# data[].attributes.headline
4.6 TeachMeet / Embracing Language Diversity in You Classroom

# data[].attributes.subject
4.6 TeachMeet / Embracing Language Diversity in You Classroom

# data[].attributes.attachment_link.title
TeachMeet / Embracing Language Diversity in You Classroom

# data[].attributes.body
Choose the EEL project

Choose the EEL project that you liked the most and add the link to the project in the Padlet below, explaining why you like this project and why you think this project could benefit your students.

http://ec.europa.eu/education/initiatives/label/label_public/index.cfm?fuseaction=project_award&award_id=9177

I think Karaoke is a very interesting language learning tool. This entertainment device is very popular and students become active and enjoy language by singing. It develops students’ language skills (speaking, listening, reading and writing), helps to gain self-confidence and increases students' motivation.

# data[].attributes.headline
eTwinning: Transforming Teaching and Learning

# data[].attributes.subject
eTwinning: Transforming Teaching and Learning

# data[].attributes.attachment_link.title
eTwinning: Transforming Teaching and Learning

# data[].attributes.body
First I decided to take notes of some interesting ideas:

eTwinning is all about connection and meeting people. Being international makes it a diverse experience, you become more interactive with other students. It’s a combined community of teachers, students, headmaster, the media team, … When you talk with people outside, you become more self-confident, it changes my ability to learn in different ways. Words describing the project: social, media, learn, fun, enjoyable, interesting, communication, sharing, enjoyment, online collaboration, sharing the classroom activities, projects, culture, online, virtual, collaborative. eTwinning is being part of a group which is bigger than the school!

Then I decided to find partners for the eTwinning project "e-friend exchange".

# data[].attributes.body
Students not allowed to use their home languages in the classroom

In the video, Kaoutar tells of her own experience when she was not allowed to use her home language in the classroom. Have you experienced a similar situation, or do you know anyone who has? How do you think these situations could be avoided? Share your ideas in the Padlet below and comment on your colleagues’ answers. Thanks!

I am Portuguese, but when I was born my parents were immigrants in France. I came to Portugal when I was 5 years old. I knew some vocabulary by then. My parents were Portuguese and we spoke Portuguese at home. I don’t remember having activities in kindergarten and primary school promoting the use of the French language.

Last year I had a Chinese student and I have never brought his home language to the classroom! Shame on me! Now I know I should!

I liked the final message a lot: “Il ne faut pas hésiter, il ne faut pas avoir peur de fair ces activités”.

# data[].attributes.body
To get a better feel for this type of activity, prepare your own language passport and share it with your course peers by uploading it to the Padlet below. You will hopefully notice how the activity enhances your own language awareness.

# data[].attributes.body
It is beneficial to use the language passport because it allows children to identify all the languages they use in the classroom, in the family, in their home country. They use more languages than they think they do which is a richness. It’s important to use them in classroom because it opens up much more interaction, expression from the kids, it calls their emotional being and it allows bigger cognitive connections.

# data[].attributes.headline
Module 4: Multilingual classroom projects

# data[].attributes.subject
Module 4: Multilingual classroom projects

# data[].attributes.body
During this module, participants will:

1. Explore multilingual classroom project activities

2. Learn about the European Language Label

3. Learn about eTwinning

4. Share their practices with peers

5. Reflect on their learning during the course

# data[].attributes.body
Question 1:

What does language awareness mean to you, in your context?

Question 2:

How would you bridge formal and informal learning in your language class?

Question 3:

What does CLIL mean to you?

Question 4:

What are your concerns about multilingualism? How are you tackling them?

Question 5:

What would you suggest to a colleague who wants to personalise language learning pathways?

# data[].attributes.headline
3.8 Voluntary activity: creating a game for CLIL

# data[].attributes.subject
3.8 Voluntary activity: creating a game for CLIL

# data[].attributes.body
3 + 4 =
a) five
b) nine
c) seven

10 - 4 =
a) six
b) eight
c ) four

# data[].attributes.headline
3.6 Complete your learning scenario: step 3, learner’s role and learning space

# data[].attributes.subject
3.6 Complete your learning scenario: step 3, learner’s role and learning space

# data[].attributes.body
3.7 Finalise your learning scenario: the Learning Designer

https://v.gd/idzkqu

# data[].attributes.headline
3.5 Examples of CLIL activities in the classroom

# data[].attributes.subject
3.5 Examples of CLIL activities in the classroom

# data[].attributes.body
3.5.2 Music and Language Activity
Pupils identify where different styles of music come from.

# data[].attributes.attachment_link.readable_text
In order to make this type of course plan fulfilled, I thought: motivating children and young teenagers to attempt their best in describing music with beautiful language is quite needed, where their potentials of creativity would be inspired out.
'What is this texture like?' 'What impressions can you remember which are similar with those instrumental descriptions' or 'what moods (what feelings) could you get when listening to this paragraph, can you tell me?'
or 'Could you follow the theme in this texture? which parts did it travel in'
Languages, as so above, would motivate their deep imaginations of music and connect them with their own life.

In further development of this course plan, as for constructing young teenagers' developing zone, we can attempt to introduce some pieces of knowledge about two foundations of worldwide music - Pentatonic scale and Heptatonic scale. All music styles have developed their fashions upon either of these foundations. Yes, if you are in a classroom with limited materials, you can turn to Wikipedia and as one user as me. I thought this pathway would give your classroom great associations, rather than your imaginations.

Meanwhile, some introductions of music terms are also needed - Tempo system, Articulation system, Expression system and some Special signs. Yes, they are from music theories, and you might not want to make your classroom so boring. No matter, just a little bit, such as 'staccato (jumping notes), legato (slurs making sentences running smoothly), Crescendo (making the louder effect continuously) and Decrescendo (making the gentler effect continuously)'. When your young teenagers (or children) can get these senses from certain paragraphs they were listening to, the confidence and senses of achievement will be built up - yep, they will feel happy to analyse music.

The final suggestion is about the relationship between body language and rhythm. Rhythm is the bone of music, which can be directly picked up by beating feet and shaking body. While you are doing so, your body language is working to express your meanings, which can be seen as the supplement of your vocal language. Following it, your brain will get the sense of Time Intervals occupied by music; and, you will feel happy to sway to music. Here, I need to mention a little bit of one type with the strong rhythm - Flamenco. It's three types of 12-beat rhythms have impacted plenty of local musical creations from southern Europe, to Northern Africa, and Southern America etc., In order to work it better (in your piano or guitar melodies), your body needs to describe it correctly and positively- some stronger and weaker beats. Then, ideas and singing fashions will be developed from its bone.

I also enjoyed geographical approach applied in locating musical roots. Based what taught from classroom, our young teenagers can develop and enrich their own list for more branches, like various branches of Chinese traditional music, or some types of modern pop accompaniments etc.

In brief, I thought curiosity of music world from our young teenagers' own hearts (and children) was the best teacher. And, the description of music is from their nature, as in language and out of their own giftedness.

Thanks for this all-inclusive course plan and thanks for BBC's associations in providing different styles of music! Bearing it in your mind and trying to make out one - even one we are going to bring some elements into your own classroom, that is the progress.

# data[].attributes.attachment_link.description
In order to make this type of course plan fulfilled, I thought: motivating children and young teenagers to attempt their best in describing music with beautiful language is quite needed, where their potentials of creativity would be inspired out. 'What is this texture like?'

# data[].attributes.headline
FCL Regio: Peer learning of programming while practicing a foreign language - Trentino, Italy

# data[].attributes.subject
FCL Regio: Peer learning of programming while practicing a foreign language - Trentino, Italy

# data[].attributes.attachment_link.title
FCL Regio: Peer learning of programming while practicing a foreign language - Trentino, Italy

# data[].attributes.headline
3.4 Technology tools for CLIL and other resources

# data[].attributes.subject
3.4 Technology tools for CLIL and other resources

# data[].attributes.body
Both Letizia and Daniela outline a whole range of tools and resources you can use in your classroom. If you have experience with any of these tools, share it with us. If you know other tools or resources, please also add them to the Padlet below and specify for which kind of activity you would use them. Let's come together and create a list of tools and resources for teachers to use in a CLIL lesson! Of course, you should also comment on the additions made by your peers. Thanks!

# data[].attributes.headline
3.5 Examples of CLIL activities in the classroom

# data[].attributes.subject
3.5 Examples of CLIL activities in the classroom

# data[].attributes.body
3.5.1 Art and Language activities
The teacher describes a picture and the students draw it.

# data[].attributes.body
In the video, Professor Coyle mentions that teachers who want to try CLIL in the classroom should also choose a topic that interests and motivates all learners, and offers them the opportunity to conduct their own research. Professor Coyle gives examples of activities for a CLIL classroom, such as the presentation or creation of an eBook, which allows for an effective application of subject-based content with language-specific like reading, writing, speaking, or listening.

Now we would like you to reflect on a possible CLIL activity to do with your students,or an activity that you have already tried out.

I work in a rural area and the primary school decided to work on a project entitled “The Arouquesa Race” because the Arouquesa cow meat has a unique taste. These animals move slowly, are friendly and get easily frightened. Its robustness is unusual, having into account the food supplies they have through the mountain slopes. As Professor Coyle said: “the content must lead the way”. Now I must teach English while teaching Artistic Expressions related to the topic. I know that communication is a key term and I have to choose something quite visual that I can demonstrate. First, I am going to introduce the parts of the body of the cow: tail, horns, snout, eyes, ears, legs, body, teats. Then, I’m going to hand out a worksheet and ask children to color the animal in brown because this is a special feature of the “Arouquesa race”. I will ask them to color the animal labels using the same color as for the animal. Then they will glue them on the appropriate rectangles 1, 2, 3, 4, 5, 6, 7, 8. Finally, I will review the parts of the body: What part of the body is number 1? And number 3? I think it will be motivating and interesting.

# data[].attributes.headline
What does the 4Cs framework consist of and how can CLIL teachers benefit from it?

# data[].attributes.subject
What does the 4Cs framework consist of and how can CLIL teachers benefit from it?

# data[].attributes.attachment_link.title
What does the 4Cs framework consist of and how can CLIL teachers benefit from it?

# data[].attributes.headline
Why it is CLIL beneficial for teachers? - Professor Do Coyle

# data[].attributes.subject
Why it is CLIL beneficial for teachers? - Professor Do Coyle

# data[].attributes.headline
3.2 The benefits of including CLIL within school curricula

# data[].attributes.subject
3.2 The benefits of including CLIL within school curricula

# data[].attributes.body
What do you see as potential difficulties and challenges of a CLIL approach?

Share your reflections in the Padlet below and comment on the ideas of your peers.

I think that a CLIL approach is very challenging and demanding for teachers because we need to find strategies, digital tools, visual literacies to access the curriculum. If done well, it can offer students enormous benefits and the curriculum can become more motivating.

# data[].attributes.body
Experience with CLIL activities

Do you already have experience with CLIL activities? If so, what works well and, what works less well? If you are new to CLIL, can you imagine using it in your lessons? What would be your main concerns? Share the outcome of your reflections in the Padlet below.

I am involved in a CLIL project in two primary schools in Portugal: I’ve to teach English in Artistic Expression lessons. I am a beginner in CLIL activities because I’ve started two weeks ago. I’ve already understood the theoretical principles: a CLIL lesson is not a language class but a subject class taught in a certain language; while students are learning about the subject matter, they are also learning a new language alongside it, so they also acquire linguistic competence in that language while learning the subject; CLIL can boost your students' motivation, as they learn a foreign language while being taught a specific subject. I’m still working on it and trying to create activities where my students can learn English without noticing. To start, I’ve focused on giving instructions. I am thinking about teaching songs with some words in English; giving instructions about origami techniques; theater plays with some lines in English. In the video, I liked the idea of video dictation and pointilism as a painting technique.

# data[].attributes.headline
Six videos demonstrating CLIL used in classes from primary schools and vocational colleges

# data[].attributes.subject
Six videos demonstrating CLIL used in classes from primary schools and vocational colleges

# data[].attributes.attachment_link.title
Six videos demonstrating CLIL used in classes from primary schools and vocational colleges

# data[].attributes.headline
2.6 Webinar: Multilingual pedagogies in practice

# data[].attributes.subject
2.6 Webinar: Multilingual pedagogies in practice

# data[].attributes.body
I couldn´t attend the webinar on 5th October. I’ve just watched the recording and I found it very interesting. So, I decided to register some of Nell’s ideas. It’s important to reflect about how to deal with linguistic diversity in the classroom and how to maximize opportunities around diversity. A plurilingual person has a repertoire of languages and competences of different kinds and levels within the repertoire. That’s why you might be able to speak in a language, but you might not be able to write in it; you might be able to watch television, but you might not be able to speak and have a conversation. Native speaker perfection is the highest aim, we must not become discouraged because we have an ever-changing repertoire which changes from one year to the next. The plurilingual brain contains multiple language functions that interact: when you use one language, you are also activating the other languages at the same time. They don’t function in perfect harmony all the time like the wheels of your bicycle. There are very few bilinguals who function like that. Bilinguals need to constantly negotiate, move, change linguistic situations with their different language competences and making decisions all the time. When bilinguals talk to each other, their conversations switch from one language to the other. Mixing languages is not dangerous. Schools are very monolingual in their structure and in their aims: “monolingual habitus” (Gogolin’s expression). The languages which are valued are just the languages of education.

I’ve never reflected about the different stages of being bilingual: French monolingual; French dominant bilingual; balanced bilingual; other language dominant bilingual; other language dominant: emergent bilingual.

The goals of multilingual pedagogies are the following: develop a critical awareness of plurilingualism (individual, community, society); value, preserve, develop the home language and encourage awareness of language(s); use languages in meaningful way and as a social and cultural resource, scaffold and support academic tasks and school language development.

How to start using other languages in the classroom: allow, encourage, enable. First, allow pupils to use additional languages in class. Second, support, encourage and celebrate the use of additional languages for learning and creative expression; finally, plan teaching learning and resources to support cognitive and creative engagement in multiple languages.

I appreciated the really examples a lot: language portfolios; language passports (how many languages they know and where they use them); comparing writing systems, different ways of telling a story to develop metalinguistic awareness; comparing languages to enable pupils to notice differences; creative multilingual projects (writing a story in two languages, multilingual poems); charting home languages; sharing books and newspapers with children; mind maps with all the languages in the classroom; writing a recipe in 2 languages; metaphors in different languages (matching game); Maths: how many sides has the figure? The answers are in different languages.

Translanguaging as a pedagogy, as communicative practice and as a pedagogical approach. The first language is a “stepping stone.” “We can learn about the languages and cultures of the others in class.” “I feel free when I can use my mother tongue.” “We are a mini googletranslate for the teacher.”

As teacher you can be assimilative, supportive or inclusive. You can use home languages as a vehicle or support for learning. Additional languages not just one element but a central part of the lesson. Pupils grouped in mixed language groups.

# data[].attributes.headline
2.5 Creating the learning scenario: step 2

# data[].attributes.subject
2.5 Creating the learning scenario: step 2

# data[].attributes.body
What other classroom activities which embed linguistic diversity can you think of? Do you have experiences with some of the examples Nell has shared ? If so, what’s your feedback on them ? Share your activity ideas and reflections in this Padlet and comment on the ideas of your peers.

I’ve never created a lesson which embedded linguistic diversity, but I loved Nell’s suggestions: present, for example, some key words for the lesson in 2 or 3 languages; use different languages in classroom routines like singing birthday songs or counting children in the line to the canteen in a different language. These are very simple ideas and I’m sure they’ll love!

# data[].attributes.headline
Webinar: Multilingual pedagogies in practice - Nell Foster

# data[].attributes.subject
Webinar: Multilingual pedagogies in practice - Nell Foster

# data[].attributes.attachment_link.title
Multilingual Pedagogies in Practice with Nell Foster

# data[].attributes.attachment_link.title
Implementing multilingual activities in your classroom

# data[].attributes.headline
2.3 Establishing a classroom environment that embraces linguistic diversity

# data[].attributes.subject
2.3 Establishing a classroom environment that embraces linguistic diversity

# data[].attributes.body
Nell has excellent ideas about creating a positive environment for linguistic diversity, but many of these seem a bit daunting at the same time. For example, are you comfortable allowing a group of students to talk in their own language during a lesson, even though you have no understanding of what they say?

Nell called it “the simple first step”: allow the students to use their home language as a didactive resource for learning. I’ve never considered that strategy! The school language doesn’t have to be the only one to be used. This is very important because they feel their language is welcome, especially if we give them a positive feedback about the use. The goal is a powerful learning environment and their “home language” is a valuable resource. Why not? Students can read texts about a certain topic in different languages. It involves of course some research and planning on the part of the teacher. I also liked Nell’s suggestion: when we have two students speaking another language, they can plan an activity together, creating meaningful activities. Their language as a school resource!

# data[].attributes.headline
Establishing a Classroom Environment that Embraces Linguistic Diversity

# data[].attributes.subject
Establishing a Classroom Environment that Embraces Linguistic Diversity

# data[].attributes.attachment_link.title
Establishing a Classroom Environment that Embraces Linguistic Diversity

# data[].attributes.headline
2.2 The benefits of embracing linguistic diversity

# data[].attributes.subject
2.2 The benefits of embracing linguistic diversity

# data[].attributes.body
Do you agree with Nell's analysis? What other benefits do you see? But also what challenges/downsides would you highlight and how could these be addressed? Share your reflections on these questions in this Padlet.

I entirely agree with Nell’s analyses. If you allow the students to use their home language, you transform their ability to access content material and to develop an identity competence. I appreciated when she said they are not condemned to a 6 months non-participation! Linguistic diversity regarded in a positive way is much more useful. It is important to switch roles with them and enable them to teach us, to explain themselves. The problem is that we value the school curriculum (the script) too much and we forget the characters trying to play a role in our class. We should start to look a bit more deeply skills that children have not necessarily valued immediately by the school system.

# data[].attributes.headline
Benefits of Linguistic Diversity for your Classroom

# data[].attributes.subject
Benefits of Linguistic Diversity for your Classroom

# data[].attributes.attachment_link.title
Benefits of Linguistic Diversity for your Classroom

# data[].attributes.headline
2.1 Linguistic diversity and bilingualism

# data[].attributes.subject
2.1 Linguistic diversity and bilingualism

# data[].attributes.body
Reflect on your own practice and decide to what extent you are already following Dina’s advice. Ask yourself if you are considering your students’ language abilities when planning lessons. Are you acknowledging in conversations how their language ability could be put to use in lessons and elsewhere? Do you embed examples and scenarios in your lessons which reflect the linguistic and cultural capital of your students?

I don’t have bilingual or multilingual students in class this year. Last year I had a Chinese student in class, but I’ve never considered a benefit for the whole class his linguistic capital and I’ve never taken advantage of that. I started reflecting about this issue after this course and after watching the videos shared until now. I appreciated Dina’s words when she said that there are benefits of being bilingual in different stages of our lives: it enhances our cognitive potential and functioning, it contributes to the development of abstract thinking and metalinguistics skills and it putts off dementia 3-5 years. She said that bilingual or multilingual students can focus best on tasks and they have a better performance across the curriculum. Besides, linguistic capital and employability go hand in hand. It was very important for me to reflect about the expression “language hierarchy-free”: all languages matter equally. Daniel Cheng was my student last year. Cheng’s linguistic and cultural capital could have been explored when we talked about eating habits, for example.

# data[].attributes.attachment_link.title
The benefits of a bilingual brain - Mia Nacamulli

# data[].attributes.attachment_link.title
Education Talks | Bilingualism in education

# data[].attributes.body
I'm from Arouca, Aveiro, Portugal and I am currently teaching English in primary schools in Arouca. I'm teacher for over 16 years. I have already taught Portuguese and Maths, but this year I am teaching just English as a curricular subject in the 3rd and 4th grade. I am also involved in the Bilingual Project or Content and Language Integrated Learning (CLIL) Project whose aim is to teach academic content in English.

# data[].attributes.body
Arouca is a town and a municipality in the Metropolitan Area of Porto, Portugal. This land used to be underwater, “home” to mysterious, gigantic animals from the Palaeozoic Period. Today, the park has fossils dating as far back as millions of years, which are one of the many prizes of the Arouca Geopark. It is part of UNESCO’s European Geoparks Network. It has traditional villages, waterfalls, herds of goats and sheep, and Arouca cattle – one of the most coveted meats in Portugal – roaming free on the mountains. The River Paiva is one of the least polluted rivers in Europe, and is very popular among rafting, canyoning, canoeing and canoe-rafting fans. Paiva Walkways provide walk "untouched", surrounded by unique beauty of landscapes, in an authentic natural sanctuary along the brave waters downhills, quartz crystals and endangered species in Europe.

# data[].attributes.headline
MODULE 1: The importance of language awareness

# data[].attributes.subject
MODULE 1: The importance of language awareness

# data[].attributes.body
GOALS
During this module, participants will:

Understand and discuss the importance of language awareness

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

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

# data[].attributes.body
Photo Mosaic with course participants to celebrate cultural heritage (not compulsory)

# data[].attributes.body
Now that you know more about Language awareness, we ask you to reflect about this. Do you feel like a language-aware teacher? And if so, Why do you think it is important to be a ¨language-aware¨ teacher? If not, what aspects of language awareness do you still need to develop? Please share your reflections in the padlet below. Thanks!

In the last years Portugal has received many immigrants from China, Brazil, Africa and East Countries looking for work and a better life. Their children were integrated in our classrooms. For years, I have taught them Portuguese, their second language. Now I am teaching English, their third language! Buáááááá! They have many difficulties and my experience says that they are never brilliant students. I confess that my beliefs about language learning might be a major obstacle than their mother tongue! Linguistic diversity seems to be an obstacle to my work because I think they don’t understand the same I am telling the whole class and the books and worksheets I prepare are hard work for them. They represent “extra-work”! School language is different from the language spoken in the home and their parents have difficulties in helping them doing homework, for example. We have also children of Portuguese emigrants born in Germany, France, Switzerland who came back to Portugal after 4 or 5 years of school in those countries. They have grown up bilinguals and they mix a lot of things. I really hope this course helps me thinking differently because I still think bilingualism delays language acquisition in children. Help me becoming a “language-aware-teacher”!

# data[].attributes.headline
Language awareness -  Letizia Cinganotto

# data[].attributes.subject
Language awareness -  Letizia Cinganotto

# data[].attributes.headline
1.3. WHY LANGUAGE AWARENESS IS IMPORTANT FOR TEACHERS

# data[].attributes.subject
1.3. WHY LANGUAGE AWARENESS IS IMPORTANT FOR TEACHERS

# data[].attributes.body
What about you? Can you give some other examples of why language awareness is important for teachers? Have you faced situations where greater language awareness would have helped you to design the learning for the students?

In current language diverse classrooms, language awareness is an essential skill for teachers. This course is awakening this language awareness. I liked the “iceberg metaphor” by the famous linguist Jim Cummins very much because it calls the attention to the shared skill and the central operating system that is common across languages. The knowledge of the common underlying proficiency can help teachers communicating more effectively. I’ve already had Chinese and Pakistany students. I was so much focused on Portuguese language teaching that I’ve never valued their language or culture. Sarah Breslim in her Webinar quoted Haggman: “each language reflects a particular way of thinking, carries a memory, a literary heritage, and is the legitimate basis of cultural identity”. She said that if this is not acknowledged, it will have a serious impact on learning; we should focus on the learner and on what they bring into the learning environment. I should have brought their language and culture to class, translate some word, find similarities, make posters with “good manners vocabulary”: Hello, thanks, please; invite their parents to school to share traditions, eating habits,... It is important for parents to know that someone wants to know about their language. Sarah Breslim referred “When you bring the home languages the lights come on”. I think it says a lot about what children learn.

# data[].attributes.headline
1.4. HOW TO GET STARTED WITH LANGUAGE AWARENESS?

# data[].attributes.subject
1.4. HOW TO GET STARTED WITH LANGUAGE AWARENESS?

# data[].attributes.body
What about you? What kind of activities do you do with your students at the beginning of the year to get to know them? Do you think they work? Why/why not? Reflect about the most effective activities that you do or that you would like to integrate in your classroom and share them with us in this Padlet! We are looking forward to seeing many activities!

At the beginning of the year, I usually propose a pair-work presentation. I write some topics on the board: name, age, best friend, hobbies, idols, sports club,… Students talk to each other for 5 minutes. Then one should introduce the other to the class. It works because they feel more comfortable talking about their colleague than about their own. Besides it develops their speaking skill in public. With this activity, we get to know who is shy, talkative, funny,…

# data[].attributes.headline
Communication competence as a key competence for lifelong learning - Daniela Cuccurullo

# data[].attributes.subject
Communication competence as a key competence for lifelong learning - Daniela Cuccurullo

# data[].attributes.attachment_link.title
Communication competence as a key competence for lifelong learning

# data[].attributes.headline
1.5. LANGUAGE AWARENESS AS A COMPONENT OF EFFECTIVE COMMUNICATION COMPETENCE

# data[].attributes.subject
1.5. LANGUAGE AWARENESS AS A COMPONENT OF EFFECTIVE COMMUNICATION COMPETENCE

# data[].attributes.body
In her video, Daniella mentions that language competence is a key tool for communication within multilingual societies and the work environment. How do you think this can be related to language awareness? Share your views in this Padlet.

In today’s mobilized society, the communication competence is a key tool to survive and have success. The ability to read, understand spoken messages, write, communicate effectively, critical thinking, and problem solving are competences that we should develop, not only in our mother tongue but also in foreign languages. The linguistic diverse person will have much more opportunities than one who speaks just one language. Language awareness is the name of the process to become fluent in any language.

# data[].attributes.headline
The European Centre of Modern Languages: interview with Sarah Breslin

# data[].attributes.subject
The European Centre of Modern Languages: interview with Sarah Breslin

# data[].attributes.attachment_link.title
The European Centre of Modern Languages: interview with Sarah Breslin

# data[].attributes.headline
Other EU Initiatives -  Kristina Cunningham

# data[].attributes.subject
Other EU Initiatives -  Kristina Cunningham

# data[].attributes.attachment_link.title
The European Day of Languages and other initiatives supported by the European Commission

# data[].attributes.attachment_link.title
How to fill in the learning scenario template

# data[].attributes.body
Some interesting readings you may want to have a look at to learn more about language teaching and language learning are the following:

# data[].attributes.headline
1.9. WEBINAR: GET INSPIRED BY LANGUAGE DIVERSITY

# data[].attributes.subject
1.9. WEBINAR: GET INSPIRED BY LANGUAGE DIVERSITY

# data[].attributes.body
Sarah Breslin

# data[].attributes.attachment_link.title
SEG Thematic Webinar  Get inspired by language diversity 6 0

# data[].attributes.headline
MODULE 2: During this module, participants will:

# data[].attributes.subject
MODULE 2: During this module, participants will:

# data[].attributes.body
learn about language diversity and bilingualism in the classroom,

understand the benefits of multilingual classrooms,

identify a range of strategies for creating a positive classroom environment which embraces language diversity,

identify a range of multilingual activities which can be used in the classroom,

explore the second part of the Learning Scenario in order to create your own.

# data[].attributes.headline
Module 3: Content and language integrated learning

# data[].attributes.subject
Module 3: Content and language integrated learning

# data[].attributes.body
During this module, participants will:

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

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

3. Explore different tools and resources for CLIL lessons