cohesion - European Centre for Modern Languages

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motivating learning environment. National minority language and culture teachers have been given opportunities to take part in a range of courses. The in-service training course examined in this article was the first systematic attempt to provide the means of improving formal qualifications. Based on feedback from participants, this attempt can be considered a success. Alongside the skills and knowledge that have been obtained, it is also of great importance that a network has been produced that also allows teachers to share their problems and experiences in a non-formal context. References SCHÖNPFLUG, U. (2002), “Acculturation, Ethnic Identity, and Coping”, Journal of Cross-Cultural Psychology, Vol. 33, No. 6, www.ac.wwu.edu/~culture/index-cc.htm VERKUYTEN, M. (2005), The Social Psychology of Ethnic Identity, New York: Psychology Press. Appendix 1: Curricula of teacher in-service training for minority language teachers Didactics of language studies Self-assertion in the study group Producing and searching for teaching materials on the computer Drama pedagogy Multicultural literacy The role of the curriculum in a multicultural society Bilingual teaching and learning School and family co-operation The learning environment and modifying it Planning a lesson The differences and similarities between language learning and other subjects The rights and obligations of the teacher The legal regulation of informal education and private schools 94
Nationality, national identification and ethnicity and language and culture in history and in contemporary sociology Cultural autonomy in Estonia Comparison of Estonian culture with a national minority culture 95
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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
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: as it is not connected to their mai
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
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placements abroad. Deficiencies in
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There are information pages under e
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CD-Rom: The final version of the CD
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23. Deux sites innovants pour l’a
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Results of the 2004-2007 programme
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on the ELP. CercleS is a partner in
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Such a changing world necessitates
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26. Language teaching in a multilin
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conferences, roundtables and worksh
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As a teacher trainer I am particula
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28. Language education in a multili
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Section 6: Preview of the 2008-2011
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Short description of the projects 1
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developing concepts of evaluation w
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30. Expected contributions of ECML
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enable teachers to help their pupil
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vision of an overall concept of lan
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Content and language education as a
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Content-based teaching + plurilingu
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The plurilingualism strand in the E
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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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