PH Tirol – Innsbruck 23 – 24 April 2015 Chantal Muller (HENALLUX – Namur – B)

1. PH Tirol – Innsbruck 23 – 24 April 2015 Chantal Muller (HENALLUX – Namur – B)

2. PluriMobil project:members • Project coordinator: MirjamEgliCuenat, InstitutFachdidaktikSprachenPädagogischeHochschule St. Gallen (PHSG, Switzerland) • Team members: Kristin Brogan, Institute of TechnologyTralee (Ireland) Anna Czura, University Wrocław Poland(Poland) Chantal Muller, Haute Ecole de Namur-Liège-Luxembourg (Belgium) • Associated members: Katharina Höchle Meier (PHSG, Switzerland), Lukas Bleichenbacher(PHSG, Switzerland),JuttaWörle(PHSG, Switzerland), Barbara Wolfer(PHSG, Switzerland), Josephine Cole (ILRC, UK), Anna Sczepanska (Poland)

3. Objectives • PresentPluriMobil • Suggestions about how to use PluriMobil • Reflecting on the use of PluriMobil • Presenting and collecting good practice

4. http://plurimobil.ecml.at/ Plurilingual and interculturallearningthroughmobility: practicalresources for teachers and teachertrainers • Target audience: teacher trainers, teachers • Ultimate beneficiaries: student teachers and learners • primary • lower secondary • upper secondary (general and vocational)

5. Concepts and definitons • Mobility • Plurilingual and intercultural education

6. Mobility • “Learning mobility, i.e. transnational mobility for the purpose of acquiring new skills is one of the fundamental ways in which individuals, particularly young people, can strengthen their future employability as well as their personal development. Studies confirm that learning mobility adds to human capital, as students access new knowledge and develop new linguistic skills and intercultural competences.” • European Union. 2009. GREEN PAPER: Promoting the learning mobility of young people. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2009:0329:FIN:EN:PDF

7. Plurilingual and intercultural education Plurilingual and intercultural education can be defined as “a global language education, across all languages of the school and in all disciplinary domains, which provides a basis for an identity open to linguistic and cultural plurality and diversity, insofar as languages are the expression of different cultures and of differences within the same culture. All disciplines contribute to this language education through the contents which they carry and the ways in which they are taught. This global language education aims to develop plurilingual and intercultural competence”. Cavalli, M., Coste,D., Crişan A. van de Ven, P.H. (2009) : Plurilingual et intercultural education as a project, p. 8 http://www.coe.int/t/dg4/linguistic/langeduc/boxb-learner_EN.asp?#Plurilingual-Project

8. Interculturality Definition Intercultural competence can be defined as « the capacity to experience cultural otherness and use it to: • reflect on mattersthat are usuallytaken for grantedwithinone’sown culture and environment; • evaluateone’sowneveryday patterns of perception, thought, feeling and behaviour in order to developgreater self-knowledge and self-understanding; • act as mediatorsamong people of different cultures, to explain and interpretdifferent perspectives. » Autobiography of interculturalencounters – Concepts for discussion, p. 7 http://www.coe.int/t/dg4/autobiography/Source/AIE_en/AIE_concepts_for_discussion_en.pdf

9. Interculturality – some tensions The idea of national cultures as something solid, unified, based on the idea « One nation – one culture – one language » (19th century)

10. Some consequences for intercultural education • Avoiding an exaggerated focus on differences and “othering”inducedby “differentialist bias” e.g. of cultural standards (East-West, North-South, collectivistic-individualistic), perpetuating ethnocentrism, taking the risk of reducing the foreign “other” as culturally deficient • Researchers andeducatorshavetobeawareoftheirown stereotypes • Look for complexity: Direct one’s attention at exceptions, instabilities and processes, abandon the idea that interactions can be unproblematic and controlled just by anticipating the other’s habits and thoughts • Take into account the importance of being a member of different groups, having different identities (e.g. gender, age, profession, social class) Based on Dervin & Tournebise 2013

11. Although the value of mobilityisrecognised, interculturallearning and languagelearning do not take place automaticallythroughtravel. Mobility: • Personalgrowth • Interculturalcompetence • Communicative skills • Professional development Is itreallyso?

12. PluriMobil – practical information Final products: handbook website – lesson plans good practice quick start flyer Working languages: English, French

13. PluriMobil – Practical information Result of different meetings / collaborations • Expert meetings in Graz (team) • 2 network meetings in Graz (international network) • 1 regional meeting in St Gallen (Swiss network) • Collecting good practice

14. « Knowing how, or being disposed to discover ‘otherness’ – whether the other is another language, another culture, other people or new areas of knowledge. » (CEFR, p. 12)

15. « Building rapport and credibility succesfully with other people from other societies demands interpersonal skills of listening actively, observing behaviour and appreciating their values and expectations. It is an emotional, affective – and not just intellectual process and, in many ways, the study of culture fits into the domain of ‘emotional intelligence’ as defined by Daniel Goleman. » Barry Tomalin, in Culture in our Classroom, p.6 S

16. Aims of the project PluriMobil = pedagogical device, enabling student teachers/learners to • fully benefit from the learning opportunities offered by different mobility programmes • integrate intercultural and plurilingual encounters into a sustainable learning process

17. Different kinds of mobility The project aims to facilitate different types of mobility, taking into account different situations and ages: • different lengths of stay; • different kinds of stay (practice, academic courses, both); • different kinds of accommodation (with fellow students from the home country, with other guest students, with native students, in families); • different types of projects (virtual mobility included)

18. PluriMobil– Objectives Communicative competences Learning to learn Intercultural communicative competences General competences Teachingcompetences

19. General competences • Show interest and be curious • Ask questions and investigate • Organize and structure • Estimate and judge • Develop and realize • Communicate and exchange • Work self-reliant • Reflect • Develop presentation skills • Become more computer literate • Develop collaborative skills

20. Communicative competences • Develop linguistic skills in one or more languages • Develop plurilingual awareness • Develop communicative strategies • Be aware of and use non-verbal communicative strategies

21. Intercultural competences • Define concepts • Discoverone’sownidentity • Open up to other cultures • Becomeaware of cultural similarities and differences • Overcome cultural stereotypes

22. Learning to learn • Set goals • Self-assess language competence • Learn communicative strategies • Reflect on the learning process • Become autonomous

23. Teaching competences • Reflect on one’s teaching competences • Set goals • Develop teaching competences • Planning mobility for future pupils / students

24. Method • Compilation of learning scenarios (before-during-after) based on concrete cases of mobility experiences • Creation of materials (lesson plans) by practitioners for practitioners • Integration of Council of Europe tools, via a focused and structured use for monitoring mobility experiences, thus making them more available to teacher trainers and to (future) teachers as potential users

25. The pedagogical scenario • The learning scenario describes the main stages of a mobility experience: • BEFORE: the preparatory phase • DURING: the mobility experience (e.g. the period spent abroad) • AFTER: the follow-up period • In specific, it describes how certain tools of the Council of Europe, e.g. the European Language Portfolio and the Autobiography of intercultural encounterscan be used for the accompaniment of mobility processes

26. The double scenario • Same type of scenario, • adapted to the needs of each target group • for the student teachers • for the pupils • based on the principle that the trainees / teachers will be more likely to integrate in their teaching what they have experienced themselves during their own training (« pädagogischer Doppeldecker »).

28. Council of Europe tools included • European Language Portfolio (ELP) • Autobiography of Intercultural Encounters (AIE) • The Common European Framework of Reference (CECR/CEFR) • Framework of Reference for Pluralistic Approaches to Languages and Cultures (CARAP/REPA) • Development and Evaluation of Intercultural Communicative Competence (ICCintE) • Mirrors and Windows. An intercultural communication textbook. • European Portfolio for Student Teachers of Languages – A reflection tool for language teacher education (PEPELF/EPOSTL) • others

29. The ELP – backbone of PluriMobil • Similar objectives • Encouraging and valuing plurilingualism • Encouraging and valuing intercultural encounters • Self-assessment • Goal setting • Developing strategies and developing study skills • Portfolio Sp

30. What is a lesson plan?A set of activities aiming to support the entire process of mobility BEFORE DURING AFTER

32. Before • anticipating the cultural encounter • reflecting on one’s identity • comparing their own and the host culture • practising functional language • introducing new learning strategies • setting linguistic goals • preparing tasks to be carried out during mobility

33. During • collecting examples of plurilingual practice • describing environment or customs • monitoring linguistic progress – language learning diary (ELP) • interacting with hosts • do activities with other students

34. After • Looking back on language and interculturallearning • Revision of initial beliefs about one’sown and the other culture • Presenting the outcomes of mobility in the students’ home institutions • Studentteachers : reflecting on how to transferlearningexperience on teaching The results of all activities are collected in a portfolio.

35. Thank you for listening!