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References BUCKINGHAM SHUN, S., MARSHALL, S., BRIER, J., and EVANS, T. (2001), “Lyceum: Internet Voice Groupware for Distance Learning”. Presentation at Euro- CSCL: 1st European Conference on Computer-Supported Collaborative Learning, Maastricht, NL. Online: www.ll.unimaas.nl/euro-cscl/Papers/24.pdf (last accessed 2 September 2007). DOUGIAMAS, M. (1998), “A journey into Constructivism”, p. 15 (n.p.), online http://dougiamas.com/writing/constructivism.html (last accessed 31 October 2007). RÜSCHOFF, B. and RITTER, M. (2001), “Technology-Enhanced Language Learning: Construction of Knowledge and Template-Based Learning in the Foreign Language Classroom”, Computer Assisted Language Learning (Special issue: Theory & Practice: The German Perspective), 14 (3-4), pp. 219-232. SCOTT, P., CASTAÑEDA, L., QUICK, K. and LINNEY, J. (forthcoming), “Symmetrical support in FlashMeeting: a naturalistic study of live online peer-to-peer learning via software videoconferencing”, Computers and Education. STICKLER, U. and HAMPEL, R. (2007), “Designing online tutor training for language courses: a case study”, Open Learning, 22(1) (February 2007), pp. 75-85. 142
22. Online Language Teaching in the EU project “Problem SOLVE” 1 Kristin Brogan Introduction: Problem student orientation and language preparation for vocational experiences (Problem SOLVE) This project won the European Award for Language in 2006. The Problem SOLVE project was developed, designed and tested as a multilingual, multicultural preparation online module for students undertaking mobility placements in vocational training. It merges the key concepts of language, culture and vocational education. The modules consist of language and cultural exercises in a number of virtual situations in userfriendly CD-Rom and website format. The primary objective of Problem SOLVE is to encourage students to interactively troubleshoot potential challenges they may face while on placement in a different country. In addition to improved language skills for students who complete this module, they will also have an increased cultural and practical knowledge of their host country. Overview Problem SOLVE is a Leonardo da Vinci (LdV) Pilot Project which received over €320,000 funding from the EU Commission. LdV programmes are targeting the vocational training sector and are dealing with students/trainees who are going on work placements abroad as part of their vocational training, which is very often accredited. This was a two-year project, which started with its first partner meeting in Dublin in November 2003. The project partners, who were from Ireland, Germany, Spain, Slovakia, Italy, Sweden and Switzerland, were mobility coordinators, language lecturers and experts in multimedia within third-level institutions. The languages within the project are English, German, Spanish, Slovakian, Italian, Swedish and Swiss French. The project has been developed through feedback from mobility coordinators. Representatives indicated a need for a preparation tool for students undertaking 1 An earlier version of this paper was published April 2007 as part of the proceedings of the conference Multilingualism across Europe (Bolzano/Bozen, 24 to 26 August 06). 143
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Languages for social cohesion Langu
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Languages for social cohesion: Lang
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This publication is dedicated to Ga
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10. The achievements of the “D”
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30. Expected contributions of ECML
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Section 4: this part of the publica
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Surmounting the language barrier re
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The ECML Conference 2007 The Confer
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the consultants of the ECML’s 200
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The White Paper should help us to m
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The European Charter for Regional o
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These include the specific contribu
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The European Portfolio for Student
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enjoying the benefits of scientific
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perspective of increasing and maint
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The European Union is founded on
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udget. However, such an attitude is
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GRIN, F. (1996), “The economics o
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Both of these, the broadly social a
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Second, because there are many mult
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Such work, addressing the cognitive
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stated that: “Children perceive a
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Practically, this would mean: wides
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Section 3: The contribution of the
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supporting those who speak them. On
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languages used; that minority langu
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8. The achievements of the “B”
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“identity”, “knowledge of lan
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interested in integrating the use o
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9. The achievements of the “C”
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distinct and separate competences
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Another project, GroupLead, looks i
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to determine if the tasks in the We
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Section 4: External experts’ cont
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one school. For small languages it
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the terms multilingual and multicul
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OTTERUP, T. (2004), “Sweden as mu
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in Gaeltacht areas in the Republic
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The objective here was to determine
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Finally, we hope that in exploring
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However, international evidence sho
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“Watch me grow” appeared in the
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14. Teacher in-service training for
Page 93 and 94: The background of teachers First th
Page 95 and 96: as it is not connected to their mai
Page 97: Nationality, national identificatio
Page 100 and 101: language(s) and demonstrate meta-co
Page 102 and 103: uilding aspect of the learning proc
Page 104 and 105: ENGESTRÖM, Y. and MIDDLETON, D. (1
Page 106 and 107: y the CEFR and incorporated a cross
Page 108 and 109: neighbouring countries have similar
Page 110 and 111: South African Currency American cur
Page 113 and 114: Strand C: Professional development
Page 115 and 116: Le contexte de l'enquête Le questi
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Page 119: CANDELIER, M. (2005), Cohésion soc
Page 122 and 123: Deutsch als Fremdsprache - Schnuppe
Page 124 and 125: Ein umfangreiches Repertoire an Kin
Page 127 and 128: 19. Enhancing the effectiveness of
Page 129 and 130: comparison/contrast essays can serv
Page 131 and 132: Group Academic Reading pre-test res
Page 133: HAMMANN, L.A. and STEVENS, R.J. (20
Page 136 and 137: is the partner in charge of the mul
Page 138 and 139: activities to the maximum, it is ne
Page 140 and 141: The tools chosen for the course wer
Page 142 and 143: Illustration 2. Screenshot of Flash
Page 146 and 147: placements abroad. Deficiencies in
Page 148 and 149: There are information pages under e
Page 150 and 151: CD-Rom: The final version of the CD
Page 153 and 154: 23. Deux sites innovants pour l’a
Page 155 and 156: Results of the 2004-2007 programme
Page 157: on the ELP. CercleS is a partner in
Page 160 and 161: Such a changing world necessitates
Page 163 and 164: 26. Language teaching in a multilin
Page 165: conferences, roundtables and worksh
Page 168 and 169: As a teacher trainer I am particula
Page 171 and 172: 28. Language education in a multili
Page 173 and 174: Section 6: Preview of the 2008-2011
Page 175 and 176: Short description of the projects 1
Page 177 and 178: developing concepts of evaluation w
Page 179 and 180: 30. Expected contributions of ECML
Page 181 and 182: enable teachers to help their pupil
Page 183: vision of an overall concept of lan
Page 186 and 187: Content and language education as a
Page 188 and 189: Content-based teaching + plurilingu
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Page 192 and 193: well as through opportunities to ha
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attach particular importance to the
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Empirical Validation: check that th
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increased offer of languages at sec
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Section 7: Biographies of contribut
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De Renzis, Laura was born in Naples
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Marjut, Johansson is Professor at t
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Widlok, Beate studied Slavic and Ro
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Intercultural competence for profes
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Section 9: Projects of the third me
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Evaluation Continuity in language l
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Plurilingual education A framework
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Languages for social cohesion Langu
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