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Workshop 8/2005; 14 -17 December 2005 Whole School Language Profiles and Policies ENSEMBLE

This workshop focuses on implementing multilingual projects in schools, emphasizing the importance of proficiency in multiple languages. Learn how to develop language education policies, set clear objectives, allocate resources, and manage risks effectively. Explore the planning phases, project concept, development, closure, stakeholder involvement, and evaluation steps. Discover key milestones, personnel and financial resources, and essential project management techniques. Improve language programmes with practical tips and strategies.

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Workshop 8/2005; 14 -17 December 2005 Whole School Language Profiles and Policies ENSEMBLE

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  1. Workshop 8/2005; 14 -17 December 2005 Whole School Language Profiles and PoliciesENSEMBLE Strategies for implementing a whole school language project Elisabeth Fleischmann

  2. Guide for the Development of Language Education Policies in Europe p.49 Proficiency in several languages no longer tends to be seen as a useful extra but as essential and basic.

  3. Project: Fostering Plurilingualism • Risky  allies • unique  no or little experience • Tasks clearly defined • Objectives clearly defined • Responsibility with individual people or groups • Time limits  deadlines • Resources limited • Specific organisation

  4. Overview/Planning Phase • Project name: easily recognizable, catchy • Status Quo:what is the situation • Purpose:Short description of benefits and values • Goals:what the new language programme will be like, who will benefit from it and what should be accomplished (mission statement) • Results: how do I know that my project has been successful • Dates:how long will it take to develop • Team: • Kick-off event: • Main event: • Costs:

  5. Phases of Project Concept Start Coordination Controlling Marketing Close Planning Project Close Development Development Project Closure Proposal/Order Reports / Minutes End report

  6. Stakeholders Students Board of Ed. Ministry of Ed. City Council Fostering Plurilingualism Parents Industry Teachers Schools  

  7. MindMap

  8. Analysis of Resources • Personnel Resources language competence, commitment, etc. • Financial Resources Who is going to pay, extra money needed? • Temporal Resources Time limits?

  9. Analysis of Risks • Personnel Risks what if sb. falls ill, quits, etc? • Didactical Risks what if we do sth. that does not work? • Financial Risks are there any? Who pays the costs? • Legal Risks do wefulfil requirements? • Management Risks responsible management

  10. Team Organigramm PTM PMA PTM PTM PM PM PM

  11. Task package PTM • Who? • What? - What not? • When? • How much? • Result(s)?

  12. Name of the milestone Curriculum designed Consent Ministry received By whom, when and what Milestones

  13. Evaluation • Internal evaluation • External evaluation

  14. Bibliography • Berger, Ch. & Schubert, K., Projektmanagement : Mit System zum Erfolg, Verlag Manz Schulbuch, 2003. • Endler, Susanne, Projektmanagement in der Schule: Projekte erfolgreich planen und gestalten, AOL Verlag, 2003. • Kemp, Sid, Project Management Demystified: A Self-teaching Guide, The McGraw-Hill Comp., 2004.

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