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Plurilingual and intercultural education: teacher and learner competences
The CEFR Companion Volume: Mediation and other key concepts
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Learning environments where languages flourish
Steps towards implementing plurilingual and intercultural education
Supporting multilingual classrooms
Language for work – Work-related second language learning for adult migrants and ethnic minorities
Fostering digital citizenship through language education
ICT in language teaching and learning
The CEFR Companion Volume: Mediation and other key concepts 2
Relating language curricula, tests and examinations to the CEFR
Learning environments where languages flourish 2
Plurilingual and intercultural education in early language learning
Beyond CLIL – Pluriliteracies teaching for deeper learning
A roadmap for schools to support the language(s) of schooling
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Supporting the linguistic integration of refugees from the Ukraine
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Pepelino
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FAG
ECML Programme 2012-2015
European portfolio for pre-primary educators
The plurilingual and intercultural dimension
The publication offers a tool for reflective practice in initial teacher training that focuses on developing a variety of language skills of children, valuing diversity in and around the school and familiarising with key issues in Europe related to the subject.
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Frequently asked questions
Can PEPELINO also be useful in in-service professional learning programmes?
What are the links between PEPELINO and other documents or tools devised at European level?
Who is PEPELINO aimed at?
How were the fields of competence and the related descriptors identified?
What are the respective places of personal reflection and self-assessment in PEPELINO?
At what times can PEPELINO be used?
In what order should the different fields of professional competence be reflected on?
How can PEPELINO be adapted to a particular context?
What are the advantages of PEPELINO for teacher educators?
Quels avantages apporte-t-il PEPELINO aux formateurs et formatrices ?
PEPELINO peut-il être utile aussi dans le cadre de la formation continue ?
A qui s’adresse PEPELINO ?
Comment ont été identifiés les champs de compétences et les descripteurs qui leur sont associés ?
Quelle est la place respective de la réflexion personnelle et de l’auto-évaluation dans PEPELINO ?
A quels moments les utilisatrices et utilisateurs peuvent-elles/ils utiliser PEPELINO ?
Dans quel ordre convient-il de réfléchir aux différents champs de compétences professionnelles ?
Comment adapter PEPELINO à un contexte particulier ?
Quels sont les liens entre PEPELINO et les autres documents ou outils élaborés au niveau européen ?