Flexible adaptation of different projects
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Projects can be so flexible that they can be adapted in different
ways, with use being made of different aspects to different degrees.
FREPA/CARAP (A framework of reference for pluralistic approaches) has a long history with ECML, and has been used in a variety of
ways in many different countries. Here is a link to a
page
that connects to a range of different national pages, each offering a
presentation of pluralistic approaches and of FREPA, as well as an
analysis of the relevance of pluralistic approaches for each context
and contacts, announcements or reports of events, and also links to
publications. Translations, partial or complete, of FREPA descriptors,
and of certain documents are available in many languages, sometimes
non-European languages.
Some project websites include examples of classroom activities that,
despite not necessarily using the project tools themselves, offer
practical illustrations of the thinking behind the project. For
example, the
videos
on the MARILLE (Majority language instruction as basis for plurilingual
education) website show a range of ways in which majority language
classrooms can be enriched by pluralistic approaches. Further
examples can be found
here.
In this
video lecture, we learn how the ELP (European Language Portfolio) has been adapted for the Irish context.
Some projects contain so many
downloadable resources
that they can easily be taken ‘off the shelf’ and used in classrooms
as a one-off or integrated into schemes of work.
CONBAT+ (Content based teaching plurilingual/cultural awareness) is an excellent example of this. For those who wish to use it more
systematically, there is also a
training kit
and links to other resources which explore the pedagogical approach in
more depth. EPLC (Content-based teaching for young learners) also contains resources to support teaching of CLIL in primary
schools.
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Providing flexible content to support teachers to use
ICT
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The relevance of DOTS (Developing Online Teaching Skills) in 17 different countries has been described in a series of
video clips
and in a range of languages.
In this short
video, we hear how DOTS (Developing Online Teaching Skills) was adapted for teachers in Croatia through selecting two of the
tools first and discussing their potential use.
The
resources page
on the MORE DOTS website is a useful tool for supporting teachers to
select which aspects of ICT to use in the classroom.
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Providing flexible content to support teachers to adapt projects
related to the CEFR
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In the CEF-ESTIM (Common European Framework of Reference for Languages - level
estimation grid for teachers) project, both the grid and the description form can be used as
reference documents for teacher educators responsible for ITE and/or
CPD, but may first need to be adapted to the local context. See the
grid and description form
as well as examples of how it might be used to organize a school trip to
London and make a flyer, as well as to prepare for job interviews.
One obvious way in which resources from the ECML projects might be
adapted is to translate the key parts into other languages. The
ELP (European Language Portfolio) has been translated into many languages, though gaining
copyright clearance can be problematic in some countries. See
here.
Project websites contain useful resources which can be downloaded and
used for training purposes. For example, on the
AYLLIT (Assessment of Young Learner Literacy, linked to the CEFR) website, you will find
sample scripts
illustrating levels of writing.
Teachers in Ireland developed different classroom activities inspired by
the
ELP (European Language Portfolio), such as those
promoting self-assessment, use of target language etc: see
video
(at 9min 23 sec).
Sometimes, imagination will be needed to find a way of using valuable
materials even if something is missing. In this
ELP-WSU (The European Language Portfolio in whole-school use) case study from Norway, the problem was the lack of a digital
ELP. The school’s ELP experience goes back to 2004, when it became
compulsory to use the ELP in all foreign language classes. The school
has also participated in the piloting of ELP models under development.
Nevertheless, a consistent whole-school approach is still not in place.
Some teachers have been uncomfortable with the ELP and wanted the
freedom to decide whether or not to use it. Pupils at the school already
hand in most of their written work digitally, so the lack of a digital
version of the ELP has been a disadvantage. However, teachers have
worked out a way of using the ELP digitally, and this will provide a
basis for future work. See
case study
from Norway.
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Adapting EPOSTL to different contexts
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In Canada, CASLT (Canadian Association of Second Language Teachers) created a portfolio inspired by
EPOSTL (European Portfolio for Student Teachers of Languages) as well as a range of other
publications and resources.
An aspect of the EPOSTL (European Portfolio for Student Teachers of Languages) project that can be used first when working with student teachers is
the personal statement . A case study of how it has been used in Finland
can be found on page 45 of the publication which can be downloaded
here. Similarly, an example of how the use of the Dossier has been
implemented in Sweden can be found in the same publication on page 55.
This publication contains other case studies of use of aspects of
EPOSTL2 (Piloting and implementing the European Portfolio for Student
Teachers of Languages).
You can find examples of bi- and plurilingual projects in Val d’Aoste
and Perpignan, related to regional/minority languages, using the
EBP-IC (Minority languages, collateral languages and bi-/plurilingual
education) project
here.
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