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Lucia Elena Petrescu [email protected] EuroEd Foundation Iasi. Developing family learning, study support and the teaching of foreign languages to young learners. Developing family learning, study support. - PowerPoint PPT Presentation
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Lucia Elena [email protected]
EuroEd Foundation Iasi
Developing family learning, study support and the
teaching of foreign languages to young learners
Developing family learning, study support
“In times of profound change, the learners inherit the earth, while the learned find themselves beautifully
equipped to deal with a world that no longer exists.”
Al. Rogers
European policies:setting people on the path to a lifetime of
learning ensuring open and democratic societies by
training people in citizenship, solidarity and participative democracy
providing adults with ways to improve their knowledge and skills
Keeping them mentally fit and potentially more employable
Target groups:
familiesteachers trainers educational staff
Family learning:
informal and formal learning that involves more than one generation
Family learning:creating a host of fresh opportunities to pursue
previously thwarted ambitions.
Family learning:
a range of roles that illustrate the changes and different aspects of support need in the 21st century
Family learning:
raise awareness on family members’ roles and their importance for everyone’s welfare
Family learning:
Child education
Family learning:
disadvantaged background for both parents and children
Issues facing society
Update experience and maximize new informational acquisitions
Family learning and study support:
EFLNFACE IT!NOCHILDLB
European Family Learning Network
Grundtvig 4 programme From 2006- 2009 Partners: Finland France Germany Ireland Italy Norway Poland Romania Slovenia UK
European Family Learning Network
Meeting the priorities of the EU:
Access to and participation in lifelong learning for all, including disadvantaged people should be promoted and improved at national and community level
Reduce poverty and social exclusion among marginalized groups.
improve people's skills and help them towards active citizenship and personal autonomy
European Family Learning Network
Key words:networksharingtrainerspolicy makers
European Family Learning Network
Objectives:Develop an advocacy and dissemination
strategy. Create and maintain a high quality
website Create a European Family Learning
publication to promote the benefits of a Family Learning approach
European Family Learning Network
Aspects:Family members learning togetherStages of family lifeRelationships, rolesTaking responsibility in a wider society
European Family Learning Network
Actions: Inaugural Network planning meeting. (October 2006 London, UK)
Network planning meeting. (May 2007 Marseille, France)
Seminar on Family Learning and social inclusion, working with migrant families
Network planning meeting (November 2007 Genova, Italy)
Seminar on Parental Involvement
Network planning meeting (May 2008 Karjaa, Finland)
Seminar on Family Learning and Citizenship
Network planning meeting. (October 2008 Iasi, Romania) Seminar on national network and infrastructure development
Conference and dissemination event (June 2009 Birmingham, UK )
www.efln.eu
Room for local implementation?...
Would you need to implement these ideas in your area?
What would be the best way of doing that?
Who would benefit from them?
FACE IT ! Families and Active Citizenship
Education, an Integrated TrainingGrundtvig 1 programme
From Oct.2006 to Sept. 2008
Partners: Romania United kingdom France Italy Ireland
FACE IT ! Families and Active Citizenship Education,
an Integrated TrainingMeeting the priorities of the EU:
• FACE IT ! aims to pool existing experience and expertise and develop a sustainable Life Long Learning and Family Learning educational tool to promote Active Citizenship and Participatory Democracy in
migrant/socially isolated or disadvantaged families
FACE IT ! Families and Active Citizenship Education,
an Integrated TrainingObjectives: increasing skills and knowledge in the areas of
Active Citizenship and Participatory Democracy and Family Learning
creating a trainer training programme and accompanying toolkit
designing materials to attract hard-to-reach learners
bringing disadvantaged and isolated families into education
FACE IT ! Families and Active Citizenship Education,
an Integrated TrainingKey words:InvolvementCommunitiesDevelopmentEmpowering peopleChallenge
FACE IT ! Families and Active Citizenship Education,
an Integrated TrainingActive citizenship:active involvement of individuals in
public life and affairs developing the skills, knowledge and
understanding making informed decisions about their
communities and workplaces improving the quality of life
FACE IT ! Families and Active Citizenship Education,
an Integrated TrainingActions:1. Research (Oct 06 – Mar 07 )
2. Course design (Mar 07 – Jul 07 )
3. Testing (Aug 07 – Sep 07 )
4. 1st FACE IT ! International Trainer Training (Sep 07 – Nov 07 (2 weeks) )
5. 2nd FACE IT ! International Trainer Training (Nov 07 – Jan 08 (2 weeks) )
6. Pilot National FACE IT ! (Mar 08 – May 08 )
7. FACE IT ! International Conference (May 08 – Jul 08 )
8. More FACE IT ! national training (Jul 08 – Sep 08 )
www.faceitproject.org
Room for local implementation?...
Would you need to implement these ideas in your area?
What would be the best way of doing that?
Who would benefit from them?
No Child Left Behind
Comenius programmeFrom 2007 to 2009Partners:United KingdomSpain LithuaniaRomaniaPoland
No Child Left Behind
Meeting the priorities of the EU:1. The project establishes a discipline
during the school years of instilling a “thirst for learning”
2. It follows a thread of European cultural context and it contextualizes the learning making it meaningful
No Child Left Behind
1. It develops employability skills amongst participants: creativity, self-esteem, confidence and achievement
2. Teachers are provided with previously untried or undiscovered methodologies shared via national and international networks
No Child Left Behind
Key words:Thirst for learningLife skillsAchievementAdapted methodology
No Child Left Behind
Objectives:To improve achievementEquip young people with life skillsOffer a contextualized learning so that the
learners would understand its benefits
No Child Left Behind
Actions:Piloting the training packageAdjusting the programme according to the
partnersPiloting the training with each partnerEvaluating the training (trainees, trainers,
individual observer)Readjust the trainingCreating support materials
Room for local implementation?...
Would you need to implement these ideas in your area?
What would be the best way of doing that?
Who would benefit from them?
The role and importance of family learning and study support
What do these projects change?
Understanding the need of being up to date with the new society and its requirements
Offering a general view on the wider European community and thus having better understanding of personal characteristics
Promoting self awareness and self confidenceEncouraging intergenerational supportPutting theory to practice through useful activitiesSupporting practitioners
Target groups
TrainersAdults members of the familyChildrenLocal policy makers
Room for local implementation?...
Would you need to implement these ideas in your area?
What would be the best way of doing that?
Who would benefit from them?
The teaching of foreign languages to young learners
Teaching foreign languages to YLEuropean policies:
“It is this diversity that makes the European Union what it is: not a ‘melting pot’ in which
differences are rendered down, but a common home in which diversity is celebrated, and
where our many mother tongues are a source of wealth and a bridge to greater solidarity and
mutual understanding.”
EU strategy for multilingualism
Teaching foreign languages to YL
The cultural component:Involving children in international
collaborations
Offering a large diversity of ways to discover new national and cultural identities
Sharing traditions
The methodological component
Language acquisition through contextualised and meaningful activities
The use of practical activities during which children can practice the language in real life situations
Raising linguistic awareness using unconventional means of language teaching/learning
Creating a more concrete sense of achievement by creating material/lesson support
Teaching foreign languages to YLThe fun in it!!!Asking for children’s help in deciding the next step
Allowing time for children to enjoy the activities
Learning by doing and maximizing direct experience
Raising responsibility by introducing elements of games
Teaching foreign languages to YL
Chain stories EATThe Dinocrocs travel to the Balkans
Partners:FranceSpainPortugal ItalyRomania
Chain StoriesMeeting the priorities of the EU:support the linguistic diversity of the EU
encourage improvements in the quality of language teaching
create enjoyable, educative and motivating, learning, experience for teachers and students from, eventually, the whole of Europe
Chain Stories
Key words:passive knowledge integration language acquisitionmotivational factorsinterestlowering barriersadventure
Chain StoriesOBJECTIVES:Collaboration to achieve children’s
awareness of the multilingual and cultural wealth of the European Union
Offer a strong and engaging, personal motivation to children to learn different languages, not only the most widely used ones. (with a subject that directly appeals to the age group)
Chain storiesHow it’s made:1. Choose the partners2. Assign an order3. Write the first chapter4. Send it in the original language for the students and in
a common language for the teachers5. Attach the dictionary, drawings and any other clues
about the chapter you’re sending6. 2nd (intermediary) partner – solve the enigma and then
continue the story following the above mentioned steps7. Last partner – concludes the story8. All the partners receive the full version of the story 9. Teachers exchange exercises they used in class
Chain Stories
Structure:1. Planning phase (Oct. 2006)
2. Initial phase (Oc.t-Nov.2006)
3. Design and contents (Nov 2006)
4. Piloting (Dec.2006-May 2008)
5. Open to romance (Jun. 2008- Feb.2009)
6. Open to multiple linguistic families (Feb.-Sept. 2009)
7. Final (Jul.- Sept. 2009)
8. Final management (Sept. 2009)
Chain Stories
Writing stories:
Chain stories
What happened? Children were enthusiastic about
receiving the new chapters They tried to decipher the unknown
language and had fun with the false friends
They learnt new words in the foreign language
Chain stories
Follow up activities:Act the story
Word games
Organize a quiz based on the information collected about the countries involved
Make a presentation/project about one of the countries involved in the project
http://www.chainstories.eu
Partners:Bulgaria
United Kingdom
Netherlands
Italy
Romania
Eating Abroad Together
Meeting the priorities of the EU:“Multilingualism is essential for the proper
functioning of the EU”“Early learners become aware of their own
cultural values and influences and appreciate other cultures becoming more open towards and interested in the others”
Action plan for the promotion of language learning and linguistic diversity 2004-2007
Eating Abroad Together
Key words:Healthy eatingTraditionsInnovationResearchDirect experience
Eating Abroad Together
Objectives:Promote language learning and linguistic
diversity (by means of healthy eating)Encourage children to contribute to the
development and promotion of healthy eating strategy
Develop materials for teaching languages and language awareness
Eating Abroad Together
Romanian experience
Eating Abroad Together
Eating Abroad Together
Healthy eating:
Eating Abroad Together
Talk with the nutritionistObserving the well eat plate and the
nutritional pyramidKeeping food dairiesObserving their own eating habits
Eating Abroad Together
Eating Abroad Together
JURNAL:
Eating Abroad Together
And action!Discussing about eating habitsComparing our with the ones from the other
countriesMaking posters with family diariesEating togetherCookingWriting recipes Trying them at home with the family
Eating Abroad Together
Communicating with the partner schoolSending emailsWriting lettersPostcardsPuzzlesPicturesFilms
www.eatingabroadtogether.eu
The Dinocrocs travel to the Balkans
“Learning languages(…) is an important factor in doing well at school. Contact with another
language is not only compatible with becoming proficient in one's mother tongue, it also makes
it easier. It opens the mind, stimulates intellectual agility and, of course, expands
people's cultural horizon. Multilingualism is part and parcel of both European identity/citizenship
and the learning society.”European Union White Paper
BUT…
The Dinocrocs travel to the Balkans
not sufficient numbers of nursery or primary school teachers who know how to teach a foreign language
teachers are not sufficiently motivated to acquire the expertise necessary for such teaching,
foreign language teaching is generally regarded as extremely difficult
the methodological tools for the instruction of languages to young children are lacking
A winning alternative to the traditional system of training language teachers Traute Taeschner
The Dinocrocs travel to the Balkans
STILL……
HERE WE ARE!!!HOCUS
LOTUS
The Dinocrocs travel to the Balkans
Objectives:improving the quality and attractiveness of
pre-school and primary school education by adapting the ‘The Adventures of Hocus and Lotus’
instructing currently practising teachers in the necessary linguistic and methodological skills for teaching a foreign language
The Dinocrocs travel to the Balkans
Key words:StoriesCartoonsSongsMimicActingMagic teacher!!!
The Dinocrocs travel to the Balkans
Innovation!!!the teacher is not expected to know the
foreign language The training allows even those teachers
with no previous knowledge of the new language to go on and teach it
The Dinocrocs travel to the Balkans
BY WORD OF MOUTH:
http://www.hocus-lotus.edu
WHAT WOULD YOU CHOOSE FOR YOUR
CHILD?