Programme 2000-2003

What were the aims of our project?

We wanted to consider how learning a subsequent or tertiary language can build on knowledge acquired in the learning of a first foreign language. This required us to:

• explore and develop the linguistic basis for the planning and structuring of tertiary language teaching
• present ideas for a methodological outline for tertiary language teaching and learning
• consider how instruction in the first foreign language (usually English) can be planned and carried out in order to open the door to the learning of further foreign languages.

How did we investigate these questions and draw conclusions?

We held an initial conference in Graz and network meetings in Munich. In addition, regional workshops on the specific circumstances of those regions were held in Riga and Biel/Bienne. The focus of these events was ‘German after English’.

We investigated related factors such as:

• structural closeness and differences between first and subsequent foreign languages
• consequences of multilingual circumstances on didactic considerations
• the age factor in tertiary language learning
• the influence of multilingual teaching concepts on tertiary language didactics (language awareness, immersion, tandem teaching etc.)
• examples of good practices.

What were the main results of the project?

That a didactic approach specifically geared towards tertiary languages is necessary and useful. That each region needs its own language-specific variant. That in the future we will have to consider how to broaden a language-specific approach to support multiple language learning in general.

Where can you read more about the results of our project?

• In the ECML publication: Mehr als eine Fremdsprache effizient lernen: Tertiärsprachen lehren und lernen in Europa. Beispiel: Deutsch als Folgefremdsprache nach Englisch (Workshop Bericht Nr. 11/2000)
• In the ECML publication: Mehrsprachigkeitskonzept - Tertiärsprachenlernen - Deutsch nach Englisch
• In the correspondence learning materials: Deutsch im Kontext anderer Sprachen, Tertiärsprachendidaktik: Deutsch nach Englisch (Gerhard Neuner, Britta Hufeisen, Anta Kursisa, Ute Koithan, Nicole Marx, Sabine Erlenwein), München, Goethe Institut Inter Nationes (Erprobungsfassung) 2003.

Coordinators:
Gerhard Neuner & Britta Hufeisen (Germany)

Project team:
Maria Cristina Berger (Italy), Annie Fayolle-Dietl (Switzerland), Ute Koithan (Germany), Christine Le Pape (Switzerland), Nicole Marx (Germany), Ljubov Mavrodieva (Bulgaria), Jean Racine (Switzerland), Ursula Viita-Leskelä (Finland)

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What were the aims of our project?

The project provided the opportunity to highlight the work of small states in language policy, the programmes established and the human resources required to ensure diversity and high quality in language teaching. Specifically the aims were to:

• develop an overview of the subject area
• raise awareness of the (most different) characteristics of the organisation of language teaching in small states to make them available to a wider public
• highlight the importance of the multilingual context specific to small states.

How did we investigate these questions and draw conclusions?

To approach the topic, a set of case descriptions from ive countries was first finalised before organising the regional event in Andorra. At the workshop 35 national and international participants were able to discuss the theories, practices and results of the case studies. The event combined exhibitions, conferences, visits to educational centres as well as debates and exchanges in the working group sessions. Following the workshop the case studies, the proceedings of the workshop and a presentation of the results were compiled in a publication.

What were the main results of the project?

It was clearly illustrated that common tendencies do exist in the majority of small states in Europe and that geographical, historical, political and economic factors as well as ethnic composition and cultural tradition have a strong influence on the position of language teaching. At the same time differences were highlighted and explored in order to establish their origins. The challenges faced were met in terms of quantity (diversification of the languages taught in schools, human resources required for the teaching of languages) and quality (methodological options, scientific expertise on determining factors, relationships between multilingualism and multiculturalism).

Where can you read more about the results of our project?

• See the ECML publication “The organisation of language education in small states”.

Coordinators:
Francesca Junyent Montagne (Andorra)

Project team:
Maria Teresa Cairat Vila (Andorra) Antoinette Camilleri Grima (Malta) Kalevi Pohjala (Finland)

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Different practices in border regions ?

The project has enabled the identification of approaches, which fully benefit from the geographical proximity of the other language. One example is the method of tandem learning, where pairs of pupils on either side of the border can help each one to learn the other’s language. In other areas lessons bring together pupils from both sides of the border and offer a form of bilingual and bilateral teaching. Yet there are many border regions still inexperienced in this subject area.

How can good practice be disseminated ?

Through this project, CICERO, a coordinating body has been set up to disseminate good practice in this area. An online database, also established within the framework of the project, contains project descriptions, practical advice, names of experts and latest news which can help to improve knowledge and know-how. Various publications with the same aims have also been printed. Seminars held in a number of border regions have proved even more effective, enabling activities to take place in regions in diverse contexts such as the Basque country where French and Spanish rub shoulders and Basque is the common language, and in a region between Estonia and Russia where the language border has yet to be drawn.

Taking action

Despite the concrete results achieved in certain regions the dissemination of examples of good practice has not yet led to a widespread improvement in teaching. For this reason, right from the outset, we have organised information campaigns as well as awareness-raising and dissemination actions with local, regional and national authorities. These promote both the learning of the culture and the language of one’s neighbour in order to achieve greater understanding between the peoples of Europe, an aim which we will continue to work towards.

Where can you read more about the results of our project?

• Further details can be found on the CD-ROM “Neighbouring languages in border regions” and on the website www.cicero-net.nl.

Coordinators:
Ruud Halink (Netherlands)

Project team:
Albert Raasch (Germany) Gabriele Schmitz-Schwamborn (Netherlands) Ulrike Schwarz (Germany) Juri Valge (Estonia)

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What were the aims of our project?

We wanted to:

• find out if there are common elements and links between methods of teaching literacy in first/ second/foreign language in the European context
• present examples of how first and subsequent literacies are taught
• reflect upon methods of literacy instruction, identify appropriate techniques for specific circumstances while taking account of difficulties or facilitating conditions
• set up research network groups to investigate and compare literacy instruction in first, second/subsequent literacy teaching.

How did we investigate these questions and draw conclusions?

We investigated related factors such as:

• Workshop participants completed a questionnaire providing information about the first, second, foreign literacy instruction in their country.
• Presentations by the team focused on the relationship between first & second literacy teaching in several countries.
• Participants were invited to identify concerns in the teaching of literacy in their context. They also identified similarities & differences between first/second/subsequent literacies
• Research network groups were formed on the basis of children acquiring first literacy in L2; second literacy in L2; second literacy in a FL.

What were the main results of the project?

• Teaching first and/or second literacy in European countries is carried out by the same teacher in a number of countries and by different teachers in an equal number of countries.
• Some attempts are made to link the teaching of first & second literacies; others believe that these should be kept separate.
• Phonics are emphasized in the teaching of first literacy. Phonic and a whole word approach are equally favourite options for teaching 2nd literacy.
• Basal readers are the most important/favourite resource in teaching 1st literacy; basal readers, story books and communicative activities are favourite resources for 2nd literacy.
• Similarities and differences in literacy instruction are found in social, psychological, pragmatic, communicative, cognitive and teaching aspects.

Where can you read more about the results of our project?

• In the ECML publication ‘Issues in multi-literacy’

Coordinators:
Valerie Sollars (Malta)

Project team:
Monica Axelsson (Sweden) Frank Bulthuis (Netherlands) Martina Krizaj Ortar (Slovenia) Christl Meixner (Austria) Janez Skela (Slovenia) Ulla-Kaisa Ylinen (Finland)

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What were the aims of our project?

We wanted to find out:

• if an adequate level of communication had been achieved between partners during the exchanges and, if so, in which languages
• what proportion of twin cities/towns prepared for visits to their partners by offering language courses and if so for which languages
• how frequent school twinnings were and to what extent they coincided with the twinning of cities and towns
• if the school twinnings were sufficiently exploited from a linguistic and cultural point of view
• if the potential of the twin cities and towns was successfully realised and exploited to promote languages in Europe
• at what point was the knowledge of languages deemed an essential factor for a common and diversified European citizenship

How did we investigate these questions and draw conclusions?

We tested a preliminary questionnaire on a small number of towns and then drafted a questionnaire in three languages: French, English, German. Results were received from 81 towns and cities from 16 countries covering a total of 328 twinnings. We subsequently analysed the written responses from both a statistical and qualitative perspective.

Our working methods

That a didactic approach specifically geared towards tertiary languages is necessary and useful. That each region needs its own language-specific variant. That in the future we will have to consider how to broaden a language-specific approach to support multiple language learning in general.

What were the findings of the survey?

• The use of English is widespread but unevenly distributed
• The issue of linguistic diversity is universally present, although to varying degrees
• The use of a third language other than English is common
• The evaluation of exchanges is almost always measured in terms of the quality of communication between participants
• There is a general interest in organising language courses for adults
• The obstacle most frequently encountered is the financing of language classes
• We observe a contradiction between the desire to communicate and stated political motivation and yet the limited number of language classes
• The benefits of school exchanges are generally recognised and are often continued through personal relationships. However, many school exchanges are arranged outside the framework of twin towns and cities
• It is not uncommon for classes to visit their partner school yet these visits are rarely coupled with a real educational dimension
• A knowledge of languages is an essential part of bringing cultures closer together and generating a European outlook
• Exchanges between twin towns and cities have proved to be a powerful factor in eradicating clichés, stereotypes and the most common xenophobic images
• The true potential for twinnings has not been reached; an effort should be made to systematically promote such exchanges.

Where can you read more about the results of our project?

ECML website: www.ecml.at

Coordinators:
Gilbert Dalgalian (France)

Project team:
Séverine Boulery (France) Jaqueline Feuillet-Thieberger (France) Helena Kalve (Latvia) Aspasia Nanaki (Greece) Anita Vaivade (Latvia)

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What is awakening to languages?

It is comparative classroom work, looking at a number of languages of different status, including the various languages spoken by children in the class. It can be started from nursery school and can be continued throughout schooling. It is often dealt with by generalist teachers who are not language specialists and who, though not speaking all these languages, are provided with specific teaching materials. In secondary education, it represents an excellent opportunity for language specialists to do interdisciplinary teaching. At all levels, language awareness is a cross-curricular discipline which contributes to the objectives of the other school subjects.

What is the function of awakening to languges?

It is an approach which corresponds closely to the Council of Europe’s current work to promote democratic citizenship and extend language diversity in education systems. It introduces children to language diversity and accepts them in the diversity of their own languages. It also accompanies school pupils into the world of language learning.

Awakening to languages aims to develop:

• positive attitudes to diversity of language and culture and the enhancement of minority languages and cultures in the eyes of all (including those who speak them);
• an aptitude for listening to languages and analysing them which encourages and facilitates the learning and use of them (including the school’s vehicular language);
• wide-ranging knowledge about languages (development of a language culture).

What purposes does Ja-Ling-Tthe gateway to language serve?

• Awakening to languages has its own history! Ja-Ling draws on the experience of previous projects to provide a programme for disseminating this approach and for studying the conditions of its introduction into curricula. Ja-Ling has facilitated the setting up of activities in 16 European countries. It has prompted a better understanding of the variety of ways in which awakening to languages can be introduced, depending on the conditions (links to school programmes, inclusion in timetables, connections to other subjects, appropriation by teachers etc). Ja-Ling has made it possible to have a clearer vision of the various obstacles to be overcome – and of the successes to be achieved!

Coordinators:
Michel Candelier (France)

Project team:

Mercedes Bernaus (Spain) Ingelore Oomen-Welke (Germany) Christiane Perregaux (Switzerland) Janina Zielinska (Poland)

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What were the aims of our project?

Whereas most innovations in language didactics appear in the form of new teaching tools, the “Cultural mediation and the teaching and learning of languages” project chose to follow a new path by adopting a “learning by doing” approach to research.

It attempted to tackle several challenges:

• to experience the variety of different teaching cultures of the participants as a source of innovation rather than as an obstacle;
• to adopt a pluridisciplinary approach by introducing references taken from the social sciences in order to develop reflection on the role of languages in social cohesion;
• to provide a range of focused answers to a question hitherto little addressed in language didactics: “What is the place for cultural mediation?”.

A publication and recommendations for policy-makers?

Readers may judge the success of this project from the publication and the recommendations coming out of it, particularly:

• chapters 1 and 2, which give a general introduction;
• chapters 3 to 7, which present the approaches and results of the five sub-projects carried out by participants;
• chapters 8 and 9, which provide an evaluation of the project and trace out guidelines for future work.
• A network of researchers devoted to the question of cultural mediation, bringing together different European institutions, should work on concrete follow-up to this project.

Where can you read more about the results of our project?

• ECML Website www.ecml.at

Coordinators:
Geneviève Zarate, (France)

Project team:
Aline Gohard-Radenkovic, (Switzerland) Denise Lussier, (Canada) Hermine Penz, (Austria)

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What were the aims of our project?

• to research the state-of-the-art of language and culture teaching
• to present the results of research into language and culture teaching to participants of two workshops organized by the ECML
• to raise the participating trainers’ awareness of the importance of intercultural communication training in language teacher education
• to suggest guidelines for evaluating and adapting teaching materials and for developing intercultural communication courses for teacher education

How did we investigate these questions and draw conclusions?

We carried out a questionnaire study to find out how culture is taught in the English language classroom. As a follow-up, we interviewed language teachers to see why culture seems to be neglected. We presented the results of these two studies to language teacher trainers at a central workshop, and invited them to form five networks to continue the research and development in five different, but interrelated domains of intercultural communication training.

What were the main results of the project?

Intercultural communication training seems to be neglected. Since it is not an integral part of the curriculum, it is often missing from teaching materials and it is rarely tested at exams. Furthermore, teachers often do not feel competent to handle cultural issues because they are rarely trained how to do it.

Where can you read more about the results of our project?

• In a practical intercultural communication textbook entitled ´Mirrors and Windows´, which can be used in intermediate-advanced language classes as well as methodology and intercultural communication courses in teacher training programmes.
• In a collection of articles entitled ´Incorporating intercultural communicative competence in language teacher education´, which describe the most important findings of our research into teachers’ perception of teaching culture, materials evaluation and testing intercultural communicative competence. These are available on CD-ROM.

Coordinators:
Ildikó Lázár (Hungary)

Project team:
Lucyna Aleksandrowicz-Pedich (Poland) Rafn Kjartansson (Iceland) Liljana Skopinskaja (Estonia)

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What were the aims of our project?

We wanted to find out:

• what actually happens in the classroom
• what kinds of theories of learning and teaching are most influential at the beginning of the new millennium
• how strongly these theories influence the ways in which languages are actually taught in classrooms across Europe (the theory-practice ‘interface’)
• whether foreign languages are taught in different ways in different countries ( = ‘learning cultures’)
• whether different languages are taught in different ways, and if so, why

How did we investigate these questions and draw conclusions?

Before the workshop we compiled two questionnaires, one for teachers and one for students, asking them about how languages were taught and learned at their schools. Participants from 13 countries carried out this survey and brought the results to the workshop. During the workshop we discussed theories, classroom practice and the findings of the questionnaires. After the workshop, participants contributed to a comprehensive publication on different aspects of the theory-practice relationship.

What were the main results of the project?

There are marked common tendencies which can be found in most European countries: the ‘Communicative Approach’ to language teaching is well established but ‘traditional teaching’ is still influential. Modern technology (computers, internet) has surprisingly little influence in many countries. More needs to be done by official bodies and teacher training institutes to support new forms of learning (learner autonomy, e-learning etc.) There is sometimes a gap between theories popular with linguists and methodologists and classroom practice. Steps to improve ‘mediation’ between theory and practice need to be taken. Participants made recommendations as to how this area may be improved.

Where can you read more about the results of our project?

• In the ECML publication 'Mediating between theory and practice in the context of different learning cultures and languages'.

Coordinators:
David Newby (Austria)

Project team:
Mária Kostelníková (Slovakia) Isabel Landsiedler (Austria) Indra Odina (Latvia) Christien van Gool (Netherlands)

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Why second language at the workplace?

Communicative competences are pivotal elements of vocational and professional performance at all hierarchical levels for all employees. Immigrant and ethnic workers are particularly in danger of social and economic exclusion if they are not able to participate actively in workplace communication especially in times of increasing mobility in work and society.

How did we investigate these questions and draw conclusions?

To approach the topic, a set of case descriptions from ive countries was first finalised before organising the regional event in Andorra. At the workshop 35 national and international participants were able to discuss the theories, practices and results of the case studies. The event combined exhibitions, conferences, visits to educational centres as well as debates and exchanges in the working group sessions. Following the workshop the case studies, the proceedings of the workshop and a presentation of the results were compiled in a publication.

What is second language at the workplace?

Language is not only a structural system but is social practice. How it is used depends on the context and on the community in which it is used. Language provision should therefore understand that language has situated meanings and should explore how it is used and is linked to other social practices in particular contexts. The content and focus of language provision at the workplace is thus selected according to the social practices within a specific workplace. Both learners and their employers profit from this type of provision. The first group learn what is needed at their workplace since their learning is reinforced through being exposed to the language and having to use it. Employers also profit since improved communication at the workplace impacts positively on the performance of the company.

Who has to be involved?

The Odysseus network advocates a whole organisational approach involving all players in communication. It rejects a deficit-oriented, assimilatory approach focusing on the lack of competences and needs of individuals since this does not take into account individual strengths and social factors within workplaces which impact on performance. Moreover, it fails to have an influence on communications desired by both employers and employees.

How to set up provision?

“ODYSSEUS - Second language at the workplace: Language needs of migrant workers”
This project was carried out with the support of the European Commission.
For more information:
ECML website: www.ecml.at

Coordinators:
Matilde Grünhage-Monetti (Germany)

Project team:
Annet Berntsen (Netherlands) Elwine Halewijn (Netherlands) Chris Holland (New Zealand) Andreas Klepp (Germany)

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What were the aims of our project?

This project was initiated during an earlier ECML workshop and was based on the project team members’ wish to investigate further certain aspects of intercultural awareness and language awareness.

We wanted to:

• define and discuss certain theoretical concepts related to the teaching and learning of foreign languages, such as dialogue, communication, intercultural awareness and language awareness
• add linguistic, philosophical and other relevant theories from our teaching cultures to the generally accepted Anglo-American theories of foreign language learning
• investigate the role played by various types of texts used in the foreign language classroom at both school and university level
• define and investigate dialogic approaches to working with texts
• develop language awareness and intercultural awareness by working with various types of literary texts in the classroom
• develop language awareness and intercultural awareness by working with digital text exchanges between students of different cultural backgrounds
• investigate the roles of teacher and learner and the interaction between them

What were the main foci of the project?

In the project we wanted to investigate the learning potential of different kinds of textual encounters with the foreign culture: encounters with literary texts, including dramatic texts, learner-produced texts and digital texts. By organising a number of learning situations, various aspects of interaction between learner and text were explored. The discussion of approaches to literary and other authentic texts was based on theoretical explorations of the relationship between reader and text, in which reading and writing processes are regarded as dynamic dialogues with the foreign culture.

Interaction was a key concept and involved interaction not only between reader and text, but also between cultures, between learners, and between teacher and learners.

What were the outcomes of the project?

The resulting publication consists of four articles where relevant theory is discussed and practical classroom examples presented. The age group of learners ranges from lower secondary school to university. Dialogic interaction with texts is the common denominator of the four articles. In all of them the student takes centre stage in the learning processes and the teacher’s role is one of mediator in the individual’s learning process. In no way are the articles intended as recipes for foreign language teaching, but as theoretical and practical explorations of concepts like dialogue, communication, intercultural awareness and language awareness

Where can you read more about the results of our project?

• The ECML Website www.ecml.at

Coordinators:
Anne-Brit Fenner (Norway)

Project team:
Marina Katnic´-Bakarsˇic´ (Bosnia and Herzegovina) Mária Kostelníková (Slovakia) Hermine Penz (Austria)

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What were the aims of our project?
 

• To create a database of intercultural anecdotes. This consists of true to life instances of failure in communication due to cultural differences. Rather than simply theorising about cultural differences, we wanted to have examples that illustrate some of the cultural details that catch the eye of the newcomer to the culture. The contributors have also explained why they found certain events or behaviours strange, and how they managed to understand and cope with the differences. Some interesting reactions to difference are outlined.
• To propose ways of using anecdotes to teach intercultural competence. Anecdotes provide authentic samples of behaviours, attitudes, beliefs and expectations that could form the basis of a variety of classroom work. The anecdotes could either be used as they are presented by contributors, or scrutinized by teachers and learners for the underlying intercultural issues.

What were the main results of the project?

A small database of intercultural anecdotes from various L1 speakers visiting different countries and encountering cultural varieties world-wide.

A publication which provides some theoretical background to the issue of intercultural competence. The book also contains plenty of ideas for use at classroom level. These could serve to develop intercultural competence alongside the traditional four language skills of listening, speaking, reading and writing.

The publication

The ultimate aim of the publication is to empower teachers and learners to arrive at a critical imagination of intercultural issues and events, utilizing a varied range of experiences in the form of an international database of anecdotes. Thanks to the teaching and learning methods proposed, they should be better equipped to deal with difference in a multilingual and multicultural society.

You can get more information about the project from:

The ECML publication “How Strange! The use of anecdotes in the development of intercultural competence”.

Coordinators:
Antoinette Camilleri Grima (Malta)

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