least 1991, and a certain number of methods has been created. In the frame of the FGYO, but also the German-Polish Youth Office (GPYO) or the binational coordination offices and the IJAB (International Youth Service of the Federal Republic of Germany), several very high quality brochures have been published over the last years in the field of theory and methodology. These brochures appear in our bibliography.

Unfortunately, there are still very few basic intercultural trainings for language animation which run over the course of several days. These are offered by civil organisations and the previously mentioned Youth Offices, but they only touch a relatively small circle of interested persons. Multipliers in many partner countries have no access to training programmes in this field.

Furthermore, we know that these very complex methods can't be understood only by reading a description. During our training seminars, we often observe that participants present activities they found in compilations, without knowing them, and fundamental mistakes take place, which can completely divert the meaning and aims of these very methods. Only direct experience of an activity can enable its appropriate reproduction.

This is why an international team of trainers in language animation has launched this Erasmus+ project. The aim is to offer videos transmitting a theoretical summary of this methodology, as well fifteen important language animation methods.

Our goal wasn't to reinvent new applications, but to offer a peek inside the diversity of language animation methods. These are provided in German, French, and Polish, and some also have English subtitles. A follow-up project in Greek, Spanish, and Portuguese will present its results on this website by the end of 2020, and other languages such as Arabic and Serbian are planned for the future.

We will be happy to see our films and game descriptions being used, thanks to links to the existing webpages! References to other methods and texts for our bibliography as well as suggestions and criticism can be sent in any of the website's languages to the following email adress : seba@interkulturelles-netzwerk.de .

We expressly invite you to learn the methodology of language animation via a training provided by an experienced team. Offers in French, German, and Polish, are available respectively on the following websites :
Interkulturelles Netzwerk Peuple et Culture

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It has become impossible to imagine intercultural education of youngsters without language animation. In many international contexts, we frequently use different methods in order to make participants less apprehensive of the foreign language and to bring them to recognize its value. Thanks to...

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Welcome to Lost Wor(l)ds, a website full of activities and ideas to help encourage and facilitate multilingualism.

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Lost Wor(l)ds – Multilingualism in Schools

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Welcome to Lost Wor(l)ds, a website full of activities and ideas to help encourage and facilitate multilingualism. On this site, you will find:

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https://emecoe.eu/en/

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Useful app for learning an practicing various languages

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https://en.islcollective.com/

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Practicing English by listening to the music you like and having to choose or type the missing words
There's a web page and also an app

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L' Àrea de Formació del Servei de Llengües i Terminologia de la Universitat Jaume I posa a la disposició de tota la comunitat universitària el Centre d'Aprenentatge de Llengües (CAL), un espai pensat perquè les persones que vulguen puguen aprendre una llengua o consolidar-ne una altra de manera autònoma o semidirigida amb la guia d'un assessor o assessora.

Les llengües que es poden aprendre o practicar al CAL són: alemany, anglès, català, francès i italià, i català i espanyol com a llengües estrangeres.

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Centre d'Aprenentatge de Llengües (CAL) | Assessories

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L' Àrea de Formació del Servei de Llengües i Terminologia de la Universitat Jaume I posa a la disposició de tota la comunitat universitària el Centre d'Aprenentatge de Llengües (CAL), un espai pensat perquè les persones que vulguen puguen aprendre una llengua o consolidar-ne una altra de manera autònoma o semidirigida amb la guia d'un assessor o assessora.

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https://learnenglish.britishcouncil.org/

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TeCoLa project, it simulates a virtual world in which lots of students from different nationalities participate in. They're given an avatar and they can communicate with each other just as in the videogame 'Sims'. Also, there are lots of different gamified spots where students can interact. 

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TeCoLa project, it simulates a virtual world in which lots of students from different nationalities participate in. They're given an avatar and they can communicate with each other just as in the videogame 'Sims'. Also, there are lots of different gamified spots where students can interact. 

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LINGUISTIC LANDSCAPE + http://holi-frysk.nl/en/products.html
Resource language:ENGLISH
Other languages involved: SEVERAL UNDETERMINED
Personal comments, e.g.:
- why of interest : APPLICABILITY TO OUR CONTEXT
- plus or minus points: AS IT IS
- description of (possible) use in own practice: GALLERY WALK OF OUR MULTILINGUAL LANDSCAPE
Reference to original source (project, materials collection, etc) Holi Frysk

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Holi-Frysk online learning environment

In cooperation with the Afûk we haw digitalised part of our activities in the online learning environment eduFrysk. In the Holi-Frysk online learning environment you will find several digital activities on for example language families, dialects, sentence structures and linguistic landscape. Pupils can do the activities individually, in pairs or in groups. All activities are available in Frisian, Dutch and English.

Schools who are already work with Searje 36 will find the Holi-Frysk activities in the Multimedia Library. If you want to work with the digital Holi-Frysk activities with your pupils and you do not have access yet, send us an email with the name of your school, contactperson and email address and we will send you a login code. With a personal code you will be able to follow your pupils' progress. Have you become curious and do you want immediate access? Then you can log in as a guest.

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Useful tool to create Word Clouds and interactive presentacions

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Your browser either doesn't support Javascript, or you've turned it off. To use Mentimeter, please make sure to turn Javascript on. How do I enable Javascript?

Gain valuable insights from everyone around you with Word Clouds, Polls, and Quizzes.

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Interact with your audience using real-time voting. No installations or downloads required and it's free!

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Very useful app for learning vocabulary as you can create your own flashcards.

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Present and future developments in multilingual environments.

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Present and future developments in multilingual environments.

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https://gdocu.upv.es/alfresco/service/api/node/content/workspace/SpacesStore/e8612fe0-6594-46db-8b96-2184c8e2bc18/TOC_6469_01_01.pdf?guest=true

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Useful app because it helps you with an exchange between different languages and connect people from other countries
-minor points: maybe the level of the target language is not  the expected
-plus points: it helps you to increase your confidence with the language and it gives you the opportunity to meet new people from other countries

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https://learnenglishkids.britishcouncil.org/tongue-twisters
Tongue Twisters to practise pronunciation, fluency, vocabulary and more.

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ORORO.TV – una forma divertida de aprender inglés

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- NL/Frisian Project 'Holi-Frysk' - http://holi-frysk.nl/en/products.html- English- Frisian- We believe that this activities can be really useful for secondary students to increase their language and culture awareness.- Holi- Frysk

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- NL/Frisian Project 'Holi-Frysk' - http://holi-frysk.nl/en/products.html- English- Frisian- We believe that this activities can be really useful for secondary students to increase their language and culture awareness.- Holi- Frysk

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It is a learning software in which you can acquire different languages at your own rhytm (flexibility).

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This is videogame developed within the project VirtuLApp.

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The goal of BabelAR is to welcome multilingualism in class and show pupils the value of the language(s) they possess and to activate their language knowledge.

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About BabelAR

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https://info.flipgrid.com/

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Live Worksheets (materials for students to work vocabulary and grammar; for all levels)

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Live Worksheets (materials for students to work vocabulary and grammar; for all levels)

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https://www.liveworksheets.com/

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The LISTIAC Project develops and experiments a theoretically informed reflection tool aimed at making (future) teachers more linguistically sensitive in their beliefs, attitudes and actions.

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Supports the promotion of high-quality teaching in that it creates a sustainable solution for the integration of the plurilingual/pluricultural approach into in

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Inclusive science teaching in multilingual classrooms - a design study

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Inclusive science teaching in multilingual classrooms - a design study

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Find the results published by the Dutch partners here.
View videos (Dutch) of key scaffolding strategies applied in real classroom sessions for Biology here

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About the project

Norway, Sweden and the Netherlands face similar challenges in providing high quality science teaching for all, given the high influx of newly arrived students, but there are remarkable differences in approaches towards hyper diversity in mainstream classes. Dutch educational authorities offer general frameworks but do not interfere with teachers pedagogical choices nor in professional development, in contrast to a very active Swedish National Agency.

The project aims to contribute to inclusive science education through studying teachers classroom work across educational contexts, when provided with innovative tools to explore new literacy approaches and integrate them in their planning of inclusive lessons. Acknowledging the importance of science literacy to multilingual students achievements in the core subject of science, successful approaches for heterogeneous groups have been identified, in specific 'using multilingual resources', 'using language scaffolding' and creating interactive discourse practices'.

Teachers will be provided with professional development and Inclusive Science Materials and their enactment will be studied. Main research question is 'What literacy oriented approaches can be successful for inclusive science education in multilingual primary classrooms in different educational contexts' ? Three parallel case studies, one for each country, will be conducted in heterogeneous classrooms, in which children with migrant background (newly arrived or not) or a multi- and/or minority language background learn together with mother tongue speakers of the language of instruction. Teachers are the key persons to adapt pedagogical approaches therefore close cooperation between researchers and teachers is required. For this reason, Educational Design Research provides a suitable approach. In each country, we will conduct a design study.

Teachers will use the same inclusive science thematic packages and we will follow how and why they use these the way they do. We record teachers conversations in which they adapt thematic units, developed by the researchers to their own practice. We introduce the units in professional development sessions. Of course, also student outcomes and actual participation in classroom activities will be monitored. Apart from theoretical outcomes, practical materials will be available for teacher training.

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Inclusive science teaching in multilingual classrooms | Malmö University

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Norway, Sweden and the Netherlands face similar challenges in providing high quality science teaching for all, given the high influx of newly arrived students, but there are remarkable differences in approaches towards hyper diversity in mainstream classes.

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Plurilingualism and pluriculturalism in content teaching

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Plurilingualism and pluriculturalism in content teaching

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One of the key resources of the Conbat Project is its training kit featuring teaching units in various languages
Didactic Units (ecml.at)

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Educational institutions increasingly face the challenge of accommodating learners from a wide range of linguistic and cultural backgrounds in their classrooms. The training kit presents an innovative way of managing diversity in the classroom by combining plurilingual and pluricultural approaches with content-based instruction. The reader will discover how content-based and plurilingual activities can be linked to several subjects of the curriculum.

This website presents sample activities which illustrate the approach outlined in the rationale. A primary school teacher will, for example, find an activity suitable for mathematics, sports and/or music and a secondary school teacher of civic, social and political education may be interested in testing out plurilingual comparative text work on the theme of the Universal Declaration of Human Rights.

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Educational institutions increasingly face the challenge of accommodating learners from a wide range of linguistic and cultural backgrounds in their classrooms. The training kit presents an innovative way of managing diversity in the classroom by combining plurilingual and pluricultural approaches with content-based instruction.

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ECML project 'Promoting plurilingualism - Majority language in multilingual settings'

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ECML project 'Promoting plurilingualism - Majority language in multilingual settings'

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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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Promoting plurilingualism - Majority language in multilingual settings

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To show how plurilingualism can be fostered in majority language teaching (for example, the teaching of Spanish in Spain or Polish in Poland) in secondary schools, this publication offers concrete examples for teacher development and strategies for change management. This resource book is complemented by video classroom examples on the website.

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ECML project 'Developing language awareness in subject classes'

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ECML project 'Developing language awareness in subject classes'

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The resources include case studies and the handbook for CPD on 'The Language dimension in all subjects'

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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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Developing language awareness in subject classes

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The practical resources on the website help subject teachers to identify the linguistic needs of their learners and provide tailored support. The proposed procedures and language supportive teaching materials enable teachers to reflect on language-sensitive approaches which learners can draw on and apply when learning new subject content.

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ECML: 'Transversal competences in foreign language education'

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ECML: 'Transversal competences in foreign language education'

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Welcome on the resources page of the Transversal competences in language education think tank website

On February 8th and 9th, 2022, a transnational Think tank on "Transversal competences in language education" took place, during which representatives from more than 30 ECML member States participated to exchange their thoughts, experiences and ideas related to the topic. This is an overview of what was discussed during those two days - in the form of video clips, PowerPoint slides and additional materials.

COMPILATION BY RICHARD ROSSNER AND KATJA ZAKI

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Transversal competences in foreign language education

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On February 8th and 9th, 2022, a transnational Think tank on "Transversal competences in language education" took place, during which representatives from more than 30 ECML member States participated to exchange their thoughts, experiences and ideas related to the topic.

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The European Centre for Modern Languages have published the following resources (15 March 2022). Follow the relevant link for more information:

Ireland: One school, many languages – Creating an environment where all languages are valued – A toolkit for schools - a practical toolkit for primary teachers

Great Bake-Off recipe book - compilation of 20 recipes for the 20th anniversary of the European Day of Languages, each in the original language in which they were submitted

Adaptation of ECML resources: Ireland launches an Intercultural Look at our Schools Toolkit - an online toolkit for schools wishing to address inclusion

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Berliner Tageszeitung

This is a great resource for the languages classroom as the newspaper publishes its content in 4 different languages – German, English, French and Spanish. Simply select from the top menu which language you’d like to read in.

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Die russischen Streitkräfte haben am Samstag ihre Luftangriffe auf die südukrainische Stadt Mykolajiw verstärkt. Die Attacken erfolgten in so ras...

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A resource for teachers and teacher educators. Emilee Moore (KONECT project)

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Teaching in and for plurilingualism in the 21st century

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Teaching in and for plurilingualism in the 21st century

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The APEPS – Association for the promotion of multilingual education in Switzerland – is an association for teachers, education specialists and linguists whAPEPS

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Migrilude
Spécialiste du multilinguisme

Nos livres multilingues

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Migrilude - spécialiste du multilinguisme : maison d’édition, agence de formation et de développement de projets

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Migrilude : spécialiste du multilinguisme, maison d’édition, livres multilingues : formations, développement de projets

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ECML: Multilingual glossary of key terms in language education

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ECML: Multilingual glossary of key terms in language education

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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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European Centre for Modern Languages (ECML), Centre européen pour les langues vivantes (CELV)

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ECML: Supporting the language(s) of schooling resources

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ECML: Supporting the language(s) of schooling resources

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Publications include:
- Language skills for successful subject learning
- Developing language awareness in subject classes
- A Handbook for Curriculum Development and Teacher Training. The Language Dimension in All Subjects

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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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ECML/CELV > Training & Consultancy > Supporting the language(s) of schooling: the Roadmap > related themes

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European Centre for Modern Languages (ECML), Centre européen pour les langues vivantes (CELV)

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Pluriliteracies Teaching for Deeper Learning Model

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Pluriliteracies Teaching for Deeper Learning Model

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Pluriliteracies Teaching for Deeper Learning Model in CLIL contexts

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Pluriliteracies Teaching for Deeper Learning

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Do Coyle (University of Edinburgh) ● Oliver Meyer (Johannes Gutenberg-University Mainz) ● Margarete Imhof (Johannes Gutenberg-University Mainz) ● Kevin Schuck (PENTA College CSG Jacob van Liesveldt) ● Susanne Staschen-Dielmann (German School London) ● Frederic Taveau (International School of Geneva) ● Dunja Chamberlain (International School of Geneva) ● Letizia Cinganotto (The National Institute for Documentation, Innovation and Educational Research [INDIRE])

Beyond CLIL

If education is to prepare learners for lifelong learning, there needs to be a shift towards deeper learning: a focus on transferable knowledge and problem-solving skills alongside the development of a positive or growth mindset. In this book, a follow up to CLIL, the authors review new developments in the understanding of the interface between language and learning, and propose an original new 'pluriliteracies' approach which refines and develops current thinking in CLIL. It aims to facilitate deeper learning through an explicit focus on disciplinary literacies, guiding learners towards textual fluency, encouraging successful communication across cultures, and providing a key stepping-stone towards becoming responsible global citizens [...]

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Access Our Fully Interactive PTDL Learning Tool Pluriliteracies Teaching for Deeper Learning Pluriliteracies Teaching for Deeper Learning (PTDL) provides pathways for deeper learning across languages, disciplines and cultures by focusing on the development of disciplinary or subject specific literacies. Subject specific literacies are the key to deeper learning and the development of transferable skills.

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Learning through doing module on multilingualism

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Learning through doing module on multilingualism

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The EU project FanTALES is about transformative digital storytelling for learning languages. Its rich collection of materials https://www.fantales.eu/materials/ also includes a module on the (collaborative) production of multilingual storytelling content.

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Enacting Pluriliteracies Teaching for Deeper Learning (PTDL) in a Language Classroom - “A big, big shift”

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Enacting Pluriliteracies Teaching for Deeper Learning (PTDL) in a Language Classroom - “A big, big shift”

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Research report submitted by Professor Do Coyle  (University of Edinburgh)  and Dr Mary Chopey-Paquet (University of Namur)

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CLIL for All: Attention to Diversity in Bilingual Education

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CLIL for All: Attention to Diversity in Bilingual Education

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WELCOME TO THE ADiBE PROJECT

The ADiBE project brings together key figures with ample experience in the field of Content and Language Integrated Learning (CLIL) from six countries (Spain, Austria, Finland, Germany, Italy, and the UK).

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Adibe Project | CLIL FOR ALL: ATTENTION TO DIVERSITY IN BILIGUAL EDUCATION

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WELCOME TO THE ADiBE PROJECT The ADiBE project brings together key figures with ample experience in the field of Content and Language Integrated Learning (CLIL) from six countries (Spain, Austria, Finland, Germany, Italy, and the UK).

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OPEN ACCESS SPECIAL ISSUE IN THE INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM (IJBEB):

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OPEN ACCESS SPECIAL ISSUE IN THE INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM (IJBEB):

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Output 1 - SWOT analysis on catering to diversity in CLIL

The project will begin by conducting a quantitative and qualitative study into the satisfaction generated by the resources, materials, organization, methodologies, or types of evaluation which are being deployed to cater to diversity within CLIL schemes and the main teacher training needs in this area, and identifying the main weaknesses, strengths, opportunities, and threats of catering to diversity in CLIL, according to the stakeholders involved.

Since no prior investigations have focused on the issue, the innovative nature of this study is its most distinctive feature. It will allow us to provide solid empirical evidence on where we stand in the crucial challenge of catering to diversity in CLIL programs, on which are the main teacher training needs on this front, on which are the core difficulties which need to be addressed and on which are the practices which are working best and thus be incorporated.

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Output 1 - SWOT analysis on catering to diversity in CLIL The project will begin by conducting a quantitative and qualitative study into the satisfaction generated by the resources, materials, organization, methodologies, or types of evaluation which are being deployed to cater to diversity within CLIL schemes and the main teacher training needs in this area, and identifying the main weaknesses, strengths, opportunities, and threats of catering to diversity in CLIL, according to the stakeholders involved.

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The project's eBox with ideas and tools considered useful for teaching in CLIL and other subject-related contexts where a pluriliteracies for deeper learning approach is combined with a drama-based approach.
https://www.playingbeyondclil.eu/_files/ugd/1030fa_0fbcfddadd564554a7e919ea0b9ac9fe.pdf

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The Erasmus+ project 'Playing beyond CLIL' (PbC) provides a pedagogical strategy and practice-oriented tools to support formative assessment in a pluriliteracies approach in CLIL and non-CLIL learning contexts. The E-Platform aims to help teachers improve their specific classroom skills.

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The project's eBox with ideas and tools considered useful for teaching in CLIL and other subject-related contexts where a pluriliteracies for deeper learning approach is combined with a drama-based approach.
https://www.playingbeyondclil.eu/_files/ugd/1030fa_0fbcfddadd564554a7e919ea0b9ac9fe.pdf

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The Erasmus+ project 'Playing beyond CLIL' (PbC) provides a pedagogical strategy and practice-oriented tools to support formative assessment in a pluriliteracies approach in CLIL and non-CLIL learning contexts. The E-Platform aims to help teachers improve their specific classroom skills.

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YouRNI – Young Refugees Need Integration

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YouRNI – Young Refugees Need Integration

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Erasmus+ Project, 9/2016 – 8/2019

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"Integration of Young Refugees - using mobile devices leading to better language acquisition and relevant career guidance"

context and background of the project:
The so-called refugee crisis is not a crisis, but a challenge to governments, societies and individuals all across Europe. And it is a European challenge not a national challenge. Many politicians draw attention to the fact that solutions and problem solving strategies can only be joint European approaches, not steps taken by any single country. Obviously the educational system in each country has to react, and to adopt. This project concentrates on the integration of young refugees in the VET-sector, and it wants to build up a network and connect stakeholders in order to share experiences and best practices.
This project addresses
- various aspects when it comes to second language learning with young refugees;
- has a special focus on vocational language learning and didactics of L2 acquisition and integration training;
- best practices of different countries about how to help refugees enter the labour market;
- the use of educational biographies and other screening measures and tries to encourage the use of Europass.

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Integration of Young Refugees - Using mobile devices leading to better language acquisition and relevant career guidance

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"Integration of Young Refugees - using mobile devices leading to better language acquisition and relevant career guidance" context and background of the project: The so-called refugee crisis is not a crisis, but a challenge to governments, societies and individuals all across Europe. And it is a European challenge not a national challenge.

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TEACHING MATERIALS ▼
Atlas of European Values materials
On this multilingual site you can search for teaching materials in three ways: by subject, by topic, or by attitudes/skills. The curricula of the participating countries (Belgium, The Netherlands, Slovakia, and Turkey) were examined, and all developed teaching materials were labeled by the three categories to make sure that you will find assignments that fit your purpose.

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offers teachers and students in secondary education interactive web tools and teaching materials that match curriculum need on contemporary topics like migration, democracy, solidarity, and tolerance. In addition, it provides strategies to develop one's own teaching ideas Furthermore, you can download the open access publication Atlas of European Values (in English only), which gives a broad view of the results of the European Values Study (EVS).

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A multilingual podcast about teaching multilingual learners, with Dutch and English spoken episodes for anyone interested in creating a language friendly classroom!

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Newcomers and Refugees: Speaking, reading, writing, vocabulary building

This episode is part 2 of the series on teaching newcomers and refugees. In this series we will hear from practitioners and experts who share their perspectives on meeting the needs of new arrivals in school. In this episode I'm speaking with Kulwinder Maude, Assistant professor of Primary English at Durham University in the UK. We will discuss classroom practices to help develop speaking, listening, reading and writing skills. Want to know more? Check out the new Taal &Teach Instagram page here! https://www.instagram.com/taal_teach/ The beginner induction programme Kulwinder described can be found here: https://tinyurl.com/Taal-Teach The book by Pauline Gibbons which Kulwinder recommends can be found here: https://www.amazon.co.uk/Scaffolding-Language-Learning-Mainstream-Classroom/dp/0325003661 The easylearn website with resources for vocabulary building can be found here: http://easylearn.co.uk/ For Dutch listeners: free resources for Dutch vocabulary building can be found on the LOWAN website: https://www.lowan.nl/vo/leerlijnen/nt2-startpakket/ The storyweaver website with free multilingual books is here: https://storyweaver.org.in/

2022 © Spotify AB

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Een meertalige podcast over omgaan met meertalige leerlingen. Met Nederlands- en Engelstalige afleveringen voor iedereen die meer wil weten over het creëren van een taal vriendelijke klas A multilingual podcast about teaching multilingual learners, with Dutch and English spoken episodes for anyone interested in creating a language friendly classroom!

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Learn languages with audiobooks and music

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Acquire languages naturally
by reading and listening to audiobooks, news and songs.

We use the neuroscience of language acquisition, the simplest way to gain understanding and develop fluency. Using the parallel texts method, we unlock the brain's natural ability to learn languages in context.

Reading skills

Our library features stories and news articles for learners at all levels as audiobooks. Because of our parallel texts methodology, learners can challenge themselves by reading more advanced stories.

Listening comprehension

Many of our stories are narrated by native speakers to help learners fully immerse in their target language. Learners test their knowledge with quizzes at the end of stories.

Building vocabulary

Learn new words with each story you read. We suggest key words for each story, and you can easily select words to add to your glossary. Practice and retain your new vocabulary words with flashcards and more.

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Beelinguapp | Learn languages with music & audiobooks

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Learn languages with parallel texts reading listening to music and audiobooks ✓ Over 4 Million Downloads ✓ 4,8 Rating in App Stores ✓ Learn 14 languages

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EU·DO·IT is an interactive multilingual language learning tool helping learners who need to rapidly acquire a basic A1 level. It supports their language learning, and it can complement formal language classes or self-learning activities.

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Practice your Catalan, English, French, German, Luxembourgish, Spanish, or Turkish. Choose one of three characters and manage a variety of every-day scenarios. Please Note: We are currently experiencing problems in displaying Arabic letters for the Arabic dialogue sequences. We are working on a solution.

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MElang-E is a multilingual, multimodal online-adventure. Language learners can playfully increase their English proficiency while practicing and discovering other languages

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MElang-E has been developed as part of the Erasmus+ Strategic Partnership "Multilingual Exploration of languages in Europe" Project Duration: 01.12.2014 - 31.05.2017 Partner Institutions: Universidad Pompeu Fabra (Barcelona, Spain), Goethe-Universität Frankfurt (Germany), Université du Luxembourg (Luxembourg), Tallinn University (Estonia), Secció d'institut de Canet de Mar (Spain), Lycée Michel Lucius (Luxembourg), Wöhlerschule Frankfurt (Germany) Project Leader: Prof.

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App with gamified intercomprehension activities

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L'application " Romanica " est une application proposée gratuitement sur appareils mobiles par le ministère de la Culture. Elle constitue une expérience inédite ayant pour objectif de sensibiliser de façon ludique les publics à la diversité culturelle et linguistique, au plurilinguisme et à l'intercompréhension entre langues romanes.

Toute personne qui installe ou utilise l'application " Romanica " accepte et s'engage à respecter, sans restriction ni réserve, les présentes conditions générales d'utilisation en vigueur.
1. Objet
Les présentes Conditions Générales d'Utilisation ont pour objet de définir les modalités d'accès, d'utilisation et de réutilisation des contenus et données présents dans l'application " Romanica ".
2. Avertissement
Les Conditions Générales d'Utilisation applicables sont celles dont la version en vigueur est accessible en ligne sur le site du ministère de la Culture à l'adresse suivante : http://www.culture.gouv.fr/Thematiques/Langue-francaise-et-langues-de-France/Ressources/Ressources-pedagogiques-et-sensibilisation/Romanica et à la date de la connexion de l'utilisateur.
3. Accès
Toute personne accède gratuitement au téléchargement de l'application " Romanica ", à ses mises à jour et à l'intégralité de ses fonctionnalités depuis la boutique d'applications présente sur son appareil mobile. Il n'y a pas de contenus ou de fonctionnalités payantes (achats intégrés) dans l'application " Romanica ".
4. Propriété intellectuelle et réutilisation 4.1 Structure générale et code de l'application
L'application " Romanica ", son code source et l'ensemble de ses interfaces et composants sont la propriété exclusive du ministère de la Culture et sont à ce titre protégés par le droit d'auteur.

La marque " Romanica " et celles du studio CCCP, du ministère de la Culture et de ses partenaires ainsi que les logos figurant au sein de l'application " Romanica " sont des marques déposées et enregistrées auprès de l'INPI et sont, à ce titre, protégés par un droit de propriété industrielle.

Toute reproduction totale ou partielle de ces marques ou de ces logos sans l'autorisation expresse de l'administration est donc strictement interdite et constitue un délit de contrefaçon au sens du code de la propriété intellectuelle.
4.3 Contenus textuels
a) Contenus textuels ludiques de Romanica

Les termes et thématiques utilisés dans les séquences de jeu " Romanica " sont des contenus linguistiques élaborés par le ministère de la Culture en partenariat avec l'Organisation internationale de la Francophonie et l'association internationale pour la promotion de l'intercompréhension à distance. Ils sont mis à disposition sous licence libre Creative Commons CC-BY-SA 3.0 ( https://creativecommons.org/licenses/by-sa/3.0/deed.fr).

b) Contenus textuels culturels de Romanica

Les textes en français et en roumain figurant dans les cartes postales du jeu " Romanica " ainsi que les intitulés des mondes proposés à l'usager sont des contenus linguistiques élaborés par le ministère de la Culture en partenariat avec l'Organisation internationale de la Francophonie et l'association internationale pour la promotion de l'intercompréhension à distance. Ils sont mis à disposition sous licence libre Creative Commons CC-BY-SA 3.0 ( https://creativecommons.org/licenses/by-sa/3.0/deed.fr)
4.4 Illustrations
a) Illustrations utilisées dans le jeu " Romanica "

A l'exception des logos et des images associées aux cartes postales du jeu " Romanica ", l'ensemble des illustrations utilisées dans le jeu " Romanica " sont la propriété exclusive du ministère de la Culture et sont à ce titre sont protégées par le droit d'auteur.

b) Illustrations associées aux cartes postales du jeu " Romanica "

Les cartes postales proposées à l'usager dans le cadre de l'exploration du jeu " Romanica " sont constituées notamment chacune d'une illustration. A défaut de mention textuelle particulière, les illustrations utilisées dans ce cadre sont protégées par le droit d'auteur et ont pu faire l'objet d'une cession de droits non exclusive permettant leur utilisation au sein du jeu " Romanica ".

Les illustrations utilisées dans ce cadre qui font explicitement mention de la licence " CC-BY-SA " sont proposées sous licence libre Creative Commons CC-BY-SA 3.0 ( https://creativecommons.org/licenses/by-sa/3.0/deed.fr) et peuvent à ce titre être réutilisées librement.
4.5 Contenus et données culturels produits par les partenaires du ministère de la Culture et présentés dans le cadre de l'application " Romanica "
Les conditions générales d'utilisation des partenaires s'appliquent à l'ensemble des contenus et données culturels qu'ils produisent ou détiennent et qui sont accessibles à travers l'application " Romanica ".
5. Données à caractère personnel
Aucune donnée personnelle ou nominative n'est collectée dans le cadre du jeu " Romanica ".
6. Données d'utilisation à caractère non personnel
Des données techniques et statistiques sont collectées lors de l'utilisation du jeu " Romanica ". Ces données sont regroupées par identifiants générés automatiquement lorsque l'usager commence à jour au jeu " Romanica " et permettent notamment de calculer et de mémoriser le parcours réalisé par le joueur et de débloquer les différents badges disponibles dans le jeu.

L'identifiant technique associés aux données d'utilisation n'est pas connecté à l'usager ou à son appareil mobile de manière pérenne. Si le jeu est supprimé, puis réinstallé, un nouvel identifiant technique est créé.

Ces données d'utilisation ne sont pas reliées avec des données à caractère personnel et il n'est pas possible d'associer les données d'utilisation d'un identifiant technique à une personne physique.

Certaines données d'utilisation non personnelles font l'objet d'un traitement automatisé par le ministère de la Culture ou l'un de ses prestataires afin d'obtenir des statistiques sur certains aspects du jeu, permettant par exemple d'appréhender le niveau de succès d'un niveau de jeu en particulier, ou le taux de réussite enregistré sur un terme en particulier, ou sur une langue en particulier.

Ces données d'utilisation permettent à l'éditeur du jeu d'ajuster au mieux les niveaux de difficulté des niveaux et des mondes en fonction de l'usage réel des joueurs.

Ces données d'utilisation, propriété du ministère de la Culture et du studio CCCP, ne font l'objet d'aucune divulgation à des tiers en dehors de des partenaires et de ses prestataires.
7. Responsabilité et erratum
Les informations présentées dans l'application " Romanica " sont données à titre purement indicatif. Elles sont modifiables à tout moment et sans préavis.

Le ministère de la Culture ne peut être tenu responsable des dommages directs et indirects, prévisibles et imprévisibles tels que des pertes de gains ou de profits, pertes de données, pertes de matériel ainsi que des frais de réparation, récupération ou reproduction résultant de l'utilisation et/ou de l'impossibilité d'utiliser les services et contenus de l'application.

Malgré les soins et les contrôles de l'équipe en charge de l'application " Romanica ", des erreurs, bogues ou omissions involontaires peuvent subsister. Si vous souhaitez nous faire part de vos remarques ou réclamations, vous pouvez nous contacter à l'adresse suivante :
dglflf@culture.gouv.fr 8. Données illicites
Conformément à la loi pour la confiance dans l'économie numérique du 21 juin 2004, l'application " Romanica " permet à tout individu ou usager de signaler tout contenu susceptible de revêtir les caractères des infractions visées aux cinquième et huitième alinéas de l'article 24 de la loi du 29 juillet 1881 sur la liberté de presse et aux articles 227-23 et 227-24 du Code pénal.

Pour nous signaler un tel contenu, nous vous invitons à nous contacter en envoyant un message à dglflf@culture.gouv.fr en précisant la localisation exacte au sein du jeu " Romanica " du contenu que vous estimez illicite.
9. Loi applicable et juridiction compétente
Les présentes conditions générales d'utilisation sont entièrement soumises au droit français. L'utilisateur de l'application " Romanica " reconnaît la compétence exclusive des tribunaux compétents de Paris.

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L'application " Romanica " est une application proposée gratuitement sur appareils mobiles par le ministère de la Culture. Elle constitue une expérience inédite ayant pour objectif de sensibiliser de façon ludique les publics à la diversité culturelle et linguistique, au plurilinguisme et à l'intercompréhension entre langues romanes.

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Multilingual digital storybooks

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Das europäische Comenius Projekt schließt an die Begebenheiten einer mehrsprachigen und digital vernetzten Gesellschaft an und setzt zugleich die Forderungen der Europäischen Kommission nach multilingualer Vielfalt und Kompetenz, wie sie schon im Jahr 2003 mit dem Action Plan (2004-2006) formuliert wurden, um. Ausganspunkte von MuViT sind die vorhandenen Sprachen inner- und außerhalb der Landesgrenzen, in und zwischen sozialen Gruppen sowie die digital determinierten Lebenswelten als „ virtual learning environments ", in denen sich Sprachenlerner täglich bewegen.

Die MuViT-Software - bestehend aus mehrsprachigen, compterbasierten Talking Books zuzüglich Lernaufgaben zum Sprachvergleich und einem Authoring Tool - richtet sich an Grundschulkinder im Alter von 8 bis 10 Jahren zur sprachlichen Entwicklung ein- und mehrsprachiger Lerner. Im Mittelpunkt stehen dabei die Förderung multiliteraler Kompetenzen und language awareness. Über die lernerorientierte Förderung hinaus, geht es zudem darum den Sprachenstatus in den Schulen im Sinne einer language-friendly school zu erhöhen. Daher zielt MuViT nicht ausschließlich auf die Schülerinnen und Schüler als Lernende ab, sondern berücksichtigt zudem die Lehrenden durch Fortbildungen und unterstützende Zusatzmaterialien. Im Hinblick auf einen europäischen Sprachenunterricht, der an den multiplen sprachlichen, kulturellen und medialen Voraussetzungen einer heterogenen Schülerschaft ansetzt ergeben sich für MuViT folgende Zieldimensionen:

Förderung des integrativen Sprachenlernen unter Einbeziehung der Erst-, Zweit- und Fremdsprache

Erhöhung des Status von so genannten Minderheitensprachen in Mehrheitssprachenkontexten

Anbahnung und Förderung von Sprachbewusstheit (Language Awareness) durch intra- und crosslinguale Vergleiche und Sprachreflexion

Förderung der plurilingualen Entwicklung

Entwicklung funktionaler Literalität in verschiedenen Sprachen

Verbesserung multimodaler, kritischer und visueller Literalität

Ausbau digitaler Kompetenzen

Folgende Forschungsfragen sind mit dem Projekt verbunden:

Multiliteraltität:

Wie gehen die Lerner mit den Talking Books um?

Gibt es Unterschiede im Anwendungsverhalten zwischen ein- und mehrsprachigen Schülerinnen und Schülern?

Wie motivierend ist die Software für Schülerinnen und Schüler?

Können mit den Talking Books bestimmte Kompetenzbereich in der L1, L2, Lx besonders gut gefördert werden?

Welche medialen Kompetenzen sind für die Anwendung von Talking Books erforderlich?

Language Awareness:
Untersuchungsfragen zur Sprachbewusstheit sind die Folgenden:

Wie nutzen monolinguale und multilinguale Schülerinnen und Schüler die Sprachen in den Talking Books?

In welcher Sprache/ welchen Sprachen lesen die Kinder die Geschichten und bearbeiten die Aufgaben?

Welche Funktion hat dabei ihre L1, L2, Lx?

Wie häufig wechseln die Kinder zwischen den Sprachen (Code-Switching-Verhalten)?

Was sind die Gründe für das Code-Switchen (z.B. Sprachinteresse, Text- und/oder Aufgabenverstehen)?

Wie interagieren monolinguale und multilinguale Paare bei der Bearbeitung der Talking Books miteinander?

Lassen sich Einstellungen bezüglich Mehrsprachigkeit und anderer Sprachen durch die Arbeit mit der Software verändern?

Finanziert durch die Europäische Kommission

Laufzeit: seit 2011-2014

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Das europäische Comenius Projekt schließt an die Begebenheiten einer mehrsprachigen und digital vernetzten Gesellschaft an und setzt zugleich die Forderungen der Europäischen Kommission nach multilingualer Vielfalt und Kompetenz, wie sie schon im Jahr 2003 mit dem Action Plan (2004-2006) formuliert wurden, um.

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Use of iTEO in the project classes: collaborative storytelling in the nursery | Playlist | Humanities (uni.lu)

iTEO: examining the use of the App iTEO for teaching and learning languages in preschools and primary schools

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Playlist

Ariana and Miley listen to their last story recorded on iTEO, sing a song and record a second story similar to the first one. Key features of the video include the collaboration between the girls, the co-construction of the texts, the transformation of the first story, the use of translanguaging (Luxembourgish and Portuguese) to decide on a genre and the multimodality of the children's expression.
https://iteo.uni.lu

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Use of iTEO in the project classes: collaborative storytelling in the nursery

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Ariana and Miley listen to their last story recorded on iTEO, sing a song and record a second story similar to the first one. Key features of the video include the collaboration between the girls, the co-construction of the texts, the transformation of the first story, the use of translanguaging (Luxembourgish and Portuguese) to decide on a genre and the multimodality of the children's expression.

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Translanguaging practices during storytelling with the app iTEO in preschools

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Translanguaging practices during storytelling with the app iTEO in preschools

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iTEO_paper_ttmc.3.2.01kir-2

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Resources for Learning About Translanguaging

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Resources for Learning About Translanguaging

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The Best Resources for Learning About Translanguaging
Source: Larry Ferlazzo’s Websites of the Day

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The Best Resources For Learning About Translanguaging

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Translanguaging is the concept/idea of supporting students to use their home languages to learn and access content. Here’s another way to describe it: Translanguaging can refer to a pe…

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Multilingual CALL: Introduction

From the book Multilingual Computer Assisted Language Learning

Judith Buendgens- Kosten and Daniela Elsner

https://doi.org/10.21832/9781788921497-002

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Multilingual CALL: Introduction was published in Multilingual Computer Assisted Language Learning on page xi.

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Incorporating Translation in the World Language Classroom

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Incorporating Translation in the World Language Classroom

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Authors: Sonia Colina and Sarah Albrecht

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Incorporating Translation in the World Language Classroom – Simple Book Publishing

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Digital storytelling – A key activity

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Storytelling is used in the LIDA project of many reasons. It's a tool for sharing important and personal stories, for empowerment and inclusion, for mutual education and for improving digital skills.

The LIDA team, represented with the four book editors Stephen Dobson, Brit Svoen, Gabriella Agrusti and Pip Hardy, has now signed a book contract with Springer publisher, and will publish the open access edited book titled Learning Inclusion in a Digital Age. Belonging and finding a voice during the autumn. We're happy to announce that the book has been accepted for the Springer Nature Sustainable Development Goals series:

"The Sustainable Development Goals Series is Springer Nature's inaugural cross-imprint book series that addresses and supports the United Nations' seventeen Sustainable Development Goals. The series fosters comprehensive research focused on these global targets and endeavours to address some of society's greatest grand challenges. The SDGs are inherently multidisciplinary, and they bring people working across different fields together and working towards a common goal."

The book consists of three parts, and the following chapters are now completed:

Introduction by Stephen Dobson and Brit Svoen

Part I: How can governments and intergovernmental organisations support learning inclusion and active citizenship?

Chapter 1
Promoting social inclusion and mutual understanding. Intertwined efforts at local, national and international level

Gabriella Agrusti, João Caramelo and Andrea Ciasca Marra
Chapter 2
Towards wellbeing-ness as an experience of inclusion, belonging and voice in a digital (post-Covid) world of global change?
Chapter 3
The Global Network of Learning Cities in the light of the United Nations Sustainable Development Goals (SDGs)

Part 2: How can the education sector and public/private enterprises support learning inclusion and active citizenship?

Chapter 4
Fostering social inclusion of vulnerable people: experience from the Italian and Portuguese contexts

Valeria Damiani, Susana Coimbra and Ana Costa
Chapter 5
Voice, belonging, storytelling and transformation: promoting wellbeing and inclusion through digital storytelling - philosophical considerations in institutional settings

Pip Hardy and Stephen Dobson
Chapter 6
Professional activism for inclusion: workplace learning, resilience and engagement

Part 3 Different methodologies that can be adopted an explored in a storytelling approach

Chapter 7
We belong and connect when we have a voice. A learning design for inclusive learning
Chapter 8
Bridging the gaps - promoting wellbeing and social inclusion of girls through digital storytelling
Chapter 9
Multilingual stories for immigrants and refugees: A language-as-resource approach

LIDA, an acronym for "Learning Inclusion in a Digital Age. To Belong and Find a Voice in a Changing Europe", aims to strengthen inclusive learning and active citizenship across national borders in Europe. LIDA is a three-year project (2021-2023) supported by the Erasmus+ programme and is based on two pillars

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Lidalearn - LEARNING INCLUSION IN A DIGITAL AGE

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Storytelling is used in the LIDA project of many reasons. It's a tool for sharing important and personal stories, for empowerment and inclusion, for mutual education and for improving digital skills.

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ENACT is a free web app for anyone to explore and create cultural activities in multiple languages.

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Use the ENACT Interactive Player to engage with cultural activities and learn a new language through the acitivities in the ENACT app.

Use the ENACT Author to create your cultural activity in your language. Check out the example cultural activities to give you ideas and our advice on 'how to' create materials for language learning.

Register or log in to connect with others by liking activities, commenting, interacting with other user profiles and sending private messages. Become part of our community!

The ENACT web app helps you to learn languages through cultural activities around the world and explain to people how to carry out your favourite cultural activity in your own language.

The Communities, Languages, and Activities App (ENACT) project is co-funded by the European Commission, Erasmus Key Action 2 Strategic Partnerships for Higher Education, project number: 2019-1-UK01-KA203-061567. The project is led by Newcastle University (UK), and the consortium partners are: Boğaziçi Univer- sity (Turkey), Cultura Foundation (Finland), Universitat Autonoma de Barcelona (Spain), and University of Helsinki (Finland).

1. Develop a web app and bring culture to life by employing an innovative task-based digital learning pedagogy offering a real world, interactive learning experience.

2. Foster intercultural and intergenerational social cohesion and understanding through two-way knowledge exchange.

3. Create inclusive HE systems through a local learning ecologies approach.

4. Model an innovative task-based digital pedagogy for learning and online (virtual) exchange between communities.

Immigrants, refugees, asylum seekers, members of the home cultures, and HE students can:

1. Co-create interactive Open Educational Resources (OERs), such as interactive videos and virtual 360o tours, for cultural activities (e.g. sewing, dancing, singing, children's games, henna tattoos, etc).

2. Engage with the digital artefacts created by others.

3. Participate in an online intercultural community, and carry out activities of other cultures.

The app was co-designed with a group of refugees, asylum seekers and migrants in the EU, so it is particularly suitable for helping to integrate these groups into EU societies, and for home country members to learn more about the communities in their local area. Immigrants can learn to create the host country's cultural activities to learn about the language and vice versa. Secondly, immigrants can produce their own cultural activities in their own language using the authoring tool. People can also work online on building cultural activities with experts from the home country. These are then freely available for use by both community members, thus enabling mutual understanding and 2-way integration.

A problem for some migrant communities is that the young generation do not always learn the language and culture of the older generation, whilst the elders are often lacking in digital skills. The ENACT Web App enables the learning and inter-generational exchange of languages and cultural activities by means of digital technology. Young people with digital skills can work with older, nondigital family members to upload traditional cultural activities in the heritage language onto the system in terms of audio/video recordings and texts, thus enabling intergenerational skills and knowledge exchanges. The authoring tool is ideal for skills exchanges, so the older generation learns the digital skills and the younger generation learns the heritage activity and language, where appropriate. The infrastructure has been set up so that any number of new cultural activities can be added in any language, country and culture in the EU and beyond, using the authoring tool.

If you take part in any kind of cultural activity - sewing, dancing, singing, making crafts etc. - then you may want an easy way of showing other people how to do your activity and what it means in your culture. In particular, you may want your young generation to learn your activity and the language used in it. If so, the ENACT Web App offers an easy way of doing this. Make videos of your activity as well as audio, photos and text, and use the authoring tool to make a package that anyone anywhere can use to learn about your activity, language and culture. Your young people may be more interested in learning about it if they see it online!

UNESCO's definition of cultural heritage "includes traditions or living expressions inherited from our ancestors and passed on to our descendants, such as oral traditions, performing arts, social practices, rituals, festive events, knowledge and practices concerning nature and the universe or the knowledge and skills to produce traditional crafts." We hope to promote all of these with the ENACT Web App.

Integrating cultural tasks into the curriculum for language learning and/or crosscultural learning as an occasional, complementary activity offers opportunities on many levels to teachers around the world. It can be helpful in bringing the cultures and languages of countries to life and in preparing students for an overseas trip as it helps engage them with the culture and language in advance. The authoring software can be used by teachers to input their own cultural activities so that their students can learn specific language points.

A great project for students is for them to input their own favourite cultural activities in their own language, using the ENACT author. Project work could also involve students producing their own activities from their own culture to present to a worldwide audience, with the choice of using their own L1 (with captions or subtitles) or English as a Lingua Franca. Digital skills can also be developed by using the ENACT authoring software, which was designed to develop a wide range of digital skills using the DIGCOMP 2.1 framework. Use our digital skills certification system to acknowledge student's digital skills development.

The long term aim of the ENACT Web App is to build up a bank of cultural language learning tasks available for free worldwide, covering as many languages, cultures and countries as possible, promoting cross cultural understanding and communication. The ENACT Web App and website provide a free infrastructure which can be used by all language and culture enthusiasts from around the world. We therefore encourage everyone to add their own cultural activity in their own language, culture using the author software so that people all over the world can learn from them - and to encourage this, there is an annual ENACT Web App prize for the best cultural language learning activity. Reciprocity is built into the app: any number of new activities can be added in any language, any country and any culture around the world, using the authoring software - no culture has priority. ENACT is therefore a suitable vehicle for promoting cultural exchange and understanding around the world.

Finally, doing cultural activities for language learning is great fun, a real-world, gritty learning experience involving all 5 senses in the course of producing something with your hands and bodies. This cannot be appreciated by simply reading instructions or reviewing the app online, so why not find a workspace, choose an activity in a new foreign language, and see what you learn!

Internationalisation at higher education (HE) contributes to international, intercultural, and global dimensions of teaching. It increases quality of education by raising students' international outlook and intercultural capabilities. Yet vast majority of HE students lack resources to participate in study abroad and mobility programmes and miss international opportunities. University teachers can use the ENACT web app to mobilise students' intercultural understanding and knowledge of cultures around the word and increase their awareness of interculturality. The ENACT web app can be used for teaching activities as part of a wide range of programmes and courses with a focus on languages, cultures, and intercultural communication. Whilst students can individually explore and create cultural activities on the web app and participate in the ENACT community, you can also use the ENACT app as part of a virtual exchange to facilitate international collaboration between your students and students from another institution in another country. To learn more about how we are implementing the web app for virtual exchange, read our blog post and contact us at enacteuropa@newcastle.ac.uk

Is service learning and community engagement important at your university? Another reason for you to use the ENACT web app in your teaching is to enhance your students' engagement with the local community. We are developing a model for the ENACT app to be used for service learning programmes at higher education. The ENACT web app is designed to foster social integration and two-way intercultural and intergenerational exchange of languages, cultures, and digital skills. Working with local organisations, your students can act as facilitators to help intercultural or intergenerational pairs to work together to create their cultural activities on the ENACT app. You can use our training materials and our academic recognition tools to acknowledge your students' community engagement in their academic learning. Our materials to encourage for purposeful civic learning will soon be available on the Outputs section on our website.

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Use the ENACT Interactive Player to engage with cultural activities and learn a new language through the acitivities in the ENACT app. Use the ENACT Author to create your cultural activity in your language. Check out the example cultural activities to give you ideas and our advice on 'how to' create materials for language learning.

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One of the biggest difficulties minority languages face is a lack of teaching resources.

That's where the IndyLan project stepped in to try and create an app that would teach people about both the languages and cultures of Europe's minority languages.

But with EU funding no longer available, the future of the project is unclear.

A new language learning tool

IndyLan was started by Katerina Strani, an associate professor at Heriot-Watt University in Edinburgh.

Strani had been working on an EU-funded project called "Moving Languages" which created an app to help newly arrived migrants and refugees learn the languages and cultures of European countries.

"It was quite popular and we got some really good feedback," Strani says.

"Some of the migrants and refugees said that they wanted to learn the local languages of the land, so we came up with the idea of IndyLan."

Teaming up with her university to help with the Scottish dialects, Strani - a Greek native who started learning Gaelic to become more integrated with the local culture in Edinburgh - reached out to representative organisations of some of Europe's minority and endangered languages.

Strani enlisted the support of the Sámi council, which represents the Sámi people of Northern Sweden, Norway and Finland; the Cornwall Council, for Cornish speakers in South West UK; Asociación Moviéndote, for Basque and Galician speakers in Northern Spain and Southern France; and Learnmera Oy, a Finnish company that would help construct the app.

Whereas a language learning app like Duolingo might teach vocabulary and grammar, for IndyLan, it was important to focus on the cultures of the minority languages as well, in order to better protect and preserve them.

Clicking on the app's culture tab offers you information on the music, festivals, food and cultural practices of your chosen indigenous group.

"Languages don't exist in a vacuum. They exist in ecology, in their own environment," says Strani.

"For example, Northern Sámi has a lot of vocabulary to do with reindeer herding. Words which exist in a cultural context and a different climate to, say, Basque."

Northern Sami also has very specific terms for maternal and paternal family members.

"If you're not familiar with these kinship structures, which are part of the culture, then you can't really grasp or appreciate the language," she explains.

And in some cases, the work to protect these languages is not carried out by the countries the cultures live within. For instance, Cornwall's lack of country status in the UK means it is harder to create legislation to design teaching resources for the Cornish language in schools, unlike for the Welsh language.

Outside interests and funding woes

It's a project that Strani feels strongly about as a way of establishing helpful resources for communities that have often been left wanting from interactions with outside interests.

"Many journalists or academics who have no real interest in these communities basically take advantage of them just to get clicks on an article or a citation in an academic paper," Strani says.

"Communities need to know that there will be something in it for them. Not in an egotistical way, but if you're using their knowledge, resources and time, to give them nothing feels quite exploitative."

Despite the value of IndyLan, it has sadly run out of funding.

As a project started by a UK university, the EU funding it previously received is not available anymore. A pan-European approach for language learning, including UK minority languages, is now no longer under the remit of the EU, and any future project would have to focus on languages on a more individual basis.

It's a shame, as Strani once envisioned a version of IndyLan that included languages like Frisian and Occitan. For now, the best solution has been to make the coding of IndyLan open source.

"I'm really sad that we can't develop this further. But on the other hand, I think the solution we found by making the app open source is a great solution. Because it means that communities can also take it and make it their own and remake it as they want."

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The language app designed to save minority European languages

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One of the biggest difficulties minority languages face is a lack of teaching resources. That's where the IndyLan project stepped in to try and create an app that would teach people about both the languages and cultures of Europe's minority languages . But with EU funding no longer available, the future of the project is unclear.

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ADiBE Video Guide 12: How does translanguaging work in a multilingual CLIL classroom?

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ADiBE Video Guide 12: How does translanguaging work in a multilingual CLIL classroom?

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ADiBE Video Guide 12: How does translanguaging work in a multilingual CLIL classroom?

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ECML: Lara's language journey across Europe 

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ECML: Lara's language journey across Europe 

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Accompany Lara on her journey to discover the different languages spoken across the continent.

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The languages you will encounter over the following pages reflect the diversity of the cultures and traditions which exist side by side on our continent. Some of the around 225 languages which are native to Europe are spoken by millions and others, that are only spoken by a handful of people, are, sadly, close to dying out.

During this short journey, you will discover lots of similarities. European languages largely fall into three main categories: Slavic, Romance and Germanic, the languages within each group have the same roots - however, over centuries they have developed in their own distinct directions. You will also find out about their differences: the variety of alphabets (such as Latin, Cyrillic, Greek, Armenian and Georgian), often using artistic scripts; how they deal with creating words for new inventions and their sometimes mysterious origins. All have a unique identity and their own story to tell!

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European Day of Languages > Activities > language journey

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The languages you will encounter over the following pages reflect the diversity of the cultures and traditions which exist side by side on our continent. Some of the around 225 languages which are native to Europe are spoken by millions and others, that are only spoken by a handful of people, are, sadly, close to dying out.

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ECML Project ConBat+: Content based teaching plurilingual/cultural awareness 

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ECML Project ConBat+: Content based teaching plurilingual/cultural awareness 

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Pedagogical ideas about citizenship, durable development, Europe.

The Universal Declaration
of Human Rights in the languages of the world

Covers research under the following rubrics: English Language learners, Foreign Language, Testing/Assessment, Literacy

Portal for Irish education. Lots of information and ideas in many subjects including Gaeilge (Irish)

A really useful site when you need to manipulate text (how to make cloze tests, word snakes, etc.)

Bilingual German and English worksheets and activities in maths. Also for French - FIP. Lots about European history as well in German and English. All downloadable and free!

Interactive website with lots of activities for primary and secondary levels.

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Pedagogical ideas about citizenship, durable development, Europe. The Universal Declaration of Human Rights in the languages of the world Covers research under the following rubrics: English Language learners, Foreign Language, Testing/Assessment, Literacy Portal for Irish education.

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RECOLANG: RESOURCES FOR ASSESSING THE HOME LANGUAGE COMPETENCES OF MIGRANT PUPILS

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RECOLANG: RESOURCES FOR ASSESSING THE HOME LANGUAGE COMPETENCES OF MIGRANT PUPILS

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ECML/CELV > ECML-Programme > Programme 2020-2023 > Resources for assessing the home language competences of migrant pupils > Survey

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European Centre for Modern Languages (ECML), Centre européen pour les langues vivantes (CELV)

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COMPASS: Didactic Competences in the Multilingual Classroom

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COMPASS: Didactic Competences in the Multilingual Classroom

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Didactic Competences in the Multilingual Classroom: a research and training initiative Framework

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COMPASS - SMS - One school, many languages

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Didactic Competences in the Multilingual Classroom: a research and training initiative (COMPASS) Within the SMS 2.0 project activities, the initiative Didactic Competences in the Multilingual Classroom (COMPASS) was launched in 2020. The initiative aims to scientifically support teams of teachers of German and Italian-speaking schools in South Tyrol in making the most of the increasing linguistic and cultural heterogeneity of their classes.

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Die Querschnittsaufgabe der CoP Deutsch als Zweitsprache (DaZ)/sprachsensibler Fachunterricht liegt darin, Lehrkräfte aller Fächer dazu zu befähigen, sprachsensiblen Unterricht unter den Bedingungen der Digitalität zu planen und durchzuführen. Ziele der CoP sind dementsprechend:

Die systematische Beschreibung der Kompetenzen, die Lehrkräfte benötigen, um sprachsensiblen Fachunterricht unter den Bedingungen der Digitalität planen und durchführen zu können. Hierfür dienen das Modell von DaZ-Kompetenz bei angehenden Lehrkräften (Ohm 2018), der Orientierungsrahmen für die Lehrerausbildung und Lehrerfortbildung in NRW Lehrkräfte in der digitalisierten Welt (Eickelmann 2020), das DPACK-Modell zum Digitality-related Paedagogical and Content Knowledge (Döbeli Honegger 2020) sowie Ausführungen zu digitaler Textkompetenz (Frederking/Krommer 2019, Wampfler/Krommer 2019) als Grundlagen.

Open Educational Ressources (OER) für die phasenübergreifende Lehrkräfteaus- und -fortbildung für den Ausbau von digitalitätsbezogenen Sprachbildungskompetenzen zu entwickeln. Die Distribution soll perspektivisch über das Metaportal ORCA.nrw erfolgen.

Vorhandene Expertise zu sprachlicher Bildung im Kontext der Digitalisierung in NRW zu bündeln. In der CoP DaZ/sprachsensibler Fachunterricht vernetzen sich Akteur*innen aller drei Phasen der Lehrkräftebildung. Sie eruieren u.a., in welcher Form in der CoP entstandene Ressourcen und Konzepte in den in NRW landesweit verpflichtenden DaZ-Modulen in der Lehramtsausbildung und den DaZ-Weiterbildungsstudiengängen eingesetzt werden können.

Bestandsaufnahme
Zum Projektstart erfolgte eine Bestandsaufnahme zum Einsatz digitaler Formate im DaZ-Bereich der Lehrkräfteaus- und weiterbildung in NRW. Diese bestand aus Online-Recherchen, v.a. aber aus Interviews mit Ansprechpartner*innen der Verbundsuniversitäten sowie Repräsentant*innen der zweiten und dritten lehrer*innenbildenden Phase. Daraus ging hervor, dass digitale Aspekte nur selten einen expliziten Platz in den Curricula der universitären DaZ-Module der ersten Phase der Lehrer*innenbildung einnehmen. Die veränderte Lehrsituation im Sommersemester 2020 hat den Einsatz und die Produktion digitaler Materialien an einigen Standorten der Lehrer*innenbildung erst angestoßen, an anderen intensiviert (z.B. Arten der Nutzung von LMS). Vor allem in der DaZ-Weiterbildung besteht ein Wunsch nach einer didaktischen Ausgestaltung von Blended-Learning-Formaten.

Erweiterung des Methodenpools für sprachsensiblen Fachunterricht
Während bereits zahlreiche fachwissenschaftlich und didaktisch fundierte Online-Ressourcen zu sprachsensiblem Fachunterricht und DaZ in der Schule vorhanden sind (z.B. BiSS-Portal der Universität zu Köln oder ProDaZ der Universität Duisburg-Essen), gibt es bislang kaum Ressourcen, die die Förderung von DaZ-Kompetenz und digitalitätsbezogener Kompetenz verknüpfen. Um einen Beitrag zu leisten, diese Lücke zu schließen, haben Mitglieder der CoP DaZ gemeinsam mit Studierenden der Universitäten Köln und Bremen im Sommersemester 2021 den Methodenpool für sprachsensiblen Fachunterricht um digitale Umsetzungsmöglichkeiten von Unterrichtsmethoden ergänzt ( https://www.mercator-institut-sprachfoerderung.de/de/publikationen/material-fuer-die-praxis/methodenpool/).

Im DaZ-Modul der Universität zu Köln wurde in diesem Kontext ein Seminarkonzept zur Förderung digitalitätsbezogener Sprachbildungskompetenzen von angehenden Lehrkräften entwickelt und durch ein Lehrforschungsprojekt ( https://www.mercator-institut-sprachfoerderung.de/de/studium-weiterbildung/ausgewaehlte-lehrprojekte/professionelle-kompetenzen-von-lehramtsstudierenden/) begleitet.

Empirische Fallstudie
Im Sommer 2020 wurde eine qualitative empirische Fallstudie durchgeführt, deren Ziel es war, Aufschluss über digitalitätsbezogene Kompetenzen derer zu bekommen, die in der ersten Phase der Lehrkräftebildung angehende Lehrkräfte beim Erwerb eben dieser Kompetenzen unterstützen sollen. Im DaZ-Modul im Lehramtsstudium unterrichtende Dozent*innen sprachen in einer Gruppendiskussion über ihren, durch die COVID-19-Krise induzierten, asynchronen Notfallfernunterricht im Sommersemester 2020. Mittels Analysewerkzeugen aus der Dokumentarischen Methode und der Gesprächsanalyse wurde eruiert, ob durch die abrupte Umstellung auf Distanzunterricht Prozesse Forschenden Lernens in Bezug auf Online-Lehre angestoßen wurden und falls ja, welche.

Durch die Analyse wurden Prozesse Forschenden Lernens v.a. im Hinblick auf Kommunikationsbedingungen und Versprachlichungsstrategien des von den Dozent*innen primär eingesetzten Lehrmaterials - selbst erstellten Slidecasts - deutlich. Die Dozent*innen reflektierten auf Basis des Modells zu Mündlichkeit und Schriftlichkeit von Koch und Oesterreicher (1985) über das neue Lehrmaterial Slidecast und leiteten aus ihrer Reflexion Konsequenzen für ihre Online-Lehrveranstaltungen im nachfolgenden Semester ab. Die Ergebnisse der Studie werden Anfang 2023 in: Porsch, Rafaela; Reintjes, Christian (Hrsg.): Befunde, Erfahrungen und Perspektiven digitaler Bildung im Lehramtsstudium während der Corona-Pandemie. Münster: Waxmann. veröffentlicht.

Literaturverzeichnis

Döbeli Honegger, Beat (2021): DPCK statt TPCK. Beats Blog. Online verfügbar unter http://blog.doebe.li/Blog/DPCKstattTPCK, zuletzt aktualisiert am 09.12.2021, zuletzt geprüft am 15.03.2022.

Eickelmann, Birgit (2020): Lehrkräfte in der digitalisierten Welt. Orientierungsrahmen für die Lehrerausbildung und Lehrerfortbildung in NRW. Hg. v. Medienberatung NRW.

Frederking, Volker; Krommer, Axel (2019): Digitale Textkompetenz. Ein theoretisches wie empirisches Forschungsdesiderat im deutschdidaktischen Fokus. Erlangen-Nürnberg.

Ohm, U (2018). Das Modell von DaZ-Kompetenz bei angehenden Lehrkräften. In: Timo Ehmke, Svenja Hammer, Anne Köker, Udo Ohm und Barbara Koch-Priewe (Hg.): Professionelle Kompetenzen angehender Lehrkräfte im Bereich Deutsch als Zweitsprache. Münster, New York: Waxmann (DaZKom), 73-92.

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Die Querschnittsaufgabe der CoP Deutsch als Zweitsprache (DaZ)/sprachsensibler Fachunterricht liegt darin, Lehrkräfte aller Fächer dazu zu befähigen, sprachsensiblen Unterricht unter den Bedingungen der Digitalität zu planen und durchzuführen. Ziele der CoP sind dementsprechend: Die systematische Beschreibung der Kompetenzen, die Lehrkräfte benötigen, um sprachsensiblen Fachunterricht unter den Bedingungen der Digitalität planen und durchführen zu können.

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The project EDINA - EDucation of International Newly Arrived migrant pupils

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The project EDINA - EDucation of International Newly Arrived migrant pupils

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Share related resources on the project's Padlet here

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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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Find out the facts about acquiring, learning and using more than one language from experts around the world. Keep up to date with resources, events and news from our network of branches and members.

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Find out the facts about acquiring, learning and using more than one language from experts around the world.

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Content and Language Integrated Learning (CLIL) combining the subjects English and art lends itself to heterogeneous language learners at the primary level due to the emphasis on highly visualized task-based and action-oriented learning.
[...] The results indicate that strong and average pupils could benefit from the CLIL in very similar ways to develop both language- and content-based competences whereas the group of the pupils with weaker competences in English utilize this setting in a significantly different way needing more and diverse scaffolding for the dual-focused learning.

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Content and Language Integrated Learning (CLIL) combining the subjects English and art lends itself to heterogeneous language learners at the primary level due to the emphasis on highly visualized task-based and action-oriented learning. Against this backdrop, a comprehensive, qualitative-dominant mixed-methods research study was carried out. The article focuses on how primary pupils with different levels of competence in English make use of CLIL tasks for developing their competences in both subjects. We provide insights into two CLIL tasks including short conversation analyses from dialogues between the pupils. The research design is laid out in detail. In the data analysis we focus on four criteria for assessing the pupil's speaking competences in the CLIL setting. The results indicate that strong and average pupils could benefit from the CLIL in very similar ways to develop both language- and content-based competences whereas the group of the pupils with weaker competences in English utilize this setting in a significantly different way needing more and diverse scaffolding for the dual-focused learning.

This website uses cookies to enhance your experience using our website. If you continue using our website you accept receiving cookies from it. For further information please see our Privacy Policy.

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Content and Language Integrated Learning (CLIL) combining the subjects English and art lends itself to heterogeneous language learners at the primary level due to the emphasis on highly visualized task-based and action-oriented learning. Against this backdrop, a comprehensive, qualitative-dominant mixed-methods research study was carried out.

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DISSECTing multilingual research in the field of language education.

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DISSECTing multilingual research in the field of language education.

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Unser Beitrag stellt das von uns erarbeitete DISSECT-Modell vor, das zur reflexiven Bildung von plurilingualen Forschenden in Bezug auf Kontexte, Ansätze und Möglichkeiten mehrsprachiger Forschung dient. Mehrsprachigkeit beschreibt zum einen multilinguale gesellschaftliche Kontexte, innerhalb derer Forschung stattfindet, zum anderen plurilinguale Forscher:innen und ihre individuellen sprachlichen Ressourcen. Wir diskutieren Reichweite und Dimensionen mehrsprachiger Forschungsansätze und nehmen eine Systematisierung von sechs spezifischen sprachlichen Entscheidungsfeldern im Forschungsprozess vor. Im Anschluss berücksichtigen wir die systemische Perspektive, erweitern unsere Überlegungen auf die internationale Forschungsgemeinschaft und diskutieren die Chancen und Herausforderungen mehrsprachiger Forschungsansätze im Hinblick auf die Hegemonie der englischen Sprache in akademischen Kontexten. Es folgen einige Beispiele zur Illustration konkreter sprachlicher Entscheidungen im Forschungsprozess und möglicher Konsequenzen. Die systematische Anleitung plurilingualer Forscher:innen zur Reflexion sprachbezogener Aspekte im Forschungsprozess diskutieren wir als Entwicklungsmöglichkeit zu einer umfassenden Förderung gesellschaftlich notwendiger mehrsprachiger Forschungsansätze. Während unsere Überlegungen ihren Ausgangspunkt in der fremdsprachendidaktischen Forschung haben, ist das vorgeschlagene Modell auch in anderen Disziplinen anwendbar.

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DISSECTing multilingual research in the field of language education: a framework for researcher development

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Unser Beitrag stellt das von uns erarbeitete DISSECT-Modell vor, das zur reflexiven Bildung von plurilingualen Forschenden in Bezug auf Kontexte, Ansätze und Möglichkeiten mehrsprachiger Forschung dient. Mehrsprachigkeit beschreibt zum einen multilinguale gesellschaftliche Kontexte, innerhalb derer Forschung stattfindet, zum anderen plurilinguale Forscher:innen und ihre individuellen sprachlichen Ressourcen.

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BiMo Project: Bilingualism in Monolingual Contexts

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BiMo Project: Bilingualism in Monolingual Contexts

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How Can Teachers Maximize Engagement among Multilingual Students?

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How Can Teachers Maximize Engagement among Multilingual Students?

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The Facts on Education | EdCan Network

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The MULTILA Project: Multilingual and Multimodal Assessment

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The MULTILA Project: Multilingual and Multimodal Assessment

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Many people speak several languages as a result of their individual backgrounds. How can their competencies be utilised for second and foreign language instruction at university level?

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Many people speak several languages as a result of their individual backgrounds. How can their competencies be utilised for second and foreign language instruction at university level? This is a key question of the MULTILA project, a collaboration of the University of Education Heidelberg and the University of the Western Cape, South Africa. The project is led by Prof. Dr. Bassey Antia (UWC) and Prof. Dr. Karin Vogt (Heidelberg), and is supported by the Baden-Württemberg Ministry of Science, Research and the Arts.

Projekt MULTILA: Multilingual and Multimodal Assessment

Wie können die Kompetenzen von Menschen, die aufgrund ihres persönlichen Hintergrunds mehrere Sprachen sprechen, für die zweit- und fremdsprachliche Hochschullehre genutzt werden? Dieser Frage geht dieses Forschungsprojekt nach, das die Pädagogische Hochschule Heidelberg und die University of the Western Cape (Kapstadt/Südafrika) gemeinsam durchführen. Das Projekt "Multilingual and Multimodal Assessment" (MULTILA) wird von Professorin Dr. Karin Vogt (Heidelberg) und Professor Dr. Bassey Antia (Kapstadt) geleitet und durch das Ministerium für Wissenschaft, Forschung und Kunst des Landes Baden-Württemberg gefördert.

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About the MULTILA Project: Pädagogische Hochschule Heidelberg

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Many people speak several languages as a result of their individual backgrounds. How can their competencies be utilised for second and foreign language instruction at university level? This is a key question of the MULTILA project, a collaboration of the University of Education Heidelberg and the University of the Western Cape, South Africa.