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http://ec.europa.eu/education/initiatives/label/label_public/index.cfm?fuseaction=project_award&award_id=9681

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Module 4 - Visual dictionary an activity in an etwinning project. 

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Module 4 - Visual dictionary an activity in an etwinning project. 

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Some years ago I had and etwinning project to celebrate the European Day of Languages and we decided to translate and draw 10 words in the languages of the schools in the project. Among these there were Italian, English and French, the languages my students use at school, there was also Greek and Finnish. In that class there was a students whose grandparents are Greek and he was really very happy and of course involved in the activity because he thought the whole class, the teacher included, how to pronounce the words. This activity helped him to open up himself and gave him importance, he became more self-confident and the whole class had the experience of learning a different language even though only some words. below you can find the visual dictionary we created.

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Module 4 - Passport of languages template

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Module 4 - Passport of languages template

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Module 4 - Passport of languages - video

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Module 4 - Passport of languages - video

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https://play.kahoot.it/#/k/95f1a436-a654-4a99-9b4b-5b0da67779ef

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Last year we involved 25 11 year old students in a CLIL pilot project and they loved doing it. They worked together with the teacher of Science and English and created a presentation of an experiment on DNA they made in class both using Italian and English. We gave them some material in both languages and they had to read, then they had to watch a video always in both languages so they had to watch and listen and at last they had to write and compare they ideas in pairs and small groups so they had to write and speak. We also shared this work with Finnish students of an etwinning project and got reactions from them and gave our feedback too. It was really a great experience.

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

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Module 3 - Experience with CLIL activities

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Module 3 - Experience with CLIL activities

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I teach English to 11-14 year-old students and I sometimes have CLIL activities with them together with some other colleagues (Art, Science, History). Last year I involved my students in a CLIL project and they created presentation on Science experiments. It worked really very well especially because we included ICT in it. Students liked the idea of using English with another teacher and also doing some Science with the teacher of English. We could built a good relationships between teachers and students and we, teachers, learnt to work together as we had to plan activities in both subjects. This really worked very well. Students found it a little bit difficult because we used the language to talk about something specific but they learnt really fast!

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Module 2 Implementing classroom activities

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Module 2 Implementing classroom activities

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I sometimes ask students to tell me some words we are studying in English in all the languages they know so in this way even the students who aren't Italian mother tongue are more involved. I like the ideas Nell spoke of in the video especially the one on keywords and on counting and I'm going to try them in class starting from next week. In etwinning projects we also use different languages especially when there is a student who speaks the language of one of the partner schools: two years ago a girl communicated in Romanian and another one in Polish and it was really amazing, all the students were impressed and asked them to teach all the others some useful expression so that everybody could use those and not only English.

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Implementing classroom activities

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Implementing multilingual activities in your classroom

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Establishing a classroom environment that embraces linguistic diversity

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Establishing a Classroom Environment that Embraces Linguistic Diversity

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The benefits of embracing linguistic diversity

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Benefits of Linguistic Diversity for your Classroom

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Linguistic diversity and bilingualism - padlet
I strongly agree with Diana's point of view and I think it is very important to take into account the learners' languages. As I teach English I tend to use it as much as I can during my lessons even though I use Italian when they seem to have difficulties. There are some students in my  class who speak other languages than Italian and I sometimes ask them to say something in their language and I always tell all the class that they are lucky because when you know more than one language learning another one is easy. It is not very much I know but I hope I will be able to do more in my future lessons.

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Healthy Linguistic Diet

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Our Healthy Linguistic Diet (HLD) approach is based on an analogy between physical and mental health. Regular physical activity and a healthy diet are important factors in maintaining physical health. In the same way, the learning of languages and their regular use provide essential mental exercise, leading to a better brain health and an increase in "cognitive reserve" resulting in a later onset of dementia and an improved cognitive outcome after a stroke.

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Our Healthy Linguistic Diet (HLD) approach is based on an analogy between physical and mental health. Regular physical activity and a healthy diet are important factors in maintaining physical health.

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Linguistic diversity and bilingualism

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Education Talks | Bilingualism in education

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http://ec.europa.eu/programmes/erasmus-plus/projects/eplus-project-details/#project/4547398e-a6a2-419d-b6b9-be2616d054c2

https://edl.ecml.at/Home/tabid/1455/language/en-GB/Default.aspx

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Being able to communicate in our society nowadays is really something nobody can do without. To develop this competence I think it is necessary to know more than one language and also to acquire language awareness. Since it refers to the development in learners of consciousness and sensitivity to forms and functions of a language I think that this is related also to communication competence because being aware of how a language works helps to communicate. The more we are aware of how our language and some others work the more we will be able to understand the others when they speak, the more we will able to communicate also because we (both teachers and learners) will be more affectively involved.

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It's been some years now that I start the school year celebrating the EDL sending postcards to other schools in Europe and carrying out activities through an etwinning projects. So we write postcards both in Italian and in English and when we get them from the other countries we try to read the other languages. Some of students speak some of the languages the cards are written and this gives me the chance to let them speak a little bit in their language and also to talk about their culture. In this way they are not ashamed of their origin and they talk about their tradition more openly and the Italian students show interest in what they tell us. I think it works quite well, all the students feel more confident about learning other languages and develop a better welcoming attitude towards students coming from different countries.

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Module 1 - Reflecting on language awareness

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Module 1 - Reflecting on language awareness

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I'm a teacher of English in "L. Da Vinci and O. Nucula" school in terni. The school is situated in the city centre and has 900 students. We have a small percentage of students of different mother tongue and we try to involve all the classing in knowing more about their culture and languages especially at the beginning of a new school year. t<he other students are becoming to see the importance of knowing more than one language to communicate with more people as possible in Europe and in the world. In fact our students 8from 11 to 14 years old) are involved in several eTwinning and Erasmus projects and we also involve them in CLIL activities. I'm also an eTwinning ambassador and our is an eTwinning school so I try to involve more and more teachers in this "journey" across languages and cultures!

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Here is the display we are setting in our school to celebrate the EDL, we are receiving postcards from several European countries. As soon as we have more I will update the photo.

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Module 1 - Common underlying proficiency

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Module 1 - Common underlying proficiency

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Module 1 - Bilingualism and second learning acquisition

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Module 1 - Bilingualism and second learning acquisition

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Let's remember!

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Embracing Language Diversity in Your Classroom