7-year European

Language Label
Innovative Projects
in the Lifelong
Learning Programme

Languages

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Luxembourg: Publications Office of the European Union, 2014
ISBN 978-92-79-37860-7
doi:10.2766/65538
European Union, 2014
Reproduction is authorised provided the source is acknowledged.
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7-year European
Language Label
de

pl

fr

hu

lv

es
sk

nl

it
da

bg

is

fi

lu
tr

el
lt

Innovative Projects
in the Lifelong

sl

pt

ro
mt

Learning Programme

ga
cs
et
no

en

All projects are available in the

European Language Label Database
http://ec.europa.eu/education/language/label/index.cfm

CONTENTS
Introduction 

The European Language Label initiative asuccess story

Initial and in-service language

teacher training
AUSTRIA STERREICH12

Dual Language Programme (DLP)

FRANCE FRANCE14

Emilangues

ROMANIA ROMNIA16

InterAct

BELGIUM BELGIQUE18

Working group of language teachers from

the 5 regions ofthe MeuseRhine Euregio
GROUPE DE TRAVAIL DE PROFESSEURS DE LANGUES
DES CINQ RGIONS DE LEUREGIO MEUSERHIN

POLAND POLSKA20

Students 2 Students

Diversification of the languages on offer

SPAIN ESPAA24

etridem.net intercultural exchanges

in virtual environments
ETRIDEM.NET. INTERCAMBIOS INTERCULTURALES
ENENTORNOS VIRTUALES

SLOVENIA SLOVENIJA26

The European Language Festival

FESTIVAL EVROPSKIH JEZIKOV

ESTONIA EESTI28

The Finnish Institute apromoter of

the Finnish language and culture in Estonia
SOOME INSTITUUT ON SOOME KEELE JA KULTUURI
EDENDAJA EESTIS

LITHUANIA LIETUVA30

Open to Every Citizen

KALBA - VISIEMS

NORWAY NORGE32

Parallel Digital Distance Learning

in Foreign Languages

PARALLEL DIGITAL FJERNUNDERVISNING IFREMMEDSPRK

Intercultural dialogue
FRANCE FRANCE36

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

IRELAND IRE/IRELAND38

Bilingual Forum Ireland

FRAM DTHEANGACH NA hIREANN

POLAND POLSKA40

I Love Guatemala Culture and Education

Project
PROJEKT KULTUROZNAWCZOEDUKACYJNY
GWATEMALA MNIE POWALA

SPAIN ESPAA42

Language opportunities
BOLSA DE IDIOMAS

BELGIUM BELGI44

Languages, my idea!
TALEN, MIJN GEDACHT!

PORTUGAL PORTUGAL46

LOA Learning from/with One Another

ROMANIA ROMNIA48

Multimedia ePlatform for the

Democratic Learning of Foreign Languages
O PLATFORM MULTIMEDIA PENTRU NVAREA
DEMOCRATIC ALIMBILOR STRINE

BULGARIA 50

Signs in the city

SLOVAKIA SLOVENSKO52

Zvolen in Dortmund
ZVOLEN VDORTMUNDE

Languages and business

AUSTRIA STERREICH56

Dynamo Networking to impart basic

skills and help young people achieve
formal educational qualifications and
be integrated in the educational system
andthe labour market

DYNAMO NETZWERK ZUR VERMITTLUNG VON

BASISQUALIFIKATIONEN UND BILDUNGSABSCHLSSEN
FR JUGENDLICHE SOWIE ZUR INTEGRATION IN
BILDUNGSSYSTEM UND ARBEITSMARKT

SLOVENIA SLOVENIJA58

Eurocatering Language Training

JEZIKOVNO IZPOPOLNJEVANJE EUROCATERING

ITALY ITALIA60

Italian language and banking communication

LINGUA ITALIANA ECOMUNICAZIONE BANCARIA

BELGIUM BELGI62

The language policy plan of the Brussels

public hospital network
HET TAALBELEIDSPLAN VAN DE IRISZIEKENHUIZEN

HUNGARY MAGYARORSZG64

GE Foundation Opening Doors 2002-15

GE FOUNDATION: NYL VILG TEHETSGGONDOZ PROGRAM

LUXEMBOURG LUXEMBOURG66

Welcome to Graphoville/
Bienvenue Graphoville

Language learning in the community

POLAND POLSKA70

Hippocampus Academy
Docendo Discimus

GERMANY DEUTSCHLAND72

International Writing Partnerships/

Internationale Schreibpartnerschaften (ISP)

CYPRUS 74

Language Learning in Action (LLA)

Unit 4: In the Market

E 4:

LUXEMBOURG LUXEMBOURG76

A Language Portfolio for secondary

education in Luxembourg

PORTFOLIO DES LANGUES DANS LENSEIGNEMENT

SECONDAIRE LUXEMBOURGEOIS

BELGIUM BELGI78

SLOVENIA SLOVENIJA92

Translation Time at the Slovenian

Language Subject Teaching

PREVAJALSKE IGRICE PRI POUKU SLOVENINE

NETHERLANDS NEDERLAND94

The Reading Express

DE VOORLEESEXPRESS

Language skills as a preparation for work

ROMANIA ROMNIA98

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

ITALY ITALIA100

English on the move for key people

IRELAND IRE/IRELAND102

EuroCatering Language Training

EUROCATERING OILIINT TEANGA INSTITIID

TEICNEOLAOCHTA NA GAILLIMHEMAIGH EO

ICELAND SLAND104

Language summer, onomatope

and language turbo

Growing

BELGIUM BELGIEN80

Hook Up! Campus Europae Foreign

Language Learning Gateway (Portuguese)

TAALZOMER, ONOMATOPEE EN TAALTURBO

Language learning
in the community

SPRACHENLERNEN IN DER GEMEINSCHAFT

YRKJA

PORTUGAL PORTUGAL106

GERMANY DEUTSCHLAND108

International Project Week

My language your language

INTERNATIONALE PROJEKTWOCHE DER

FACHHOCHSCHULE NORDHAUSEN

AUSTRIA STERREICH84

Language Robot

NORWAY NORGE82

MITT SPRK DITT SPRK

The Joy of Speaking Nenzing is speaking

more: acommunitys overall concept for
promoting language and equal opportunity
SPRACHFREUDE NENZING SPRICHT MEHR: EIN
KOMMUNALES GESAMTKONZEPT ZUR FRDERUNG
VON SPRACHE UND CHANCENGLEICHHEIT

FRANCE FRANCE86

Production of training tools for adult

migrants in social and professional
integration programmes

OUTILS DE FORMATION POUR ADULTES MIGRANTS

ENINSERTION SOCIALE ET PROFESSIONNELLE

BELGIUM BELGIQUE88

The school language festival

FTE (FAITES) DES LANGUES LCOLE

CZECH REPUBLIC ESK REPUBLIKA90

Spreadthesign

ESTONIA EESTI110

KEELEROBOT

HUNGARY MAGYARORSZG112

Legal English Training for Intermediate

and Advanced Students

KZP- S FELSFOK JOGI SZAKNYELVI KPZS ANGOLUL

BELGIUM BELGIEN114

Networked language groups

VERNETZTE SPRACHENGRUPPEN

SPAIN ESPAA116

4th Taste the language, taste the world

Workshop

IV JORNADAS TASTE THE LANGUAGE: SABORES DEL MUNDO

SLOVAKIA SLOVENSKO118

TOURNEU Cultural and Economic

Aspects of Incoming Tourism in the
new European Countries (Slovakia,
Estonia, Latvia)/ BL- German course

TOURNEU KULTRNE AHOSPODRSKE ASPEKTY

INCOMINGTURIZMU VNOVCH KRAJINCH E
(SLOVENSKO, ESTNSKO, LOTYSKO)/BLKURZ NEMINY

Language learning based on new

technologies
SPAIN ESPAA122

452 microcommunicative activities in

foreign 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

ESTONIA EESTI124

ADOK Automation technology and

German as online course
ADOK ON AUTOMATISEERIMISE JA SAKSA KEELE
VEEBIPHINE KURSUS

CZECH REPUBLIC ESK REPUBLIKA126

B.E.L.L. Business Economics Language

Learning

BELGIUM BELGI128

COmmunicating and building Bridges

thanks to the Acquisition of Languages
through Technologies (COBALT)
COMMUNICEREN EN BRUGGEN BOUWEN DANKZIJ
TAALVERWERVING VIA TECHNOLOGIEN (COBALT)

SLOVAKIA SLOVENSKO130

Cooler World

MALTA MALTA132

An all-sensory experience: Learning

English the Easy way

ESPERJENZA SENSORJALI SIA: ITTAGLIM TALINGLI

BMOD AFIF

FRANCE FRANCE134

InteractiFLE

ROMANIA ROMNIA136

ISPY online networking platform

for language learning
ISPY PLATFORM ONLINE PENTRU NVAREA
LIMBILOR STRINE

SWITZERLAND SCHWEIZ SUISSE SVIZZERA138

Klicke multilingual

IRELAND IRE/IRELAND142

LINGUASWAP
Linguaswap Second level language swapping
Linguaswap.com
LINGUASWAP - MALART TEANGA DARA LEIBHIL
LINGUASWAP.COM

SWITZERLAND SCHWEIZ SUISSE SVIZZERA144

A bilingual online travel guide

to Lucerne and Valencia

EIN ZWEISPRACHIGER ONLINEREISEFHRER

BER LUZERN UND VALENCIA
UN GUIDE DE VOYAGE BILINGUE SUR LUCERNE
ET VALENCE EN LIGNE
GUIDA BILINGUE ONLINE DI LUCERNA EVALENCIA

BULGARIA 148

An asynchronous Moodlebased course

for distance training and preparation for
the final state exam in English

,
MOODLE,

NETHERLANDS NEDERLAND150

My schools network

BELGIUM BELGIEN152

NET and FLE Development of didactic

sequences for the teaching of French using
the Internet and new media in the classroom
FRANZSISCH: FREMDSPRACHE UND INTERNET EINSATZ
DES INTERNETS UND NEUER MEDIEN IN DIDAKTISCHEN
SEQUENZEN

LUXEMBOURG LUXEMBOURG154

Promoting language awareness in

multilingual classes in the first cycle
of elementary school
LVEIL AUX LANGUES DANS LES CLASSES
MULTILINGUES DU CYCLE1

FINLAND SUOMI/FINLAND156

ReadyStudyGoAhead!
Linguistic and Cultural Coaching in Initial
Vocational Education
READYSTUDYGOAHEAD! KIELI- JA
KULTTUURIVALMENNUSMATERIAALI AMMATILLISESSA
PERUSKOULUTUKSESSA

AUSTRIA STERREICH158

Reality Check on Cultural Identity

Check Your CID

BELGIUM BELGIEN160

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

BELGIUM BELGIQUE162

Selfaccess language workshops

and the language blog
ATELIERS LINGUISTIQUES DACCS LIBRE
ETLE BLOG DES LANGUES

ITALY ITALIA164

The energy of art

SWEDEN SVERIGE166

The Great Journey

DEN STORA RESAN

HUNGARY MAGYARORSZG168

21st century skills in focus

Virtual LSP workshop

FKUSZBAN AXXI. SZZADI KSZSGEK VIRTULIS

SZAKNYELVI MHELY

POLAND POLSKA170

Webinars 4 All Language Webinars

WEBINARS 4 ALL WEBINARIA JZYKOWE

Multilingual classrooms
LITHUANIA LIETUVA174

The Ambassador of Languages of the Year

2012 Vilnius Simonas Daukantas
Gymnasium

MET KALB AMBASADORIUS (2012 M.) VILNIAUS SIMONO

DAUKANTO GIMNAZIJA

BELGIUM BELGIQUE176

IRELAND IRE/IRELAND188

The Multicultural Classroom

Griffeen Valley/ An Seomra Ranga Ilteangach
AN SEOMRA RANGA ILTEANGACH
SCOIL NISINTA CHOMHOIDEACHAIS
GHLEANN AN GHRIFN

PORTUGAL PORTUGAL190

Leiria Language Exchange /SPEAK

DENMARK DANMARK192

Nrrebro Multilingual Library

DET FLERSPROGEDE BIBLIOTEK P NRREBRO

FINLAND SUOMI/FINLAND194

What aJoy to Learn Languages

and Cultures
ILO OPPIA KIELI JA KULTTUURIA

NETHERLANDS NEDERLAND196

CLARC, the Language Centre

of the Athne Royal of Chne

Ollis groe Hollandreise/

Ollis great Holland journey

SWITZERLAND SCHWEIZ SUISSE SVIZZERA178

Promoting academic
multilingualism

CLARC CENTRE DE LANGUES DE LATHNE

ROYAL DE CHNE

COSO LOS! German in focus in projects

at the SarineOuest lower secondary school

COSO LOS! DIE DEUTSCHE SPRACHE IM ZENTRUM DER

PROJEKTE DER ORIENTIERUNGSSCHULE SARINEOUEST
(CYCLE DORIENTATION SARINEOUEST)
COSO LOS! LALLEMAND AU CUR DES PROJETS DU CYCLE
DORIENTATION DE SARINE OUEST
COSO LOS! IL TEDESCO AL CENTRO DEI PROGETTI DEL
CICLO DI ORIENTAMENTO SARINEOUEST

ITALY ITALIA182

EuRom5 Reading and understanding

5romance languages: Portuguese, Spanish,
Catalan, Italian and French

EUROM5 LEGGERE ECAPIRE 5 LINGUE ROMANZE:

PORTOGHESE, SPAGNOLO, CATALANO, ITALIANO EFRANCESE

SWITZERLAND SCHWEIZ SUISSE SVIZZERA184

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)
LENSEIGNEMENT PAR IMMERSION RCIPROQUE BIEL/
BIENNE: SCOLARISATION EN CONTEXTE PLURILINGUE
DANS LCOLE PUBLIQUE FILIRE BILINGUE (FIBI)
INSEGNAMENTO PER IMMERSIONE RECIPROCA
ABIENNE: INSEGNAMENTO PLURILINGUE NELLA
FILIRE BILINGUE (FIBI)

GERMANY DEUTSCHLAND198

AKADEMISCHE MEHRSPRACHIGKEIT FRDERN!

ESTONIA EESTI200

Teaching and learning Estonian

in the multinational Skype company

EESTI KEELE PPIMISE VIMALUSTE PAKKUMINE OMA

EESTISSE TLE TULNUD TTAJATELE

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

Dual Language Programme (DLP)

The Academy Course Dual
Language Programme (DLP) of the
Pedagogical Institute of Vienna,
aoneyear training course for
teachers in the language field (120
total amount of hours/14 ECTS),
aims at providing basic theories
for the use of language learning in
the context of CLIL (Content and
Language Integrated Learning)
including linguistic training and training in the areas of methodology,
didactics and materials development. The programme will take place
in the form of lectures, seminars and workshops with individual study
support of tutorials and accompanying tasks in selfstudy to reinforce
the learning outcome individually.
The study success monitoring is done firstly by the teachers testing
the individually developed materials in their own classes and by
keeping an Action Diary. On the other hand, participants will have the
opportunity to present their projects in the context of an assessment
process in front of aDLP Commission and to prove the acquired
expertise in afinal meeting with the Commission.
After asuccessful completion of the programme, the school is entitled
to open DLP classes and to lead the DLP seal of approval, however,
the seal is tied to the participants of the Academy Course. In future
it is planned to expand the Dual Language Programme (DLP) by
including other languages, such as French, Hungarian and Croatian.

Coordinating body

Pdagogisches Institut der Stadt Wien: Pflichtschulabteilung

Pedagogical Institute of Vienna
Burggasse 14-16, 1070 Vienna
Tel. +43 1523622293231
Fax+ 43 152362229993200
Contact person

Mag. Dr Rudolf Beer ([email protected])

Education Sector

Teacher Training
Target group

Teachers at schools of primary level/secondary level Iand

in extension teachers at schools of secondary level II
Languages

German, English
Year of the Award

2006

Comment on the selection

EUROPASS-STERREICH

12

The Austrian choice was made on a variety of

grounds:
Impact observed at national level:
The elaborate concept of further education for
teachers of compulsory schools with the goal of
promoting the foreign language as aworking
language in the context of CLIL is characterized
not only by consolidating theoretical foundations
of participants but also by focusing on an
autonomous and sustainable development of
the materials for lessons. Furthermore, the
commitment of the schools is strengthened by
granting the participant aDLP seal of approval
upon successful completion of the course. The
planned expansion of the course by including
AHS teachers and teachers at second level II
schools and nonEnglish teachers as well as
the revision of the Dual Language Programme
(DLP) in relation to other languages shows
the sustainability. Thus this concept of further
education fulfils excellently the required
ELLaward criteria especially in the areas of
quality and creativity in the implementation and
sustainability.

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

Pdagogisches Institut der Stadt Wien: Pflichtschulabteilung

Burggasse 14-16, 1070 Wien, STERREICH
Tel. +43 1523622293231
Fax + 43 152362229993200
Kontaktperson

Mag. Dr. Rudolf Beer ([email protected])

Bildungssektor

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

Kommentar zur ESISNominierung

Das elaborierte Weiterbildungskonzept fr Lehrer/-innen im Sprachenbereich
der allgemeinen Pflichtschulen/Sekundarstufe mit Bezug auf die Frderung der
Fremdsprache als Arbeitssprache in Kontext von CLIL (Content and Language
Integrated Learning) zeichnet sich neben der Festigung theoretischer Grundlagen
der Lehrgangsteilnehmer/-innen vor allem auch durch die Fokussierung auf eine
eigenstndige und nachhaltige Materialentwicklung aus. Darber hinaus wird
durch das DLPGtesiegel das Commitment nicht nur der Lehrgangsabsolventen/
Lehrgangsabsolventinnen, sondern auch das der Schulen verstrkt. Die geplante
Erweiterung des Lehrgangs auf AHSLehrkrfte und auf Lehrkrfte fr kooperative
Mittelschulen sowie auf NichtEnglischlehrende kann als Qualittssteigerung
begriffen werden. Zudem impliziert die geplante berarbeitung des Lehrgangs
in Bezug auf weitere Fremdsprachen eine bemerkenswerte Nachhaltigkeit. Der
Akademielehrgang Dual Language Programme (DLP) erfllt dahin gehend die
geforderten ESISKriterien einer Qualittssteigerung in der Aus- und Fortbildung
von Lehrenden in der Sprachvermittlung unter Bercksichtigung von CLIL in
ausgezeichneter Weise.

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

Primary, Secondary, teacher training

Target group

Linguistic and CLIL Teachers

Languages

German, English, Chinese, Spanish, Italian, Portuguese,

Russian, Dutch, Arabic, Japanese, Vietnamese
Year of the Award

2006

Comment on the selection

Created in 2005, Emilangues has become the
national portal for teachers in European sections
and for CLIL teachers. It provides awide range of
online pedagogical resources that fully support
initial and inservice language teacher training.

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

Premier et second degr, formation des enseignants

Groupe cible

Enseignants en section europenne ou de langues

orientales proposant un enseignement de type EMILE
Langues

Allemand, anglais, chinois, espagnol, italien, portugais,

russe, nerlandais, arabe, japonais, vietnamien
Anne dobtention du label

2006

Commentaire sur la slection

Cr en 2005, Emilangues est devenu le portail national de rfrence pour les enseignants en sections
europennes ou de langues orientales. Le site offre un ventail de ressources pdagogiques en ligne pouvant
accompagner tant la formation initiale que la formation continue des enseignants.

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

Norwegian Institute for Adult Learning (VOX)

Contact person

Prof. Dr Anca Colibaba, Executive President Fundaia

EuroEd ([email protected])
Web

http://www.statvoks.no/interact/index.html
Education Sector

2 areas of activity: Health & Care, Tourism

Target group

Participants profile: risking marginalisation at work,

typically less qualified workers, 1st language not English
Languages

Norwegian, English, Spanish, Romanian, Swedish

Year of the Award

2007

Comment on the selection

The InterAct project developed an online, interactive
platform addressed to people at risk of professional
marginalisation. The course on the platform
successfully merged language learning, professional
communication and new basic skills. Roleplay and
problem solving ensured arealistic approach to
contextualised learning and practising.

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

Comentariu privind selecia

Proiectul InterAct adezvoltat oplatform interactiv online pentru persoanele
care prezint riscul de afi marginalizate din punct de vedere profesional.
Cursul desfurat pe platform acombinat cu succes nvarea limbilor strine,
comunicarea profesional i dezvoltarea de noi competene de baz. Jocul de rol i
problematizarea aasigurat oabordare realist anvrii i exersrii competenelor
cu ajutorul contextualizrii.

Instituia coordonatoare

Norwegian Institute for Adult Learning (VOX)

Coordonator

Prof. dr. Anca Colibaba, preedinte executiv, Fundaia

EuroEd ([email protected])
Web

http://www.statvoks.no/interact/index_ro.htm
Sector educaional

Dou domenii de activitate: sntate, turism

Grupint

Profilul participanilor: persoane n pericol de afi

marginalizate, n general persoane mai puin calificate, cu
un nivel sczut de limba englez
Limbi

Norvegian, englez, spaniol, romn, suedez

Anul n care sa primit premiul

2007

17

18

BELGIUM

BELGIQUE

Working group of language

teachers from the 5 regions
ofthe MeuseRhine Euregio
Since 1994, agroup of language teachers
from the 5 regions of the MeuseRhine
Euregio has been meeting on regular basis
in order to exchange teaching materials and
to encourage the promotion of neighbouring
languages. Its particularity is that it
addresses all the educational sectors and its
goal is to create language bridges between
the 5 regions. Furthermore, the magazine
Euregiomag (exchange of teaching methods,
best practices, useful links, events) is still
running and every year the teachers meet
up for excursions with ateaching focus,
conferences and training days. These
exchanges create acrossborder friendship
between language teachers, which makes
it easier to share opinions and ideas and to
help one another.

Coordinating body

Action Langues Verviers

Contact person

Andre Mller ([email protected])

Education Sector

Secondary (Main Educational Sector), Teacher Training

Target group

Adults and young people

Languages

Dutch, French, German

Year of the Award

2007

Comment on the selection

This project could be amodel for all crossborder
regions. It is promoting the Euregional and European
spirit and collaboration among language teachers.

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.

Commentaire sur la slection

Ce projet pourrait servir de modle toutes les zones transfrontalires. Le groupe
met dailleurs en avant lesprit et la collaboration eurgionale et europenne entre
enseignants de langues.

Institution coordinatrice

Action Langues Verviers

Personne de contact

Andre Mller([email protected])
Secteur denseignement

Enseignement secondaire (gnral) et formation des

professeurs
Groupe cible

Adultes et jeunes
Langues

Nerlandais, franais, allemand

Anne dobtention du label

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

Warsaw School of Social Psychology (SWPS)

Contact person

Sylwia Maciaszczyk
ul. Chodakowska 19/31
03-815
Warsaw
Poland
Email: [email protected]
Education Sector

Tertiary Education
Target group

Student teachers
Languages

English

Year of the Award

2006

Comment on the selection

The project was developed by one of the biggest
nonstate higher education institutions in Poland.
Agood idea followed by effective implementation.
In 2006 learning how to use the Moodle platform
was indeed an added value for the students.
The experience of being auser and an author of
materials on the Moodle platform was the basis
for giving further professional experience to the
students: the Moodle platform is currently widely
used in education. The theoretical and practical
introduction to elearning at the early stage of
initial teacher training significantly improved the
methodological skills of future English teachers. The
greatest value of the project was the combination
of new technologies with the traditional form
of teaching (in this case, other students), which
resulted in high quality and completeness of the
preparation for theprofessional life of an English
teacher.

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

Szkoa Wysza Psychologii Spoecznej (SWPS)

Osoba do kontaktu

Sylwia Maciaszczyk
ul. Chodakowska 19/31
03-815 Warszawa
Polska
email: [email protected]
Sektor edukacji

Szkolnictwo wysze
Grupa docelowa

Studenci kierunku nauczycielskiego

Jzyk

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

Escuela Oficial de Idiomas de ACorua

C/ Pepn Rivero, 1. 15011 ACorua (Spain)
Tel.+34 981279100
Fax+ 34 981279116
Email: [email protected]
Web

https://www.edu.xunta.es/centros/eoicoruna/
Contact person

Susana Aldao Linares ([email protected])

Education Sector

Adult Education
Target group

Students of Adult Education from different countries, who

are studying or have studied two foreign languages, of at
least an A2 level in one foreign language and B1 in the
other. Besides that, the participant has to be interested in
using them directly in conversations with native speakers
with the help of ICT tools
Languages

German, English, Spanish

Year of the Award

2007

Comment on the selection

This project perfectly fits in the 2007 European
priority: Diversification of the language on offer,
because the students have the real opportunity
to improve their foreign language communicative
competence in English, German and Spanish,
as well as their sociocultural knowledge and
their intercultural competence. Furthermore, the
intercultural exchange in the learning of foreign
languages is facilitated and the use of ICT among
students and teachers is promoted.
This project was developed by five institutions from
four different European countries, in order to improve
not only the students language competence in three
different foreign languages, but also to enhance
three key competences, thus: communication
in foreign languages, digital competence and
intercultural competence. Furthermore, the
collaboration of partners and the project website
have been in progress since its creation.
The encouragement of team work, the critical
reflection of the different teaching and
learning methods in foreign languages and
the coordination among teachers from the
participating institutions for the development
of acommon methodology to teach foreign
languages favoured the highly transferability of
the courses designed.

SPAIN
ESPAA

E-TRIDEM.NET
INTERCULTURAL
EXCHANGES
IN VIRTUAL
ENVIRONMENTS

ETRIDEM.NET.
INTERCAMBIOS
INTERCULTURALES EN
ENTORNOS VIRTUALES

es
ETRIDEM.NET. INTERCAMBIOS INTERCULTURALES
ENENTORNOS VIRTUALES

Esta iniciativa se ha llevado acabo durante los cursos 2005-2006, 2006-2007 y

2007-2008, en el marco de una asociacin de aprendizaje Grundtvig2 del programa
Scrates en la que han participado un total de cinco centros educativos del mbito
de la educacin de personas adultas de Alemania, Austria, Reino Unido yEspaa.
El objetivo principal del proyecto ha sido disear, desarrollar yevaluar un novedoso
concepto de curso para el aprendizaje de lenguas extranjeras por medio de tareas
comunicativas sobre temas culturales en entornos virtuales.
Este proyecto se inici con la creacin de una plataforma de aprendizaje en lnea
(http://e-tridem.net/spanisch/Projectdescription.php) en la que los usuarios pueden
encontrar las tareas arealizar, las directrices para participar, contactar con los
participantes, informarse sobre las ltimas novedades, etc.
A partir del principio bsico de colaboracin en pequeos grupos trinacionales se
forman varios grupos con hablantes nativos de tres idiomas distintos, que tienen
que realizar tareas de carcter cultural comunicndose en tres lenguas atravs de
las Tecnologas de la Informacin yla Comunicacin (TIC). El ncleo del curso son
tres bloques lingsticos en los que los grupos trinacionales se encuentran online
yrealizan pequeos proyectos para lo cual necesitan debatir, comunicarse yponerse
de acuerdo. Los temas son cotidianos yhacen referencia asus modos de vida
ycostumbres. Cada bloque de contenidos tiene una duracin de 2 semanas ysolo
se utiliza la lengua de ese bloque. El participante del grupo cuya lengua materna es
la que se utiliza adopta el rol de experto nativo (Guideontheside) de su cultura
ylengua. Para realizar estas tareas hay siempre una fase de intercambio de
informacin, otra pequea de trabajo individual yuna de trabajo en colaboracin. El
curso finaliza con un encuentro presencial (facetoface) de todos los participantes
para conocerse y as tambin evaluar el curso conjuntamente.

Coordinador

Escuela Oficial de Idiomas de ACorua

C/ Pepn Rivero, 1. 15011 ACorua (Espaa)
Tel. + 34 981279116
Fax + 34 981279116
Email: [email protected]
Web

https://www.edu.xunta.es/centros/eoicoruna/
Persona de contacto

Susana Aldao Linares ([email protected])

Sector Educativo

Educacin de Adultos
Grupo destinatario

Alumnado adulto de diferentes pases, que estudia

oha estudiado dos lenguas extranjeras, con un nivel de
aprendizaje de al menos A2 en una de las lenguas yB1 en
la otra. Adems, se debe estar interesado en practicarlas
en comunicacin directa con hablantes nativos mediante el
uso de las TIC.
Idiomas

Alemn, ingls, espaol

Ao premiado

2007

Comentario sobre la eleccin

Este proyecto se ajusta con claridad ala prioridad europea establecida para el ao 2007, Diversificacin de la oferta lingstica, ya que el
alumnado puede mejorar su competencia comunicativa en lenguas extranjeras (en ingls, alemn y espaol) ala vez que su conocimiento
sociocultural ysu consciencia intercultural. Al mismo tiempo se promueve el debate intercultural en el aprendizaje de lenguas yse fomenta la
mejora en el uso de las TIC del alumnado yprofesorado participante.
Se puso en marcha en colaboracin con cinco instituciones pertenecientes acuatro pases europeos para mejorar no solamente la competencia
lingstica de los estudiantes en tres lenguas extranjeras, sino tambin para mejorar tres competencias clave: la competencia en comunicacin
lingstica en lenguas extranjeras, la competencia digital yla competencia intercultural. ste ha sido un proyecto sostenible en el tiempo, ya que
hasta la actualidad tanto la web del proyecto como la colaboracin entre instituciones siguen vigentes.
El fomento del trabajo en equipo, la reflexin sobre los sistemas de enseanza yaprendizaje de lenguas yla coordinacin del profesorado de
las instituciones participantes para desarrollar un mtodo en comn para el aprendizaje de lenguas extranjeras basado en la interaccin entre
el alumnado de los diferentes pases, han permitido tambin una alta capacidad de transferencia de los cursos diseados.

25

26

SLOVENIA

SLOVENIJA

The European Language Festival

Within the Socrates Lingua action, the Education institute
Maribor Peoples University (Andragoki zavod
Maribor Ljudska univerza) managed the international
European Language Festival project from 2002to2004.
The project partner countries included the Czech Republic,
Germany, Hungary, the Netherlands and Slovakia. The
project raised north-eastern Slovenias general publics
awareness of the benefits of mastering several foreign
languages. The Festival, which lasted 4 days from
29September2004 to 2October2004, directly attracted
visitors who were informed about the Festival through
the media, whereby the organisers launched an intensive
information campaign consisting of multilanguage
notifications at public buildings and institutions; i.e. the
police station, hospital, train and bus station, hotels and
other buildings.
The Mediamix advertising agencys information campaign
received 5 prestigious rewards at domestic and
international advertising festivals.
Presentations of 24 languages represented at the festival were
given by respective experts at the Education institute and were
attended by 1 000 visitors, whereby 2 000 pupils and secondary
school students attended the lectures at schools. The exhibition of
less common European languages at the Faculty of Education in
Maribor in April 2005 was attended by 3 000 visitors.
Other project outcomes include the catalogue with adescription of
all 24 languages in Slovenian, and awebsite in Slovenian, German
and English (http://www.azm-lu.si/).

Coordinating body

Maribor Education Institute Peoples University

Contact person

Zlatko Tiljar ([email protected])

Education Sector

Adult education
Target group

Local community in northeastern Slovenia

Languages

Bulgarian, Czech, Danish, English, Estonian, French,

German, Greek, Hungarian, Irish (Gaelic), Italian, Latvian,
Lithuanian, Maltese, Polish, Portuguese, Romanian, Slovak,
Slovenian, Swedish, Turkish
Year of the Award

2006

Comment on the selection

Language skills are not only useful and anecessity,
but they also represent one of the most important
prerequisites for inclusion of an individual or
abroader community in the European integration
and international connection processes. The
European Language Festival project highlighted this
specific aspect. It focused on increasing the number
of available languages and linguistic diversity, while
preserving an intercultural orientation in order
to increase the awareness of the significance of
foreign language skills and promotion of linguistic
diversity in Slovenia and Europe in an original and
creative way.

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

Andragoki zavod Maribor Ljudska univerza

Kontaktna oseba

Zlatko Tiljar ([email protected])

Podroje izobraevanja

Izobraevanje odraslih
Ciljna skupina

Lokalna skupnost vseverovzhodni Sloveniji

Jeziki

Angleki, bolgarski, eki, danski, estonski, francoski,

grki, irski (gelski), italijanski, latvijski, litovski, madarski,
malteki, nemki, poljski, portugalski, romunski, slovaki,
slovenski, vedski, turki
Leto prejema priznanja

2006

Komentar k izbranemu projektu

Znanje jezikov ni samo koristno in potrebno, marve je
tudi eden izmed najpomembnejih osnovnih pogojev za
vkljuevanje posameznika in ire skupnosti vproces
evropskih integracij in mednarodnega povezovanja.
Projekt Festival evropskih jezikov je poudaril prav
to. Osredotoil se je na veanje ponudbe jezikov
in jezikovne raznolikosti, bil obenem medkulturno
naravnan ter je na izviren in ustvarjalen nain
pomembno prispeval kvejemu ozaveanju opomenu
znanja jezikov in spodbujanja jezikovne raznolikosti
vSloveniji in Evropi.

27

28

ESTONIA

EESTI

The Finnish Institute

APROMOTER OF THE FINNISH LANGUAGE AND CULTURE IN ESTONIA

The European Language Label was awarded to the Finnish Institute

in Estonia for the longterm promotion of the Finnish culture and
language in Estonia. The Institute has fostered the kinship between
languages through alarge variety of language and literature
programmes. It has contributed to the training of teachers of Finnish
in Estonia since 1994, when the Institute was established. The Finnish
Institute has been the initiator of several activities such as: Finnish
Theatre of the Year Award; ascholarship programme for teachers of
Finnish; annual scholarships for teachers; and Agricola Days.

Coordinating body

Finnish Institute

Contact person

Ebe Talpsepp ([email protected])

Education Sector

Teacher Training
Target group

Teachers of Finnish
Languages

Finnish

Year of the Award

2007

Comment on the selection

The Finnish Institute in Estonia was awarded the
European Language Label for continuous promotion
of the Finnish language and culture in Estonia, and
for organising teacher training activities and events
for pupils.

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

Ebe Talpsepp ([email protected])

Hariduse valdkond

petajakoolitus
Sihtgrupp

Soome keele petajad

Keeled

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

Open to Every Citizen

One method to communicate languages is through
songs. The project Open to Every Citizen is aimed
at providing learning possibilities of six languages to
people who are unable to learn languages themselves.
The motivation of young disadvantaged people to
learn languages was encouraged and strengthened
by using songs in six different languages. This helped
them to direct their steps towards language resource centres. Choirs
representing Lithuania, Estonia, Latvia, Italy, the United Kingdom and
Spain expressed the beauty of the language. The choir singers were
the first to have opportunity to try the six target languages through
three songs in each language. Language promoters and choir
conductors were introduced to the language in both forms, aword
and asong, during the exchange visits. Choir members, target
groups and the general public participated in thematic language
activating sessions which also added some extra value to the
process of language elevation and expansion of survival competence
in reallife circumstances. Anumber of choir concerts were
organised during the project. Learning aforeign language through
enjoyment was the main tool to increase peoples motivation and
remind them that learning alanguage is fun.

Coordinating body

Vilnius University, Foreign Language Institute

Contact person

Loreta Chodzkien
Education Sector

University

Target group

Wide audience, especially disadvantaged young people

Languages

English, Estonian, Italian, Spanish, Latvian, Lithuanian

Year of the Award

2007

Comment on the selection

The project refers to the priority of the year 2007
Diversification of the languages on offer because it
started in the year 2004 when Lithuania joined the
EU. The main goal of the project was to introduce
new languages (Lithuanian, Latvian and Estonian)
to the older EU members (United Kingdom,
Spain, Italy) by choir singing. Choir members
communicated with the audience interactively
showing the beauty of every language and
encouraging them to learn at least alittle bit.

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.

Komentaras apie projekt

Projekto pradia sutapo su Lietuvos stojimu Europos
Sjung 2004m. Projekto idja pristatyti nauj ES
valstybi Lietuvos, Latvijos, Estijos kalbas ES alims
senbuvms (Jungtinei Karalystei, Ispanijai, Italijai) per
dain. Kalb mokytojais tapo choristai, kurie koncert
metu interaktyviai bendraudavo su publika.

Koordinatorius

Vilniaus universiteto Usienio kalb institutas

Kontaktinis asmuo

Loreta Chodzkien

vietimo sektorius

Universitetas

Tikslin grup

Plati auditorija, ypa jauni mons, turintys specialij

poreiki
Kalbos

Angl, est, ital, ispan, latvi, lietuvi

Apdovanojimo metai

2007

31

32

NORWAY

NORGE

Parallel Digital Distance

Learning in Foreign Languages
The project Parallel Digital Distance Learning in Foreign Languages
was developed by Vennesla Upper Secondary School. The school
is located in arural area, which has neither the necessary number
of students nor the financial means to offer avariety of foreign
languages to its students. The objective of this project has been to
develop ateaching method where two or three groups of students
from different schools can follow the teaching simultaneously by
the use of ICT. Pupils at the participating schools are invited onto
the learning platform of the host school, and they communicate
with each other through video conferences, Skype and Internet. The
foreign language classes at the participating schools run in parallel,
and in this way the social aspect and the onetoone conversation
between teachers and pupils have been taken care of.

Coordinating body

Vennesla videregende skole

Contact person

Thorkild Haus

Education Sector

Upper secondary
Target group

Pupils studying foreign languages

Languages

French

Year of the Award

2007

Comment on the selection

The strength of this project is that the tools are
easily accessible and very userfriendly. This project
demonstrates how cooperation between schools
makes it possible for pupils to choose between
agreater variety of languages than would have
been the case without such anetwork. Thus, the
project is an example of how creativity and new
technology increases the diversification of the
languages on offer.

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

Vennesla videregende skole

Kontaktperson

Thorkild Haus
Sektor

Videregende skole
Mlgruppe

Elever ifremmedsprk
Sprk

Fransk

Tildelt European Language Label

2007

Begrunnelse for utnevnelsen

Vennesla videregende skole har gjennom sitt
samarbeid med andre skoler ifylket vist at kreativ
nytenking og bruk av teknologi har gjort det mulig
tilby ulike fremmedsprk til sm grupper som
ellers ikke ville vrt kommet igang. Prosjektet har
stor overfringsverdi til andre regioner som sliter
med for sm grupper ifremmedsprk. Itilegg kan
undervisningsopplegget lett tilpasses andre sprk.

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:

FOSTERING FOREIGN LANGUAGE LEARNING & EUROPEAN CITIZENSHIP AMONG

PUPILS IN VOCATIONAL SECONDARY SCHOOL

Vocational secondary school Montpensier wants to encourage

its pupils to learn aforeign language, get familiar with several
languages and develop aEuropean culture. Languages taught in
the school are English and Spanish. Every year the initiation to
anew language is added to the pupils curriculum so by the time
they graduate they have discovered at least 5 languages. To do
so, teachers from various subjects (Languages, Arts, Economy,
Communication, etc.) meet and organise their activities around the
European theme. Anew country is studied every year. Discussions
are organised between teachers and former Erasmus students who
have been to the studied country and the involved pupils. During
these meetings, they exchange their points of view and experiences.
Apen pal programme, the Internet and the European platform
eTwinning are additional tools for Montpensier pupils to collaborate.
Avisit to the capital city of the studied country is organised at the
end of the school year.

Coordinating body

Vocational secondary school Montpensier Saint Vincent

Contact person

Mrs Soulie

Education Sector

Initial Vocational Training

Target group

Pupils from vocational secondary school

Languages

Italian, Dutch, English, Spanish

Year of the Award

2009

Comment on the selection

3E E.Eco. Euro Citoyen: Fostering foreign languages
learning & European citizenship among pupils in
vocational secondary school is agood example of
aproject increasing motivation in language learning
as well as increasing the European citizenship
among pupils from vocational secondary schools
thanks to the intercultural dialogue.

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

Lyce professionnel MontpensierSaint Vincent

Personne de contact

Mme Soulie

Secteur ducatif

Formation professionnelle au lyce

Groupe cible

lves en lyce professionnel

Langues

Italien, nerlandais, anglais, espagnol

Anne dobtention du label

2009

Commentaire sur la slection

3E E.Eco.Euro Citoyen: encourager lapprentissage
des langues trangres et la citoyennet europenne
dans lenseignement secondaire professionnel est
un bon exemple de projet favorisant laugmentation
de la motivation pour lapprentissage des langues
trangres et encourageant la citoyennet europenne
chez des lves de la voie professionnelle travers le
dialogue interculturel.

37

38

IRELAND

IRE/IRELAND

Bilingual Forum Ireland

Bilingual Forum Ireland
is an association that
aims to raise awareness
of bilingualism and
multilingualism. The main objective of the project is to provide free
information for parents and educators about issues concerning
bilingual language acquisition and education. The expanding group
of experts includes linguists, speech and language therapists and
teachers. The service is free and available all over Ireland; it is also
available through an online forum.

Coordinating body

Bilingual Forum Ireland

Contact person

Francesca La Morgia
Bilingual Forum Ireland
96 Kickham Road
Inchicore
Dublin 8
Tel. +353 876943766
Email: [email protected]
Education Sector

Preprimary, Primary
Target group

PrePrimary, Primary, Parents

Languages

Czech, Slovak, French, German, Spanish, Italian, Polish,

Romanian
Year of the Award

2009

Comment on the selection

This project has raised awareness and stimulated
great interest amongst parents and teachers by
responding to concerns regarding bilingualism/
multilingualism in children. There is considerable
potential in this project as aresource for the wider
community. This free online service is available to
all schools, community centres and nurseries and
could be replicated in other countries in this format.
The project focuses on all majority and minority
languages within Europe as well as all other world
languages. Users increase their understanding of
other cultures through language learning.
It is anovel and interesting approach for parents,
communities and academics. The materials were
developed by apanel of experts who also answered
the questions raised on the forum.

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: [email protected]
Earnil Oideachais

Ramhbhunscoil, bunscoil
Spriocghrpa

Ramhbhunscoil, bunscoil, tuismitheoir

Teangacha

Seicis, Slvaicis, Fraincis, Gearminis, Spinnis, Iodilis,

Polainnis, Rminis
Bliain an ghradaim

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

Municipal Museum in ory

Contact person

Anita Czerner ([email protected])

Education Sector

Primary, Secondary
Target group

Children and youth

Languages

Spanish

Year of the Award

2008

The project was run by the Municipal Museum of ory. One of

its aims was to create conditions for learning, experiencing and
interpreting the world from the perspective of Meso-American
culture. Various activities were organised as part of the project: film
screenings, cultural events, concerts, lectures on Mayan civilisation,
ethnology and anthropology. An exhibition of aMarket Place in
Guatemala presenting traditional Indian products was organised
together with the exhibition of photographs commented on by
archaeologists. The museum organised special lessons (Jaguar
Traces, At an Indian Market Place). An education game on botany
and zoology was created: (Mysterious Cacao Tree Alleys) and
archaeological workshops (Discovering the Maya Treasure) were
organised.
A significant part of the project was learning Spanish (its
LatinAmerican version) as an important tool to take up an
intercultural dialogue. Thanks to the innovative form of the
languagemusic workshops, Hablamos ycantamos run by
aColumbian musician Eddy Sanchez, the participants of the project
could learn anew language or improve Spanish skills depending on
their proficiency.
The project made pupils aware that the language is not only
about the words and grammar, but it is about the whole context
in which it is used: history, people, tradition,
etc. The project was astarting point for an
intercultural dialogue and an attempt to
answer the questions about the background
ofcultural variety.

Comment on the selection

The project of amunicipal museum well known for
its activities for children and youth. It combines
cultural and language elements in an interesting
way, showing Spanish language in its rich cultural
context. The project abounded in fascinating events,
various in their form and content which integrated
science, culture and language. On one hand the
project offered learning Spanish in alight, funny
way through music, on the other hand it confronted
the participants with serious adult questions on the
history of language formation and the significance
of culture to understand the language. The project
was welcomed with great interest in the local
community. The beautiful visualisation and good
documentation were the reasons why this project
was selected for promotional purposes and exposed
at many exhibitions of the European language
projects.

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

Muzeum Miejskie worach

Osoba do kontaktu

Anita Czerner ([email protected])

Sektor edukacji

Szkoa podstawowa, gimnazjalna, ponadgimnazjalna

Grupa docelowa

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.

Comment on the selection

The project was launched in March 2007 and it is still running. This project
focuses on linguistic exchanges to promote intercultural dialogue, which
is aclear example of the 2008 European priority: Intercultural dialogue.
It provides the space needed for the implementation and development of
these linguistic meetings in council facilities and other areas associated
with collaborative organisations in the project (clubs, cafs, public libraries,
the Polytechnic University of Cartagena, the Official School of Languages,
the School of Tourism). This experience can be easily transferred to other
organisations that wish to encourage young people to have afabulous
opportunity to learn anew language.
The project also favours linguistic gatherings among young people from different
cultures and creates aspace for young people and for cultural activities. It
encourages international mobility among young people, boosts the motivation
of young people to learn aforeign language and enhances the participation of
disadvantaged groups at these ages in the programme activities, while providing
advice to participants on the different European programmes and resources
available. The project also promotes the training of multilingual citizens, who will
make the most of these educational, professional and economic opportunities in
an integrated, multicultural and multilingual Europe.

Coordinating body

Espacio Joven Ayuntamiento de Cartagena

Paseo de Alfonso XIII, 51. 30201Cartagena (Murcia)
Spain
Tel.+34 968128862
Web: http://www.cartagena.es
Email: [email protected].
Contact person

Maria Eugenia Mari Alonso (bolsaidiomas@aytocartagena.

es.)
Education Sector

Initial Vocational Training, Continuous Vocational Training,

Adult Education
Target group

Students in nonformal Vocational Training courses and in

Adult Education who would like to contact native speakers
from different countries to improve their practice of any of
the following languages: Arabic, Bulgarian, Spanish, French,
German, Greek, Dutch, English, Italian, Polish, Portuguese,
Romanian
Languages

Arabic, German, Bulgarian, Spanish, French, Greek, Dutch,

English, Italian, Polish, Portuguese, Romanian
Year of the Award

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

Espacio Joven del Ayuntamiento de Cartagena

Paseo de Alfonso XIII, 51. 30201 Cartagena (Murcia)
(Espaa)
Tel. +34 968128862
Email: [email protected]
Web: http://www.cartagena.es
Persona de contacto

Mara Eugenia Mar Alonso ([email protected])

Sector educativo

Formacin Profesional yEducacin de Adultos.

Grupo destinatario

Alumnado de Formacin Profesional no reglada yadultos

interesados en contactar con personas de distintos pases
para mejorar la prctica de alguno de los siguientes
idiomas: alemn, rabe, blgaro, espaol, francs, griego,
holands, ingls, italiano, polaco, portugus, rumano
Idiomas

Alemn, rabe, blgaro, espaol, francs, griego, holands,

ingls, italiano, polaco, portugus, rumano
Ao premiado

2008

Comentario sobre la eleccin

El programa Bolsa de idiomas se inici en marzo de
2007 yest vigente en la actualidad. Este programa
de intercambios lingsticos, que favorece el dilogo
intercultural entre jvenes de diferentes culturas, es
ejemplo claro de la prioridad europea del ao 2008
Dilogo intercultural. Asimismo, se facilitan los
espacios necesarios para la realizacin ydesarrollo
de esos encuentros lingsticos en lugares propios
del Ayuntamiento yen otros espacios de entidades
colaboradoras con el programa (clubes de lectura,
cafeteras, bibliotecas municipales, la Universidad
Politcnica de Cartagena, la Escuela Oficial de Idiomas,
la Escuela de Turismo...). Este proyecto sienta una
base fcil de transferir acualquier entidad que quiera
fomentar entre los jvenes la fabulosa oportunidad de
aprender una nueva lengua.
Bolsa de idiomas crea un espacio por ypara los
jvenes para la realizacin de actividades culturales,
yfomenta la movilidad internacional yla motivacin
por el aprendizaje de lenguas. Adems, se propicia la
participacin de jvenes en situacin desfavorecida
en las actividades del programa, ala vez que facilita
asesoramiento alos participantes sobre los diferentes
recursos oprogramas europeos, permitiendo formar
ciudadanos multilinges que podrn aprovechar
mejor las oportunidades educativas, profesionales
yeconmicas en el seno de una Europa integrada,
multicultural ymultilinge.

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

Regionaal Integratiecentrum Foyer Brussel

Contact person

Hilde Desmedt ([email protected])

Education Sector

Primary Education
Target group

Teachers, youth workers, parents

Languages

Dutch, English, French, Italian, Romanian, Slovenian,

Spanish, Turkish, Arabic, Chinese
Year of the Award

2008

Comment on the selection

This project won the ELL because of its focus on the multilingual context in Brussels and other cities in Flanders. It stimulates primary
school children to reflect on the diversity of languages they meet and speak not only via the exhibition but also via workshops, games,
discussions, etc. in which parents can participate as well. One of the main learning outcomes the project is aiming at is the respect of
children and their families for diversity in amultilingual society.

BELGIUM
BELGI

LANGUAGES,
MY IDEA!

TALEN, MIJN GEDACHT!

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

Regionaal Integratiecentrum Foyer Brussel

Contactpersoon

Hilde Desmedt ([email protected])

Onderwijssector

Basisonderwijs
Doelgroep

Leraren, ouders, jeugdwerkers

Talen

Nederlands, Engels, Frans, Italiaans, Roemeens, Sloveens,

Spaans, Turks, Arabisch, Chinees
ELITwinnaar in

2008

Toelichting bij de selectie

Dit project won het Europees Label voor Innovatief
Talenonderwijs net omwille van zijn focus op de
meertalige context van Brussel en andere steden in
Vlaanderen. Het stimuleert kinderen uit de lagere
school om na te denken over de talendiversiteit die
zij er ontmoeten en over hun eigen meertaligheid. Dit
gebeurt niet enkel via de tentoonstelling maar ook
via workshops, spellen, discussies waaraan ouders
eveneens kunnen deelnemen. En van de belangrijkste
leerresultaten die het project beoogt, is het respect van
de kinderen en hun families voor de diversiteit in een
meertalige maatschappij.

45

46

PORTUGAL

PORTUGAL

LOA Learning from/with One Another

The project has implemented
innovative strategies with an impact
on English language learning in
an intercultural approach. This
project has developed alanguage
teaching model based on the
implementation of intercultural
communication, supported by
ICT and in acollaborative and
cooperative environment within
atranscultural framework. It has also contributed to promoting
acritical and intervening citizenship. The innovative characteristic
consists of its curricular integration as astrategy to the teaching of
foreign languages and in the implementation of the collaborative
transcultural work. In the framework of the project apedagogic
handbook has been developed for professional courses. The project
has also presented another perspective, consisting of showing to
many teachers the pedagogical potential of ICT and its efficiency
in the improvement of the learning process, seeking an answer
to the problem of unsuccessful foreign language learning. This
project also served to test the impact of the implementation of an
eTwinning project, based on collaborative work and intercultural
communication. To access the results of the collaborative work
please contact the project coordinator.

Coordinating body

Escola Secundria Frei Rosa Viterbo

Contact person

Maria da Piedade Carvalho da Silva

Education Sector

Upper Secondary, Initial Vocational Training

Target group

Uppersecondary and VET pupils

Languages

English

Year of the Award

2009

Comment on the selection

The project has succesfully implemented innovative strategies with an impact on English language learning, under an intercultural
perspective. The project targets pupils and undergraduates of secondary school courses and professional courses.

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

Escola Secundria Frei Rosa Viterbo

Pessoa de Contacto

Maria da Piedade Carvalho da Silva

Sector de Educao

Ensino Secundrio, Formao Profissional Inicial

Grupo-alvo

Alunos do ensino secundrio eda formao

profissionalinicial
Lnguas

Ingls

Ano do Prmio

2009

Comentrio sobre aseleo

O projeto implementou com qualidade estratgias inovadoras com impacto na aprendizagem da lngua inglesa, numa perspetiva intercultural.
Projeto dirigido aalunos eformandos dos cursos do ensino secundrio edos cursos profissionais.

47

48

ROMANIA

ROMNIA

Multimedia ePlatform

for the Democratic Learning of Foreign Languages

The objectives of the Multimedia
ePlatform for the Democratic
Learning of Foreign Languages
Comenius multilateral project were
to promote European intercultural
education based on the learning
of foreign languages, to apply the new technologies intensively
and to foster interdisciplinarity as away of gaining knowledge
at aEuropean and global level. Another objective was to create
an alternative way of learning, which can be applied to distance
learning and parttime courses. The partners in this project
(schools from Romania, Italy, Portugal, Poland), coordinated by the
Theoretical High School Mihail Koglniceanu from Vaslui, Romania,
collaborated in order to obtain the following final products: (a) an
elearning platform (Claroline) for all the institutions involved in
the project, implemented in the intranet, in the first stage, followed
by acommon website in the second stage of the project; (b) anew
elearning methodology and ebooks for learning French, English,
Spanish and Italian for students between 6 and 19 years old, in
keeping with the national curricula in the partner countries; (c)
abest practice guide based on the project experience; (d) course
materials for the ongoing training of foreign language teachers.
The methods used for meeting the objectives and achieving the
final products included specific activities, permanent cooperation
and communication among the institutions, which were adequate
for the implementation of the common complex dissemination and
evaluation strategies. The project lasted for two years:2009/11.

Coordinating body

High School Mihail Koglniceanu Vaslui

Contact person

Alexandru M ([email protected])
Education Sector

Preprimary, Primary, Secondary, University, Initial

Vocational Training, Continuous Vocational Training, Tertiary
Education, Adult Education, Teacher Training
Target group

Pupils between 11 and19 years old from lower secondary

schools and high schools
Languages

French, English, Spanish, Italian, Russian

Year of the Award

2009

Comment on the selection

The added value and the universality of the final
products create their democratic character: the
elearning platform, the best practice guide and
the course materials can be freely and unlimitedly
accessed by any educational institution and by any
citizen of the world who wants to educate him/
herself, keeping intact the spirit of the opensource
platform as afree source for everyone. The
platform functions as an independent entity, with
up to 1 000 registered active users and it gets
new users every year from the partner countries.
More than this, the domain name http://www.
langplatform.eu and the platform http://www.
langplatform.eu/campuce (username & password
guest) are reserved until 2021, with a possibility
of prolongation. An added value is also the fact
that all the project outcomes were the result of
the cooperation among the project partners. At
the same time, the added value comes from the
humanistic character of the project concept; all the
project products were among the first that addressed
persons with disabilities and isolated persons (due
to geographical or socioeconomic causes), allowing
them to continue their training and promoting
inclusion. The polyglot character of the platform and
the multilingualism, the cultural openness and the
openness to new ideas and new technologies also
count as added value brought by the project.

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

Liceul Teoretic Mihail Koglniceanu, Vaslui

Persoan de contact

Alexandru M ([email protected])
Sector educaional

Precolar, primar, secundar, universitar, formare

profesional iniial, formare profesional continu,
educaie teriar, educaia adulilor, formare profesional
pentru cadrele didactice
Grupint

Elevi cu vrste cuprinse ntre 11-19 ani din coli generale

i licee
Limbi utilizate

Franceza, engleza, spaniola, italiana, rusa

Anul acordrii

2009

Comentariu privind selecia

Valoarea adugat i universalitatea produselor finale constau n caracterul lor democratic: platforma de elearning, manualul de bune practici
i suporturile de curs pot fi accesate de oricare cetean al lumii care dorete s se autoeduce; se pstreaz intact spiritul de open source (surs
liber) al platformei, la dispoziia tuturor. Platforma funcioneaz independent, cu peste 1000 de utilizatori activi nregistrai, i nroleaz n
fiecare an noi utilizatori din instituiile partenere i nu numai. Mai mult dect att, numele domeniului http://www.langplatform.eu i platforma
http://www.langplatform.eu/campuce (utilizator i parol: guest) sunt rezervate pn n 2021, cu posibilitate de prelungire peste acest termen.
Faptul c produsele proiectului au rezultat din procesul de cooperare dintre partenerii proiectului este, de asemenea, odovad aplusvalorii
proiectului. Concomitent, plusvaloarea provine din caracterul umanist al conceptului proiectului; toate produsele proiectului se adreseaz,
prioritar, persoanelor cu dizabiliti i celor izolate (din cauze geografice sau socioeconomice), permindule s i continue pregtirea i
promovnd incluziunea. Caracterul poliglot al platformei i plurilingvismul su, deschiderea cultural i receptivitatea la noile idei i noile
tehnologii contribuie, de asemenea, la valoarea adugat aproiectului.

49

50

BULGARIA

Signs in the city

Signs in the city promotes the languages
through the city signs. The project provides
basic knowledge about different alphabets
(Latin, Cyrilic, Greek) and basic vocabulary
for the visitor while it also introduces the
local authorities to some innovative ways of
promoting their languages through their cities.
It promotes 5 European languages through visual representations
of 5cities Dobrich (Bulgaria), Napflio (Greece), Alcal de Henares
(Spain), Gdask (Poland), and Birgu (Malta) by using the city signs
and symbols, such as high-street signs, heritage places, graffiti, traffic
signs, ads and posters, restaurant menus, etc., using contemporary art
(photography) as a tool.
The project concept is based on the understanding of the necessity to
foster the intercultural dimension in language learning and promotion
of languages through knowing the cultural background of the others.
The targeted languages are presented through the atmosphere,
culture, lifestyle and history of the cities.
The project created interest in studying new, less wide-spread and
indeed strange looking languages and satisfies basic linguistic
needs that result from increased mobility, tourism, intercultural
communication and business relationships at European level. It created
an easily adaptable and transferable educational and promotional
model, that was applied to the whole range of project products and
outcomes: travel and language guide books, CDs with audio lessons,
and interactive crash language lessons during aspecially designed
Signs in the city exhibition.
Signs in the city was recognised as best practice during its project life;
it has very successfully continued by expanding the network of cities
of Signs (Beyond Signs in the City project), and continues to attract
interest from new cities.

Coordinating body

Chamber of Commerce and Industry, Dobrich, Bulgaria

Contact person

Reneta Palova

Education Sector

Adult Education (Main Educational Sector)

Target group

General public (tourists, students and businessmen visiting

the city, residents of the city and service providers in the city)
Policymakers (with aspecial focus on local and regional
authorities as indirect target group that become
sustainable language promoters of the cities)
Languages

Bulgarian, Greek, Spanish, Polish, Maltese

Year of the Award

2008

Comment on the selection

Very successful project whose concept is based
on an understanding of the need to promote the
intercultural dimension in language teaching and
the promotion of languages through knowledge of
the cultural characteristics of others.

BULGARIA

SIGNS IN THE CITY

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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

Grammar school of Matej Bel in Zvolen (Slovakia),

Grammar school in Dortmund (Germany)
Contact people

Mgr. Eva Cesnakov (Slovakia), Mgr. Sabine Weidner

(Germany)
Education Sector

Secondary schools
Target group

Pupils and teachers of grammar schools

Languages

German, English
Year of the Award

2009

Comment on the selection

Several years of realisation of bilateral projects
allowed pupils to improve their communication
skills in German and English, PC work and gathering
and processing information. It allowed them to
get to know the new country, its people, their
lifestyle and compare it with life in their own
country. Getting to know the countries mutually
and creating new contacts contributed to enriching
and deepening relationships as well as abetter
understanding among pupils.

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

Gymnzium Mateja Bela vo Zvolene (Slovensko),

Gymnzium vDortmunde (Nemecko)
Kontaktn osoba

Mgr. Eva Cesnakov (Slovensko), Mgr. Sabine Weidner

(Nemecko)
Sektor vzdelvania

Stredn koly

Cieov skupina

iaci auitelia gymnzia

Jazyky

Nemeck aanglick jazyk

Rok ocenenia

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

Networking to impart basic skills and help young people

achieveformal educational qualifications and be integrated in the educational system
andthe labour market

Due to the precarious situation on the labour

market, especially for young migrants, the
network Dynamo provides basic skills and
educational qualifications as well as knowledge
of the German language to15 to25yearold
youths with migrant background to facilitate
integration into the education system and the labour market.
The Dynamo network consists of three projects:
The project JUBIZ youth education centre (VHS Ottakring), which
is attended by up to 200 young people daily, offers courses in
the areas of counselling, literacy and basic education, language
training & qualification with additional support of social workers
75% - 90% of youths reach their selfset objectives regarding the
education level in JUBIZ.
The ISIS project at the VHS Rudolfsheim-Fnfhaus has as primary
objective, the learning success of pupils from vocational schools
and colleges focused on first and second grade to support individual
learning through coaching
classes in small groups.
The focus is on the
promotion of language
skills in German and
English, but also on the
economic subjects of
business studies and
accountancy. In addition,
the participants have
the opportunity to
learn different learning
techniques and strategies.
The project youth,
education & work of
the association project
integration house provides supplementary to JUBIZ with the
module BAJU basic training courses for young immigrants to prepare
for the final exams of secondary school and sets additionally the
module JuLIA that focuses on the integration of the participants
into the labour market. The modules are taught in German as
second language and follow CLIL principles.
OCAD/FOTOS: GIANMARIA GAVA

56

Coordinating body

Volkshochschule Ottaktring/Volkshochschule
RudolfsheimFnfhaus/Verein Projekt Integrationshaus
LudoHartmannPlatz 7, 1160 Vienna
Tel. +43 14920996/24 or + 43 6608169008
Contact person

Mag. Dr John Evers ([email protected])

Web

www.jubiz.at/texte/Dynamo.pdf
Education Sector

Adult Education
Target group

Young people at the age of 15 to 25 with migration

background
Languages

Croatian, Czech, English, French, German, Spanish, Turkish,

Arabic, Bosnian, Farsi, Serbian
Year of the Award

2009

Comment on the selection

Based on cooperation of three project partners in
different fields of secondary and vocational training,
aholistic approach on facilitating linguistic, technical
and vocational as well as social skills are carried
out for young people. This approach includes for
example alphabetisation, basic education and
linguistic facilitation, preparation for the final
exams and learning support in combination with
entrepreneurship skills to enhance young people
to perform well in the labour market. The overall
objective of the project is an integration of young
people into the education system and the labour
market. Thus the transfer of knowledge by using
CLILbased methods and didactic principles combined
with economic as well as language skills and social
accompaniment are key issues to reach this goal and
remarkable innovative methods. Besides that, further
cooperation with stakeholder like ministries, the
Chamber of Labour or the Public Employment Service
Austria can be emphasized for another innovative
aspect in this project. Hence the EUpriorities of
Languages and business are met in an excellent
and innovative way. As aresult, the project has
been already honoured on anational level with the
Austrian Award for Adult Education in 2010.

AUSTRIA

OCAD/FOTOS: GIANMARIA GAVA

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.

Kommentar zur ESISNominierung

Durch die Kooperation der drei Projektpartner wird ein ganzheitlicher Bedarf an
Manahmen zur Frderung von sprachlicher, fachlicher und sozialer Kompetenzen von
Jugendlichen und jungen Erwachsenen abgedeckt, wie Alphabetisierung, Basisbildung,
gezielte Sprachfrderung, Nachholen von Bildungsabschlssen oder Lernbegleitung.
Im Fokus stehen dabei nicht nur Bildungsabschlsse oder Basisqualifikationen
der Jugendlichen/jungen Erwachsenen, sondern auch deren arbeitsmarktrelevante
Kompetenzen. Ziel ist die Integration der Jugendlichen in das Bildungs- bzw.
Arbeitsmarktsystem, indem eine Wissensvermittlung mit arbeitsmarktrelevanten
Kompetenzen und Sprachkompetenzen gekoppelt ist. Auf diese Weise werden die
EUPrioritten von Sprachen und Wirtschaft auf gelungene Weise abgedeckt.
Das Projekt zeichnet sich darber hinaus durch die Begleitung und Betreuung
der Jugendlichen/jungen Erwachsenen durch Sozialarbeiter/-innen bei smtlichen
Manahmen sowie durch Kooperationen mit verschiedenen Stakeholdern (z.B.
Ministerium, Arbeiterkammer, Arbeitsmarktservice) aus. Das Projekt wurde 2010 mit
dem sterreichischen Staatspreis fr Erwachsenenbildung ausgezeichnet.

Projekttrger

Volkshochschule Ottakring/Volkshochschule
RudolfsheimFnfhaus/Verein Projekt Integrationshaus
LudoHartmannPlatz 7, 1160 Wien, STERREICH
Tel. +43 14920996/24 oder + 43 6608169008
Kontaktperson

Mag. Dr. John Evers ([email protected])

Web

www.jubiz.at/texte/Dynamo.pdf
Bildungssektor

Erwachsenenbildung
Zielgruppe

15- bis 25-jhrige Jugendliche/junge Erwachsene mit

Migrationshintergrund
Sprachen

Arabisch, Bosnisch, Deutsch, Englisch, Farsi, Franzsisch,

Kroatisch, Serbisch, Spanisch, Tschechisch, Trkisch
Auszeichnungsjahr

2009

57

58

SLOVENIA

SLOVENIJA

Eurocatering Language Training

The outcomes of the
project implemented
by the Secondary
School for Catering
and Tourism are
transparent, concise
and user-friendly
learning materials
and language
teaching and
learning tools for
teaching professional
language. Another significant outcome of the project is also the
Eurocatering Language Portfolio used for monitoring language skill
progress and selfevaluation of the acquired professional language
skills; thus, introducing elements of individuals own responsibility
for their language learning and cultural progress. Furthermore,
aresult of the project is also anew website offering afree online
language course which, besides the language structures and cultural
elements of aspecific language community, also includes the
typical relevant factors of nonverbal communication. The website is
suitable for independent learning, while the portal enables abroader
exchange of experience of all those working in the catering and
hospitality industry.
Overall, the project covered seven languages (English, French,
Spanish, Galician, Dutch, Norwegian and Slovenian), while comprising
partners from seven countries, as well as the participation of foreign
language teachers, work practice mentors, participants in mobility
programmes and, last but not least, asignificant number of students
(http://www.eurocatering.org).

Coordinating body

Secondary School for Catering and Tourism

Contact person

Darja tiherl ([email protected])

Education Sector

Secondary education
Target group

Students and professionals in the catering and hospitality

industry
Languages

English, French, Spanish, Galician, Dutch, Norwegian,

Slovenian
Year of the Award

2008

Comment on the selection

With the Eurocatering Language Training project
the Secondary School for Catering and Tourism
introduced an original and successful approach
for increasing the quality of foreign language
teaching to professionals in the field of catering,
while further improving the language and cultural
elements of mobility within the field of catering and
hospitality, and promoting the narrow and broader
publics awareness of multilingualism.

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

Srednja ola za gostinstvo in turizem

Kontaktna oseba

Darja tiherl ([email protected])

Podroje izobraevanja

Srednjeolsko izobraevanje
Ciljna skupina

Dijaki in vsi, ki delujejo na podroju gastronomije

inhotelirstva
Jeziki

Angleina, francoina, panina, galicijina,

nizozemina, norveina, slovenina
Leto prejema priznanja

2008

Komentar k izbranemu projektu

Srednja ola za gostinstvo in turizem je vslovenskem
izobraevalnem sistemu sprojektom Eurocatering
language training na izviren in uspeen nain dvignila
kakovost pouevanja tujega jezika kot jezika stroke
na podroju gastronomije, izboljala jezikovno in
kulturno pogojene elemente mobilnosti na podroju
gastronomije in hotelirstva ter spodbudila ozaveanje
oje in ire javnosti glede vejezinosti.

59

60

ITALY

ITALIA

Italian language and banking

communication
The aim of the project is to develop alearning path
that can enhance the language and communicative
competence of nonnative speaker bank staff, in order
to allow them to master onthejob communication
with Italian colleagues. The project, realised in
cooperation with UniCreditGroup, is addressed to 545
Romanian mother-tongue employees working for the
Italian banking group. The learning path is organised in two steps,
implemented on alearning platform: Aula webgeneral Italian and
Aula webbanking Italian. The first one is composed of three learning
modules that aim at developing several language skills, listening,
reading, writing and speaking abilities, concerning the personal
domain, and to arouse interest in Italian language and culture.
At the end of this step students reach A2 level of communicative
competence and they can undertake the second step, which is
composed of one learning module, concerning the professional
domain. The aim of Aula webbanking Italian is to enhance the
language and communicative competence related to Italian financial
and banking language, especially the onthejob spoken variety.

Coordinating body

Universit per Stranieri di Siena Centro FAST

Via Carlo Rosselli, 27-28
53100 Siena
ITALY
Contact person

Monica Barni

Education Sector

Continuous Vocational Training

Target group

Workers

Languages

Italian

Year of the Award

2009

Comment on the selection

In abanking environment notoriously anglophone,
the project supports the spread and use of the
Italian language in the workplace. The cooperation
with alarge Italian banking company with amodern
information system has allowed the involvement of
alarge number of foreign workers and, therefore,
the project responds in an original way to the
2008-09 European Commission priority Languages
and business.

ITALY
ITALIA

ITALIAN LANGUAGE
AND BANKING
COMMUNICATION

LINGUA ITALIANA
E COMUNICAZIONE
BANCARIA

Organismo coordinatore

Universit per Stranieri di Siena Centro FAST

Via Carlo Rosselli, 27-28
53100 Siena
ITALIA
Persona di contatto

Monica Barni

Settore dellistruzione

Formazione professionale continua

Gruppo target

Occupati
Lingue

Italiano

Anno del conferimento del premio

it

2009

LINGUA ITALIANA ECOMUNICAZIONE BANCARIA

Lo scopo del progetto la realizzazione di percorsi di apprendimento in grado di
elevare il livello di competenza linguistica di parlanti non nativi di italiano, per
interagire linguisticamente con colleghi italiani nellespletamento delle proprie
attivit lavorative. Il progetto, realizzato in collaborazione con UniCreditGroup,
rivolto a545 operatori in maggioranza di lingua madre romena, impiegati presso
le sedi estere del gruppo bancario italiano, ecomprende due percorsi didattici
implementati su una piattaforma per lelearning. Il primo, Aula webItaliano comune,
composto da tre moduli didattici, il cui scopo lo sviluppo delle abilit linguistiche
di comprensione eproduzione scritta eorale, per interagire nellambito del dominio
privato di comunicazione. Al termine viene raggiunto un livello A2 di competenza,
che consente laccesso al livello successivo, Aula webItaliano bancario, composto
da un solo modulo, centrato sulla comunicazione nel dominio professionale. Lo
scopo di questo secondo percorso di sviluppare gli aspetti della competenza
linguisticocomunicativa che consentano linterazione in ambito bancario e, in
particolare, permettano scambi comunicativi tra colleghi.

Commento sulla selezione

In un ambiente bancario notoriamente anglofono,
il progetto sostiene la diffusione eluso in ambito
lavorativo della lingua italiana. La collaborazione
con una grande azienda bancaria italiana dotata
di un moderno sistema informatico ha permesso il
coinvolgimento di un notevole numero di lavoratori
stranieri epertanto il progetto risponde con originalit
alla priorit 2008-2009 indicata dalla Commissione
europea Languages and business.

61

62

BELGIUM

BELGI

The language policy plan

of the Brussels public hospital network
To guarantee the quality of the
hosting and care in ahospital,
communication between staff
and patients is absolutely
essential. IRIS, the umbrella
organisation of 5 public hospitals,
has developed alanguage
policy plan to improve the bilingual and multilingual competencies
of their 9 000 members of staff. The policy plan is ambitious and
creative. One of its innovative aspects is the fact that IRIS engaged
6 internal language trainers and alanguage policy coordinator who
are working full time on the implementation of this policy plan
in order to get it integrated in the culture of the 5 hospitals. The
language training has asolid didactic basis, the aims are linked to
the European Reference Framework for Foreign Language Learning.
In this project, IRIS cooperates with partners such as the House of
the Dutch Language in Brussels, the University of Antwerp, various
language schools in Brussels and private hospitals in Brussels.

Coordinating body

Interhospital umbrella organisation of the Regio for

Infrastructural Cooperation (IRIS)
Contact person

Katrien De Troyer ([email protected])

Education Sector

Adult Education/Vocational Training

Target group

Hospital staff
Languages

Dutch

Year of the Award

2009

Comment on the selection

The jury that selected the IRIS hospitals for the ELL
award was impressed by the investment of the IRIS
hospital management to improve the bilingual and
multilingual competences of its staff, the innovative
strategic approach and its quality care. Moreover,
the project has ahigh potential for outreach and it
can be expanded to other languages.

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

Interhospitalenkoepel van de Regio voor Infrastructurele

Samenwerking (IRIS)
Contactpersoon

Katrien De Troyer ([email protected])

Onderwijs/vormingssector

Volwassenenonderwijs/Beroepsopleiding
Doelgroep

Ziekenhuispersoneel
Talen

Nederlands
Jaar waarin ELIT gewonnen werd

2009

Toelichting bij de selectie

De jury die de IRIS-ziekenhuizen selecteerde om het
Europees Label voor Innovatief Talenonderwijs te
winnen, was onder de indruk van de investering van
de IRISziekenhuizen om de twee- en meertalige
competenties van hun personeel te verbeteren, de
innovatieve strategische benadering ervan en de zorg
om kwaliteit. Bovendien heeft het project een hoog
potentieel qua bereik en kan het uitgebreid worden
naar andere talen.

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

Fast English Ltd

Contact person

Erika Papdi ([email protected])

Email

[email protected]
Web

www.fastenglish.hu, http://www.gefopeningdoors.hu/
Education Sector

Secondary school, Teacher Training

Target group

Talented students of secondary education

Languages

English

Year of the Award

2008

Comment on the selection

The programme is an excellent example of the
cooperation between public education and the
business sector with the mediation of alanguage
school (Fast English Ltd).

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

Fast English Kft.

Kapcsolattart szemly

Erika Papdi ([email protected])

Web

www.fastenglish.hu, http://www.gefopeningdoors.hu/
Oktatsi szektor

Kzpfok oktats, tanrtovbbkpzs

Clcsoport

Kzpiskols dikok
Nyelvek

Angol

Djazs ve

2008

A kivlaszts rvid indoklsa

A program anyelvek s az zleti let eurpai
prioritshoz kapcsoldik, s mint ilyen kivl
pldja az oktatsi szektor s az zleti let kztti
egyttmkdsnek, amely egy nyelviskola (Fast English
Kft.) kzremkdsvel valsult meg.

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

EuroCORDIALE (nonprofit organisation)

Contact person

Erny Plein (president) ([email protected])

Dominique SadriFaure (project coordinator)
Education Sector

Adult education; continuous education and training

Target group (for both versions of the software)

Young people and adults with fair competences in the

target language, wanting to improve their spoken and
written language skills
Languages

English/French (separate versions)

Year of the Award

2008

Comment on the selection

The project addresses learners in various contexts,
including incompany training and selfstudy.
Target languages are either Frenchparamount
in Luxembourgish society or English, which is
becoming an increasingly important language at
company level.
The software proposes flexible and entertaining
learning paths, tailored to the individual learners
needs. It teaches appropriate reflexes of
selfcorrection and thus proves to be an efficient
tool for upgrading and consolidating written and
oral linguistic skills.
In the context of Luxembourgs socioeconomic
and cultural diversity, multilingual communication
is essential at all levels. Enterprises as well as
individuals recognise that language proficiency is
an important asset allowing them to respond to
professional and commercial opportunities.
In this respect, it is noteworthy that the Graphoville
project has been welcomed with great enthusiasm
by the chamber of privatesector employees, which
promoted the dissemination of the software for
incompany training.
In the meantime, the practical utility of this
educational tool has been largely confirmed. More
recently, in 2013, aGerman version of the software
has been awarded aEuropean Language Label in
Belgium.

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

Erny Plein (prsident) ([email protected])

Dominique SadriFaure (coordinatrice du projet)
Secteur denseignement

ducation des adultes, formation professionnelle continue

Public cible (pour chacune des versions proposes)

Jeunes et adultes ayant dj de bonnes comptences de

la langue tudie, quils souhaitent amliorer lcrit et en
comprhension orale
Langues

Versions anglaise et franaise

Anne dobtention du label

2008

Commentaire sur la slection

Le logiciel labor dans le cadre de ce projet sadresse
des apprenants dans des situations diverses,
et notamment dans la formation en entreprise et
lautoformation.
Les langues cibles sont, selon la version du
logiciel, le franais primordial dans le contexte
luxembourgeois et langlais, dont limportance ne
cesse daugmenter au sein des entreprises.
Le programme propose des parcours individualiss,
efficaces et ludiques, qui rpondent aux besoins de
chaque apprenant tout en lui enseignant les bons
rflexes dautocorrection. Il permet ainsi de mettre
niveau les comptences linguistiques individuelles et
de consolider les acquis.
Au Luxembourg, la communication plurilingue est vitale
tous les niveaux, tant donn la diversit du contexte
socioconomique et culturel. Les entreprises, de mme
que les individus, reconnaissent que la matrise des
langues est un atout important qui leur permet de ragir
aux opportunits professionnelles et commerciales.
Dans cet ordre dides, il est intressant de noter que le
projet Graphoville at accueilli avec enthousiasme
par la Chambre des employs privs, qui en asollicit la
diffusion dans le domaine de la formation en entreprise.
Lutilit pratique de cet outil pdagogique sest
largement confirme par la suite. Une rcente version
allemande du logiciel a t prime en 2013 par un Label
europen en Belgique.

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.

Comment on the selection

The project of ahigher education institution
cooperating with an NGO. Aversatile project,
involving many groups from the local community
the elderly, the children, the students (future
language teachers and translators). The project
constituted arare opportunity for contact and
cooperation among the social groups which do not
have the possibility to meet every day.
The students were involved in creating teaching
materials and lexical aid for the translation. They
learned the non-conventional teaching methods
(learning by teaching and team teaching) in theory
and practice. At the same time, they had the
opportunity to put their new skills into practice by
running the activities for the elderly and children.
The project was implemented without financial aid,
but with longterm effects. The social aspect of the
project together with its focus on improving the
tools of future teachers and translators constitutes
asignificant value of the project.

Coordinating body

State Higher Vocational School in Tarnw

Contact person

Sabina Nowak

Education Sector

Tertiary Education
Target group

Student teachers
Languages

English

Year of the Award

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

Pastwowa Wysza Szkoa Zawodowa wTarnowie

Osoba do kontaktu

Sabina Nowak

Sektor edukacji

Szkolnictwo wysze
Grupa docelowa

Studenci kierunkw nauczycielskich

Jzyk

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

International Writing Partnerships/

Internationale Schreibpartnerschaften (ISP)
The main objective of the project is to promote writing competencies
in students mother tongues and foreign languages, teaching skills
and intercultural learning. Expanding usual language tandems, ISPs
(International Writing Partnerships) are formed by two students with
different linguistic and cultural backgrounds. They are supported
by athird student of the teaching degree programme Deutsch und
Englisch (German and English).
The writing partners produce texts which are studyrelated as
well as jobrelated and work on reflective tasks in the form of
aportfolio. During the regular meetings the two language learners
give feedback to each other on the created texts. The future teacher
involved accompanies the writing processes by providing advice and
thus gains valuable experience in the field of teaching writing skills.
In order to arrange the students different cultural language and
writing skills in asensible relationship of complementarity which
encourages learning, ISPs are supported by acomprehensive
programme. This ranges from assistance in finding apartner and
introduction to working with aportfolio to wideranging offers
of advice and qualification for the promotion of language and
intercultural learning as well as the acquisition of writing skills in
general.
Following atesting phase of six months, the feedback of the 24
participating students showed that they consider ISPs as asensible
and intensive way of foreign language learning. The expansion of
common language tandems by adding athird person acting as
amentor is an innovative element which received positive response.

Coordinating body

Stiftung Universitt Hildesheim

Contact people

Ana Iglesias ([email protected])

Dr Ulrike Bohle ([email protected])
Web

http://www.uni-hildesheim.de/fb3/institute/ikk/studiumlehre/internationale-schreibpartnerschaften/
Education Sector

University, Teacher Training

Target group

Incoming students, students enrolled for ateaching degree

Languages

German, English, French, Spanish

Year of the Award

2011

Comment on the selection

The project Internationale Schreibpartnerschaften (International Writing Partnerships) (ISP) caters to the challenges European
universities nowadays have to meet in the context of their striving for internationalisation. More and more international students study
at German universities, some with inadequate language competences with regard to following study courses. The project responds to
this need by helping the international students to improve their language competences, but by adding students who will become
language teachers it also helps to integrate the incoming students. Peer learning makes language learning attractive and also
the topics dealt with reflect the students interests in their life and study in Germany. Furthermore, the future teachers profit from
participating in the project by getting to know autonomous forms of learning and teaching strategies (working with aportfolio, tandem
learning) and they can improve their teaching competences. As not only English and German are targeted, but also French and Spanish,
the project is given its European dimension. Adetailed and ongoing evaluation is part of the project, it is designed for sustainability and
ahigh transferability with regard to other institutions and languages. Since 2011 the partnerships have been offered each term at the
University of Hildesheim.

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

Stiftung Universitt Hildesheim

Kontaktpersonen

Ana Iglesias ([email protected])

Dr. Ulrike Bohle ([email protected])
Web

http://www.uni-hildesheim.de/fb3/institute/ikk/studiumlehre/internationale-schreibpartnerschaften/
Bildungsbereich

Universitt, Lehrerausbildung
Zielgruppe

Auslndische Studierende, Lehramtsstudierende

Sprachen

Deutsch, Englisch, Franzsisch, Spanisch

Jahr der Auszeichnung

2011

Kommentar zur Auswahl

Das Projekt Internationale Schreibpartnerschaften reagiert auf die Herausforderungen, denen sich die europischen Universitten im Rahmen
der Internationalisierungsbemhungen heute zu stellen haben. Immer mehr auslndische Studierende mit z.T. fr ein Studium unzureichenden
Sprachkenntnissen kommen an die Universitten. Das Projekt kommt diesem Bedarf nach, indem die auslndischen Studierenden nicht nur
sprachlich fit gemacht werden, sondern ber die Erweiterung der Tandems zu Triaden durch die Lehramtsstudierenden gleichermaen ein
Beitrag zu ihrer interkulturellen Integration geleistet wird. PeerLearning macht das Lernen in Gemeinschaft attraktiv wie auch die Themen, die
der Lebenswelt der Lerngruppe entsprechen. Darber hinaus wirkt dieses Projekt auch in die Ausbildung zuknftiger Fremdsprachenlehrer hinein,
indem diese Studierenden autonome Lernformen (z.B. Portfolio, Tandem) und Lernstrategien kennenlernen und ihre Lehrkompetenzen erweitern
knnen. Dass nicht nur Englisch und Deutsch, sondern auch Franzsisch und Spanisch eine Rolle spielen, macht dieses Projekt zu einem
europischen. Das Projekt bemht sich um eine detaillierte, begleitende Evaluation, ist auf Nachhaltigkeit ausgelegt und zeichnet sich zudem
durch seine bertragbarkeit auf andere Einrichtungen und Sprachen aus. Seit 2011 werden die Schreibpartnerschaften nun jedes Semester an
der Universitt Hildesheim angeboten.

73

74

CYPRUS

Language Learning in Action (LLA)

Unit 4: In the Market

The project refers to acomputer software being created in Esperino Gymnasium

Lyceum of Limassol. The Esperino GymnasiumLyceum is an evening school,
which is oriented to drop-out pupils and adult learners who have not been able to
acquire aschool diploma for several reasons. It is asecond chance school, which
both Cypriots and foreigners/immigrants of different ages (above 18) are allowed
to attend.
It remained afact, however, that all classes were delivered in Greek and since
foreigners have limited proficiency in the Greek language, their smooth integration
in the life of the school and the local community could not be ensured without
learning some Greek and about the Cypriot culture. During the previous two years,
Arabspeaking pupils (especially Palestinian and Iraqi refugees) had enrolled
in the school and the need to learn Greek in avery short time had appeared.
Learning Greek would enable them to become active members of the Cypriot
society and adapt to the Cypriot culture, improving their knowledge on Cypriot
history, economy and social life. They would gain access to services and establish
communication with the host community. Furthermore, they would be much more
capable of attending their school classes and following all school activities.
What the project did, following the first European priority set by the Commission
for the 2010-11 Label Campaigns, was to cater for the languagerelated needs
of the Arab-speaking groups of the particular school and the whole Cypriot
community. The software created contained interactive material, which could help
Arabspeaking people to learn the Greek language and was offered to pupils and
adults enrolled in the Esperino GymnasiumLyceum.
The creation of this CD was the result of many efforts to create interactive
linguistic material for Arabspeaking people wishing to learn basic Greek for
their daily interactions. Thus, the project was considered as innovative and worth
disseminating, but also as compatible with the European priorities of 2010-11
(Language learning in the community). Another important characteristic of the
project was that it was userfriendly.
This resulted from the fact that Arab learners had themselves contributed in
the design of the programmes dialogues, which had been developed according
to their needs and expectations. For the successful creation of the dialogues,
all learners (both Greek and Arab speaking) had cooperated amicably and
enthusiastically, by interacting and exchanging ideas for acommon task. This led
to arich intercultural dialogue between them, created friendships and helped Arab
learners to be integrated in the life of the neighbourhood. Greek-speaking learners
in away acted as cultural mediators/interpreters.
After all the years that have passed, we observe that the use of the CD has
significantly contributed to its basic goal and soon generated many positive
results. The selected dialogues, vocabulary and exercises, oral and written,
proved to be very appropriate for achieving the expected results and even more.
Specifically, they even proved useful towards finding ajob or towards showing
better performance in the workplace, since many of the Arabspeaking learners of
the school were workers with families. In addition, they had asignificant impact on
the social and personal development of the Arabspeaking people, who were either
workers or students. Many units of the programme have already been successfully
evaluated.
For more information, you can visit the website www.gymesperinolem.schools.
ac.cy/, since all relevant material is uploaded there and is used for dissemination
and exploitation purposes.
As the project has been successfully used since 2010, it was decided to use it as
the basis for the development of teaching other European languages apart from
Greek to incoming European migrants, mainly individuals looking for ajob.

Coordinating body

Esperino Gymnasio Lemessou

Contact person

Agathi ErotokritouDelolme, Teacher of Greek Language

Education Sector

Secondary and Adult Education

Target group

Arabspeaking people who want/need to learn Greek and who

have enrolled in the Cyprus Public Education System and Arab
pupils attending Greek schools
Languages

Arabic, Greek (also transferability will be for other EU

languages)
Year of the award

Two years duration 201012

Comment on the selection

The project we have selected is called Language Learning
in Action and concerns the development of electronic
material for learning the Greek language, addressed to
Arabspeaking people. These are people who want and
need to learn Greek and who have also enrolled in the
Cyprus Public Education System, but also Arab pupils
attending Greek schools. The use of the CD created (the
final product of the project) has significantly contributed
to better learning results of the Greek language from
Arabspeaking people and soon generated other positive
results, such as the increase of possibilities for an
Arabspeaking person to find ajob in Cyprus and, thus, be
integrated into the life of the Cypriot society or the social
and personal development of aperson belonging to the
specific target group. The knowledge of basic Greek by
Arabspeaking migrants ensures also access to all types
of services and incorporation into the local community.
Since many of these people are jobseekers with families,
the above impact is of great importance.

CYPRUS

LANGUAGE LEARNING
IN ACTION (LLA)
UNIT 4: IN THE
MARKET

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75

76

LUXEMBOURG

LUXEMBOURG

A Language Portfolio

for secondary education in Luxembourg

This project aims to adapt the
European Language Portfolio
(ELP), designed by the Council of
Europe, to the specific context
of the Luxembourgish education
system. Similarly to the ELP,
this learnercentred portfolio
actively involves the student in the learning process of the various
languages taught in Luxembourg. It is more flexible than the ELP,
though, as it takes our specific multilingualism into account and
includes Luxembourgish as alingua franca for the younger students
to articulate their reflections.
This language portfolio is meant to follow the learner throughout
his or her school career in secondary education. Giving an overall
view of individual language skills, the language portfolio thus
makes it easier to monitor progress while facilitating apersonalised
educational followup.
The student compiles this portfolio individually, describing his or
her personal experience of each language. The portfolio contains
personal works and selfassessment of linguistic competences
and progress. It also describes the learners personal expectations
and strategies planned to attain these objectives. Through these
reflections, the student reviews presentday learnings and provides
an update on efforts made and individual strategies designed
to ensure progress. As to the presentation and structure of the
language portfolio itself, acertain degree of freedom is allowed,
which motivates an active and creative participation in the project.
The kind of reasoning developed for selfassessments and learning
strategies is the same applied to all languages. While completing
the language portfolio, the learner thus gets to understand that all
sorts of situations in life can lead to efficient learning, even outside
the school context.

Coordinating body

Lyce classique de Diekirch (LCD)

Contact person

Robert Bohnert (headmaster) ([email protected])

Maggy Kemp (project coordinator)
Education Sector

Secondary education
Target group

Students in secondary education (12 to 15 years old) and

teachers
Languages

German, English, French, Luxembourgish

Year of the Award

2010

Comment on the selection

This adaptation of the European Language
Portfolio to the Luxembourgish education system
puts language learning into the wider context of
acompetencebased lifelong education strategy,
thereby responding to the European political
expectations in the educational field.
As the concept can easily be adapted to other
schools and different educational systems, the
project may be seen as amodel of good practice.
The approach which is put forward by the project
enhances consistency between the various
languages of instruction used in Luxembourgish
secondary education. In multilingual Luxembourgs
community, this portfolio values the overall
importance of language skills in all aspects of the
students life, whether schoolrelated or private.
The learner is encouraged to use all kinds of
learning opportunities, and thus to personally
commit to afurther lifewide and lifelong
development of competences. This openminded
attitude and curiosity lays the groundwork for the
students future fitness for the upcoming challenges
of professional life.

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

Lyce classique de Diekirch (LCD)

Personnes de contact

Robert Bohnert (directeur) ([email protected])

Maggy Kemp (coordinatrice du projet)
Secteur denseignement

Enseignement secondaire
Public cible

lves de lenseignement secondaire (12-15ans) et

enseignants
Langues

Allemand, anglais, franais, luxembourgeois

Anne dobtention du label

2010

Commentaire sur la slection

Cette adaptation du Portfolio europen des langues
au systme ducatif luxembourgeois intgre
lapprentissage linguistique dans le contexte gnral
de lenseignement par comptences. Le projet
rpond ainsi aux attentes de la politique europenne
en matire dducation. Facilement transposable
dautres lyces et dautres structures scolaires, il
peut constituer un modle de bonne pratique.
Lapproche globale du projet cre une cohrence entre
les diffrentes langues denseignement pratiques
au lyce et implique toute lcole, enseignants
comme lves. Dans la communaut multilingue du
Luxembourg, le portfolio valorise limportance des
langues dans tous les aspects de la vie de lapprenant,
que ce soit au niveau scolaire ou priv.
Llve est responsabilis par rapport son
apprentissage et incit sinstruire de faon autonome
en toutes circonstances. Cette attitude essentielle
de curiosit intellectuelle pose les fondements
dune bonne adaptation future aux dfis de la vie
professionnelle.

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

Marie Verhaegen ([email protected])

Education Sector

Primary and secondary education

Target group

7 to 15 years old
Languages

Dutch

Year of the Award

2011

Comment on the selection

The ELL award went to the project of vzw Roeland
because of its strong inclusive character; it aims at
integration to the utmost. The concept and vision
are transferable to other sectors and cities. The
project is clearly an example of good practice when
it comes to networking and the way the city of
Ghent is involved in it.

BELGIUM
BELGI

LANGUAGE
SUMMER,
ONOMATOPE AND
LANGUAGE TURBO

TAALZOMER,
ONOMATOPEE EN
TAALTURBO

nl
TAALZOMER

Door Roeland vzw

Augustus 2012

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.

Toelichting bij onze selectie

De prijs werd gewonnen door het project van vzw Roeland omwille van het sterk
inclusief karakter ervan, dat gericht is op maximale integratie. Het concept en de
visie erachter zijn bovendien overdraagbaar naar andere sectoren en steden. Het
project heeft een voorbeeldfunctie qua netwerking en de manier waarop de Stad
Gent er sterk in betrokken wordt.

Cordinator

vzw Roeland

Contactpersoon

Marie Verhaegen ([email protected])

Onderwijssector

Basisonderwijs en secundair onderwijs

Doelgroep

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.

Comment on the selection

This excellent project not only promotes language learning, it also promotes the
childrens social inclusion and intercultural competence.

Coordinating body

ClaraViebigSchule Manderfeld
Contact person

Grazyna Glowania
Education Sector

Preprimary, Primary
Target group

Newly arrived children of asylum seekers

Languages

German

Year of the Award

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

Neu ankommende Schler, Kinder von Asylsuchenden

Sprache

Deutsch

Jahr der Auszeichnung

2011

Kommentar zur Auswahl

Dieses ausgezeichnete Projekt frdert nicht nur das Erlernen der deutschen Sprache,
sondern auch die soziale Eingliederung und die interkulturelle Kompetenz der Kinder.

81

82

NORWAY

NORGE

My language your language

Det flersprklige bibliotek
(DFB) (The multilingual
library) is apart of
Deichmanske bibliotek
inOslo. The library is
acompetence centre which provides library services to linguistic
minority groups. The library also gives counselling/language learning
to other libraries in Norway, and it can offer books and other media
in almost 40 languages.
In 2010 DFB concentrated on the project My language your
language. The work is based on the concept and the belief that
language learning and knowledge of your own language and other
languages give citizens astronger capability to cope and participate
in modern society and as aresult contribute to agreater diversity.
Six main topics have been chosen to enable the target groups
to learn to read anew language: 1. Conveying offers especially
intended for people in asylum receptions. 2. The Magical Carpet is
an exhibition produced to be shown in libraries, primarily to 4- to
10-year-old children. 3. Bazaar is atailormade online service
for linguistic minorities in Norway. It is accessible in 14languages
and is aunique possibility to reach minority groups in their own
languages. 4. The production of bilingual books where the content
is often adapted to minority children who live in amulticultural
society. 5. Reading seeds is abiannual national model project
where kindergartens with alarge proportion of minority children
have established library branches. 6. The so-called multilingual bags
of fairy tales where the same picture books and sound books in
different languages and specially made ragdolls are put in the same
homemade bag.

Coordinating body

Det flersprklige bibliotek

Contact person

Siri TidemannAndersen
([email protected];
[email protected])
Education Sector

Kindergartens, primary, lower secondary and upper

secondary schools
Adult Education (Additional educational Sector)
Target group

All

Languages

Comment on the selection

The project My language your language shows great insight into the
relationship between mother tongue and foreign languages, and between
culture and languages. The project aims at developing creative methods in
language learning for children and adults and primarily linguistic minority
groups. The project focuses on language learning in the community and how
language skills qualify for worklife.

Bulgarian, Croatian, Czech, Dutch, English, Estonian, Finnish,

French, Hungarian, Latvian, Lithuanian, Polish, Portuguese,
Romanian, Spanish, Turkish, Albanian, Amharic, Arabic,
Bosnian, Burmese, Chechen, Chinese, Dari, Hausa, Hindi,
Kurdish, Oromo, Persian, Punjabi, Puschto, Russian, Serbian,
Shona, Somali, Swahili, Tagalog, Tamil, Thai, Tigrinya, Twi,
Ukrainian, Urdu, Vietnamese, Yoruba
Year of the Award

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

Det flersprklige bibliotek

Kontaktperson

Siri TidemannAndersen
([email protected];
[email protected])
Mlgruppe

Barnehage, grunnskole, videregende skole og

voksenopplring
Utdanningssektor

Alle

Sprk

Bulgarsk, kroatisk, tsjekksk, nederlandsk, engelsk, estisk,

finsk, fransk, ungarsk, latvisk, litauisk, polsk, portugisisk,
rumensk, spansk, tyrkisk, albansk, amharisk, arabisk,
bosnisk, burmesisk, tsjetjensk, kinesisk, dari, hausa, hindi,
kurdisk, oromo, persisk, punjabi, puschto, russisk, serbisk,
shona, somalisk, swahili, tagalog, tamilsk, thai, tigrinya, twi,
ukrainsk, urdu, vietnamesisk, yoruba
Tildelt European Language Label

2010

Begrunnelse for utnevnelsen

Mitt sprk ditt sprk er et omfattende prosjekt som
dekker alle de prioriterte omrdene for sprkprisen
i2010. Prosjektet viser stor innsikt iforholdet mellom
morsml og fremmedsprk og mellom kultur og
sprk. Samlet retter det seg bde mot barn og voksne
med stor vekt p sprklige minoritetsgrupper. Her
vektlegges tidlig fremmedsprkslring p en kreativ
mte. Prosjektet fokuserer ogs p muliggjre
sprklring ilokalsamfunnet og tilegnelse av
sprkferdigheter som kvalifiserer til arbeidslivet.

83

AUSTRIA

STERREICH

The Joy of Speaking Nenzing is speaking more:

acommunitys overall concept for promoting language and equal opportunity

The project The Joy of Speaking Nenzing

is speaking more documents acommunity
development project with about 6 000
inhabitants including five kindergartens,
one childrens home, all the elementary
schools of the municipality and 15
community facilities. The aim of the project
is to give all Nenzinger children from birth to primary school asound
language support. Each child will obtain in addition to a sensitive
treatment of the mother tongue access to another language (German
or English). The project focuses on the promotion of the German
language, the sensitive use of the mother tongue and on English
classes for all children regardless of what age the children are. The
level of development regarding the native language is determined
at kindergarten entry and every half year the progress in German as
second language is documented by the evaluation tool SismiK. The
project also includes special training and regular reflection meetings
for educators. In addition, English will be provided as project language
from native speakers for all children on avoluntary basis. For parents
there is an extensive offer of support including information evenings,
regular parent meetings and aweekly Turkishspeaking mothers
circle. To underscore the seriousness of this project, alanguage
support contract was introduced in Nenzing. The excellent networking
among the institutions is eminently important to support and promote
language education in the community.

MARKT GEMEINDE NENZING

84

Coordinating body

Marktgemeinde Nenzing
Landstrae 1, 6710 Nenzing
Tel. + 43 557452054
Contact person

Andreas Holzknecht
Education Sector

Preprimary

Target group

Children from birth to school age

Languages

German, English, Turkish

Year of the Award

2010

Comment on the selection

The project represents an institutionalised early
language learning and cultural awareness of migrant
languages with regard to the childrens first language
as well as German as educational or second
language. Furthermore, English classes will be offered
to support the linguistic education of children in the
community. The network and collaborative work of
teachers, parents and institutions (e.g. gambling hall,
library and counselling services) as well as measures
for the exchange and training are an important
part of this project. Conducive is also the close
cooperation with the project centre for integration
and migration okay.zusammen leben and the use of
the information booklet for parents Talk to me
listen to me which is used as another tool for parents
to promote the linguistic development of their
children. The project offers the implementation of
linguistic initiatives through the involvement of local
institutions and communities. In addition, parents,
educators and native speakers are actively involved
in the subject of multilingualism, making them
simultaneously inherit the role of multipliers. Hence
this project is asuccessful bestpractice example for
Language learning in the community.

AUSTRIA
STERREICH

THE JOY OF SPEAKING

NENZING IS SPEAKING
MORE: ACOMMUNITYS
OVERALL CONCEPT FOR
PROMOTING LANGUAGE
AND EQUAL OPPORTUNITY

MARKT GEMEINDE NENZING

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

Kinder von der Geburt bis zum Vorschulalter

Sprachen

Deutsch, Englisch, Trkisch

Auszeichnungsjahr

2010

Kommentar zur ESISNominierung

Das Projekt stellt eine institutionalisierte frhkindliche Sprachfrderung dar, die Rcksicht auf die Erstsprache der Kinder sowie auf Deutsch
als Bildungs-/Zweitsprache nimmt. Des Weiteren wird Englischunterricht offeriert, um die sprachliche Bildung der Kinder in der Gemeinde zu
frdern. Die Vernetzungs- und Kooperationsarbeit von Lehrkrften, Eltern und Institutionen (z.B. Spielothek, Bcherei, Beratungsstellen) sowie
Manahmen zum Austausch und zur Fortbildung bilden eine wichtige Sule dieses Projekts. Frderlich ist auch die enge Kooperation mit
der Projektstelle fr Integration und Zuwanderung okay.zusammen leben und die Verwendung der Elterninformationsbroschre Sprich mit
mir hr mir zu, die als weiteres Hilfsmittel fr Eltern zur Frderung der sprachlichen Entwicklung ihrer Kinder eingesetzt werden. Das Projekt
besticht durch die Umsetzung von sprachlichen Initiativen durch die Einbindung von lokalen Einrichtungen und Gemeinschaften. Zudem werden
Eltern, Pdagogen und Pdagoginnen und Native Speakers aktiv beim Thema Mehrsprachigkeit mit einbezogen, wodurch diese gleichzeitig
die Rolle von Multiplikatoren bzw. Multiplikatorinnen bernehmen. Das vorliegende Projekt kann dahin gehend als BestpracticeBeispiel fr
Sprachenlernen in der Community nominiert werden.

85

86

FRANCE

FRANCE

Production of training tools for adult

migrants in social and professional integration programmes

A ResearchActionTraining Group (GRAF),

made up of experienced field trainers
including in engineering, created language
toolboxes for adult migrants or adults in
linguistic and professional integration. Their
work addresses the needs of learners with
diverse backgrounds and abilities and is
based on formative situations: reflective
analysis, pooling of skills, production of
tools then testing on target audiences and
distribution to practitioners on request.

Coordinating body

Fdration AEFTI

Contact person

Sophie Etienne

Education Sector

Adult Education
Target group

Migrants

Languages

French as aforeign language

Year of the Award

2011

Comment on the selection

The Production of training tools for adult migrants
in social and professional integration programmes
project is an excellent practice on how to help
immigrants to start getting integrated in society.

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

ducation des adultes

Groupe cible

Migrants
Langue

Franais langue trangre

Anne dobtention du label

2011

Commentaire sur la slection

Le projet Outils de formation pour adultes migrants
en insertion sociale et professionnelle est un exemple
de bonne pratique pour accompagner les immigrs
sintgrer dans la socit.

87

88

BELGIUM

BELGIQUE

The school language festival

As its name suggests, this project aims to
gather every second year all the secondary
students from the Athne Royal of Chimay
with the intention of practising as many
foreign languages as possible. With 30
different activities, the festival gives them
ataste of language learning by enabling each
of them to take part in 6 workshops.
Native speakers from the Chimay area are
invited to lead different workshops as well as students of the 5th
and 6th form who experienced aJunior Erasmus experience. Future
graduates of teacher training schools also give ahelping hand. The
Polish workshop is organised by the teachers and students of the
partner HighSchool of Pleszew. Students can take part in language
games using ICT technologies.
Many languages are being used during this event: common
languages like English, Dutch, German, Spanish and Italian but also
languages that most people have never been in touch with. This is
how various activities are organised in Chinese, Polish, Vietnamese,
Czech, Creole, Hungarian, Sign Language, Latin and Walloon.
The festival addresses the students from the 1st to the 6th form
(Technical, Vocational and Main stream) as well as their teachers
and the rest of the staff.
Impact: As aresult of this event, students realise that you can learn
alanguage by other means than traditional language classes and
this makes them more confident or motivated to speak or learn
anew language. Teachers noticed that the students were more
eager to learn languages after such an event. Moreover, the number
of students going abroad to learn languages after the festival is
increasing. According to the teacher in charge of the project (Murielle
Bachelart), this is the best reward they could expect from the event.

Coordinating body

Athne Royal Chimay

Contact person

Murielle Bachelart ([email protected])

Education Sector

Secondary Educational Sector

Target group

Secondary school students (mainstream, technical and

vocational), teachers and all school staff
Languages

English, German, Spanish, Italian, Chinese, Polish,

Vietnamese, Czech, Creole, Hungarian, Sign Language,
Latin, Dutch, Walloon
Year of the Award

2011

Comment on the selection

This multilingual and multicultural event helps
pupils realise how important it is to learn different
languages. During this day they can experience
another way of learning languages, get in touch
with new languages and meet natives and people
with interesting language experiences.

BELGIUM
BELGIQUE

THE SCHOOL
LANGUAGE
FESTIVAL

FTE (FAITES) DES

LANGUES LCOLE

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

Athne Royal Chimay

Personne de contact

Murielle Bachelart ([email protected])

Secteur denseignement

Enseignement secondaire (gnral, technique et

professionnel)
Groupe cible

lves de lenseignement secondaire (gnral, technique et

professionnel), professeurs et collaborateurs de lcole
Langues

Anglais, nerlandais, allemand, espagnol, italien, chinois,

polonais, vietnamien, tchque, crole, hongrois, langue des
signes, latin, wallon
Anne dobtention du label

2011

Commentaire sur la slection

Cet vnement multilingue et multiculturel
conscientise les lves quant lapprentissage de
langues diffrentes. Durant cette journe, ils peuvent
exprimenter une autre manire dapprendre les
langues, en dcouvrir de nouvelles et rencontrer des
natifs et des personnes ayant vcu des expriences
linguistiques intressantes.

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

Stedn kola, Zkladn kola aMatesk kola, Hradec

Krlov, tefnikova 549
Contact people

Mgr. Tereza Nenikov, Mgr. Iva Rindov

Education Sector

Secondary

Target group

Deaf students, their teachers and parents, students of

special education
Languages

Czech Sign Language and written Czech and English

Year of the Award

2010

Comment on the selection

The project uses the spread sign language as the
way of communication throughout the world and
enables the students to travel and work abroad.

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

Stedn kola, Zkladn kola aMatesk kola, Hradec

Krlov, tefnikova 549
Kontaktn osoba

Mgr. Tereza Nenikov, Mgr. Iva Rindov

kolsk sektor

Stedokolsk
Clov skupina

Neslyc ci, jejich pedagogov arodie, studenti speciln

pedagogiky
Jazyky

esk znakov jazyk, esk aanglick jazyk vpsan

podob
Rok ocenn

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

Translation Time at the Slovenian

Language Subject Teaching
The Translation Time at the Slovenian Language Subject Teaching
project constitutes avery original and innovative form for
interleaving adeeper understanding of and respect for the mother
tongue, while raising awareness about the significance of foreign
language skills. O Kapela was the project applicant/coordinator,
whereby partner institutions came from 7 European countries: Italy,
Hungary, Switzerland, Norway, Serbia, Sweden and the Netherlands.
The project applicant also invited pupils of Slovenian origin from
the border regions of Austria, Italy and Hungary, and children of
immigrants, who learn the Slovenian language in adifferent cultural
and linguistic environment, to participate in the project.
During the project pupils communicated with each other with the
help of foreign literature and produced translations of the texts in
their mother tongue. On the basis of the applied approach/method,
which has been approved as an international innovation project
within the Hidden Treasure (Skriti Zaklad) programme, several
works of literature including translation in 14 languages (i.e. major
European languages, as well as less common languages from the
neighbour countries and minority languages) have been published
so far. These publications gained apositive response and recognition
from the general and professional public, and received different
prizes and awards in Slovenia (http://www.oskapela.si).

Coordinating body

Primary school Kapela

Contact person

ivana Safran ([email protected])

Education Sector

Primary school
Target group

Pupils from grades 4-9

Languages

Slovenian, German, English, Serbian, Croatian, Dutch,

Swedish, Norwegian, Macedonian, Romani, Albanian,
Friulian, Bosnian and the language of Hungarian Slovenes
Year of the Award

2010

Comment on the selection

The Translation Time at the Slovenian Language
Subject Teaching project introduces and
implements the elements of intercultural
education, while continuously promoting reflection
on the richness of the mother tongue, as well as the
linguistic and cultural European heritage. Through
project work young Europeans from different
environments established mutual bonds which
enable them to learn about intercultural dialogue
and European dimensions and paved the way for
abright new future.

SLOVENIA
SLOVENIJA

TRANSLATION TIME
AT THE SLOVENIAN
LANGUAGE
SUBJECT TEACHING

PREVAJALSKE IGRICE PRI

POUKU SLOVENINE

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

ivana Safran ([email protected])

Podroje izobraevanja

Osnovnoolsko izobraevanje
Ciljna skupina

Uenci od 4. do 9. razreda osnovne ole

Jeziki

Slovenski, nemki, angleki, srbski, hrvaki, nizozemski,

vedski, norveki, makedonski, romski, albanski, furlanski,
bosanski, jezik Porabskih Slovencev
Leto prejema priznanja

2010

Komentar k izbranemu projektu

Projekt Prevajalske igrice pri pouku slovenine
vpeljuje in uresniuje elemente medkulturne
vzgoje ter uence vseskozi spodbuja krazmiljanju
obogastvu maternega jezika ter ojezikovni in kulturni
dediini vEvropi. Skozi projektno delo so se med
mladimi Evropejci iz razlinih okolij spletle vezi, ki
jim omogoajo spoznavanje medkulturnega dialoga
in evropske dimenzije ter jim odpirajo vrata vsvet
prihodnosti.

93

94

NETHERLANDS

NEDERLAND

The Reading Express

About 10% of the people in the Netherlands are functionally illiterate.
The Dutch Education Council estimates that 10% of the children do
not have enough reading skills at the end the first year in primary
school. In addition, at the end of primary school, 10% of children score
at alevel of literacy that is two years behind on their peers. Moreover,
these children will not catch up with their peers during their academic
development in regards to their level of literacy and will experience
difficulties with other school subjects as well.
The Reading Express mediates between people, and brings them
into contact with one another by reading with and to each other. The
project aims to help children from 2 to 8 years old who have language
problems, or who are expected to experience language problems in the
future.
Therefore, the main goal of this project is to improve the language
skills of children. Moreover, this will hopefully result in children enjoying
reading more, the language situation in their home will be enriched,
and their parents will learn how to read to their children themselves.
The families who participate in this project experience difficulties with
their Dutch language proficiency. The result of which is that the parents
are unable, for whatever reason, to read to their children themselves,
which causes means the children in these families fall behind in their
educational development compared to their peers. The Reading Express
tries to amend this situation by having avolunteer of the Reading
Express introduce reading to the children and assist the parents to
incorporate reading to the children in their family. In this way, the
volunteers aim to enhance the fun in reading for the children, they
enrich the language situation in their home (with reading materials, as
well as socially) and they work together with the parents to improve
the language development of the children.
Many families in socially mixed neighbourhoods mainly have contact
with neighbours in the same social position. Big differences in income
and education appear to form athreshold for contact and identification
with other members of the community. The Reading Express brings
people with different socialcultural backgrounds from the same
neighbourhood into contact with each other. The volunteer visits the
home once aweek for aperiod of 20 weeks. In this way, the volunteer
and the family get to know each other and each others culture and
background in afun way.
The Reading Express also aims to connect families to Dutch society.
Alot of the participating families live isolated and do not take part in
Dutch social life. By creating atrusting relationship with the family the
volunteer might be able to assist the parents with other issues they
might face, as the parents feel comfortable enough with the volunteer
to ask for assistance. In addition, the volunteers can also notice
some problems or needs in the families themselves. Even though
the volunteers are not social workers, they can assist the families
in getting the help that they need. One way this can be done is by
bringing relevant projects and facilities to the attention of the families
through the volunteers.

Coordinating body

Cultureel Projectbureau SodaProducties

Contact person

Charlotte Leemans
Education Sector

Preprimary, Primary
Target group

Children with (a risk of) language difficulties, from

2 to 8 years old
Languages

Dutch

Year of the Award

2010

Comment on the selection

The judges are impressed by the substantive results
that this project has accomplished: in 400 families
in 11 cities, Dutch volunteers visited families with
adifferent language background, to read to their
children and bring them into contact with books and
stories (NB: these figures are from 2010. In 2014,
there are 3237 families and 3680 volunteers
registered at the Reading Express). One very
noticeable effect of this project was that the number
of books in the families grew. Furthermore, the judges
are also impressed by the thorough research that the
organisation has done. Moreover, the project makes
excellent use of volunteers and enhances the social
cohesion in the cities. The organisation of this project
is excellent, and they showed alot of perseverance
and cultural sensitivity in starting this.
In addition, the project connects well with the
European priority from 2010, namely Language
learning in the community. In addition to enhancing
the language skills of the children, the project brings
people from different socioeconomic backgrounds into
contact with each other. This does not only enlarge
the social life of the families and the volunteers, but
also their cultural awareness.
In conclusion, the impact of language is huge,
especially when the children participating in this
project are this young. In their language sensitivity
period, the children participating in this project
are brought into contact with the Dutch language,
which is aforeign language to them. As apositive
consequence, it also enhances the language
proficiency of their parents. Hence, this is asolid,
complete and inspiring project that deserves to keep
on growing.

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

Cultureel Projectbureau SodaProducties

Contactpersoon

Charlotte Leemans
Onderwijssector

Voorschoolse educatie, basisonderwijs

Doelgroep

Kinderen met een (risico op een) taalachterstand, van 2 tot

8 jaar
Talen

Nederlands
Jaar van uitreiking

2010

Opmerking over de selectie

De jury prijst de organisatie voor het grote effect dat is bereikt: in 400 gezinnen in 11 steden lezen Nederlandse vrijwilligers voor aan allochtone
kinderen en brengen ze zo in contact met boeken en verhalen (NB: deze cijfers komen uit 2010, inmiddels staan er 3237 families en 3680
vrijwilligers geregistreerd bij de VoorleesExpress). Een gevolg van het project is dat het boekenbezit in allochtone gezinnen wordt vergroot. De jury
is onder de indruk van het grondige effectenonderzoek dat de organisatoren hebben verricht. Het project maakt uitstekend gebruik van vrijwilligers
en bevordert de sociale cohesie in de stad. Het opzetten van een dergelijk project is geen sinecure en de jury prijst de organisatie voor haar lef,
doorzettingsvermogen en culturele sensitiviteit.
De kracht van taal voor de jonge leeftijdsgroep is enorm: juist in de gevoelige leeftijd worden kinderen met het Nederlands, dat voor hen een
vreemde taal is, in contact gebracht. Dit is een mooi, compleet en inspirerend project dat het verdient te blijven groeien.
Dit project sluit daarnaast goed aan bij het Europese thema, te weten Taal leren in de gemeenschap. Naast het vergroten van de taalvaardigheid
van de kinderen, brengt het project personen van doorgaans verschillende sociaaleconomische achtergronden in contact met elkaar. Dit vergroot niet
alleen de kennissenkring van zowel de vrijwilliger als de familie, maar ook het cultureel bewustzijn van beide.

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)

Research and teacher education for business and economics

the added value of lifelong learning and interdisciplinary networking

EDURES initiated by the

management of the Bucharest University
of Economic Studies (ASE) and the
Department of Business English, as
afollowup to aTeacher Development programme is the
first of its kind in Romania. It is an interdisciplinary professional
development programme, at masters level, designed to improve
English language communication and intercultural competencies,
and critical and creative thinking. Aforum for crossdisciplinary
networking, EDURES builds on the added value of informal learning.
Intended especially for teachers and researchers of various
specialisations, the projects main goal consists in initiating
acascading process. It encourages participants to transfer all
relevant aspects from the EDURES setting to their own teaching
and research practice, thus contributing both to personal
professional growth and to institutional quality assurance.
Key components include: interdisciplinary team projects,
international conferences and seminars, inspiration from and
adaptation of international expertise, thematic field work,
observation and investigation of processes.
According to participants feedback, the main results are:
a.
consolidation of an interdisciplinary academic community,
with apositive attitude to lifelong learning;
b.
more creative teaching, learning and (self-)assessment, with
afocus on relevant skills development, thus enhancing the
students career prospects;
c.
research articles published in wellknown journals, leading
to abetter positioning of Romanian academics on the
international scene;
d.
successful application for postdoctoral grants by the
programme alumni, including international mobilities and
improved career opportunities.

Coordinating body

Academia de Studii Economice din Bucureti

Contact person

Prof. Dr LauraMihaela Murean ([email protected])

Education Sector

Tertiary Education, Adult Education, Teacher Training

Target group

Teachers, researchers, doctoral students, graduates of

bachelor studies, with an interest in improving advanced,
specific competences, relevant for career improvement and
educational cascading
Languages

English and synergies with other language and cultural

environments (Romanian, German, French)
Year of the Award

2011

Comment on the selection

Following Needs Analysis, the management of
ASE has realised that in order to ensure the
sustainable internationalisation of its programmes,
the academics/teachers themselves need to have
ahigh level of English language proficiency, in order
to teach their specialised subjects via the medium
of English and at the same time, to be familiar with
high-quality teaching and research methodology.
EDURES has, thus, benefited from the transfer
of the teacher training and mentoring expertise
of language teachers in the Business English
Department, who embarked on the challenge
of designing aunique teacher development
programme for colleagues/teachers of other
specialisations. Since the target group consists of
teachers and researchers of various specialisations,
most of them already holding aPhD, EDURES
is different from all other programmes at ASE. It
was initially conceived as aproject, but thanks
to its success and its beneficial effects on the
institution, the teachers/researchers and their
students, it has become part of the universitys
strategic internationalisation plan. It contributes
to multiplying learning opportunities, integrating
formal, nonformal and informal adult learning,
as well as multidisciplinary networking and the
sharing of best practice.

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

Academia de Studii Economice din Bucureti

Persoan de contact

LauraMihaela Murean ([email protected])

Sector educaional

Educaie teriar, educaia adulilor, formarea continu

acadrelor didactice
Grupint

Cadre didactice, cercettori, doctoranzi, absolveni ai

ciclului de licen, cu interes pentru mbuntirea la
nivel avansat acompetenelor specifice, relevante pentru
perfecionarea anselor n carier i pentru implicarea
n procese educaionale de transfer de competene n
cascad.
Limbi utilizate

Engleza, plus sinergii cu alte contexte lingvistice i culturale

(romna, germana, franceza)
Anul acordrii

2011

Comentariu privind selecia

Analiza de nevoi efectuat de conducerea ASE aevideniat c, pentru mai larga internaionalizare aprogramelor de nvmnt oferite de ASE,
era nevoie de ct mai multe cadre didactice care s stpneasc foarte bine limba englez pentru apreda disciplinele de specialitate n aceast
limb i care s fie familiarizate cu cerinele de ordin metodologic ale unui asemenea demers.
n 2006, efectele pozitive ale programului de dezvoltare profesional i mentorat al Catedrei de limbi germanice iau conferit vizibilitate la
nivelul managementului universitii. Astfel, un nucleu de cadre didactice cu experien de formatori i mentori pentru ali profesori aacceptat
provocarea de aconcepe un program n limba englez adresat colegilor care predau alte specializri.
Adresnduse acestui grupint foarte special (muli participani au deja ncheiate studiile doctorale n domeniile lor de specialitate),
EDURES se deosebete de toate celelalte programe masterale ale ASE. Afost conceput ca proiect pe operioad determinat, cu analiz de
nevoi efectuat atent pentru fiecare serie i cu etape adaptate specificitii fiecrui grupint separat. Odimensiune important const n
multiplicarea posibilitilor de nvare informal, de schimburi de experien i networking multidisciplinar.

99

100

ITALY

ITALIA

English on the move for key

people
The project has arisen in response to
the need for ateaching approach that
would provide an innovative method
of learning the English language to
replace the commonly used company
training format. This new course is specifically designed for the
manager on the move. Managers can actively participate without
interfering with their regular work activities and can engage in
the course activities and tasks even when they are out of town or
travelling abroad on business. The project was designed and created
as ajoint effort with Indesit Company S.p.A. It consisted of putting
together alanguage training package tailored to the needs of key
people at Indesit Company which would include innovative elements
in the implementation process, in the didactic methodology and in
the educational product. The learner is constantly in contact with
the teacher, on adaily basis, and the lesson is no longer limited to
the classroom and, therefore, to the facetoface approach, as the
continuity between classroom activities and daily life is guaranteed
through aseries of customised tasks designed to meet specific
individual needs, in the form of: Interactive tasks, Phone tasks and
Email tasks.

Coordinating body

The Victoria Company di Romagnoli G. & C. S.n.c.

Via XXIV Maggio, 55
60035 Jesi (AN)
ITALY
Contact person

Giuseppe Romagnoli
Education Sector

Continuous Vocational Training

Target group

Workers

Languages

English

Year of the Award

2010

Comment on the selection

In line with the priority 2010-11 Language skills
as apreparation for work, the project responds
to aspecific need expressed within the company
that intends to support the language performance
of managers. The initiative has been considered
interesting for the following reasons:
continuous training addressed to high-profile
persons with the need for specific language
skills for business, thus confirming the strategic
relevance of such competences for the
internationalisation and competitiveness of
enterprises;
use of amethodology combining the times of
life, study, work and providing for the support of
innovative tools that allow adirect relationship
with the trainers and immediate feedback of
learning outcomes.

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

The Victoria Company di Romagnoli G. & C. S.n.c.

Via XXIV Maggio, 55
60035 Jesi (AN)
ITALIA
Persona di contatto

Giuseppe Romagnoli

Settore dellistruzione

Formazione professionale continua

Gruppo target

Occupati
Lingue

Inglese

Anno del conferimento del premio

2010

Commento sulla selezione

In coerenza con la priorit 2010-2011 Language
skills as apreparation for work, il progetto risponde
aun fabbisogno specifico espresso in ambito aziendale
che va asupportare la performance linguistica dei
manager. Abbiamo considerato lazione di interesse per
le seguenti ragioni:
formazione continua destinata asoggetti di
alto profilo che tuttavia presentano lesigenza di
competenze linguistiche specifiche per il business,
aconferma dellimportanza strategica delle stesse
per linternazionalizzazione ela competitivit delle
imprese;
utilizzo di una metodologia utile aconciliare itempi
di vita, studio, lavoro eche prevede il supporto di
strumenti innovativi che consentono un rapporto
diretto con iformatori eun riscontro immediato
degli apprendimenti.

101

102

IRELAND

IRE/IRELAND

EuroCatering Language Training

EuroCatering is alanguage learning tool
for trainees and workers in the hoteland
catering industry based on the analysis
of trainees linguistic and cultural needs
while on placement abroad in the hospitality sector. The end product
is Webbased, and trainees and workers in the hoteland catering
industry, who wish to undertake awork placement abroad, may
access this professional language learning programme in seven
languages, free of charge.
The partnership team was composed of language and vocational
teachers, and administrators in vocational training institutions from
seven different EU countries: Belgium, France, Ireland, Norway,
Slovenia, Spain and the United Kingdom. The online language
learning programme is available in Dutch, English, French, Galician,
Norwegian, Slovenian and Spanish, and contains aprofessional
glossary of 1 500 restaurant and culinary terms in written, audio
and graphics form. It is acomplete pedagogical tool which allows for
selfinstructed or teacherguided learning. Exercises are included to
reinforce the learning, along with avideo of pertinent gestures for
restaurant and kitchen service and aglossary of cultural orientation
facts for working in the seven countries. The programme, which is
freely available to all upon registration online, is linked to alearning
platform, Moodle, with openended links for blogging, using chat
rooms, forums and YouTube.

Coordinating body

GalwayMayo Institute of Technology

Contact person

Anne Brindley
GalwayMayo Institute of Technology
Dublin Road
Galway
Tel. +353 91742252
Email: [email protected]
Education Sector

Continuous Vocational Training, Tertiary Education

Target group

Third Level Students

Languages

Dutch, English, Finnish, French, Gaelic, Galician, German,

Italian, Norwegian, Polish, Slovenian, Spanish
Year of the Award

Slovenia (2008), Norway (2009), Flanders (Belgium),

Ireland and Spain (2010), Wallonia (Belgium) (2011) and
Italy (2013) + European Language Label of the Labels in
2012

Comment on the selection

Eurocatering provides an excellent resource for nonacademic vocational language learners both for independent study on Moodle and for
classroombased sessions. It makes an appropriate use of technology, including the option for learners to download the files onto their iPod
whilst on placements abroad.
The Eurocatering project was based on aclear needs analysis for vocational language and culture preparation for mobility in the catering
sector. It focuses on providing learners with userfriendly and relevant material at A1 level allowing them to initiate or follow basic
conversations in awork situation.
There is added value in the wide variety of languages on offer, including lesser used languages such as Galician. It had very clear objectives
and results and is now being implemented very successfully.
Users are motivated to use the resource as it is easy to use and relevant to their vocational needs, in terms of both language and culture.
The team who created this was highly motivated and teachers are now able to make use of this new resource as abasis for their courses. It
is very straightforward to use and can be easily demonstrated on College Open Days and the cartoon characters appeal to students.
There is potential for transfer to other languages and other vocational sectors. There is avery strong European dimension due to the nature
of the collaborative project between several European partner organisations, which makes this agreat example of asuccess story.
It is asustainable project, which is reflected in the fact that the partnership has continued after the completion of the project.

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: [email protected]
Earnil oideachais

Oiliint ghairme leannach, oideachas treasach

Spriocghrpa

Mic linn tr leibhil

Teangacha

Ollainnis, Barla, Fionlainnis, Fraincis, Gaeilge, Gailsis,

Gearminis, Iodilis, Ioruais, Polainnis, Slivinis, Spinnis
Bliain an ghradaim

An tSlivin (2008), an Iorua (2009), Flndras, an Bheilg,

ire agus an Spinn (2010), an Vallin, an Bheilg (2011)
agus an Iodil (2013) + Sala na Sala in 2012

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

Mmir lifelong learning centre and Efling labour union

(www.mimir.is/www.efling.is)
Contact people

Vala S. Valdimarsdttir, Atli Lsson

Education Sector

Adult Education and vocational training

Target group

Low skilled unemployed immigrants

Target Language

Icelandic

Year of the Award

2011

Comment on the selection

This was ahighly ambitious project, built on
experience and professionalism. Behind it there
was both an ideology and apedagogical concept:
toencourage aminority group to become involved
insociety by joining language learning and social
activities and communication. Polish immigrants
are the largest group of immigrants in Iceland and
Growing does agreat job in language learning for
abig population of immigrants in Iceland. In 2011,
language skills as apreparation for work was
apriority in the European Language Label campaign
and the target of the project Growing was to teach
the Polish women asufficient level of Icelandic to give
them achance of participating in the labour market.

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

Mmir smenntun og Efling stttarflag (www.mimir.is/www.

efling.is)
Tengiliir

Vala S. Valdimarsdttir, Atli Lsson

Sklastig

Fullorinsfrsla
Markhpur

Atvinnulausir innflytjendur slandi

Tunguml

slenska

r viurkenningar

2011

Rkstuningur fyrir vali

Afar metnaarfullt verkefni sem byggir langri
reynslu og mikilli fagmennsku. bak vi a liggur
heilmikil hugmyndafri og kennslufrileg grundun.
Markhpurinn er minnihlutahpur sem nausynlegt
var a rva annig a hann gti ori virkur
samflaginu, en plskir innflytjendur eru strsti
hpur innflytjenda slandi. verkefninu var lg
hersla a tengja formlegt mlanm vi flagslegar
athafnir og lifandi tjskipti. Styrkur verkefnisins liggur
ekki hva sst v a tttakendum gafst tkifri til
a rjfa flagslega einangrun sna og styrkja annig
sjlfsmynd sna og last meira sjlfstraust. ri 2011
lagi Evrpumerki herslu tungumlakennslu til
undirbnings fyrir vinnumarkainn me von um a
btt tungumlakunntta yki atvinnumguleika og um
a snrist verkefni Yrkja.

105

106

PORTUGAL

PORTUGAL

Hook Up! Campus Europae Foreign

Language Learning Gateway (Portuguese)

This project was conceived to give support and consolidate
students mobility in the European context, as far as languages
and culture are concerned. It aims at promoting the learning of
less widely learned and spoken languages and contributing to
develop aEuropean identity based upon multilingualism and
multiculturalism. The project offers four levels ranging from A1 to
B2. It is available to Erasmus students and in the campus Europae
network.

Coordinating body

Depart. Lnguas eCulturas Universidade de Aveiro

Contact person

Filomena Barbosa Amorim

Education Sector

University Higher Education

Target group

HE students and staff of the universities belonging

tothenetwork
Languages

Finnish, French, German, Italian, Polish, Portuguese,

Russian, Spanish, Turkish, Greek, Estonian, Latvian
Year of the Award

2012

Comment on the selection

This project has proven to be of high quality with a
very wide European dimension, readily transferable
and it has a great impact on foreign language
learning.

PORTUGAL
PORTUGAL

HOOK UP! CAMPUS

EUROPAE FOREIGN
LANGUAGE
LEARNING
GATEWAY
(PORTUGUESE)

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

Depart. Lnguas eCulturas Universidade de Aveiro

Pessoa de Contacto

Filomena Barbosa Amorim

Setor de Educao

Universidade Ensino Superior

Grupo-alvo

Estudantes do ensino superior, docentes eno docentes

das universidades da rede
Lnguas

Finlands, francs, alemo, italiano, polaco, portugus,

russo, espanhol, turco, grego, estnio, leto
Ano do Prmio

2012

Comentrio sobre aseleo

Este projeto revela grande qualidade euma dimenso
europeia muito abrangente, de fcil transferibilidade
ecom grande impacto nas aprendizagens das lnguas
estrangeiras.

107

108

GERMANY

DEUTSCHLAND

International Project Week

Within the awarded International Project Week, lecturers from
other European countries conduct specific projects in the areas of
engineering, economics, social sciences and culture. The combination
of language learning and practical work in various fields is the basis
to improve linguistic, professional and intercultural skills.
The project is an integral part of Internationalisation at Home at
the University of Applied Sciences, Nordhausen. All students are
offered the opportunity to acquire acertain amount of international
experience, which is especially valuable for those unable to
participate in mobility programmes.
Due to its great success and the constant interest among students
and lecturers, the project is well established within the University
of Applied Sciences and bears evidence of the good cooperation
between the Centre of Foreign Languages and lecturers of all
disciplines who collectively organise the project week.

Coordinating body

University of Applied Sciences, Nordhausen

Contact person

Thomas Hoffmann
Education Sector

University

Target group

German and international students and staff of Higher

Education Institutions
Languages

English

Year of the Award

2010

Comment on the selection

The jury emphasises that the project was designed
to support students and the invited lecturers
as well by establishing networks between
various European universities. It represents an
excellent combination of goaloriented project
work, authentic communication and independent
language learning.

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

Begrndung der Auswahlentscheidung

Das Projekt ist ein hervorragendes Beispiel fr die gelungene Verknpfung von
zielorientierter, berufsvorbereitender Projektarbeit, authentischer Kommunikation
und unabhngigem Sprachenlernen. Die Jury lobt zudem die Tatsache, dass mit
diesem Projekt en passant ein europisches Netzwerk zwischen den Dozenten
geschaffen wird, von dem neben den Lernenden auch die Lehrenden profitieren.

Zielgruppe

Deutsche und internationale Studierende und

Hochschulpersonal
Sprache

Englisch

Jahr der Auszeichnung

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

Sisekaitse Akadeemia (Academy of Security Sciences)

Contact person

Marek Link ([email protected])

Web

www.keelerobot.eu
Education Sector

University, Continuous Vocational Training, Adult Education

Target group

Students

Languages

English (2011), 20 languages by 2015

Year of the Award

2011

Comment on the selection

All aspects in the project are associated with
language learning (learners, teachers, materials
and methods) and the needs of learners have been
taken into account; it increases motivation for
learning and teaching of languages; it represents
real innovation and will serve for qualitative as well
as for quantitative improvements; it has a European
dimension and addresses linguistic diversity. The
project is important from the point of view of
national as well as European security.

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

Marek Link ([email protected])

Web

www.keelerobot.eu
Hariduse valdkond

Krgharidus, kutsealane tienduspe, tiskasvanuharidus

Sihtgrupp

lipilased
Keeled

Inglise keel (2011), 20 keelt aastaks 2015

Tunnustatud

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

Legal English Training for

Intermediate and Advanced Students
The project of Precedens Language
Studio (PLS) entitled Legal English
training for intermediate and advanced
students aims at meeting the need for
acomprehensive language training for
legal professionals in Europe in general, and in Hungary in particular.
There has been no study material available in Hungary so far
that places the Hungarian (or, more widely defined, the European
continental) legal system in the centre, that shows the differences
and the similarities between the continental and the AngloSaxon
law. The project is designed for intermediate (B2) and advanced (C1)
students containing activities originating from real life and work
situations. Legal English Training for Intermediate and Advanced
Students is modularly structured. Language skills which have been
developed in the introductory English for Contract Law module are
improved further in the optional modules of English for Company
Law, English for Employment Law, English for IP Law or in English
for Civil Procedure, to name but afew. Currently we are still working
on the project to prepare new study materials and courses involving
other areas of law and to implement the already existing modules
into other European languages.

Coordinating body

Precedens Language Studio

Contact person

Judit Horvth ([email protected])

Web

www.precedensnyelvstudio.hu
Education Sector

Adult education
Target group

Students of adult education

Languages

English

Year of the Award

2010

Comment on the selection

The programme provides practical language skills
first of all to those who intend to be employed
in the area of legal practice, and it refers to the
European priority Language skills as apreparation
for work.

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

Precedens Nyelvstdi (Precedens Kft.)

Kapcsolattart szemly

Judit Horvth ([email protected])

Web

www.precedensnyelvstudio.hu
Oktatsi szektor

Felnttoktats
Clcsoport

A felnttoktats hallgati
Nyelvek

Angol

Djazs ve

2010

A kivlaszts rvid indoklsa

A program gyakorlati szaknyelvi tudssal vrtezi fel
mindazokat, akik ajogi plyn kvnnak elhelyezkedni,
s ezzel amunka vilgban hasznosthat nyelvi
kszsgek fejlesztst megclz eurpai prioritshoz
kapcsoldik.

113

114

BELGIUM

BELGIEN

Networked language groups

The project was aimed at the unemployed
and was conducted by the employment
office in the Germanspeaking community
of Belgium in cooperation with the
vocational training centres of Forem in
Malmedy and Arlon. The aim was to promote linguistic, technical and
social skills through projectbased networking between the trainees
of the vocational training centres of the employment offices of the
Germanspeaking community and of the French community. The
participants had to conduct astudy in ten companies, summarise
the results in abooklet in their target language, and present it in
public. They used information technologies and communicated
via aspecial virtual workspace, by email or phone in the target
language. They created contacts with companies and learned more
about the economic situation in their region.

Coordinating body

Arbeitsamt der Deutschsprachigen Gemeinschaft

Contact person

Bernadette Bong

Education Sector

Initial Vocational Training, Continuous Vocational Training

Target group

Unemployed
Languages

French

Year of the Award

2010

Comment on the selection

The project promotes the target groups
employability through language learning. The close
cooperation between the Germanspeaking and the
French community as well as the connections to the
labour market were used in an optimal way.

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

Arbeitsamt der Deutschsprachigen Gemeinschaft

Kontaktperson

Bernadette Bong
Bildungsbereich

Berufliche Aus- und Weiterbildung

Zielgruppe

Arbeitsuchende
Sprache

Franzsisch
Jahr der Auszeichnung

2010

Kommentar zur Auswahl

Das Projekt frdert die Beschftigungsfhigkeit durch
gezieltes Fremdsprachenlernen mithilfe des Einsatzes
neuer Medien. Die enge Zusammenarbeit zwischen der
deutschsprachigen und franzsischen Gemeinschaft
und die Kontakte zur Wirtschaft wurden optimal
genutzt.

115

116

SPAIN

ESPAA

4th Taste the language, taste

the world Workshop
The 4th Taste the Language, taste the world Workshop promotes
multilingualism and multiculturalism, and it also enhances
intercommunication and communication skills. This project addresses
not just the teachers and students of this Official School of Languages,
but some other language schools in the area, educational centres, and
its population as awhole. The Workshop is grounded on the economic
and cultural needs and peculiarities of the citizens in the area, and
it provides added value to the lifelong training of both its native and
its immigrant populations. The Workshop is set up and implemented
in acollaborative manner. The language school turns into an open
space capable of making use of the resources directly available to
improve the quality of the education offered. The Workshop is an
excellent activity aimed at fostering and improving the communication
capabilities of the students, teaching staff and other inhabitants in the
area, given that it is conducted in English, French and Spanish, with
certain aspects in Portuguese, Romanian, Italian and Bable (Asturian),
and it is certainly open to the entire population of the region, other
language schools and educational centres. It also uses the European
Language Portfolio and the Autobiography of Intercultural Encounters
of the Council of Europe. The students of the language school are
the ones in charge of the organisation and implementation of the
Workshop, teaching winetasting courses and giving presentations
in French and English on cuisine and viticulture, along with other
students and with the support of the teaching staff of the language
school. Other citizens who are not part of the school itself also take
part in the cultural events and in arranging winery tours, embedded in
the multilingual nature of the project. Winery tours, conferences, book
presentations, wine tasting sessions and other activities are scheduled,
and the organisers prepare the materials in the foreign languages
accordingly.

Coordinating body

EOI El Fuero de Logroo. Extensin de Haro. La Rioja

General Sanjurjo, 4. 26004 Logroo (Spain)
Tel. +34 941240214
Fax+34 941236678
E-mail: [email protected]
Web: http://eoilogrono.edurioja.org/
Contact person

Marta Garca Alamn ([email protected])

Education Sector

Initial and Continuous Vocational Education and Training

Studies, Adult Education
Target group

Students of Language Schools, students of Secondary

Education, students of Vocational Education and Training
Studies, Language teachers
Languages

English, French, Spanish, with certain aspects in

Portuguese, Romanian, Italian, Bable (Asturian)
Year of the Award

2011

Comment on the selection

Through this project, this Official Language School
seeks to join objectives, contents, key competences
and selflearning tools in order to train students on
the proper use of foreign languages and to prepare
them for the working life and the labour market.
With the organisation of this workshop, the
language school promotes language learning using
the world of wine, gastronomy and the natural
environment as the main features of the area and
it also integrates the intercultural competence in
avery practical, businesslike way.
Furthermore, the communicative and functional
approach in language learning is developed by
encouraging the interaction of students and
teaching staff, due to atopic of common interest,
contributing from the linguistic and cultural training
to the students smooth inclusion into the labour
market. This initiative is therefore aclear example
of aproject that corresponds to the 2011 European
priority Language skills as a preparation for work.
This project is awonderful chance to stimulate and
improve communication skills of students, workers
and other citizens in the area. Thus, students who
participate in this activity develop the skills required
to be able to choose from awider variety of jobs
and find abetter one, including those offered
abroad, which also helps them to increase their
confidence in their professional field.

SPAIN
ESPAA

4TH TASTE THE

LANGUAGE, TASTE
THE WORLD
WORKSHOP

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

EOI El Fuero de Logroo. Extensin de Haro. La Rioja

General Sanjurjo, 4. 26004 Logroo (Espaa)
Tel. +34 941240214
Fax +34 941236678
Email: [email protected]
Web: http://eoilogrono.edurioja.org/
Persona de contacto

Marta Garca Alamn ([email protected])

Sector educativo

Educacin de Adultos yFormacin Profesional

Grupo destinatario

Alumnado de Escuelas Oficiales de Idiomas, de

Educacin Secundaria Obligatoria yFormacin
Profesional,Profesorado de idiomas
Idiomas

Ingls, francs, espaol, con matices en portugus, rumano,

italiano, bable
Ao premiado

2011

Comentario sobre la eleccin

Por medio de este proyecto, esta Escuela Oficial
de Idiomas intenta aunar objetivos, contenidos,
competencias bsicas einstrumentos de
autoaprendizaje con objeto de capacitar al alumnado
para el uso adecuado de lenguas extranjeras que les
preparen para la vida laboral.
Con la puesta en marcha de estas Jornadas, esta EOI
fomenta el aprendizaje de idiomas utilizando como
catalizador el mundo del vino, la gastronoma ysu
entorno, eintegra la competencia intercultural de una
manera muy prctica. Por otro lado, se desarrolla el
carcter comunicativo yfuncional en el aprendizaje
de idiomas favoreciendo la interaccin del alumnado
yel profesorado en un tema de inters comn
ycontribuyendo desde la formacin lingsticocultural
ala integracin laboral. Esta iniciativa es, pues, un
ejemplo claro de proyecto que responde ala prioridad
europea Destrezas lingsticas que preparen para la
vida laboral.
De esta manera los estudiantes que participan en esta
actividad desarrollan las destrezas necesarias para
poder elegir entre una variedad ms amplia de empleos
yencontrar un mejor puesto de trabajo, incluidos
los que se ofertan en el extranjero, yaumentar su
confianza en s mismos en su contexto profesional.

117

118

SLOVAKIA

SLOVENSKO

TOURNEU Cultural and Economic Aspects

of Incoming Tourism in the new European Countries

(Slovakia, Estonia, Latvia)/ BL- German course
The project TOURNEU was realised under the
Lifelong Learning Programme - Leonardo da
Vinci Transfer of Innovation in 2008-10. It was
implemented by the Department of Languages
at the Technical University of Koice in Slovakia

in cooperation with the partners from 3 countries
(the Institut fr Interkulturelle Kommunikation
e.V. Ansbach, Germany; TURIBA Biznesa Augustskola Riga, Latvia;
LIKOOL Tartu, Estonia) and other partners from the tourism
industry as well.
The main project aim was to increase the quality of language
competences in the German language of people working in the
tourism sector, as well as the students entering the labour market.
The main project outcome is afree elearning interactive
modular course of the German language in the tourism sector
(www.tourneu.eu) that is still in active use by learners. It is based
on the blended learning method, i.e. it uses traditional and new
forms and methods of learning aforeign language. The educational
programme integrates advantages of foreign language selflearning
with classical teaching in regional centres.
The developed educational material is focused on thematic fields
organised in three modules:
Module A- Services (A2)
Module B- Marketing (B1)
Module C- Management (B2).
The modules are developed in accordance with language levels
of the CERF. Each module contains basic and additional exercises
and exercises with atutor and is supplemented with visual, audio
and audiovisual supplements. Besides the learning materials,
afourlanguage GermanSlovakLatvianEstonian dictionary and
afourlanguage users manual, as well as aquiz about the partners
countries were developed.
The projects results have been disseminated in another country Turkey, thanks to the new LDV Transfer of Innovation project called
EUIMLIT (www.euimlit.org).

Coordinating body

Technical University of Koice, Slovakia

Contact person

PhDr Janka Pavlovov, CSc.

Education Sector

Adult Education, Continuous Vocational Training

Target group

Tourism industry employees, students entering the labour

market
Languages

German

Year of the Award

2011

Comment on the selection

The elearning course develops language vocational
competences in specific intercultural business
communication in the German language. The target
group are especially workers, even students, in the
tourism field - services, marketing and management
working at various positions in hotels, pensions,
restaurants and information centres. They can update
their knowledge and competences in the German
language according to their language level, their own
choice of atopic, time of learning and pace.

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

Technick univerzita vKoiciach, Slovensko

Kontaktn osoba

PhDr. Janka Pavlovov, CSc.

Sektor vzdelvania

Vzdelvanie dospelch, alie odborn jazykov

vzdelvanie
Cieov skupina

Osoby pracujce voblasti turizmu atudenti vstupujci na

trh prce
Cieov jazyk

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

452 microcommunicative activities

inforeign languages (German, French and English)
basedon the European Language Portfolio
This is aproject that comprises 452
micro-communicative activities in
foreign languages, designed to promote
independent learning and to improve
communicative skills. The material
produced in adigital format starts
from acommunicative and contextualised approach learning and
moves forward with the recommended European Language and
evaluation descriptors contained in the Common European Framework
of Reference for Learning and Teaching of Languages (CEFR), also
connected to the learning objectives of the language biography of the
European Language Portfolio (ELP) in their paper and digital versions.
Being an open digital format, it can be easily transferable to other
languages spoken in the national territory and other European Union
states with portfolios validated by the Council of Europe, and serve as
an inspiration to other teachers who, with aproperly planned training
and oriented to this end, may adapt the material to their own contexts.
This will encourage the creation of adatabase of learning materials
for all to use, enabling the improvement and adjustment of these
(micro-)communicative activities in German, French and English.

Coordinating body

Consejera de Educacin de la Junta de Andaluca

Edificio Torretriana. Avda. de Juan Antonio de Vizarrn, s/n,
41071 Sevilla (Spain)
Tel.+34 955064505
Fax+34 955064012
Web: http://www.juntadeandalucia.es/educacion/webportal/
web/pel
Contact person

Jos Francisco Fernndez Molero ([email protected])

Education Sector

Primary Education, Secondary Education, Initial and

Continuous Vocational Education and Training Studies,
Adult Education
Target group

Students of Primary, Secondary, Vocational Training and

Adult Education who are learning German, French or
English and teachers of these foreign languages
Languages

German, French, English

Year of the Award

2012

Comment on the selection

These communication activities based on the CEFR
descriptors, which have been adapted to each level
of communicative competence, and also connected
to the objectives of the European Language
Portfolio in digital format, ePEL, represent atangible
improvement in the teaching and learning of
languages, as
well as in the assessment of language
skills of the language learner. Furthermore, these
communication activities do not only contribute to
the development of anew methodological approach
in which, among other things, the language learner is
responsible for his/her progression in the acquisition
of language skills, but they also offer teachers the
opportunity to adapt to the context of their students
or to modify the initial input and methodological
guidelines to be followed.
In addition, the use of ICT for learning and
assessment of language skills and the mixed use of
virtual classroom tools and classes for the learning
and teaching of foreign languages make

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.

Comentario sobre la eleccin

Estas actividades comunicativas basadas en los descriptores del MCER, que han
sido adaptados para cada nivel de competencia comunicativa, yconectadas con los
objetivos del Portfolio Europeo de las Lenguas en formato digital, ePEL, representan una
mejora tangible en el proceso de enseanzaaprendizaje de las lenguas, as como en
la evaluacin de los conocimientos lingsticos del aprendiz del idioma en cuestin. No
solo contribuyen al desarrollo de un nuevo enfoque metodolgico en el que, entre otros
aspectos, el aprendiz de lenguas se hace responsable de su progresin en la adquisicin
de los conocimientos lingsticos, sino que ofrecen al profesorado la posibilidad de ser
adaptadas al contexto de su alumnado, modificando el input oestmulo inicial ylas
pautas metodolgicas aseguir.
Adems, la utilizacin de las Tecnologas de la Informacin yla Comunicacin (TIC)
para el aprendizaje yla evaluacin de los conocimientos lingsticos yel uso mixto
de herramientas virtuales yclases presenciales para el aprendizaje yenseanza de
lenguas, hacen de este proyecto un ejemplo claro de la prioridad europea Aprendizaje
de lenguas basado en las nuevas tecnologas, ya que con estas actividades se favorece
la combinacin del modelo yla motivacin de la enseanza clsica en el aula, con
la flexibilidad de un material digital de uso individual atravs de la red, yse ofrecen
recursos digitales para evaluar las lenguas en clave de competencia comunicativa,
impulsando as el uso comunicativo del idioma yla autonoma del aprendiz.

Coordinador

Consejera de Educacin de la Junta de Andaluca

Edificio Torretriana. Avda. de Juan Antonio de Vizarrn, s/n,
41071 Sevilla (Espaa)
Tel. +34 955064505
Fax +34 955064012
Web: http://www.juntadeandalucia.es/educacion/webportal/
web/pel
Persona de contacto

Jos Francisco Fernndez Molero ([email protected])

Sector educativo

Educacin Primaria, Secundaria, Formacin Profesional

yEducacin de Adultos en la enseanza reglada ono reglada
Grupo destinatario

Alumnado de Educacin Primaria, Secundaria, Formacin

Profesional yEducacin de Adultos que estn aprendiendo
alemn, francs o ingls ydocentes de lenguas extranjeras
(alemn, francs o ingls)
Idiomas

Alemn, francs, ingls

Ao premiado

2012

123

124

ESTONIA

EESTI

ADOK Automation technology

and German as online course
The lack of qualified engineers with German language
skills in engineering fields inspired universities and
companies from four different European Union countries
(Tampere UAS, Reutlingen University, Tallinn UAS, VB
TU Ostrava) to produce teaching material for aunique
interdisciplinary online course which combines the fields
of Automation Technology and German as aforeign
language: ADOK (Automatisierung und Deutsch im
OnlineKurs/Automation Technology and German as an
OnlineCourse, A2 level). ADOK is available free of charge
on the website http://www.adok-projekt.eu thanks to the
financial support of the EU within the framework of the
Lifelong Learning Programme (Leonardo da Vinci). The
course material is acombination of problembased instruction in
the field of Control Engineering and active learning of the German
language. Situations from daily professional life are simulated and
this will have a positive effect on the motivation of the students.
Computer-modified, animated and interactive learning material
for the combined teaching of Control Technology and German
language will be produced on the basis of authentic texts and
diagrams. These tasks will be embedded in Moodle, awidelyused
online learning platform, so they can be used by the students to
produce, for example, glossaries together.

Coordinating body

Tallinna Tehnikakrgkool
Contact person

Britt Petjrv ([email protected])

Education Sector

University, Initial Vocational Training, Continuous Vocational

Training, Tertiary Education
Target group

Baccalaureate level students of automation technology

and engineering

Comment on the selection

The project team is international and professional, with a system-based and
integrated approach to the theme.

Languages

German

Year of the Award

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

Britt Petjrv ([email protected])

Hariduse valdkond

Krgharidus, phi-, jtku- ja ettevttephine kutseharidus

Sihtgrupp

Bakalaureuse taseme masinaehituse valdkonna ja

inseneeria lipilased
Keeled

Saksa

Tunnustatud

2012

Valiku phjendus
Projekti trhm on rahvusvaheline, professionaalne,
projekti teemat on ksitletud ssteemselt ja
integreeritult.

125

126

CZECH REPUBLIC

ESK REPUBLIKA

B.E.L.L. Business Economics

Language Learning
The Comenius/eTwinning project B.E.L.L. involved
cooperation of 6 countries in the field of language
learning and economics with an important role of
information technologies.
The first year of collaboration was in the name of
two main topics: Fair Trade and virtual training firms.
Acommon questionnaire on Fair Trade was created and processed
(using Google Docs). Then the students worked online in international
teams, carried out asurvey about FT products sold in local shops,
compared the results and made avideo as the outcome.
During the second year the students created on Webnode their eshop
website (http://bell3eng.webnode.cz/). The final event of collaboration
was afashion show at the Historical Museum of Luxembourg City,
which promoted the idea of Fair Trade. In the course of two years
amonthly online project newsletter was issued. At the end of the
project cycle acommon evaluation questionnaire showed the projects
assets.
eTwinning web space (http://twinblog.etwinning.net/26897/) and
TwinSpace (http://newtwinspace.etwinning.net/web/p36261/welcome)
were used by the students for virtual communication in international
groups (applications forum and chat) and as aportfolio for storing
outcomes (PPT, reports, charts, photos, videos and newsletters).
In the course of the project the participants used MS Office (Word,
Excel, PowerPoint) for creating outputs and Zoner or Photostory for
adapting photos; the videos were uploaded on YouTube.
A lot of students consider the B.E.L.L. project as abeneficial part
of their high-school studies thanks to which they learnt how to
communicate with partners from different countries, got to know their
culture and life, grasped some of the global issues and managed basic
steps of project planning.

Coordinating body

Obchodn akademie aVy odborn kola ekonomick,

Tbor, Jirskova 1615
Contact people

Mgr. Alena Jandlov, Mgr. Jana Turanov

Education Sector

Secondary

Target group

Students 15 to 19 years old

Languages

English

Year of the Award

2013

Comment on the selection

Students used various methods of online
communication and ICT tools which helped them
increase their level of English language as well as
digital competency.

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

Obchodn akademie aVy odborn kola ekonomick,

Tbor, Jirskova 1615
Kontaktn osoba

Mgr. Alena Jandlov, Mgr. Jana Turanov

kolsk sektor

Stedokolsk
Clov skupina

Studenti od 15 do19 let

Jazyky

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

COmmunicating and building Bridges thanks to the Acquisition

of Languages through Technologies

(COBALT)

COBALT (COmmunicating and building Bridges thanks to the

Acquisition of Languages through Technologies) is aproject
that develops the elearning platform Franel. It originated from
apartnership between 3 universities (KU Leuven, Lille 3, UMons)
and both the Walloon and Flemish job centres, Forem and VDAB,
in partnership with alocal television BLCC. It aims at improving
the language skills in the three regions in the language of the
neighbours (French in West Flanders, Dutch in Hainaut and in
Nord/Pas-de-Calais) for the general public, students, businessmen
and jobseekers who want to find ajob across the border. The
extracurricular offer tries to reach awide target group and to
improve social mobility between regions. So it is also about the
promotion of intercultural communication, the contribution of
innovation in Dutch and French language learning in the school
context and enhancing the innovative use of ICT.
The project features two websites. Each website offers free teaching
tools on the Internet for people wanting to improve their knowledge of
French or Dutch. Five thousand exercises are available on www.franel.
eu. They are based on various themes from everyday and working life.
The exercises also include factsheets covering grammar, vocabulary
and communication situations as well for beginners as advanced
language learners. Afeedback section is provided so that the learner
can progress. The website www.kuleuvenkulak.be/mediatic features
250 authentic videos online selected from the TVchannel partners. It
includes subtitles and it is free and available to all registered users.

Comment on the selection

This large-scale project based on authentic
material is avery good example of cross-border
collaboration. The website is free of charge and
available to anybody who wants to brush up or
(re)activate ones practice of French or Dutch.
In Belgium, Flanders, the ELL theme in 2013
was Multilingualism and new technologies (thus
combining both European priorities in one). COBALT
was selected by the Flemish jury because of its
strong didactics, the abundance of material
offered for free, the way it matches the policy
aims and the broad partnership thats working
on it. It has aclear and strong strategic concept
that also offers remedial tools to teachers; it is
transferable to other languages (including LWULT)
and contexts; its highly motivating and it focuses
on communicative skills. It strengthens intercultural
competences, it addresses the CEFR levels and it
makes it possible to measure the learners progress.

Coordinating body

In Wallonia: Umons (Universit de Mons)

In Flanders: KULeuvenKortrijk
Contact person

Viviane Grisez ([email protected])

In Flanders: Prof. Piet Desmet (Piet.Desmet@
kuleuvenkulak.be)
Education Sector

University (Main Educational Sector), Secondary (Additional

Educational Sector), Adult Education
Target group

Beginners and advanced (Students, jobseekers, adults,

business people)
Languages

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

In Walloni: Umons (Universit de Mons)

In Vlaanderen: KULeuven-Kortrijk
Contactpersonen

Viviane Grisez ([email protected])

In Vlaanderen: Prof. Piet Desmet
([email protected])
Onderwijs-/vormingssector

Secundair en volwassenenonderwijs
Doelgroep

Beginners en gevorderden (werkzoekenden, studenten,

zakenmensen )
Talen

Frans, Nederlands
Jaar waarin de ELITprijs gewonnen werd

2013

Toelichting bij de selectie

Dit grootschalig project dat gebaseerd werd op authentiek materiaal is een zeer goed voorbeeld van grensoverschrijdende samenwerking. De
website is gratis en beschikbaar voor iedereen die zijn praktische kennis van het Frans of het Nederlands wil opfrissen of (her)activeren.
In Vlaanderen was het ELL-thema in 2013: Meertaligheid en nieuwe technologien (dus een combinatie van beide Europese prioriteiten in n).
De Vlaamse jury selecteerde dit project omwille van het groot aantal beschikbare materialen die gratis aangeboden worden, de sterkte qua
didactiek, de aansluiting bij de leerplannen en de brede partnergroep die eraan werkt. Het is een sterk onderbouwd project dat remedirende
mogelijkheden voor leerkrachten biedt; het is overdraagbaar naar andere talen (ook minder gebruikte en minder onderwezen talen) en
contexten; het is zeer motiverend en gericht op communicatievaardigheid. Het versterkt interculturele competenties, het bestrijkt verscheidene
ERKniveaus en biedt de mogelijkheid om de vooruitgang van de lerenden te meten.

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

of all languages, as its

outputs are widespread in the worlds languages as well as in those of
smaller European countries.
The schools participated in the project using the newest information
and communication technology for their mutual communication as
well as for the development of the project outputs.

Coordinating body

Secondary vocational school, Nov Mesto nad Vhom,

Slovakia
Contact person

Mgr. Eva Luptkov

Education Sector

Initial Vocational Training

Target group

Initial vocational training learners and teachers

Languages

English, Finnish, German, French, Italian, Slovak

Year of the Award

2012

Comment on the selection

Mutual communication between the involved
teachers and students from different countries
was in English through emails, online audiovisual
contacts and social media platforms that are
offered by big Internet companies (for example
Skype, Ning, eTwinning, Google). Skype meetings
were organised approximately once amonth. Email
communication was performed via discussion
Google Groups once aweek. During the project,
each school created an IT centre where the teachers
and students could mutually cooperate, for example
in preparation of various international school
projects.
Using the new ICT for communication between
teachers and students in English language, as well
as for creation of the project results, supported
developing their communication skills significantly,
developed a lasting international network of the
project partners.

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

Stredn odborn kola, Nov Mesto nad Vhom, Slovensko

Kontaktn osoba

Mgr. Eva Luptkov

Sektor vzdelvania

Poiaton odborn vzdelvanie

Cieov skupina

iaci auitelia vpoiatonom odbornom vzdelvan

Jazyky

Anglitina, fnina, nemina, francztina, talianina,

slovenina
Rok ocenenia

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

Easy School of Languages

Contact person

Barbara Galeann ([email protected])

Education Sector

Adult Education, Teacher Training

Target group

Adult students from different countries in the world whose

age range from 18 to 90 years old
Languages

English

Year of the Award

2012

Comment on the selection

Nowadays, technology is an integral feature of our daily routine as it influences
many aspects of our lives. Innovative teaching, through technology, is seen
as crucial in motivating and inspiring students to keep learning, even in their
adulthood.
This is especially true when teaching multilingual classrooms, given that it is
very challenging for teachers to lecture students who do not share acommon
mother tongue. Therefore it is important that teachers adapt their techniques
in order to take this diversity into account and respect it, in order to provide
learners with the best possible communication and grammar skills in the target
language.
Indeed, the nominated project successfully adopted ahealthy mix of traditional
and technologically advanced methods of teaching the English language.
Together with the schools audience, which comprises of students of different
ages, cultures and languages, the project is seen as the perfect showcase for
the priorities of the European Language Label for the year of its award.

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

Easy School of Languages

Persuna li trid tikkuntattja

Barbara Galeann ([email protected])

Settur Edukattiv

Edukazzjoni galladulti, Tari gallgalliema

Grupp immirat

Studenti adulti minn pajjii differenti fiddinja li leta

taghom tvarja minn 1890 sena
Lingwi

Ingli

Sena talPremju

2012

Kumment qasir fuq isselezzjoni tiegek

Illum ilurnata, tteknoloija tifforma parti sia
mirrutina ta kuljum billi tinfluwenza afna aspetti
millajja tagna. Ittaglim innovattiv, permezz
tatteknoloija, huwa meqjus bala krujali
filmotivazzjoni ulispirazzjoni talistudenti biex
ikomplu jitgallmu, anke filajja adulta.
Dan huwa minnu spejalment fittaglim ta klassijiet
multilingwali, billi hija sfida kbira gallgalliema biex
jgallmu studenti li mgandhomx lingwa materna
komuni bejniethom. Galhekk, huwa importanti li
lgalliema jadattaw ilmetodi ta taglim taghom
sabiex din iddiversit tii rispettata umarsa, biex
jipprovdu lillistudenti lajar iliet komunikattivi
ugramattii fillingwa ewlenija.
Tabilaqq, ilproett nominat, addotta bsuess
talita bsaitha ta metodi tradizzjonali udawk ta
teknoloija avvanzata fittaglim talilsien Ingli.
Flimkien maludjenza taliskola, li jinkludi studenti
ta etajiet, kulturi ulingwi differenti, ilproett jidher
bala eempju perfett gall-prijoritatijiet taertifikat
talLingwa Ewropea ta dik is-sena meta ingata
lpremju.

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

Jean Cond, Cristina Fernandez

Education Sector

Adult Education
Target group

Foreign language teachers

Languages

French as aforeign language

Year of the Award

2012

Comment on the selection

InteractiFLE offers avariety of free, innovative
online tools for the teaching of French as aForeign
Language. The project website is simple and user
friendly, and the pedagogical offer is clear.

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

Jean Cond et Cristina Fernandez

Secteur ducatif

ducation des adultes

Groupe cible

Enseignants de franais langue trangre

Langue

Franais langue trangre

Anne dobtention du label

2012

Commentaire sur la slection

InteractiFLE met disposition gratuitement
une diversit doutils en ligne innovants pour
lenseignement du franais langue trangre.
Lutilisation du site internet est simple, la navigation
intuitive et cohrente et loffre pdagogique trs claire.

135

136

ROMANIA

ROMNIA

ISPY online networking platform

for language learning

The ISPY project developed anew online platform to

support the study of foreign languages.
The project partnership created teaching and
studying materials, individual or in groups, for widely
used foreign languages such as English, Spanish
and German and also including less widely used and
taught languages like Romanian, Polish and Dutch.
ISPY presents aholistic approach promoting not only the
abovementioned foreign languages but also cultural elements
carefully included in the game developed by the international project
partnership and presented on the ISPY platform.
The ISPY methodology is therefore based on games and electronic
support making the materials accessible online and offline which
stimulates and motivates students to learn and practice foreign
languages. The initial stage of the project was represented by research
meant to identify and present the tradition and specificities of foreign
language study in each of the project countries.
The materials developed consist of ten missions structured in the
form of adetective game in flash format. This game is to be uploaded
on the Moodle platform of the project where teachers can then add
complementary materials depending on the language level of the
students.
Thus, ISPY facilitates asmooth transition from students hobbies
and their spare time activities computer games to language
learning and practice which largely boosts students motivation and
participation in class.
ISPY introduces flexible and easily transferable modern products.
The ISPY game can be used in any class activity or in selfstudy; it
can be used during the language classes, in alanguage programme
or it can be used to design anew language course as the Moodle
platform offers teachers the opportunity to develop and add additional
materials, used in language teaching, reinforcement or evaluation,
which are meant to improve the language learning experience
according to the needs of different groups of students.
In conclusion, ISPY promotes innovation and creativity. Moreover, it
supports further innovation for all the students and teachers involved.

Coordinating body

University of Wolverhampton, United Kingdom

Contact people

Helen Sargeant ([email protected])

Prof. Dr Anca Colibaba, Executive President Fundaia
EuroEd ([email protected])
Education Sector

Secondary, Initial Vocational Training, Continuous

Vocational Training
Target group

Students studying the 6 languages in the project as foreign

languages
Languages

English, Romanian, Spanish, Dutch, Polish, German

Year of the Award

2012

Comment on the selection

The ISPY project creates an interactive platform of language learning activities (games) which addresses both educators and students
and allows aconstant update of information so that it suits new beneficiaries.
ISPY is an innovative project mainly due to the wide range of aspects it approaches for its activities and final outcomes. ISPY is
addressed to the students and teachers, motivates them and enhances their professional development, offering them attractive
uptodate materials, which are relevant in terms of contents and accessibility.
Teaching languages through ISPY resources involves the transfer of aspects related to language, culture and society. Students are also
familiarised with online international collaboration by using social forums, as aform of an online intercultural dialogue.
Another innovative feature is the fact that agame is practically developed as ameans of language learning promotion considering at
the same time the students interests.

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

University of Wolverhampton, Regatul Unit

Persoane de contact

Helen Sargeant ([email protected])

Prof. dr. Anca Colibaba, preedinte executiv, Fundaia
EuroEd ([email protected])
Sector educaional

Secundar, formare profesional, formare profesional

continu
Grupint

Elevi care studiaz cele 6 limbi din cadrul proiectului ca

limbi strine
Limbi

Englez, romn, spaniol, neerlandez, polon, german

Anul obinerii premiului

2012

Comentariu privind selecia

Proiectul ISPY creeaz oplatform interactiv cu activiti de nvare alimbilor strine (jocuri) care se adreseaz att profesorilor, ct i
elevilor, permind totodat actualizarea constant ainformaiilor, astfel nct acestea s corespund nevoilor unor noi beneficiari.
ISPY este un proiect inovator att prin gama larg de aspecte pe care le are n vedere n cadrul activitilor pe care le organizeaz, ct i
prin materialele pe care le produce. ISPY se adreseaz elevilor i profesorilor i sprijin dezvoltarea profesional aacestora din perspectiva
motivaiei, oferindule materiale atractive, actualizate la realitatea tehnic actual, relevante att din punctul de vedere al coninutului, ct i al
accesibilitii.
Predarea limbilor strine prin intermediul resurselor ISPY nu implic numai un transfer de cunotine despre limb, cultur i civilizaie. Pe lng
aceste aspecte, elevii sunt familiarizai cu colaborarea internaional online prin intermediul forumurilor i cu eticheta unui dialog intercultural
online.
Faptul c un joc este practic dezvoltat pentru asusine nvarea limbilor strine, pstrnd n acelai timp specificul intereselor vrstei creia
ise adreseaz, constituie un alt punct inovator.

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

ECAP Research & Development, Nathalie Benoit (project

coordinator), Scuola Media Enrico Fermi, Zurich
Contact person

Nathalie Benoit

Education sector

Lower secondary school, adult education, teacher training

Target group

Bilingual students at lowersecondary level, teachers and

students from European partner schools, adult immigrants,
adult teachers
Languages

German, Italian, English, French

Year of the Award

2013

Comment on the selection

This project combines formal and non formal
learning and uses digital media in acreative way to
teach languages.

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.

Kommentar zum ausgewhlten Projekt

Projekt, das formales und non-formales Lernen verbindet und digitale Medien auf
originelle Weise einsetzt.

Koordination

ECAP Research & Development, Nathalie Benoit

(Projektkoordinatorin), Scuola Media Enrico Fermi, Zrich
Kontaktperson

Nathalie Benoit

Bildungsstufe

Sekundarstufe I, Erwachsenenbildung,
Lehrpersonenausbildung
Zielgruppe

Zweisprachige Schler/-innen der Sekundarstufe I,

Lehrpersonen und Schler/-innen von europischen
Partnerschulen, erwachsene Migrant/-innen, Lehrpersonen
der Erwachsenenbildung
Sprachen

Deutsch, Italienisch, Englisch, Franzsisch

Jahr der Auszeichnung

2013

139

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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.

Commentaire sur le projet slectionn

Ce projet allie lapprentissage formel et non formel et recourt aux TIC dune manire
originale.

Coordination

ECAP Research & Development, Nathalie Benoit

(responsable du projet), ANSEF Scuola Media Enrico
Fermi, Zurich
Personne de contact

Nathalie Benoit
Niveau

Degr secondaire I, formation des adultes, formation des

enseignants
Groupe cible

lves bilingues du degr Ide lenseignement secondaire,

enseignants et lves des coles partenaires europennes,
immigrants adultes, enseignants adultes
Langues

Franais, allemand, italien, anglais

Anne dobtention du label

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

ECAP Research and Development, ANSEFScuola media

Enrico Fermi
Persona di contatto

Nathalie Benoit

Settore dellistruzione

Secondario I, educazione degli adulti

Gruppo target

Allievi bilingue del livello secondario I, alunni einsegnanti

delle scuole partner in altri paesi europei, migranti adulti
einsegnanti attivi nelleducazione degli adulti
Lingue

Tedesco, francese, inglese, italiano

Anno del conferimento del premio

2013

Commento sulla selezione

Il progetto combina lapprendimento formale e non
formale eusa imedia digitali in modo creativo.

141

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IRELAND

IRE/IRELAND

LINGUASWAP

Linguaswap Second level language swapping

Linguaswap.com
Linguaswap was developed by four
teachers based in Coliste Bhrde,
Carnew, Co. Wicklow and has been
used by students to develop their language skills through links with
students in schools in Germany, France, Spain and in the future with
other countries. Linguaswap offers adatabase for students who are
learning languages and who would like to link via video chat with
others to swap their languages online. Members can browse and
choose chat buddies from the relevant countries. As they interact
via the video link, conversation prompts appear alongside the screen
and the time to swap language is signalled by aclock featured on
the screen. The service is monitored and screened by registered
teachers.
Aimed at the secondary school sector in Europe and further
afield, this innovative website offers asafe forum for students of
language. They can now practise what they have learned in class
with real people of their own age. Often students are reluctant to
speak in the more artificial setting of aclassroom where groups
are large and spontaneity is difficult. With Linguaswap, students
can use their language to make friends with students of similar
ages who they dont already know. This is acritical element in the
successful acquisition of language. By providing students with afun
and dynamic approach to language learning, it is envisaged that
students will perform better in their language exams and will also
gain agreater cultural awareness of other European countries.

Coordinating body

Linguaswap.com

Contact person

Aisling Crowley

Contact details

Aisling Crowley, Anne Burke, Rhoda Brookes, Siobhan Carley

Linguaswap
Ballygarran House
Kilmuckridge
Co Wexford
Tel. +353 857209650
Email: [email protected]
www.linguaswap.com
Education Sector

PostPrimary/Secondary
Target group

Secondary School Pupils

Languages

German, French, Spanish

Year of the Award

2013

Comment on the selection

The Linguaswap project provides asafe and
supportive environment for students to practice
and improve their language skills. There are several
languages involved in this project: English, French,
German and Spanish. There are plans to include
other languages in the future, e.g., Mandarin
Chinese, Hindi, Urdu and Polish. This project can
be adapted to suit the learning of avariety of
languages.
The project meets the needs of the learners,
enabling them to become more fluent and gain in
confidence in the languages they are learning. It is
particularly useful for students in their preparations
for oral examinations. There are approximately 800
participants. This project encourages students to
use their languages beyond the four walls of their
language classroom.
Creativity and originality are hallmarks of this
project. The four teachers involved in this project
are very enthusiastic and so are the students.
Linguaswap is moderated and monitored by the
teachers who continue to successfully disseminate
this project.

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

Aisling Crowley, Anne Burke, Rhoda Brookes & Siobhan

Carley
Linguaswap
Teach Bhaile an Gharrin
Cill Mhucraise
Co. Loch Garman.
Teil. +353 857209650
R-phost: [email protected]
www.linguaswap.com
Earnil Oideachais

Iarbhunscoil/menscoil
Spriocghrpa

Dalta menscoile
Teangacha

Gearminis, Fraincis, Spinnis

Bliain an ghradaim

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

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SWITZERLAND

SCHWEIZ

SUISSE

SVIZZERA

A bilingual online travel guide

to Lucerne and Valencia
As part of their Spanish studies,
23students from the Seetal
Cantonal School in the Canton of
Lucerne are spending six months
working with the same number of
students from Valencia on ashared
interdisciplinary topic. They are
meeting via Twinspace, introducing
themselves, talking in English and
Spanish about their hobbies, where
they live, their local customs and
food, and are working in small groups on the principal aim of the
project, which is to produce abilingual online travel guide for young
people, by young people, about Lucerne and the Seetal valley, and
about Valencia and its surrounding area.
The highlights of this exchange project are the visits to meet each
other in person, with the students staying with their project partners.
This allows them to experience real life in aSpanish or Swiss family,
and gives them plenty of opportunities to communicate in the two
languages and practise their skills.
This work extends beyond the classroom. The student group is
working for six months with their Spanish partners, and contact
continues in their free time outside of school.
The end product of this is ashared website:
http://intercambio13.weebly.com/, featuring promotional films
they have created together, ashared logo, and an introduction to
their favourite places. Agreat deal of original work has gone into
this website, and taking part in such afun and creative task has
apositive impact on language learning.

Coordinating body

KS Seetal, I.E.S. El Saler, Nicole Wildisen (project

coordinator, Spanish teacher), Urs Meier (principal), Paco
Martnez (teacher in Spain)
Contact person

Nicole Wildisen

Education Sector

Uppersecondary school
Target group

Swiss students (uppersecondary level) with Spanish as

amajor subject, Spanish students (uppersecondary level)
performing well at school
Languages

Spanish, English
Year of the Award

2013

Comment on the selection

Consolidation of Spanish and English skills in
combination with the use of ICT tools.

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.

Kommentar zum ausgewhlten Projekt

Festigung und Erweiterung der spanischen und englischen Sprachkenntnisse in
Verbindung mit einer Vertiefung in IKTTools.

Koordination

KS Seetal, I.E.S. El Saler, Nicole Wildisen (Spanischlehrerin,

Projektleiterin), Urs Meier (Direktor), Paco Martnez (Lehrer
in Spanien)
Kontaktperson

Nicole Wildisen

Bildungsstufe

Gymnasium (Sekundarstufe II)

Zielgruppe

Gymnasialschler/-innen der SekundarstufeII mit

Spanisch als Schwerpunktfach (in der Schweiz),
Gymnasialschler/-innen der SekundarstufeII mit guten
Schulleistungen (in Spanien)
Sprachen

Spanisch, Englisch
Jahr der Auszeichnung

2013

145

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SWITZERLAND

SCHWEIZ

SUISSE

SVIZZERA

A bilingual online travel guide to Lucerne and Valencia

Un guide de voyage bilingue sur Lucerne et Valence en ligne

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

KS Seetal, Nicole Wildisen (professeur despagnol,

coordinatrice de projet), Urs Meier (directeur), I.E.S. El Saler,
Paco Martnez (enseignant en Espagne)
Personne de contact

Commentaire sur le projet slectionn

Consolidation des acquis en espagnol et en anglais en combinaison avec
lapprofondissement des comptences dans les technologies de linformation et de la
communication (TIC).

Nicole Wildisen
Niveau

Degr II de lenseignement secondaire

Groupe cible

lves du degr II de lenseignement secondaireayant

lespagnol en option spciale (en Suisse), lves du degr
II de lenseignement secondaireayant obtenu de bons
rsultats (en Espagne)
Langues

Espagnol, anglais
Anne dobtention du label

2013

SWITZERLAND
SCHWEIZ
SUISSE
SVIZZERA

A BILINGUAL ONLINE
TRAVEL GUIDE TO
LUCERNE AND VALENCIA

GUIDA BILINGUE ONLINE DI

LUCERNA EVALENCIA

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

KS Seetal, I.E.S. El Saler, Nicole Wildisen (insegnante di

spagnolo), Urs Meier (direttore), Paco Martnez (insegnante
in Spagna)
Persona di contatto

Nicole Wildisen

Settore dellistruzione

Secondario II

Gruppi target

Allievi con spagnolo come opzione specifica (Svizzera),

allievi con note elevate (Spagna)
Lingue

Spagnolo, inglese
Anno del conferimento del premio

2013

Commento sulla selezione

Consolidare eampliare le conoscenze di spagnolo
einglese integrando luso degli strumenti TIC.

147

148

BULGARIA

An asynchronous Moodlebased course for

distance training and preparation for the final
state exam in English
The product provides high-quality coaching for the final state exam
in English for the Bulgarian secondary schools, accessible to all
willing to sit it, regardless of the place they live in, using uptodate
interactive methods covering the state exam syllabus; it also
provides atype of coaching which would boost students autonomy
and hence help them become lifelong learners.
The product covers the syllabus in grammar and vocabulary on B2
level of the CEFR in ten modules developing the following major
skills: listening skills with plenty of audio and video exercises;
reading skills with authentic or abridged materials; essay writing
skills.
The communication between the tutor and their students is carried
out within the platform using the forums, chat rooms, messages and
blogs.
The feedback is given automatically upon submission. The essays
and the openended questions need to be checked by atutor, who
writes comments and suggestions for improvement and grades
them manually.
At the end of the course the students do aset of full exams and
they are assessed and graded.
Distance learning has gradually been gaining ground. There is
astatistic that shows that the effect in acquiring and storing
information is increased by 50% with distance learning, as it is done
through three channels listening, reading and doing. But above
all, this is due to the fact that the learners assume responsibility
for their own tuition. The diverse activities boost their imagination
and expand their horizons and they develop skills for life. Hopefully,
they will regard learning as adrive and apersonal objective, whose
reward is knowledge itself. Thus in the long run they will become
autonomous and will take the responsibility for their personal
development in their own hands.

Coordinating body

Educational Technologies
Contact person

Krasimir Jordanov ([email protected])

Education sector

Secondary

Target group

Secondary school students sitting the final state exam

in English; teachers, coaching students for the final state
exam; Bulgarian students living abroad, contemplating
Bulgarian Diploma for Secondary Education
Languages

English

Year of the Award

2012

Comment on the selection

The product fills amarket niche in the field
of distance education, underdeveloped in
Bulgaria namely asynchronous learning. It is
entirely designed on the basis of new information
technologies. It is adapted to the needs of the
target group of students and provides an individual
approach to language training.

BULGARIA

AN ASYNCHRONOUS
MOODLEBASED COURSE
FOR DISTANCE TRAINING
AND PREPARATION
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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

Noordelijke Hogeschool Leeuwarden

Contact person

Roelien BosWierda
Education Sector

Secondary, Teacher Training

Target group

Students

Languages

English, French, Dutch

Year of the Award

2012

Comment on the selection

This is alarge project that joins students from
the Netherlands with students abroad. The project
coordinators have built an impressive organisation
by using minimal means. The network is very reliable.
Students communicate in anatural setting by using
the CEFR and they are coached by students of the
teacher training while doing so. The project is easily
transferable and is being implemented in Belgium.
The judges admire the rich and lifelike supply that is
created for the students.
In addition, the project connects well with the
European priority from 2012, namely Language
learning based on new technologies. Via the digital
network, everyone can learn anew language, even in
remote areas.

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

Noordelijke Hogeschool Leeuwarden

Contactpersoon

Roelien BosWierda
Onderwijssector

Voortgezet onderwijs, lerarenopleidingen

Doelgroep

Studenten
Talen

Engels, Frans, Duits

Jaar van uitreiking

2012

Opmerking over de selectie

Dit is een groot project dat leerlingen en studenten
in binnen- en buitenland verbindt. De projectleiders
hebben met minimale middelen een indrukwekkende
en omvangrijke organisatie op poten gezet. Het
gebouwde netwerk is zeer betrouwbaar. Leerlingen
communiceren in een natuurlijke setting aan de hand
van het Europees Referentiekader en ze worden daarin
gecoacht door studenten van de lerarenopleiding. Het
project is goed overdraagbaar en wordt op dit moment
ook al in Belgi opgezet. De jury heeft bewondering
voor het rijke en levensechte aanbod dat er voor leer
lingen is gecreerd.
Daarnaast past dit project zeer goed bij het
Europese thema Taal leren met behulp van nieuwe
technologien. Via het digitale netwerk krijgt iedereen
de kans om een nieuwe taal te leren, ook wanneer je in
een afgelegen gebied woont.

151

152

BELGIUM

BELGIEN

NET and FLE Development of didactic

sequences for the teaching of French using the Internet

and new media in the classroom
The aim was to implement the concept of
communicactional teaching. The use of authentic
documents is afundamental principle of this
teaching concept. During the initial teacher training
for preprimary and primary school teachers and
in professional development workshops on the didactics of French
as aforeign language for teachers in primary and lower secondary
schools, this concept was implemented through the active use of
websites. The target audience, i.e. students and teachers, were
trained in lessons and workshops to prepare teaching sessions
on specific topics and for specific levels by using interesting and
authentic online material. Furthermore, the participants were
introduced to the possibilities of active participation on the Internet
and encouraged to enable their students to not only consume but to
actively use online material and offers.

Coordinating body

Autonome Hochschule in der Deutschsprachigen

Gemeinschaft
Contact person

Franoise Mond

Education Sector

Preprimary, Primary, Secondary, Teacher Training

Target group

Teacher trainees, primary and secondary school teachers

Languages

French

Year of the Award

2012

Comment on the selection

The project addresses the learners needs, it
achieves qualitative and quantitative improvements
in the field of language learning and enhances the
motivation to learn aforeign language. It combines
social, linguistic and cultural goals, can easily be
transferred and stimulates imitation.

BELGIUM
BELGIEN

NET AND FLE

DEVELOPMENT
OF DIDACTIC
SEQUENCES FOR
THE TEACHING OF
FRENCH USING
THE INTERNET AND
NEW MEDIA IN THE
CLASSROOM
FRANZSISCH:
FREMDSPRACHE UND
INTERNET EINSATZ
DES INTERNETS
UND NEUER MEDIEN
IN DIDAKTISCHEN
SEQUENZEN

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

Autonome Hochschule in der Deutschsprachigen

Gemeinschaft
Kontaktperson

Franoise Mond
Bildungsstufe

Vorschule, Grundschule, Sekundarschule, Lehrerausbildung

Zielgruppe

Angehende Kindergrtner und Primarschullehrer, Grundund Sekundarschullehrer

Sprache

Franzsisch
Jahr der Auszeichnung

2012

Kommentar zur Auswahl

Das Projekt trgt den Bedrfnissen der Lernenden
Rechnung und erhht die Motivation zum
Sprachenlernen. Es werden qualitative und
quantitative Verbesserungen im Bereich des
Lernens von Fremdsprachen erzielt. Das Projekt ist
leicht bertragbar und regt zur Nachahmung an.
Hervorgehoben sei zudem, dass soziale, sprachliche
und kulturelle Ziele miteinander verbunden werden.

153

154

LUXEMBOURG

LUXEMBOURG

Promoting language awareness

inmultilingual classes in the first cycle of elementary school

The idea of this project was to have pupils
and their parents record stories in several
languages and develop multilingual
expression with the help of ICT audio tools.
This project was carried out during the very
first year of the childrens schooling.
In the multicultural context of the class,
where 75% of pupils are not Luxembourgish
native speakers, the official language acts as acommon denominator
facilitating sociocultural inclusion. Learning Luxembourgish is thus
paramount. Nevertheless, the use of native tongues is also encouraged.
The simultaneous use of several languages builds confidence, makes
it easier to learn the common language and helps develop respect and
interest in other cultures.
The project used an Internetbased platform for language learning,
OLEFA (best practice: www.demo.olefa.org), developed by EducDesign,
which was also awarded aEuropean Language Label in 2012.
The pupils used the Tiparlo tool of this platform to record their stories
and songs in several languages as well as in Luxembourgish*.
Electronic portfolios were automatically generated by the software,
thus allowing educators and teachers to collaborate more efficiently on
an intra- and intercycle level. This database of recorded audio shares
the results with the educational team, thus facilitating the monitoring
of pupils individual learning progress throughout their school career in
primary education.
* Links to the wiki:
http://www.schoulscheffleng.lu/project/1818/1354
and
http://www.schoulscheffleng.lu/project/1051

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Tout contenu 2014 Ecoles et Administration Communale de Schifflange

Coordinating body

cole fondamentale Nelly Stein, Schifflange

Contact person

Fabienne Heinz ([email protected])

Education Sector

Preschool education (primary/elementary school)

Target group

Pupils in the first cycle of preschool education

(4 to 5 years old)
Languages

Luxembourgish & pupils native languages (Croatian,

French, German, Polish, Portuguese, Russian, Tunisian Arab,
Turkish)
Year of the Award

2012

Comment on the selection

The project, Promoting language awareness in
multilingual classes in the first cycle of elementary
school offers an original approach to languages,
addressing children at an early age in aplayful and
effective way.
ICT tools have been used in an optimal way
considering the context of preschool education,
focusing on oral expression. Using ICT facilitates
language learning. The tool being accessible,
pupils enjoy their learning experience. They are
encouraged to participate actively expressing
themselves while learning independently.
An essential aspect of the experiment is its
multicultural nature. It thereby also responds
to the second European priority promoting the
multilingual classroom. Indeed, the project values
and encourages the use of all languages spoken by
the children, boosting their cultural curiosity while
allowing them to learn the language of integration.

Prcoce
Cycle
1.1/1.2

LUXEMBOURG

Dvelopper sa langue en enregistrant des

productions orales
avec l'outil tiparlo

Dvelopper sa langue en coutant des

LUXEMBOURG

histoires

PROMOTING
LANGUAGE
AWARENESS
INMULTILINGUAL
CLASSES IN THE
FIRST CYCLE OF
ELEMENTARY
SCHOOL

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*Startsit Home Retour Activite en langue lux

LVEIL AUX LANGUES

DANS LES CLASSES
MULTILINGUES DU
CYCLE1

Crativit Dcouverte du monde Psychomotricit Raisonnement logique et mathe

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

cole fondamentale Nelly Stein, Schifflange

Personne de contact

Fabienne Heinz ([email protected])

Secteur denseignement

Enseignement fondamental, cycle 1 (prscolaire)

Public cible

lves du 1ercycle (4-5 ans) en classe multiculturelle

(>75% de locuteurs non natifs)
Langues

Luxembourgeois et langues dorigine des lves (allemand,

arabe, tunisien, croate, franais, polonais, portugais, russe,
turc)
Anne dobtention du label

2012

Commentaire sur la slection

Le projet Lveil aux langues dans les classes
multilingues du cycle 1 propose une approche des
langues originale, la fois ludique et efficace, destine
aux enfants ds le plus jeune ge.
Les TIC ont t utilises de manire optimale
dans le contexte prscolaire, en mettant laccent
sur lexpression orale. Lutilisation des nouvelles
technologies facilite lacquisition des langues. Loutil
dapprentissage tant facile daccs, les lves
prennent du plaisir apprendre par les TIC. Ils sont
amens sexprimer activement et apprendre de
faon autonome.
Le caractre multiculturel est un aspect essentiel de
cette exprience. Par cette caractristique, le projet
rpond galement la seconde priorit europenne,
savoir la promotion des classes multilingues. En
effet, le projet valorise toutes les langues pratiques
par les lves. Il dveloppe la curiosit culturelle et le
respect des diffrences, en mme temps quil amne
les enfants apprendre la langue dintgration.

155

156

FINLAND

SUOMI/FINLAND

ReadyStudyGoAhead!
Linguistic and Cultural Coaching
in Initial Vocational Education

How do Iserve customers in aSwedish garage?

What is it like in aFinnish sauna?
How to welcome guests in aTurkish hotel?
ReadyStudyGoAhead is aproject awarded in 2012 that
transferred the innovation of the ReadyStudyGo! project into the
vehicle sector and into new languages. The material consists of
different writing, listening and pronunciation exercises and takes
into consideration different learning styles and learners at different
levels. The material created in the project combines vocational and
general vocabulary with cultural and work culture information.
The project has evolved over the years to include more languages
and exercises in cooperation with numerous European partners.
The project team consisted of ten partners and four social partners
from eight countries (Finland, Sweden, Estonia, Germany, France,
Spain, Ireland and Turkey). Eight of the ten partners were involved in
the production of the content, one partner had the role of aquality
manager and one monitored the process and made suggestions on
how to transfer the innovation to the Social and Healthcare sector.
Overall more than 500 students and teachers from all partner
countries took part in the testing of the material during the projects
lifetime and after the project ended the online material has been
used by several hundreds of endusers at least in the partner
countries when preparing themselves for mobility periods abroad.
The free online language and cultural coaching material is available
at http://www.rsgo.eu/ and can be integrated into different learning
environments (Moodle, Blackboard, Facebook, etc.).

Coordinating body

Omnia, the Joint Authority of Education in Espoo Region

Contact person

Seija Heikkinen ([email protected])

Tel. +358 503515987
Education Sector

Primary, Secondary, University, Initial Vocational Training,

Continuous Vocational Training, Tertiary Education, Adult
Education, Teacher Training
Produced material is mainly targeted to vocational training
but some parts of the material can also be used in other
educational sectors due to its general nature.
Target group

All students, especially vocational students preparing for

their traineeships abroad
Other groups who can benefit from the materials
are language teachers, vocational teachers, work place
instructors
Also, companies employing immigrant employees can use
the materials in personnel training
Languages

Estonian, Finnish, French, German, Italian, Spanish, Swedish,

Turkish
General language materials: Estonian, French, Finnish,
German, Italian, Spanish, Swedish and Turkish
Hoteland restaurant materials: Estonian, Finnish,
French, German, Spanish, Turkish and Italian
Bakery materials: Estonian, Finnish, French, German
Vehicle materials: Estonian, Finnish, French, German
Year of the Award

2012

Comment on the selection

Ready-Study-Go! is afunctional and practical
learning material service making use of ICT. The
project has been operational for agood number of
years, and is constantly evolving.

FINLAND
SUOMI/FINLAND

READYSTUDYGOAHEAD!
LINGUISTIC AND CULTURAL
COACHING
IN INITIAL VOCATIONAL EDUCATION

READYSTUDYGOAHEAD! KIELI- JA
KULTTUURIVALMENNUSMATERIAALI
AMMATILLISESSA PERUSKOULUTUKSESSA

Koordinaattori

Espoon seudun koulutuskuntayhtym Omnia

Kontaktihenkil

Seija Heikkinen ([email protected])

Tel. +358 503515987
Koulutusaste

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).

Tuotettu materiaali on ensisijassa suunnattu ammatilliseen

koulutukseen, mutta joitakin osia voidaan kytt
mys muilla koulutusasteilla ja -sektoreilla materiaalin
yleisluontoisuuden ansiosta.
Kohderyhm

Kaikki opiskelijat, erityisesti ulkomaan

tyssoppimisjaksolle valmistautuvat ammatillisessa
koulutuksessa opiskelevat.
Muita materiaalista hytyvi ryhmi ovat
kielten opettajat, ammatillisten alojen opettajat ja
typaikkaohjaajat.
Mys maahanmuuttajataustaisia ja ulkomaalaisia
tyllistvt yritykset voivat kytt materiaalia
henkilstkoulutuksessaan.
Kielet

viro, suomi, ranska, saksa, italia, espanja, ruotsi, turkki

Yleiskielimateriaali: viro, ranska, suomi, saksa, italia,
espanja, ruotsi ja turkki
Hotelli ja ravintolaala: viro, suomi, ranska, saksa,
espanja, turkki ja italia
Leipomoala: viro, suomi, ranska ja saksa
Autoala: viro, suomi, ranska ja saksa
Palkitsemisvuosi

2012

Kommentti palkinnon saannin perusteista

Ready Study Go! on toimiva ja kytnnllinen tieto- ja viestintteknologiaa hydyntv materiaalipalvelu. Hanke on toiminut jo usean vuoden
ajan ja kehittyy jatkuvasti.

157

AUSTRIA

STERREICH

Reality Check on Cultural Identity

Check Your CID

Through the project Reality Check on Cultural Identity Check

Your CID pupils had the opportunity to establish amore profound
knowledge of their own culture, to gain insight into anew culture, to
question their media consumption and to deal critically with different
media. During the project pupils documented and reflected their own
and the foreign cultural identity through media and presentation
techniques. To strengthen the relationship between pupils, visits
were organised between the three schools. By creating ablog pupils
could keep records and share experiences. The project worked
closely with the project partners Ady Endre Gimnazium (Hungary)
and Xhemajl Kada (Primary School, Kosovo) together and benefited
from the school network ACES - Academy of Central European
School, that includes in total 15 partner countries in central and
south-eastern Europe. The project was conducted in English;
however, the languages of the project partners (German, Hungarian
and Albanian) were incorporated in the project. This project
illustrated in an exemplary way how digital media can be used as
atool for communication and documentation and simultaneously
supported acrosscultural exchange among pupils to promote the
mobility of pupils within Europe.

Coordinating body

Neue Mittelschule Kflach

Schulstrae 7, 8580 Kflach
Tel. + 43 31443305
Email: [email protected]
Web

www.nmskoeflach.at
Contact person

Mag. Sonja Pustak

Education Sector

Secondary

Target group

Pupils (7th school level)

Languages

Albanian, English, German, Hungarian

Year of the Award

2013

Comment on the selection

NMS KFLACH

158

In cooperation with the school network

ACES Academy of Central European Schools
acombination of critical engagement with digital
media and intercultural exchange between pupils
was created as part of this school project. In this
project the creative application and use of different
media such as blogs, videos on YouTube, radio
programmes and video conferences is remarkable
and illustrate one of the innovative aspects. Another
innovation belongs to the alliance of traditional
didactics with ICT tools. Thus, issues of knowledge
transfer, creative usability of ICT tools, intercultural
and linguistic virtual/personal exchange between
pupils as well as critical reflexive debate about
communication processes point out impressively the
link to the EU priority Language learning based on
the new technologies.

 NMS KFLACH

AUSTRIA
STERREICH

REALITY CHECK
ONCULTURAL
IDENTITY CHECK
YOUR CID

REALITY CHECK ON CULTURAL 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

Kommentar zur ESISNominierung

In Kooperation mit dem Schulnetzwerk ACES Academy of Central European
Schools wurde im Rahmen dieses Schulprojekts eine Kombination aus
Wissensvermittlung inklusive kritischer Auseinandersetzung mit digitalen Medien
und einem interkulturellen Austausch zwischen Schler/-innen geschaffen.
Auffallend dabei ist die kreative Anwendung und Verwendung unterschiedlichster
neuer Medien im Schulprojekt wie Blog, Videos auf YouTube, Radioprogrammen
und Videokonferenzen mit dem Ziel, digitale Medien als Kommunikationsmittel
einzusetzen. Als Innovationsmoment kann einerseits die Verschrnkung zwischen
kritischer Auseinandersetzung mit digitalen Medien und deren Nutzung betrachtet
werden; andererseits besticht die Verknpfung von traditionellen Unterrichtsmethoden
mit neuen Technologien in diesem Schulprojekt, indem eine Wissensvermittlung mit
einem interkulturellen Austausch von Schlern und Schlerinnen und einer kritisch
reflexiven Auseinandersetzung mit Kommunikationsprozessen sowie die kreative
Verwendung von IKTTools kombiniert wurden.

Neue Mittelschule Kflach

Schulstrae 7, 8580 Kflach, STERREICH
Tel. +43 31443305
EMail: [email protected]
Web

www.nmskoeflach.at
Kontaktperson

Mag. Sonja Pustak

Bildungssektor

Sekundarstufe
Zielgruppe

Schler/-innen der 3. Klasse (7. Schulstufe)

Sprachen

Albanisch, Deutsch, Englisch, Ungarisch

Auszeichnungsjahr

2013

159

160

BELGIUM

BELGIEN

Extension of humanity by meeting the

Russian language and culture

thanks to modern technology

The projects aim was to get to know, respect and appreciate

the culture and language of other people. The Russianspeaking
children received every week, after school, aonehour Russian
lesson from anative speaker, while the ten most linguistically gifted
Germanspeaking pupils learned daily and autonomously Russian by
using new technologies. In accordance with the motto of the school
It is normal to be different, the two groups finally got together
and interacted in various workshops (sports, work) in Russian. This
resulted in very special encounters both from alinguistic and human
point of view.

Coordinating body

Stdtische Grundschule Unterstadt (Eupen)

Contact person

Karin Alt

Education Sector

Primary

Target group

Russianspeaking children, Germanspeaking children

Languages

Russian

Year of the Award

2012

Comment on the selection

The project is original and sensibly improves the
language competences of highly skilled students.
Although the target language is not an official
language of the EU, the project promotes language
learning in general. By learning Russian the students
develop their metalinguistic competence which
ultimately has apositive impact on the command
of the mother tongue and makes it easier to learn
other foreign languages. The project made perfect
use of new technologies. Computer-based language
learning programmes enabled the students to learn
the target language autodidactically. Furthermore,
the students developed their cognitive, social and
intercultural capacities.

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

Stdtische Grundschule Unterstadt (Eupen)

Kontaktperson

Karin Alt

Bildungsbereich

Grundschule
Zielgruppe

Russischsprachige und deutschsprachige Grundschler

Sprache

Russisch

Jahr der Auszeichnung

2012

Kommentar zur Auswahl

Das Projekt ist besonders originell, da es auf
sprachlichem Gebiet die hochbegabten Schler
sinnvoll frdert. Dass die Zielsprache Russisch ist,
also keine Amtssprache der EU, tut dem Wert des
Projekts keinen Abbruch. Denn durch das Erlernen
dieser slawischen Sprache wird die metasprachliche
Kompetenz gefrdert. Das hat positive Auswirkungen
auf die Beherrschung der Muttersprache und
erleichtert das Erlernen weiterer Fremdsprachen.
Die neuen Technologien werden optimal genutzt.
Computergesteuerte Lernprogramme ermglichen
das autodidaktische Erlernen der Zielsprache.
Darber hinaus kommt es zur Entfaltung des
kognitiven, sozialen und interkulturellen Potenzials der
angesprochenen Kinder.

161

162

BELGIUM

BELGIQUE

Selfaccess language workshops

and the language blog
This is an excellent example of blended language learning. The
project is based on two approaches. The first approach consists of
aworkspace where documents, material, display panels, etc. are
available in Dutch and English. The room is divided into several
spaces corresponding to different language activities (listening,
reading, speaking and writing). Students can choose activities
ranging from A2 to C2. Working on their own, in full autonomy,
they have the opportunity to do remedial exercises or to work
on higherlevel material than they are used to during traditional
classes. Students heterogeneity is thus taken into account, so
that no students are left behind or bored. This approach will help
students to develop their autonomy, their sense of responsibility and
foster adifferent understanding of the language.
The second approach complements the first one. It consists of
alanguage blog, which includes alearning environment with various
activities focused on the level of the students as well as aformative
assessment. The blog, which is constantly updated, offers the
students the possibility to continue practising at home what they
learned in class. This leads to anew and innovative way of learning
languages. It also makes the students more responsible because
the choice of improving and practicing at home is up to them. If
they are willing to improve their knowledge, their motivation will be
increased.
Philippe Bekaert, who is in charge of the project, added alinguistic
journey to it. The main goal of this is obvious: to immerse the
students in acountry using the language they are learning.

Coordinating body

Athne Royal Ren Magritte, Lessines

Contact person

Philippe Bekaert ([email protected])

Education Sector

Secondary (Main Educational Sector)

Target group

Upper secondary students

Languages

Dutch, English
Year of the Award

2013

Comment on the selection

This wellstructured project from apedagogical
point of view is amodel of blended language
learning, providing upper secondary level students
with learning tools and supports which allow
differentiated Dutch and English learning not just in
the classroom but also at home. The blog regularly
updated by the teacher allows students to revise at
home or improve their language competences.

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

Athne Royal Ren Magritte, Lessines

Personne de contact

Philippe Bekaert ([email protected])

Secteur denseignement

Enseignement secondaire (gnral)

Public cible

tudiants du secondaire suprieur

Langues

Nerlandais, anglais
Anne dobtention du label

2013

Commentaire sur la slection

Trs structur au niveau de la dmarche pdagogique,
ce projet est un modle de blended language learning
mettant disposition des lves du degr suprieur de
lenseignement secondaire des outils et des supports
dapprentissage qui permettent une pdagogie
diffrencie du nerlandais et de langlais en classe,
mais aussi la maison puisque le blog rgulirement
remis jour par le professeur permet aux lves de
faire de la remdiation domicile ou damliorer leurs
comptences linguistiques.

163

164

ITALY

ITALIA

The energy of art

The project has been developed through the eTwinning platform,
thanks to which new technologies become an integral part of the daily
routine and direct communication among partner schools is enabled.
Moreover, it is based on the CLIL approach and group work.
Three primary partner schools the Primary School Falcone,
Borsellino eUomini della Scorta (Bagnolo Cremasco, Italy), the
Rousay Primary School (Orkney, Scotland, United Kingdom) and the
Olnafirth School (Shetland, Scotland, United Kingdom) cooperate
electronically using English as avehicular language, but in the future it
is planned to integrate more partners and more languages.
The project is about energy and environmental respect. As the name
itself suggests, the project uses art to speak about energy. Each
school creates and shares different final products: e.g. an illustrated
calendar made with recycled material, where each school produces
four months; an illustrated book created by the students, one for every
school, whose fantastic story is about different sources of energy;
an illustrated collection of poems, one for every school, created by
students in English and translated into Italian, about different types of
energy and environmental respect.
The project allows students to feel integrated in the European Union,
as well as compare and share different cultures and ideas. It also
encourages students to live their everyday life more actively and with
agreater ecological conscience.
Last, but not least, the teachers involved have an opportunity to
share ideas with colleagues from other countries and compare their
methodologies, exchanging best practices, in asort of informal inservice training.

Coordinating body

Scuola Primaria Falcone, Borsellino euomini della scorta

Vicolo Clavelli 28
26010 Bagnolo Cremasco (CR)
Italy
Tel.+ 39 373648107
Email: [email protected]
Contact person

Luisa Maria Ferrari

Education Sector

Primary, Teacher training

Target groups

Primary school pupils, Primary school teachers

Languages

Italian, English
Year of the Award

2012

Comment on the selection

The Energy of art is one of more than 40 000
quality projects developed with eTwinning, the
electronic platform which thanks to the use
of new technologies directly integrated in the
classroom allows pupils and teachers all over
the continent to cooperate, to communicate,
collaborate, share ideas and be part of aEuropewide state-of-the-art learning community.

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

Scuola primaria Falcone, Borsellino euomini della scorta

Vicolo Clavelli 28
26010 Bagnolo Cremasco (CR)
Italia
Tel.+ 39 373648107
Email: [email protected]
Persona di contatto

Luisa Maria Ferrari

Settore dellistruzione

Scuola primaria, formazione degli insegnanti

Gruppi target

Allievi einsegnanti della scuola primaria

Lingue

Italiano, inglese
Anno del conferimento del premio

2012

Commento sulla selezione

The Energy of Art uno degli oltre 40000 progetti
sviluppati grazie aeTwinning, la piattaforma
elettronica che attraverso luso educativo delle
nuove tecnologie integrate nella routine quotidiana
della classe permette agli allievi eai docenti
europei di cooperare, comunicare, collaborare,
condividere idee, in breve, di far parte di una comunit
educativa grande quanto tutto il continente.

165

166

SWEDEN

SVERIGE

The Great Journey

This is astorylined project where the teacher and the students use
ablog and information taken from the Internet. It is about ajourney
to Paris and the journey is as close to areal journey as you can get
without doing it.
All learning in the 9th grade is about the journey which means that
learning words, writing, reading, grammar and communication is
connected to the journey.
The teacher has created ablog where she puts all information,
material and links so the students can go there and work with it
when they want to. They also send all the tasks to the teacher
through the blog and the teacher comments on them in the same
forum.
The teacher has divided the class into two groups, one travels VIP
and the others are backpackers and they constantly have different
problems to solve, for example when you arrive in Paris your
luggage is lost. What do you do? How do you solve it?
When travelling there are different things that you have to deal
with: how to book aticket, how to find your way, how to use the
underground system. For all these things and many more, the
teacher has found links on the Internet, sometimes with the help of
the students. There are links on YouTube about when an airplane
departs and you actually feel that you are inside the plane or
aYouTube clip about how to use the underground system in Paris.
It is agreat advantage for the students to know that they can
always go to the blog and find the material used and also to practice
different parts. Another advantage is that they can study whenever
they want to. But the biggest advantage is that by working like this
the students get motivated, enthusiastic and they feel they are part
of it and can affect the teaching and that gives them adesire to
learn.

Coordinating body

Mllevngsskolan
Contact person

Mlanie Piedoie ([email protected])

Education Sector

Secondary

Target group

Students

Languages

French

Year of the Award

2013

Comment on the selection

In this project the student can be part of areal
journey by using new technologies. This is an
excellent way of using the method flipped
classroom.

SWEDEN
SVERIGE

THE GREAT
JOURNEY

DEN STORA RESAN

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.

Beskrivning varfr detta projekt valts

I detta projekt kan studenterna vara en del av en verklig resa med hjlp av ny teknik.
Detta r vad man kan kalla ett flipped classroom nr det r som bst.

Ansvarig

Kommunfullmktige
Kontaktperson

Mlanie Piedoie ([email protected])

Utbildningsomrden

Grundskola
Mlgrupp

Elever

Sprk

Franska
Mottog utmrkelsen

2013

167

168

HUNGARY

MAGYARORSZG

21st century skills in focus

Virtual LSP workshop

Based on the results of a2011
survey among potential
employers of Budapest
Business School students about
required skills and knowledge,
the courses offered at the
Department of Languages for
Tourism and Catering have been examined to see how these skills
can be developed through the teaching of Languages for Special
Purposes (LSP). The existing practices have been supplemented by
anew programme, whose main objective was to put more emphasis
on developing these skills. Apart from rethinking our existing
courses, we have also introduced the initiative of the Virtual LSP
workshop. This project involves the creative use of class wikis and
can increase students and teachers motivation alike. Introduced in
2011, it initially aimed at creating avirtual learning environment.
Each language group has awiki, which is used as avirtual classroom
to supplement facetoface teaching and learning and to develop
students skills outside the classroom with the teachers support. But
as time has passed, real-life tasks have taken over, thus adapting
the project to students needs. Our Virtual LSP workshop includes
real-life tasks and alot of activities partly based on the students
actual needs, such as virtual travel planning, testing dictionaries
and grammar practice pages, writing comments on real forums, or
creating ahomepage to illustrate the content of an article related to
the topic. We have also tried to involve some Erasmus students to
collaborate online with local students.

Coordinating body

Budapest Business School, College of Commerce, Catering

and Tourism, Department of Languages for Tourism and
Catering
Contact person

gnes Kovtsn Loch ([email protected])

Web

http://www.lspworkshop.blogspot.hu/
Education Sector

Higher education
Target group

Students of higher education

Languages

Spanish, English
Year of the Award

2013

Comment on the selection

The project is an excellent example of how online
technologies can support and motivate language
teaching and learning through offering real contexts,
and so connecting classroom situations to everyday
life and the professional needs and interests of the
students.

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

Budapesti Gazdasgi Fiskola, Kereskedelmi,

Vendgltipari s Idegenforgalmi Kar,
TurizmusVendglts Szaknyelvi Intzeti Tanszk
Kapcsolattart szemly

Kovtsn Dr. Loch gnes ([email protected].

hu)
Web

http://www.lspworkshop.blogspot.hu/
Oktatsi szektor

Felsoktats
Clcsoport

Hallgatk
Nyelvek

Spanyol, angol
Djazs ve

2013

A kivlaszts rvid indoklsa

A program az j technolgik felhasznlsn alapul
nyelvtanuls fejlesztst clz eurpai prioritshoz
kapcsoldik. Aprojekt kiemelked pldja annak,
hogyan tmogathatjk s motivlhatjk az online
technolgik anyelvtanulst s nyelvtantst azltal,
hogy letszer helyzetekkel ktik ssze az osztlytermi
szitucikat, folyamatosan szem eltt tartva atanulk
rdekldst s szakmai szksgleteit.

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

Worldwide School Sp. z o.o. Warszawa

Contact person

Anna Werner

Education Sector

Adult Education
Target group

Adults

Languages

English, French, Spanish

Year of the Award

2013

Comment on the selection

One of afew projects of Worldwide school which
received aLabel award. The project targets awide
adult audience interested in language learning and
languages per se. By using new, free technologies
it is flexible and wonderfully matches the needs of
contemporary adults, regardless of their place of
living and language proficiency. The project is still
evolving, comprising other languages. Despite the
fact that it has been running for 3 years already,
the number of subscriptions is still growing.
An important aspect of the project was the
improvement of the pedagogical tools used by the
school teachers who prepared the webinars they
acquired new skills of using modern technologies to
teach alanguage.

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

Worldwide School Sp. zo.o. Warszawa

Osoba do kontaktu

Anna Werner

Sektor edukacji

Edukacja dorosych
Grupa docelowa

Doroli uczcy si jzykw

Jzyki

Angielski, francuski, hiszpaski

Rok przyznania nagrody

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

The Ambassador of Languages of the Year 2012

Vilnius Simonas Daukantas Gymnasium

The school was established in 1993 on the

initiative of Vilnius Pedagogical University
(now Lithuanian University of Educational
Sciences) with the aim to apply new
educational ideas, develop practical models
for teacher trainees, monitor educational
processes at the school and involve university
students and lecturers in the school
activities. Since the very first day the community of the school has
been working on the implementation of new creative ideas in the
process of learning. For this purpose teachers sought international
collaboration with educational institutions abroad.
The gymnasium is proud of the implemented and currently being
developed international projects (http://www.daukanto.vilnius.lm.lt/
index.php?group=56) that improve students and teachers linguistic
competences.
Today the school offers students the following languages: English,
French, German, Russian, Latin and Danish.
In 2012 the title of The Ambassador of Languages of the Year
2012 and the European Language Label was given to the
gymnasium for the efficient language teachinglearning process.
The award has become the inspiration to continue promoting
multilingualism, innovations in language classrooms, implementing
student and teacher mobilities and
learning languages inside and outside the
school. To show the linguistic initiative, six
teachers who have never studied English
before started learning the language after
their lessons with the help of an English
teacher. This initiative could be astart of
foreign language lessons for monolingual
subject teachers in order to encourage
their active participation in educational life
in the broader international context.

Coordinating body

Vilnius Simonas Daukantas Gymnasium

Contact person

Irena Mikinien

Education Sector

Secondary

Target group school community

Teachers, students, students parents, other schools

Languages

English, French, German, Russian, Latin, Danish

Year of the Award

2012

Comment on the selection

Vilnius Simonas Daukantas gymnasium especially
promotes multilingualism and multilingual
classrooms. Different initiatives are promoted at
school encouraging to learn as many languages
as possible and not to be afraid of new teaching
methods and surroundings. Also participation
in mobilities and various multilingual events is
appreciated.

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

Vilniaus Simono Daukanto gimnazija

Kontaktinis asmuo

Irena Mikinien

vietimo sektorius

Vidurinis

Tikslin grup

Mokyklos bendruomen (mokytojai, mokiniai, mokini

tvai), kitos mokyklos
Kalbos

Angl, prancz, vokiei, rus, lotyn, dan

Apdovanojimo metai

2012

Komentaras apie projekt

Simono Daukanto gimnazijoje ypatingai skatinamas
daugiakalbikumas ir daugiakalbs klass. vairios
iniciatyvos skatinanios mokytis tiek kalb, kiek
manoma, yra skatinamos gimnazijoje, nebijoma
naudoti naujus mokymo metodus ir aplinkas.
Dalyvavimas tarptautiniuose mobilumuose ir vairiuose
daugiakalbysts renginiuose yra skatinamas ir
vertinamas.

175

176

BELGIUM

BELGIQUE

CLARC, the Language Centre

of the Athne Royal of Chne

Coordinating body

Athne Royal de Chne

Contact person

Alain Jansen ([email protected])

Education Sector

Secondary (Main Educational Sector)

Target group

Secondary school students

Languages

German, English, French, Spanish, Dutch, Italian, Albanian

Year of the Award

2013

This project was awarded the special prize of the vicepresident of

the European Parliament, Mr A. Martinez Martinez, during the ELL
awards ceremony that took place in May 2013 in the European
Parliament in Brussels.
The project offers avariety of learning methods to the students
from the 1st to the 6th form during the breaks with the supervision of
language teachers in aspecial room dedicated to foreign languages.
While the pupils are at the CLARC, they can read or borrow books,
have access to the Internet, take part in aconversation club
(German, English, Spanish, Italian, and Dutch) or even meet other
students from the school or special guests whose mother tongue is
alesserspoken foreign language. Experts are sometimes invited to
give lectures in aforeign language on scientific or historical topics.
Members of the CLARC are also active in amultilingual theatre
company made up of students from French-speaking Belgium, the
Netherlands and Germany.
In addition, the CLARC students contribute to the school newspaper
with articles written in German, English, French, Spanish, Dutch and
Italian. As we can see, the language centre offers asignificant range
of target languages. Moreover, it is also possible for the students
to share their knowledge with other fellows about languages and
cultures that are not taught at school.
This project is asource of inspiration for other schools. The Minister
of Education, language inspectors and teachers visited the language
centre in which alot of actors are involved: teachers, students,
exstudents, native speakers and experts.

Comment on the selection

This language centre is quite an innovative
scheme in the WalloniaBrussels Federation. Such
alanguage learning project reaches out beyond the
classroom, offering arange of (playful) activities.
The friendly multilingual environment and good
equipment make students feel at ease and practise
languages on avoluntary basis. It is thus not
surprising that other organisations get inspired by
this project.

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

Athne Royal de Chne

Personne de contact

Alain Jansen([email protected])
Secteur denseignement

Enseignement secondaire (gnral)

Public cible

lves du secondaire
Langues

Allemand, anglais, franais, espagnol, nerlandais, italien,

albanais
Anne dobtention du label

2013

Commentaire sur la slection

Ce Centre de langues est assez innovant dans le
systme ducatif en Fdration WallonieBruxelles. Il
permet de poursuivre lapprentissage en dehors de la
classe, sous des formes ludiques et varies. Un bon
quipement et lenvironnement multilingue agrable
font que les tudiants sy sentent laise et font
des langues sur une base volontaire. Ce nest pas
surprenant que dautres acteurs aient t inspirs par
ce projet.

177

178

SWITZERLAND

SCHWEIZ

SUISSE

SVIZZERA

COSO LOS! German in focus in projects

at the SarineOuest lower secondary school

The project is made up of 2 parts.
The first part is the German Week. Organised once ayear since
2011, German Week involves everyone at school: the principal,
deputy principals, secretaries, teaching staff, pupils, supervisors,
cooks, maintenance staff and parents. The teaching staff teach their
classes in German all week. If they do not speak the language of
Goethe, they may teach the various Germanic aspects of their field
in French. Pupils are not actually required to express themselves in
German, but the great majority play along and even enjoy speaking
the language in acontext other than their usual language classes.
During the German Week, the cooks offer German specialities in the
school cafeteria, and pupils and teachers alike can choose to sit at
atable where only German is spoken.
Aimed at everyone within the school 580 pupils and 90 adults
the German Week gets everyone taking part in ashared project
and, because everyone is experiencing the same Germanspeaking
culture, it creates aspecial dynamic and atmosphere in school.
The aim is to create an interest among the pupils in learning German
and, for those in 10th grade, to help them choose whether or not to
enrol in abilingual class the following year.
The second part of the project is the schools decision to offer two
bilingual classes in 11th grade. Pupils take foundation courses in
economics, ICT, visual arts, home economics, sport and general
studies in German throughout the year. Modules in mathematics,
history, geography, citizenship, science and music are also taught
during 11th grade.
These courses enable the pupils to improve their skills in these
various subjects, and to develop new learning strategies.
The prime advantage of these bilingual classes is immersion
teaching in the target language.
The project is repeated and improved every year.

Coordinating body

CO SarineOuest, Evelyne Brlhart (teacher and project

coordinator), Yvan Girard (principal)
Contact person

Evelyne Brlhart

Education sector

Lowersecondary school
Target group

Students from 9th to 11th grades (lowersecondary level)

Languages

French, German
Year of the Award

2013

Comment on the selection

Teaching language skills in multilingual classrooms.
The project involves everyone at school, from the
principal to the cooks, and also parents.

SWITZERLAND
SCHWEIZ
SUISSE
SVIZZERA

COSO LOS! GERMAN IN FOCUS IN

PROJECTS AT THE SARINEOUEST
LOWER SECONDARY SCHOOL

COSO LOS! DIE DEUTSCHE SPRACHE

IM ZENTRUM DER PROJEKTE DER
ORIENTIERUNGSSCHULE SARINEOUEST
(CYCLE DORIENTATION SARINEOUEST)

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

CO SarineOuest, Evelyne Brlhart (Lehrerin,

Projektkoordinatorin), Yvan Girard (Schulleiter)
Kontaktperson

Evelyne Brlhart
Bildungsstufe

Orientierungsschule (Sekundarstufe I)
Zielgruppe

Schler/-innen vom 9. bis 11. Schuljahr

Sprachen

Franzsisch, Deutsch
Jahr der Auszeichnung

2013

Kommentar zum ausgewhlten Projekt

Das Projekt vermittelt den Spracherwerb in
mehrsprachigen Klassen. Es bezieht alle Akteure rund
um die Schule mit ein, vom Schulleiter ber die Kche
bis zu den Eltern.

179

180

SWITZERLAND

SCHWEIZ

SUISSE

SVIZZERA

COSO LOS! Lallemand au cur des

projets du cycle dorientationde Sarine Ouest

fr
COSO LOS! LALLEMAND AU CUR
DESPROJETS DU CYCLE DORIENTATION
DESARINE OUEST
Le projet est constitu de 2parties:
La premire partie est la semaine de lallemand. Organise
une fois par an depuis 2011, elle concerne tous les acteurs
de lcole: directeur, adjoints, secrtaires, enseignants, lves,
surveillants, cuisiniers, concierges ou parents. Durant cette
semaine, les enseignants dispensent leurs cours en allemand.
Sils ne connaissent pas la langue de Goethe, ils peuvent traiter
en franais de diffrents aspects germaniques de la branche.
Les lves nont pas lobligation de sexprimer en allemand,
mais la grande majorit des lves joue le jeu et adu plaisir
parler allemand dans un autre contexte que le cours de langue.
Durant cette semaine, les cuisiniers proposent des spcialits
germaniques la caftria de lcole, et des tables o on ne
parle quallemand sont mises la disposition des lves et des
enseignants.
Sadressant tous les acteurs de lcole (580lves et
90adultes), cette semaine de lallemand permet de participer
un projet commun et cre un dynamisme et une ambiance
particulire au sein de lcole en utilisant un mme outil, la culture germanophone.
Lobjectif est de susciter chez les lves lenvie de poursuivre lapprentissage
de lallemand et, pour les lves de 10e, de les aider faire un choix lors dune
ventuelle inscription dans une classe bilingue pour lanne suivante.
La deuxime partie du projet consiste en la mise en place de deuxclasses bilingues
de 11e. Les lves suivent les cours dinitiation lconomie, de MITIC, darts visuels,
dconomie familiale, de sport et de formation gnrale en allemand durant toute
lanne. En outre, des modules en mathmatiques, histoire, gographie, ducation
la citoyennet, sciences et musique sont enseigns pendant lanne.
Ces cours permettent aux lves damliorer leurs capacits dans les diffrentes
comptences et de dvelopper de nouvelles stratgies dapprentissage.
Latout majeur des classes bilingues est lapprentissage de la langue cible par
immersion.
Ce projet est reconduit et amlior chaque anne.

Coordination

Cycle dorientation de Sarine Ouest, Evelyne Brlhart

(responsable du projet), Yvan Girard (directeur)
Personne de contact

Evelyne Brlhart
Niveau

Cycle dorientation, degr secondaireI

Groupe cible

lves de la 9e la 11e
Langues

Franais, allemand
Anne dobtention du label

2013

Commentaire sur le projet slectionn

Ce projet est ddi lapprentissage des langues en classe multilingue. Il concerne tous
les acteurs de ltablissement scolaire.

SWITZERLAND
SCHWEIZ
SUISSE
SVIZZERA

COSO LOS! GERMAN IN

FOCUS IN PROJECTS
AT THE SARINEOUEST
LOWER SECONDARY
SCHOOL

COSO LOS! IL TEDESCO AL

CENTRO DEI PROGETTI DEL
CICLO DI ORIENTAMENTO
SARINEOUEST

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

CO SarineOuest, Evelyne Brlhart (responsabile del

progetto), Yvan Girard (direttore del CO SarineOuest)
Persona di contatto

Evelyne Brlhart

Settore dellistruzione

Secondario I

Gruppo target

Allievi dal 9 all11 anno scolastico

Lingue

Francese, tedesco
Anno del conferimento del premio

2013

Commento sulla selezione

Il progetto promuove lapprendimento delle lingue
in classi plurilingue coinvolgendo tutti gli attori
che ruotano attorno alla scuola, dalla direzione al
personale di cucina fino ai genitori.

181

182

ITALY

ITALIA

EuRom5 Reading and understanding

5romance languages: Portuguese, Spanish,
Catalan, Italian and French

ROMA

EuRom5 is primarily amethodology

for the development of
multilingual receptive competence
in five Romance languages
simultaneously: Portuguese,
UNIVERSIT DEGLI STUDI Spanish, Catalan, Italian and
French.
It proposes aprocess based on an intercomprehension approach,
whose main features are the simultaneous approach to languages
and the transferability of the process of comprehension between
Romance languages and the attention to the characteristics of the
reading process.
Among the strengths of the methodology is the learners autonomy,
who gradually builds his/her own system of regularities and
correspondences on the Romance languages, thus learning to
understand written texts in avery short time in the other four
languages. All this by utilising the awareness of their similarities
that is present in any speaker.
In this way, every learner hones their skills of problem solving,
management of the approximation and awareness on L1 and the
other target languages. The teacher/tutor has the main function
of stimulating readers to recall effective comprehension strategies
and encouraging learners to continue reading. The objective is to
lead the reader to the comprehension of written texts on issues of
ageneral nature, or regarding his/her specific interests.
EuRom5 is aimed at adult speakers of one of the five languages. At
the end of the course, the learner reaches aproficiency level that
can vary between B1 and B2 of the Common European Framework
of Reference for Languages in the reading ability.
The methodology is supported by an ad hoc manual and awebsite:
www.eurom5.com

TRE

Coordinating body

Universit degli Studi Roma Tre Centro Linguistico di

Ateneo
Via Ostiense 131/L
00154 Roma
Tel. +39 0657332076 /077
Fax +39 0657332079
Email: [email protected]
Web: http://www.cla.uniroma3.it
Contact person

Elisabetta Bonvino
Education Sector

Secondary, University, Tertiary Education, Adult Education

Target group

Adult speakers of one of the five Romance languages

involved Portuguese, Spanish, Catalan, Italian, French
that want to quickly learn to understand the others.
Languages

Portuguese, Spanish, Catalan, Italian, French

Year of the Award

2013

Comment on the selection

From the point of diversification of languages on offer, the EuRom5 method allows the speaker of aRomance language to rapidly
develop agood degree of understanding of the other languages of the same family, thus allowing the concrete realisation of
aEuropean multilingual and multicultural context, supporting diversity as an alternative to just one language of communication.

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.

PoRtugus EsPaoL CataL ItaLIano FRanaIs

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

Baseado na extraordinria intuio de Claire Blanche-Benveniste e validado atravs de vrios anos

de experimentaes, EuRom5 permite aprender rapidamente de forma receptiva quatro lnguas
romnicas a quem j fala uma delas (portugus, espanhol, catalo, italiano e francs), aproveitando
o conhecimento das suas similaridades, presente em qualquer falante.
O manual inclui: um guia; 20 textos autnticos para cada lngua, acompanhados por auxlios que visam desenvolver habilidades de compreenso; uma seco de gramtica baseada na comparao
entre as lnguas e as dificuldades de leitura dos textos.

portugus

ITALY
ITALIA

espaol

italiano
catal
franais

EuRom5
www.eurom5.com

Ler e compreender 5 lnguas romnicas

Leer y entender 5 lenguas romnicas
Llegir i entendre 5 llenges romniques
Leggere e capire 5 lingue romanze
Lire et comprendre 5 langues romanes

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)
[email protected]

ISBN 978-88-203-4544-0

www.dicoland.com
La maison du dictionnaire
98, Bd du Montparnasse - 75014 Paris
[email protected]

e 29,90

www.hoepli.it
Ulrico Hoepli Editore S.p.A.
via Hoepli, 5 - 20121 Milano
e-mail [email protected]

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

Universit degli Studi Roma Tre Centro Linguistico di

Ateneo
Via Ostiense 131/L
00154 Roma
Tel. +39 0657332076/077
Fax +39 0657332079
Email: [email protected]
Web: http://www.cla.uniroma3.it
Persona di contatto

Elisabetta Bonvino

Settore dellistruzione

Scuola secondaria, universit, istruzione postsecondaria,

educazione degli adulti
Destinatari

Parlanti adulti di una delle cinque lingue neoromanze

in questione portoghese, spagnolo, catalano, italiano
efrancese che desiderano imparare velocemente
acapire le altre.
Lingue

Portoghese, spagnolo, catalano, italiano,francese

Anno del conferimento del premio

2013

Commento sulla selezione

Da un punto di vista della diversificazione dellofferta linguistica, il metodo EuRom5
permette di sfruttare le affinit tra le lingue neoromanze, mettendo in grado
lapprendente di sviluppare in breve tempo un buon livello di comprensione delle
altre lingue della stessa famiglia, permettendo cos la realizzazione concreta di
un contesto europeo plurilingue epluriculturale, sostenendo la diversit come
alternativa auna sola lingua di comunicazione.

SRUWXJXrV

HVSDxRO

LWDOLDQR
FDWDOj
IUDQoDLV

(X5RP

183

184

SWITZERLAND

SCHWEIZ

SUISSE

SVIZZERA

Twoway immersion teaching in Biel/Bienne:

Multilingual schooling
at the Filire Bilingue (FiBi) state school
Biel/Bienne is Switzerlands largest bilingual town, and therefore
offers aunique environment in which to set up amultilingual school
from first grade upwards. The Canton of Berne is running apilot
project entitled Filire Bilingue (FiBi) in Biel/Bienne. It began in the
2010/11 school year. The concept for this state school is based on
the principle of twoway immersion teaching. Classes are split half
and half between Frenchspeaking and Germanspeaking pupils. The
Filire Bilingue also fosters the integration of children referred
to as allophones whose mother tongue is neither of the two
teaching languages.
Lessons are equal parts German and French, according to the
50/50 model. This allows language skills to develop not only
in response to teaching, but also thanks to contact between
pupils during break times or on the way to school. By definition,
twoway immersion teaching requires pupils speaking the two
target languages to be present in the same classroom, and thus
results in aspecific teaching approach, i.e. one which introduces
multilingualism into the basic and ongoing training for (future)
teachers.
Twoway immersion programmes promote the development of
bilingualism and biliteracy (i.e. reading and writing in the two
target languages), over and above the level required from all
pupils in terms of their academic knowledge and intercultural skills
(paraphrased from Christian 1994). In other words, the objective
of the Filire Bilingue is to spark its pupils interest in learning
languages by allowing them to experience asecond language in
situations that are as
authentic as possible,
including successfully
studying the full range
of school subjects.
This naturally involves
encouraging and
preparing second
language learning at an
early stage, to foster
transfer between the
two languages and to
develop comprehension
and oral skills in the
target language as
quickly as possible. In
abroader educational
setting, the project also
supports the active
learning and acquisition
of intercultural skills in
amultilingual context.

Coordinating body

Filire Bilingue, Biel/Bienne, Melanie Buser (project

coordinator), Doris Bachmann (German principal), Esther
Cuendet (French principal), Christine Le Pape Racine
(scientific advisory council), Peter Walther (policymaker)
Contact person

Melanie Buser

Education sector

Preprimary, primary
Target group

Pupils from kindergarten up to second grade

Languages

French, German
Year of the Award

2013

Comment on the selection

This project takes an original approach to teaching
language skills in multilingual classrooms. It is very
well structured and based on ascientific concept.

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.

Kommentar zum ausgewhlten Projekt

Das Projekt setzt auf originelle Weise das Thema Spracherwerb in mehrsprachigen
Klassen um. Es ist sehr gut strukturiert und basiert auf einem wissenschaftlichen
Konzept.

Koordination

Filire Bilingue, Melanie Buser (Projektkoordinatorin),

Doris Bachmann (deutsche Schulleiterin), Esther Cuendet
(franzsische Schulleiterin), Christine Le Pape Racine
(wissenschaftlicher Beirat), Peter Walther (Abteilungsleiter
Schule und Sport)
Kontaktperson

Melanie Buser

Bildungsstufe

Kindergarten und Primarschule

Zielgruppe

Kindergarten bis 2. Primarklasse

Sprachen

Franzsisch, Deutsch
Jahr der Auszeichnung

2013

185

186

SWITZERLAND

SCHWEIZ

SUISSE

SVIZZERA

Lenseignement par immersion rciproque

Biel/Bienne: scolarisation en contexte plurilingue
dans lcole publique Filire Bilingue (FiBi)
fr
LENSEIGNEMENT PAR IMMERSION RCIPROQUE
BIEL/BIENNE: SCOLARISATION EN CONTEXTE PLURILINGUE
DANS LCOLE PUBLIQUE FILIRE BILINGUE (FIBI)
En tant que plus grande ville bilingue de Suisse, Biel/Bienne offre des conditions
uniques pour la cration dune cole plurilingue ds le dbut de la scolarit. Depuis
lanne scolaire 2010/2011, le canton de Berne alanc le projet pilote intitul
Filire Bilingue (FiBi) Biel/Bienne. Le concept de cette cole publique se base sur
le principe de lenseignement par immersion rciproque: les classes sont composes
pour moiti dlves francophones et germanophones. Par ailleurs, le projet Filire
Bilingue privilgie lintgration denfants dits allophones, cestdire denfants dont
la langue maternelle est diffrente des deux langues de scolarisation.
Lenseignement est dispens parts gales en allemand et en franais (modle:
50/50). Ce modle permet lacquisition de comptences linguistiques non
seulement travers lenseignement, mais aussi grce aux changes entre les lves
durant les pauses ou sur le chemin de lcole. Par dfinition, lenseignement par
immersion rciproque vise la prsence dlves des deux langues cibles dans la
mme salle de classe, ce qui induit une didactique spcifique, notamment celle du
plurilinguisme, la formation initiale et continue des futurs enseignants.
Les programmes dimmersion rciproque favorisent le dveloppement du
bilinguisme et de la bilittratie (en anglais: biliteracy, cestdire lalphabtisation
dans les deux langues cibles), en plus du niveau requis des savoirs acadmiques et
des comptences interculturelles de tous les lves (Christian, 1994; traduction de
langlais par Melanie Buser). En dautres termes, Filire Bilingue apour but dveiller
les lves lapprentissage des langues en leur faisant vivre une deuxime langue
dans des situations aussi authentiques que possible, ycompris la russite des
tudes dans toutes les matires. Cela implique bien entendu lencouragement et
la prparation dun apprentissage prcoce de la deuxime langue afin de favoriser
des transferts entre les deux langues et de dvelopper le plus vite possible des
comptences de comprhension et de production orales dans la langue cible. Par
ailleurs, lenjeu pdagogique est de favoriser le processus actif de lapprenant et
dacqurir des comptences interculturelles en contexte plurilingue.

Coordination

Filire Bilingue, Melanie Buser (coordinatrice de projet),

Doris Bachmann (directrice de langue allemande), Esther
Cuendet (directrice de langue franaise), Christine Le Pape
Racine (conseil scientifique), Peter Walther (chef de la
section cole et sport)
Personne de contact

Melanie Buser
Niveau

coles maternelle et primaire

Groupe cible

De lcole maternelle la 2eanne primaire

Commentaire sur le projet slectionn

Inventivit dans la gestion de lapprentissage des langues en classe multilingue. Le
projet est trs bien structur et se fonde sur un concept scientifique.

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

Filire Bilingue, Biel/Bienne, Melanie Buser (coordinatrice

di progetto), Doris Bachmann (direttrice di lingua tedesca),
Esther Cuendet (direttrice di lingua francese), Christine
Le Pape Racine (consulente scientifica), Peter Walther
(responsabile Scuola esport)
Persona di contatto

Melanie Buser

Settore dellistruzione

Scuola dellinfanzia, scuola elementare

Gruppo target

Scuola dellinfanzia fino al secondo anno della scuola

elementare
Lingue

Tedesco, francese
Anno del conferimento del premio

2013

Commento sulla selezione

Il progetto permette alle classi multilingui di
apprendere le lingue in maniera originale, molto ben
strutturato e basato su un concetto scientifico.

187

188

IRELAND

IRE/IRELAND

The Multicultural Classroom

Griffeen Valley/ An Seomra Ranga Ilteangach
Junior Infants Pilot Scheme
The Junior Infants class (ages 4-5) in Griffeen Valley undertook afull
school year completely through Irish. It was amulticultural class,
with pupils from France, India, Spain and China. Everything went
very well in Irish so it was proposed to apply what was being done
through Irish to the learning of other languages.
Singing
The first steps were taken to learn different languages through
music and drama. The pupils enjoyed it very much, and had lots of
fun making displays at assembly on Fridays.
Next challenge
The next challenge was to add to the previous step. Spring was
arriving and it was decided to learn all about it in Spanish, Catalan
and German. The best thing was the fact that all these languages
were being learned through Irish.
Working together
Teachers and parents established alanguage team with ICT
support: Natalie (German), Liz and Eva (Spanish), Susan (Irish) and
Bianca (ICT support). The team decided on asimple vocabulary for
the different topics: birds, the sun, trees, flowers, the spring and
rainbows.
Result
There was great progress in the class. Pupils were able to put
together simple sentences in four different languages. There was
apositive atmosphere in the classroom about the new languages
that they were learning. The pupils were very proud of what
they had learnt. Not only is the classroom multicultural, it is also
multilingual.

Coordinating body

Griffeen Valley Educate Together School

Contact person

Susan Nic Ramoinn

Contact details

Griffeen Valley Educate Together School

Griffeen Glen Boulevard
Lucan
Co Dublin
Tel. +353 16219819
Email: [email protected]
Web: www.gveducate.org
Education Sector

Primary

Target group

Primary School Pupils and their Parents

Languages

Irish, Spanish, Catalan, German

Year of the Award

2013

Comment on the selection

It was selected as agood example of amultilingual classroom and of
innovation, i.e. using Irish as amedium to learn other languages when it is most
common to teach through English in schools in Ireland.
This project combines three EU languages Irish, Spanish and German and
even though the children were very young, it was obvious that the pupils were
acquiring language skills and becoming knowledgeable about the culture of
each of the countries concerned. The children are being taught, on afull-time
basis, through the medium of Irish. Regular Spanish and German lessons
complement the teaching of Irish and the children observed were eager to
demonstrate their ability in all three languages! It is agood introduction to
language awareness at ayoung age.
The needs of the very young learners are well catered for through the use of
varied resources such as flash cards, songs and puppets. The methodology is
very innovative and enjoyable and appropriate for the age group concerned.
It is easily adaptable for other learners of all age groups. Very high levels of
motivation and enthusiasm were noted during the jury visit.

IRELAND
IRE/IRELAND

THE
MULTICULTURAL
CLASSROOM
GRIFFEEN VALLEY/
AN SEOMRA RANGA
ILTEANGACH

ga
AN SEOMRA RANGA ILTEANGACH
SCOIL NISINTA CHOMHOIDEACHAIS GHLEANN AN GHRIFN

Scim Poltach Naonin Bheaga

Bh rang Naonin Bheaga ag tabhairt faoi bhliain scoile go hiomln as Gaeilge. Rang
ilchultrtha at ann, le tuismitheoir n bhFrainc, n India, n Spinn agus n tSn.
Bh ag ir linn sa Ghaeilge - mar sin, card faoi na teangacha eile?
Amhrnaocht
Thosaomar ag foghlaim teangacha agsla le hamhrnaocht agus drmaocht.
Bhain na pist ansult as, agus bh anspraoi againn ag danamh taispentais ag an
tionl ar an Aoine.
An chad dshln eile
Bh an tearrach ag teacht agus bheartaomar foghlaim faoin tama sa Ghearminis,
i Spinnis agus i gCatalinis. An rud is fearr faoi n go rabhamar ag foghlaim na
dteangacha seo tr mhan na Gaeilge.
Ag obair le chile
Idir minteoir agus tuismitheoir, chruthaomar foireann teanga: Natalie
(Gearminis), Liz agus Eva (Spinnis), Susan (Gaeilge) agus Bianca (tacaocht ICT).
Shocraomar ar fhoclir simpl faoin tama: an, an ghrian, crann, blthanna, an
tearrach agus bogha bist.

Sonra teagmhla

Susan Nic Ramoinn

Scoil Nisinta Chomhoideachais Ghleann an Ghrifn
Blbhard Ghleann an Ghrfn
Leamhcn
Co. Bhaile tha Cliath.
Teil. +353 16219819
R-phost: [email protected]
Web: www.gveducate.org
Earnil Oideachais

Bunscoil

Spriocghrpa

Dalta bunscoile agus adtuismitheoir

Teangacha

Gaeilge, Spinnis, Catalinis, Gearminis

Bliain an ghradaim

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

Leiria Language Exchange /SPEAK

LLE/SPEAK is aproject addressed
to foster cultural and linguistic
integration, to promote cultural
meetings. The Association which
implemented the project plays
an active role in the fight against
social exclusion of immigrants.
The participants in the project
provided the answer to the
identified needs. They learned
and shared languages and cultures, taking atolerant attitude to
their homes, their families and friends. The languages involved
were: Portuguese, English, Spanish, German, French, Polish, Russian,
Chinese and Mandarin. The language courses for adults and for
children were tutored by native speakers. The methodology was
based on afunctional approach. All pedagogic materials have been
developed by the tutors, namely online tutoring. The project was
monitored by the tutors; the results achieved have been assessed as
well as the impact. The project was first implemented in Leiria, acity
in the centre of Portugal and is already being implemented in Lisbon
and outside Portugal, in Dublin. The dissemination and marketing
campaign has been carefully planned: newspaper articles; radio
programmes; leaflets; Internet; and social networks.

Coordinating body

Associao Fazer Avanar

Contact people

Maria Otlia Gaspar Aguiar/Ral Testa

Education Sector

Adult Education (Main Educational Sector)

Primary (Additional educational Sector)
Target group

Immigrant Adults and Children

Languages

English, French, German, Portuguese, Spanish, Polish,

Russian, Chinese Mandarin
Year of the Award

2012

Comment on the selection

The project meets all the required rules of the
contest bringing an added value to adiversified
offer of languages to be taught, addressing atarget
group also diversified but with acommon feature:
being immigrants makes them simultaneously
avery rich and diverse group regarding their
cultural and linguistic backgrounds but all of them
needing the necessary back up as far as integration
is concerned. Besides what was said, the 2012
European Priority: Multilingual classrooms has been
fully accomplished in this project.

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.

Comentrio sobre aseleo

Projeto de grande qualidade, de dimenso europeia muito abrangente, de fcil
transferibilidade ecom grande impacto nas aprendizagens das lnguas estrangeiras.
Oprojeto responde aos requisitos do Regulamento com grande qualidade. Tambm
corresponde auma das prioridades europeias: aaula multilingue.

Entidade Coordenadora

Associao Fazer Avanar

Pessoas de Contacto

Maria Otlia Gaspar Aguiar/Ral Testa

Setor de Educao

Educao de Adultos
Ensino Bsico
Grupo-alvo

Adultos ecrianas imigrantes

Lnguas

Alemo, ingls, francs, portugus, espanhol, polaco,

russo,mandarim
Ano do Prmio

2012

191

192

DENMARK

DANMARK

Nrrebro Multilingual Library

The multilingual library of Copenhagens neighbourhood Nrrebro is
awarded the European Language Label 2013 for several years of
persistent efforts to engage their bilingual and multilingual users in
the world of books and to help develop their language skills.
The library in the Copenhagen neighbourhood is the first municipal
institution to receive the European Language Label. The library is the
third most visited in Copenhagen. It is located in adisadvantaged
neighbourhood, and it has adiverse range of users. The library staff
put alot of work into missions outside the library as well, reaching
out to the inhabitants offering among other things reading aloud
for families with small children and also reading groups for ethnic
minority women in the districts disadvantaged areas.
Through various initiatives the library staff put adedicated effort
into raising awareness of the Danish language and reading in
aparticularly challenged neighbourhood. In an exemplary way,
they made persistent and welldocumented efforts to engage their
bilingual and multilingual users into the world of language and
books, and the energy put into the project by the library staff is
particularly important in relation to the integration of bilingual and
multilingual people in Danish society and the educational sector.
The former Minister of Science, Innovation and Higher Education,
Morten stergaard, visited the library and presented the award to
the proud award winners.

Coordinating body

Nrrebro Bibliotek
Contact person

Nrrebro Bibliotek ([email protected])

Education Sector

Education in the public sector

Target group

All levels of education

Languages

Danish and others

Year of the Award

2013

Comment on the selection

A public library in the Copenhagen neighbourhood
Nrrebro contributes to the multilingual classrooms
and supplements language learning and training by
engaging the users in the world of books.

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.

Kommentar om udpegning af vinderprojektet

Nrrebro Bibliotek bidrager til det flersprogede klassevrelse og supplerer den
sproglige indlring ved at engagere flersprogede brugere ibgernes verden.

Koordinator

Nrrebro Bibliotek
Kontaktperson

Nrrebro Bibliotek ([email protected])

Uddannelsesomrde

Uddannelse iden offentlige sektor

Mlgruppe

Alle uddannelsesniveauer
Sprog

Dansk og andre sprog

r for prismodtagelse

2013

193

194

FINLAND

SUOMI/FINLAND

What aJoy to Learn

Languages and Cultures
Nepenmki School is aprimary school with 350 pupils. It consists of
mainstream classes, apreschool class, special education classes, and
hospital education.
Nepenmki lies in avery culturally and linguistically homogeneous
part of Finland, which creates challenges for multicultural education.
Therefore, avery holistic approach to develop multicultural education
and encourage language learning was devised. Since the beginning of
the programme, excellent results have been reached. In anutshell, this
is what we did.
Trick 1: Have pupils interact in authentic international
environments via ICT
ENO (Environment Online) is anetwork for sustainable development in
schools, with afocus on internationalisation and cultural sustainability.
There are over 10 000 schools in 157 countries taking part in this
programme, with Nepenmki being abase partner school. With the
use of ICT, learning can be made more enjoyable, encouraging and
culturally oriented: Finnish students meet their peers by using live
connections.

Contact person

Principal Jyrki Huusko ([email protected])

Krpnkatu 7
80230 Joensuu, Finland
Education Sector

Primary

Target group

Primary school pupils, language teaching

Languages

German, French, Russian

Year of the Award

2013

Trick 2: Liaise with universities

Cooperation with universities pays off. For instance, in 2013, all
the classes at Nepenmki had guests from anumber of different
countries.
Trick 3: (the mother of all tricks) Get the whole school and
administration involved in developing language learning
activities
Good language learning motivation is supported by asound and
predictable languages syllabus, and alearning path apupil can follow
from lower grades to secondary education. Work together with other
schools in the area, and have apermanent selection of languages on
offer. Make languages avisible part of school culture by organising
theme weeks and events. Encourage cooperation between different
subject teachers, pupils, their parents, and the community at large.

Comment on the selection

With this sort of holistic approach, language
learning has gained momentum. As the graph on
page 195 shows in the case of Nepenmki, over
the past eight years the number of pupils taking
voluntary languages has tripled (green curve), while
the number of those taking no voluntary languages
(purple curve) has decreased by one third. Visionary
work pays off!

FINLAND
SUOMI/FINLAND

WHAT AJOY TO
LEARN LANGUAGES
AND CULTURES

ILO OPPIA KIELI JA

KULTTUURIA

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

Temppu 1: Hydynn autenttisia kansainvlisi

10
ympristj sek tieto- ja viestintteknologiaa
0
Opetustilanteiden monipuolistaja ja mahdollistaja on
2005 2007
kansainvlinen ENOverkkokoulu, jonka kummikoulu
Nepenmen koulu on. ENOverkkokoulu on kestvn
kehityksen verkosto, jonka keskeisen tavoitteena on
kansainvlisyys ja kulttuurinen kestvyys. Verkostossa on mukana eri puolilta
maailmaa yli 10000 koulua yhteens 157 maasta.
Toimintamalleina opiskelutilanteissa on saada suomalaiset oppilaat
liveyhteyteen iktovereidensa kanssa kytten opettelemaansa kielt.
Temppu 2: Toimi yhteistyss paikallisten korkeaasteen oppilaitosten kanssa
Yhteisty korkeaasteen oppilaitosten kanssa kannattaa. Esimerkiksi 2013 kaikki
luokat saivat kansainvlisi vieraita useasta eri maasta.
Temppu 3: (se kaikkein trkein) Osallista koko koulu ja hallinto monikieliseksi
Tyskentelyn lhtkohtana on kokonaisvaltaisuus. Kielivalintapolusta tulee
huolehtia alueen muiden oppilaitosten kanssa, mutta arkipivss monikielisyys
ja kulttuurinkkulma nkyvt henkilstn, oppilaiden, vanhempien ja
sidosryhmien yhteistyn. Koulu osallistuu paljon erilaisiin teemaviikkoihin ja
tapahtumiin.

2009

2010

2011

2012

2013

Kontaktihenkil

Rehtori Jyrki Huusko ([email protected])

Krpnkatu 7
80230 Joensuu, Suomi
Koulutusala

peruskoulu

Kohderyhm

peruskoulun oppilaat, kieltenopetus

Kielet

saksa, ranska, venj

Palkinnon vuosi

2013

Kommentti palkinnon saannin perusteista

Kokonaisvaltaisella suunnittelulla ja toteutuksella kieltenopetus saa uutta vipuvoimaa. Kuten kuviosta 1 nkyy, Nepenmell on viimeisten
kahdeksan vuoden aikana pystytty kolminkertaistamaan kielivalinnat. Samassa ajassa niiden mr, jotka eivt opiskele vapaaehtoisia kieli, on
vhentynyt kolmanneksella. Pmrtietoinen ty kannattaa!

195

196

NETHERLANDS

NEDERLAND

Ollis groe Hollandreise/

Ollis great Holland journey
Ollis groe Hollandreise is aunique project that targets learners
with low language skills in the first classes of preparatory secondary
vocational education. The participating students, aged between 12
and 14, have only had German for acouple of months, sometimes
even weeks. With Olli, the students gain easy access to the German
language and culture. They relate to topics typical for their age
group. Thanks to the playful approach to speaking and writing
in German with little attention for grammatical correctness, the
students gain confidence in their abilities in this new language. In
the two weeks that Olli stays at their school, the target language is
the language of instruction.
The puppet Olli is from Germany and wants to get to know the
Netherlands. On his trip through Holland, he visits 14 schools each
year. He stays at each school for two weeks before continuing his
journey to the next school. The students show him their world by
preparing assignments. On Ollis Facebook page, the students post
his experiences at their school together with videos or photographs.
Once Olli has left, students can continue tracking him via his
Facebook page.
As well in form (social media project) as in content (the
assignments), this project relates to the experiences of the students.
The students use different skills of the German language in
communication at A1 and A2 levels of the
CEFR. While using the language, they learn
about Germany and the German culture and
reflect on their own environment.
The project Ollis groe Hollandreise consists
of the puppet Olli and his suitcase with
necessities, assignments and worksheets
to use in the lessons for the students, and
ateacher guide. An evaluation form to be
filled in completes the project.

Comment on the selection

This project aims to enhance the language skills
of the students in the first classes of preparatory
secondary vocational education. The project makes
use of social media in avery innovative way. The
use of Facebook is linked to very concrete subjects,
like the suitcase and the travelling toothbrush of
Olli. The judges are impressed by the lasting effect
of the target language as language of instruction.
The project makes the students very enthusiastic.
Due to the fact that all students can learn German
thanks to the accessible nature of this project, and
the target language is the language of instruction
in all lessons, the students can communicate with
each other in multiple languages.

Coordinating body

Duitsland Instituut Amsterdam

Contact people

Kerstin Hmmerling, Florianne van Hasselt

Education Sector

Secondary

Target group

Students

Language

German

Year of the Award

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

Duitsland Instituut Amsterdam

Contactpersonen

Kerstin Hmmerling, Florianne van Hasselt

Onderwijssector

Voortgezet onderwijs
Doelgroep

Leerlingen
Talen

Duits

Jaar van uitreiking

2013

Opmerking over de selectie

Dit project richt zich op het versterken van de
taalvaardigheid Duits in de onderbouw van het
VMBO en maakt op een innoverende manier gebruik
van sociale media. Het gebruik van Facebook wordt
gekoppeld aan hele concrete en tastbare zaken, zoals
het koffertje en de tandenborstel van de rondreizende
hoofdpersoon. De jury is onder de indruk van het
blijvende effect van doeltaal = voertaal. Het project
heeft een groot enthousiasmerend effect.
Daarnaast sluit dit project goed aan bij de Europese
prioriteit uit 2013, namelijk meertalige klassen.
Doordat iedereen op deze laagdrempelige manier Duits
kan leren en het concept doeltaal=voertaal wordt
gehanteerd, kunnen de leerlingen in meerdere talen
met elkaar communiceren.

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

Centre of Foreign Languages in the German State of

Bremen
Contact person

Dr Brbel Khn

Education Sector

University, Tertiary Education

Target group

Students with amigrant background

Languages

Turkish, Russian, Polish, Kurdish, German as second

language, English
Year of the Award

2013

Comment on the selection

The jury of experts was impressed by the initiatives
firm roots in the State of Bremen and its integration
into avariety of regional, national, and international
cooperations and networks. The methodological
innovations and the wide range of topics provide an
excellent transferability of this project and thus the
basis for further development.
The jury especially valued the initiatives focus
on the linguistic and cultural background of
the students. The project uses the potential of
multilingualism to develop the linguistic and
intercultural competencies of the participants.

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

Fremdsprachenzentrum der Hochschulen im Land Bremen

Kontaktperson

Dr. Brbel Khn

Bildungssektor

Hochschulbildung, Tertirer Bildungsbereich

Zielgruppe

Studierende mit Migrationshintergrund

Sprachen

Trkisch, Russisch, Polnisch, Kurdisch, Deutsch als

Zweitsprache, Englisch
Jahr der Auszeichnung

2013

Begrndung der Auswahlentscheidung

Dieses Projekt berzeugte die Jury durch seine
starke Verankerung im Land Bremen sowie seine
Einbindung in vielfltige regionale, nationale und
internationale Kooperationen und Netzwerke. Durch
die methodischen Innovationen und die gleichzeitige
thematische Offenheit ist eine ausgezeichnete
bertragbarkeit des Projekts ebenso gegeben wie die
Mglichkeit der nachhaltigen Weiterentwicklung und
des Ausbaus. Die biografie- und migrationsbedingte
Mehrsprachigkeit von Lernenden und Lehrenden wird in
dieser Perspektive als wichtige Ressource verstanden,
deren bewusste Nutzung es ermglicht, sowohl die
sprachlichen als auch die interkulturellen Kompetenzen
zu erhhen.

199

200

ESTONIA

EESTI

Teaching and learning Estonian

in the multinational Skype company
Skype is an international
company. More than
80 foreigners from
39countries work in the
Tallinn office. Although
the Estonian language is
not the working language
in the company, since 2005 Skype has offered its employees the
possibility to participate in Estonian language courses in their
own workplaces. People actively use this opportunity and over the
years learning the Estonian language in Skypes Tallinn office has
become very popular. Learning the local language helps employees
with various cultural backgrounds to better
integrate in the international team and in the
Estonian society. Skype is apositive example
of amulticultural company that creates good
opportunities for the development of its
personnel.

Comment on the selection

The project is awonderful idea supported with
technology and a genuine multicultural classroom.

Coordinating body

Skype Technologies O
Contact person

Leelia Rohumaa ([email protected])

Education Sector

Adult Education
Target group

Company staff
Languages

Estonian

Year of the Award

2013

ESTONIA
EESTI

TEACHING AND
LEARNING
ESTONIAN
IN THE
MULTINATIONAL
SKYPE COMPANY

EESTI KEELE PPIMISE

VIMALUSTE
PAKKUMINE OMA
EESTISSE TLE
TULNUD TTAJATELE

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

Leelia Rohumaa ([email protected])

Hariduse valdkond

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

Ljubljana School for the Deaf (Zavod za gluhe in

nagluneLjubljana)
Contact person

iva Ribii ([email protected])

Education Sector

Preschool education
Target group

Babies and children under two years of age, future

preschool education teachers, experts, parents
Languages

English, German, Lithuanian, Slovenian, English, Austrian,

Lithuanian, Slovenian sign language
Year of the Award

2012

Comment on the selection

From a linguistic point of view, the project is
characterised by the integration of four national
and four sign languages from participating
countries; i.e. Slovenia, the United Kingdom, Austria
and Lithuania. The innovation behind the project is
reflected in the possibility for communication with
the help of advanced technologies; we developed
elearning materials in all target languages, as
well as aMoodle classroom for distance learning.
Furthermore, the project also complies with the
priorities of multilanguage classes, since it is
underpinned by the principle of cohabitation of
eight European cultures and languages.
The project introduces an innovative and
professionally tested and supported method of sign
language communication in the earliest childhood
in astructured and wellthought manner, while
offering further possibilities for upgrades and
adjustments to other groups of persons with special
needs.

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

Zavod za gluhe in naglune Ljubljana

Kontaktna oseba

iva Ribii ([email protected])

Podroje izobraevanja

Predolska vzgoja
Ciljna skupina

Dojenki in otroci, mlaji od dveh let, bodoi vzgojitelji

vprogramu predolske vzgoje, strokovnjaki, stari
Jeziki

Angleki, nemki, litovski, slovenski jezik in angleki,

avstrijski, litovski in slovenski znakovni jezik
Leto prejema priznanja

2012

Komentar k izbranemu projektu

Projekt zjezikovnega vidika odlikuje vkljuevanje tirih
nacionalnih in tirih znakovnih jezikov sodelujoih
drav, to so Slovenija, Velika Britanija, Avstrija in Litva.
Inovativnost projekta se odraa vustvarjanju monosti
za sporazumevanje zuporabo sodobnih tehnologij,
razvita sta bila namre elektronsko gradivo vvseh
ciljnih jezikih kakor tudi uilnica Moodle za uenje
na daljavo, poleg tega pa je projekt skladen tudi
sprioriteto vejezinih razredov, saj je njegovo vodilo
ravno sobivanje osmih evropskih jezikov in kultur.
Projekt tako vslovenski nacionalni prostor na
strukturiran in domiljen nain vnaa novo in strokovno
preverjeno ter utemeljeno metodo znakovnega
sporazumevanja vnajzgodnejem obdobju in
vnadaljevanju nudi tudi monosti nadgradnje in
prilagoditve za druge osebe sposebnimi potrebami.

203

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NC-02-13-772-02-N
doi:10.2766/65538