Formal learning

The project will pilot and assess the concept of a plurilingual, inclusive and intercultural whole school policy comprisingh majority and minority, regional, heritage and neighbouring languages. It will provide tools which help to clarify, develop and implement plurilingual, intercultural and inclusive whole school policies in different contexts in ECML member states.

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The project aims to promote good practice in mobility programmes, developing linguistic and intercultural competences based on the use of tools developed by the Council of Europe. It will provide model learning scenarios for trainee teachers and pupils in upper secondary education (college and vocational).

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The project will focus on teacher education for the majority language (e.g. French in France, Polish in Poland). It aims to provide access to plurilingual approaches so that teachers can address and build on linguistic and cultural diversity in classrooms. The project will also promote collaboration between teachers of all languages.

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The PRO-Signs project aims to establish European standards for signed language proficiency for professional purposes, focusing specifically on sign language teaching in Deaf Studies and Sign Language Interpreting programmes. The project will provide definitions of Common European Framework of Reference for Languages (CEFR) proficiency levels for signed languages and develop a sample assessment kit for signed language competency at the C1/C2 level indicating the qualification of professional interpreters.

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The project will focus on the language competence required in the language of schooling in order to achieve educational success. Eliciting language requirements in curriculum subjects and linking these to CEFR levels will raise educators’ awareness of the language migrant and minority language learners’ need to perform successfully in compulsory education.

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The project aims to develop CLIL approaches, which teachers can use in the classroom, with a special focus on providing support for academic literacies in secondary education. A toolkit for transforming CLIL practice will be developed, evaluated, adapted and disseminated by practitioners.

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