The network
Building on the workshop on 28 and 29 September 2021 and the network meetings on 3 February and 5 April 2022, members of the network are working on materials aimed at the development of teaching skills for the use of plural approaches and/or experimentation with materials produced in the framework of this project.
Active members and their work within the network on the following sequences of tasks for teacher education
Reflection as a way to cultivate a pluralistic approach to teaching and learning
- Miranda KARAJAGDIU, Bursa Technical University, Türkiye
- Kenia PUIG, Post-Primary Languages, Ireland
- Athina VRETTOU, 4th Regional Centre of Educational Planning of Central Macedonia, Greece
Développer la compétence à aborder de façon réflexive ses propres représentations et attitudes concernant la diversité linguistique et culturelle et l’éducation plurilingue et interculturelle
- Erica SARSUR, Universidade Federal do Paraná, Brazil
Développer la compétence à aborder de façon réflexive ses propres représentations et attitudes concernant la diversité linguistique et culturelle et l’éducation plurilingue et interculturelle (adaptation of the tasks proposed by Erica Sarsur)
- Sandra GARBARINO, Université Lumière Lyon 2, France and University of Torino, Italy
in collaboration with Elisa FIORENZA, University of Messina, Italy
Building bridges between languages
- Edith COGNIGNI, Dipartimento di Studi Umanistici - Università di Macerata
in collaboration with
- Martina DI FEBO, Dipartimento di Studi Umanistici - Università di Macerata, Italy
- Francesca VITRONE, Dipartimento di Studi Umanistici - Università di Macerata, Italy
Tasks for teacher education: Drets lingüístics i enfocaments plurals (adaptation in Catalan of a sequence of tasks proposed by the project team)
- Encarni CARRASCO, Facultat d'Educació-DELLDCEM, Universitat de Barcelona, Spain
Reflecting on idiomatic expressions – Developing Competence in analyzing and comparing various cultural phenomena, including in their composite and evolving aspects
- Lukas BLEICHENBACHER, Pädagogische Hochshule St.Gallen, Switzerland
- Marta GUARDA, Eurac Research, Bolzano/Bozen, Italy
- Gisela MAYR, Italy
- Nona POPIASHVILI, Georgia
- Angélique QUINTUS, en collaboration avec Joyce DA COSTA GOMEZ, Luxemburg
- Eva SMETANOVÁ, Slovak Republic
Awareness of and reflection on learners plurilingual and multicultural profiles and repertoires
- Doris ABITZSCH, Utrecht University, Graduate School of Teaching, The Netherlands
- Alema FAZLIC, Primary school Gnojnice, Mostar, Bosnia and Herzegovina
- Elisabeth ALLGÄUER-HACKL, University of Innsbruck, DyME (Dynamics of Multilingualism with English), Austria
Two Sequences of tasks for teacher education:
1) La didactique intégrée des langues au sein des approches plurilingues
2) Choisir, adapter ou concevoir des matériaux de didactique intégrée pour ma classe
- Lukas EIBENSTEINER, University of Jena, Germany
- Christine HÉRAUD, Lycée Saint-Exupéry, Saint-Dizier, France
- Claudia SCHLAAK, University de Kassel, Germany
- Nina WOLL, Université du Québec à Trois-Rivières, Canada
Apprentissage plurilingue des mathématiques
- Catherine MENDOÇA-DIAS, Sorbonne Nouvelle, France
DistanceS (sensibiliser les enseignants au caractère relatif et subjectif des distances entre les langues)
- Marine TOTOZANI, in collaboration with Sandra TOMC and Valeria VILLA-PEREZ, Université Jean Monnet, Saint-Etienne, France
Further contributions
- Vanessa DOMINGUES, Germany
- Lucilla LOPRIORE, Università Roma 3, Italy
- Danijela RADOVIC, Pedagogical Institute of Vojvodina, Serbia (Collecting feedback on project outputs)
- Shelley TAYLOR, University of Western Ontario, Canada, within the project "Developing foreign language instructor competencies to teach for transfer in the multilingual university as seen in comparative/international perspective."
- Matthias VON GEHLEN, Goethe-Institut, Germany