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How useful the outcomes and outputs will be

 

a) Envisaged benefits for target groups involved in the project

Example 1

Teachers:

  • Ability (conceptual and practical) to help students make links between languages/cultures, including the students' intercultural and plurilingual competences (integration of multiple languages and cultures in one instruction unit).
  • Knowledge of a bank of teaching materials to establish such links; the ability to select materials from this bank based on learning objectives and implementation of these in the classroom.
  • Ability to reflect on the educational policy adopted hereby, i.e. a better knowledge of European language policies (Advanced Module).
  • Ability to use pluralistic approaches to resolve difficult situations in the classroom (Advanced Module).
  • Ability to design and implement educational projects using a diversity of languages and cultures (Advanced Module).

Example 2

Teacher trainers (through the training kit and materials provided during training sessions):

  • Ability to develop their 'educational rucksack' by incorporating innovative approaches.
  • Ability to link their training in teaching practices to a conceptual tool establishing a hierarchy of competences and resources (FREPA and Discovery Module, FREPA and Module Project).
  • Possibility to work with a network involving other teachers and trainers.
  • Ability to provide students with professional skills that meet the needs of the field.

 

 b) Envisaged benefits for the ultimate beneficiary of the project: the learner

Example 1

Access to quality language learning throughout life, allowing links between languages and cultures promoted by the education experts of the Council of Europe. These links are based on recent psycho- and sociolinguistic research.

In practice, the learner develops and enriches his individual plurilingual and intercultural competence,  thereby becoming aware of the construction of a truly plurilingual and intercultural competence, that is structured and dynamic.

The learner develops an intercultural and plurilingual competence, taking into account all his/her existing competences present within or outside the educational environment.

Example 2

(Auto- and hetero-) acknowledgement of all languages and cultures, especially those of minority and discriminated groups, with reference to the equality of languages as linguistic systems and the advantages a learner can have due to his/her plurilingual and intercultural competences.

 
 

 

 
 

 

 

PARTICIPATE

Project workshop in 2012 - if you wish to participate click here and contact your National Nominating Authority