Professional Documents
Culture Documents
European Language Label
European Language Label
Language Label
Innovative Projects
in the Lifelong
Learning Programme
Languages
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7-year European
Language Label
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pl
fr
hu
lv
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nl
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da
bg
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fi
lu
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Innovative Projects
in the Lifelong
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Learning Programme
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en
CONTENTS
Introduction
FRANCE FRANCE14
Emilangues
ROMANIA ROMNIA16
InterAct
BELGIUM BELGIQUE18
POLAND POLSKA20
Students 2 Students
SLOVENIA SLOVENIJA26
ESTONIA EESTI28
LITHUANIA LIETUVA30
NORWAY NORGE32
Intercultural dialogue
FRANCE FRANCE36
3E E.Eco.Euro Citoyen:
Fostering foreign language
learning & European citizenship among
pupils in vocational secondary school
IRELAND IRE/IRELAND38
POLAND POLSKA40
SPAIN ESPAA42
Language opportunities
BOLSA DE IDIOMAS
BELGIUM BELGI44
Languages, my idea!
TALEN, MIJN GEDACHT!
PORTUGAL PORTUGAL46
ROMANIA ROMNIA48
BULGARIA 50
SLOVAKIA SLOVENSKO52
Zvolen in Dortmund
ZVOLEN VDORTMUNDE
SLOVENIA SLOVENIJA58
ITALY ITALIA60
BELGIUM BELGI62
HUNGARY MAGYARORSZG64
LUXEMBOURG LUXEMBOURG66
Welcome to Graphoville/
Bienvenue Graphoville
Hippocampus Academy
Docendo Discimus
GERMANY DEUTSCHLAND72
CYPRUS 74
LUXEMBOURG LUXEMBOURG76
BELGIUM BELGI78
SLOVENIA SLOVENIJA92
NETHERLANDS NEDERLAND94
ITALY ITALIA100
IRELAND IRE/IRELAND102
ICELAND SLAND104
Growing
BELGIUM BELGIEN80
Language learning
in the community
YRKJA
PORTUGAL PORTUGAL106
GERMANY DEUTSCHLAND108
AUSTRIA STERREICH84
Language Robot
NORWAY NORGE82
FRANCE FRANCE86
BELGIUM BELGIQUE88
Spreadthesign
ESTONIA EESTI110
KEELEROBOT
HUNGARY MAGYARORSZG112
BELGIUM BELGIEN114
SPAIN ESPAA116
SLOVAKIA SLOVENSKO118
ESTONIA EESTI124
BELGIUM BELGI128
SLOVAKIA SLOVENSKO130
Cooler World
MALTA MALTA132
FRANCE FRANCE134
InteractiFLE
ROMANIA ROMNIA136
Klicke multilingual
IRELAND IRE/IRELAND142
LINGUASWAP
Linguaswap Second level language swapping
Linguaswap.com
LINGUASWAP - MALART TEANGA DARA LEIBHIL
LINGUASWAP.COM
BULGARIA 148
,
MOODLE,
NETHERLANDS NEDERLAND150
My schools network
BELGIUM BELGIEN152
LUXEMBOURG LUXEMBOURG154
FINLAND SUOMI/FINLAND156
ReadyStudyGoAhead!
Linguistic and Cultural Coaching in Initial
Vocational Education
READYSTUDYGOAHEAD! KIELI- JA
KULTTUURIVALMENNUSMATERIAALI AMMATILLISESSA
PERUSKOULUTUKSESSA
AUSTRIA STERREICH158
BELGIUM BELGIEN160
BELGIUM BELGIQUE162
ITALY ITALIA164
SWEDEN SVERIGE166
HUNGARY MAGYARORSZG168
POLAND POLSKA170
Multilingual classrooms
LITHUANIA LIETUVA174
BELGIUM BELGIQUE176
IRELAND IRE/IRELAND188
PORTUGAL PORTUGAL190
DENMARK DANMARK192
FINLAND SUOMI/FINLAND194
NETHERLANDS NEDERLAND196
Promoting academic
multilingualism
ITALY ITALIA182
GERMANY DEUTSCHLAND198
ESTONIA EESTI200
SLOVENIA SLOVENIJA202
Tiny Signers
INTRODUCTION
THE EUROPEAN LANGUAGE LABEL INITIATIVE ASUCCESS STORY
his publication presents acollection of excellent projects that were awarded the European Language Label (ELL)
from2006to2013.
The Label is the successful result of apilot project launched by the European Commission (EC) in 1998 following
the recommendations of the 1995 White Paper on Teaching and Learning(1). Over the years the Label has evolved to
follow the European goals in the field of multilingualism and the ambitious objective of mother tongue + 2 by which all
citizens should have the opportunity to acquire knowledge and skills in two foreign languages in addition to their mother
tongue. In this vein, since 2006 the European Language Label has been refocused to target annual European priorities,
highlighting more the European dimension of the initiative and showcasing the good practice. To increase its outreach,
the Label initiative was also extended with the introduction in each country or region of an annual prize for the individual
having made the most progress in foreign language learning, and the best language teacher. The aim is to acknowledge
and publicise success stories related to language learning or teaching.
Thanks to its growth over the years, the Label is now rewarding innovative initiatives in the field of language teaching and
learning at any level or phase of education and training and is asuccessful means to disseminate best practices as well
as to promote public interest in improving language skills.
The European Union is proud to have supported some of these excellent projects through the 7-year lifelong learning
programme (LLP). From 2007until2013, the programme provided support for multilateral projects promoting language
awareness and access to language learning resources and aiming to develop or share language learning materials,
including online courses and instruments for language testing. It also fostered multilateral networks promoting language
learning and linguistic diversity, supporting the exchange of information about innovative techniques and good practices,
especially among decisionmakers and key education professionals.
Marking the end of the lifelong learning programme and its contribution to the European Language Label, this publication
illustrates the significant amount of work, engagement, commitment and enthusiasm behind the success of the Label. The
85 projects presented here have been selected(2) by the national authorities(3) responsible for the organisation of the
national Label awards according to the European priorities which were identified over time.
2006/07: I nitial and inservice language teacher training
Diversification of the languages on offer
2008/09: I ntercultural dialogue
Languages and business
2010/11: L
anguage learning in the community
Language skills as apreparation for work
2012/13: L
anguage learning based on new technologies
Multilingual classrooms
The European Language Label will pursue its goals and continue to promote new initiatives in the field of language
teaching and learning. National authorities continue to be encouraged to organise on avoluntary basis regular
national competitions in the Erasmus+ programme countries. The ELL award should, in particular, continue to function
as astimulus to exploit and disseminate the results of excellence in multilingualism, and to promote public interest in
language learning. Let us wish to have many more successful years of this incredible initiative!
(1) http://europa.eu/documents/comm/white_papers/pdf/com95_590_en.pdf
(2) More projects and individuals can be discovered in the multilingual database. It contains information and the description of most projects and individuals
(over 2200) that have been awarded the European Language Label since 1999. You can also find dynamic statistics per year and country, projects and
individuals, target languages, as well as aLabel of the day section on each EU language page (http://ec.europa.eu/education/language/label/label_public/
index.cfm?lang=EN).
(3) National agencies and national implementing bodies.
2006/07:
Initial and in-service
language teacher training
A welltrained teacher is a key factor in improving the quality of language provision, which leads
to enhanced language skills among citizens. This priority targets projects involving prospective
teachers as well as inservice teachers who, at any level of education, teach a language subject, or
teach languages through content and language integrated learning (CLIL) or other informal methods
(learninggames, language learning occurring in kindergarten and in primary education). Teacher
trainers and language trainers in vocational and continuous education are also included, as well as
those working in nonformal adult education institutions, such as community teacher training providers
or peer education schemes.
AUSTRIA
STERREICH
Coordinating body
Teacher Training
Target group
German, English
Year of the Award
2006
EUROPASS-STERREICH
12
AUSTRIA
STERREICH
EUROPASS-STERREICH
DUAL LANGUAGE
PROGRAMME (DLP)
de
DUAL LANGUAGE PROGRAMME (DLP)
Mit dem Akademielehrgang Dual Language Programme (DLP), einer einjhrigen Weiterbildung fr Lehrpersonen der allgemeinen Pflichtschulen/
Sekundarstufe im Sprachbereich (120Gesamtstunden/14ECTS), zielt das Pdagogische Institut der Stadt Wien auf eine Vermittlung von
Grundtheorien fr den Einsatz einer Fremdsprache als Arbeitssprache, auf ein sprachliches Training und auf eine Fortbildung in den Bereichen
Methodologie, Didaktik und Sprache sowie Materialienentwicklung ab. Der Lehrgang findet in Form von Vortrgen, Seminaren und Workshops mit
individueller Studienbetreuung durch Tutorials und begleitenden Aufgaben im Selbststudium zur Intensivierung des Erlernten statt.
Die Studienerfolgskontrolle geschieht einerseits durch Erprobung der individuell entwickelten Materialien im eigenen Unterricht seitens
der Lehrkrfte und Fhrung eines Action Diary ber Erfahrungen im DLPUnterricht. Andererseits gibt es die Mglichkeit, im Rahmen eines
AssessmentVerfahrens die Projekte vor einer DLPKommission in die Praxis umzusetzen und in einer abschlieenden Besprechung mit der
Kommission die erworbene DLPKompetenz unter Beweis zu stellen.
Nach erfolgreicher Absolvierung des Lehrgangs ist die Schule berechtigt, DLPKlassen zu erffnen und das DLPGtesiegel zu fhren, das
allerdings an die jeweiligen Lehrgangsabsolventen/Lehrgangsabsolventinnen gebunden ist. Ein weiteres Ziel ist, dass das Dual Language
Programme (DLP) auf weitere Fremdsprachen, die als Arbeitssprachen dienen, wie Franzsisch, Ungarisch oder Kroatisch, ausgeweitet wird.
Projekttrger
Lehrer/-innenfortbildung
Zielgruppe
Lehrkrfte des Pflichtschulbereichs und in Erweiterung fr
Lehrer/-innen der allgemeinen bzw. bildender hherer Schulen
und kooperativer Mittelschulen
Sprachen
Deutsch, Englisch
Auszeichnungsjahr
2006
13
14
FRANCE
NAME
FRANCE
NAME
Title
Emilangues
Emilangues is awebsite
dedicated to European
or Oriental Languages
Sections (SELO) in schools.
Created by the International
Centre for Pedagogical
Studies (CIEP) with
funding from the French
Ministry of Education, it
originally aimed at contributing to the implementation of the French
Renovation Plan for Language Teaching and the Outline Act on
the future of school, whose objectives included a20% increase
in the number of European or Oriental Languages Sections from
2005to2010. Emilangues also meets astrong demand for sharing
practices and strengthening the professional status of teachers
working within this system. The educational resources are available
in several languages (German, English, Chinese, Spanish, Italian,
Portuguese, Russian, Dutch, Arabic, Japanese and Vietnamese) and
for six nonlanguage subjects (history & geography, hospitality
and catering, life and Earth sciences, physics and chemistry,
mathematics and management). Nonlinguistic subjects have been
chosen for their intercultural theme or because they favour aCLIL
approach. Emilangues is now coordinated by the CNDP.
Coordinating body
CNDP
Education Sector
2006
NAME
FRANCE
NAME
FRANCE
EMILANGUES
NAME
fr
EMILANGUES
Emilangues est un site ddi laccompagnement
des sections europennes ou de langues orientales
(SELO). Initialement coordonn par le Centre
international dtudes pdagogiques (CIEP) sous la
tutelle du ministre de lducation nationale, il avait
pour objectif initial de contribuer la mise en uvre
du plan de rnovation pour lenseignement des
langues et la loi dorientation pour lavenir de lcole,
dont le but tait, entre autres, daugmenter de 20%
le nombre de sections europennes ou de langues
orientales de 20052010. Par ailleurs, le site rpond
une forte demande de mutualisation des pratiques
et de professionnalisation de la part des enseignants
qui oprent au sein de ce dispositif. Les ressources
pdagogiques sont proposes dans plusieurs langues
(allemand, anglais, chinois, espagnol, italien, portugais,
russe, nerlandais, arabe, japonais et vietnamien) et
six disciplines non linguistiques (histoire et gographie,
htellerierestauration, sciences de la vie et de la terre,
physiquechimie, mathmatiques, management des
organisations). Les disciplines non linguistiques ont
t choisies pour leur orientation interculturelle ou
mettant en avant une dmarche EMILE. Emilangues est
dsormais gr par Canope.
Structure coordinatrice
Canope
Secteur ducatif
2006
15
16
ROMANIA
ROMNIA
InterAct
The aim of InterAct project was
to develop, pilot and release
amodel for improving the New
Basic Skills at the workplace
communication, ICT, teamwork,
intercultural awareness.
Activities in the project focused
on the fields of health, care and tourism directly addressing people
at risk of professional marginalisation, typically less qualified
workers whose first language was not English.
The project developed an online platform with the help of which
aseries of international group activities were implemented.
Activities were based on reallife contexts and problem solving
thus creating an authentic learningbydoing medium.
Participants in all project countries were encouraged to practise
and improve skills such as language and communication, ICT skills,
teamwork, intercultural awareness, confidence and motivation.
The project offered opportunities for employees to develop New
Basic Skills, induction programmes for newcomers, learning
and business partnerships across borders, management of
international project partnerships, education and training providers.
Innovation in the project consisted in the following aspects:
Using the same online platform for project management
Increased familiarity with it in the pilot rounds
Instrumental in model development
Combination: periodical project meetings+work on online
platform
Sense of continuity
Flexibility
Efficient model development and project management
Inclusiveness in decisionmaking
The personality factor
Excellent working relationship and emerging friendships
Coordinating body
http://www.statvoks.no/interact/index.html
Education Sector
2007
ROMANIA
ROMNIA
INTERACT
ro
INTERACT
Scopul proiectului InterAct afost dezvoltarea, testarea i promovarea unui model pentru formarea unor noi
competene de baz la locul de munc competene interculturale, de comunicare, de utilizare amijloacelor
tehnologice sau lucru n echip. Activitile dezvoltate n cadrul proiectului au avut teme din domeniul sntii i
cel al turismului, adresnduse persoanelor care risc s fie marginalizate, de obicei persoane mai puin calificate,
cu un nivel sczut de limba englez.
Proiectul adezvoltat oplatform online cu ajutorul creia au fost implementate oserie de activiti de grup.
Activitile au avut la baz contexte din viaa real i situaii de rezolvare aproblemelor, crenduse astfel un
mediu autentic propice pentru nvarea activ.
Participani din toate rile implicate n proiect au fost ncurajai s i exerseze i s i dezvolte abilitile i
competenele lingvistice, comunicaionale, informatice i interculturale i s capete ncredere n forele proprii.
Proiectul lea oferit angajailor noi oportuniti de ai dezvolta noi competene de baz, precum i programe de
iniiere pentru nouvenii, parteneriate de afaceri internaionale, managementul proiectelor internaionale, furnizori
n domeniul educaiei i al formrii continue.
Aspectul inovator al proiectului a constat din:
Folosirea aceleai platforme online i n managementul proiectului
Familiarizarea cu platforma n timpul pilotrii proiectului
Utilizarea platformei n dezvoltarea modelului propus
Imbinarea dintre ntlniri de proiect + activitate pe platforma online
Sentiment de continuitate
Flexibilitate
Dezvoltarea eficient a modelului i a managementului proiectului
Includere n luarea de decizii
Factorul personalitate
Relaii excelente de munc i de prietenie
Instituia coordonatoare
http://www.statvoks.no/interact/index_ro.htm
Sector educaional
2007
17
18
BELGIUM
BELGIQUE
Coordinating body
2007
BELGIUM
BELGIQUE
WORKING GROUP
OF LANGUAGE
TEACHERS
FROM THE
5REGIONS OFTHE
MEUSERHINE
EUREGIO
GROUPE DE TRAVAIL
DE PROFESSEURS DE
LANGUES DES CINQ
RGIONS DE LEUREGIO
MEUSERHIN
fr
GROUPE DE TRAVAIL DE PROFESSEURS DE LANGUES
DESCINQ RGIONS DE LEUREGIO MEUSERHIN
Depuis 1994, un groupe de professeurs de langues provenant des cinq rgions
de lEuregio MeuseRhin se runit de manire rgulire en vue de partager des
mthodes pdagogiques et dencourager la promotion des langues avoisinantes.
La particularit du projet est quil sadresse tous les secteurs denseignement,
et son but est de crer des ponts linguistiques entre les cinq rgions. De plus, le
magazine Euregiomag (change de mthodes pdagogiques, exercices, liens utiles,
vnements, etc.) existe toujours et, chaque anne, les professeurs se rassemblent
pour des excursions vise pdagogique, des confrences et des journes de
formation. Ces changes crent une amiti transfrontalire entre les diffrents
professeurs de langues, ce qui apour consquence de faciliter le partage dopinions
et dides et de provoquer une aide spontane entre les diffrents intervenants.
Institution coordinatrice
Andre Mller(a.muellerbragard@skynet.be)
Secteur denseignement
Adultes et jeunes
Langues
2007
19
20
POLAND
POLSKA
Students 2 Students
The main aim of the project was to furnish future English language
teachers with general elearning skills and to show them ways to
use the platform in the process of foreign language teaching. The
additional aim of the project, which is reflected in its title, was to
enable students to exchange their knowledge and skills. Students
learnt to work on the platform, teaching other students English at
the same time.
The project Students 2 Students was carried out for the first time
in the academic year 2005/06 as part of regular classes for 3rd
year undergraduate students specialising in teacher education in
the Department of English Studies at SWPS. The project was divided
into two parts. In the first part, which took place in the winter
semester, students got acquainted with the principles of running
the university elearning platform based on the Moodle software.
The students had achance to learn about the platform from three
different perspectives: that of astudent, teacher and the author of
teaching materials. In the other part of the project, the students
created and then conducted miniEnglishlanguage courses via the
elearning system. Here the students of English Studies played the
roles of teachers and volunteers chosen from among other students
of SWPS assumed the roles of students. Participants of the project
learnt chosen methodological elements of online teaching. They saw
what problems might arise in the course of elearning and how to
cope with them. The practical dimension of the knowledge acquired
was very important: not only did the participants of the project learn
to build coherent elearning courses but also they experienced being
real teachers in the course they created.
Coordinating body
Sylwia Maciaszczyk
ul. Chodakowska 19/31
03-815
Warsaw
Poland
Email: sylvia.maciaszczyk@gmail.com
Education Sector
Tertiary Education
Target group
Student teachers
Languages
English
2006
POLAND
POLSKA
STUDENTS
2STUDENTS
pl
STUDENTS 2 STUDENTS
Gwnym celem projektu byo przekazanie przyszym nauczycielom jzyka angielskiego
umiejtnoci wzakresie oglnej obsugi platformy sucej uczeniu na odlego
(elearning) oraz sposobw wykorzystania tej platformy wprocesie nauczania
jzyka obcego. Dodatkowym celem projektu, co podkrela jego tytu, byo stworzenie
studentom moliwoci wzajemnego wspierania si wiedz iumiejtnociami. Studenci
filologii angielskiej uczyli si pracowa na platformie, jednoczenie uczc innych
angielskiego.
Projekt Students 2 Students zosta przeprowadzony po raz pierwszy wroku
akademickim 2005/2006 wramach zaj dla studentw ze specjalizacji nauczycielskiej
trzeciego roku studiw licencjackich wInstytucie Filologii Angielskiej SWPS.
Przedsiwzicie zostao podzielone na dwie czci. Wczci pierwszej, odbywajcej
si wsemestrze zimowym, studenci zapoznawali si zzasadami funkcjonowania
uczelnianej platformy elearningowej wykorzystujcej oprogramowanie Moodle.
Poznali platform ztrzech perspektyw: studenta, nauczyciela iautora materiaw
dydaktycznych. Wdrugiej czci uczestnicy projektu utworzyli na platformie, anastpnie
przeprowadzili trybem elearningowym minikursy jzyka angielskiego. Studenci filologii
angielskiej wystpowali wroli nauczycieli, aochotnicy wybrani spord pozostaych
studentw SWPS byli uczniami/studentami na przeprowadzanych przez kolegw
kursach. Uczestnicy projektu poznali wybrane elementy metodyki nauczania online.
Zobaczyli, jakie problemy mog pojawi si przy nauczaniu elearningowym oraz
jak sobie znimi radzi. Bardzo wany by praktyczny wymiar zdobywanej wiedzy:
uczestnicy projektu nie tylko uczyli si budowa spjne szkolenia elearningowe, ale
take dowiadczyli bycia nauczycielem wnapisanym przez siebie kursie.
Komentarz uzasadniajcy
Projekt jednej znajwikszych uczelni niepastwowych wPolsce. Dobry pomys
iskuteczna jego realizacja. Wroku 2006 nauczenie si korzystania zplatformy Moodle
byo dla studentw autentyczn wartoci dodan. Zdobyta wwczas umiejtno
posugiwania si platform Moodle zarwno od strony uytkownika, jak iautora
kursw stanowia podstaw dla pniejszych dowiadcze zawodowych studentw
platforma Moodle aktualnie jest platform szeroko stosowan wedukacji. Teoretyczne
ipraktyczne wprowadzenieelearningu na wczesnym etapie ksztacenia znaczco
poprawio warsztat metodyczny przyszych nauczycieli. Najwiksz wartoci projektu
byo poczenie nowoczesnych technologii ztradycyjn form nauczania (w tym
przypadku innych studentw), co zaowocowao kompletnym iwysokim jakociowo
przygotowaniem do pracy zawodowej nauczyciela jzyka angielskiego.
Instytucja koordynujca
Sylwia Maciaszczyk
ul. Chodakowska 19/31
03-815 Warszawa
Polska
email: sylvia.maciaszczyk@gmail.com
Sektor edukacji
Szkolnictwo wysze
Grupa docelowa
Angielski
Rok przyznania nagrody
2006
21
2006/07:
Diversification of
the languages on offer
Schools and educational institutions in general can play a substantial role in promoting linguistic
diversity by widening the range of languages taught. This priority targets projects that have found
creative ways to offer more languages, and especially less widely used and taught languages, for
instance by networking different schools, or by relying on community resources (local foreign residents,
migrants, business operators) or onexchanges. Nonformal and informal educational providers
likelibraries, radio and TV broadcasters workingto make the public more aware of linguistic diversity
may also be targeted.
24
SPAIN
ESPAA
etridem.net intercultural
exchanges in virtual environments
This initiative was carried out during
the academic years 2005/06, 2006/07
and 2007/08, within the framework of
aGrundtvig 2 Learning Partnership of the
former Socrates Programme, in which
atotal of five schools in the field of Adult Education from Germany,
Austria, the United Kingdom and Spain took part.
The main aim of the project was to design, develop and evaluate
ahighly innovative method to learn foreign languages by means of
communicative tasks on cultural topics in virtual environments.
The project started with the creation of an elearning platform
(http://e-tridem.net/spanisch/Projectdescription.php), in which
students could find the tasks to work on, the guidelines for
participation, the way to contact other users, information about the
latest news and so on.
Taking into account abasic principle of collaboration among small
groups from three different countries, diverse groups of native
speakers were formed and they had to accomplish some cultural
tasks communicating in three foreign languages and using ICT. The
core of this online language and cultural course was divided into
three blocks of language contents in which these groups from three
nationalities met online and undertook small projects by which they
had to communicate, discuss issues and reach agreements. The
topics tackled referred to the students ways of life and customs.
Each block of contents took two weeks to be completed and only
the specific language of that block could be used. The participant
whose native tongue was the one used in that block of contents had
to adopt the role of an expert (Guideontheside) of his/her culture
and language. In order to achieve the tasks to be done, there were
three stages: information exchange stage, individual work stage and
collaborative groupwork stage. The course always finished with
afacetoface meeting of all the participants, so as to be able to
get to know each other and evaluate the course jointly.
Coordinating body
https://www.edu.xunta.es/centros/eoicoruna/
Contact person
Adult Education
Target group
2007
SPAIN
ESPAA
E-TRIDEM.NET
INTERCULTURAL
EXCHANGES
IN VIRTUAL
ENVIRONMENTS
ETRIDEM.NET.
INTERCAMBIOS
INTERCULTURALES EN
ENTORNOS VIRTUALES
es
ETRIDEM.NET. INTERCAMBIOS INTERCULTURALES
ENENTORNOS VIRTUALES
Coordinador
https://www.edu.xunta.es/centros/eoicoruna/
Persona de contacto
Educacin de Adultos
Grupo destinatario
2007
25
26
SLOVENIA
SLOVENIJA
Coordinating body
Adult education
Target group
2006
SLOVENIA
SLOVENIJA
THE EUROPEAN
LANGUAGE
FESTIVAL
FESTIVAL EVROPSKIH
JEZIKOV
sl
FESTIVAL EVROPSKIH JEZIKOV
Andragoki zavod Maribor Ljudska univerza je vokviru akcije Socrates Lingua
od leta 2002 do leta 2004 vodil mednarodni projekt znaslovom Festival
evropskih jezikov. Partnerske drave vprojektu so bile: eka, Nemija, Madarska,
Nizozemska in Slovaka. Projekt je ozavestil splono javnost severnovzhodne
Slovenije oprednostih znanja im vejega tevila tujih jezikov. Sfestivalom, ki je
trajal tiri dni, od 29. septembra do 2. oktobra 2004, so neposredno nagovorili
obiskovalce, ki so bili ofestivalu obveeni vmedijih in zobseno informativno
kampanjo, ki je vkljuevala vejezino obveanje po mestu, in sicer na javnih
objektih in vinstitucijah, kot so policija, bolninica, eleznika in avtobusna postaja,
hoteli ter drugo.
Za informativno kampanjo je oglaevalska agencija Mediamix prejela pet prestinih
nagrad na domaih in mednarodnih oglaevalskih festivalih.
Predstavitve 24 jezikov na festivalu, okaterih so predavali strokovnjaki, je na
Andragokem zavodu Maribor obiskalo 1000 obiskovalcev. 2000 uencev in
dijakov je predavanja poslualo volah. Aprila 2005 je bila organizirana razstava
omanjihevropskih jezikih na Pedagoki fakulteti vMariboru, ki si jo je ogledalo
3000 obiskovalcev.
Izel je tudi katalog skratkim opisom vseh 24 jezikov vslovenini ter izdelana je
bila spletna stran vslovenini in nemini oziroma angleini (http://www.azmlu.si/).
Koordinator
Izobraevanje odraslih
Ciljna skupina
2006
27
28
ESTONIA
EESTI
Coordinating body
Finnish Institute
Contact person
Teacher Training
Target group
Teachers of Finnish
Languages
Finnish
2007
ESTONIA
EESTI
THE FINNISH
INSTITUTE
APROMOTER
OF THE FINNISH
LANGUAGE AND
CULTURE IN
ESTONIA
SOOME INSTITUUT
ON SOOME KEELE JA
KULTUURI EDENDAJA
EESTIS
et
SOOME INSTITUUT ON SOOME KEELE JA KULTUURI
EDENDAJA EESTIS
Euroopa keeleppe tunnuskirjaga tunnustati Soome Instituudi pikaajalist tegevust
soome keele ja kultuuri edendamiseks Eestis. Oma mitmekesise ja arvuka soome
keele ppimise ning petamise ja kultuuri tutvustavate programmide kaudu on
Soome Instituut toetanud kahe sugulaskeele arengut. Alates instituudi asutamisest
1994. aastal on panustatud Eesti soome keele petajate koolitamisse. Instituut on
olnud paljude oluliste sndmuste algataja ja elluviija: soome keele Aasta petaja
tiitli omistamine, soome keele petajate stipendiumiprogrammi korraldamine,
Agricola pevade korraldamine.
Projekti koordinaator
Soome Instituut
Kontaktisik
petajakoolitus
Sihtgrupp
Soome keel
Tunnustatud
2007
Valiku phjendus
Soome Instituuti Eestis tunnustati pikaaegse soome
keele ja kultuuri edendamise, petajate koolitamise ja
pilastele meldud sndmuste korraldamise eest.
29
30
LITHUANIA
LIETUVA
Coordinating body
Loreta Chodzkien
Education Sector
University
Target group
2007
LITHUANIA
LIETUVA
OPEN TO
EVERYCITIZEN
KALBA - VISIEMS
lt
KALBA - VISIEMS
Vienas i kalbins komunikacijos metod yra daina. Projektas Kalba - visiems
suteikia galimybes monms, kurie negali mokytis kalb patys, imokti eias
kalbas. Kalbos mokymosi motyvacija jauniems monms, turintiems specialij
poreiki, buvo stiprinama dainuojant dainas eiomis skirtingomis kalbomis. Tai
padjo jiems atrasti kalbos mokymosi galimybes. Chorai i Lietuvos, Estijos, Latvijos,
Italijos, Didiosios Britanijos ir Ispanijos ireik kalbos gro. Choro dainininkai buvo
pirmieji, kurie turjo galimyb ibandyti eias tikslines kalbas dainuodami po tris
dainas kiekviena kalba. Partnerini susitikim metu chor dainininkai ir chorvediai
buvo supaindinti su kalbomis dviem bdais odiu ir daina. Chor nariai, tikslins
grups ir publika dalyvavo teminse kalbos aktyvavimo sesijose, kurios taip pat
turjo pridtins verts kalbos sisavinimo procesui ir igyvenimo kompetencijos
augimui realiose gyvenimikose situacijose. Projekto metu buvo suorganizuota
nemaai chor koncert. Kalb mokymasis pramogaujant buvo pagrindin projekto
priemon, skatinanti moni motyvacij, ir priminimas, kad kalb mokymasis gali
bti smagus.
Koordinatorius
Loreta Chodzkien
vietimo sektorius
Universitetas
Tikslin grup
2007
31
32
NORWAY
NORGE
Coordinating body
Thorkild Haus
Education Sector
Upper secondary
Target group
French
2007
NORWAY
NORGE
PARALLEL DIGITAL
DISTANCE LEARNING
IN FOREIGN
LANGUAGES
PARALLEL DIGITAL
FJERNUNDERVISNING
IFREMMEDSPRK
no
PARALLEL DIGITAL FJERNUNDERVISNING IFREMMEDSPRK
Prosjektet har besttt i utvikle et undervisningsopplegg der to og tre elevgrupper
kan motta og flge undervisning selv om de befinner seg p forskjellige steder.
Elever fra andre skoler inviteres inn p vertskolens lringsplattform, og de
kommuniserer ogs via videokonferanser, Skype og Internett. Ilpet av de fem
rene prosjektet har pgtt, har utfordringene ved bruke ny teknologi istor grad
blitt overvunnet. Det er dessuten en styrke at de anvendte hjelpemidlene er lett
tilgjengelig. Deltakerskolene har ogs tilrettelagt undervisningen slik at timene
ifremmedsprk gr parallelt, og det sosiale aspektet, fellesskapsflelsen og entilen
samtalene mellom lrer og elev er ivaretatt iprosjektet.
Prosjektet er utviklet ved Vennesla videregende skole, men flere skoler iVestAgder
- Kvinesdal, Lyngdal og Byremo - har ogs deltatt. Et slikt nettverk mellom skoler
har gjort det mulig tilby og opprettholde undervisning ifransk ved skoler som
ikke har hatt et stort elevgrunnlag eller konomiske ressurser til selv kunne gi et
slikt tilbud. Nr utgiftene blir delt p flere skoler, blir ikke et utvidet fagtilbud en s
stor konomisk belastning for den enkelte skolen. Prosjektet er et godt eksempel p
hvordan det sl ned de fysiske veggene og etablere klasserom p tvers av skoler
gjr det mulig opprettholde et godt tilbud ifremmedsprk.
Institusjon/Organisasjon
Thorkild Haus
Sektor
Videregende skole
Mlgruppe
Elever ifremmedsprk
Sprk
Fransk
2007
33
2008/09:
Intercultural dialogue
2008 was the European Year of Intercultural Dialogue, underlining the important contribution of
intercultural dialogue to a number of the European Unions strategic priorities, which are the promotion
of cultural diversity, active European citizenship and social cohesion. The year intended to highlight
and raise awareness about this priority, and intercultural dialogue has, since then, been a central
theme for the activities of the directorategeneral. Projects awarded the European Label should serve
as references for demonstrating the interrelation of language skills on the one hand and mutual
understanding and valuing of cultures on the other. Examples may range from innovative methods of
presenting various cultural aspects in the language classroom, through raising interest in languages
via cultural events, to using language learning to remove social and cultural barriers and further an
inclusive society.
36
FRANCE
FRANCE
3E E.Eco.Euro Citoyen:
Coordinating body
Mrs Soulie
Education Sector
2009
FRANCE
FRANCE
3E E.ECO.EURO
CITOYEN:
FOSTERING FOREIGN
LANGUAGE LEARNING
& EUROPEAN
CITIZENSHIP AMONG
PUPILS IN VOCATIONAL
SECONDARY SCHOOL
3E E.ECO.EURO
CITOYEN: ENCOURAGER
LAPPRENTISSAGE DES
LANGUES TRANGRES ET LA
CITOYENNET EUROPENNE
DANS LENSEIGNEMENT
SECONDAIRE
PROFESSIONNEL
fr
3E E.ECO.EURO CITOYEN: ENCOURAGER LAPPRENTISSAGE
DES LANGUES TRANGRES ET LA CITOYENNET
EUROPENNE DANS LENSEIGNEMENT SECONDAIRE
PROFESSIONNEL
Le lyce Montpensier souhaite susciter lintrt de ses lves pour apprendre
les langues et se forger une culture europenne, dimension encore rare dans
les tablissements denseignement professionnel. Les langues tudies dans
ltablissement sont langlais et lespagnol. ces deux langues, lquipe asouhait
en ajouter une nouvelle, chaque anne, de manire que, lissue de leur scolarit
secondaire, tous les lves en aient dcouvert au moins cinq. Dans ce but, lquipe
pdagogique se mobilise, de manire transdisciplinaire (langues, arts et patrimoine,
dveloppement durable, etc.), autour de la thmatique europenne. Chaque anne,
un nouveau pays est tudi. Des enseignants et des tudiants Erasmus connaissant
ce pays interviennent auprs des lves pour partager avec eux leur vcu personnel
et professionnel europen. Paralllement, les lycens communiquent avec leurs
correspondants dans la langue tudie, par messagerie lectronique mais aussi
grce linternet et la plateforme europenne eTwinning. la fin de lanne, ils
visitent la capitale du pays quils ont dcouvert au cours de lanne.
Structure coordinatrice
Mme Soulie
Secteur ducatif
2009
37
38
IRELAND
IRE/IRELAND
Coordinating body
Francesca La Morgia
Bilingual Forum Ireland
96 Kickham Road
Inchicore
Dublin 8
Tel. +353 876943766
Email: info@bilingualforumireland.com
Education Sector
Preprimary, Primary
Target group
2009
IRELAND
IRE/IRELAND
BILINGUAL FORUM
IRELAND
FRAM DTHEANGACH
NA hIREANN
ga
FRAM DTHEANGACH NA hIREANN
Comhghrpa nua is ea Fram Dtheangach
na hireann abhfuil de sprioc aige tuiscint ar
an dtheangachas aard. Cuirimid ceardlanna
dtheangacha ar fil do thuismitheoir, doideoir
agus do dhuine ar bith ar suim leis n li tuilleadh
afhil amach faoi dhtheangachas agus faoi
ilteangachas. T r ngrpa ag dul imid agus
imeasc na saineolaithe at ann t teangeolaithe,
teiripeoir urlabhartha agus teanga chomh maith le
minteoir. Is seirbhs saor in aisce at cur ar fil againn agus is ar fud na hireann
at s ar fil. Cuirtear ar fil ar an idirlon , leis, trnr bhfram arlne.
Sonra Teagmhla
Francesca La Morgia
Bilingual Forum Ireland
96 Bthar Chiceam
Inse Chr
Baile tha Cliath 8
Teil. +353 876943766
R-phost: info@bilingualforumireland.com
Earnil Oideachais
Ramhbhunscoil, bunscoil
Spriocghrpa
2009
Tuairim ar an rogha
Leis an tionscadal seo spreagadh tuiscint agus suim
mhr idtuismitheoir agus iminteoir tr freagra
athabhairt ar cheisteanna abhaineann le pist
agus dtheangachas/ilteangachas. Dfhadfadh
an tionscadal seo dul chun tairbhe go mr don
phobal igcoitinne. Cuirtear an tseirbhs ar lne seo
ar fil saor in aisce do gach scoil, ionad pobail agus
naolann agus dfhadfa a athdhanamh idtortha
eile sa bhformid seo. T an tionscadal drithe ar
mhrtheangacha agus mionteangacha san Eoraip agus
ar theangacha domhanda eile. Cuireann na hsideoir
tuilleadh eolais ar chultir eile tr theangacha
afhoghlaim.
Is cur chuige rnua suimiil seo do thuismitheoir, do
phobail agus don lucht acadil. Painal saineolaithe
adfhorbair an tbhar agus freagraonn an painal
seo ceisteanna aardatear san fhram chomh maith.
39
40
POLAND
POLSKA
I Love Guatemala
Culture and Education Project
Coordinating body
Primary, Secondary
Target group
Spanish
2008
POLAND
POLSKA
I LOVE GUATEMALA
CULTURE AND EDUCATION
PROJECT
PROJEKT
KULTUROZNAWCZOEDUKACYJNY
GWATEMALA MNIE POWALA
pl
PROJEKT KULTUROZNAWCZOEDUKACYJNY
GWATEMALAMNIE POWALA
Projekt zosta przeprowadzony przez Muzeum Miejskie worach. Jednym zjego
celw byo stworzenie warunkw do poznania, dowiadczenia iinterpretacji wiata
przez pryzmat kultur Mezoameryki. Wramach przedsiwzicia zorganizowano
rnorodne zajcia: pokazy filmowe, spotkania kulturalne, koncerty, wykady
na temat cywilizacji Majw, etnologii iantropologii. Przygotowano te wystawy
(m.in. tradycyjne indiaskie targowisko wGwatemali) oraz wystaw fotograficzn
zkomentarzem archeologa. Muzeum przeprowadzio rwnie lekcje muzealne:
Szlakiem jaguara iNa indiaskim targu. Wramach projektu powstaa gra edukacyjna
bazujca na wiedzy zbotaniki izoologii Tajemnicze cieki kakaowca oraz warsztaty
archeologiczne Odkrywamy skarby Majw archeologiczna wdrwka.
Wan cz dziaa projektowych stanowia nauka jzyka hiszpaskiego (jego
latynoamerykaskiej wersji) jako instrumentu wanego do podjcia dialogu
kulturowego. Poprzez innowacyjn form warsztatw jzykowomuzycznych
Hablamos ycantamos, prowadzonych przez kolumbijskiego muzyka Ediego
Sancheza, uczestnicy projektu (w zalenoci od poziomu znajomoci jzyka
hiszpaskiego) mogli zapozna si znowym jzykiem obcym bd doskonali
zdobyte ju umiejtnoci jzykowe.
Projekt pozwoli uwiadomi uczniom, e jzyk to nie tylko swka igramatyka, ale
przede wszystkim cay kontekst, wktrym si go uywa: historia, ludzie, tradycje
Stanowi punkt wyjcia do podjcia dialogu kulturowego oraz prb zmierzenia si
zodpowiedzi na pytanie opodoe rnorodnoci kulturowej.
Instytucja koordynujca
Dzieci imodzie
Jzyk
Hiszpaski
Rok przyznania nagrody
2008
Komentarz uzasadniajcy
Projekt muzeum miejskiego, znanego zdziaalnoci
na rzecz dzieci imodziey. Wciekawy sposb
czy elementy kulturowe ijzykowe, pokazujc
jzyk hiszpaski wcaym jego bogactwie kontekstu
kulturowego. Przedsiwzicie to obfitowao wciekawe
irnorodne pod wzgldem formy itematu wydarzenia
integrujce nauki przyrodnicze, kultur ijzyk.
Wramach dziaa projektowych zaproponowano
nauk jzyka hiszpaskiego wzabawnej, lekkiej formie
(poprzez muzyk). Jednoczenie postawiono przed
uczestnikami powane, dorose pytania ohistori
tworzenia si jzyka iznaczenie kultury dla jego
rozumienia.
Projekt spotka si zolbrzymim zainteresowaniem
lokalnej spoecznoci, aprzez fakt piknej wizualizacji
ibardzo dobrej dokumentacji by wielokrotnie
promowany ieksponowany na wystawach europejskich
projektw jzykowych.
41
42
SPAIN
ESPAA
Language opportunities
The project Bolsa de Idiomas (Bi) (Language
opportunities) is an intercultural education
programme that encourages meetings and
interaction among young people from different
countries through language exchanges and cultural
activities. The originality of the project Bi lies
in the fact that it was created and is managed
by alocal authority through the Youth Space of
Cartagena City Councils Youth Department. The
public administration encourages language learning amongst the
municipalitys population, creating adatabase where the users
profiles are collected, and by which they put individuals into contact
so as to practice aforeign language. Furthermore, the different
intercultural activities boost the motivation and creativity of the
experts who coordinate the project and that of the collaborating
entities. Bi users have the opportunity to practice alanguage with
anative speaker or someone who has agood command on it. Users
establish their own timetables. The person who speaks and interacts
is not ateacher, but afriend with the same difficulties as you, so
the common embarrassment felt when it comes to speaking does
not exist. The group is smaller in size; therefore, the time available
for practice is used more productively. At the same time, direct
contact with native speakers of the target language the user wants
to practise is established, and they do not even have to leave their
own city. Bi participants have the opportunity to meet people from
other cultures, practise alanguage and create new social networks
that increase as more members join in. The Bi project is agreat
opportunity to practice languages and share experiences, since it also
offers educational and amusing activities that foster participation,
such as exhibitions, talks, karaoke, reading clubs, etc.
Coordinating body
2008
SPAIN
ESPAA
LANGUAGE
OPPORTUNITIES
BOLSA DE IDIOMAS
es
BOLSA DE IDIOMAS
El programa Bolsa de idiomas (Bi) es un programa de educacin intercultural
que fomenta el encuentro yla relacin de jvenes de pases diferentes atravs
de intercambios lingsticos yactividades culturales. La originalidad de este
proyecto reside en que ha sido creado ygestionado por una entidad local atravs
del Espacio Joven de la Concejala de Juventud del Ayuntamiento de Cartagena.
De esta manera, la Administracin pblica favorece el aprendizaje de lenguas
entre la poblacin del municipio, creando una base de datos donde se recogen
las caractersticas de los usuarios yse pone en contacto apersonas afines ala
prctica de un segundo idioma. Igualmente, las distintas actividades interculturales
fomentan la motivacin yla creatividad de tcnicos coordinadores del proyecto
yentidades colaboradoras. El usuario tiene oportunidad de practicar un idioma
con una persona de habla nativa oque tenga un buen conocimiento del mismo.
Es el propio usuario el que puede establecer sus propios horarios. La persona
que te habla no es un profesor, sino un compaero con las mismas dificultades,
con lo que se rompe la barrera del pudor ala hora de comenzar ahablar. Es un
grupo reducido, por lo que el tiempo de prctica es mucho ms productivo. Al
mismo tiempo, se produce un contacto directo con personas nativas de la lengua
que el usuario quiere practicar sin salir de su ciudad de origen. Las personas que
participan en BI tienen la oportunidad de conocer agente de otras culturas,
practicar un idioma ycrear nuevos crculos de amistad que van creciendo
conforme se aade un miembro ms. Aprender un idioma siempre es complicado
yexige esfuerzo ydedicacin. Existen muchos jvenes yadultos que, debido al
ajustado horario de trabajo oestudio, no pueden adaptarse al ritmo de academias
oinstituciones. Por ello, este proyecto es una gran oportunidad para practicar
lenguas eintercambiar experiencias. Asimismo, se ofrecen actividades educativas
yldicas que fomentan la participacin, tales como exposiciones, charlas, karaoke,
clubes de lectura, etc.
Coordinador
2008
43
44
BELGIUM
BELGI
Languages, my idea!
Languages my idea!
is an interactive
exhibition that
focuses on the variety
of home languages,
the way that children
(9 to 12 years old) deal with these languages and their diversity.
The exhibition is avoyage of discovery in which children visit various
objects/places (e.g. giant dominoes, alanguage tower, apuzzle,
adigital opinion game, alistening corner, etc.). During their tour
they playfully experience how languages can smell, sound, colour,
build, etc. In this way they are stimulated to think and reflect on
diversity, their own feelings and ideas of others. The final aim is to
reach arespectful attitude and the enhancement of the intercultural
dialogue.
Coordinating body
Primary Education
Target group
2008
BELGIUM
BELGI
LANGUAGES,
MY IDEA!
nl
TALEN, MIJN GEDACHT!
Talen mijn gedacht! is een interactieve tentoonstelling die focust op de waaier
van thuistalen en de manier waarop kinderen (9- tot 12-jarigen) omgaan met deze
talen en hun diversiteit. De tentoonstelling is een ontdekkingsreis waarin kinderen
op verscheidene plaatsen op een speelse manier kunnen ervaren hoe talen voelen,
ruiken, kleuren, bouwen De tentoonstelling voert hen langs talentorens, reuzendominos, een luisterhoek, een puzzel, een digitaal stellingenspel Zo worden ze
gestimuleerd om na te denken over diversiteit, hun eigen gevoelens en de ideen van
anderen. Hierin ligt vaak ook de basis van meer respect voor elkaar. Op die manier
wordt de interculturele dialoog bevorderd.
Cordinator
Basisonderwijs
Doelgroep
2008
45
46
PORTUGAL
PORTUGAL
Coordinating body
English
2009
PORTUGAL
PORTUGAL
LOA LEARNING
FROM/WITH ONE
ANOTHER
pt
LOA LEARNING FROM/WITH ONE ANOTHER
O projeto desenvolve um modelo de ensino de lnguas baseado na implementao
da comunicao intercultural, suportado pelas TIC eno trabalho colaborativo
ecooperativo numa dimenso transcultural. Oprojeto contribuiu tambm para
apromoo da cidadania crtica einterventiva. Ocarter inovador consiste na sua
integrao curricular como estratgia do ensino de lnguas ena implementao
do trabalho colaborativo transcultural. No mbito do projeto, foi elaborado um
dossi pedaggico para cursos profissionais. Oprojeto apresentou ainda uma outra
vertente: demonstrar amuitos docentes as potencialidades pedaggicas das TIC
ea sua eficcia na melhoria da aprendizagem dos alunos, procurando dar resposta
ao problema do insucesso na rea da aprendizagem de lnguas estrangeiras. Este
projeto serviu para testar oimpacto da implementao de um projeto de parceria
eTwinning assente no trabalho colaborativo ena comunicao intercultural. Para ter
acesso aos resultados do trabalho colaborativo dever aceder pgina do programa
eTwinning: www.etwinning.net, entrar com ologin convidado especial econtactar
ocoordenador para obter apalavrapasse.
Entidade Coordenadora
Ingls
Ano do Prmio
2009
47
48
ROMANIA
ROMNIA
Multimedia ePlatform
Coordinating body
Alexandru M (alexandrumita@gmail.com)
Education Sector
2009
ROMANIA
ROMNIA
MULTIMEDIA
EPLATFORM
FOR THE
DEMOCRATIC
LEARNING
OF FOREIGN
LANGUAGES
O PLATFORM
MULTIMEDIA
PENTRU NVAREA
DEMOCRATIC
ALIMBILOR STRINE
ro
O PLATFORM MULTIMEDIA PENTRU NVAREA
DEMOCRATIC ALIMBILOR STRINE
Obiectivele proiectului multilateral Comenius O platform multimedia
pentrunvarea democratic alimbilor strine au fost: promovarea
educaieiinterculturale europene bazat pe nvarea limbilor strine, aplicarea
intensiv anoilor tehnologii i facilitarea interdisciplinaritii ca ocale
adobndiriide cunotine la nivel european i mondial. Un alt obiectiv este
crearea unei alternative de nvare care s poat fi aplicat n cazul nvrii
la distan sau n cazul nvmntului cu frecven redus. colile partenere
n acest proiect (din Romnia, Italia, Portugalia, Polonia), coordonate de Liceul
Teoretic Mihail Koglniceanu din Vaslui (Romnia), au colaborat n vederea
obinerii urmtoarelor produse finale: (a)o platform de elearning Claroline
pentru toate instituiile implicate n proiect, implementat n intranet, n prima
etap, apoi pe un site comun, n etapa adoua; (b)o nou metodologie de
elearning i manuale electronice de nvare alimbilor francez, englez,
spaniol i italian, destinate unui spectru larg (de la 6 la 19 ani), n concordan
cu programele naionale ale instituiilor n parteneriat; (c)un manual de bune
practici, bazat pe experienele din proiect; (d)un suport de curs pentru formarea
continu aprofesorilor de limbi strine. Strategia de ndeplinire aobiectivelor i de
realizare aproduselor finale sa bazat pe activiti specifice i pe opermanent
cooperare i comunicare ntre instituii, corespunztoare punerii n practic
astrategiilor comune i complexe de evaluare i diseminare. Proiectul sa
desfurat n perioada 2009-2011.
Coordonator
Alexandru M (alexandrumita@gmail.com)
Sector educaional
2009
49
50
BULGARIA
Coordinating body
Reneta Palova
Education Sector
2008
BULGARIA
bg
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2008
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51
52
SLOVAKIA
SLOVENSKO
Zvolen in Dortmund
The grammar school of Matej Bel in Zvolen, Slovakia, has cooperated
with the partner school in Dortmund, Germany, since 2002 on the
base of twoyear projects. During the first year of the project pupils
make mutual correspondence to know each other better. They
communicate in German or English. In the second year one-week
exchange visits are organised for approx. 10 pupils who stay with
their friends families. During their stay they take part in classes at
their partner school. Besides the activities in the school there are
very rich programmes, tasks and varied interesting competitions
prepared for pupils in order to learn more and get familiar with the
cultural heritage of the host country. Pupils fulfil smaller partial
tasks and gather materials necessary for their final work.
It is not just asightseeing visit of the country for the pupils. They are
actively involved in the lifestyle of the host family, they take part in
its everyday life and also participate in the educational process at
school. The pupils become Europeans abroad for aweek.
The goals and topics of the twoyear projects are varied; they are
not repeated. Tasks for pupils are prepared in order to get to know
the partner country and its people as much as possible.
The result of mutual cooperation was also that pupils received
an award in the international competition called Begegnung mit
Osteuropa (Meeting with Eastern Europe) that was organised by
Germany, specifically NordheinWestfalen. Out of 1 500 submitted
works, 2 Slovak pupils participating in the project were rewarded for
their works. The Ministry of Education in Germany awarded them
diplomas and a financial price.
Coordinating body
Secondary schools
Target group
German, English
Year of the Award
2009
SLOVAKIA
SLOVENSKO
ZVOLEN IN
DORTMUND
ZVOLEN V DORTMUNDE
sk
ZVOLEN VDORTMUNDE
Gymnzium Mateja Bela vo Zvolene spolupracuje spartnerskm Gymnziom
vDortmunde, vSpolkovej republike Nemecko, u od roku 2002 na bze dvojronch
projektov. Poas prvho roka projektu si iaci navzjom pu, aby sa lepie spoznali.
Korepondencia prebieha vnemeckom, prpadne anglickom jazyku, ako isamotn
komunikcia medzi iakmi. Vdruhom roku sa uskuton tdenn vmenn pobyt
pribline 10 iakov, ktor bvaj urovesnkov vrodinch. Poas pobytu sa zastuj
na vyuovan vpartnerskej kole. Okrem aktivt vkole je pre iakov pripraven bohat
program, lohy arzne zaujmav sae na spoznvanie kultrneho dedistva
hosovskej krajiny. iaci rieia menie iastkov lohy azbieraj materil potrebn pre
ich zveren prcu.
Nejde len onvtevu krajiny, vktorej si iaci prezeraj pamtihodnosti. Aktvne
sa podieaj na spsobe ivota hosovskej rodiny, zapjaj sa do jeho kolobehu
azastuj sa aj na vchovnovzdelvacom procese vkole. Na tde sa stvaj
Eurpanmi vzahrani.
Ciele atmy dvojronch projektov s rzne, neopakuj sa. lohy s pre iakov
pripraven tak, aby o najlepie spoznali partnersk krajinu ajej obyvateov.
Vsledkom vzjomnej spoluprce bolo aj umiestnenie sa iakov
vmedzinrodnej sai Begegnung mit Osteuropa (Stretnutie
svchodnou Eurpou), ktor vyhlasuje Spolkov republika
Nemecko, spolkov krajina Severn PornieVestflsko.
Zcelkovho potu 1500 prihlsench prc boli ocenen
2 prce slovenskch iakov zapojench do projektu. Autori
vaznch prc zskali diplomy od Ministerstva kolstva
Spolkovej republiky Nemecko apean odmenu.
Komentr k vberu
Niekokoron realizcia bilaterlnych projektov
umonila iakom zdokonali sa vkonverzcii
vnemeckom aanglickom jazyku, vprci na potai,
vzskavan aspracovan informci. Umonila im
spozna nov krajinu, jej obyvateov, ich ivotn tl
aporovna ho so ivotom vo svojej krajine. Vzjomn
spoznvanie krajn avytvranie novch kontaktov
prispeli kobohateniu aprehbeniu vzahov azrove
klepiemu porozumeniu medzi iakmi.
Koordintor
Stredn koly
Cieov skupina
2009
53
2008/09:
Languages and business
Each year, thousands of European companies lose business and miss out on contracts as a result of
their lack of language skills, according to a study carried out for the European Commission during 2006
by the Chartered Institute of Logistics and Transport (CILT). The findings suggest that there is enormous
potential for small businesses in Europe to increase their total exports if they invest more in languages
and develop coherent language strategies. This priority targets noteworthy examples of cooperation
between language course providers and enterprises, and services and tools offered to cover the
language needs of enterprises or raise awareness of the role of languages in business.
AUSTRIA
STERREICH
Dynamo
56
Coordinating body
Volkshochschule Ottaktring/Volkshochschule
RudolfsheimFnfhaus/Verein Projekt Integrationshaus
LudoHartmannPlatz 7, 1160 Vienna
Tel. +43 14920996/24 or + 43 6608169008
Contact person
www.jubiz.at/texte/Dynamo.pdf
Education Sector
Adult Education
Target group
2009
AUSTRIA
STERREICH
DYNAMO NETWORKING
TO IMPART BASIC
SKILLS AND HELP
YOUNG PEOPLE ACHIEVE
FORMAL EDUCATIONAL
QUALIFICATIONS AND
BE INTEGRATED IN THE
EDUCATIONAL SYSTEM
AND THE LABOUR MARKET
DYNAMO NETZWERK
ZUR VERMITTLUNG VON
BASISQUALIFIKATIONEN UND
BILDUNGSABSCHLSSEN
FR JUGENDLICHE SOWIE
ZUR INTEGRATION IN
BILDUNGSSYSTEM UND
ARBEITSMARKT
de
DYNAMO NETZWERK ZUR VERMITTLUNG VON
BASISQUALIFIKATIONEN UND BILDUNGSABSCHLSSEN
FR JUGENDLICHE SOWIE ZUR INTEGRATION IN
BILDUNGSSYSTEM UND ARBEITSMARKT
Aufgrund der prekren Lage am Arbeitsmarkt insbesondere fr jugendliche
Migranten und Migrantinnen verfolgt das Netzwerk Dynamo das Ziel, 15- bis
25-jhrigen Jugendlichen mit Migrationshintergrund Basisqualifikationen und
Bildungsabschlsse sowie Kenntnisse der deutschen Sprache zu vermitteln, um eine
Integration in das Bildungssystem und den Arbeitsmarkt zu ermglichen.
Das DynamoNetzwerk besteht aus drei Projekten:
Das Projekt JUBIZJugendbildungszentrum (VHS Ottakring), das von bis zu
200Jugendlichen tglich besucht wird, ermglicht Lehrgnge in den Bereichen
Beratung, Alphabetisierung & Basisbildung, Sprachfrderung & Qualifikation mit
zustzlicher Begleitung von Sozialarbeitern und Sozialarbeiterinnen. 75-90% der
Jugendlichen erreichen im JUBIZ das selbst gesteckte Bildungsziel.
Das Projekt ISIS an der VHS RudolfsheimFnfhaus hat als vorrangiges Ziel, den
Lernerfolg von Schlern und Schlerinnen aus berufsbildenden mittleren und
hheren Schulen mit Schwerpunkt 1. und 2. Klassen durch individuelles Lerncoaching
in Kleingruppen zu untersttzen. Der Fokus liegt auf der Frderung der sprachlichen
Kompetenzen in Deutsch und Englisch, aber auch auf den wirtschaftlichen Fchern
Betriebswirtschaftslehre und Rechnungswesen. Daneben werden den Teilnehmern
und Teilnehmerinnen Lerntechniken und-strategien vermittelt.
Das Projekt Jugend, Bildung & Arbeit des Vereins Projekt Integrationshaus bietet
ergnzend zum JUBIZ mit dem Modul BAJU Basisbildungslehrgnge zur Vorbereitung
auf den Hauptschulabschluss fr jugendliche Migranten und Migrantinnen an
und setzt mit dem Modul JuLIA seinen Schwerpunkt auf die Integration
der Teilnehmer/-innen in den Arbeitsmarkt. Die Module erfolgen in Deutsch als
Zweitsprache und nach methodischdidaktischen CLIL-(Content and Language
Integrated Learning)-Grundstzen.
Projekttrger
Volkshochschule Ottakring/Volkshochschule
RudolfsheimFnfhaus/Verein Projekt Integrationshaus
LudoHartmannPlatz 7, 1160 Wien, STERREICH
Tel. +43 14920996/24 oder + 43 6608169008
Kontaktperson
www.jubiz.at/texte/Dynamo.pdf
Bildungssektor
Erwachsenenbildung
Zielgruppe
2009
57
58
SLOVENIA
SLOVENIJA
Coordinating body
Secondary education
Target group
2008
SLOVENIA
SLOVENIJA
EUROCATERING
LANGUAGE
TRAINING
JEZIKOVNO
IZPOPOLNJEVANJE
EUROCATERING
sl
JEZIKOVNO IZPOPOLNJEVANJE EUROCATERING
V okviru projekta so na Srednji oli za gostinstvo in turizem izdelali pregledno,
strnjeno in uporabniku prijazno uno gradivo ter jezikovna orodja za uenje in
pouevanje jezika stroke. Oblikovali so mapo Eurocatering Language Portfolio
za spremljanje jezikovnega napredka in samoocenjevanje pridobljenih jezikovnih
zmonosti na podroju jezika stroke, kar vnaa vuni proces elemente odgovornosti
posameznika za jezikovni in kulturni napredek. Izdelana je bila tudi nova spletna
stran sprosto dostopnim jezikovnim teajem, ki poleg jezikovnih struktur in
besedia vkljuuje tudi kulturne elemente posamezne jezikovne skupnosti in
znailne dejavnike nebesedne komunikacije. Stran je primerna za samostojno
uenje, portal pa omogoa iro izmenjavo izkuenj vseh, ki delujejo na podroju
gastronomije in hotelirstva.
V projektu, ki je zajemal sedem jezikov (angleina, francoina, panina,
galicijina, nizozemina, norveina in slovenina), je sodelovalo sedem drav;
sodelovali so uitelji tujih jezikov, uitelji praktinega pouka kuharstva in strebe,
mentorji delovne prakse, udeleenci mobilnosti in predvsem zelo veliko tevilo
dijakov (http://www.eurocatering.org).
Koordinator
Srednjeolsko izobraevanje
Ciljna skupina
2008
59
60
ITALY
ITALIA
Coordinating body
Monica Barni
Education Sector
Workers
Languages
Italian
2009
ITALY
ITALIA
ITALIAN LANGUAGE
AND BANKING
COMMUNICATION
LINGUA ITALIANA
E COMUNICAZIONE
BANCARIA
Organismo coordinatore
Monica Barni
Settore dellistruzione
Occupati
Lingue
Italiano
it
2009
61
62
BELGIUM
BELGI
Coordinating body
Hospital staff
Languages
Dutch
2009
BELGIUM
BELGI
THE LANGUAGE
POLICY PLAN
OF THE BRUSSELS
PUBLIC HOSPITAL
NETWORK
HET TAALBELEIDSPLAN
VAN DE
IRISZIEKENHUIZEN
nl
HET TAALBELEIDSPLAN VAN DE IRISZIEKENHUIZEN
Om de kwaliteit van het onthaal en de zorg in het ziekenhuis te garanderen, is een
goede communicatie tussen het ziekenhuispersoneel en de patint essentieel. IRIS,
de koepel van 5 openbare ziekenhuizen, werkt sinds 2006 aan een interhospitaal
taalbeleidsplan om de tweetaligheid en de meertaligheid van 9000 personeelsleden
werkzaam in de IRISziekenhuizen op originele wijze te verbeteren. Concreet krijgt
het personeel tal van leer- en opleidingsmogelijkheden. Het taalbeleidsplan is groot
van opzet: IRIS is een bedrijf dat sinds 2006 serieuze inspanningen heeft gedaan
om via de taal zijn werking te verbeteren. Een van de innoverende aspecten van
het taalbeleidsplan is dat IRIS interne taaltrainers heeft aangetrokken om het
taalbeleidsplan uit te voeren. 6 taaltrainers en een taalbeleidscordinator engageren
zich permanent om het taalbeleidsplan deel te laten uitmaken van de cultuur
van de openbare ziekenhuizen. Dit taalbeleidsplan is didactisch gefundeerd. De
einddoelstellingen voor de projecten zijn gekoppeld aan het Europees Referentiekader
voor vreemde talen. IRIS heeft als partners Het Huis van het Nederlands Brussel, de
directies en taalcordinatoren van alle andere nietopenbare Brusselse ziekenhuizen
en verzorgingsinstellingen, Universiteit Antwerpen en tal van Brusselse talenscholen.
Cordinator
Volwassenenonderwijs/Beroepsopleiding
Doelgroep
Ziekenhuispersoneel
Talen
Nederlands
Jaar waarin ELIT gewonnen werd
2009
63
64
HUNGARY
MAGYARORSZG
GE Foundation Opening
Doors 2002-15
In the framework of the GE
Foundations Opening Doors
programme secondary school
students participate in a 25- to
32-day business English course
spread over the course of a year and
a half-long organised by Fast English.
Students meet GE mentors, Hungarian
and international business managers and also representatives
of the civil sphere. They visit factories (e.g. GEAviation Prague,
November 2013), plants and take part in business skills
development and business education (JAM) as well. At the
end of the training programme, they take acertified business
English language exam (i.e. Spoken English Test for Business
English, Pitman). The programme has been sponsored by the
GE Foundation. The aim of the programme is to promote talent
development in anew and different way in an underprivileged
region of Hungary. The programme provides students with
business knowledge and skills in English, which means ahuge
advantage for them after graduation. They are observed and
assessed throughout the whole programme. At the same time,
English teachers of the participating schools attend aprofessional
education programme (Business English Teacher Training
Programme, BETT 1-2) ensuring that the high-school teachers
continue business language education after the programme is
over and utilise the knowledge they have gained throughout their
everyday work. This knowledge transfer is the essence of the
programme.
On February 14 in Hajdbszrmny, it was officially announced
that GE Foundations Opening Doors will continue in 2014-15.
Coordinating body
Contact person
training@fastenglish.hu
Web
www.fastenglish.hu, http://www.gefopeningdoors.hu/
Education Sector
English
2008
HUNGARY
MAGYARORSZG
GE FOUNDATION
OPENING DOORS
2002-15
GE FOUNDATION:
NYL VILG
TEHETSGGONDOZ
PROGRAM
hu
GE FOUNDATION: NYL VILG TEHETSGGONDOZ
PROGRAM
A GE Foundation Opening Doors Nyl vilg program keretn bell kzpiskols
dikok msfl ven keresztl aFast English ltal szervezett 2532 trningnapban
rszeslnek zleti angol nyelvi kpzsben, megismerkednek anemzetkzi zleti
let (GE Mentoring) s akormnyzati civil szfra kpviselvel, gyrltogatsokon
(GE Aviation, Prga, 2013), zleti kszsgfejleszt tboron (JAM) vesznek rszt.
Akpzs vgn nemzetkzileg elismert zleti nyelvvizsgt tesznek (Pitman).
AGE multinacionlis vllalat s zleti kommunikcis nyelviskolnk kztti
egyttmkdsben megvalsul program clja atehetsggondozs j formja.
Aprogram olyan ismeretekkel s tjkozottsggal kvnja felvrtezni adikokat,
melyek birtokban leend plyakezd diplomsknt jelents versenyelnnyel
illeszkedhetnek be amunka vilgba egy htrnyos helyzet rgiban. Adikok
mellett arszt vev iskolk angoltanrai az zleti angol tantst s mdszertant
oktat tovbbkpzsen vesznek rszt, mely lehetsget teremtett arra, hogy
atmogats megsznte utn apartnerknt rszt vev iskolk pedaggusai
folytassk aprogramot. Aprogram lnyege atudstranszfer, melyben ezeket
az ismereteket s kszsgeket tadjuk adikoknak s tanroknak. Fl vtizedes
tapasztalattal ahtunk mgtt gy rezzk, hogy egy sikeres, innovatv programot
hoztunk ltre. Aprogram f tmogatja aGE Foundation, 2014. februr 14-n
Hajdbszrmnyben hivatalosan bejelentette aprogram jabb tmogatst
201415-re.
Programgazda
Kapcsolattart szemly
www.fastenglish.hu, http://www.gefopeningdoors.hu/
Oktatsi szektor
Kzpiskols dikok
Nyelvek
Angol
Djazs ve
2008
65
66
LUXEMBOURG
LUXEMBOURG
Welcome to Graphoville/
Bienvenue Graphoville
Welcome to Graphoville, and its French
counterpart Bienvenue Graphoville, is
an interactive and entertaining educational
software designed to develop language
competences of people who have already
studied the target language, but regularly
stumble over the same types of difficulties.
The software presents an amusing story which is set in asmall city
inhabited by 50 colourful characters, each of which symbolises
aparticular difficulty of the target language. Aspecific learning
sequence is allocated to each character.
The full story is an investigation built up like apuzzle, with scenarios
subdivided into short and entertaining sequences. The learners are
given clues which guide them through the story.
An initial test allows them to identify the linguistic difficulties
which will have to be worked on. Following this, they are offered
apersonal learning path. The learners decide on what comes next:
they can accept the proposed learning path; alternatively they can
select the issues on which they want to be trained; or else they may
choose to walk through the different parts of the city and follow the
characters adventures. Furthermore, there is asection devoted to
professions, offering an opportunity to enrich the vocabulary while
additional characters can be discovered.
The underlying educational concept is innovative. Rather than
juxtaposing difficulties that may cause confusion (homonymy, usage of
tenses, etc.), the idea is to split them into separate units. The software
trains the learner into adopting automatic reflexes of correct language
in relation to the characters of the story which they have met.
Coordinating body
2008
LUXEMBOURG
LUXEMBOURG
WELCOME TO
GRAPHOVILLE/
BIENVENUE
GRAPHOVILLE
fr
BIENVENUE GRAPHOVILLE/WELCOME TO GRAPHOVILLE
Lobjectif du projet Bienvenue Graphoville, et de son pendant anglophone
Welcome to Graphoville, at de crer un logiciel dapprentissage interactif et
attrayant destin dvelopper la capacit dexpression franaise, respectivement
anglaise, auprs de personnes ayant dj tudi la langue, mais qui trbuchent
rgulirement sur les mmes difficults.
Le logiciel prsente de faon humoristique une histoire qui se droule dans une
petite ville habite par 50personnages hauts en couleurs, reprsentant chacun
une difficult particulire de la langue tudie. chaque personnage correspond un
module dapprentissage spcifique.
Lhistoire complte est une enqute qui se construit la manire dun puzzle avec
des scnarios rpartis en squences courtes et amusantes. Lapprenant est orient
dans son parcours grce des indices.
Au dpart, un test permet ltudiant de reconnatre les difficults quil doit
travailler. Un parcours individualis est alors propos. Lapprenant choisit luimme
la suite: soit il adopte le parcours de travail propos, soit il soriente directement vers
les difficults travailler; ou encore, il peut visiter les diffrents quartiers de la ville
pour suivre les aventures des personnages. Par ailleurs, une section Dcouverte
des mtiers est galement propose, qui permet lapprenant de suivre les
personnages travers leur mtier et denrichir son vocabulaire.
Lide pdagogique sousjacente est novatrice. Plutt que de juxtaposer les difficults
pouvant prter confusion (homonymies, emploi des temps, etc.), cette approche
consiste les sparer en units distinctes. Le logiciel amne lapprenant adopter
des automatismes dusage correct en relation avec les diffrents personnages
rencontrs.
Institution coordinatrice
EuroCORDIALE asbl
Personnes de contact
2008
67
2010/11:
Language learning
in the community
Foreign workers or students, tourists and immigrants often come to local communities with limited
proficiency in the national or regional language. Communities need to help these groups access
services and ensure their smooth integration in the life of their neighbourhood. This can be achieved
by making basic information available in different languages, organising activities that promote the
language and culture of the various communities, or by having multilingual people act as cultural
mediators and interpreters. Projects awarded the European Language Label should excel in catering
for the languagerelated needs of the various linguistic groups and fostering communication between
them and the host community.
70
POLAND
POLSKA
Hippocampus Academy
Docendo Discimus
The project was initiated in October 2009 to support English
philology students who majored in teaching and translation. It was
aimed at preparing them for their future career. The project was
based on the learning by teaching methodology (German: Lernen
durch Lehren, LdL), which assumes that students learn best by
teaching others. English philology students were encouraged to
act as volunteers and teach students of the Third Age University
established by Fundacja Kromka Chleba Foundation. This volunteer
work helped the students gain practical experience in the teaching
profession, and was conducive to activating and integrating the
local community and the school. Students have developed original
teaching materials and an online dictionary based on specialist
texts they worked on, as well as exercises in the field of law
and economics, which was agood preparation for the work of
atranslator. They prepared modular grammar and vocabulary tests,
which were placed on Internet fora and tested by others.
The students were acquainted with an original teaching method:
team teaching, where thanks to the teamwork the teaching process
is highly cooperative since the very beginning.
Apart from the lessons with the elderly, the students organised acycle
of meetings for children aged 7-12 on the Anglo-Saxon culture.
The project allowed students to gain professional experience prior
to taking up paid employment. They shared their work
experience, obtained feedback from the students,
attended conferences and participated in competitions,
and became actively involved in work on behalf of
the elderly, other students and children in their local
community.
Coordinating body
Sabina Nowak
Education Sector
Tertiary Education
Target group
Student teachers
Languages
English
2010
POLAND
POLSKA
HIPPOCAMPUS
ACADEMY
DOCENDO
DISCIMUS
pl
HIPPOCAMPUS ACADEMY DOCENDO DISCIMUS
Projekt zosta zainicjowany wpadzierniku 2009 r. jako forma wspierania studentw
filologii angielskiej ospecjalnoci nauczycielskiej itumaczeniowej wcelu lepszego
przygotowania ich do pracy zawodowej. Gwna idea przedsiwzicia opieraa
si na metodologii learning by teaching (niem. Lernen durch Lehren, LdL), ktra
zakada, e studenci ucz si najlepiej poprzez nauczanie innych. Studenci filologii
angielskiej zostali zachceni do prowadzenia zaj (jako wolontariusze) dla suchaczy
Uniwersytetu Trzeciego Wieku zaoonego przez Fundacj Kromka Chleba. Dziaania
te pozwoliy im sprbowa swoich si wroli nauczycieli iegzaminatorw oraz
umoliwiy aktywizacj iintegracj spoecznoci lokalnej zuczelni.
Studenci samodzielnie przygotowali materiay dydaktyczne oraz wcelu utworzenia
bazy tekstw specjalistycznych opracowali sownik online, atake materiay
wiczeniowe zdziedziny prawa iekonomii, co byo dobrym przygotowaniem do
pracy tumacza. Wramach projektu opracowali te testy moduowe zgramatyki
isownictwa, ktre nastpnie byy umieszczane na forach internetowych itestowane.
Uczestnicy projektu poznali niekonwencjonalny sposb nauczania, tj. team teaching,
tzw. nauczanie wparach, ktre umoliwia wszechstronn wspprac od etapu
planowania zaj.
Oprcz zaj zosobami starszymi studenci zorganizowali take cykl spotka dla
dzieci wwieku 712 lat, przybliajcych kultur krajw anglojzycznych.
Projekt umoliwi jego uczestnikom zdobycie dowiadczenia zawodowego przed
podjciem pracy oraz skorzystanie zdowiadcze koleanek ikolegw. Pomg
rwnie wzaangaowaniu studentw wdziaalno na rzecz ludzi starszych, innych
studentw oraz dzieci ze rodowiska lokalnego.
Instytucja koordynujca
Sabina Nowak
Sektor edukacji
Szkolnictwo wysze
Grupa docelowa
Angielski
Rok przyznania nagrody
2010
Komentarz uzasadniajcy
Projekt zorganizowany przez uczelni we wsppracy
zorganizacj pozarzdow. Przedsiwzicie
wszechstronne, angaujce wiele grup spoecznoci
lokalnej: osoby starsze idzieci, skierowane do
studentw przyszych nauczycieli jzyka itumaczy.
Projekt stanowi rzadk moliwo kontaktu
iwsplnego dziaania grup spoecznych, ktre
nacodzie nie maj okazji do wsppracy.
Studenci sami zaangaowali si wtworzenie
materiaw dydaktycznych ileksykalnych,
ajednoczenie poznali praktycznie iteoretycznie
niekonwencjonalne metody nauczania (learning by
teaching iteam teaching). Mieli moliwo sprawdzenia
swoich nowych umiejtnoci wpraktyce, prowadzc
zajcia dla osb starszych idzieci.
Projekt realizowany bez nakadw finansowych, za
to przynoszcy dugofalowe rezultaty. Spoeczny
aspekt dziaa projektowych wraz zukierunkowaniem
na doskonalenie narzdzi przyszej pracy studentw
stanowi oduej wartoci tej inicjatywy.
71
72
GERMANY
DEUTSCHLAND
Coordinating body
http://www.uni-hildesheim.de/fb3/institute/ikk/studiumlehre/internationale-schreibpartnerschaften/
Education Sector
2011
GERMANY
DEUTSCHLAND
INTERNATIONAL
WRITING PARTNERSHIPS/
INTERNATIONALE
SCHREIBPARTNERSCHAFTEN
(ISP)
de
INTERNATIONALE SCHREIBPARTNERSCHAFTEN (ISP)
Die Internationalen Schreibpartnerschaften (ISP) frdern mutter- und
fremdsprachliche Schreibkompetenzen, didaktische Fhigkeiten sowie interkulturelles
Lernen. Sie setzen sich aus zwei Studierenden mit unterschiedlichem sprachlichem
und kulturellem Hintergrund zusammen, die durch eine(n) dritte(n) Studierende(n)
aus dem Lehramtsstudiengang Deutsch und Englisch untersttzt werden.
Im Semesterverlauf verfassen die Schreibpartner/-innen sowohl studien- als
auch berufsbezogene Texte und bearbeiten dazugehrige Reflexionsaufgaben im
Portfolioformat. Whrend der regelmigen Treffen der Triaden geben sich die
beiden Sprachlerner/-innen wechselseitig Rckmeldung zu den entstandenen Texten.
Der/die Lehramtsstudent/-in begleitet die Schreibprozesse durch Beratung, gibt
Informationen zu Textsorten und Schreibstrategien und sammelt somit wertvolle
Erfahrungen im Bereich der Schreibdidaktik.
Die ISP werden durch ein umfangreiches Begleitprogramm untersttzt: Dies reicht
von der Vermittlung der Partnerschaften ber die Einfhrung in die Portfolioarbeit bis
hin zu einem vielfltigen Angebot zur Frderung des sprachlichen und interkulturellen
Lernens sowie des Erwerbs von Schreibfhigkeiten.
Nach der sechsmonatigen Erprobungsphase meldeten die 24Studierenden, die daran
teilgenommen hatten, dass sie die ISP als eine sinnvolle und sehr intensive Art des
Fremdsprachenlernens begren. Die Erweiterung der gngigen Sprachtandems
zu Triaden stellt ein innovatives Element des Projekts dar, das bei den beteiligten
Studierenden auf positive Resonanz gestoen ist.
Koordinierende Einrichtung
http://www.uni-hildesheim.de/fb3/institute/ikk/studiumlehre/internationale-schreibpartnerschaften/
Bildungsbereich
Universitt, Lehrerausbildung
Zielgruppe
2011
73
74
CYPRUS
Coordinating body
CYPRUS
LANGUAGE LEARNING
IN ACTION (LLA)
UNIT 4: IN THE
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75
76
LUXEMBOURG
LUXEMBOURG
A Language Portfolio
Coordinating body
Secondary education
Target group
2010
LUXEMBOURG
LUXEMBOURG
A LANGUAGE
PORTFOLIO FOR
SECONDARY
EDUCATION IN
LUXEMBOURG
PORTFOLIO DES
LANGUES DANS
LENSEIGNEMENT
SECONDAIRE
LUXEMBOURGEOIS
fr
PORTFOLIO DES LANGUES DANS LENSEIGNEMENT
SECONDAIRE LUXEMBOURGEOIS
Ce projet propose dadapter le Portfolio europen des langues (PEL), mis au
point par le Conseil de lEurope, la situation spcifique de lenseignement
luxembourgeois. linstar du PEL, il vise impliquer llve de faon active dans
le processus dapprentissage des diffrentes langues enseignes au Luxembourg.
Cependant, il est plus souple que le PEL et mieux adapt la situation plurilingue
du pays, incluant notamment le luxembourgeois comme langue vhiculaire pour
articuler les rflexions des lves plus jeunes.
Destin accompagner lapprenant tout au long de sa scolarit dans lenseignement
secondaire, le portfolio donne une vue densemble de ses comptences linguistiques
individuelles, ce qui facilite le suivi pdagogique de son volution.
Llve constitue luimme son dossier, en ydcrivant de faon diffrencie son
exprience de chaque langue. Le portfolio comporte des productions personnelles,
lautovaluation des comptences linguistiques acquises, de mme que la description
des attentes individuelles et des stratgies envisages pour progresser. Par ces
rflexions, lapprenant fait le point sur ltat de ses apprentissages, apprcie les
efforts fournis et labore des stratgies personnelles en fonction de ses objectifs. La
prsentation et la structuration du contenu bnficient dune certaine libert daction,
ce qui motive llve sinvestir de faon active et crative dans le projet.
Les raisonnements dvelopps pour lautovaluation et les stratgies dapprentissage
tant applicables toutes les langues, lapprenant comprend en ralisant son
portfolio que, pour progresser, il faut mettre profit toutes les situations propices
lapprentissage, mme extrieures lcole.
Institution coordinatrice
Enseignement secondaire
Public cible
2010
77
78
BELGIUM
BELGI
Language summer,
onomatope and language turbo
With language summer, onomatope and
language turbo, the nonprofit organisation
Roeland tries to reduce the language deficiency
of nonnative newcomers (7 to 12 years
old and 12 to 15 years old) by giving them
during the school holidays an extra push to
improve their knowledge of Dutch and by
bringing them into contact with the local
leisure offer (in and around Ghent). During
the interactive sessions there is attention to
cultural tolerance, selfreliance and social skills
to improve the social integration of the youngsters. The focus is
on oral language skills (speaking and listening). There are 3 levels:
beginner, intermediate and advanced. The methodology used is
music, movement, expression, sounds and visual art.
Coordinating body
vzw Roeland
Contact person
7 to 15 years old
Languages
Dutch
2011
BELGIUM
BELGI
LANGUAGE
SUMMER,
ONOMATOPE AND
LANGUAGE TURBO
TAALZOMER,
ONOMATOPEE EN
TAALTURBO
nl
TAALZOMER
TAALZOMER, ONOMATOPEE EN
TAALTURBO
Met Taalzomer, Onomatopee en Taalturbo wil
vzw Roeland de taalachterstand wegwerken bij
anderstalige nieuwkomers (7 tot 12 jaar en 12 tot 15
jaar) door hen tijdens de schoolvakanties een extra
duwtje te geven om hun kennis van het Nederlands
te verbeteren en ze ook in contact te brengen met het
lokale vrijetijdsaanbod (in en rondom Gent). Tijdens
de interactieve sessies is er aandacht voor culturele
verdraagzaamheid, zelfredzaamheid en sociale
vaardigheden om de maatschappelijke integratie
van deze jongeren te verbeteren. De klemtoon ligt op
mondelinge taalvaardigheid (spreekvaardigheid en
luistervaardigheid). Er zijn 3 niveaus: beginner, gemiddeld
en gevorderd. De gebruikte methode bestaat uit: muziek,
beweging, expressie, klanken en beeldend werken.
Cordinator
vzw Roeland
Contactpersoon
7- tot 15-jarigen
Talen
Nederlands
Jaar waarin ELIT gewonnen werd
2011
79
80
BELGIUM
BELGIEN
Language learning
in the community
Since 2001 the ClaraViebigschool in Manderfeld, asmall village
close to the BelgianGerman border, has provided education to the
newly arriving children of the centre for asylum seekers situated
in the village. The aim of the project is to get the children to know
the language of their host school well enough to be integrated into
aregular class and follow the lessons in German. The integration
in preschooling is achieved in kindergarten. The 6 to 12 year
olds slowly get integrated via transition classes. One of the main
challenges is the multilingualism in culturally heterogeneous groups
of pupils of different ages. It has been pioneer work to teach the
new pupils anew language. The school offers several ways of
learning to the children such as inclusive education provisions
for technical and musical subjects. Teaching them about arts and
artists proved to be the silver bullet and allows bridging to the
outofschool world.
Coordinating body
ClaraViebigSchule Manderfeld
Contact person
Grazyna Glowania
Education Sector
Preprimary, Primary
Target group
German
2011
BELGIUM
BELGIEN
LANGUAGE
LEARNING IN THE
COMMUNITY
SPRACHENLERNEN IN
DER GEMEINSCHAFT
de
SPRACHENLERNEN IN DER GEMEINSCHAFT
2001 wurde in Manderfeld (einem Dorf unweit der belgischdeutschen Grenze)
ein Empfangszentrum fr Asylsuchende erffnet. Seitdem werden die neu
ankommenden Schler/-innen von der Kindergartenpdagogin Nicole Beyer und der
Primarschullehrerin Grazyna Glowania in der ClaraViebigSchule betreut. Ziel des
Projekts war und ist es, den Kindern die Unterrichtssprache so gut beizubringen,
dass sie einem Unterricht in der Regelklasse folgen knnen. Die Integration der
Vorschler/-innen erfolgt ber den Kindergarten und fr die Sechs- bis Zwlfjhrigen
via bergangsklasse. Eine der grten Herausforderungen ist die Sprachenvielfalt
dieser altersmig und kulturell sehr heterogenen Gruppe von Schler/-innen. Es war
und ist eine Pionierleistung, den Kindern, die aus verschiedenen Grnden mit ihren
Familien ihre Heimat verlassen haben, eine neue Sprache beizubringen. Neben einer
Reihe von anderen Lernpfaden (z.B. inklusive Beschulung in den handwerklichen und
musikalischen Fchern) hat sich die Beschftigung mit Kunst im Projekt nicht nur
als wahrer Knigsweg erwiesen, sondern auch als willkommener Brckenschlag zur
Kommunikation mit der auerschulischen Lebenswelt.
Koordinierende Einrichtung
ClaraViebigSchule Manderfeld
Kontaktperson
Grazyna Glowania
Bildungsstufe
Vorschule, Grundschule
Zielgruppe
Deutsch
2011
81
82
NORWAY
NORGE
Coordinating body
Siri TidemannAndersen
(siri.tidemannandersen@kul.oslo.kommune.no;
deichman.dfb@kul.oslo.kommune.no)
Education Sector
All
Languages
2010
NORWAY
NORGE
MY LANGUAGE
YOUR LANGUAGE
MITT SPRK DITT
SPRK
no
MITT SPRK DITT SPRK
Det flersprklige bibliotek er en avdeling av Deichmanske bibliotek. Bibliteket er
ogs et kompetansesenter for bibliotektilbud til sprklige minoriteter. Biblioteket er
rdgivere for andre bibliotek over hele landet og de kjper inn og lner ut bker og
andre media p 38 sprk.
I 2010 hadde Det flersprklige bibliotek (DFB) fokus p prosjektet Mitt sprk - ditt
sprk. Dette arbeidet er blant annet basert p erkjennelsen av at sprklring
og kjennskap til eget sprk og andres sprk gir medborgere bedre mulighet til
orientere seg og delta isamfunnet, og dermed bidra positivt til et mangfoldig
samfunn. Prosjektet viser ogs hvordan bibliotekets ansatte gr nye veier for ta
vare p og foredle det sprklige mangfoldet som finnes idet norske samfunnet.
Biblioteket styrker bde norskopplring og morsmlsutvikling for beboere
iasylmottak. Gjennom arbeidet med Lesefr srger biblioteket for at barn fr
sprkstimulering bde p norsk og morsml. Bibliotekets Bazar er en utmerket
tjeneste p nett som gir nyttig informasjon p ulike sprk. Bibliotekets utstilling
Den magiske kappen er et kreativt bidrag til bde sprk og kulturformidling.
Utstillingen gir anerkjennelse til elevers erfaringer og kunnskap, samtidig som
den gir ny lrdom og dermed utvider perspektivet for alle elever. Dermed er
DFB med p skape inkludering samtidig de viser hvor viktig det er ta vare p
mangfoldet.
Institusjon/Organisasjon
Siri TidemannAndersen
(siri.tidemannandersen@kul.oslo.kommune.no;
deichman.dfb@kul.oslo.kommune.no)
Mlgruppe
Alle
Sprk
2010
83
AUSTRIA
STERREICH
84
Coordinating body
Marktgemeinde Nenzing
Landstrae 1, 6710 Nenzing
Tel. + 43 557452054
Contact person
Andreas Holzknecht
Education Sector
Preprimary
Target group
2010
AUSTRIA
STERREICH
SPRACHFREUDE NENZING
SPRICHT MEHR: EIN
KOMMUNALES GESAMTKONZEPT
ZUR FRDERUNG VON SPRACHE
UND CHANCENGLEICHHEIT
de
SPRACHFREUDE NENZING SPRICHT MEHR:
EINKOMMUNALES GESAMTKONZEPT ZUR FRDERUNG
VONSPRACHE UND CHANCENGLEICHHEIT
Das Projekt Sprachfreude Nenzing spricht mehr dokumentiert ein
Gemeindeentwicklungsprojekt mit ungefhr 6000 Einwohnern und Einwohnerinnen
inklusive fnf Kindergrten, einem Kinderhaus, allen Volksschulen der Gemeinde und
15kommunalen Einrichtungen. Ziel des Projekts ist es, allen Nenzinger Kindern von
der Geburt bis zum Volksschulalter eine fundierte Sprachfrderung zukommen zu
lassen. Jedem Kind wird neben einer abgesicherten Entwicklung der Muttersprache
der Zugang zu einer weiteren Sprache (Deutsch bzw. Englisch) ermglicht. Im
Mittelpunkt stehen die Frderung der deutschen Sprache, der sensible Umgang
mit den mitgebrachten Erstsprachen und die Vermittlung von Englisch fr alle
Kinder. Bei allen Kindern wird bei Kindergarteneintritt der Entwicklungsstand in
der Muttersprache festgestellt, und halbjhrlich wird der Fortschritt in Deutsch als
Zweitsprache mittels des Sprachentwicklungsbogens SismiK dokumentiert. Speziell
fr Pdagogen und Pdagoginnen werden gezielte Fortbildungsmanahmen und
regelmige Reflexionstreffen angeboten. Dazu wird Englisch als Projektsprache
von Native Speakers fr alle Kinder auf freiwilliger Basis angeboten. Fr die Eltern
gibt es neben Informationsabenden regelmige Elterngesprche und einen
wchentlichen trkischsprachigen Mtterkreis. Um die Ernsthaftigkeit dieses Projekts
zu unterstreichen, wurde in Nenzing ein Sprachfrdervertrag eingefhrt. Die gut
gelungene Vernetzung der einzelnen Institutionen ist besonders wichtig, um die
sprachliche Bildung in der Gemeinde zu sttzen und zu frdern.
Projekttrger
Marktgemeinde Nenzing
Landstrae 1, 6710 Nenzing, STERREICH
Tel. + 43 557452054
Kontaktperson
Andreas Holzknecht
Bildungssektor
Kindergarten
Zielgruppe
2010
85
86
FRANCE
FRANCE
Coordinating body
Fdration AEFTI
Contact person
Sophie Etienne
Education Sector
Adult Education
Target group
Migrants
Languages
2011
FRANCE
FRANCE
PRODUCTION
OF TRAINING
TOOLS FOR
ADULT MIGRANTS
IN SOCIAL AND
PROFESSIONAL
INTEGRATION
PROGRAMMES
OUTILS DE FORMATION
POUR ADULTES
MIGRANTS EN
INSERTION SOCIALE ET
PROFESSIONNELLE
fr
OUTILS DE FORMATION POUR ADULTES MIGRANTS
ENINSERTION SOCIALE ET PROFESSIONNELLE
Un groupe de rechercheactionformation (GRAF) compos de formateurs de
terrain expriments et duqus lingnierie de formation aconu des botes
outils linguistiques pour les publics adultes migrants ou en insertion linguistique
et professionnelle. Leur travail rpond aux besoins dapprenants htrognes et se
fonde sur lexprience des situations formatives: analyse rflexive, mise en commun
des comptences, production puis exprimentation doutils sur les publics cibls et
diffusion auprs de praticiens qui en font la demande.
Structure coordinatrice
Fdration AEFTI
Personne de contact
Sophie tienne
Secteur ducatif
Migrants
Langue
2011
87
88
BELGIUM
BELGIQUE
Coordinating body
2011
BELGIUM
BELGIQUE
THE SCHOOL
LANGUAGE
FESTIVAL
fr
FTE (FAITES) DES LANGUES LCOLE
Comme son nom lindique, ce projet, qui alieu tous les deux ans, apour ambition
de rassembler les lves de lAthne Royal de Chimay en leur offrant la possibilit
dutiliser plusieurs langues trangres durant cette journe. Avec plus de 30activits
diffrentes, le festival offre la possibilit aux lves dexprimenter lapprentissage
des langues travers la participation 6ateliers.
Des habitants de la rgion chimacienne dont la langue maternelle nest pas le
franais et les lves de 5e et 6eanne du secondaire qui ont dj vcu une
exprience Erasmus Junior sont invits tenir plusieurs ateliers. Latelier polonais
est gr par les professeurs et tudiants du lyce partenaire de Pleszew. Les lves
peuvent prendre part des ateliers incluant des technologies de linformation et de
la communication.
Beaucoup de langues sont utilises durant cet vnement: dune part, les langues
habituelles telles que langlais, le nerlandais, lallemand, lespagnol ou encore
litalien; dautre part, des langues auxquelles les lves sont moins habitus comme
le chinois, le polonais, le vietnamien, le tchque, le crole, le hongrois, la langue des
signes, le latin, le wallon, etc.
Le festival sadresse aussi bien aux lves de la 1re la 6eanne du secondaire
(enseignement gnral, technique et professionnel) quaux professeurs et
collaborateurs de lcole.
Impact: Aprs cet vnement, les lves ralisent quil est possible dapprendre des
langues de manire diffrente de lapprentissage traditionnel effectu en classe.
Cela accrot galement leur motivation et leur confiance quant lapprentissage
dune nouvelle langue. Les professeurs de langues de lathne remarquent que
les tudiants sont plus enclins apprendre des langues aprs un tel vnement.
Par ailleurs, le nombre dtudiants dsireux de vivre une exprience linguistique
ltranger aprs le festival ne fait quaugmenter. Selon le professeur en charge du
projet (Murielle Bachelart), cela est la plus belle des rcompenses.
Institution coordinatrice
Personne de contact
2011
89
90
CZECH REPUBLIC
ESK REPUBLIKA
Spreadthesign
Spread the sign is an international Leonardo da Vinci project
within transfer of innovation, which is supported by the European
Commission through the Swedish International Programme Office
of Education and Training. The partners worked with spreading
sign language from different countries using the Internet. This
pedagogic selflearning tool is free to use for all in the world (www.
spreadthesign.com). Only fantasy sets the limits of the use of this
dictionary. The main aim was to improve our vocational pupils
language skills when going abroad for work practise. Between
October 2008 and October 2010 we uploaded words from most
vocational fields into the dictionary and enlarged its size. We also
included sound as well as more 3D animations to the words. We also
extended the languages in the dictionary beyond the EU. Spread the
sign goes global.
Coordinating body
Secondary
Target group
2010
CZECH REPUBLIC
ESK REPUBLIKA
SPREADTHESIGN
cs
SPREADTHESIGN
Jazykov projekt Spreadthesign je mezinrodnm projektem realizovanm
zprostedk Programu celoivotnho uen Leonardo da Vinci. Krom esk koly
byly do projektu zapojeny portugalsk, francouzsk, panlsk, nmeck, tureck,
litevsk, britsk avdsk kola, kter byla ihlavnm koordintorem projektu.
Autoi si stanovili nron cl vytvoit internetov slovnk znakovho jazyka
vetn odborn terminologie spekladem do vech nrodnch znakovch jazyk
(http://www.spreadthesign.com/). Slovnky slou kpprav neslycch k pro
vmnn praxe vzahrani ake zlepen monost jejich uplatnn na trhu prce.
Neslyc ci zesk koly se na zklad jazykov ppravy mohli zastnit vmnn
praxe ve vdsku. Slovnk mohou vyuvat irodie neslycch dt, studenti speciln
pedagogiky avichni zjemci oznakov jazyk. Projekt je ojedinl itm, e na tvorb
slovnk se podleli vznamnou mrou sami neslyc. Projekt byl vbeznu 2009
ocenn vdskou krlovnou Silvi.
Nzev instituce
Stedokolsk
Clov skupina
2010
Koment kvbru
Projekt Spreadthesign byl vybrn, protoe je vznamn svou clovou skupinou atak svmi vsledky. Cel projekt spluje evropskou prioritu pro
obdob 20102011 Jazykov dovednosti jako pprava na prci, jeliko pipravuje neslyc studenty stednch kol adv jim monost astnit
se prax vzahrani, kter jsou pro dal pracovn ivot velmi dleit. Studenti si nejen zdokonal anglick jazyk, ale zrove si mohou vyzkouet
prci vzahrani.
91
92
SLOVENIA
SLOVENIJA
Coordinating body
Primary school
Target group
2010
SLOVENIA
SLOVENIJA
TRANSLATION TIME
AT THE SLOVENIAN
LANGUAGE
SUBJECT TEACHING
sl
PREVAJALSKE IGRICE PRI POUKU SLOVENINE
Projekt znaslovom Prevajalske igrice pri pouku slovenine na izjemno izviren in
inovativen nain prepleta tako globlje razumevanje in spotovanje maternega jezika
kot tudi ozaveanje opomenu znanja tujih jezikov. Nosilec projekta je bila O
Kapela, vnjem pa so sodelovale tudi druge ole iz Slovenije ter sedmih evropskih
drav: Italije, Madarske, vice, Norveke, Srbije, vedske in Nizozemske. Nosilci
projekta so ksodelovanju povabili tudi uence sslovenskimi koreninami, mlade iz
zamejstva in otroke zdomcev, ki se vrazlinih kulturnih in jezikovnih okoljih uijo
slovenine.
Uenci so se vokviru projekta med seboj sporazumevali zuporabo tujih literarnih
besedil ter ustvarjali skupne prevode vsvoje materne jezike. Po metodi prevajanja
pri pouku materinine, ki je bila potrjena tudi kot inovacijski mednarodni projekt
vprogramu Skriti zaklad, so do sedaj izle e tevilne knjine izdaje literarnih del
sprevodi vkar 14 jezikov, tako vglavne evropske jezike kot tudi manj razirjene,
sosedske in manjinske. Te knjine izdaje so bile delene pozitivnega odziva in
sprejema strokovne javnosti ter so prejele razline nagrade in priznanja vslovenskem
prostoru (http://www.oskapela.si/).
Koordinator
O Kapela
Kontaktna oseba
Osnovnoolsko izobraevanje
Ciljna skupina
2010
93
94
NETHERLANDS
NEDERLAND
Coordinating body
Charlotte Leemans
Education Sector
Preprimary, Primary
Target group
Dutch
2010
NETHERLANDS
NEDERLAND
THE READING
EXPRESS
DE VOORLEESEXPRESS
nl
DE VOORLEESEXPRESS
Ongeveer 10% van de Nederlanders is
laaggeletterd. Uit het Onderwijsverslag
2003/2004 van de Onderwijsinspectie blijkt dat
10% van de leerlingen in het basisonderwijs
aan het einde van groep 3 nog niet voldoende
leesvaardigheid heeft. Aan het einde van groep
8 scoort 10% van de leerlingen niet hoger
dan de gemiddelde leerling begin groep 6.
Leerlingen die kampen met leesproblemen
zullen deze achterstand op school niet meer
inlopen en bovendien steeds meer moeite
krijgen met andere vakken (Inspectie van het Onderwijs, 2004).
De VoorleesExpress maakt het mogelijk dat stadsgenoten elkaar ontmoeten
rondom het voorlezen. Het doel van de VoorleesExpress is het verbeteren van de
taalvaardigheid van de kinderen. Daarnaast willen ze het plezier van de kinderen in
het (voor)lezen vergroten, de taalomgeving in het huis verrijken en de ouders in staat
stellen om zelf voor te lezen aan hun kinderen. Het project richt zich op gezinnen
waarbij kinderen van 2 tot 8 jaar een taalachterstand hebben, of waarbij het risico
groot is dat de kinderen een taalachterstand ontwikkelen.
De gezinnen die deelnemen aan de VoorleesExpress hebben moeite met de
Nederlandse taal. De kinderen hebben achterblijvende schoolprestaties. De ouders
ervaren drempels om zelf voor te lezen. Een VoorleesExpress-vrijwilliger introduceert
het voorleesritueel bij het gezin thuis en geeft de ouders handvatten om het
voorlezen een plekje te geven in het gezin. Zo vergroot het project het leesplezier van
de kinderen, verrijkt ze de taalomgeving in huis (de materile en sociale stimulansen
tot lezen) en werkt ze samen met de ouders aan de taalontwikkeling van de kinderen.
Veel bewoners in kansarme en gemengde wijken hebben vooral contact met
buurtbewoners met vergelijkbare sociale posities. Grote verschillen in inkomen
en in opleiding blijken een drempel te vormen voor contact en identificatie.
De VoorleesExpress brengt stadsgenoten met verschillende sociaalculturele
achtergronden structureel met elkaar in contact: de vrijwilliger komt een halfjaar
lang wekelijks thuis bij het gezin. Zo leren de vrijwilliger en het gezin elkaar en
elkaars cultuur/achtergrond op een leuke manier kennen.
In de praktijk blijkt bovendien dat de VoorleesExpress gezinnen verbindt met de
samenleving. Veel van de gezinnen leven gesoleerd en nemen niet deel aan het
maatschappelijke leven. De vrijwilliger bouwt in de 20 weken een vertrouwensband
op met het gezin, waardoor ouders mogelijke hulpvragen durven voor te leggen.
Vrijwilligers signaleren soms ook zelf problemen en behoeften in het gezin. De
VoorleesExpress wil van zijn vrijwilligers geen hulpverleners maken. Via de voorlezer
kan de projectleider wel zorgen voor passend aanbod voor elk gezin. Gezinnen
kunnen gewezen worden op relevante andere projecten en voorzieningen.
Cordinerende instantie
Charlotte Leemans
Onderwijssector
Nederlands
Jaar van uitreiking
2010
95
2010/11:
Language skills
as a preparation for work
Linguistic and intercultural skills increase the chances of obtaining a better job. Multilingual people can
choose among a wider range of job offers, including jobs abroad. Language education should help students
feel selfconfident when communicating in a professional context. Projects under this priority should be
outstanding examples of teaching language skills as a preparation for work.
98
ROMANIA
ROMNIA
(EDURES)
Coordinating body
2011
ROMANIA
ROMNIA
RESEARCH
AND TEACHER
EDUCATION FOR
BUSINESS AND
ECONOMICS
(EDURES) THE
ADDED VALUE
OF LIFELONG
LEARNING AND
INTERDISCIPLINARY
NETWORKING
COMUNICARE N LIMBA
ENGLEZ PENTRU
PREDARE I CERCETARE
ECONOMIC (EDURES)
VALOAREA ADUGAT
ANVRII PE TOT
PARCURSUL VIEII I
ANETWORKINGULUI
TRANSDISCIPLINAR
ro
COMUNICARE N LIMBA ENGLEZ PENTRU PREDARE
I CERCETARE ECONOMIC (EDURES) VALOAREA
ADUGAT ANVRII PE TOT PARCURSUL VIEII I
ANETWORKINGULUI TRANSDISCIPLINAR
Iniiat de conducerea Academiei de Studii Economice din Bucureti i
Departamentul de Limbi Moderne i Comunicare de afaceri, ca ocontinuare
aprogramului de dezvoltare profesional adepartamentului, EDURES este
primul program de acest tip din Romnia. Este un program interdisciplinar de
dezvoltare profesional la nivel de masterat, menit s contribuie la perfecionarea
competenelor de comunicare n limba englez i acelor interculturale, precum
i acompetenelor de gndire critic i creativ. Ca forum pentru networking
transdisciplinar, EDURES consolideaz dimensiunea de nvare informal.
Gndit iniial pentru profesori i cercettori de diverse specializri, principalul
obiectiv al proiectului aconstat n iniierea procesului de cascad, ncurajndui
pe participani s transfere toate aspectele relevante din contextul EDURES la
propriile lor contexte educaionale i de cercetare. EDURES contribuie astfel att la
creterea profesional afiecrui participant, ct i la omai bun asigurare acalitii
instituionale.
Componentelecheie includ: proiecte n echipe interdisciplinare, conferine i
seminare internaionale, inspiraie i adaptare aexperienei internaionale,
activiti tematice de cercetare, observare adiferitelor procese.
Conform feedbackului participanilor, principalele rezultate sunt:
(a)consolidarea unei comuniti academice interdisciplinare, cu atitudine
pozitiv fa de nvarea pe tot parcursul vieii;
(b)predare, nvare i (auto)evaluare mai creativ, cu accent pe dezvoltarea
de deprinderi relevante, astfel mbuntind ansele de succes ale
studenilor n cariera profesional;
(c)articole publicate n reviste de prestigiu, conducnd la omai bun
poziionare acercettorilor romni pe scena internaional;
(d)succes n candidaturile absolvenilor programului pentru burse
postdoctorale, inclusiv mobiliti internaionale, i anse mai bune n carier.
Coordonator
2011
99
100
ITALY
ITALIA
Coordinating body
Giuseppe Romagnoli
Education Sector
Workers
Languages
English
2010
ITALY
ITALIA
ENGLISH ON THE
MOVE FOR KEY
PEOPLE
it
ENGLISH ON THE MOVE FOR KEY PEOPLE
Il progetto nasce dallesigenza di creare un percorso didattico innovativo per
lapprendimento della lingua inglese, in luogo del comune corso di formazione
aziendale. rivolto amanager on the move, in continuo movimento. Imanager
possono seguire il corso senza inficiare lattivit lavorativa eseguirlo anche quando
si trovano fuori per lavoro. Il progetto stato ideato estrutturato di comune accordo
con la Indesit Company S.p.A. econsiste nella realizzazione di un iter formativo
riservato akey people della Indesit Company, che presenta elementi innovativi nel
processo attuativo, nella metodologia didattica, nel prodotto formativo eha avuto
un elevato consenso efeedback da parte dei formati edel management della
Indesit Company. Il discente, godendo di massima flessibilit, costantemente
equotidianamente in contatto con il formatore ela lezione non quindi limitata
allaula, allapproccio facetoface, ma la continuit fra lattivit in classe ela vita
quotidiana viene garantita attraverso diverse task personalizzate rispetto ai propri
bisogni specifici: Interactive task, Phone task eEmail task.
Organismo coordinatore
Giuseppe Romagnoli
Settore dellistruzione
Occupati
Lingue
Inglese
2010
101
102
IRELAND
IRE/IRELAND
Coordinating body
Anne Brindley
GalwayMayo Institute of Technology
Dublin Road
Galway
Tel. +353 91742252
Email: anne.brindley@gmit.ie
Education Sector
IRELAND
IRE/IRELAND
EUROCATERING
LANGUAGE
TRAINING
EUROCATERING
OILIINTTEANGA
INSTITIID
TEICNEOLAOCHTA NA
GAILLIMHEMAIGH EO
ga
EUROCATERING OILIINT TEANGA
INSTITIID TEICNEOLAOCHTA NA GAILLIMHEMAIGH EO
EuroCatering: Is at in EuroCatering n uirlis foghlama teanga do dhaoine faoi
oiliint agus doibrithe an tionscal stin agus lnadireachta. T s bunaithe ar
anails ar riachtanais teanga agus chultrtha at ag daoine faoi oiliint agus iad ar
shocrchin oibre thar lear in earnil an fhilteachais. T toradh deiridh na hoibre
bunaithe san idirlon agus fadann daoine faoi oiliint agus oibrithe an tionscal
stin agus lnadireachta ar mhian leo dul ar shocrchn oibre thar lear feidhm
abhaint as an gclr foghlama teanga gairmiil seo saor in aisce. T an clr ar fil
iseacht dteanga.
Ba iad minteoir teanga, minteoir gairme agus riarthir in institiid gairmoilina
sheacht dtr abh ar an bhfoireann chomhphirtochta: n mBeilg, irinn, n
bhFrainc, n Iorua, n Rocht Aontaithe, n Slivin agus n Spinn. T an clr
foghlama teanga ar lne ar fil imBarla, sa Fhraincis, sa Ghailsis, san Ioruais, san
Ollainnis, sa tSlivinis agus sa Spinnis. T gluais phroifisinta tarma bialainne
agus ccaireachta inti agus iad lirithe mar fhocail scrofa, mar chomhad fuaime
agus ibhfoirm ghrafach. Uirlis oideolaoch iomln is ea le haghaidh finteagaisc
n le haghaidh foghlama faoi threoir minteora. T cleachta ar fil inti chun an
mid at foghlamtha adhaingni. Ina theannta sin t fsen ag gabhil li ina
dtaispentar gotha abhaineann le seirbhs cistine agus bialainne chomh maith le
gluais dfhric achuireann tuiscint chultrtha an fhoghlaimeora chun cinn. Cuirtear
an ghluais seo ar fil igcomhair oibre iseacht dtr. T teacht saor in aisce ar an gclr
ag gach duine agus caithfear clr ar lne. T s nasctha leis an ardn foghlama
Moodle agus t naisc oscailte inti achuireann ar chumas an fhoghlaimeora tabhairt
faoi bhlagil, n feidhm abhaint as seomra cainte, fram agus YouTube.
Sonra teagmhla
Anne Brindley
Institiid Teicneolaochta na GaillimheMaigh Eo
Bthar Bhaile tha Cliath
Gaillimh
Teil. +353 91742252
R-phost: anne.brindley@gmit.ie
Earnil oideachais
Tuairim ar an rogha
Is acmhainn den scoth Eurocatering dfhoghlaimeoir gairme neamhacadla, le haghaidh staidir neamhsplech ar Moodle agus seisin
sa tseomra ranga araon. Baintear feidhm iomchu as an teicneolaocht, rud lena nirtear rogha athabhairt dfhoghlaimeoir na comhaid
aosldil ar iPod le linn dibh abheith ar shocrchin thar lear.
Bh an tionscadal Eurocatering bunaithe ar anails riachtanais shoilir maidir le hullmh teanga agus cultir gairme ar mhaithe le
soghluaisteacht san earnil lnadireachta. T s drithe ar bhar at asca le hsid agus abhaineann le hbhar achur ar fil don
bhfoghlaimeoir ag an leibhal A1. Ag an leibhal seo mintear d/di comhr bunsach athos n aleanint isuomh oibre.
T breisluach in agslacht mhr na dteangacha at dtairiscint, mionteangacha ar ns na Gailsise san ireamh. Bh spriocanna agus tortha
forshoilire aige agus t ag ir go bre leis an gcur ingnomh.
Spreagtar na hsideoir le feidhm abhaint as an acmhainn mar is asca feidhm abhaint aisti agus baineann s lena gcuid riachtanais gairme
thaobh teanga agus cultir de araon.
Foireann ardspreagtha ab ea an fhoireann achuir an acmhainn seo le chile agus t ar chumas minteoir feidhm abhaint as an acmhainn
nua seo ina gcuid crsa anois. Is acmhainn shimpl agus is furasta a thaispeint ar Laethanta Oscailte igcolist. Is bre leis na mic linn na
carachtair cartin.
T sl sa tionscadal chun aistri chuig teangacha eile agus chuig earnlacha gairme eile. T gn lidir Eorpach ann de bharr gur tionscadal
comhair idir roinnt eagraochta comhphirtochta Eorpacha . D bhr sin is deashampla de scal ratha an tionscadal seo.
Lean an chomhphirtocht ar aghaidh nuair abh an tionscadal crochnaithe, rud achruthaonn gur tionscadal inbhuanaithe .
103
104
ICELAND
SLAND
Growing
In 2010 Efling labour union got agrant from the
project European Year against Poverty. Atli Lsson
from Efling contacted Mmir lifelong learning
and adecision was made to give acourse of 200
class hours for Polish women, members of Efling,
who had been unemployed for along time. The aim
was to activate agroup of unemployed people who
greatly needed to improve their Icelandic, their selfimage and to
become stronger candidates when searching for jobs. Atimetable
was made with a great variety of subjects and good teachers were
hired.
The subjects were the following: Icelandic 60 class hours,
pronunciation of Icelandic 8 class hours, social studies 24 class
hours, computer 32 class hours, English 20 class hours, selfimage
support 12 class hours, visual arts 8 class hours, nutrition 4 class
hours, competence portfolio 8 class hours, academic/job counselling
8 class hours, exercise in agym 4 class hours and atrip to
Reykjanes Peninsula 8 class hours.
A few factors were the key to the success of the course. The women
came voluntarily, after receiving an invitation from Efling. It turned
out well to give the course to Polish women only. Many teachers
spoke their native language which gave the students selfconfidence
and some lectures were given in Polish. The variety of subjects
also turned out positive and the course was interesting as well as
enjoyable. The evaluation of the course showed that the students
improved their selfimage; they felt stronger when seeking jobs
and felt better in general. The project was later introduced by
Atli Lsson from Efling in the conference European Year against
Poverty and Social Isolation held in Reykjaviks City Hall. Growing
has now been held three times with the same good result. The
experience has encouraged the union to run the same course for
men as well in another language.
Coordinating body
Icelandic
2011
ICELAND
SLAND
GROWING
YRKJA
is
YRKJA
Verkefni Yrkja flst a ra og kenna 200 stunda nm fyrir erlenda
flagsmenn Eflingar stttarflags sem voru atvinnuleit. Samtting efnistta
r nmskrm sem hafa veri gefnar t af Frslumist atvinnulfsins og
menntamlaruneytinu var lg til grundvallar. Einnig var stust vi reynslu af
runarverkefninu Kjlur og taksverkefninu Ungt flk til athafna, fyrir ungt erlent
flk sem kom til framkvmda hj Mmi smenntun vornn 2010.
Nmskeii var haldi tmabilinu fr 4. oktber til 10. desember 2010 og voru
tttakendur 16 talsins. hersla var lg a nmsttirnir snertu persnulega
og flagslega frni auk starfsfrni. ttir nmsins voru slenska 60 stundir,
framburur og tal 6 stundir, samflagsfrsla 24 stundir, tlvur 32 stundir,
enska 20 stundir, sjlfstyrking 12 stundir, myndlist 8 stundir, nringarfri 4
stundir, frnimappa 8 stundir, nmsrgjf 8 stundir, fjrml 4 stundir, hreyfing
lkamsrktarst 4 stundir og dagsfer me fulltra fr Hjlparsveit skta
Reykjanes.
Markmii var a virkja tttakendur, sem voru a essu sinni plskar konur
sem hfu litla sem enga slenskukunnttu og voru bnar a vera atvinnulausar
lengur en 12 mnui, til slenskunms og aukinnar tttku slensku samflagi.
Yfirmarkmii var a auka hfni eirra og mguleika slenskum vinnumarkai.
Nbreytnin flst einkum v a tvinna saman tungumlanm og flagsfrni.
Nmi var verulega fjlbreytt sem og kennsluaferir og reynt var a hafa r
sem mest einstaklingsmiaar. Umsjnarmenn verkefnisins segja a reynslan hafi
kennt eim a a hafi kosti fr me sr a vera me einsleita hpa, einkum ef
slenskukunnttan er slk. s hfileg blanda a fjlbreyttum nmsttum vnleg
til rangurs.
a voru au Atli Lsson, fyrir hnd Eflingar stttarflags og Vala S. Valdimarsdttir
fyrir hnd Mmis smenntunar sem hfu veg og vanda af verkefninu. Yrkja hefur
nna veri haldin risvar sinnum me sama ga rangrinum. Reynslan af Yrkju
hefur ori Eflingu og Mmi hvatning til a halda einnig sams konar nmskei fyrir
karlmenn ru tungumli.
Stristofnanir
Fullorinsfrsla
Markhpur
slenska
r viurkenningar
2011
105
106
PORTUGAL
PORTUGAL
Coordinating body
2012
PORTUGAL
PORTUGAL
pt
HOOK UP! CAMPUS EUROPAE FOREIGN LANGUAGE LEARNING
GATEWAY (PORTUGUESE)
Este projetopiloto foi desenvolvido entre 2008e2010 no mbito do ErasmusEVC
ecoordenado pelo Luxemburgo. Oprojeto foi concebido para apoiar econsolidar
amobilidade estudantil no contexto europeu, em termos de aprendizagem de
lnguas eculturas. Visa promover aaprendizagem de lnguas europeias menos
faladas eaprendidas econtribuir para desenvolver uma identidade europeia
baseada no multilinguismo eno pluriculturalismo. Oprojeto oferece 4 nveis de
aprendizagem do A1 ao B2. Encontrase disponvel para estudantes Erasmus eda
rede CampusEuropae.
Entidade Coordenadora
2012
107
108
GERMANY
DEUTSCHLAND
Coordinating body
Thomas Hoffmann
Education Sector
University
Target group
English
2010
GERMANY
DEUTSCHLAND
INTERNATIONAL
PROJECT WEEK
INTERNATIONALE
PROJEKTWOCHE DER
FACHHOCHSCHULE
NORDHAUSEN
de
INTERNATIONALE PROJEKTWOCHE DER
FACHHOCHSCHULE NORDHAUSEN
Die FH Nordhausen wird ausgezeichnet fr ihre jhrlich stattfindende
einwchige Projektwoche, zu der zahlreiche Dozenten aus dem
europischen Ausland an die Hochschule geladen werden, um
spezifische Projekte in verschiedenen Fachbereichen durchzufhren;
2010 lag der Schwerpunkt auf Ingenieurswissenschaften, Sozial- und
Kulturwissenschaften. Die Kombination aus Sprachenlernen und
praktischer Arbeit auf verschiedenen Gebieten bildet die Grundlage zur
Verbesserung sprachlicher, beruflicher und interkultureller Kapazitten.
Eingebettet ist dieses Projekt in das Gesamtkonzept
Internationalisation@home, mit dem auch Studierenden, die nicht an
Mobilittsmanahmen teilnehmen knnen, umfangreiche internationale Erfahrungen
ermglicht werden.
Die Manahme ist aufgrund ihres Erfolgs und Zuspruchs fest an der Hochschule
etabliert, und dieser Erfolg zeugt von der guten Zusammenarbeit zwischen
Sprachenzentrum und Fachdozenten.
Koordinierende Einrichtung
Fachhochschule Nordhausen
Kontaktperson
Thomas Hoffmann
Bildungssektor
Hochschulbildung
Zielgruppe
Englisch
2010
109
110
ESTONIA
EESTI
Language Robot
The product created by the Academy
of Security Sciences is alanguage
simulator which uses voice recognition
as alanguage tool for professional
language training for border guards in Estonia and probably
across Europe in the near future. The simulator trains common
professional language expressions used in everyday border guard
work. Learners can train online their language skills separately or
in ablended way in existing language courses. The first version of
the simulator recognised and assessed the quality of speech based
on the full sentence (i.e. whether the sentence was understandable
by acustomer or not). The improvement of the programme shows
the misused word in the sentence. Exercises vary in terms of level
of difficulty and as anew development in 2012 the Academy of
Security Sciences created virtual reality work situations where
learners have to choose the right sentence in order to progress with
the work. Right now the language robot beta version has only one
language (English) but the aim is to develop further and by 2015
the product should be available at least for 20 different languages.
The programme is user-friendly and selfdeveloping. This means
that the more users use it the more different accents and language
preferences will be available, which will make it even easier for the
teacher to manage different exercises. The number of exercises
is unlimited, therefore it can be used for many different tasks and
professions in future. The European security agencies such as
Frontex and Cepol have already shown interest in the tool, therefore
the product will have ahuge user group and will give valuable
investment to the European Internal Security by improving the
quality of public service. The language robot is aperfect example of
uniting different competencies of universities and theprivate sector.
The original idea was developed by the language centre of the Public
Service Academy with the help of the Tallinn Technical University
and the private company Jukulab (http://www.keelerobot.eu/).
Coordinating body
www.keelerobot.eu
Education Sector
Students
Languages
2011
ESTONIA
EESTI
LANGUAGE ROBOT
KEELEROBOT
et
KEELEROBOT
Sisekaitseakadeemia loodud elektrooniline pitarkvara (keelesimulaator) kasutab
knetuvastust piiriletustoiminguga seotud erialakeele ppe arendamiseks nii
Eestis, Euroopas kui ka mujal maailmas. Keelerobotit (simulaatorit) kasutatakse
piiriletustoimingutega seotud erialaste vljendite ppimiseks. ppet vib
toimuda individuaalselt reaalajas vi olemasolevate keelekursuste osana.
Simulaatori esimene versioon tuvastas kne ja andis kohest tagasisidet ppija
hlduse, vljendi arusaadavuse kohta (st kas lause oli kliendile arusaadav vi
mitte). pitarkvara ndne arendus vimaldab juba tuvastada lauses valesti
kasutatud snu. pitarkvara keeleharjutused varieeruvad, need on erineva
raskusastmega. 2012. aastal Sisekaitseakadeemia loodud tarkvarale on lisandunud
virtuaalreaalsed situatsioonid, kus kasutaja peab valima sobiva vljendi lhtuvalt
kirjeldatud situatsioonist. Praegu vimaldab keeleroboti beetaversioon ainult
inglise keele kasutamist, eesmrgiks on juda kolme aasta jooksul kahekmne
keele kasutamiseni. pitarkvara on kasutajasbralik ja kasutajate arvu suurenedes
salvestab programm vimalikud erinevad aktsendid, teave nende kohta lihtsustab
petaja td harjutuste valikul. Harjutuste arv ei ole piiratud, seetttu on vimalik
seda tulevikus eri eesmrkide ja erialade vajadusi silmas pidades kasutada. Huvi
toote kasutamiseks on les nidanud Frontex ja CEPOL. Seega laieneb toote
kasutajaskond, mis omakorda avaldab erialase keeleppe thustamise kaudu suurt
mju Euroopa siseturvalisusele. Keeleroboti projekt on hea nide krgkoolide ja
erasektori vahelisest koostst. Sisekaitseakadeemia keelekeskuse ideed aitasid
arendada Tallinna Tehnikalikool ja O Juku Lab (http://www.jukulab.ee).
Projekti koordinaator
Sisekaitseakadeemia
Kontaktisik
www.keelerobot.eu
Hariduse valdkond
lipilased
Keeled
2011
Valiku phjendus
Projekti kik aspektid on seotud keeleppega (ppijad,
petajad, ppematerjalid ja meetodid) ning arvesse on
vetud ppija vajadusi; projekt motiveerib vrkeelte
ppimist ja petamist, on teliselt uuenduslik, loob
eeldused nii kvalitatiivsetele kui ka kvantitatiivsetele
edusammudele; projektis on esindatud Euroopa mde
ning see on suunatud keelelisele mitmekesisusele.
Projekt on oluline nii rahvusliku kui ka Euroopa
turvalisuse vaatepunktist.
111
112
HUNGARY
MAGYARORSZG
Coordinating body
www.precedensnyelvstudio.hu
Education Sector
Adult education
Target group
English
2010
HUNGARY
MAGYARORSZG
LEGAL ENGLISH
TRAINING FOR
INTERMEDIATE
AND ADVANCED
STUDENTS
KZP- S
FELSFOK JOGI
SZAKNYELVI KPZS
ANGOLUL
hu
KZP- S FELSFOK JOGI SZAKNYELVI
KPZS ANGOLUL
A program f clja ahinyptls Magyarorszgon
aplyzn kvl nincsen ms kizrlagosan jogi
szaknyelvi profil oktat intzet s amr 2005 ta
sikeresen oktatott polgri jogi angol szaknyelvi kurzusok
s tananyagok tovbbfejlesztse. Magyarorszgon ajogi
szaknyelv s szkincs angol nyelv elsajttshoz eddig
nem volt atanulk szmra elrhet olyan tananyag
s tanfolyam, amely valban figyelembe veszi amagyar (tgabb rtelemben az
eurpai) s az angolszsz jogrendszer sajtossgait, rmutatva ahasonlsgokra
s klnbsgekre, s amely szisztematikus, aKzs Eurpai Referenciakerethez
igazod praktikus jogi szaknyelvi tudst kvn tadni. Atananyagot s arjuk pl
tanfolyamokat elssorban kzphalad (B2) s halad (C1) szinten lev tanulknak
szntuk. Aprogram modulris rendszer, tbb szinten s tbb szakterleten lehet
elkezdeni s/vagy folytatni atanulst. Aprogram szaknyelvi alapjt aSzerzdsek
joga angolul cm tananyag s 40 rs tanfolyam adja, amely egyrszrl bemutatja
az angolszsz s amagyar (eurpai) szerzdsek jellemzit, msrszt amegtanult
szakkifejezseket s szfordulatokat egyszerbb szerzdsek fordtsn s szbeli
helyzetgyakorlatok eljtszsa sorn mlyti el. Aprogram tovbbi moduljai olyan
terleteket dolgoznak fel, mint atrsasgi jog, munkajog, ingatlan-adsvtel,
szellemi alkotsok joga, csdjog, pnzgyi jog, adjog, bankjog, rtkpaprjog,
csaldjog, polgri perrendtarts vagy vlasztottbrskods.
Programgazda
www.precedensnyelvstudio.hu
Oktatsi szektor
Felnttoktats
Clcsoport
A felnttoktats hallgati
Nyelvek
Angol
Djazs ve
2010
113
114
BELGIUM
BELGIEN
Coordinating body
Bernadette Bong
Education Sector
Unemployed
Languages
French
2010
BELGIUM
BELGIEN
NETWORKED
LANGUAGE GROUPS
VERNETZTE
SPRACHENGRUPPEN
de
VERNETZTE SPRACHENGRUPPEN
Das Projekt richtete sich an Arbeitsuchende und ist vom Arbeitsamt der
Deutschsprachigen Gemeinschaft in Zusammenarbeit mit den Berufsbildungszentren
des Forem in Malmedy und Arlon entstanden. Ziel des Projekts war die Frderung
der Sprach-, Fach- und Sozialkompetenzen anhand einer vernetzten Projektarbeit
zwischen den Auszubildenden der Berufsbildungszentren des Arbeitsamts und des
Forem. Die Teilnehmer fhrten eine Untersuchung bei rund zehn Unternehmen durch,
fassten die Ergebnisse in einer Broschre in ihrer Zielsprache zusammen und stellten
sie im Rahmen einer ffentlichen Prsentation vor. Sie nutzten Kommunikationsund Informationstechnologien und kommunizierten ber einen eigens fr sie
eingerichteten virtuellen Arbeitsbereich, per EMail oder Telefon in der jeweiligen
Zielsprache. Sie konnten zudem Kontakte zu hiesigen Unternehmen herstellen und
mehr ber die regionale Wirtschaft lernen.
Koordinierende Einrichtung
Bernadette Bong
Bildungsbereich
Arbeitsuchende
Sprache
Franzsisch
Jahr der Auszeichnung
2010
115
116
SPAIN
ESPAA
Coordinating body
2011
SPAIN
ESPAA
IV JORNADAS TASTE
THE LANGUAGE:
SABORES DEL MUNDO
es
IV JORNADAS TASTE THE LANGUAGE: SABORES DEL MUNDO
Las Jornadas Taste the Language: Sabores del mundo son un proyecto mediante
el cual se fomenta el plurilingismo yel multiculturalismo, ala vez que la
intercomunicacin yla capacidad comunicativa. El pblico objetivo no es solamente
el profesorado yel alumnado de la propia Escuela Oficial de Idiomas (EOI), de otras
EOI yde centros docentes invitados, sino la totalidad de la poblacin. Las Jornadas
estn incardinadas en las necesidades ypeculiaridades econmicas yculturales de
la zona, yaportan un valor aadido ala formacin alo largo de la vida tanto de la
poblacin autctona como de la poblacin inmigrante. El proceso de realizacin de
las Jornadas ysu desarrollo es colaborativo: la Escuela es un centro abierto que
sabe aprovechar los medios del entorno para la mejora de la calidad educativa
que ofrece. Las Jornadas son una magnfica actividad para fomentar ymejorar las
capacidades comunicativas del alumnado, los trabajadores yel resto de ciudadanos
de la zona, pues estn realizadas en ingls, francs y espaol, con matices en
portugus, rumano, italiano y bable, yestn abiertas atoda la poblacin de la zona,
aotras EOI ya otros centros educativos. Adems se trabaja con el Portfolio Europeo
de las Lenguas yla Autobiografa de Encuentros Interculturales. La organizacin
ydesarrollo de las Jornadas est acargo del alumnado, que con los propios
estudiantes yel apoyo del profesorado de la Escuela imparten cursos de cata
yponencias en francs e ingls sobre gastronoma yviticultura. Otras personalidades
externas participan en las actividades culturales yen la organizacin de visitas
abodegas, procurando mantener el carcter multilinge. Se programan visitas alas
bodegas, ponencias, presentaciones de libros, cursos de cata yotras actividades
ymateriales.
Coordinador
2011
117
118
SLOVAKIA
SLOVENSKO
Coordinating body
German
2011
SLOVAKIA
SLOVENSKO
TOURNEU CULTURAL
AND ECONOMIC ASPECTS
OF INCOMING TOURISM
IN THE NEW EUROPEAN
COUNTRIES (SLOVAKIA,
ESTONIA, LATVIA)/ BLGERMAN COURSE
TOURNEU KULTRNE
AHOSPODRSKE ASPEKTY
INCOMINGTURIZMU VNOVCH
KRAJINCH E (SLOVENSKO,
ESTNSKO, LOTYSKO)/
BLKURZ NEMINY
sk
TOURNEU KULTRNE AHOSPODRSKE ASPEKTY
INCOMINGTURIZMU VNOVCH KRAJINCH E
(SLOVENSKO, ESTNSKO, LOTYSKO)/BLKURZ NEMINY
Projekt TOURNEU sa realizoval vrmci Programu celoivotnho vzdelvania,
podprogramu Leonardo da Vinci Prenos inovci, vrokoch 2008 2010. Realizovala
ho Katedra jazykov na Technickej univerzite vKoiciach na Slovensku vspoluprci
spartnermi z3 krajn (Institut fr Interkulturelle Kommunikation e.V. Ansbach,
Nemecko; TURIBA Biznesa Augustskola Riga, Lotysko; LIKOOL Tartu, Estnsko)
aalmi slovenskmi izahraninmi partnermi zpraxe.
Hlavnm cieom projektu bolo skvalitni jazykov kompetencie osb pracujcich
vrezorte turizmu, ako aj tudentov vstupujcich na trh prce, vnemeckom jazyku.
Hlavnm produktom projektu je vone prstupn elearningov interaktvny
modulrny kurz nemeckho jazyka pre oblas turizmu (www.tourneu.eu), ktor sa
doteraz aktvne vyuva. Je zaloen na princpoch metdy blended learning, t.j.
vyuva tradin anov formy ametdy vo vube cudzieho jazyka. Vzdelvac
program integruje vhody sebavzdelvania vcudzom jazyku sklasickou vubou
vregionlnych centrch.
Vytvoren vzdelvac materil je zameran na tematick oblasti usporiadan do
troch modulov:
Modul A Sluby (A2)
Modul B Marketing (B1)
Modul C Manament (B2).
Moduly s vypracovan vslade sjazykovmi rovami SERR. Kad modul
obsahuje zkladn adoplnkov cvienia acvienia sttorom aje doplnen
vizulnymi, zvukovmi aaudiovizulnymi doplnkami. Kuebnm materilom
bol vypracovan aj tvorjazyn nemeckoslovenskolotyskoestnsky slovnk,
tvorjazyn prruka uvatea akvzov materil opartnerskch krajinch.
Vsledky projektu u boli rozren do alej krajiny Turecka, ato prostrednctvom
novho projektu LDV Prenos inovci snzvom EUIMLIT (www.euimlit.org).
Koordintor
Nemeck jazyk
Rok ocenenia
2011
Komentr k vberu
Elearningov kurz rozvja jazykov odborn
kompetencie vodbornej interkultrnej obchodnej
komunikcii vnemeckom jazyku. Cieovou skupinou
s predovetkm pracovnci, ale aj tudujci voblasti
turizmu sluieb, marketingu amanamentu na
rznych postoch vhoteloch, penzinoch, retaurcich
ainformanch strediskch. Mu si doplni vedomosti
azrunosti vnemeckom jazyku, ato poda svojej
jazykovej rovne, poda vlastnho vberu tmy,
vlastnou vobou asu itempa uenia sa.
119
2012/13:
Language learning based
on new technologies
Technology influences many aspects of our lives, language learning included: computer and/or
technologyassisted language learning and testing, blended language learning and virtual and distance
learning have become very useful tools to teach and learn foreign languages efficiently. The creation
and educational use of social networks also boosts the fostering of multilingual engagement and
participation across boundaries, and represents a means to interact and to learn foreign languages.
This innovative learning/teaching system should combine the inspiration and motivation of traditional
classroom teaching and the flexibility of online or distance learning to create courses that are
accessible and motivating for todays students, who develop their autonomy, interact with teachers on
the other side of the screen by way of a computer and have fun while learning a foreign language.
122
SPAIN
ESPAA
Coordinating body
2012
this project
aclear example of the European priority Language
learning based on the new technologies, due to the
combination of these activities and amuch more
dynamic approach to traditional classes, thanks to
the use of online digital material which favours the
flexibility of individual users. Digital resources are
also offered to assess languages in communicative
competence, encouraging both the use of amuch
more communicative approach and learner
autonomy.
SPAIN
ESPAA
452
MICROCOMMUNICATIVE
ACTIVITIES INFOREIGN
LANGUAGES (GERMAN,
FRENCH AND ENGLISH)
BASEDON THE
EUROPEAN LANGUAGE
PORTFOLIO
452 MICROACTIVIDADES
COMUNICATIVAS EN LENGUAS
EXTRANJERAS (ALEMN,
FRANCS EINGLS) BASADAS
EN EL PORTFOLIO EUROPEO
DE LAS LENGUAS
es
452 MICROACTIVIDADES COMUNICATIVAS EN LENGUAS
EXTRANJERAS (ALEMN, FRANCS EINGLS) BASADAS
ENEL PORTFOLIO EUROPEO DE LAS LENGUAS
Este es un proyecto de 452 microactividades comunicativas en lenguas extranjeras
orientadas afomentar el aprendizaje autnomo yla mejora de la competencia
comunicativa. Se trata de un material en formato digital que parte de un enfoque
comunicativosituacional para el aprendizaje yevaluacin de lenguas, siguiendo las
recomendaciones europeas ylos descriptores de evaluacin recogidos en el Marco
Comn Europeo de Referencia para el Aprendizaje yEnseanzas de Lenguas (MCER)
yconectadas con los objetivos de aprendizaje de la Biografa Lingstica del Portfolio
Europeo de las Lenguas (PEL) en su versin papel ydigital (ePEL). Al ser un formato
digital abierto, pueden ser transferibles aotras lenguas del territorio nacional yotros
Estados de la Unin Europea con Portfolios validados por el Consejo de Europa,
sirviendo de fuente de inspiracin para otros docentes que, con una formacin continua
debidamente planificada yorientada atal fin, podrn adaptar el material asus
propios contextos. Esto fomentar la creacin de un banco de material de aprendizaje
para uso de todos, que permita la mejora yadecuacin de estas (micro) actividades
comunicativas en alemn, francs e ingls.
Coordinador
2012
123
124
ESTONIA
EESTI
Coordinating body
Tallinna Tehnikakrgkool
Contact person
Languages
German
2012
ESTONIA
EESTI
ADOK
AUTOMATION
TECHNOLOGY
AND GERMAN AS
ONLINECOURSE
ADOK ON
AUTOMATISEERIMISE
JA SAKSA KEELE
VEEBIPHINE KURSUS
et
ADOK ON
AUTOMATISEERIMISE
JA SAKSA KEELE
VEEBIPHINE KURSUS
Euroopa Liidu nelja riigi
krgkoolide ja firmade
(Tampere UAS, Reutlingen
University, Tallinn UAS ja
VB TU Ostrava) hisprojekti
eesmrk oli, arvestades saksa
keele oskuse/ppimise vhenemistrendi, inseneerialipilastele eriala ja erialase
saksa keele (vhemalt A2 tasemel) petamise hendamine lbi ekursuse loomise.
Euroopa Liidu elukestva ppe allprogrammi Leonardo da Vinci loodud ADOK kursus
(automatiseerimise ja saksa keele online kursus) on teadaolevalt esmakordselt
Euroopas vlja ttatud kursus, mis annab ainulaadse vimaluse siduda kaks
tiesti erinevat ainet: helt poolt tehniline aine automatiseerimise alused, teisalt
saksa keel, silitades mlemale pitavale ainele vrdvrsed pieesmrgid.
ADOKkursuse vabavaraline materjal on tasuta kttesaadav alates 2012. aastast:
www.adik.projekt.eu. Automatiseerimistehnika aine valiti kursusele laiaphjalise
kasutuse tttu kikides inseneeriavaldkondades. Mitmeklgne kursus vimaldab
lipilastel samuti praktiseerida meeskonnatd, kliendisuhtlust ning multikultuurset
suhtlemist eri rahvusest tudengitega. eppe kursus loodi laialdaselt kasutatavas
Moodle keskkonnas, et ekursust oleks vimalik kasutada erinevates riikides,
petatavat sisu lisada vi muuta, kasutades etehnoloogia pakutavaid vimalusi
aine omandamise huvitavamaks ja efektiivsemaks tegemiseks.
Projekti koordinaator
Tallinna Tehnikakrgkool
Kontaktisik
Saksa
Tunnustatud
2012
Valiku phjendus
Projekti trhm on rahvusvaheline, professionaalne,
projekti teemat on ksitletud ssteemselt ja
integreeritult.
125
126
CZECH REPUBLIC
ESK REPUBLIKA
Coordinating body
Secondary
Target group
English
2013
CZECH REPUBLIC
ESK REPUBLIKA
B.E.L.L. BUSINESS
ECONOMICS
LANGUAGE
LEARNING
cs
B.E.L.L. BUSINESS ECONOMICS LANGUAGE LEARNING
Vprojektu Comenius/eTwinning B.E.L.L. spolupracovalo 6zem voblasti vuky
jazyk aekonomiky svznamnm vyuitm informanch technologi.
Prvn rok spoluprce byl ve znamen dvou hlavnch tmat FAIR TRADE (FT)
avirtulnch cvinch firem. vodnm krokem bylo zpracovn avyhodnocen
spolenho dotaznku (vGoogle Docs) na tma Fair Trade. Pot vmezinrodnch
tmech studenti spolupracovali online, provedli vzkum FT vrobk prodvanch
vmstnch obchodech, porovnali vsledky azpracovali vstup formou videa.
Ve druhm roce projektu studenti vytvoili na Webnode strnky svho eshopu
(http://bell3eng.webnode.cz/). Zvrenou udlost spoluprce byla mdn pehldka
vHistorickm muzeu msta Lucemburk. Vprbhu dvou let vychzel msn
online projektov zpravodaj. Na zvr byl vytvoen spolen evaluan dotaznk, ve
kterm astnci zhodnotili pnosy projektu.
Webov prosted eTwinning (http://twinblog.etwinning.net/26897/) aTwinSpace
(http://newtwinspace.etwinning.net/web/p36261/welcome) studenti vyuili pro
virtuln komunikaci vmezinrodnch skupinch (aplikace forum, chat) ajako
portfolio pro ukldn vstup (PPT, zprvy, tabulky, fota, videa azpravodaje).
Bhem projektu studenti ve velk me vyuvaliMS Office (Word, PowerPoint,
Excel) azpracovali vnich sv vstupy, pi prci sfotografiemi vyuvali Zoner nebo
Photostory avidea umstili na YouTube.
Mnoho student vyhodnotilo projekt B.E.L.L. jako pnosnou st svho
stedokolskho studia, dky n se nauili komunikovat spslunky ostatnch
nrod, poznali jejich kulturu aivot, porozumli vce globlnm tmatm anauili
se plnovat projektovou innost.
Nzev instituce
Stedokolsk
Clov skupina
Anglick jazyk
Rok ocenn
2013
Koment kvbru
Projekt B.E.L.L. byl vybrn, protoe nejlpe vyhovuje
evropsk priorit pro obdob 20122013 Jazykov vuka
zaloen na novch technologich. Studenti vcelm
prbhu projektu pouvali nejrznj technologie,
vyzkoueli si nov zpsoby komunikace aprogramy,
kter jim pomhaly zdokonalovat se vanglickm jazyce
azrove rozvjet sv technologick dovednosti.
127
128
BELGIUM
BELGI
(COBALT)
Coordinating body
French, Dutch
Year of the Award
2013
BELGIUM
BELGI
COMMUNICATING
AND BUILDING
BRIDGES
THANKS TO THE
ACQUISITION
OF LANGUAGES
THROUGH
TECHNOLOGIES
(COBALT)
COMMUNICEREN
EN BRUGGEN
BOUWEN DANKZIJ
TAALVERWERVING
VIA TECHNOLOGIEN
(COBALT)
nl
COMMUNICEREN EN BRUGGEN BOUWEN DANKZIJ
TAALVERWERVING VIA TECHNOLOGIEN (COBALT)
COBALT ((COmmuniceren en bruggen bouwen dankzij Taalverwerving via
Technologien) is een project dat het elearning platform Franel ontwikkelt. Het
ontstond uit een samenwerkingsverband tussen 3 universiteiten (KU Leuven, Lille3,
UMons), de Waalse en Vlaamse arbeidsbureaus, Forem en VDAB en het lokale
tvstation BLCC. Het project beoogt de verbetering van de taalvaardigheid in de talen
van de buren in de 3 regios (Frans in WestVlaanderen, Nederlands in Henegouwen
en in Nord-Pas-de-Calais), en dit zowel voor het doorsneepubliek, de studenten,
zakenmensen als werkzoekenden. Het aanbod buiten het curriculum tracht een
brede doelgroep te bereiken en de sociale mobiliteit tussen de regios te verbeteren.
Zodoende gaat dit project ook over het bevorderen van interculturele communicatie,
levert het een bijdrage aan de vernieuwing van het leren van het Nederlands en
het Frans in een schoolse context en helpt het het vernieuwend gebruik van ICT te
vergemakkelijken.
Het project heeft twee websites. Elke website biedt gratis onlineleermiddelen
voor mensen die hun kennis van het Frans of het Nederlands willen verbeteren.
www.franel.eu bevat 5000 oefeningen gebaseerd op verscheidene themas uit
het dagelijks en het beroepsleven. De oefeningen bevatten eveneens praktische
gegevens over grammatica, woordenschat en gesprekssituaties zowel voor beginners
als gevorderden. De toelichtingen zorgen ervoor dat de lerende vooruitgang
kan maken. De website www.kuleuvenkulak.be/mediatic biedt 250 authentieke
onlinevideos, gekozen uit het aanbod van de partners van het tv-kanaal. Het
materiaal bevat ondertitels, het is gratis en beschikbaar voor alle geregistreerde
gebruikers.
Cordinator
Secundair en volwassenenonderwijs
Doelgroep
Frans, Nederlands
Jaar waarin de ELITprijs gewonnen werd
2013
129
130
SLOVAKIA
SLOVENSKO
Cooler World
The international project entitled Cooler World
was implemented from August 1, 2010 to
July 31, 2012, with the financial support
of the Lifelong Learning Programme, the
subprogramme Comenius - School Partnerships.
Eight schools from five European countries
(Finland, Italy, Slovakia, Germany and
France) were involved in the project. It was aimed at sustainability,
environment, European citizenship and improving knowledge and skills
in using new information and communication technologies, as well as
at improving communication in foreign languages.
The teachers and students from involved schools developed an
online Ecogame in English, adigital MiniInfoPackage in English
and a 6-language MiniDictionary (English, Finnish, German, French,
Italian and Slovak) to improve and integrate sustainability issues
into teaching and learning in secondary vocational education. Ajoint
project website (http://coolerworld.eu/) was created for collection
and dissemination of all the project information and results. Each
participating school created also its own IT centre, where students and
teachers of the schools can prepare for example various international
school projects.
The project has supported the idea of equality
Coordinating body
2012
SLOVAKIA
SLOVENSKO
COOLER WORLD
sk
COOLER WORLD
Medzinrodn projekt snzvom Cooler World sa realizoval od 1. augusta 2010
do 31. jla 2012 sfinannou podporou Programu celoivotnho vzdelvania,
podprogramu Comenius kolsk partnerstv. Do projektu sa zapojilo osem kl
zpiatich eurpskych krajn (Fnska, Talianska, Slovenska, Nemecka aFranczska).
Bol zameran na trvalo udraten rozvoj, ivotn prostredie, eurpske
obianstvo askvalitnenie vedomost azrunost vpouvan novch informanch
akomunikanch technolgi ana skvalitnenie komunikcie vcudzch jazykoch.
Pedaggovia aiaci zapojench kl vytvorili online ekohru vanglickom
jazyku, digitlny miniinfobalk vanglickom jazyku aesjazyn minislovnk
(anglickofnskonemeckofranczskotalianskoslovensk) na zlepenie
aintegrovanie problematiky udratenosti do vuby auenia sa vstrednom
odbornom vzdelvan. Spolon webov strnka projektu (http://coolerworld.eu/)
bola vytvoren na zhromaovanie arenie vetkch informci oprojekte ajeho
vsledkoch. Kad zapojen kola si vytvorila aj vlastn IT centrum, vktorom iaci
iuitelia jednotlivch kl mu pripravova rzne medzinrodn kolsk projekty.
Projekt podporil mylienku rovnosti vetkch jazykov, kee jeho vstupy s vo
svetovch jazykoch, ako aj vjazykoch mench eurpskych krajn.
koly zapojen do projektu pouvali na vzjomn komunikciu, ako aj pri tvorbe
projektovch vstupov, najnovie informan akomunikan technolgie.
Komentr k vberu
Vzjomn komunikcia medzi zapojenmi uitemi
aiakmi zrznych krajn sa uskutoovala
vanglickom jazyku prostrednctvom emailov, online
audiovizulneho kontaktu aplatforiem socilnych
mdi, ktor poskytuj vek internetov spolonosti
(napr. Skype, Ning, eTwinning, Google). Skype stretnutia
sa organizovali pribline jedenkrt mesane. Emailov
komunikcia sa realizovala prostrednctvom diskusnej
skupiny Google Groups stdennou periodicitou. Poas
projektu kad kola vybudovala IT centrum, vktorom
mohli uitelia aaj iaci vzjomne spolupracova,
naprklad pri prprave rznych medzinrodnch
kolskch projektov.
Vyuvanie novch IKT vkomunikcii medzi uitemi
aiakmi vanglickom jazyku, ako aj pri tvorbe
projektovch vsledkov, vznamne podporilo rozvoj ich
komunikanch zrunost apodporilo vytvorenie trvalej
medzinrodnej siete medzi projektovmi partnermi.
Koordintor
2012
131
132
MALTA
MALTA
An all-sensory experience:
Learning English the Easy way
Having operated as an English language
school for the last decade, Easy School of
Languages has gained asterling reputation
over the years for its innovative way of
teaching English to its clientele. Situated in the heart of the capital
city of Malta, Easy School understands that everyone learns in
adifferent manner and hence the school has found the perfect
balance between traditional language teaching and incorporating
new technologies in the way its teachers deliver the language
training.
With students coming from all over the world, from all walks of life
and from all age groups, the school faces the inspiring challenge
of having to deal with multilingual classrooms on adaily basis.
It is this challenge that led the Directors of the school to develop
aprogramme based on amix of formal and informal learning. They
have done this through combining the widespread use of Interactive
Whiteboards in the classroom for the delivery of lessons to the
development of an elearning platform. Together these are mixed
in with the use of MP3 players for listening and reading outside the
class and with the latest avantgarde technology in the form of GPS
Guided Tours in English.
Placing the spotlight firmly on the GPS Guided Tours in English, these
tours are preloaded onto aGPS device and they allow our students
to freely roam acity, such as Valletta, and learn about its history,
culture and all the hidden gems it has to offer all through the
use of the English language. The tour is designed in such away as
to stimulate all the senses and students need to read, listen and
understand whilst having fun!
Having been awarded the European Language Label award in 2012,
Easy School will continue to thrive in learning about, and using, new
initiatives in the field of teaching languages and exchanging this
knowledge and good practices with other European institutions.
Coordinating body
English
2012
MALTA
MALTA
AN ALL-SENSORY
EXPERIENCE:
LEARNING ENGLISH
THE EASY WAY
ESPERJENZA
SENSORJALI SIA:
ITTAGLIM TALINGLI
BMOD AFIF
mt
ESPERJENZA SENSORJALI SIA: ITTAGLIM TALINGLI
BMOD AFIF
Listituzzjoni bdiet topera bala skola talIngli dawn l-aar gaxar snin, ubhekk
irnexxielha tibni reputazzjoni soda gallmod innovattiv ta kif tgallem lIngli
lillklijenti tagha. Ibbaata filbelt kapitali ta Malta, Easy School tifhem li kuladd
jitgallem bmod differenti, bhekk liskola irnexxielha ssib bilan bejn ilmod
tradizzjonali ta kif tgallem lIngli ulinkorporazzjoni ta teknoloiji odda filmod
ta kif lgalliema tagha jagtu ttari fillingwa.
Peress li jiu studenti middinja kollha, bkulturi differenti uta kull eta, liskola
qiegda taffaja sfidi biex tilqa klassijiet multilingwistii kuljum. Kienet din lisfida
li waslet sabiex iddiretturi taliskola viluppaw programm ibbaat fuq talita ta
taglim formali uinformali. Dan sar permezz talkombinazzjoni taluu mifrux
talwhiteboards interattivi filklassijiet ulvilupp ta elearning platform. Flimkien,
dawn huma imallta maluu talMP3 plejers gassmig ulqari barra millklassi
kif ukoll malaar teknoloija avvanzata talGPS Guided Tours blIngli.
Lgan ta dawn ilGPS Guided Tours blIngli huwa, li permezz talapparat fuq
ilGPS, jippermettu lillistudenti jimiru liberament fbelt, bal per eempju ilBelt
Valletta ujitgallmu, permezz tallinwa Inglia, dwar listorja, ilkultura ulaffarijiet
prezzjui kollha li hija toffri. Ittour huwa iddisinjat btali mod li jistimula issensi
kollha, billi listudenti jkunu qegdin jaqraw, jisimgu ujifhmu waqt li jiedu gost!
Peress li ew ippremjati biertifikat tallingwa Ewropea fl-2012, lEasy School
ser tkompli tistinka biex tvara iktar inizjattivi filqasam tattaglim tallingwa
utaliskambju talgarfien utalprattii tajba ma istituzzjonijiet ora Ewropej.
Koordinatur
Ingli
Sena talPremju
2012
133
134
FRANCE
FRANCE
InteractiFLE
InteractiFLE is anonprofit
organisation aiming at promoting the
instruction of French as aForeign
Language via ICT particularly with an
interactive whiteboard. InteractiFLE
gives access to online resources that
could be downloaded on their website:
http://www.interactifle.com.
It also offers arange of technical and didactic trainings to various
types of teaching organisations, FFL classes, language didactics
and ICT-use courses, pedagogic and didactic consultancy and
conferences for language teachers. Their activity falls in the Web 2.0
community of FFL teachers. Their main objective is to improve the
quality of French as aForeign Language teaching by developing ICT
tools shared on their website.
Coordinating body
InteractiFLE Association
Contact people
Adult Education
Target group
2012
FRANCE
FRANCE
INTERACTIFLE
fr
INTERACTIFLE
InteractiFLE est une association loi 1901 qui apour but de promouvoir
lutilisation des TICE et, plus spcifiquement, du tableau blanc interactif (TBI)
dans lenseignement du franais langue trangre (FLE). Lassociation propose
un accs au tlchargement des ressources TBI pour le FLE sur son site internet:
http://www.interactifle.com.
Elle propose galement une gamme de formations techniques et didactiques pour
les diffrentes structures denseignement ainsi quun service de cours de FLE, de
confrences et de consultance pdagogique et didactique pour lenseignement des
langues et pour lutilisation des TICE en gnral. Son activit sinscrit dans une
dynamique de partage au sein de la communaut toujours croissante qui compose
le pan FLE du web 2.0. Son principal objectif est lamlioration de la qualit de
lapprentissage du franais grce au dveloppement doutils de partage, notamment
avec son site internet InteractiFLE.com
Structure coordinatrice
Association InteractiFLE
Personnes de contact
2012
135
136
ROMANIA
ROMNIA
Coordinating body
2012
ROMANIA
ROMNIA
ISPY ONLINE
NETWORKING
PLATFORM
FOR LANGUAGE
LEARNING
ISPY PLATFORM
ONLINE PENTRU
NVAREA LIMBILOR
STRINE
ro
ISPY PLATFORM ONLINE PENTRU NVAREA LIMBILOR
STRINE
Proiectul ISPY adezvoltat onou platform online pentru asprijini nvarea limbilor
strine. Partenerii din cadrul proiectului au creat materiale de studiu i didactice,
pentru studiu individual sau n grupe, att pentru cele mai folosite limbi strine, cum
ar fi engleza, spaniola i germana, ct i pentru cele mai puin folosite i studiate,
precum romna, polona i neerlandeza.
ISPY prezint oabordare holistic ce promoveaz nu doar limbile strine menionate
mai sus, ci i elemente culturale incluse n activitile dezvoltate n cadrul proiectului
i prezentate pe platforma ISPY.
Metodologia ISPY este aadar bazat pe jocuri i suport electronic, care fac posibil
accesarea online i offline amaterialelor, stimulnduse nvarea i exersarea
limbilor strine. Etapa iniial aproiectului aconstat ntro activitate de cercetare
derulat pentru aidentifica i prezenta practici i caracteristici ale studiului limbilor
strine n fiecare dintre rile implicate n proiect.
Materialele dezvoltate conin zece misiuni structurate sub forma unui joc cu detectivi
n format flash. Acest joc este ncrcat pe platforma Moodle dezvoltat n cadrul
proiectului, pe care profesorii pot aduga materiale complementare n funcie de
nivelul elevilor.
ISPY face astfel otrecere subtil de la ocupaiile din timpul liber ale elevilor
jocurile pe calculator ctre nvarea i exersarea limbilor strine, ceea ce crete
considerabil motivaia i gradul de implicare al elevilor n cadrul orelor de clas.
ISPY prezint produse versatile, flexibile, cu olarg aplicabilitate. Jocul ISPY poate fi
utilizat individual de ctre elevi n timpul liber, independent de activitile de la clas;
poate fi folosit n cadrul orelor de predare alimbilor strine i inclus n cadrul unui
curs deja existent sau poate fi utilizat pentru dezvoltarea unui nou curs, deoarece
platforma Moodle permite profesorilor s dezvolte i s adauge jocului ISPY (n
format flash) materiale complementare de predare, consolidare i evaluare care s
adapteze experiena de studiu nevoilor de nvare adiferitor grupuri de elevi.
ISPY ofer aadar inovaie i creativitate i, chiar mai mult, susine inovaia continu
la nivelul fiecrui cadru didactic i elev.
Coordonator
2012
137
138
SWITZERLAND
SCHWEIZ
SUISSE
SVIZZERA
Klicke multilingual
The klicke multilingual webbased learning pilot project is aimed
at the lower secondary level of the Scuola Media Enrico Fermi
school. The Scuola Media Enrico Fermi is abilingual school, split
50:50between German and Italian, and is one of the ItalianSwiss
Polo Scolastico schools in Zurich.
The aim of the project is to develop, test and evaluate approaches
and methods for language teaching and learning using ICT.
A variety of ICT tools encourages the practical use of German,
Italian, French and English in apersonal way, using the Internet,
email, social networks, web chats, forums, Skype, learning software,
the telephone, vending machines and, in particular, the Moodle
learning platform.
The platform was developed and tested by the Politehnica University
of Bucharest for the Leonardo adult education project entitled
www. world women web. It is now being adapted for use at
secondary school level.
Here, new ICT methods combine formal and non formal learning,
offer an attractive personal learning environment, and thus improve
both motivation and results. Participation, multifunctionality and
proximity to the learning process are thus key to the success of the
project, because they make students more willing to learn. This then
translates into greater progress.
Coordinating body
Nathalie Benoit
Education sector
2013
SWITZERLAND
SCHWEIZ
SUISSE
SVIZZERA
KLICKE
MULTILINGUAL
de
KLICKE MULTILINGUAL!
Das Pilotprojekt klicke multilingual richtet sich an Schler/-innen der
SekundarstufeIder Scuola Media Enrico Fermi. Die Scuola Media Enrico
Fermi ist eine parittische zweisprachige Schule, die Bestandteil der
italienischschweizerischen Schulen des Polo Scolastico in Zrich ist.
Ziele des Projekts sind die Entwicklung, Erprobung und Evaluierung didaktischer
Anstze und Methoden zum Spracherwerb mithilfe der IKT.
Mit verschiedenen IKTHilfsmitteln wird der Sprachgebrauch in den vier Sprachen
Deutsch, Italienisch, Franzsisch und Englisch individuell und handlungsorientiert
gefrdert: Internet, EMail, soziale Netzwerke, Chat, Foren, Skype, Lernsoftware,
Telefon, Automaten und im Besonderen die Lernplattform Moodle.
Die Plattform wurde von der Politehnica Universitt Bukarest fr das
LeonardoProjekt www. world women web in der Erwachsenenbildung entwickelt
und erprobt und wird nun auf die Stufe der Sekundarschule adaptiert.
Neue Methoden der IKT verbinden dabei formales und non-formales Lernen,
gestalten den individuellen Lernprozess attraktiv und steigern somit die
Lernmotivation und die Lernergebnisse. Partizipation, Polivalenz und Prossimitt
beim Lernprozess sind daher die Kernpunkte des Erfolges des Projekts, denn sie
fhren zu einer erhhten Motivation der Schler/-innen und daher zu einem greren
Lernzuwachs.
Koordination
Nathalie Benoit
Bildungsstufe
Sekundarstufe I, Erwachsenenbildung,
Lehrpersonenausbildung
Zielgruppe
2013
139
140
SWITZERLAND
SCHWEIZ
SUISSE
SVIZZERA
Klicke multilingual
fr
KLICKE MULTILINGUAL!
Le projet pilote Klicke multilingual sadresse aux lves du niveau secondaireI de
lcole Enrico Fermi. Il sagit dune cole bilingue appartenant aux coles italosuisses
du Polo Scolastico de Zurich.
Ce projet vise dvelopper, tester et valuer des approches et des mthodes
didactiques pour lapprentissage des langues laide des TIC.
Grce diffrents outils TIC, la pratique des quatre langues (allemand, italien,
franais et anglais) est promue individuellement et axe sur la pratique: internet,
courriels, rseaux sociaux, chats, forums, Skype, logiciels dapprentissage, tlphone,
automates, et notamment la plateforme dapprentissage Moodle.
La plateforme at dveloppe et teste par lUniversit polytechnique de Bucarest
pour le projet Leonardo www. world women web dans le domaine de la formation
pour adultes et est maintenant adapte pour rpondre aux besoins des coles du
niveau secondaire.
Les nouvelles mthodes TIC permettent un apprentissage formel et non formel,
rendent le processus dapprentissage individuel attractif, augmentent ds lors la
motivation et amliorent les rsultats. Participation, polyvalence et proximit dans
le processus dapprentissage sont donc des points cls pour la russite du projet.
Ils entranent galement une plus forte motivation des lves et donc un meilleur
apprentissage.
Coordination
Nathalie Benoit
Niveau
2013
SWITZERLAND
SCHWEIZ
SUISSE
SVIZZERA
KLICKE
MULTILINGUAL
it
KLICKE MULTILINGUAL
Il progetto pilota Klicke multilingual destinato agli allievi del secondario Idella
Scuola media Enrico Fermi, una scuola bilingue paritetica italosvizzera che fa parte
del polo scolastico di Zurigo.
Il progetto mira asviluppare, sperimentare evalutare approcci didattici emetodi di
apprendimento delle lingue attraverso le TIC.
Luso della lingua (italiano, tedesco, francese einglese) viene promosso
individualmente con diversi ausili TIC (Internet, email, social network, chat, forum,
Skype, telefono ecc.), in particolare con la piattaforma didattica Moodle.
La piattaforma stata sviluppata esperimentata dal Politecnico di Bucarest nel
quadro del progetto Leonardo www. world women web ed stata poi adattata per
la scuola secondaria.
I nuovi metodi utilizzati nelle TIC combinano apprendimento formale enon
formale, rendono attrattivo lo studio individuale eaumentano la motivazione degli
allievi, che ottengono anche migliori risultati. Ipunti chiave del successo di questo
progetto pilota sono la partecipazione, la polivalenza ela prossimit al processo
di apprendimento, aspetti che promuovono la motivazione elacquisizione di
conoscenze.
Coordinamento
Nathalie Benoit
Settore dellistruzione
2013
141
142
IRELAND
IRE/IRELAND
LINGUASWAP
Coordinating body
Linguaswap.com
Contact person
Aisling Crowley
Contact details
PostPrimary/Secondary
Target group
2013
IRELAND
IRE/IRELAND
LINGUASWAP
LINGUASWAP SECOND LEVEL
LANGUAGE
SWAPPING
LINGUASWAP.COM
LINGUASWAP - MALART
TEANGA DARA LEIBHIL
LINGUASWAP.COM
ga
LINGUASWAP - MALART TEANGA DARA LEIBHIL
LINGUASWAP.COM
Ceathrar minteoir igColiste Bhrde, Carn an Bhua, Co. Chill Mhantin, adfhorbair
Linguaswap. T dalta ag baint feidhm as Linguaswap le tamall anuas chun agcuid
scileanna teanga achur chun cinn tr naisc adhanamh le dalta iscoileanna sa
Ghearmin, sa Fhrainc, sa Spinn agus mar sin de. T igceist ag Linguaswap
abheith mar an gcad suomh grasin ar domhan ar ambeidh dalta dara leibhil
ag malart teangacha air. Nl aleithid eile ar fil mar tugann Linguaswap fram
sbhilte do dhalta dara leibhil chun caint agus comhr adhanamh tr nasc
fsein. Cuirtear leis an tseirbhs le leideoir comhr, turais theanga agus an teolas is
deireana maidir le crsa agus imeachta reatha is bhar spise do dhaoine ga.
Bunachar sonra dalta is ea Linguaswap mar dhea, at ag foghlaim teangacha agus
adteastaonn uathu nascadh le dalta eile tr fhschomhr dfhonn agcuid teangacha
amhalart ar lne. Cuirtear filte roimh na baill brabhsil agus cairde comhr na
tortha aoireann d dteangacha aroghn. Fadann siad teachtaireachta asheoladh
n comhr alorg le cara comhr. Nuair abhonn fschomhr ar sil ag dalta tagann
leideoir comhr anuas ar thaobh an scilein. Ina theannta sin tugtar comhartha
nuair abhonn s in am an teanga amhalart ar chlog at le feiceil ar an scilen.
Danann minteoir clraithe monatireacht agus scagadh ar an tseirbhs.
Suomh idirln nulach seo at drithe ar an earnil menscoile san Eoraip
agus laistiar di. Cuireann s fram sbhilte ar fil do dhalta at ag foghlaim
teangacha. Cuirtear ar chumas na ndalta na nithe at foghlamtha acu sa seomra
ranga achleachtadh le fordhaoine at ar chomhaois leo. Is minic drogall abheith
ar dhalta labhairt isuomh mradil an tseomra ranga, it abhfuil grpa
mra agus ambonn cthail orthu labhairt leo ar an toirt. Agus feidhm baint
acu as Linguaswap, fadfaidh dalta adteangacha asid chun cairdis abhun
le dalta nach bhfuil aithne acu orthu cheana fin agus at ar chomhaois leo.
Gn rthbhachtach seo de shealbh teanga rathil. Tr fheidhm abhaint as
Linguaswap, fadfaidh dalta leas abhaint as an mid afhoghlaimonn siad ar scoil
agus agcuid foclra achur chun cinn le cabhair chainteoir dchais.
T crsa teanga at bunaithe ar an gcuraclam fhorbairt ag foireann Linguaswap
ilthair na huaire abheidh ar fil do gach sideoir. Sa chrsa seo taispenfar
fsein cainteoir dchais agus leanfaidh cleachta ar lne agus dshlin d leithid
iad. Tthar ag sil, mar thoradh ar cur chuige sprail, spreagil ileith foghlaim
teanga achur ar fil do na dalta, go mbeidh tortha nos fearr acu sna scrduithe
teanga agus go bhfaighidh siad tuiscint chultrtha nos fearr ar thortha Eorpacha
eile.
Sonra teagmhla
Iarbhunscoil/menscoil
Spriocghrpa
Dalta menscoile
Teangacha
2013
Tuairim ar an rogha
Tugann an tionscadal Linguaswap timpeallacht
shbhilte thacil do dhalta chun agcuid scileanna
achleachtadh agus afheabhs. Is iad Barla, Fraincis,
Gearminis agus Spinnis na teangacha at ar fil. T
s igceist tuilleadh teangacha achur ar fil amach
anseo, m.sh. an Mhandairnis, an Hiondis, an Urdis
agus an Pholainnis. Is fidir an tionscadal seo achur in
oiriint dfhoghlaim teangacha agsla.
Freastalaonn an tioscadal ar riachtanais na
bhfoghlaimeoir. Cuireann s ar agcumas nos m
lofacht abhaint amach agus cur lena gcuid muinne
sna teangacha at bhfoghlaim acu. Tann s chun
tairbhe go hirithe do dhalta at ag ullmh don scrd
bil. T tuairim is 800 rannphirt ag an tionscadal.
Spreagann s na dalta chun agcuid teangacha asid
lasmuigh de cheithre bhalla an seomra ranga.
Is iad cruthaitheacht agus rnuacht saintrithe an
tionscadail seo. T an ceathrar minteoir at ina bhun
ag obair air go fonnmhar agus is amhlaidh do na
dalta. Is iad na minteoir adhanann a mhodhn
agus adhanann monatireacht air. T ag ir go bre
leo igcna an tionscadal seo ascaipeadh.
143
144
SWITZERLAND
SCHWEIZ
SUISSE
SVIZZERA
Coordinating body
Nicole Wildisen
Education Sector
Uppersecondary school
Target group
Spanish, English
Year of the Award
2013
SWITZERLAND
SCHWEIZ
SUISSE
SVIZZERA
A BILINGUAL
ONLINE TRAVEL
GUIDE
TO LUCERNE AND
VALENCIA
EIN ZWEISPRACHIGER
ONLINEREISEFHRER
BER LUZERN UND
VALENCIA
de
EIN ZWEISPRACHIGER ONLINEREISEFHRER BER LUZERN
UND VALENCIA
23 Spanischlernende der Kantonsschule (KS) Seetal arbeiten im Rahmen des
Schwerpunktfachs Spanisch whrend sechs Monaten zusammen mit ebenso vielen
Lernenden aus Valencia an einem gemeinsamen interdisziplinren Thema. Sie
lernen sich ber Twinspace kennen, stellen sich vor, tauschen sich in englischer
und spanischer Sprache aus ber Hobbys, Wohnort, Bruche und Gastronomie und
arbeiten in Kleingruppen am Projektthema: Ein zweisprachiger OnlineReisefhrer fr
Jugendliche von Jugendlichen ber Luzern und das Seetal sowie ber Valencia und
Umgebung.
Der Hhepunkt des Austausches sind die gegenseitigen Besuche. Die Lernenden
wohnen jeweils bei ihren Projektpartnern/Projektpartnerinnen. Dadurch erleben sie
hautnah das Leben in einer spanischen bzw. schweizerischen Familie und haben viele
Kommunikationsmglichkeiten, um die zwei Sprachen zu trainieren.
Diese Arbeit geht ber das Klassenzimmer hinaus: Die Lerngruppe arbeitet ber
sechs Monate mit Partnern aus Spanien und dies oft in ihrer Freizeit.
Das Endprodukt ist eine gemeinsame Webseite: http://intercambio13.weebly.com/, mit
gemeinsam kreierten Werbefilmen, einem gemeinsamen Logo und der Darstellung
der Lieblingspltze. Hinter dieser Webseite steckt viel kreative und lustvolle Arbeit,
die ansteckt und sich positiv auf den Spracherwerb auswirkt.
Koordination
Nicole Wildisen
Bildungsstufe
Spanisch, Englisch
Jahr der Auszeichnung
2013
145
146
SWITZERLAND
SCHWEIZ
SUISSE
SVIZZERA
fr
UN GUIDE DE VOYAGE BILINGUE SUR LUCERNE ET VALENCE
EN LIGNE
Dans le cadre de leur cours despagnol, 23tudiants de lcole cantonale de
Seetal travaillent pendant six mois avec des tudiants de Valence sur une
thmatique pluridisciplinaire. Ils font connaissance sur Twinspace, se prsentent et
communiquent en anglais et en espagnol sur leurs loisirs, lendroit o ils habitent, les
coutumes de leur pays ou de leur rgion, la gastronomie, et ils travaillent en petits
groupes sur un projet: laborer un guide de voyage bilingue en ligne, destin aux
jeunes, sur Lucerne et Seetal ainsi que sur Valence et ses environs.
Les visites mutuelles constituent le point dorgue de cet change. Les apprenants
habitent chez leurs partenaires dchange. Ils peuvent vivre au plus prs le quotidien
dans une famille espagnole ou dans une famille suisse et ont beaucoup doccasions
de pratiquer les deux langues.
Ce travail dpasse le cadre de la salle de classe: les tudiants travaillent pendant six
mois avec des partenaires dEspagne, souvent pendant leur temps libre.
Le produit final est une page internet commune (http://intercambio13.weebly.com/)
comportant des spots publicitaires quils ont crs ensemble, un logo commun et la
prsentation de leurs endroits prfrs, ce qui ademand beaucoup de crativit. La
motivation issue de ce travail est contagieuse et aun effet positif sur lapprentissage
linguistique.
Coordination
Nicole Wildisen
Niveau
Espagnol, anglais
Anne dobtention du label
2013
SWITZERLAND
SCHWEIZ
SUISSE
SVIZZERA
A BILINGUAL ONLINE
TRAVEL GUIDE TO
LUCERNE AND VALENCIA
it
GUIDA BILINGUE ONLINE DI LUCERNA EVALENCIA
Sullarco di sei mesi, 23 allievi della Kantonsschule Seetal che hanno lo spagnolo
come materia di maturit trattano insieme ad altrettanti allievi di Valencia un tema
interdisciplinare di interesse comune. Dopo il primo contatto ele presentazioni sulla
piattaforma Twinspace, igiovani scambiano informazioni in inglese espagnolo sui
loro hobby, la propria citt, gli usi ecostumi ela gastronomia del loro paese. In
piccoli gruppi sviluppano lobiettivo del progetto, ossia una guida bilingue online di
Lucerna edintorni (Seetal) edi Valencia edintorni fatta dai giovani per igiovani.
Il punto forte dello scambio sono le visite reciproche. Gli allievi vengono ospitati
dalle famiglie degli allievi della scuola partner evivono il quotidiano di una famiglia
spagnola osvizzera, beneficiando di tutta una serie di possibilit di comunicare
eimpratichirsi in entrambe le lingue del progetto.
Lo scambio non si limita al contesto scolastico: il gruppo di allievi che partecipa
al progetto lavora durante sei mesi con il gruppo partner, spesso durante il tempo
libero.
Il prodotto finale il sito Internet http://intercambio13.weebly.com/ che contiene
filmati realizzati dagli allievi, un logo comune ela presentazione di alcuni luoghi di
interesse nelle due regioni. Lallestimento del sito ha richiesto molta creativit, un
aspetto che piaciuto molto agli allievi eli ha motivati, generando effetti positivi
sullapprendimento linguistico.
Coordinamento
Nicole Wildisen
Settore dellistruzione
Secondario II
Gruppi target
Spagnolo, inglese
Anno del conferimento del premio
2013
147
148
BULGARIA
Coordinating body
Educational Technologies
Contact person
Secondary
Target group
English
2012
BULGARIA
AN ASYNCHRONOUS
MOODLEBASED COURSE
FOR DISTANCE TRAINING
AND PREPARATION
FOR THE FINAL STATE
EXAM IN ENGLISH
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149
150
NETHERLANDS
NEDERLAND
My schools network
The University of Applied Sciences in Leeuwarden, the Netherlands,
has aregional network of schools with whom they cooperate
intensively. These schools in the northern part of Friesland, aprovince
in the Netherlands, suggested boosting the intercultural component of
education by digital means. Especially the remoteness of the schools
in the northern part of Friesland was reason to investigate if digital
tools could be used to broaden the horizons of their students.
Around that time, afew teachers and students were developing
the social learning network MySchoolsNetwork (MSN), which would
be used in adevelopment project in the most northern part of
Vietnam. The focus of this project was to connect remote areas in
North Vietnam. Both projects seemed to be ideal to combine. The
already existing infrastructure of MSN could be filled with schools
in the Netherlands, as well as schools abroad, especially schools
in the remote areas, to give students the opportunity to work on
their linguistic abilities as well as their citizenship competences via
digital means. At the same time, there was aneed to expand the
possibilities to let students of the teacher training work on their
competences in language guidance. During their internships, alot of
focus is on classroom management and didactical skills, while guiding
competences do not get as much attention as they should.
In total, 12 classes of 8 different secondary schools received accounts
for MSN and got some time to get to know the programme. In
February 2011and2012, the project If Icould travel to another MSN
country was prepared on MSN. This was acompetition for the most
engaging and original student story. Students had three weeks to
work on their story. They could ask for help by asking students from
different countries via the MSN, as well as students from the teacher
training. The students then uploaded the concept version of their story,
and received comments from their personal coach, also astudent.
After another three weeks, the definitive version of their story had to
be uploaded, after which the personal coaches (students) wrote their
judgement on the base of the CEFR. Their judgement was sent to
the teacher, who put these results in the student administration. The
students received an analysis of their mistakes, as well as awritten
report by means of arubric.
For the students of the teacher training, online coaching is an
obligatory subject. In this subject, the CEFR, rubrics and analysis
of mistakes are being taught. All students ended this subject with
apersonal file.
In April, when all 300 stories were judged, the personal coaches
(students) made alonglist of 15 stories. Aprofessional jury (consisting
of Leeuwarden professor Barbara SchwarzBechet from the United
States via Skype, an English student and the head of the languages
department of the university) decided which student had written
the best story. On 24 April, all participating students, teachers and
nominees were invited for the festive award ceremony, and to join an
exciting online battle.
Coordinating body
Roelien BosWierda
Education Sector
Students
Languages
2012
NETHERLANDS
NEDERLAND
MY SCHOOLS
NETWORK
nl
MYSCHOOLSNETWORK
De NHL Hogeschool te Leeuwarden heeft een regionaal netwerk van stagescholen
waar op vele gebieden actief mee wordt samengewerkt. Vanuit met name de scholen
uit het noorden van Friesland (de zogenaamde Waddencampus) kwam een aantal
jaren geleden het verzoek om een impuls te geven aan intercultureel en verbindend
onderwijs met behulp van digitale middelen. Met name de gesoleerde ligging van
scholen in het noorden van Friesland en de Waddeneilanden was voor de directies
aanleiding om te kijken of digitale middelen niet ingezet konden worden om
leerlingen een ruimere blik op de wereld te geven.
Rond die tijd waren een aantal docenten en studenten druk doende het sociale
leernetwerk MySchoolsNetwork (MSN) te ontwikkelen naar aanleiding van een
ontwikkelingsproject in het uiterste noorden van Vietnam. Ook hier lag de focus op
het verbinden van afgelegen gebieden. Een en ander bleek heel goed te combineren.
De bestaande infrastructuur van MSN kon verder gevuld worden met scholen in
binnen- en buitenland (met name in de eerder genoemde afgelegen gebieden) om
zo leerlingen de kans te bieden in een authentieke setting aan hun taalvaardigheden
en burgerschapscompetenties te werken. Tegelijkertijd was er bij de lerarenopleiding
al geruime tijd behoefte aan uitbreiding van de mogelijkheden om studenten MVT
aan hun taalbegeleidingsvaardigheden te laten werken. Tijdens stages ligt de
nadruk veelal op classroommanagement en didactische voorbereiding terwijl de
vakbegeleidingsvaardigheden minder aandacht krijgen dan zou moeten. In ons
project hebben we geprobeerd de twee doelgroepen als volgt te bedienen.
In totaal 12 klassen van 8 verschillende VOscholen kregen accounts op MSN en
enige tijd om wegwijs te geraken. In februari 2011en2012 werd het project If
Icould travel to another MSN country klaargezet op MySchoolsNetwork. Het project
had de vorm van een wedstrijd waarbij het erom ging welke leerling het mooiste,
origineelste verhaal met de mooiste bijbehorende illustraties zou maken. Leerlingen
hadden vervolgens 3 weken de tijd om aan hun conceptverhaal te werken. Hiertoe
konden ze online informatie aan MSNleden in andere landen vragen of studenten
van de lerarenopleiding benaderen. Het concept konden de leerlingen uploaden
waarna ze van hun personal online coach (een student) tips kregen om het verhaal
te verbeteren. Na drie weken moesten de leerlingen de definitieve versie uploaden
waarna de studenten/online coaches een beoordeling schreven van het stukje op
basis van het ERK. Deze beoordeling werd vervolgens naar de betreffende docent
gestuurd, die de beoordeling meenam in zijn resultatenadministratie. De leerling
ontving een foutenanalyse en woordrapport op basis van een rubric.
Voor de studenten is het onlinecoachen een verplicht onderdeel van vakdidactiek,
waarbij inleidende colleges in onder andere het ERK, werken met rubrics en
de verschillende visies met betrekking tot de effecten van diverse vormen van
foutenanalyse aan bod komen. De studenten ronden dit onderdeel met een dossier af.
In april, toen alle 300 bijdragen beoordeeld waren, hebben de studenten/personal
coaches in groepjes voordrachten voor een selectie gemaakt, waaruit een lijst
van 15bijdragen kwam. Vervolgens heeft een vakjury (bestaande uit een NHL
lector (Fries en meertaligheid), prof. Barbara SchwarzBechet uit de VS via een
Skypeverbinding, een student Engels en het afdelingshoofd van de afdeling Talen)
gekozen welke leerling het winnende stukje had geschreven. Op 24 april werden
vervolgens alle deelnemende studenten, docenten en genomineerde leerlingen met
een aantal vrienden uitgenodigd op de NHL voor de feestelijke uitreiking van de
prijzen en om aan een spannende onlinewedstrijd mee te doen.
Cordinerende instantie
Roelien BosWierda
Onderwijssector
Studenten
Talen
2012
151
152
BELGIUM
BELGIEN
Coordinating body
Franoise Mond
Education Sector
French
2012
BELGIUM
BELGIEN
de
FRANZSISCH: FREMDSPRACHE UND INTERNET EINSATZ
DES INTERNETS UND NEUER MEDIEN IN DIDAKTISCHEN
SEQUENZEN
Im Rahmen der didaktischen Erstausbildung und Weiterbildung im Bereich
Franzsisch als Fremdsprache wurde den Studenten des Lehramts Kindergarten und
Primarschule und den Lehrern, die Franzsisch in der Primarschule und der ersten
Stufe der Sekundarschule unterrichten, das Konzept eines kommunikaktionalen
Unterrichts vermittelt. Der Einsatz von authentischen Dokumenten ist ein
grundlegendes Prinzip dieses Unterrichtskonzepts. In diesem Zusammenhang wurde
das Zielpublikum darin geschult, aktiv das Internet und OnlineAngebote zu nutzen.
Die Studenten und Lehrer wurden in Kursen bzw. Weiterbildungsveranstaltungen
befhigt, Unterrichtssequenzen zu konkreten Themen und fr bestimmte Niveaus
vorzubereiten, indem sie interessantes und authentisches Material aus dem Internet
verwendeten. Auerdem wurden ihnen die Mglichkeiten des Internets und der
OnlineRessourcen aufgezeigt, damit sie ihre Schler befhigen, nicht nur passiv zu
konsumieren, sondern OnlineAngebote aktiv zu nutzen.
Koordinierende Einrichtung
Franoise Mond
Bildungsstufe
Franzsisch
Jahr der Auszeichnung
2012
153
154
LUXEMBOURG
LUXEMBOURG
Coordinating body
2012
Prcoce
Cycle
1.1/1.2
LUXEMBOURG
LUXEMBOURG
histoires
PROMOTING
LANGUAGE
AWARENESS
INMULTILINGUAL
CLASSES IN THE
FIRST CYCLE OF
ELEMENTARY
SCHOOL
fr
LVEIL AUX LANGUES DANS LES CLASSES MULTILINGUES
DU CYCLE1
Lide de ce projet tait de dvelopper lexpression orale plurilingue des enfants
ds leur premire anne de scolarisation en utilisant les TIC. lves et parents ont
enregistr des histoires et des chansons en plusieurs langues.
Dans le contexte multiculturel de la classe, dont plus de 75% ne sont pas de
langue maternelle luxembourgeoise, la langue officielle de notre pays joue un rle
intgrateur. Son apprentissage est donc essentiel. Toutefois, lusage des langues
dorigine des enfants est galement encourag. Lemploi conjoint de plusieurs
langues construit la confiance, facilite lapprentissage de la langue dintgration et
contribue dvelopper le respect et lintrt des enfants pour dautres cultures.
Lexprience apu se raliser grce la plateforme internet OLEFA
(www.demo.olefa.org), dveloppe par EducDesign, qui fut galement laurat du
Label europen des langues en 2012.
Les lves ont utilis loutil Tiparlo de cette plateforme pour mettre en ligne
les enregistrements dhistoires et de chansons, dans leurs langues dorigine et en
luxembourgeois(*).
Le logiciel apermis aux enseignants de crer automatiquement des dossiers
lectroniques des enregistrements. Cette base de donnes apermis dvaluer les
progrs linguistiques individuels des lves. En mettant les rsultats en commun au
sein de lquipe pdagogique, elle afacilit la collaboration des enseignants pour le
suivi pdagogique intracycle et intercycle. Elle permet en effet de garder une trace du
dveloppement linguistique de chaque lve sur toute la dure de sa scolarit dans
lenseignement fondamental.
(*) Liens vers le wiki
http://www.schoulscheffleng.lu/project/1818/1354
et
http://www.schoulscheffleng.lu/project/1051
Institution coordinatrice
2012
155
156
FINLAND
SUOMI/FINLAND
ReadyStudyGoAhead!
Linguistic and Cultural Coaching
in Initial Vocational Education
Coordinating body
2012
FINLAND
SUOMI/FINLAND
READYSTUDYGOAHEAD!
LINGUISTIC AND CULTURAL
COACHING
IN INITIAL VOCATIONAL EDUCATION
READYSTUDYGOAHEAD! KIELI- JA
KULTTUURIVALMENNUSMATERIAALI
AMMATILLISESSA PERUSKOULUTUKSESSA
Koordinaattori
fi
READYSTUDYGOAHEAD! KIELI- JA
KULTTUURIVALMENNUSMATERIAALI AMMATILLISESSA
PERUSKOULUTUKSESSA
Kuinka palvelen asiakkaita ruotsalaisessa autokorjaamossa?
Minklaista on suomalaisessa saunassa?
Kuinka ottaa asiakkaita vastaan turkkilaisessa hotellissa?
ReadyStudyGoAhead on vuonna 2012 palkittu hanke, joka siirsi
ReadyStudyGo!hankkeen autoalalle ja uusille kielille. Materiaali muodostuu
erilaisista kirjoitus-, kuuntelu- ja ntmisharjoituksista ja ottaa huomioon erilaiset
oppimistavat ja oppijoiden vaihtelevat osaamistasot. Hankkeessa tuotettu materiaali
yhdist ammatillista ja yleist sanastoa kulttuuri- ja tykulttuuritietmykseen.
Hanke on kehittynyt vuosien saatossa ksittmn useita kieli ja harjoituksia
yhteistyss lukuisten eurooppalaisten kumppanien kanssa. Hankeryhm muodostui
kymmenest varsinaisesta ja neljst hiljaisesta kumppanista kahdeksasta maasta
(Suomi, Ruotsi, Viro, Saksa, Ranska, Espanja, Irlanti ja Turkki). Kahdeksan kumppania
oli mukana tuottamassa varsinaista materiaalia, yhden kumppanin roolina oli toimia
laatupllikkn ja yksi kumppani tarkkaili mahdollisuutta siirt innovaatiota
sosiaali- ja terveysalalle.
Hankkeen aikana yli 500 opiskelijaa ja opettajaa kaikista kumppanimaista
osallistui materiaalin testaamiseen. Hankkeen ptytty materiaalia ovat jo
kyttneet useat sadat opiskelijat kumppanimaissa valmistautuessaan ulkomailla
tapahtuvalle tyssoppimisjaksolle. Ilmainen kieli- ja kulttuurivalmennusmateriaali
on saatavilla verkossa osoitteessa http://www.rsgo.eu/ ja on integroitavissa erilaisiin
oppimisympristihin (esim. Moodle, Blackboard tai Facebook).
2012
157
AUSTRIA
STERREICH
Coordinating body
www.nmskoeflach.at
Contact person
Secondary
Target group
2013
NMS KFLACH
158
NMS KFLACH
AUSTRIA
STERREICH
REALITY CHECK
ONCULTURAL
IDENTITY CHECK
YOUR CID
NMS KFLACH
Durch das Projekt Reality Check on Cultural Identity Check Your CID sollten
Schler/-innen der 3. Klasse einen intensiveren Bezug zur eigenen Kultur herstellen,
einen Einblick in eine neue Kultur erhalten, ihren Medienkonsum hinterfragen und zu
einer kritischen Reflexion von verschiedenen Medien angehalten werden. Im Laufe
des Projekts dokumentierten und reflektierten Schler/-innen ihre eigene und die
fremde kulturelle Identitt mit Hilfe von Medien und Prsentationstechniken. Um
die Beziehungen zwischen den Schler/-innen zu strken, wurden Besuche zwischen
den drei Schulen organisiert, bei denen gekocht, getanzt und gesungen wurde.
Projektbegleitend wurde ein Blog zur Dokumentation und zum Austausch angelegt. Das
Projekt machte sich das Schulnetzwerk ACES Academy of Central European School
in insgesamt 15Partnerlndern in Mittel- und Sdosteuropa zunutze und arbeitete eng
mit den Projektpartnern Ady Endre Gimnazium (Ungarn) und Xhemajl Kada (Primary
School, Kosovo) zusammen. Projektsprache war Englisch, jedoch wurden auch die
Sprachen der Projektpartner Deutsch, Ungarisch und Albanisch in das Projekt
einbezogen. Dieses Projekt veranschaulichte auf vorbildliche Weise, wie digitale Medien
als Werkzeug zur Kommunikation und Dokumentation eingesetzt werden knnen, und
untersttzte zudem einen interkulturellen Austausch unter Schlerinnen und Schlern
zur Frderung der Mobilitt der Schler/-innen innerhalb Europas.
NMS KFLACH
de
Projekttrger
www.nmskoeflach.at
Kontaktperson
Sekundarstufe
Zielgruppe
2013
159
160
BELGIUM
BELGIEN
Coordinating body
Karin Alt
Education Sector
Primary
Target group
Russian
2012
BELGIUM
BELGIEN
EXTENSION OF
HUMANITY BY
MEETING THE RUSSIAN
LANGUAGE AND
CULTURE THANKS TO
MODERN TECHNOLOGY
MEHR MENSCHLICHKEIT
DURCH DIE BEGEGNUNG MIT
DER RUSSISCHEN SPRACHE
UND KULTUR MITHILFE
MODERNER TECHNOLOGIEN
de
MEHR MENSCHLICHKEIT DURCH DIE BEGEGNUNG MIT DER
RUSSISCHEN SPRACHE UND KULTUR MITHILFE MODERNER
TECHNOLOGIEN
Das Projekt beabsichtigte, die Kultur bzw. Sprache anderer Menschen kennen, achten
und schtzen zu lernen. Die russischsprachigen Kinder erhielten nach Schulschluss
eine Stunde wchentlich Russischunterricht von einer Muttersprachlerin, whrend
zehn besonders sprachlich begabte deutschsprachige Schler sich autodidaktisch
tglich Russischkenntnisse aneigneten, indem sie neue Medien nutzten. Gem der
integrativen und inkludierenden Praxis der Schule und ihrer Devise Es ist normal,
verschieden zu sein haben die beiden Kindergruppen schlielich in verschiedenen
Workshops (Sport, Werken ) in russischer Sprache gemeinsam agiert. So
fanden Begegnungen der besonderen Art statt, sowohl in sprachlicher als auch in
menschlicher Hinsicht.
Koordinierende Einrichtung
Karin Alt
Bildungsbereich
Grundschule
Zielgruppe
Russisch
2012
161
162
BELGIUM
BELGIQUE
Coordinating body
Dutch, English
Year of the Award
2013
BELGIUM
BELGIQUE
SELFACCESS
LANGUAGE
WORKSHOPS AND
THE LANGUAGE
BLOG
ATELIERS
LINGUISTIQUES
DACCS LIBRE ET LE
BLOG DES LANGUES
fr
ATELIERS LINGUISTIQUES DACCS LIBRE
ET LE BLOG DES LANGUES
Ce projet est un excellent exemple de blended language learning. Il se base sur
deux approches: la premire se dfinit par un espace de travail o diffrents
documents, du matriel, des panneaux didactiques et daffichage en nerlandais et
en anglais, etc., sont mis disposition. La classe est divise en diffrents espaces qui
correspondent diffrentes comptences et activits linguistiques (comprhension
laudition, comprhension la lecture, expression orale et expression crite). Les
tudiants peuvent choisir des activits allant des niveauxA2 C2. Ils travaillent
seuls, en toute autonomie, et ont la possibilit de faire des exercices de rattrapage
ou de travailler sur du matriel de niveau suprieur celui quils utilisent dhabitude
pendant les cours traditionnels. Lhtrognit des lves est ainsi prise en compte
de sorte quil ny ait pas dtudiants qui se sentent dlaisss ou qui sennuient.
Cette approche doit aider les lves dvelopper leur autonomie et leur sens des
responsabilits ainsi qu favoriser une comprhension diffrente de la langue.
La seconde approche complte la premire. Elle prend la forme dun blog de langues
qui comprend un environnement dapprentissage avec diverses activits axes
sur le niveau des lves ainsi que sur une valuation formative. Ce blog, qui est
constamment mis jour, offre aux tudiants la possibilit de continuer pratiquer
chez eux la matire apprise en classe. Lutilisation du blog mne une mthode
dapprentissage innovante et rend les lves plus responsables, car cest eux de
dcider damliorer et de pratiquer leurs comptences la maison. Sils sont prts
amliorer leurs connaissances, leur motivation nen sera quaugmente.
Philippe Bekaert, qui est en charge du projet, ya ajout un sjour linguistique. Son
objectif principal semble vident: immerger les tudiants dans un pays pratiquant la
langue quils apprennent.
Institution coordinatrice
Nerlandais, anglais
Anne dobtention du label
2013
163
164
ITALY
ITALIA
Coordinating body
Italian, English
Year of the Award
2012
ITALY
ITALIA
THE ENERGY
OFART
it
THE ENERGY OF ART
Il progetto si fonda sul gemellaggio elettronico, grazie allutilizzo della piattaforma
eTwinning. Le tecnologie diventano quindi mezzo fondamentale per lo scambio
tra le scuole partner evengono completamente integrate nella didattica. Inoltre il
progetto utilizza la metodologia CLIL, si serve del lavoro di gruppo, oltre che di quello
individuale.
Sono coinvolte tre scuole primariela scuola primaria Falcone, Borsellino euomini
della scorta di Bagnolo Cremasco, Italia, la Rousay Primary School delle Isole
Orcadi, in Scozia ela Olnafirth School delle Isole Shetland, sempre in Scoziache
lavorano adistanza utilizzando linglese, ma in futuro previsto di ampliare ad altri
partner, integrando altre lingue.
Il progetto affronta itemi dellenergia edel rispetto ambientale. Il titolo sottolinea
come attraverso larte si parli dellenergia. Vengono realizzati diversi prodotti finali,
il cui tema quello dellenergia edella salvaguardia ambientale: un calendario
arricchito di immagini di lavori realizzati dai bambini delle tre scuole con materiale di
recupero; un libretto illustrato, per ogni scuola, la cui storia tratta in forma fantastica
delle diverse forme di energia edelle loro ripercussioni ambientali; una raccolta
illustrata di poesie in inglese, inventate dagli alunni delle scuole coinvolte, sul tema
dellenergia edella salvaguardia ambientale.
Tramite lapertura al contesto europeo eil confronto con culture estili di vita diversi
si favorisce unautentica crescita del cittadino.
Il progetto consente anche alle insegnanti coinvolte di mettere afrutto le proprie
conoscenze ei propri interessi edi confrontarsi con altri modi di insegnare, di
pensare edi categorizzare.
Coordinatore
Settore dellistruzione
Italiano, inglese
Anno del conferimento del premio
2012
165
166
SWEDEN
SVERIGE
Coordinating body
Mllevngsskolan
Contact person
Secondary
Target group
Students
Languages
French
2013
SWEDEN
SVERIGE
THE GREAT
JOURNEY
sv
DEN STORA RESAN
Det hr r ett storylinebaserat projekt dr lraren och eleverna anvnder en blogg
och information hmtas frn internet. Det handlar om en resa till Paris och resan r
s lik en riktig resa som den bara kan bli, utan att man genomfr den.
All undervisning irskurs 9 kretsar kring resan, vilket innebr att all inlrning, t.ex. att
lra sig ord och fraser, grammatik, skriva, lsa och kommunicera grs ianslutning till
resan.
Lraren har skapat en blogg dr hon lgger ut all information, alltundervisningsmaterial
och lnkar s att eleverna kan g dit och arbeta med det nr de har tid. De skickar ocks
alla uppgifter via bloggen till lraren som ger kommentarer till dem ibloggen.
Lraren har delat in klassen itv grupper, en grupp r lyxresenrer och den andra r
backpackers. Under resans gng fr de olika problem att lsa, t.ex. Vad gr du om
bagaget har frsvunnit nr du anlnder till Paris?
Nr du reser mste du klara av att boka biljetter, hitta vgen, anvnda tunnelbanan,
mm. Fr detta och mycket mer har lraren letat upp lnkar p internet, ibland med
hjlp av eleverna. Det finns lnkar p YouTube som visar nr ett flygplan lyfter och
dr det knns som om du verkligen r inne iplanet eller ett annat klipp om hur man
anvnder tunnelbanan iParis.
Det r en stor frdel fr studenterna att veta att de alltid kan g till bloggen och
hitta det material som anvnds och fr att trna olika moment. En annan frdel r
att de kan studera nr de har tid. Men den strsta frdelen r att genom att arbeta
p det hr sttet blir studenterna motiverade, entusiastiska och knner att de kan
pverka undervisningen vilket ger dem lust att lra.
Ansvarig
Kommunfullmktige
Kontaktperson
Grundskola
Mlgrupp
Elever
Sprk
Franska
Mottog utmrkelsen
2013
167
168
HUNGARY
MAGYARORSZG
Coordinating body
http://www.lspworkshop.blogspot.hu/
Education Sector
Higher education
Target group
Spanish, English
Year of the Award
2013
HUNGARY
MAGYARORSZG
21ST CENTURY
SKILLS IN FOCUS
VIRTUAL LSP
WORKSHOP
FKUSZBAN
AXXI.SZZADI
KSZSGEK VIRTULIS
SZAKNYELVI MHELY
hu
FKUSZBAN AXXI. SZZADI KSZSGEK VIRTULIS
SZAKNYELVI MHELY
A Budapesti Gazdasgi Fiskoln 2011-ben felmrs kszlt annak feltrkpezsre,
hogy milyen kszsgeket vrnak el apotencilis munkaadk az egyes szakokrl
kikerl dikoktl. Afelmrs eredmnyei alapjn aTurizmusVendglts
Szaknyelvi Intzeti Tanszk oktati grcs al vettk atanszk kurzusknlatt,
megvizsgltk, hogy az vek sorn kialakult, bevlt gyakorlatukban miknt
rvnyeslnek amegfogalmazott clok. Ennek alapjn ameglv oktatsi
gyakorlatot j kezdemnyezsekkel egsztettk ki, ennek eredmnyekppen jtt
ltre aFkuszban aXXI. szzadi kszsgekcm program, mely komplex program
egyik innovatv s pldartk kezdemnyezse aVirtulis Szaknyelvi Mhely.
Avirtulis mhely kzsen szerkeszthet wiki-honlapok kreatv felhasznlsval
valsul meg, s ersen motivlja mind ahallgatkat, mind pedig az oktatt. Minden
szaknyelvi csoportnak kln honlapja van, amely egyfajta virtulis osztlyteremknt
mkdik ahagyomnyos oktatsi formk kiegsztseknt, azzal acllal, hogy
adikok szaknyelvi kszsgeiket tanrn kvl is fejlesszk tanri tmogatssal.
Virtulis Szaknyelvi Mhelynk szmos vals lethelyzetet idz feladatot tartalmaz,
olyanokat, amelyek rszben igazodnak atanulk rdekldshez is: ilyenek pl.
virtulis utazsok tervezse vals ti clokkal, online sztrak s nyelvtani oldalak
tesztelse, kommentek rsa vals frumokon, honlapok szerkesztse. Az online
egyttmkdsbe igyekeztnk nhny Erasmusdikot is bevonni.
Programgazda
http://www.lspworkshop.blogspot.hu/
Oktatsi szektor
Felsoktats
Clcsoport
Hallgatk
Nyelvek
Spanyol, angol
Djazs ve
2013
169
170
POLAND
POLSKA
Webinars 4 All
Language Webinars
The main aim of the project is the promotion of foreign language
learning throughout ones life by enabling a wide audience to
participate in free language activities via new technologies. The
project goes beyond the formal education system and targets
abroad adult audience with avarying degree of language
proficiency, including individuals who do not participate in any
regular language training. The core of the project is acycle of
interactive seminars on languages: how to efficiently and correctly
communicate in them, how to learn them, how to pay attention to
vocabulary and grammar and how to improve linguistic correctness.
The participation in the webinars is free; they are available to
anybody with access to Internet. When the live session is over,
the whole lesson is placed on Vimeo portal and you can watch it
again. The participants of the live session receive aset of training
material in PDF. The open way of running the seminars means that
the trainees can participate actively, they can talk freely with the
trainer, ask questions and discuss their doubts. In addition, especially
when the topics on effective learning methods are discussed (e.g.
Lets Web 2.0, Memory pills, or How to learn to know) the trainees
receive individual guidelines on how to continue individual work and
find ways to improve their language skills.
The webinars started as acycle of training concerning English in
2010; since 2011 the webinars have been regular and covered other
languages: French, Spanish, Italian and Russian (planned). More than
2500 people have taken part in the webinars.
Coordinating body
Anna Werner
Education Sector
Adult Education
Target group
Adults
Languages
2013
POLAND
POLSKA
WEBINARS 4 ALL
LANGUAGE
WEBINARS
WEBINARS 4 ALL
WEBINARIA JZYKOWE
pl
WEBINARS 4 ALL WEBINARIA JZYKOWE
Gwnym celem projektu jest promowanie uczenia si przez cae ycie jzykw
obcych poprzez umoliwienie szerokiemu gronu osb udziau wbezpatnych
zajciach jzykowych przy wykorzystaniu najnowszych technologii. Projekt jest
realizowany poza formalnym systemem owiaty iskierowany do osb dorosych
bdcych na rnych poziomach zaawansowania, take do tych, ktre nie uczestnicz
wadnych regularnych szkoleniach zjzyka obcego. Wramach dziaa projektowych
odbywa si cykl interaktywnych szkole online webinariw dotyczcych jzykw,
poruszajcych nastpujce zagadnienia: jak skutecznie iwaciwie komunikowa
si za pomoc jzykw, jak si ich uczy ijak zwraca uwag na aspekty leksykalne
igramatyczne oraz jak dba opoprawno jzykow. Udzia wwebinariach jest
bezpatny szkolenia s dostpne zkadego miejsca, dla wszystkich chtnych
posiadajcych dostp do internetu. Po zakoczeniu sesji na ywo caa lekcja zostaje
umieszczona na portalu Vimeo imona j obejrze, uywajc podanego linku.
Uczestnicy otrzymuj dodatkowo zestaw materiaw szkoleniowych wformacie PDF.
Otwarta formua spotka umoliwia aktywny udzia suchaczy, swobodn
komunikacj zprowadzcym, okazj do zadawania pyta iwyjaniania wtpliwoci
wprzyjaznym rodowisku. Dodatkowo przy realizacji niektrych tematw, zwaszcza
tych odnoszcych si do efektywnych metod uczenia si (np. Lets Web 2.0; Piguki
na pami czy Jak si uczy, eby si nauczy), uczestnicy otrzymuj wskazwki
dotyczce dalszej samodzielnej nauki iposzukiwania wasnych sposobw na
doskonalenie umiejtnoci jzykowych.
Webinaria rozpoczy si cyklami szkole zjzyka angielskiego w2010 r.,
od lutego 2011 r. realizowane s regularnie iobejmuj inne jzyki: francuski,
hiszpaski,docelowo woski irosyjski. Wprojekcie wzio udzia ponad 2500 osb.
Instytucja koordynujca
Anna Werner
Sektor edukacji
Edukacja dorosych
Grupa docelowa
2013
Komentarz uzasadniajcy
To kolejny projekt Worldwide School, ktry otrzyma
nagrod wkonkursie ELL. Skierowany do bardzo
szerokiego grona osb dorosych zainteresowanych
nauk jzyka, jak ijzykami wogle. Przez
fakt wykorzystania nowoczesnych, bezpatnych
technologii elastyczny iwietnie dopasowany dla
wspczesnego dorosego, bez wzgldu na miejsce
zamieszkania idotychczasow znajomo jzyka.
Projekt cigle ewoluuje. Doczane s kolejne jzyki. Po
trzech latach realizacji wci cieszy si niesabncym
powodzeniem.
Wanym aspektem projektu bya poprawa warsztatu
metodycznego lektorw przygotowujcych webinaria,
ktrzy uzupenili swoje umiejtnoci oposugiwanie si
nowoczesnymi narzdziami technologicznymi do nauki
jzyka.
171
2012/13:
Multilingual classrooms
The phenomenon of multilingual classrooms has been constantly increasing. These classrooms are made
up of students coming from different countries and not sharing a common mother tongue. Learners speak a
variety of first languages; their behaviour and cultures can be very different: this may create problems but
can also be used as a focus of comparison and discussion. Herein lies the challenging task faced by teachers:
they should adapt their teaching techniques in order to take this diversity into account and respect it, but
focus on the main purpose, which is to provide learners with the best possible communication and grammar
skills in the target language.
174
LITHUANIA
LIETUVA
Coordinating body
Irena Mikinien
Education Sector
Secondary
2012
LITHUANIA
LIETUVA
THE AMBASSADOR
OF LANGUAGES OF
THE YEAR 2012
VILNIUS SIMONAS
DAUKANTAS
GYMNASIUM
MET KALB
AMBASADORIUS
(2012M.) VILNIAUS
SIMONO DAUKANTO
GIMNAZIJA
lt
MET KALB AMBASADORIUS (2012 M.) VILNIAUS SIMONO
DAUKANTO GIMNAZIJA
Mokykla buvo steigta 1993m. Vilniaus pedagoginio universiteto (dabar Lietuvos
edukologijos universitetas) iniciatyva. Pagrindinis mokyklos steigimo tikslas buvo
nauj edukacini idj gyvendinimas, praktinio mokytoj praktikant modelio
sukrimas, mokymo proceso mokykloje stebjimo galimyb, universiteto student
ir dstytoj traukimas mokyklos veiklas. Nuo pat pirmos dienos mokyklos
bendruomen dirbo tam, kad gyvendint inovatyvias krybines idjas mokymosi
procese. Dl ios prieasties mokytojai nuolat ieko galimybi bendradarbiauti su
vietimo institucijomis usienyje.
Gimnazija didiuojasi gyvendinamais vairiais tarptautiniais projektais, kurie padeda
tobulinti mokini ir mokytoj kalbines kompetencijas. Daugiau informacijos apie
projektus galite rasti ia: http://www.daukanto.vilnius.lm.lt/index.php?group=56.
Mokykloje yra mokoma i kalb: angl, prancz, vokiei, rus, lotyn ir dan.
Met kalb ambasadoriaus titulas ir Europos kalb enklo apdovanojimas gimnazijai
buvo suteiktas 2012m. u efektyv kalb mokymomokymosi proceso organizavim.
Apdovanojimas kvp ir toliau skatinti daugiakalbyst, inovacijas kalb pamokose,
organizuoti mokini ir mokytoj mobilumus, mokytis kalb mokykloje ir u jos rib.
Tam, kad parodyt kalbin iniciatyv, ei mokytojai, kurie niekada prie tai nebuvo
moksi angl kalbos, pradjo jos mokytis su angl kalbos mokytojos pagalba. i
iniciatyva gali bti puiki pradia mokytojams, kurie moka tik vien usienio kalb,
plsti inias ioje srityje ir paskatins j aktyv dalyvavim vietimo gyvenime
platesniame tarptautiniame kontekste.
Koordinatorius
Irena Mikinien
vietimo sektorius
Vidurinis
Tikslin grup
2012
175
176
BELGIUM
BELGIQUE
2013
BELGIUM
BELGIQUE
CLARC, THE
LANGUAGE CENTRE
OF THE ATHNE
ROYAL OF CHNE
CLARC CENTRE DE
LANGUES DE LATHNE
ROYAL DE CHNE
fr
CLARC CENTRE DE LANGUES DE LATHNE ROYAL DE
CHNE
Ce projet areu le prix spcial du viceprsident du Parlement europen,
M.A.Martinez Martinez, lors de la crmonie du Label europen des langues qui aeu
lieu en mai 2013 au Parlement europen Bruxelles.
Le projet offre une varit de mthodes dapprentissage aux lves de la 1re la
6e anne du secondaire durant les pauses sous la supervision de professeurs de
langues, dans une salle spciale ddie aux langues trangres. Au CLARC, les
lves ont la possibilit de lire ou demprunter des livres, de participer des clubs
de conversation (allemand, anglais, espagnol, italien et nerlandais) ou mme de
rencontrer dautres tudiants de lAthne ou des invits dont la langue maternelle
est une langue trangre moins parle. Des experts sont parfois invits donner des
confrences dans une langue trangre sur des sujets scientifiques ou historiques.
Certains membres du CLARC sont galement actifs dans une compagnie de thtre
multilingue. Cette compagnie est compose dtudiants dAllemagne, de Belgique
francophone et des PaysBas.
En outre, les tudiants du CLARC contribuent au journal de lcole avec des articles
rdigs en allemand, en anglais, en franais, en espagnol, en nerlandais et en
italien. Comme nous pouvons le constater, le centre de langues propose une gamme
importante de langues cibles. Il est galement possible pour les tudiants de
partager avec dautres camarades leurs connaissances sur les langues et les cultures
qui ne sont pas enseignes lcole.
Ce projet est une source dinspiration pour les autres coles. La ministre de
lenseignement, des inspecteurs et des professeurs de langues ont visit le centre
de langues, qui implique beaucoup dacteurs: enseignants, tudiants, extudiants,
locuteurs natifs et experts.
Institution coordinatrice
Alain Jansen(alain.jansen@skynet.be)
Secteur denseignement
lves du secondaire
Langues
2013
177
178
SWITZERLAND
SCHWEIZ
SUISSE
SVIZZERA
Coordinating body
Evelyne Brlhart
Education sector
Lowersecondary school
Target group
French, German
Year of the Award
2013
SWITZERLAND
SCHWEIZ
SUISSE
SVIZZERA
de
COSO LOS! DIE DEUTSCHE SPRACHE IM ZENTRUM DER
PROJEKTE DER ORIENTIERUNGSSCHULE SARINEOUEST
(CYCLE DORIENTATION SARINEOUEST)
Das Projekt setzt sich aus zwei Teilen zusammen. Der erste Teil besteht in der
Semaine de lallemand (Woche der deutschen Sprache). Diese wird seit 2011
einmal jhrlich durchgefhrt, wobei alle Akteure der Schule einbezogen werden:
Schuldirektor, Stellvertreter, Sekretrinnen, Lehrpersonen, Schler/-innen,
Aufsichtspersonen, Kche, Hauswarte und Eltern. Whrend dieser Woche fhren die
Lehrpersonen ihre Lektionen auf Deutsch durch. Wenn sie die Sprache Goethes nicht
beherrschen, knnen sie verschiedene deutsche Aspekte ihres Fachs auf Franzsisch
behandeln. Die Schler/-innen sind nicht verpflichtet, sich auf Deutsch auszudrcken,
doch die meisten machen mit und haben Spa daran, dass sie einmal auerhalb
des Sprachunterrichts Deutsch sprechen knnen. Whrend dieser Woche bietet das
Kchenpersonal in der Kantine Spezialitten aus dem deutschen Sprachraum an, und
den Schler/-innen sowie den Lehrpersonen stehen Tische zur Verfgung, an denen
ausschlielich Deutsch gesprochen wird.
Da sich die Semaine de lallemand an alle Akteure der Schule richtet (580Schler/innen sowie 90Erwachsene), bietet sie die Mglichkeit, an einem gemeinsamen
Projekt teilzunehmen. Auerdem schafft sie innerhalb der Schule eine spezielle
Dynamik und Atmosphre, indem whrend einer Woche die deutsche Kultur im
Mittelpunkt steht.
Mit dieser Woche soll bei den Schler/-innen die Lust geweckt werden, weiterhin
Deutsch zu lernen, und fr die Schler/-innen des 10.Schuljahres ist sie eine
Entscheidungshilfe im Hinblick auf eine eventuelle Anmeldung fr eine zweisprachige
Klasse im darauffolgenden Jahr.
Der zweite Teil des Projekts besteht in der Bildung von zwei zweisprachigen Klassen
im 11.Schuljahr. In den folgenden Fchern besuchen die Schler/-innen den
Unterricht whrend des ganzen Schuljahres auf Deutsch: Einfhrung in die Wirtschaft,
MITIC (Medien, Bilder sowie Informations- und Kommunikationstechnologien),
bildnerisches Gestalten, Hauswirtschaft, Sport und Allgemeinbildung. In
anderen Fchern werden im Verlauf des Jahres gewisse Lektionen in deutscher
Sprache durchgefhrt: Mathematik, Geschichte, Geografie, politische Bildung,
Naturwissenschaften und Musik.
Dieser Unterricht gibt den Schler/-innen die Mglichkeit, ihre Fhigkeiten in
verschiedenen Bereichen zu verbessern und neue Lernstrategien zu entwickeln.
Der bedeutendste Vorteil von zweisprachigen Klassen ist das Erlernen der Zielsprache
durch Immersion.
Dieses Projekt wird jedes Jahr durchgefhrt und kontinuierlich verbessert.
Koordination
Evelyne Brlhart
Bildungsstufe
Orientierungsschule (Sekundarstufe I)
Zielgruppe
Franzsisch, Deutsch
Jahr der Auszeichnung
2013
179
180
SWITZERLAND
SCHWEIZ
SUISSE
SVIZZERA
Coordination
Evelyne Brlhart
Niveau
lves de la 9e la 11e
Langues
Franais, allemand
Anne dobtention du label
2013
SWITZERLAND
SCHWEIZ
SUISSE
SVIZZERA
it
COSO LOS! IL TEDESCO AL CENTRO DEI PROGETTI DEL CICLO
DI ORIENTAMENTO SARINEOUEST
Il progetto si articola in due parti.
La prima parte costituita dalla settimana della lingua tedesca. Organizzata una
volta allanno dal 2011, coinvolge tutti gli attori della scuola: direttore, vicedirettori,
segretarie, insegnanti, allievi, sorveglianti, personale di cucina, bidelli egenitori. Per
una settimana idocenti insegnano in tedesco. Se non lo padroneggiano, possono
trattare in francese aspetti storici, geografici eculturali del mondo germanofono.
Anche se non sono obbligati ad esprimersi nella lingua di Goethe, generalmente gli
allievi stanno al gioco esono contenti di poter parlare tedesco in un contesto diverso
da quello dei corsi di lingua. Sullarco della settimana, la mensa propone specialit
culinarie tedesche emette adisposizione degli allievi edegli insegnanti tavoli
riservati achi parla tedesco.
La settimana del tedesco destinata atutti gli attori della scuola (580 allievi
e90 adulti), permette di partecipare aun progetto comune ecrea una dinamica
eunatmosfera speciale nella scuola utilizzando come strumento la cultura tedesca.
Lobiettivo di invogliare gli allievi ad approfondire lapprendimento della lingua di
Goethe eaiutare gli allievi del 10 anno adecidere se iscriversi ono auna classe
bilingue lanno successivo.
Nella seconda parte del progetto vengono create due classi bilingui con allievi
dell11 anno. Durante tutto lanno gli allievi seguono in tedesco icorsi introduttivi
di economia, MITIC (media, immagini etecnologie dellinformazione edella
comunicazione), arti visive, economia domestica, sport eformazione generale
ealcune ore di matematica, storia, geografia, educazione alla cittadinanza, scienze
emusica. Icorsi permettono agli allievi di migliorare le proprie competenze edi
sviluppare nuove strategie di apprendimento.
Il punto di forza delle classi bilingui lapprendimento immersivo del tedesco.
Il progetto viene riproposto eperfezionato anno dopo anno.
Coordinamento
Evelyne Brlhart
Settore dellistruzione
Secondario I
Gruppo target
Francese, tedesco
Anno del conferimento del premio
2013
181
182
ITALY
ITALIA
ROMA
TRE
Coordinating body
Elisabetta Bonvino
Education Sector
2013
Basat en una extraordinria intuci de Claire Blanche-Benveniste i validat per anys dexperimentaci, EuRom5 permet aprendre rpidament de manera receptiva quatre llenges romniques a qui
ja en parla una (portugus, espanyol, catal, itali i francs), aprofitant la conscincia de les seves
semblances que s present en qualsevol parlant.
El manual comprn: una guia; 20 textos autntics per a cada llengua, acompanyats dajudes adreades a desenvolupar les capacitats de comprensi; una secci de gramtica basada en la comparaci entre les llenges i les dificultats de lectura dels textos.
Basato su una straordinaria intuizione di Claire Blanche-Benveniste e collaudato da anni di sperimentazione, EuRom5 permette di imparare rapidamente in modo ricettivo quattro lingue romanze a
chi ne parli gi una (portoghese, spagnolo, catalano, italiano e francese), sfruttando la consapevolezza delle loro somiglianze che presente in qualunque parlante.
Il manuale comprende: una guida; 20 testi autentici per ciascuna lingua, accompagnati da sussidi
volti a sviluppare le capacit di comprensione; una sezione di grammatica basata sul confronto fra
le lingue e le difficolt di lettura dei testi.
Bas sur une extraordinaire intuition de Claire Blanche-Benveniste et vrifi par plusieurs annes
dexprimentations, EuRom5 permet celui qui parle une langue romane dapprendre en comprendre quatre autres (portugais, espagnol, catalan, italien et franais), en exploitant la conscience
de leurs ressemblances qui est prsente chez tous les locuteurs.
Le manuel comprend : un guide ; 20 textes authentiques dans chaque langue, accompagns de
notes utiles au dveloppement de la capacit de comprhension ; un chapitre de grammaire bas
sur la comparaison entre les langues et les difficults de lecture des textes.
Basado en una extraordinaria intuicin de Claire Blanche-Benveniste y validado por aos de experimentacin, EuRom5 permite aprender rpidamente en modo receptivo cuatro lenguas romnicas
a quien ya habla una (portugus, espaol, cataln, italiano y francs), explotando la conciencia de
las semejanzas, presente en cualquier hablante .
El manual comprende: una gua; 20 textos autnticos por cada lengua, acompaados de ayudas
pensadas para desarrollar la capacidad de comprensin; una seccin de gramtica basada en la
comparacin entre las lenguas y en las dificultades de lectura de los textos.
EuRom5
portugus
ITALY
ITALIA
espaol
italiano
catal
franais
EuRom5
www.eurom5.com
EUROM5
READING AND
UNDERSTANDING
5ROMANCE
LANGUAGES:
PORTUGUESE,
SPANISH,
CATALAN, ITALIAN
AND FRENCH
EUROM5 LEGGERE
ECAPIRE 5 LINGUE
ROMANZE: PORTOGHESE,
SPAGNOLO, CATALANO,
ITALIANO EFRANCESE
SGEL Libros
Avda. Valdelaparra, 29 - 28108 Alcobendas (Madrid)
libros@sgel.es
ISBN 978-88-203-4544-0
www.dicoland.com
La maison du dictionnaire
98, Bd du Montparnasse - 75014 Paris
contacts@dicoland.com
e 29,90
www.hoepli.it
Ulrico Hoepli Editore S.p.A.
via Hoepli, 5 - 20121 Milano
e-mail hoepli@hoepli.it
9 788820 345440
HOEPLI
www.sgel.es/ele
HOEPLI
it
EUROM5 LEGGERE ECAPIRE 5 LINGUE ROMANZE:
PORTOGHESE, SPAGNOLO, CATALANO, ITALIANO EFRANCESE
EuRom5 innanzitutto una metodologia per lo sviluppo della competenza ricettiva
plurilingue in cinque lingue romanze simultaneamente: portoghese, spagnolo,
catalano, italiano efrancese.
Vi si propone un percorso sviluppato nellottica dellintercomprensione, icui punti
di forza sono lapproccio simultaneo alle lingue, la trasferibilit del processo di
comprensione tra le lingue romanze elattenzione alle caratteristiche del processo di
lettura.
Tra ipunti di forza della metodologia vi lautonomia dellapprendente, il quale
gradualmente costruisce un proprio sistema di regolarit ecorrispondenze
riguardante le lingue romanze, giungendo acapire in pochissimo tempo testi
scritti nelle altre quattro lingue, sfruttando la consapevolezza delle loro somiglianze
che presente in ciascun parlante.
In tal modo, lapprendente affina le proprie capacit di problem solving, di gestione
dellapprossimazione edi riflessione sulla L1 ele altre lingue target. Linsegnante/
tutor ha la funzione principale di stimolare ilettori arichiamare strategie di
comprensione efficaci edi incoraggiare gli apprendenti aproseguire nella lettura.
EuRom5 si rivolge aparlanti adulti di una delle lingue target, che, alla fine del
percorso, raggiungeranno un livello che pu variare fra B1 eB2 del quadro comune
europeo di riferimento per le lingue nellabilit di lettura.
La metodologia supportata da un manuale creato ad hoc eda un sito internet:
www.eurom5.com
Coordinatore
Elisabetta Bonvino
Settore dellistruzione
2013
SRUWXJXrV
HVSDxRO
LWDOLDQR
FDWDOj
IUDQoDLV
(X5RP
183
184
SWITZERLAND
SCHWEIZ
SUISSE
SVIZZERA
Coordinating body
Melanie Buser
Education sector
Preprimary, primary
Target group
French, German
Year of the Award
2013
SWITZERLAND
SCHWEIZ
SUISSE
SVIZZERA
TWOWAY IMMERSION
TEACHING IN BIEL/BIENNE
MULTILINGUAL SCHOOLING
AT THE FILIRE BILINGUE
(FIBI) STATE SCHOOL
REZIPROKER
IMMERSIONSUNTERRICHT IN
BIEL/BIENNE: MEHRSPRACHIGER
UNTERRICHT IN DER FILIRE
BILINGUE (FIBI)
de
REZIPROKER IMMERSIONSUNTERRICHT IN BIEL/BIENNE:
MEHRSPRACHIGER UNTERRICHT IN DER FILIRE BILINGUE
(FIBI)
Als grte zweisprachige Stadt der Schweiz bietet Biel/Bienne einzigartige
Voraussetzungen fr die Schaffung einer mehrsprachigen Schule, die ab Beginn
der obligatorischen Schulzeit besucht werden kann. Auf das Schuljahr 2010/2011
lancierte der Kanton Bern in Biel/Bienne ein Pilotprojekt mit der Bezeichnung Filire
Bilingue (FiBi). Das Konzept dieser ffentlichen Schule beruht auf dem Prinzip
des reziproken ImmersionsUnterrichts: Die Klassen bestehen je zur Hlfte aus
franzsischsprachigen und deutschsprachigen Schler/-innen. Auerdem frdert das
Projekt Filire Bilingue die Integration von sogenannten fremdsprachigen Kindern,
d.h. von Schler/-innen, deren Muttersprache weder Deutsch noch Franzsisch ist.
Der Unterricht wird zu gleichen Teilen auf Deutsch und Franzsisch erteilt (Modell:
50/50). Dieses Modell ermglicht den Erwerb von sprachlichen Kompetenzen, nicht
nur im Unterricht, sondern auch dank den Kontakten zwischen den Schler/-innen in
den Pausen und auf dem Schulweg. Der reziproke ImmersionsUnterricht ist darauf
ausgerichtet, dass Schler/-innen beider Zielsprachen im gleichen Klassenzimmer
unterrichtet werden. Dies erfordert eine besondere Didaktik. Deshalb mssen
insbesondere die (knftigen) Lehrpersonen im Rahmen der Grundausbildung und
Weiterbildung in der Mehrsprachigkeitsdidaktik geschult werden.
Die Programme fr den reziproken ImmersionsUnterricht frdern die Entwicklung
der Zweisprachigkeit und der Biliteralitt (auf Englisch biliteracy, d.h. die
Alphabetisierung in den beiden Zielsprachen) zustzlich zum erforderlichen Niveau
des Schulwissens und der interkulturellen Kompetenzen aller Schlerinnen und
Schler (Christian 1994; freie bersetzung vom Englischen durch M. Buser). Mit
anderen Worten ist mit der Filire Bilingue das Ziel verbunden, die Schler/-innen
an das Sprachenlernen heranzufhren, indem sie sich in mglichst authentischen
Situationen, einschlielich des erfolgreichen Lernens in allen Fchern, mit einer
zweiten Sprache auseinandersetzen. Selbstverstndlich setzt dies voraus, dass
die Schler/-innen frhzeitig zum Erlernen der zweiten Sprache ermuntert und
entsprechend vorbereitet werden, damit Transfers zwischen den beiden Sprachen
gefrdert und in der Zielsprache mglichst rasch Kompetenzen in den Bereichen
Verstndnis und mndlicher Ausdruck entwickelt werden. Im brigen besteht die
pdagogische Herausforderung darin, den aktiven Prozess des Lernenden zu frdern
und in einem mehrsprachigen Umfeld interkulturelle Kompetenzen zu erwerben.
Koordination
Melanie Buser
Bildungsstufe
Franzsisch, Deutsch
Jahr der Auszeichnung
2013
185
186
SWITZERLAND
SCHWEIZ
SUISSE
SVIZZERA
Coordination
Melanie Buser
Niveau
Langues
Franais, allemand
Anne dobtention du label
2013
SWITZERLAND
SCHWEIZ
SUISSE
SVIZZERA
TWOWAY IMMERSION
TEACHING IN BIEL/BIENNE
MULTILINGUAL SCHOOLING
AT THE FILIRE BILINGUE
(FIBI) STATE SCHOOL
INSEGNAMENTO PER
IMMERSIONE RECIPROCA
ABIENNE: INSEGNAMENTO
PLURILINGUE NELLA FILIRE
BILINGUE (FIBI)
it
INSEGNAMENTO PER IMMERSIONE RECIPROCA ABIENNE:
INSEGNAMENTO PLURILINGUE NELLA FILIRE BILINGUE
(FIBI)
Biel/Bienne, la principale citt bilingue della Svizzera, offre condizioni quadro
uniche per un insegnamento plurilingue sin dai primi anni di scuola. Proprio per
questo nellanno scolastico 2010/2011 il Cantone di Berna vi ha lanciato il progetto
pilota Filire Bilingue (FiBi). Il progetto si basa sul principio dellinsegnamento per
immersione reciproca: le classi sono composte per met da allievi francofoni eper
met da allievi germanofoni. La Filire Bilingue privilegia inoltre lintegrazione di
allievi allofoni, ossia allievi con lingua madre diversa dal tedesco odal francese.
Le lezioni sono impartite equamente in tedesco ein francese (modello 50/50).
Questo modello permette di acquisire competenze linguistiche non solo attraverso
linsegnamento, ma anche attraverso icontatti con icompagni durante le pause
osul tragitto casascuola. Per definizione, linsegnamento per immersione reciproca
implica la presenza nella stessa classe di allievi di lingua madre diversa, il che
presuppone una didattica specifica ossia la didattica del plurilinguismo durante
la formazione iniziale econtinua dei (futuri) insegnanti.
I programmi di immersione reciproca favoriscono lo sviluppo del bilinguismo
edellalfabetizzazione bilingue (inglese: biliteracy, ossia lalfabetizzazione nelle due
lingue darrivo) oltre che lacquisizione di conoscenze accademiche edi competenze
interculturali (Christian 1994; parafrasato da M. Buser). In altre parole, la Filire
Bilingue mira afamiliarizzare gli allievi allapprendimento delle lingue facendo loro
vivere la seconda lingua in situazioni per quanto possibile reali (qui inteso anche
il successo scolastico in tutte le materie). Questo implica ovviamente incoraggiare
epreparare lapprendimento precoce della seconda lingua per favorire il passaggio
da una lingua allaltra esviluppare quanto prima competenze di comprensione edi
produzione orale nella lingua darrivo. Lobiettivo pedagogico di favorire il processo
attivo del discente epermettergli di acquisire competenze interculturali in un
contesto plurilingue.
Coordinatore
Melanie Buser
Settore dellistruzione
Tedesco, francese
Anno del conferimento del premio
2013
187
188
IRELAND
IRE/IRELAND
Coordinating body
Primary
Target group
2013
IRELAND
IRE/IRELAND
THE
MULTICULTURAL
CLASSROOM
GRIFFEEN VALLEY/
AN SEOMRA RANGA
ILTEANGACH
ga
AN SEOMRA RANGA ILTEANGACH
SCOIL NISINTA CHOMHOIDEACHAIS GHLEANN AN GHRIFN
Sonra teagmhla
Bunscoil
Spriocghrpa
2013
Toradh
Bh dul chun cinn iontach sa rang. Anois t na pist in ann abairt simpl achur
le chile igceithre theanga. T atmaisfar dearfach sa seomra ranga faoi na
teangacha nua at foghlaim acu. T na pist anbhrdil as an mid at ar eolas
acu. T seomra ranga ilchultrtha agus ilteangach againn.
Tuairim ar an rogha
Roghnaodh mar dheashampla den seomra ranga
ilteangach agus de nuil, is sin, an Ghaeilge asid
mar mhen chun teangacha eile afhoghlaim c gur
tr Bharla amhintear iad de ghnth iscoileanna na
hireann.
Sa tionscadal seo plitear le tr theanga alabhratear
in AE an Ghaeilge, an Ghearminis agus an Spinnis.
C go bhfuil na pist ang ba lir go raibh na dalta
ag sealbh scileanna teanga agus ag cur eolais ar
chultr na dtortha at igceist. Mintear na pist
tr Ghaeilge go lnaimseartha. Tugtar ceachtanna
Spinnise agus Gearminise dibh go rialta de
bhreis ar an nGaeilge. Bh fonn mr ar na pist
ar breathnaodh orthu agcumas san tr theanga
athaispeint. Is maith an teolas tosaigh ar
fheasacht teanga in aois g.
Is maith afhreastalaonn an tionscadal ar riachtanais
na bpist forga trd an bhfeidhm abhaintear as
acmhainn agsla ar anirtear splachcharta,
amhrin agus puipid. Modheolaocht fhornulach
thaitneamhach a oireann don aoisghrpa seo. Is
furasta a chur in oiriint dfhoghlaimeoir eile ingach
aoisghrpa. Tugadh faoi deara le linn cuairt an ghiir
go raibh dograis agus fonn mr ar na pist.
189
190
PORTUGAL
PORTUGAL
Coordinating body
2012
PORTUGAL
PORTUGAL
LEIRIA LANGUAGE
EXCHANGE /SPEAK
pt
LEIRIA LANGUAGE EXCHANGE/SPEAK
LLE/SPEAK um projeto que visa promover aintegrao cultural elingustica,
efacilitar encontros culturais. Aassociao que implementou oprojeto
desempenha um papel ativo na luta contra aexcluso social dos imigrantes. Os
participantes do projeto deram resposta s necessidades identificadas. Aprenderam
ecompartilharam lnguas eculturas, levando uma atitude tolerante para as
suas casas, famlias eamigos. Os idiomas envolvidos foram: portugus, ingls,
espanhol, alemo, francs, polaco, russo emandarim. Os cursos de lnguas para
adultos ecrianas foram orientados por tutores/falantes nativos. Ametodologia foi
baseada numa abordagem funcional. Todo omaterial pedaggico foi desenvolvido
por professores, nomeadamente, por tutoria online. Oprojeto foi monitorizado por
professores; os resultados obtidos foram avaliados, assim como oimpacto. Oprojeto
foi implementado pela primeira vez em Leiria, uma cidade no centro de Portugal ej
est aser implementado em Lisboa efora de Portugal, em Dublim. Acampanha de
divulgao emarketing foi cuidadosamente planeada: artigos de jornal, programas
de rdio, folhetos, Internet eredes sociais.
Entidade Coordenadora
Educao de Adultos
Ensino Bsico
Grupo-alvo
2012
191
192
DENMARK
DANMARK
Coordinating body
Nrrebro Bibliotek
Contact person
2013
DENMARK
DANMARK
NRREBRO
MULTILINGUAL
LIBRARY
DET FLERSPROGEDE
BIBLIOTEK
P NRREBRO
da
DET FLERSPROGEDE BIBLIOTEK P NRREBRO
Nrrebros flersprogede bibliotek modtager den europiske sprogpris 2013 for
flere rs vedholdende arbejde med at engagere deres to- og flersprogede brugere
ibgernes verden for at udvikle deres sproglige kompetencer.
Biblioteket iden kbenhavnske bydel er den frste kommunale institution, der
modtager den europiske sprogpris, og biblioteket er det tredje mest besgte
iKbenhavn. Med sin placering p ydre Nrrebro har det en mangfoldighed af
brugere. De ansattes arbejde foregr derfor ogs uden for biblioteket som opsgende
tilbud om blandt andet hjtlsning for smbrnsfamilier og lsegrupper for etniske
minoritetskvinder ibydelens udsatte boligomrder.
Gennem forskellige initiativer arbejder bibliotekets ansatte mlrettet for at udbrede
kendskabet til dansk og lsning iet srligt udfordret omrde. P forbilledlig vis har
de gjort en bredspektret, vedholdende og veldokumenteret indsats for at engagere
deres to- og flersprogede brugere isproget og bgernes verden, og medarbejdernes
store indsats er srdeles vigtig iforhold til at integrere to- og flersprogede idet
danske samfund og uddannelsessystem.
Den tidligere minister for forskning, innovation og videregende uddannelser, Morten
stergaard, besgte biblioteket og overrakte prisen til de stolte modtagere.
Koordinator
Nrrebro Bibliotek
Kontaktperson
Alle uddannelsesniveauer
Sprog
2013
193
194
FINLAND
SUOMI/FINLAND
Contact person
Primary
Target group
2013
FINLAND
SUOMI/FINLAND
WHAT AJOY TO
LEARN LANGUAGES
AND CULTURES
fi
ILO OPPIA KIELI JA KULTTUURIA
Nepenmen koulu on 350 oppilaan alakoulu, jossa
tarjotaan esiopetusta, luokkamuotoista erityisopetusta
(sosemot) sek sairaalaopetusta vuosiluokilla 19.
Nepenmen koulu on kieliympristltn
varsin homogeeninen, mik luo haasteita
monikulttuurisuuskasvatukselle. Tarvitaan
suunnitelmallisuutta ja yhteistyt, jotta
monikielisyytt voidaan toteuttaa. Seuraavassa
kiteytettyn pperiaatteet, joilla on saatu hyvi
tuloksia:
100
90
80
70
A2-RA
60
50
A2-SA
40
A2-SA+RA
30
Ei valintaa
20
2009
2010
2011
2012
2013
Kontaktihenkil
peruskoulu
Kohderyhm
2013
195
196
NETHERLANDS
NEDERLAND
Coordinating body
Secondary
Target group
Students
Language
German
2013
NETHERLANDS
NEDERLAND
OLLIS GROE
HOLLANDREISE/
OLLIS GREAT
HOLLAND
JOURNEY
nl
OLLIS GROBE HOLLANDREISE
Ollis groe Hollandreise richt zich specifiek op taalzwakke leerlingen: de doelgroep
is VMBO-onderbouw Duits. Als leerlingen met dit project aan de slag gaan, hebben
ze pas enkele maanden Duits geleerd. Ze maken op een laagdrempelige manier
kennis met de Duitse taal en cultuur, die aansluit bij hun belevingswereld. Door niet
te hameren op de grammaticale correctheid van spraak en schrift, maar door op
een speelse manier aan de slag te gaan met het durven schrijven en spreken in een
vreemde taal krijgen leerlingen vertrouwen in hun eigen kunnen. In de twee weken
dat Olli op een school verblijft, geldt het principe doeltaal = voertaal.
De pop Olli komt uit Duitsland en wil Nederland leren kennen. Op zijn Hollandreise
bezoekt hij per schooljaar veertien Nederlandse scholen. Hij blijft twee weken op
school en vertrekt dan weer naar de volgende school. Aan de hand van uitgewerkte
opdrachten laten de leerlingen hem hun wereld zien. Op de Facebook-pagina van
Olli vertellen leerlingen na iedere opdracht namens Olli in het Duits wat hij heeft
beleefd en plaatsen daar een foto bij. Na zijn vertrek kunnen leerlingen hem via zijn
Facebookpagina volgen.
Zowel qua vorm (social media project) als in de inhoud (de opdrachten) sluit het
project aan bij de belevingswereld van VMBO-leerlingen in de onderbouw. De
leerlingen verrichten communicatieve handelingen op het niveau A1 en A2 van het
Europees Referentiekader. Ze maken daarbij ook kennis met Landeskunde en leren
reflecteren op hun eigen omgeving en leefwereld. Daarbij komen alle vaardigheden
aan bod.
Het project Ollis groe Hollandreise komt compleet met de pop Olli en zijn koffer
en benodigdheden, een lespakket met werkbladen en een docentenhandleiding
met planningsformulier voor de opdrachtenverdeling. Een evaluatieformulier voor
docenten en leerlingen wordt als onderdeel van het project ingevuld en aan het DIA
gestuurd.
Cordinerende instantie
Voortgezet onderwijs
Doelgroep
Leerlingen
Talen
Duits
2013
197
198
GERMANY
DEUTSCHLAND
Promoting academic
multilingualism
The Higher Education Institutions in the State
of Bremen have established aCentre of Foreign
Languages: aunique concept for promoting
intercultural language skills.
In the awarded project, the potential of
multilingual students with amigrant background
is used as abasis to develop further academic
language skills and thus the ability to utilise the improved
competencies as aresource for further studies and aprofessional
career.
The project promotes the development of academic language skills
in the respective native language of the students. So far, the project
supports Turkish, Russian, Polish, and Kurdish as well as German as
second language, and English.
The learning concept combines an innovative approach with
innovative methods: the different learning groups are brought
together aiming to improve multilingualism as well as intercultural
competencies.
The Language Centre offers courses on oral and written
communication as well as on thematic project work. Atutoring
system and the systematic use of the electronic language portfolio
EPOS complements the coursework and enables the students to
reflect on and evaluate their learning progress.
Coordinating body
Dr Brbel Khn
Education Sector
2013
GERMANY
DEUTSCHLAND
PROMOTING
ACADEMIC
MULTILINGUALISM
AKADEMISCHE
MEHRSPRACHIGKEIT
FRDERN!
de
AKADEMISCHE MEHRSPRACHIGKEIT FRDERN!
Das Fremdsprachenzentrum der Hochschulen im Land Bremen frdert in diesem
Projekt gezielt akademische Sprachfertigkeiten.
Die migrationsbedingte Mehrsprachigkeit von Studierenden wird in dem nachhaltig
angelegten Projekt als Potenzial genutzt und speziell in ihren akademischen
Registern so ausgebaut, dass die verbesserten Kompetenzen als Ressource fr
Studium und Beruf genutzt werden knnen.
Gefrdert werden die akademischen Register sowohl in den Familiensprachen
(Trkisch, Russisch, Polnisch und auf studentische Initiative hin nun auch Kurdisch)
als auch in Deutsch als Zweitsprache und im Englischen.
Dies geschieht innerhalb eines integrativen Konzepts und mit innovativen Methoden,
so dass die verschiedenen Lerngruppen derart zusammengefhrt werden, dass
sie alle in ihrer Mehrsprachigkeit und ihren interkulturellen Kompetenzen gestrkt
werden.
Das Kursangebot des Projekts umfasst Veranstaltungen zu mndlicher und
schriftlicher Fachkommunikation sowie zu thematischer Projektarbeit. Ergnzt werden
diese Lehrangebote durch ein Tutorenprogramm sowie die systematische Nutzung
des elektronischen europischen Sprachenportfolios EPOS. So besteht auch die
Mglichkeit, den eigenen Kompetenzzuwachs in mehreren Sprachen sukzessive zu
reflektieren und zu bewerten.
Koordinierende Einrichtung
Bildungssektor
2013
199
200
ESTONIA
EESTI
Coordinating body
Skype Technologies O
Contact person
Adult Education
Target group
Company staff
Languages
Estonian
2013
ESTONIA
EESTI
TEACHING AND
LEARNING
ESTONIAN
IN THE
MULTINATIONAL
SKYPE COMPANY
et
EESTI KEELE PPIMISE VIMALUSTE PAKKUMINE OMA
EESTISSE TLE TULNUD TTAJATELE
Skype on rahvusvaheline ettevte. Tallinna kontoris ttab le 80 vlismaalase,
keson 39 rahvusest. Kuigi tkeel ettevttes ei ole eesti keel, on tandja alates
2005. aastast jrjepidevalt pakkunud oma ttajatele vimalust tkohas eesti
keele kursustel osaleda. Ttajad kasutavad antud vimalust aktiivselt ja aastatega
on eesti keele ppimine Skypei Tallinna kontoris saanud vga populaarseks. Kohaliku
keele ppes osalemine aitab erineva kultuurilise taustaga ttajatel integreeruda
rahvusvahelisse kollektiivi ning samuti Eesti hiskonda. Skype on multikultuurse
ettevtte positiivne nide, luues head vimalused ttajate arenguks.
Projekti koordinaator
Skype Technologies O
Kontaktisik
Tiskasvanuharidus
Sihtgrupp
Skype O ttajad
Keeled
Eesti keel
Tunnustatud
2013
Valiku phjendus
Hea projekti idee koosklas tehnoloogia ja telise
multikultuurilise klassiruumiga!
201
202
SLOVENIA
SLOVENIJA
Tiny Signers
The European project aiming to teach sign language for
communication with babies and toddlers, entitled Tiny Signers,
is atwoyear European project cofunded by the Comenius
subprogramme of the LLP of the EU, and coordinated by the
Ljubljana School for the Deaf (Zavod za gluhe in naglune Ljubljana).
Its main aim is to create possibilities for communication among
the deaf, hard of hearing and hearing children in their very early
childhood, as well as their parents and teachers, thus bridging the
gap currently existing in most European countries. An innovative
method which has been transferred from the United Kingdom
to other language and cultural environments addresses the
modification of our current perception of sign language, while
creating new forms for connecting and interacting among the deaf
and the hearing, as well as contributing to the provision of an
inclusive environment characterised by an enhanced and improved
quality of communication (http://www.tinysigners.eu).
Coordinating body
Preschool education
Target group
2012
SLOVENIA
SLOVENIJA
TINY SIGNERS
sl
TINY SIGNERS
Evropski projekt uenja znakovnega sporazumevanja zmalki znaslovom Tiny
signers je dvoletni evropski projekt, ki je bil sofinanciran vokviru programa
Vseivljenjsko uenje, podprograma Comenius, in je potekal vkoordinaciji Zavoda
za gluhe in naglune Ljubljana. Njegov glavni namen je ustvariti monost za
komuniciranje med gluhimi, naglunimi in slieimi otroki vzelo zgodnjem otrotvu,
njihovimi stari in vzgojitelji, ter tako premostiti razkorak, ki obstaja na tem podroju
vveini evropskih drav. Inovativna metoda, ki je bila vdruga jezikovna in kulturna
okolja prenesena iz Velike Britanije, posega na podroje spreminjanja dosedanjega
pogleda na znakovni jezik in ustvarja nove naine povezovanja in interakcije med
gluhimi in slieimi ter prispeva kzagotavljanju inkluzivnega okolja, vkaterem bi se
vsi lae in bolj kakovostno sporazumevali (http://www.tinysigners.eu).
Koordinator
Predolska vzgoja
Ciljna skupina
2012
203
Priced publications:
via EU Bookshop (http://bookshop.europa.eu).
Priced subscriptions:
via one of the sales agents of the Publications Office of the European Union
(http://publications.europa.eu/others/agents/index_en.htm).
NC-02-13-772-02-N
doi:10.2766/65538