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My name is Anna-Kaisa Mustarparta, I come from Finland, from the National Board of Education where I work as a Counsellor of Education and my main responsibility is language teaching and learning naturally. We are on the point of writing new curricular for basic education and secondary education and when we wrote the last ones, it’s about ten almost years ago, we realized that we need a tool for intercultural skills so we just wrote in the curricular that the teachers should teach intercultural skills and a few words, but we couldn’t write any details because we did not have the tool how to analyse the skills and what to do with the pupils. When we heard about CARAP we realized that this could be the tool, now that we are renovating the curricular again we are trying to make use of what there is in the CARAP about the attitudes and skills and probably some of the materials although most of the materials are for francophones, Spanish, Italian and so on and so forth and in Finland they are not the most important languages living in the North of Europe, so i think we will have to adapt the CARAP idea somehow for out Finish situation and i hope that it is going to give us new ideas and we can forward the idea of language education where we don’t teach only one language but we cooperate between teachers of languages, teachers of various foreign languages and also teachers of the mother tongue and other languages.

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Hello. I am Ani Shahiyan. I introduce Armenia. As a National Contact Point, I represent Yerevan State Linguistic University after Valery Brusov. I find these kind of seminars and workshops organized by the ECML (n. European Centre for Modern Languages) really useful for our country, particularly, for those schools and universities that are greatly interested in multilingual and intercultural education. Particularly, FREPA / CARAP is really useful for our university because it is a linguistic bond, and on behalf of many curriculum designers, lecturers and teacher trainers, I can say that these tools and descriptors that are involved in CARAP can be quite useful for our country; but at the same time we need to make efforts to get CARAP adapted to our country because there are many descriptors and tools that are given in general, but if we try to make it... to localize it to our country it will be a wonderful tool and guide for both teachers and curriculum designers.

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My name is Josep Roig and I am a curriculum developer for the Ministry of Education. At the moment we are in a process of curricula renewal. We are rethinking our curriculum and, of course, we are taking into account many different documents and existing approaches, especially the plurilinguistic and intercultural approaches. Andorra has always been a plurilingual country so we take much into account the linguistic richness of our inhabitants. This reality is later on taken into our classrooms and we, as curricula developers, are supposed to reflect the reality in the documents prepared by the Ministry of Education so that intercultural approach, multilingual approach and plurilingual approach, and the work done by the CARAP is really important, illustrating and inspirational for our work.

At the Ministry of Education we are planning to work with CARAP in two different ways: one with teacher training, because in this new plan of renewal of Curricula there is a part devoted to teacher training so I guess CARAP is going to take a special part when dealing with language teaching. On the other side, CARAP is going to be a reference when designing these linguistic competences and the when designing also the resources for this document, so it is going to be a reference document for us.

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I’m teaching French as a second language at University of Ottawa to university students and to the university population in general. CARAP is very interesting because Canada is a country with many different languages, people coming from all over and there are specific linguistics politics and policies that protect languages and promote diversity of languages so CARAP is very much in line with the idea of better training towards plurilingualism which is the direction Canada is taking. CARAP can probably help a lot of teachers who are facing diversity of pupils and students in the their classes in order to address those issues of respect for the other one and the issues of enrichment of each one’s own culture and better understanding of other people’s needs of communicating in different languages, so any tool that can improve and give better direction to the teachers either of primary level or high school level or even university level and that will enhance this diversity of cultures will definitely be beneficial.

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My name is Maie Soll. I’m from the Ministry of Education and Research of Estonia. I find the CARAP project approach very useful for Estonia. Last year in 2011 we started to implement the new curriculum and there are general competences which should be reached by the end of some school levels and, actually, there are included communication skills and social skills, so it is a very useful tool of how to describe at a more detailed level what it means communication skills. So, if we go more deeply with this framework then there are a lot of good examples and guides. I was thinking to relate this framework more to teacher training - in service initial teacher training -because our teachers lack those competences, but now I see very well how we can use the framework in our national curriculum. Until now I could say that our foreign language teaching was quite pragmatic on language skills and seemingly everybody forgot about what it means to learn a new language actually, that is not only grammar and vocabulary but it is something else. So, I hope we can use it in our future development of our national curriculum.

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Hello. I am Olga Ivanova, I come from Spain, right now I’m post-doc. fellow at the University of Salamanca, I specialize in general linguistics and bilingualism but I also collaborate with the Official Language School of Salamanca with the team of Vega Llorente called Salamanca Plurilingüe which works on the plural approaches implementation, I have been working with them since 2009 when I started to elaborate CARAP cards for the bank of teaching materials, and since then I have participated in three projects based on plural approaches in the school, awakening to language, one of them, which I coordinated this year and plurilingual theatre, which I coordinated this year in a hope to keep on coordinating and developing the next years. So, I think the CARAP project and CARAP spirit is very important because first of all of course everybody is plurilingual, no means where he or she comes from, and I think that our education should contribute to our sensibilization with the plurality and plurilinguism of other people and to society itself. I think it’s absolutely imminent and necessary for people to understand that people are diverse and that their diversity may be understood and may enrich our experiences and their personal experience. I would like that this project develops and keeps on developing and many people to understand what it means, because plural approaches is the only way for us to develop well these educational languages and education culturality and diversity of our world.

I would like to share with you my experience in the recent project we carried out this year 2011/2012 called The Plurilingual Theatre based on the principle of CARAP and the plural projects to the language teaching and studying. It was basically oriented towards any type of public, towards all ages. The aims of our project were not only to develop the competence, the language competence of the participants, but also to make people who would see their performance conscious that they can understand and can infer and can associate any language they hear, and they see and they perceive and that they can make conclusions on the basis of what they hear and they may understand on the basis of what they already know. I mean that even people who think they are monolingual may understand other languages and they shouldn’t be afraid of understanding and trying to infer on the basis of what they already know about the grammar, the lexis, the vocabulary or the morphology of their own language, so I encourage everybody to try to implement such projects, and theatre is one of the most outstanding didactic activities, which not only teaches but also entertains, and when it is entertainment, it teaches better than any other didactic activity.

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Je m’appelle Rodica Mighiu. Je suis professeur de français - langue étrangère au Collège National “A.T. Laurian” de Botoşani et inspectrice pour les programmes européens à l’Inspection Scolaire du Département de Botoşani, Roumanie. Je trouve CARAP très intéressant et applicable en même temps. Cela dépend aussi de l’ouverture de l‘enseignant, mais aussi de l’ouverture des désirs donnés aux élèves. Nous devons être conscients du fait que nous sommes tous des habitants du même continent et de la même planète, et que nos élèves, les futures citoyens, vont travailler avec des jeunes et des adultes d’autres pays, vont voyager pour des affaires, pour des échanges culturels. Et ils doivent connaître plusieurs langues, ils doivent connaître plusieurs cultures et faire les distinctions et, en même temps, comprendre ces langues et ces cultures et être, pourquoi pas, tolérants envers les éléments qui sont distinctifs, qui les séparent. J’ai pris la connaissance de ces aspects pour la première fois en 2010, pendant une visite d’études que j’ai effectuée à Barcelone. Donc, j’ai eu l’occasion de connaître le programme Galatea à l’Université de Barcelone. Eensuite dans mon département, il y a eu quelques enseignants qui ont participé à des mobilités individuelles de formation continue en Europe et qui ont vu comment le programme CLIL/EMILE devait être mis sur pied. Ils sont venus avec des idées progressistes et ils m’avaient proposé aussi d’être des promoteurs pour ce type de programmes. En fait Galatea, puis CLIL/EMILE, pourquoi pas, peuvent aller ensemble et, en ce qui concerne une approche interlinguistique, interculturelle, j’ai aussi l’occasion de voir comment ça marche au Congrès de Prague de septembre 2011. Et c’est très intéressant. J’ai eu l’occasion de travailler avec des fiches, avec des formateurs français, et moi, par exemple, je suis pour appliquer toutes ces méthodes dans la classe.

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