Inspiring language learning in the early years
Why it matters and what it looks like for children age 3-12

ECML webinar for parents/carers, teachers and others involved in supporting the home learning of children and young people, especially those whose first language is not necessarily the language of schooling 

Dr. Déirdre Kirwan

The Covid pandemic continues to dominate our lives and although schools in some countries are open again, there are still many young people who are learning from home, on a full or part-time basis. Linking to the theme of learner autonomy from the previous ECML webinar, Covid-19 and language education: Two challenges, one response, this latest webinar will focus on resources for the home-schooling of children and young people and how these can be successfully adapted to meet the needs of learners whose first language is not the language of schooling.

Déirdre Kirwan, ECML expert within the project Inspiring Language Learning – why it matters and what it looks like for children age 3 to 12 years and co-author of Engaging with Linguistic Diversity: A Study of Educational Inclusion in an Irish Primary School (2019), will present a range of practical ideas, many of them from the ECML’s Treasure Chest of Resources for learners, parents and teachers, which help ensure that home learning:

• is learner-centred, motivating and fun for everyone involved
• develops learners’ plurilingual repertoires - not only the language of schooling, but foreign languages and children’s home languages
• supports young people’s wellbeing despite social isolation
• gives parents/carers confidence in supporting their children’s learning
• includes self-management tools to develop learner autonomy and track progress

Please note: the webinar will be held in English only

PLEASE REGISTER HERE

Date: 12-13 March 2019
Venue: ECML, Graz, Austria
Project team and consultant: Flore Schank (project coordinator), Ingeborg Birnie, Deirdre Kirwan, Dana Musilova, Jakob Patekar, Frank Heyworth (project consultant)

When the five team members of the ILLEY project met at the ECML in Graz, March 2019, website issues were at the heart of the meeting given the project’s final stage.

Attention was given to how the website might be made as attractive and user-friendly as possible. It was decided to retain the flower template with the addition of a bee, the idea being that just as the bee is an important player in the process of pollination, the website and its materials will help to advance the aim of ILLEY in disseminating inspiring ideas for promoting language learning; highlighting the importance of learners’ existing repertoires; and contributing to attitudinal change among teachers and educators regarding the nature of language learning. The bee character will also help to guide users to the various detailed areas contained in the website, e.g., the Guiding Principles; Quiz and Frequently Asked Questions; existing materials produced by the ECML and more.

As the glossary is a necessary and important part of the website, it was agreed that every effort would be made to use existing ECML terminology and explanations in order to facilitate clarity and coherence.

Finally, discussion took place on how the website has already been promoted among the targeted user population and how this can be further developed in the future.

The project team

• Project website "Inspiring Language Learning – why it matters and what it looks like for children age 3 to 12": English – French

On 12-13 September 2018 thirty-nine experts from all over Europe and even from Canada met in Graz to discuss and exchange ideas on ways in which early language learning can be implemented.

During this workshop, entitled “Towards inspiring language learning and teaching in the early years”, the project’s website was launched. Applying the principle of “more is less”, the website aims to present the different sections in a clear and structured way which is easy to use. Guiding principles aim to develop a common understanding of what elements characterise language education in the early years; and examples of inspiring practice, educational resources, including ECML publications, allow different learning scenarios to be created for everyday use. The section dedicated to language learning myths and facts encourages a reflection of one’s own attitudes towards multilingualism/plurilingualism.

The response and feedback received from the workshop participants emphasised the importance and relevance of this project and the materials presented. The exchange and sharing of experiences enriched the discussion during the two-day workshop and confirmed the need for a platform that makes existing resources and projects accessible for a wider audience. This project is dynamic and evolving – based on the contributions and shared experiences of the different ECML member states.

The project team:
Flore Schank (project coordinator), Ingeborg Birnie, Deirdre Kirwan, Dana Musilova, Jakob Patekar

• Project website "Inspiring Language Learning – why it matters and what it looks like for children age 3 to 12": English – French

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Venue: Finnish National Agency for Education, general education and ECEC (Early Childhood Education and Care), Helsinki, Finland
Local organiser: a member of the languages team of Finnish National Agency, c/c Paula Mattila
ECML expert: Flore Schank, Luxembourg
Working language: English
Participants: coordinators of the local projects of the Finnish government key project of languages, mainly teachers of foreign languages

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On 20-21 September 2018, pedagogues from all over Finland met in Helsinki to discuss and exchange ideas on ways of implementing early language learning. Before the brand new project website of the ECML project “Inspiring language learning in the early years – why it matters and what it looks like for children age 3 to 12” was presented, participants were asked to reflect on their attitudes and beliefs in relation to their own plurilingualism and the plurilingualism of the children in their classrooms, as well as the ways in which these influence language learning in the school context. 

The responses and feedback received from the workshop participants emphasised the importance and relevance of this project and of the resources that were presented. The exchanging and sharing of experiences confirmed the need for a place that allows the existing resources and projects to be made available to a wider audience. This project is dynamic and evolving – based on the contributions and shared experiences that are taken in to consideration when the website is adapted.

Flore Schank, ECML project coordinator

• ECML project site: www.ecml.at/inspiringearlylearning

Thirty-nine professionals in early years’ education from 30 ECML member states, Belgium, Canada, and the United Kingdom are discussing principles and approaches which contribute to inspiring language learning and teaching in the early years and how these can be applied to the individual context of the different ECML member states.

Under the guidance of the ECML project team – Flore SCHANK (Luxembourg), Déirdre KIRWAN (Ireland), Dana MUSILOVA (Czech Republic), Ingeborg BIRNIE (United Kingdom), and Jakob PATEKAR (Croatia), participants will work towards a shared understanding of the concept of plurilingualism and what this means for the teaching and learning of language(s) in the early years.

The project is designed to help professionals harness opportunities inherent in linguistically diverse classrooms and use them for the benefit of all pupils. Those involved in early-years education, at whatever level, can in particular find evidence here of good practice and a variety of teaching and learning tools to develop learners’ language competence. 

Details and developments can be found on the project website: www.ecml.at/inspiringearlylearning.

The project team met in Graz on 24 and 25 May to prepare for the launch of the webpage dedicated to early language learning and teaching. It will be presented for the first time to participants attending the workshop in Graz on 12 and 13 September 2018.

The webpage consists of the following six areas:

• General information about the project (political priorities in the European context; project objectives and priorities, etc.);
• Key principles that guide language teaching and learning and that have been outlined in such a way as to apply to the diverse contexts of school systems existing in ECML Member States;
• Examples of inspiring practices that animate and encourage professionals from all over Europe to transfer them to their contexts;
• Resources for teaching and learning languages that enable the design and practical application of linguistic activities (teaching tools, a range of methodologies and strategies for learning, suggested books, etc);
• Myths and facts as well as frequently asked questions related to the project;
• Results of scientific research relevant to the context of this project

The project team:
Flore Schank (project coordinator), Ingeborg Birnie, Deirdre Kirwan, Dana Musilova, Jakob Patekar

More information about the ECML project (2017-2019): 

Project website "Inspiring Language Learning – why it matters and what it looks like for children age 3 to 12": English – French

The educational landscape of Europe continues to change. An increasing number of teachers and educators find themselves in multilingual classrooms where the language of schooling, or a version of it, is but one means of communication used by their pupils. How can all participants in the learning process negotiate and create educational capital from this ongoing situation? This is one of the main questions of the project “Inspiring language learning in the early years – why it matters and what it looks like for children age 3 to 12“.

This project, established by the European Centre for Modern Languages (ECML) of the Council of Europe, aims to enable professionals to utilize the full range of their own linguistic repertoires while facilitating the use and development of those of their pupils. This can be done while they continue to use existing pedagogies, approaches and tools in their particular contexts. Innovative practice that will be accessible to teachers and educators for use and/or adaptation in their own settings will also be explored. The project affirms the significance of pupils’ linguistic repertoires as the conduit through which they experience the world. At the core of learners’ existing knowledge, these language skills are a crucial resource in the learning process, as a basis for acquiring new languages – including the language of schooling, developing plurilingual skills and assisting learning in general. In this way, opportunities inherent in linguistically diverse classrooms can be harnessed and used for the benefit of all pupils.

Details and developments can be found on the project’s user-friendly website at www.ecml.at/inspiringearlylearning. Those involved in early-years education, at whatever level, can find evidence here of good practice and a variety of teaching and learning tools to develop learners’ language competence.

A workshop will be held at the ECML in Graz on 12^th and 13^th September 2018. Those interested in participating in the project workshop can apply for nomination through the ECML Nominating Authority in their country.

• Project website: English – French
• Download the press release (PDF): English – French 

The EOL network meeting took place at the ECML in Graz on 20-21 March. The network meeting is a key step for each ECML project as it provides an opportunity to get direct feedback from different experts on tools, resources and developed approaches.

The team carefully selected the participants according to their expertise and geographical professional background. The network meeting brought together teachers from partner schools, school principals, institutional representatives and researchers. The team had also the pleasure to welcome Flore Schank, coordinator of the project Inspiring language learning and teaching in the early years, and Angela Gallagher-Bretts, team member of the project Action Research Communities.

The EOL project is in its third year of development. The concepts are consolidated, the working environment (European network, working platform, forum, etc.) is adapted to the needs. The tools have nearly all been set up, the work on resources has been launched and the research data collection is almost complete.
The drafting of the final publication, the development of the training platform, the labelling process and the dissemination activities (workshop, conference), as well as the training and consultancy offer still remain to be accomplished.

The overall structure of the network meeting was reflected in the seven steps of the EOL training path:

• Step 1: Becoming familiar with Council of Europe values, learning environments and language policies;
• Step 2: Focusing on priorities MATRIX + TrEOL game;
• Step 3: Defining strategies built on case studies per group (Matrix questions);
• Step 4: Browsing for resources;
• Step 5: Testing the masterplan;
• Step 6: Implementing EOL Online training pathways; and
• Step 7: Collaborating.

Most enjoyable was the newly designed TrEOL game; playfully being able to analyse and to discover what is needed in order to create an environment that is supporting language learning and teaching. The main components are structures, people and culture.

The network meeting gave participants the opportunity to share reflections and analyse the project through four key entries:

• modern languages as a key for human ecology (matrix);
• using the card game “TrEOL”, a symbiotic, win-win approach to considering how modern languages can help address key challenges in education;
• interconnections and their role to enhance all “synapsis” of school systems (memos, glossary, resources);
• stakeholders’ and schools’ professional development (indicators, transfer tool and training platform).

If participants support the philosophy of the EOL project and see its benefits in their own working context, there are two types of critical feedback:

• methodology: participants made proposals to make the personal and collective path on learning environments more progressive;
• strategy: participants gave several suggestions on how to improve communication on EOL and to make the different tools more easily accessible.

In the end, the main elements of the project’s dissemination are: making publications user friendly, choosing a progressive approach and selecting easy access resources. The research part and the links to other ECML projects have been deeply appreciated by participants and should find a place in the final publication. The participants’ feedback is very encouraging and gives the team a great inspiration to finalise tools and resources.

The project team:
Jonas Erin (coordinator), Kristin Brogan, Silvia Minardi, Lea Štiberc

Website of the project "Learning environments where modern languages flourish" (available in English, French and German): http://eol.ecml.at/

The 2-day meeting (6-7 February 2018) at the ECML in Graz, Austria, was an excellent opportunity for the ECML project experts to discuss ongoing project developments with their fellow project coordinators.

They explored synergies between the different projects and exchanged good practice in project methodology. They discussed ongoing work on the development of their products and how to best disseminate the wide range of final results which will be achieved by the end of 2018 and 2019. They reflected on critical success factors to promote the achievements across and at the end of their respective project life cycles, to implement, to mediate, to possibly further develop them and to maximise impact in the various national and individual contexts. Finally they shared initial ideas for both the contents and the structure of the next ECML programme (2020-2023). They also highlighted the added value, both professional and personal, of coordinating ECML projects, seeing this as an opportunity to bridge policy, research and practice and contribute to making a real difference to quality language education in Europe.

Impressions of the meeting (photo gallery on Facebook)

Current ECML programme of activities 2016-2019: "Languages at the heart of learning"

With over 40 official languages in the member states of the Council of Europe and more than 70 regional and minority languages officially recognized in addition to a number of languages spoken by migrants, it is important that Europe’s language diversity is recognized and acknowledged.

The reality for many European citizens is that in the course of their lives they will need to develop proficiency, not only in their native language, but in a variety of languages. Demands of study, work, travel, relocation and personal development will also mean that skills in new languages will need to be added to their existing repertoire. Therefore, learning the skills required to learn languages is of paramount importance. Furthermore, language learning and identity construction are closely interlinked.

Recognizing the importance of languages in the lives of Europeans and the benefits that early language learning provides, the European Centre for Modern Languages (ECML) has launched a two-year project "Inspiring language learning and teaching in the early years – Why it matters and what it looks like for children age 3-12".

The project is focused on early language learning, from 3 to 12 years of age. The innate curiosity and enthusiasm that children bring to learning during this initial period in their formal education makes it the ideal time to introduce, nurture and motivate learners in the area of additional language learning. Strong foundations, built at this stage in children’s development, will facilitate language learning throughout life and openness to, as well as respect for different cultures, values and traditions.

One of the aims of the project is to help those working with young learners to embrace their own plurilingualism and to recognize the potential for further learning that this can bring. With this recognition, teachers and educators can begin to understand the importance of linguistic interdependency, where knowledge of one language can be used to inform the learning of another. In this way, each child´s unique language potential can be included to support his/her educational development and may also contribute to social cohesion in multilingual/multicultural environments, not only in the classroom, but also in wider society. For this reason, another aim of the project is to provide teachers and educators with resources they can use to support plurilingualism in their classrooms. Useful activities and examples of good practice will be made available in the form of a new website.

The international project team consists of five members: Flore Schank (team leader, Luxembourg), Ingeborg Birnie (United Kingdom), Déirdre Kirwan (Ireland), Dana Musilová, (Czech Republic) and Jakob Patekar (Croatia). The project consultant is Frank Heyworth. Other experts in the field of plurilingualism and early education are also involved in the project as associate members, such as Piet van de Craen (Vrije Universiteit Brussel), Adelheid Hu (Université du Luxembourg) and Sandie Mourão (Universidade de Lisboa). Other associate partners will follow.

The team is optimistic that their work will encourage and help teachers and educators to open the doors of their schools to more languages not only as resources for further language learning, but also for the development of a better multilingual/multicultural world.

• Project website: English - French