263 GULLIVER – To get to know each other leads to better mutual understanding

The Gulliver project was based on the use of Internet Forums between schools to promote intercultural understanding. It reports on a project involving a forum for 23 school classes in 22 countries and the booklet, CD-ROM and Website give guidance on how to set up and organise forums, with examples of activities leading to stimulate intercultural learning.

Download the publication

1 //www.ecml.at/Portals/1/ECML.Publications.Files/3d41b88d-2024-4612-8301-8c5ee782fc86.jpg 7

264 Mediating between theory and practice in the context of different learning cultures and languages

In the last few years a wide variety of methods and approaches to teaching and learning foreign languages has been proposed by methodologists and applied linguists.from views of the nature of language and resulting descriptive models; from theories of and research into second-language acquisition; from views of how teachers can facilitate learning processes -i.e.methodology.

Download the publication

1 //www.ecml.at/Portals/1/ECML.Publications.Files/592ad40a-6a83-4470-be4c-5033e9aed122.jpg 7

265 The CEFR and language examinations: a toolkit

Download the publications

0 7

269 Plurimobil ‒ Mobility for plurilingual and intercultural education: Tools for language teachers and teacher trainers

The aim of the PluriMobil project is to present a pedagogical device which will enable teachers to assist learners in benefiting, as much as possible, from the learning opportunities which they are offered by mobility – by integrating their intercultural and plurilingual encounters in a sustained learning process.

Go to the project page

Download the draft publication

2 https://plurimobil.ecml.at/Portals/banners/book-plurimobil-grey.jpg 7

285 CARAP/FREPA Database

The purpose of this collection of materials, which include input in different languages, is to facilitate access to classroom activities which will help learners master the knowledge, skills and attitudes which the framework lists as "resources" and which can be developed by pluralistic approaches. All the materials proposed refer explicitly to descriptors of resources as they can be found in the framework.

Go to the database page

2 //www.ecml.at/Portals/1/CARAP-Training-Consultancy/FREPA%20logo.jpg https://carap.ecml.at 7

286 European Day of Languages ‒ Teaching materials "Teach-Share"

Here you will find ready-to-use materials that teachers around the world used in school for the European Day of Languages.

Go to the project page

2 UNDEFINED 7

290 The European Language Portfolio (ELP)

The European Language Portfolio (ELP) was developed by the Language Policy Unit of the Council of Europe to support the development of learner autonomy, plurilingualism and intercultural awareness and competence and to allow users to record their language learning achievements and their experience of learning and using languages on the other hand.

Go to the ELP page

7

292 Reference Level Descriptions (RLD) for national and regional languages

Go to the RLD page

0 7

293 Council of Europe assistance with self-evaluation of national and regional policies

Go to the Council of Europe page

0 7

294 A platform of resources and references for plurilingual and intercultural education

After producing reference documents such as the Common European Framework of Reference for Languages taught as “foreign” languages, the Council of Europe’s Language Policy Division proposes a new instrument, in the form of this Platform, enabling member states to benefit from the experience and expertise of other member states in formulating their programmes relating to languages of schooling and all language teaching.

Go to the Council of Europe page

0 7

295 Guide for the development and implementation of curricula for plurilingual and intercultural education

Aimed primarily at persons in charge of curricula, this Guide addresses all those involved in teaching. It offers practical approaches in curriculum development, illustrated with scenarios, in order to implement plurilingual and intercultural education.

Go to the Council of Europe page

0 7

301 MARILLE ‒ Majority language instruction as basis for plurilingual education: Classroom videos

This publication aims to encourage teachers to become agents of reform for the promotion of plurilingualism in majority language teaching. The range of proposed actions includes small-scale activities, such as planning a lesson, relating to a specific aspect of grammar, which incorporates all languages spoken in the classroom. More comprehensive strategic approaches proposed in the materials involve head teachers or parents.

Go to the project page

2 https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSU8bo-JEjH_fc_wjtJuvXmZiYWuZj1Te-wswBZRCbPJbNAViw1 7

304 LACS ‒ Language Associations and collaborative support

The LACS2 project - Empowering Language Networks - mediates between ECML projects and language teacher associations and other networks at regional and national levels. Its purpose is to raise awareness of existing ECML projects and to motivate teachers and others involved in languages education to adapt them to their local environment, in order to facilitate widespread impact on learning and teaching. The project team is also producing a searchable Directory of Language Organisations, designed to facilitate collaboration at local, national and international levels.

Go to the project page

5 UNDEFINED 7

305 PARENTS ‒ Involving parents in plurilingual and intercultural education

This project aims at disseminating knowledge on the benefits of involving parents in plurilingual and intercultural education. Working with parents as partners facilitates not only language acquisition, but also the development of positive attitudes towards otherness, attitudes which are necessary for the harmonious development of individuals and society. The dissemination of information and knowledge on such practices will contribute to overcome fears relative to the inclusion of parents in school activities. Descriptions of plurilingual and intercultural activities will be offered, so as to provide parents and teachers with tools that will help them to work together in plurilingual and intercultural education.

Go to the project page

4 //www.ecml.at/Portals/1/images/logos/Parents%20logo.jpg 7

332 Self-evaluate your language skills

The 'Self-evaluate your language skills' game helps you to assess your level of proficiency in the languages you know according to the six reference levels described in the Common European Framework of Reference for Languages (CEFR). This tool was developped by the European Centre for Modern Languages of the Council of Europe.

Try the game!

0 http://test.ecml.at/Portals/1/images/logos/Self-evaluate%20your%20language%20skills.jpg?timestamp=1431421819911 7

1553 Facing the future - Language educators across Europe

Will teachers continue broadly to do what they have always done? - in which case future needs will be organisational and logistic, making better provision within existing parameters. Or will the nature of the job of language educators change so that a new paradigm for the profession will be required? If so, what new elements will affect their work?

Go to the publication page

0 //www.ecml.at/Portals/1/images/covers/Facing-the-future-language-educators-across-Europe.jpg //www.ecml.at/Resources/ECMLPublications/tabid/277/ID/60/language/en-GB/Default.aspx 7

1554 CoCoCop – Coherence of principles, cohesion of competences: exploring theories and designing materials for teacher education

The multi-competence nature of post-communicative language teaching has been spawned by a variety of theories deriving from very diverse sources. It was the aim of this project to investigate learning and teaching to discover whether some coherence between theoretical aspects of these different sources could be found and to what extent the apparently disparate competences, which are the aims of modern language teaching, could be seen as a cohesive whole. In order to do so, the project took as its starting point the role and nature of teacher education as a basis to explore theories which underlie post-communicative language learning and teaching. Following a survey of teacher education institutions, the question was addressed as to how communicative language competence can act as a springboard to other competences which lie within areas such as social interaction, language awareness, intercultural awareness and learner autonomy. Focusing on three main areas - learner autonomy, intercultural awareness, including literature teaching and human rights teaching, plus grammar - the first part of the publication considers theoretical aspects of these areas and attempts to show links between them. In the second part of the publication, case studies are presented illustrating the implementation of principles identified in the first part, both in language and in teacher education.

Go to the publication

0 //www.ecml.at/Portals/1/images/covers/Coherence-of-principles-cohesion-of-competences.jpg //www.ecml.at/Resources/ECMLPublications/tabid/277/ID/53/language/en-GB/Default.aspx 7

1555 GroupLead – Group facilitation in language teacher education

The aim of this publication is to provide you with an introduction to what working with groups in a facilitative mode involves. As facilitation is closely bound up with attitudes and personal qualities, you cannot learn to become a facilitator just by going through the material provided here. What we set out to do is to give you an overview of what we see as the main issues related to facilitation, to provide you with plenty of food for thought, guidelines for observation, triggers for self-reflection, and some practical tools which you can adapt and try out in your own practice.

Go to the publication

0 //www.ecml.at/Portals/1/images/covers/GroupLead.jpg //www.ecml.at/Resources/ECMLPublications/tabid/277/ID/46/language/en-GB/Default.aspx 7

1556 David Little - Learner autonomy: drawing together the threads of self-assessment, goal-setting and reflection

Available in English

Download the publication

7

1557 Frank Heyworth - How an ECML publication can make a difference – case study on the European Portfolio for Student Teachers of Languages Available on this page http://govboard.ecml.at/Promotionimpact/tabid/1631/language/en-GB/Default.aspx 7

1558 Frank Heyworth - How an ECML publication can make a difference – case study on the European Portfolio for Student Teachers of Languages

Aailable online

Download

//govboard.ecml.at/Promotionimpact/tabid/1631/language/en-EN/Default.aspx 7

1560 Frank Heyworth, How an ECML publication can make a difference - case study on the European Portfolio for Student Teachers of Languages

Available in English.

Download the report

0 //www.ecml.at/Portals/1/resources/Articles and publications on the ECML/EPOSTL_impact_Heyworth.pdf 7

1639 Learning environments where modern languages flourish (ongoing project) The project ‘Fostering learning environments where modern languages flourish’ (EOL) aims to place languages right at the heart of education policy developments. It seeks through (and for) languages to strengthen the development both of social competences and competences for democratic citizenship.

Go to the project page 0 https://www.ecml.at/Portals/1/5MTP/images/logo-flourish-EOL.gif 7

1640 Assessment in Plurilingual and Intercultural Education View document 0 7

1641 Language for Resilience The role of language in enhancing the resilience of Syrian refugees and host communities (British Council)

Language for Resilience report summary (EN)
Language for Resilience report (EN)
Language for Resilience report summary (Arabic)
Language for Resilience report (Arabic) 0 https://www.ecml.at/Portals/1/images/covers/BRITISH-COUNCIL-LANGUAGE-FOR-RESILIENCE.gif?ver=2017-01-17-120603-613 7

1719 An early start: Young learners and modern languages in Europe and beyond

In this publication, 18 articles present different approaches to early language learning on a national basis. The chapters reflect a wide range of perspectives as authors included classroom teachers, teacher trainers and researchers.

Available in English and French

Go to the publication page

0 https://www.ecml.at/Portals/1/images/covers/An-early-start-Young-learners-and-modern-languages-in-Europe-and-beyond.pdf.jpg?ver=2018-06-04-101135-380 https://www.ecml.at/Resources/ECMLPublications/tabid/277/ID/86/language/en-GB/Default.aspx 7

1720 Approaches to materials design in European textbooks: Implementing principles of authenticity, learner autonomy, cultural awareness

This publication results from a workshop entitled 'Establishing Principles and Guidelines for Publishers and Authors of FL Textbooks in the context of the aims of the ECML' which focused in particular on the following 3 aspects of FL teaching: authenticity, learner autonomy and cultural awareness, with the main objective being to draw up a list of preliminary guidelines for publishers and authors when designing FL materials.

Available in English and French

Go to the publication page

0 https://www.ecml.at/Portals/1/images/covers/Approaches-to-Materials-Design-in-European-Textbooks.jpg?ver=2018-04-19-093337-870 7

1721 CHAGAL - Setup

The idea for the CHAGAL project was born out of the realisation that education systems have to be responsive to the diverse backgrounds and specific needs of international students and to adopt effective strategies to offer students every chance of success in their undertakings. An innovative and inclusive curriculum sensitive to the students’ diversity not only promotes positive student reaction and success, but also reflects the host country’s acceptance of the potential these students have to offer.

Available in English and German

Go to the publication page

0 https://www.ecml.at/Portals/1/images/covers/chagal.jpg?ver=2018-04-03-114355-390 7

1723 Collection of case studies on examples of good practice in teacher education

This collection of case studies aims to present some relevant information about developments in language teacher education across a number of geographically distinct sites and across a range of sectors. The main areas discussed are lifelong learning, learner autonomy, the use of information and communication technologies, plurilingualism and partnership in many of its various guises.

Available in English

Go to the publication page

0 https://www.ecml.at/Portals/1/images/covers/Collection-of-case-studies-on-examples-of-good-practice-in-Teacher-Education.jpg?ver=2018-04-17-152959-713 7

1726 Gulliver – To get to know each other leads to better mutual understanding

This CD-Rom examines the place of intercultural competence in the language classroom, based on the example of the “Gulliver” Internet forum, with contributors from 23 classes in 22 different European countries. The impetus for the Gulliver project was the realisation that there will never be a truly united Europe without better mutual knowledge and understanding among its citizens.

Available in English and French

Go to the publication page

0 https://www.ecml.at/Portals/1/images/covers/Gulliver-Project.jpg?ver=2018-03-22-170401-387 7

1727 Information and communication technologies and young language learners

This publication describes a project, which aimed at integrating web-based communication with a thematic story approach to teaching a foreign language to 8 to 10 year-olds. The aim was to encourage the use of the World Wide Web as a medium over which children could publish their language productions to an audience of peers from participating schools in 21 European countries.

Available in English and French

Go to the publication page

0 https://www.ecml.at/Portals/1/images/covers/Information-and-Communication-Technologies-and-young-language-learners.pdf.jpg?ver=2018-04-19-092441-647 7

1728 Information and communication technologies in vocationally oriented language learning

New technologies have become the predominant influence on the way we live and work at the beginning of the new millennium. The aim of the ICT in VOLL project was to consider the potential new technologies have to offer for the creation of innovative learning environments for language training for professional and specific (vocationally oriented) purposes.

Available in English

Go to the publication page

0 https://www.ecml.at/Portals/1/images/covers/Information-and-communication-technologies-in-vocationally-oriented-language-learning.pdf.jpg?ver=2018-04-27-161625-543 7

1729 Language across the curriculum: Network processing and material production in an international context

Language Across the Curriculum LAC, was one of four international networks set up at the ECML Workshop No. 4/97, held in Poland, entitled 'Foreign language teaching and learning in Central and Eastern Europe: Towards common principles for European foreign language curricula for children of age 9-11'. LAC represents an exciting new approach to foreign language learning at the primary and secondary level, whereby children learn a language simultaneously with other practical exercises i.e. learning a short song in a foreign language.

Available in English and French

Go to the publication page

0 https://www.ecml.at/Portals/1/images/covers/Language-across-the-curriculum-Network-processing-and-material-production-in-an-international-context.pdf.jpg?ver=2018-06-04-103312-510 7

1730 LCaS – Teacher training modules on the use of case studies in language teaching at secondary and university level - A handbook

Due to the recent increase in trade, travel and political and social co-operation, language competence has become a key skill in modern Europe. Great efforts have been made to improve language training at all education levels. Whereas in the past language teaching was mainly related to cultural themes with an emphasis on literature, communicative aspects in everyday international contact situations, both for personal and for professional reasons, have become more and more important and language teaching has become interwoven with subject teaching. Case studies have proven to be an excellent means for the integration of subject-specific aspects into language teaching.

Available in English

Go to the publication page

0 https://www.ecml.at/LinkClick.aspx?fileticket=CJwCBWBYuyQ%3d&portalid=1&language=en-GB 7

1731 The status of language educators

How respected do you feel in the staff-room? Do parents consider the job you do a worthwhile one? How often do decision-makers ask you concerning your views about language education? Is language education regarded as a profession or a kind of generous service? We have learnt from the responses of dozens of our fellow professionals to the questions above that there is something fundamentally wrong with the prestige of language education and its practitioners. A small but enthusiastic group has heeded the call, hence this book.

Available in English and French

Go to the publication page

0 https://www.ecml.at/Portals/1/images/covers/Le-statut-des-enseignants-en-langues.jpg?ver=2018-04-17-120144-830 7

1732 Towards a socio-interactional approach to foster autonomy in language learners and users

This book has been produced as part of the e-lang project “Digital literacy for the teaching and learning of languages” (project of the European Centre for Modern Languages within its “Languages at the heart of learning” programme 2016-2019). It is intended for language teachers and future language teachers, as well as researchers interested in this topic who wish to explore the pedagogical principles of the e-lang project.

Available in English and French

Go to the publication page

0 https://www.ecml.at/Portals/1/images/covers/cover-elang.jpg?ver=2018-11-28-105233-590 7

1733 Towards a socio-interactional approach to foster autonomy in language learners and users

This book has been produced as part of the e-lang project “Digital literacy for the teaching and learning of languages” (project of the European Centre for Modern Languages within its “Languages at the heart of learning” programme 2016-2019). It is intended for language teachers and future language teachers, as well as researchers interested in this topic who wish to explore the pedagogical principles of the e-lang project.

Available in English and French

Go to the publication page

0 https://www.ecml.at/Portals/1/images/covers/cover-elang.jpg?ver=2018-11-28-105233-590 7

1734 Web literacy

The essential problem for a teacher using the web is how to retain the information he/she has come across and assessed as valuable for his/her students. There is a variety of ways of doing this, from the most transient to the most durable, from the least damaging to the most dishonest. When we point at a given resource, we respect its creators, virtually advertising for what they have contributed.

Available in English

Go to the publication page

0 https://www.ecml.at/Portals/1/images/covers/Web-literacy.jpg?ver=2018-04-17-115641-900 7

2408 A roadmap for schools to support the language(s) of schooling

The ROADMAP enables schools to set up a tailor-made whole-school strategy to support the development of students’ competences in the language(s) of schooling. The web-based tools help schools to develop the linguistic and critical thinking skills ALL students need in ALL subjects for learning and school success.

Go to the publication page

0 /Portals/1/images/logos/logo-roadmap.gif 7

263 GULLIVER – To get to know each other leads to better mutual understanding

The Gulliver project was based on the use of Internet Forums between schools to promote intercultural understanding. It reports on a project involving a forum for 23 school classes in 22 countries and the booklet, CD-ROM and Website give guidance on how to set up and organise forums, with examples of activities leading to stimulate intercultural learning.

Download the publication

1 //www.ecml.at/Portals/1/ECML.Publications.Files/3d41b88d-2024-4612-8301-8c5ee782fc86.jpg 7

264 Mediating between theory and practice in the context of different learning cultures and languages

In the last few years a wide variety of methods and approaches to teaching and learning foreign languages has been proposed by methodologists and applied linguists.from views of the nature of language and resulting descriptive models; from theories of and research into second-language acquisition; from views of how teachers can facilitate learning processes -i.e.methodology.

Download the publication

1 //www.ecml.at/Portals/1/ECML.Publications.Files/592ad40a-6a83-4470-be4c-5033e9aed122.jpg 7

265 The CEFR and language examinations: a toolkit

Download the publications

0 7

269 Plurimobil ‒ Mobility for plurilingual and intercultural education: Tools for language teachers and teacher trainers

The aim of the PluriMobil project is to present a pedagogical device which will enable teachers to assist learners in benefiting, as much as possible, from the learning opportunities which they are offered by mobility – by integrating their intercultural and plurilingual encounters in a sustained learning process.

Go to the project page

Download the draft publication

2 https://plurimobil.ecml.at/Portals/banners/book-plurimobil-grey.jpg 7

285 CARAP/FREPA Database

The purpose of this collection of materials, which include input in different languages, is to facilitate access to classroom activities which will help learners master the knowledge, skills and attitudes which the framework lists as "resources" and which can be developed by pluralistic approaches. All the materials proposed refer explicitly to descriptors of resources as they can be found in the framework.

Go to the database page

2 //www.ecml.at/Portals/1/CARAP-Training-Consultancy/FREPA%20logo.jpg https://carap.ecml.at 7

286 European Day of Languages ‒ Teaching materials "Teach-Share"

Here you will find ready-to-use materials that teachers around the world used in school for the European Day of Languages.

Go to the project page

2 UNDEFINED 7

290 The European Language Portfolio (ELP)

The European Language Portfolio (ELP) was developed by the Language Policy Unit of the Council of Europe to support the development of learner autonomy, plurilingualism and intercultural awareness and competence and to allow users to record their language learning achievements and their experience of learning and using languages on the other hand.

Go to the ELP page

7

292 Reference Level Descriptions (RLD) for national and regional languages

Go to the RLD page

0 7

293 Council of Europe assistance with self-evaluation of national and regional policies

Go to the Council of Europe page

0 7

294 A platform of resources and references for plurilingual and intercultural education

After producing reference documents such as the Common European Framework of Reference for Languages taught as “foreign” languages, the Council of Europe’s Language Policy Division proposes a new instrument, in the form of this Platform, enabling member states to benefit from the experience and expertise of other member states in formulating their programmes relating to languages of schooling and all language teaching.

Go to the Council of Europe page

0 7

295 Guide for the development and implementation of curricula for plurilingual and intercultural education

Aimed primarily at persons in charge of curricula, this Guide addresses all those involved in teaching. It offers practical approaches in curriculum development, illustrated with scenarios, in order to implement plurilingual and intercultural education.

Go to the Council of Europe page

0 7

301 MARILLE ‒ Majority language instruction as basis for plurilingual education: Classroom videos

This publication aims to encourage teachers to become agents of reform for the promotion of plurilingualism in majority language teaching. The range of proposed actions includes small-scale activities, such as planning a lesson, relating to a specific aspect of grammar, which incorporates all languages spoken in the classroom. More comprehensive strategic approaches proposed in the materials involve head teachers or parents.

Go to the project page

2 https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSU8bo-JEjH_fc_wjtJuvXmZiYWuZj1Te-wswBZRCbPJbNAViw1 7

304 LACS ‒ Language Associations and collaborative support

The LACS2 project - Empowering Language Networks - mediates between ECML projects and language teacher associations and other networks at regional and national levels. Its purpose is to raise awareness of existing ECML projects and to motivate teachers and others involved in languages education to adapt them to their local environment, in order to facilitate widespread impact on learning and teaching. The project team is also producing a searchable Directory of Language Organisations, designed to facilitate collaboration at local, national and international levels.

Go to the project page

5 UNDEFINED 7

305 PARENTS ‒ Involving parents in plurilingual and intercultural education

This project aims at disseminating knowledge on the benefits of involving parents in plurilingual and intercultural education. Working with parents as partners facilitates not only language acquisition, but also the development of positive attitudes towards otherness, attitudes which are necessary for the harmonious development of individuals and society. The dissemination of information and knowledge on such practices will contribute to overcome fears relative to the inclusion of parents in school activities. Descriptions of plurilingual and intercultural activities will be offered, so as to provide parents and teachers with tools that will help them to work together in plurilingual and intercultural education.

Go to the project page

4 //www.ecml.at/Portals/1/images/logos/Parents%20logo.jpg 7

332 Self-evaluate your language skills

The 'Self-evaluate your language skills' game helps you to assess your level of proficiency in the languages you know according to the six reference levels described in the Common European Framework of Reference for Languages (CEFR). This tool was developped by the European Centre for Modern Languages of the Council of Europe.

Try the game!

0 http://test.ecml.at/Portals/1/images/logos/Self-evaluate%20your%20language%20skills.jpg?timestamp=1431421819911 7

1553 Facing the future - Language educators across Europe

Will teachers continue broadly to do what they have always done? - in which case future needs will be organisational and logistic, making better provision within existing parameters. Or will the nature of the job of language educators change so that a new paradigm for the profession will be required? If so, what new elements will affect their work?

Go to the publication page

0 //www.ecml.at/Portals/1/images/covers/Facing-the-future-language-educators-across-Europe.jpg //www.ecml.at/Resources/ECMLPublications/tabid/277/ID/60/language/en-GB/Default.aspx 7

1554 CoCoCop – Coherence of principles, cohesion of competences: exploring theories and designing materials for teacher education

The multi-competence nature of post-communicative language teaching has been spawned by a variety of theories deriving from very diverse sources. It was the aim of this project to investigate learning and teaching to discover whether some coherence between theoretical aspects of these different sources could be found and to what extent the apparently disparate competences, which are the aims of modern language teaching, could be seen as a cohesive whole. In order to do so, the project took as its starting point the role and nature of teacher education as a basis to explore theories which underlie post-communicative language learning and teaching. Following a survey of teacher education institutions, the question was addressed as to how communicative language competence can act as a springboard to other competences which lie within areas such as social interaction, language awareness, intercultural awareness and learner autonomy. Focusing on three main areas - learner autonomy, intercultural awareness, including literature teaching and human rights teaching, plus grammar - the first part of the publication considers theoretical aspects of these areas and attempts to show links between them. In the second part of the publication, case studies are presented illustrating the implementation of principles identified in the first part, both in language and in teacher education.

Go to the publication

0 //www.ecml.at/Portals/1/images/covers/Coherence-of-principles-cohesion-of-competences.jpg //www.ecml.at/Resources/ECMLPublications/tabid/277/ID/53/language/en-GB/Default.aspx 7

1555 GroupLead – Group facilitation in language teacher education

The aim of this publication is to provide you with an introduction to what working with groups in a facilitative mode involves. As facilitation is closely bound up with attitudes and personal qualities, you cannot learn to become a facilitator just by going through the material provided here. What we set out to do is to give you an overview of what we see as the main issues related to facilitation, to provide you with plenty of food for thought, guidelines for observation, triggers for self-reflection, and some practical tools which you can adapt and try out in your own practice.

Go to the publication

0 //www.ecml.at/Portals/1/images/covers/GroupLead.jpg //www.ecml.at/Resources/ECMLPublications/tabid/277/ID/46/language/en-GB/Default.aspx 7

1556 David Little - Learner autonomy: drawing together the threads of self-assessment, goal-setting and reflection

Available in English

Download the publication

7

1557 Frank Heyworth - How an ECML publication can make a difference – case study on the European Portfolio for Student Teachers of Languages Available on this page http://govboard.ecml.at/Promotionimpact/tabid/1631/language/en-GB/Default.aspx 7

1558 Frank Heyworth - How an ECML publication can make a difference – case study on the European Portfolio for Student Teachers of Languages

Aailable online

Download

//govboard.ecml.at/Promotionimpact/tabid/1631/language/en-EN/Default.aspx 7

1560 Frank Heyworth, How an ECML publication can make a difference - case study on the European Portfolio for Student Teachers of Languages

Available in English.

Download the report

0 //www.ecml.at/Portals/1/resources/Articles and publications on the ECML/EPOSTL_impact_Heyworth.pdf 7

1639 Learning environments where modern languages flourish (ongoing project) The project ‘Fostering learning environments where modern languages flourish’ (EOL) aims to place languages right at the heart of education policy developments. It seeks through (and for) languages to strengthen the development both of social competences and competences for democratic citizenship.

Go to the project page 0 https://www.ecml.at/Portals/1/5MTP/images/logo-flourish-EOL.gif 7

1640 Assessment in Plurilingual and Intercultural Education View document 0 7

1641 Language for Resilience The role of language in enhancing the resilience of Syrian refugees and host communities (British Council)

Language for Resilience report summary (EN)
Language for Resilience report (EN)
Language for Resilience report summary (Arabic)
Language for Resilience report (Arabic) 0 https://www.ecml.at/Portals/1/images/covers/BRITISH-COUNCIL-LANGUAGE-FOR-RESILIENCE.gif?ver=2017-01-17-120603-613 7

1719 An early start: Young learners and modern languages in Europe and beyond

In this publication, 18 articles present different approaches to early language learning on a national basis. The chapters reflect a wide range of perspectives as authors included classroom teachers, teacher trainers and researchers.

Available in English and French

Go to the publication page

0 https://www.ecml.at/Portals/1/images/covers/An-early-start-Young-learners-and-modern-languages-in-Europe-and-beyond.pdf.jpg?ver=2018-06-04-101135-380 https://www.ecml.at/Resources/ECMLPublications/tabid/277/ID/86/language/en-GB/Default.aspx 7

1720 Approaches to materials design in European textbooks: Implementing principles of authenticity, learner autonomy, cultural awareness

This publication results from a workshop entitled 'Establishing Principles and Guidelines for Publishers and Authors of FL Textbooks in the context of the aims of the ECML' which focused in particular on the following 3 aspects of FL teaching: authenticity, learner autonomy and cultural awareness, with the main objective being to draw up a list of preliminary guidelines for publishers and authors when designing FL materials.

Available in English and French

Go to the publication page

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1721 CHAGAL - Setup

The idea for the CHAGAL project was born out of the realisation that education systems have to be responsive to the diverse backgrounds and specific needs of international students and to adopt effective strategies to offer students every chance of success in their undertakings. An innovative and inclusive curriculum sensitive to the students’ diversity not only promotes positive student reaction and success, but also reflects the host country’s acceptance of the potential these students have to offer.

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1723 Collection of case studies on examples of good practice in teacher education

This collection of case studies aims to present some relevant information about developments in language teacher education across a number of geographically distinct sites and across a range of sectors. The main areas discussed are lifelong learning, learner autonomy, the use of information and communication technologies, plurilingualism and partnership in many of its various guises.

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1726 Gulliver – To get to know each other leads to better mutual understanding

This CD-Rom examines the place of intercultural competence in the language classroom, based on the example of the “Gulliver” Internet forum, with contributors from 23 classes in 22 different European countries. The impetus for the Gulliver project was the realisation that there will never be a truly united Europe without better mutual knowledge and understanding among its citizens.

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1727 Information and communication technologies and young language learners

This publication describes a project, which aimed at integrating web-based communication with a thematic story approach to teaching a foreign language to 8 to 10 year-olds. The aim was to encourage the use of the World Wide Web as a medium over which children could publish their language productions to an audience of peers from participating schools in 21 European countries.

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1728 Information and communication technologies in vocationally oriented language learning

New technologies have become the predominant influence on the way we live and work at the beginning of the new millennium. The aim of the ICT in VOLL project was to consider the potential new technologies have to offer for the creation of innovative learning environments for language training for professional and specific (vocationally oriented) purposes.

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1729 Language across the curriculum: Network processing and material production in an international context

Language Across the Curriculum LAC, was one of four international networks set up at the ECML Workshop No. 4/97, held in Poland, entitled 'Foreign language teaching and learning in Central and Eastern Europe: Towards common principles for European foreign language curricula for children of age 9-11'. LAC represents an exciting new approach to foreign language learning at the primary and secondary level, whereby children learn a language simultaneously with other practical exercises i.e. learning a short song in a foreign language.

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1730 LCaS – Teacher training modules on the use of case studies in language teaching at secondary and university level - A handbook

Due to the recent increase in trade, travel and political and social co-operation, language competence has become a key skill in modern Europe. Great efforts have been made to improve language training at all education levels. Whereas in the past language teaching was mainly related to cultural themes with an emphasis on literature, communicative aspects in everyday international contact situations, both for personal and for professional reasons, have become more and more important and language teaching has become interwoven with subject teaching. Case studies have proven to be an excellent means for the integration of subject-specific aspects into language teaching.

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1731 The status of language educators

How respected do you feel in the staff-room? Do parents consider the job you do a worthwhile one? How often do decision-makers ask you concerning your views about language education? Is language education regarded as a profession or a kind of generous service? We have learnt from the responses of dozens of our fellow professionals to the questions above that there is something fundamentally wrong with the prestige of language education and its practitioners. A small but enthusiastic group has heeded the call, hence this book.

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1732 Towards a socio-interactional approach to foster autonomy in language learners and users

This book has been produced as part of the e-lang project “Digital literacy for the teaching and learning of languages” (project of the European Centre for Modern Languages within its “Languages at the heart of learning” programme 2016-2019). It is intended for language teachers and future language teachers, as well as researchers interested in this topic who wish to explore the pedagogical principles of the e-lang project.

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1733 Towards a socio-interactional approach to foster autonomy in language learners and users

This book has been produced as part of the e-lang project “Digital literacy for the teaching and learning of languages” (project of the European Centre for Modern Languages within its “Languages at the heart of learning” programme 2016-2019). It is intended for language teachers and future language teachers, as well as researchers interested in this topic who wish to explore the pedagogical principles of the e-lang project.

Available in English and French

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1734 Web literacy

The essential problem for a teacher using the web is how to retain the information he/she has come across and assessed as valuable for his/her students. There is a variety of ways of doing this, from the most transient to the most durable, from the least damaging to the most dishonest. When we point at a given resource, we respect its creators, virtually advertising for what they have contributed.

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2408 A roadmap for schools to support the language(s) of schooling

The ROADMAP enables schools to set up a tailor-made whole-school strategy to support the development of students’ competences in the language(s) of schooling. The web-based tools help schools to develop the linguistic and critical thinking skills ALL students need in ALL subjects for learning and school success.

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