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She is a reviewer and a member of the Editorial Board of different peer-reviewed journals. Coyle, D. Crockett, L. From biliteracy to pluriliteracies. Berlin: De Gruyter Verlag.

Goldoni, F. Meyer O. Language, Culture, and Curriculum, 28 1 Meyer, O. Learnscaping — creating next-gen learning environemnts for pluriliteracies growth. Buendgens-Kostens Eds. DOI: Pluriliteracies Teaching for Learning: conceptualizing progression for deeper learning in literacies development. European Journal of Applied Linguistics, pp. OECD PISA Report.


Perkins, G. Moran, G. CosgroveA Guide for Teachers. Dublin: Educational Research Center. The Global Competence Framework. Rosenthal Tolisano, S. Shanahan, T.She has been teaching both for almost 20 years, and four years ago she started teaching Geography bilingually in the Secondary School Complex no. She is also teaching general English in Empik language s Egbert Weisheit Egbert Weisheit teaches Biology and Chemistry in Kassel, Germany and is a teacher trainer offering in-service teacher development in the region.

His foreign languages include English and French and he is particularly interested in communication in Science and developing cross-curricular activities in his teaching and training. Egbert focuses his wor John Clegg John Clegg is a freelance education consultant based in London. He works with teachers, schools and education authorities who are involved in teaching primary and secondary subjects through the medium of English as a second language. Keith Kelly Keith Kelly keithpkelly yahoo.

He is an experienced teacher and teacher trainer, a team member Lida Schoen Dr. Lida Schoen received a doctorate in analytical Chemistry from the University of Amsterdam in Since then she has been involved in education in chemistry and Teacher Training Amsterdam.

In she started her own educational consultancy, with mainly governmental commissions. Examples are experimental materials for a new chemistry curricu Luis is developing and establishing t Lyubov has a degree in Biology with a speciality in teaching Biology in English and teaches Biology through the medium of English in two schools in Sofia.

Patti Trimborn Patti Trimborn is a freelance bilingual education consultant and teacher trainer, based in Spain. Her 15 years of teaching experience in bilingual and international schools have helped her to develop training courses that provide CLIL teachers with the knowledge and expertise required to overcome the varied challenges of students learning through a se Susan Hillyard Susan Hillyard was awarded a B.

She taught Language IV at I. He has twenty-two years experience in teaching, training, school management and writing teaching materials.Here is a new blog focusing on what Healthy Linguistic Diet looks like in a school and classrooms, by my dear colleague Letizia, based in Rome. Her blog provides an insight into a sharing good practice study visit to a school in Ireland. This study visit has grown from bringining together educators from different countries together in EU Commission events.

Here is the link to the blog I had written about the same school with great enthusiasm after meeting the headteacher, Deirdre Kirwan, and seeing her presentation at a Rethinking language education event in February this year.

Many thanks to Kristina Cunningham, Ana-Maria Stan and their team for the energy, connections and learning their events have generated!

The visit was organized thanks to Dina Mehmedbegovic, whom Letizia had met during a meeting at the European Commission. Healthy Linguistic Diet, illustrated during that meeting, seemed to be a very interesting approach, that is why the Italian researchers decided to work on a case study on the school in Dublin, which was told to be implementing HLD.

The researchers received a very warm welcome from the present and former school principal and from the teachers: they could interview them and also observe some very interesting and engaging lessons. A group of children was also interviewed by the researchers and they expressed their enthusiasm and passion for being allowed to speak and even teach their peers their mother tongue.


After the study visit, the Italian researchers would like to further investigate HLD with the help of Dina Mehmedbegovic and possibly experiment this method in a sample of Italian schools both from the EFL perspective and the Italian as L2 one, especially in consideration of the multiethnic and plurilingual characteristics of Italian classes.

Below a picture taken from the outside of the school in Dublin and a picture related to a multilingual activity observed during the visit. A multilingual activity observed during the visit. She has far-reaching experience in continuous Professional development for teachers, Teacher trainers, Head teachers e-learning courses, blended courses, on the job, workshops in the Italian context and also in international communities of peers on CLIL, language Teaching, Technology Enhanced Language Teaching TELLimmersive teaching and learning of English, and Linguistics.

She is a reviewer and a member of the Editorial Board of different peer-reviewed journals. In that position she coordinated projects involving school networks all over Italy. She is a member of different working groups and committees on languages and CLIL both at national level and at international level, at the European Commission. She has presented papers at national and international conferences and published articles in peer-reviewed journals and recently a volume in Italian on CLIL and classroom interaction.

If this idea inspires you, then know that there is a way to do it. Through More. Roditeljske borbe da odrze svoj jezik kod kuce: Kako mogu ucitelji i skole pomoci? Naslovna fotografija: More. Parental struggles to maintain their language at home: How can teachers and schools help? Main picture: More. Dear Readers, Here is a new blog focusing on what Healthy Linguistic Diet looks like in a school and classrooms, by my dear colleague Letizia, based in Rome.

Dina Mehmedbegovic. The Scoil Brihde in Dublin. Share Blog All posts. First Name. Last Name.This discount cannot be combined with any other discount or promotional offer. Offer expires July 31, Contemporary societies place challenging demands on individuals, who are confronted with complexity in many fields of their lives. A research question triggered our study: what do these demands imply for key competencies that individuals need to acquire in an ever-changing society? This project, carried out under the leadership of Switzerland and linked to PISA Programme for International Students Assessmentbrought together experts in a wide range of disciplines to work with stakeholders and policy analysts to produce a policy-relevant framework.

Individual OECD countries were able to contribute their own views to inform the process. The project acknowledged diversity in values and priorities across countries and cultures, yet also identified universal challenges of the global economy and culture, as well as common values that inform the selection of the most important competencies.

As explained in the report:. First, individuals need to be able to use a wide range of tools for interacting effectively with the environment: both physical ones, such as information technology, and socio-cultural ones such as the use of language. They need to understand such tools well enough to adapt them for their own purposes — to use tools interactively.

Second, in an increasingly interdependent world, individuals need to be able to engage with others, and since they will encounter people from a range of backgrounds, it is important that they are able to interact in heterogeneous groups.

Third, individuals need to be able to take responsibility for managing their own lives, situate their lives in the broader social context and act autonomously. OECD,p. Even then, the focus was on fostering interaction, dialogue, mutual recognition and engagement with others, in heterogeneous groups. Critical Thinking : Critical thinking refers to the ability to analyze information objectively and make a reasoned judgment.

It involves the evaluation of sources, such as data, facts, observable phenomena, and research findings. It also refers to the presence of several languages in a given space, independently of those who use them. Intercultural Encounters : An intercultural encounter can be an experience between people from different countries or it can be an experience between individuals from other cultural backgrounds in the same country.

Global Competence : Global competence refers to the skills, values, and behaviors that prepare young people to thrive in a more diverse, interconnected world. Bilingualism : It is defined as the ability to build understandable utterances in any of the languages known. Intercultural Awareness : Intercultural awareness is having an understanding of both your own and other cultures, and particularly the similarities and differences between them.

Narrative : A story, a spoken or written account of connected events. Active Citizenship : Refers to the status of being a citizen who takes an active role in the community. In practice, it means the ability to effectively function in a multinational and multicultural community thanks to a sensitivity to similarities and differences between languages cultures.

Autobiography : An autobiography is a self-written life story. You are using a new version of the IGI Global website.

Global Negotiation Symposium

If you experience a problem, submit a ticket to helpdesk igi-global. Special Offers. Browse Titles. Learn More.This training activity is a hands-on experience that will take participants from the basics of CLIL to deeper learning episodes using the Pluriliteracies model.

Utilising tasks and activities to create materials and resources that support learning across languages and subjects leading to transfer activities guiding learners through their learning progress. A pluriliteracies approach to teaching for learning www.

This offer is targeted at teachers, teacher educators, university educators, and heads of schools. The activity can be personalised to fit larger and smaller groups as well as different levels of experience. The Training and consultancy team is made up of both a theoretical and practical experts with experience in diverse levels and subjects.

Activities will be offered as promising practice and can be adapted to the particular environment, including national curriculum and assessment, as well as time, group size, availability of resources and other practical concerns. A physical environment for the training that has internet access, projection capabilities, audio, supports a group seating arrangement, and copying of documents, A contact person responsible for liaison with the team to arrange all logistical matters and to inform participants of any necessary information including pre-reading and any preparatory work.

In the workshop, language teachers from different educational levels and teacher trainers discussed their needs and challenges regarding the use of CLIL approach in the language classroom.

CLIL concepts and methods were presented and teachers reflected on techniques for achieving sustainability of results related to the integration of CLIL approach. Participants explored different videos, materials and lesson plans available on the website, A pluriliteracies approach to teaching for learning and they prepared activities and tasks based on these tools.

They shared their experiences with other participants and discussed what makes a successful activity.

L'arte di argomentare - Stefania Giannini - [email protected]

Both days were a good combination of theory and practical tasks. The participants were encouraged to send project proposals to the Danish National Centre for Foreign Languages based on implementation of CLIL and a pluriliteracies approach for learning.

The National Centre organised a follow-up seminar on 3 June with participants to discuss their experience with CLIL and pluriliteracies approach six months after the training. Learn more about A pluriliteracies approach to teaching for learning here.


More information about the ECML training and consultancy offer for member states is available here and on the local Danish website. Participants: 24 teacher consultants, methodology advisors, English teachers, teachers of non-language subjects in primary and upper secondary schools.

The opportunity to have a workshop run by ECML experts is always a great advantage for participants to learn something new and to enhance teaching skills and get more motivated in work. Although the target group represented various educational backgrounds such as in-service teacher training institutions, primary and secondary school teachers of English and other non-language subjectsthe particpants all benefitted from the content presented and the activities carried out during the workshop.

The ECML experts prepared the materials that were used druing the activities, but they will also be invaluable for the participants while planning activities for their students or preparing workshops for their colleagues. The workshops led by ECML are always of the greatest standards and value, so it is always worth applying for one! They became aware of the fact that the pluriliteracies approach enables teachers to facilitate deep learning across languages, disciplines and cultures for all learners, including those who do not speak the official language spoken in the school Greek, in our casethus enhancing their performance in the different subjects and acquiring a good command of academic language.To browse Academia.

Skip to main content. Log In Sign Up. Add Social Profiles Facebook, Twitter, etc. Letizia Cinganotto. Unfollow Follow Unblock. Other Affiliations:. Publisher: dspace. Save to Library. Changes in teaching and learning practices are especially relevant due to the high dropout rates in secondary education and the recent PISA low-test results. SinceINDIRE has been carrying out research activities with the goal of identifying practices that could represent a disruptive and radical change in the traditional classroom pedagogy.

In particular, similar to the US studies on the impact of TEAL, Italian schools have pointed out that by using TEAL, students improve their learning experience and outcomes, feel more engaged, satisfied, aware of ICT pros and cons, and take more responsibility over their learning. Teachers remark that a TEAL-style pedagogy helps them work closely with their colleagues because the problem-solving approach forces them to rethink their subject curriculum.

Moreover, by using TEAL, the education setting is rearranged, the uses of technologies require making conscious pedagogical choices and flipping the classroom becomes more natural. Even if other publications describe the TEAL Model, this paper reflects on the positive results of its impact on the Italian school system, underlying strengths and weakness of the process of innovation in schools.

Innovative Schools and Teal.


View on je-lks. Conference Presentations. Visual literacy is both the capacity to interpret and create images. In several school curricula visual literacy is not supported or integrated in the different stages of life-long learning. In addition we discuss, through CLIL Content and Language Integrated Learning methodology, how drawings can contribute, as a part of visual literacy, to competencies development from childhood to adult education. Drawings were first means of communicating and writing human experience.

In the first stages of learning drawing-to-learn is associated to writing-to-learn, and children experience this communication tool for expressing and creating knowledge. During the following stages, drawing becomes a sort of personal talent, associated to artistic skills in the educational curricula.

In the last decades qualitative research and adult learning activities have explored and revealed opportunities of drawings, above all as reflective tools and active methods for expressing latent aspects of reality and to enhance life skills. Drawings can function and serve as stimuli that create a balance between cognition and embodied cognition.

However, in the last three years some authors have highlighted a new approach emphasizing their contribution as a part of visual literacy, which could support different learning outcomes both in the scientific field and in humanities. Remember me on this computer. Enter the email address you signed up with and we'll email you a reset link.This paper is aimed at describing the most important steps of this innovation, with the relevant implications for policymakers, teachers and students.

After a brief overview of the main conceptual frameworks and of CLIL provision in Europe, the paper will try to describe the current status of CLIL in Italy considering the Italian educational system according to the latest legislation. Reference to the national CLIL teacher profile and to the national teacher training action will be taken. Some pilot projects involving school networks will be also mentioned. Finally, some future challenges will be highlighted. Coonan, C. Coyle, D. European Commission,Rethinking Education: Investing in skills for better socio-economic outcomes.

COM final. Eurydice,The Italian educationa system. EurydiceKey data on teaching languages at school in Europe. Marsh, D. An introduction to content and language integrated learning for parents and young people. Marsland and K.

A study visit to Scoil Brihde, Dublin from Italy

Mehisto, D. Wolff and J. A framework for the professional development of CLIL teachers. Graz, European Centre for Modern Languages.

Mehisto, P. Marsh and J.

Fostering Cultural Awareness for a Global Competence

User Username Password Remember me. Article Tools Print this article. Indexing metadata. How to cite item. Finding References. Email this article Login required. Email the author Login required. Open Journal Systems. Taiwan bilingual education foreign language higher education language instruction language learning mathematics motivation program evaluation second language instruction secondary education teacher education tertiary education.

Full Text: PDF. References Coonan, C. Graddol, D. Remember me.

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