cohesion - European Centre for Modern Languages

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This will help develop transversal competences to facilitate the learning of various languages and non-language subject areas of the curriculum and thus contribute not only to language learning, but also to whole-school education at the secondary level. A set of case studies presenting whole-school ELP projects will also be prepared. ELP_TT2– Training teachers to use the European Language Portfolio – follow-up project 1 The project, coordinated by Margareta Nezbeda, is another way of offering assistance to teachers who decide to work with the European Language Portfolio. It is a training kit showing ways of introducing the Portfolio, encouraging students to work with it and offering guidance in the process. The kit was a product of the former ECML project (www.ecml.at/mtp2/ELP_TT/html/ELPTT_E_news.htm) designed in the second medium-term programme. The training kit will be disseminated in order to help teachers who have never worked with the Portfolio to make a start in this direction. The kit will also help those who have already worked with the ELP to find new ways of putting it to use in the teaching and learning process. Summary of expected outcomes The projects of the European Centre for Modern Languages in Graz will: offer collaborative, reflective teacher education activities for teacher trainers and multipliers who want to develop their competence in technology and thus be able to assist their colleagues and students in acquiring ICT and learning-to-learn skills, indispensable in ensuring continuity in their language education; present case studies showing valuable ways of using modern media in language teaching; train multipliers, thus helping create regional and national networks encouraging continuity in vocational education; prepare a guide for developing whole-school ELP projects for various stakeholders who want to participate in the process of awareness-raising and motivating students; promote the teacher training kit for teachers who want to start working with the European Language Portfolio and learn how to put it to good use with their students. As can be seen from the above, new projects will concentrate on ensuring continuity in language learning through attention given to teachers and to their work with ICT and with the ELP in both general and vocational education. This is in line with the ECML's 180
vision of an overall concept of language education and with the third medium-term programme’s emphasis on the empowerment of individual language education professionals. 181
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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
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The background of teachers First th
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as it is not connected to their mai
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Nationality, national identificatio
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language(s) and demonstrate meta-co
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uilding aspect of the learning proc
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ENGESTRÖM, Y. and MIDDLETON, D. (1
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y the CEFR and incorporated a cross
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neighbouring countries have similar
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South African Currency American cur
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Strand C: Professional development
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Le contexte de l'enquête Le questi
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un groupe par ailleurs globalement
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CANDELIER, M. (2005), Cohésion soc
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Deutsch als Fremdsprache - Schnuppe
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Ein umfangreiches Repertoire an Kin
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19. Enhancing the effectiveness of
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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 144 and 145: References BUCKINGHAM SHUN, S., MAR
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: enable teachers to help their pupil
Page 186 and 187: Content and language education as a
Page 188 and 189: Content-based teaching + plurilingu
Page 190 and 191: The plurilingualism strand in the E
Page 192 and 193: well as through opportunities to ha
Page 194 and 195: attach particular importance to the
Page 196 and 197: Empirical Validation: check that th
Page 198 and 199: increased offer of languages at sec
Page 201 and 202: Section 7: Biographies of contribut
Page 203 and 204: De Renzis, Laura was born in Naples
Page 205 and 206: Marjut, Johansson is Professor at t
Page 207: Widlok, Beate studied Slavic and Ro
Page 210 and 211: Intercultural competence for profes
Page 213 and 214: Section 9: Projects of the third me
Page 215 and 216: Evaluation Continuity in language l
Page 217 and 218: Plurilingual education A framework
Page 219: Languages for social cohesion Langu
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