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With eTwinning children realize there are other cultures, other countries and that there differences between them and people from other cultures. but also similarities.

It's a great opportunity to meet other people – it’s a great learning experience!! It's fun, exiting, encouraging!! Students increase their self confidence.

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I have never experienced that and I don't know anyone who has. I see that in my school we don't forbid students from using their home language, but we don't really encourage them to speak them inside the classroom. This is what is missing. Teachers must realize the benefits of allowing and encouraging students to speak their home language. They should all see and learn with Kaoutar's example. The multilingual dictionary is a fantastic idea.

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This was really interesting! I had to think about things I had never thought before!! :D

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All the resources mentioned seem amazing! I think Voki (allowing students to create an avatar) and Wordle and Tagxedo (to create amazing word clouds) could also be useful.

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Snappy Words, Canva / Popplet (mindmap generator), LearningApps (find already made apps or create your own), Wordwall, Rubsitar (to evaluate and assess).

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Clilstore, Tigtag or Khan Academy.

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I've never done any CLIL activity, but form my students in Primary School I think they would find interesting a lesson on the life cycle of the frog.

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Potential difficulties and challenges of a CLIL approach

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Potential difficulties and challenges of a CLIL approach

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As am I an English Teacher working at Primary Schools, for me one potential difficulty would be to find colleagues who would not cooperate and would undermine this work. I believe some Teachers would run away from CLIL if they could. I feel we (Teachers) need more training and skeptical Teachers need to be deeply involved in CLIL to feel its advantages.
Another downside in the schools I work at is the lack of resources and technology. It's difficult for students to make research suing computers and the Internet. Therefore, the government must make an effort to  provide schools, students and Teachers with better conditions.

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I have no experience with CLIL activities, but I can imagine myself using it. As I am an English Teacher working at Primary Schools, I think it would be easy for me to work with my colleagues and give a lesson about Maths, Science, History, etc. in English. As my students are 8 / 9 years old, my main concern would be to make sure they were all understanding the content and not making it too difficult for them. I think students would enjoy it very much!

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Webinar "Multilingual Pedagogies in Practice

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Webinar "Multilingual Pedagogies in Practice

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This webinar was really inspiring. One of the things I got from it was that I'm not the only resource my pupils have! They have parents, peers, online resources, etc! It's so true!!

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As I am teaching English at Primary School (children aged 8/9), I can myself doing what Nell suggested.
For example, in the 3rd grade we start learning "What's your name?" / "How old are you?", numbers and colours and this could be easily done in two or more languages. 4th grade students focus on school activities, food, animals, body, etc. and this can also be done in several languages. Students could even develop projects on these themes in many languages.

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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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I can see myself implementing Nell's ideas. I'm all in favor of allowing students to use their home languages and showing them that I value their language and the way they are using it. I could arrange several activities to show my support and that all languages are valued. Some activities could even be done with the parents' help or contribution.
In regard to allowing students to use their home language as a learning resource, I would feel uncomfortable if students were reading texts which I didn't understand. I think I would have to trust them or even ask for parents to supervise all the resources in their home language.
Another thing we would have to work on is the fact that sometimes students don't like when foreign students speak their own language and they just don't understand a word. Sometimes they think they are just making fun of them. This would have to be discussed, because this happens all the time between students who are not foreign students, when they whisper things about other students in the language of schooling.
I really feel foreign students would love planning a lesson or part of a lesson for them to teach something to their classmates and Teacher. I think it would be an eye-opening activity and it would really boost their confidence. If they feel more confident, they will probably be more willing to learn all the contents that must be learnt at school.

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In order to create a powerful learning environment, Nell Foster advises us to:
1. Allow students to use their home languages.
2. Give them feedback - show you value their other languages and the way they are using them.
3. Allow them to use their home language as a school/learning resource. Students can read texts in their language; there could be a part of the lesson in which they can write in their language; students who speak the same foreign language can plan an activity together.
By doing this students understand how they can use their languages as a school /learning resource.

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The benefits of embracing linguistic diversity - Nell Foster

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The benefits of embracing linguistic diversity - Nell Foster

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I agree with Nell's analysis, but it is a tough challenge. As a Teacher I would have to focus on and give more attention to these students who are not familiar with the language of schooling. In order to switch roles with each one of them (and it depends on the number of students which speak a foreign language) it seems to me that I would need a large amount of time. And I would have to give attention to all the other students, who could also start learning their classmate's foreign language and benefit from his/her linguistic capital.
Still, I can see huge benefits for foreign students and I understand how this is paramount in terms of increasing their self-esteem and taking control of their learning process.

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I was listening to Dina's advice and even thinking about Gro Caspersen's project Wise Words and I was realizing that I really don't know much about my students linguistic and cultural capital. I try to take advantage of my students' abilities and knowledge, trying to personalize the process of learning, but I never think about their language abilities. As I teach English, I just focus on their knowledge of English and Portuguese. This is something I really need to change, since I have students from different nationalities.

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Linguistic diversity and bilingualism in the classroom - Dr. Mina Mehmedbegovic

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Linguistic diversity and bilingualism in the classroom - Dr. Mina Mehmedbegovic

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Parents need to listen from the Teachers that their first language is important.
Teachers must transmit to their students that the linguistic capital that they have is going to be converted into economic capital in the future.
We must create conditions which are language hierarchy-free - all the benefits from learning a language (or knowing how to speak a language) apply to all languages equally.
Does my teaching reflect the cultural and linguistic capital of my students?

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Webinar: Get inspired by language diversity

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Webinar: Get inspired by language diversity

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What I highlighted from this inspiring webinar
"When the languages of home are brought in the lights come out"
Learning a new language can delay the onset of dementia.
We must contribute to a better and more socially cohesive Europe - where children from all countries and cultures feel valued and cherished.
«Knowledge of languages is the doorway to wisdom» Roger Bacon
«The limits of my language means the limits of my world.» Ludwig Wittgenstein
Children feel they are gifted and that they shouldn't be ashamed of being bilingual or being capable of speaking several languages. Children should be proud of their languages. With the Wise Words project students who weren't proud of their language became proud of it.
How many languages are there in the classroom? Students should have permission to speak in their foreign language at school. "Write down sentences in your foreign language" - simple way of showing languages present at school.
The language profile is very interesting - Teachers understand the languages which are important for the students - easy tool for the Teacher - use the diversity that they have inside the classroom - it's a brilliant idea!
You can use the knowledge you have from other languages in your classes.
What they have is so important and they should be proud of - students are willing to share with their classmates.
Profiles are useful to discover the richness of their languages in their repertoire.
It's a way to show real interest on students' languages - they feel their languages are welcomed.
Ask newly arrived students to teach something new to their classmates.
Compare two languages - create posters / visual artifacts around school so that students can recognize themselves at school. Children feel "This school is also for me".
How can teachers motivate students? Through personalized learning - looking for topics and subjects which are important to them and asking for their contribution - topics and subjects they would like to discuss. They can bring themes to the classroom - it's not only the Teacher bringing to the classroom what is going to be discussed. Students bring their own world into the classroom - making them feel valued and showing they have so much to bring to their learning process.

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"Rethinking language education and linguistic diversity in schools" (European Comission)

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"Rethinking language education and linguistic diversity in schools" (European Comission)

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New ways of teaching languages:
1. Student-centred approaches - we can ask students to find learning materials or to suggest activities which would potentiate their learning.

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"Key Data on Teaching Languages at School in Europe" - 2017 Edition (European Comission / Eurydice Highlights)

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"Key Data on Teaching Languages at School in Europe" - 2017 Edition (European Comission / Eurydice Highlights)

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In the vast majority of European countries students start studying a first foreign language as a compulsory subject at the ages of 6/7 years old.
In Portugal this only happens when children are 7/8 years old, when they get to the 3rd grade of primary school.
Portuguese students have only one foreign language available at this age: English. And this is precisely the most learnt foreign language in Europe-

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If you have the knowledge about the language, if you're able to understand messages and also produce understandable texts, if you're digitally competent, you'll be able to communicate clearly in your own society, but also in multilingual societies. If we are more competent in these areas, it's also natural that we will be more aware and conscious of other people's language difficulties or characteristics and differences. And also more eager to get to know and understand these differences and take them into account in our classroom.

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I usually share personal information about me and let them ask questions about me. Then I ask them to do the same. Some students share only the basics; others love to talk about their family, pets and other interests. If they come from a foreign country or if they have family living in a foreign country, they usually share it.
I have also tried to arrange a human map in class according to their countries of origin or the family they have living in other countries, but with small children this is usually a bit difficult. Another good idea is to ask them to create a business card in which they briefly present themselves. My students also enjoy creating paper flowers in which they write words that define them or their needs and expectations.

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Why is language awareness important for teachers?

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Why is language awareness important for teachers?

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Language awareness is definitely important for teachers! If students don't understand what the teacher and classmates are saying, they will easily lose their interest and it will be very difficult for them to have successful results.
I once had a Indian student learning English and as she had a greater knowledge of the language than my other students, she was always very enthusiastic and eager to participate. I was talking advantage of one of her assets and it made her feel confident in front of her classmates.
On the other hand, I also have Brazilian students who feel Portuguese people speak way too fast. In these cases I try to speak slower and make sure they are getting the message whether in Portuguese or English.

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Since I teach English in Port, I feel I am a language-aware teacher. Besides, I believe I strong level of sensitivity regarding language learning, language teaching and language use, as I am daily trying to empower my students through the acquisition of a foreign language. Still, I think I need to broaden my horizons, because I usually focus on two languages: Portuguese and English. I have students who speak other languages and I believe they would be grateful and would value if I took advantage of their language and their cultural knowledge.

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"It is explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use" (Association for Language Awareness)
Reading this definition I perceive that as I am an English Teacher in Portugal - I am therefore teaching a foreign language in my country of origin -, I am more aware and possess specific knowledge about languages. Besides, I believe I have a strong level of sensitivity regarding language learning, language teaching and language use, as I am daily trying to empower my students through the acquisition of a foreign language.