cohesion - European Centre for Modern Languages

More documents

Recommendations

Info

Content and language education Content-based teaching for young learners (EPLC) Renate Krüger Will develop CLIL teaching modules in three languages (French, German, Russian) for use in primary schools. http://eplc.ecml.at/ Targeted sector: primary level Curriculum development for Content and Language Integrated Learning (CLIL-CD) Maria Jesús Frigols-Martin Will produce a macro framework for CLIL teacher education and design adaptable CLIL curricular models applicable for different languages and age-groups. http://clil-cd.ecml.at/ Targeted sector: primary, secondary, tertiary level Content and Language Integrated Learning through languages other than English – Getting started (CLIL-LOTE-START) Kim Haataja In cooperation with project CLIL-LOTE-GO. Will produce guidelines and modules for teacher training for CLIL teaching in German as a foreign language, taking into account different patterns of teacher training curricula. http://clil-lote-start.ecml.at/ Targeted sector: primary, secondary, tertiary level Good practice in Content and Language Integrated Learning for languages other than English (CLIL-LOTE-GO) Gérard Schlemminger In cooperation with project CLIL-LOTE-START. Will produce guidelines and modules for teacher training for CLIL teaching in French as a foreign language, taking into account different patterns of teacher training curricula. http://clil-lote-go.ecml.at/ Targeted sector: primary, secondary, tertiary level Content-based teaching + plurilingual/cultural awareness (ConBaT+) Mercé Bernaus Will produce material for teachers and learners for CLIL teaching aimed at developing a plurilingual repertoire. http://conbat.ecml.at/ Targeted sector: primary and secondary level 214
Plurilingual education A framework of reference for pluralistic approaches (CARAP) Michel Candelier Will develop the existing draft framework for pluralistic approaches into a purpose-built tool for teachers for promoting teaching/learning activities involving several varieties of languages or cultures. http://carap.ecml.at/ Targeted sector: teacher education Minority languages, collateral languages and bi-/plurilingual education (EBP-ICI) Claude Cortier Will develop a kit promoting plurilingual approaches for teachers working in regions where minority languages are spoken. http://ebp-ici.ecml.at/ Targeted sector: primary level Majority language instruction as basis for plurilingual education (MARILLE) Klaus-Börge Boeckmann Will examine teachers’ strategies in dealing with linguistic diversity in classrooms and investigate support currently given by education systems. http://marille.ecml.at/ Targeted sector: secondary level Language associations and collaborative support (LACS) Terry Lamb Dissemination of ECML publications through the networks of language teacher associations. http://lacs.ecml.at/ Targeted sector: all educational sectors 215
Page 1 and 2:
Languages for social cohesion Langu
Page 3 and 4:
Languages for social cohesion: Lang
Page 5:
This publication is dedicated to Ga
Page 8 and 9:
10. The achievements of the “D”
Page 10 and 11:
30. Expected contributions of ECML
Page 12 and 13:
Section 4: this part of the publica
Page 14 and 15:
Surmounting the language barrier re
Page 16 and 17:
The ECML Conference 2007 The Confer
Page 18 and 19:
the consultants of the ECML’s 200
Page 20 and 21:
The White Paper should help us to m
Page 22 and 23:
The European Charter for Regional o
Page 24 and 25:
These include the specific contribu
Page 26 and 27:
The European Portfolio for Student
Page 28 and 29:
enjoying the benefits of scientific
Page 30 and 31:
perspective of increasing and maint
Page 32 and 33:
The European Union is founded on
Page 34 and 35:
udget. However, such an attitude is
Page 36 and 37:
GRIN, F. (1996), “The economics o
Page 38 and 39:
Both of these, the broadly social a
Page 40 and 41:
Second, because there are many mult
Page 42 and 43:
Such work, addressing the cognitive
Page 44 and 45:
stated that: “Children perceive a
Page 46 and 47:
Practically, this would mean: wides
Page 49 and 50:
Section 3: The contribution of the
Page 51 and 52:
supporting those who speak them. On
Page 53 and 54:
languages used; that minority langu
Page 55 and 56:
8. The achievements of the “B”
Page 57 and 58:
“identity”, “knowledge of lan
Page 59 and 60:
interested in integrating the use o
Page 61 and 62:
9. The achievements of the “C”
Page 63 and 64:
distinct and separate competences
Page 65:
Another project, GroupLead, looks i
Page 68 and 69:
to determine if the tasks in the We
Page 71 and 72:
Section 4: External experts’ cont
Page 73 and 74:
one school. For small languages it
Page 75 and 76:
the terms multilingual and multicul
Page 77:
OTTERUP, T. (2004), “Sweden as mu
Page 80 and 81:
in Gaeltacht areas in the Republic
Page 82 and 83:
The objective here was to determine
Page 84 and 85:
Finally, we hope that in exploring
Page 86 and 87:
However, international evidence sho
Page 88 and 89:
“Watch me grow” appeared in the
Page 91 and 92:
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
Page 117 and 118:
un groupe par ailleurs globalement
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 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 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
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: Evaluation Continuity in language l
Page 219: Languages for social cohesion Langu
show all

cohesion - European Centre for Modern Languages

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?