1
Developing teacher competences for pluralistic approaches
Which teacher competences facilitate the implementation of pluralistic approaches? How can one help teachers to develop them?The tools proposed by this project aim to complement the Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA, 2012) by focusing on helping teacher educators to develop teacher competences that facilitate integration of such approaches in language education, as well as in addressing the linguistic aspects of other subjects in the curriculum.
USER TARGET AUDIENCE: Early childhood teacherEarly childhood learnersPrimary education subject teacherPrimary education language teacherPrimary education learnerLower secondary subject teacherLower secondary language teacherLower secondary learnerUpper secondary subject teacherUppersecondary language teacherUpper secondary learnerHead teacher/school manager
VALUES: Valuing democracyValuing human dignity and human rightsValuing cultural diversity
ATTITUDES: Openess to cultural othernessRespectSelf-efficacyTolerance of ambiguity
SKILLS: Autonomous learning skillsAnalytical and critical thinking skillsSkills of listening and observingEmpathyFlexibility and adaptabilityLinguistic, communicative and plurilingual skillsCo-operation skillsConflict-resolution skills
Knowledge and critical understanding: Knowledge and critical understanding of self
PRINCIPLES: i. is essential to education for democratic culture;ii. respects and values linguistic and cultural diversityiii. promotes language awareness and language sensitivity across the curriculum;iv. encourages critical reflection on cultural diversity;vi. encourages learner autonomy and values the learner’s voice;vii. supports the inclusion of disadvantaged and marginalised learners on an equal footing with other learners
Measures: policy and practice: i. review existing policies with a view to strengthening plurilingual and intercultural education and supporting linguistic and cultural diversity;v. reflect on traditional linguistic hierarchies and seek to diversify the range of languages offered;vi. promote the teaching of languages in interaction with one another;vii. encourage and facilitate communication and collaboration between teachers of different languages and different curriculum subjects;ix. explore ways of including home languages – signed as well as spoken – that are not part of the official curriculum in the educational process and, where appropriate, provide formal recognition and certification of those languagesxii. support the creation of teaching and learning resources designed to help the development of plurilingual repertoires and intercultural awareness and competencesxiii. encourage pedagogical approaches that empower learners by developing their autonomy and their critical thinking skills, make space for the learner’s voice, create a democratic classroom and school culture and prepare learners for lifelong learning;xiv. encourage pedagogical approaches that develop learners’ language and cultural awareness and equip them to engage in intercultural dialoguexviii. facilitate the professional development of teachers and other educational staff in relation to plurilingual and intercultural education for democratic culture
Measures: Initial and further education teachers: i. assigning a central role in their own curriculums to the concepts and principles on which such education rests, including the language dimension of all curriculum subjects;ii. challenging attitudes, beliefs and preconceptions about language, language learning, plurilingualism, culture and intercultural learning;iii. developing student teachers’ and teachers’ own plurilingual and intercultural competences as an essential dimension of their pedagogical competencesiv. engaging teachers in a detailed exploration of what plurilingual and intercultural approaches to education entail in terms of classroom practice;v. helping teachers to develop the pedagogical competences needed to manage linguistic and cultural diversity for the benefit of all pupils and students;vi. helping teachers to develop the pedagogical competences needed to support a democratic classroom culture that fosters autonomous learning and critical thinking and makes space for the inclusion of the learner’s voice;
KEY TERMS: Pluralistic Approaches
Plurilingual Education
Intercultural Education
Task Sequences for Teacher Education
Didactic and Pedagogical Competences
Teacher Education Programmes
Professional Learning and Development
Resource: https://www.ecml.at/ECML-Programme/Programme2020-2023/Pluralisticteachercompetences/tabid/4300/language/en-GB/Default.aspx
2
OVerview of the Roadmap
The ROADMAP focuses specifically on the language(s) of schooling. It is intended for (pre-)primary and secondary schools wishing to support all their students to access the curriculum and develop their potential in all subjects. Language(s) of schooling is/are the language(s) used for teaching the various school subjects and for the functioning of the schools. Insufficient proficiency in the language(s) of schooling may make it difficult for students, irrespective of linguistic or socioeconomic background, to access knowledge. Therefore, it is necessary for everybody working in the school to be aware of the importance of the language(s) of schooling and to take into account the language dimension in all subjects in order to find ways to support students´ learning.
USER TARGET AUDIENCE: Lower secondary subject teacherLower secondary language teacherUpper secondary subject teacherUppersecondary language teacherHead teacher/school manager
VALUES: Valuing cultural diversity
ATTITUDES: Openess to cultural otherness
SKILLS: Analytical and critical thinking skillsEmpathy
Knowledge and critical understanding: Knowledege and critical understanding of language and communication
PRINCIPLES: iii. promotes language awareness and language sensitivity across the curriculum;iv. encourages critical reflection on cultural diversity;
Measures: policy and practice: ii. ensure that the language dimension of all subjects is made explicit in curriculum guidelines and curriculums;xii. support the creation of teaching and learning resources designed to help the development of plurilingual repertoires and intercultural awareness and competences
Measures: Initial and further education teachers: ii. challenging attitudes, beliefs and preconceptions about language, language learning, plurilingualism, culture and intercultural learning;iv. engaging teachers in a detailed exploration of what plurilingual and intercultural approaches to education entail in terms of classroom practice;v. helping teachers to develop the pedagogical competences needed to manage linguistic and cultural diversity for the benefit of all pupils and students;ix. developing teachers’ competence in action research so that they can contribute to the evidence-based development of educational policy and practice.
KEY TERMS:
Resource: https://www.ecml.at/Portals/1/5MTP/roadmap/Coordinator's%20package/EN/01-Overview-of-the-ROADMAP-EN.pdf
3
Supporting multilingual classrooms
This initiative provides training workshops to help member states ensure access to quality education for migrant learners which will help bridge the attainment gap between these learners and non-migrant pupils - highly developed linguistic competences become key transversal competences to support learning, employability and social cohesion.
USER TARGET AUDIENCE: Primary education subject teacherPrimary education language teacherLower secondary subject teacherLower secondary language teacherUpper secondary subject teacherUppersecondary language teacherHead teacher/school manager
VALUES: Valuing democracyValuing human dignity and human rightsValuing cultural diversity
ATTITUDES: Openess to cultural othernessRespectCivic-MindednessTolerance of ambiguity
SKILLS: Linguistic, communicative and plurilingual skillsCo-operation skills
Knowledge and critical understanding: Knowledege and critical understanding of language and communicationKnowledge and critical understanding of the world
PRINCIPLES: i. is essential to education for democratic culture;ii. respects and values linguistic and cultural diversityiii. promotes language awareness and language sensitivity across the curriculum;
Measures: policy and practice: vi. promote the teaching of languages in interaction with one another;vii. encourage and facilitate communication and collaboration between teachers of different languages and different curriculum subjects;xii. support the creation of teaching and learning resources designed to help the development of plurilingual repertoires and intercultural awareness and competencesxiv. encourage pedagogical approaches that develop learners’ language and cultural awareness and equip them to engage in intercultural dialoguexv. encourage the adoption of inclusive whole-school/institutionwide approaches to linguistic and intercultural policy and practice;xvi. support the creation and use of assessment instruments that are fully aligned with the goals of plurilingual and intercultural education for democratic culture;xviii. facilitate the professional development of teachers and other educational staff in relation to plurilingual and intercultural education for democratic culture
Measures: Initial and further education teachers: ii. challenging attitudes, beliefs and preconceptions about language, language learning, plurilingualism, culture and intercultural learning;iii. developing student teachers’ and teachers’ own plurilingual and intercultural competences as an essential dimension of their pedagogical competencesiv. engaging teachers in a detailed exploration of what plurilingual and intercultural approaches to education entail in terms of classroom practice;vii. helping teachers to develop assessment competences that take account of plurilingual and intercultural learning;
KEY TERMS: language/s of schooling, home language/s, migrant learners, whole-school approach
Resource: https://multilingualclassrooms.ecml.at/Home/tabid/5518/language/en-GB/Default.aspx
4
Statement for teachers
A roadmap for schools to support the language(s) of schooling
USER TARGET AUDIENCE: Lower secondary subject teacherLower secondary language teacherUpper secondary subject teacherUppersecondary language teacher
VALUES: Valuing cultural diversity
ATTITUDES: Openess to cultural othernessRespect
SKILLS: Analytical and critical thinking skillsSkills of listening and observingEmpathyLinguistic, communicative and plurilingual skills
Knowledge and critical understanding: Knowledege and critical understanding of language and communication
PRINCIPLES: ii. respects and values linguistic and cultural diversityiii. promotes language awareness and language sensitivity across the curriculum;
Measures: policy and practice: i. review existing policies with a view to strengthening plurilingual and intercultural education and supporting linguistic and cultural diversity;vi. promote the teaching of languages in interaction with one another;x. ensure the quality of language learning and acknowledge the contribution made by non-formal education and informal learning;xii. support the creation of teaching and learning resources designed to help the development of plurilingual repertoires and intercultural awareness and competencesxiv. encourage pedagogical approaches that develop learners’ language and cultural awareness and equip them to engage in intercultural dialogue
Measures: Initial and further education teachers: ii. challenging attitudes, beliefs and preconceptions about language, language learning, plurilingualism, culture and intercultural learning;iv. engaging teachers in a detailed exploration of what plurilingual and intercultural approaches to education entail in terms of classroom practice;v. helping teachers to develop the pedagogical competences needed to manage linguistic and cultural diversity for the benefit of all pupils and students;vii. helping teachers to develop assessment competences that take account of plurilingual and intercultural learning;
KEY TERMS:
Resource: https://roadmap.ecml.at/Home/Statements/Statementsforteachers/tabid/5875/language/en-GB/Default.aspx
5
Statements for students
A roadmap for schools to support the language(s) of schooling
USER TARGET AUDIENCE: Primary education learnerLower secondary learnerUpper secondary learner
VALUES: Valuing cultural diversity
ATTITUDES: Openess to cultural othernessRespectTolerance of ambiguity
SKILLS: Analytical and critical thinking skillsSkills of listening and observingFlexibility and adaptabilityLinguistic, communicative and plurilingual skills
Knowledge and critical understanding: Knowledge and critical understanding of selfKnowledege and critical understanding of language and communication
PRINCIPLES: ii. respects and values linguistic and cultural diversityiv. encourages critical reflection on cultural diversity;vi. encourages learner autonomy and values the learner’s voice;vii. supports the inclusion of disadvantaged and marginalised learners on an equal footing with other learners
Measures: policy and practice:
Measures: Initial and further education teachers:
KEY TERMS:
Resource: https://roadmap.ecml.at/Home/Statements/Statementsforstudents/tabid/5876/language/en-GB/Default.aspx
6
A roadmap for schools to support the language(s) of schooling Overview of the ROADMAP
The ROADMAP focuses specifically on the language(s) of schooling. It is intended for (pre-)primary and secondary schools wishing to support all their students to access the curriculum and develop their potential in all subjects. Language(s) of schooling is/are the language(s) used for teaching the various school subjects and for the functioning of the schools. Insufficient proficiency in the language(s) of schooling may make it difficult for students, irrespective of linguistic or socioeconomic background, to access knowledge. Therefore, it is necessary for everybody working in the school to be aware of the importance of the language(s) of schooling and to take into account the language dimension in all subjects in order to find ways to support students´ learning.
USER TARGET AUDIENCE: Lower secondary subject teacherLower secondary language teacherUpper secondary subject teacherUppersecondary language teacherHead teacher/school manager
VALUES: Valuing cultural diversity
ATTITUDES: Openess to cultural otherness
SKILLS:
Knowledge and critical understanding: Knowledege and critical understanding of language and communication
PRINCIPLES: iii. promotes language awareness and language sensitivity across the curriculum;vii. supports the inclusion of disadvantaged and marginalised learners on an equal footing with other learners
Measures: policy and practice: ii. ensure that the language dimension of all subjects is made explicit in curriculum guidelines and curriculums;vii. encourage and facilitate communication and collaboration between teachers of different languages and different curriculum subjects;xii. support the creation of teaching and learning resources designed to help the development of plurilingual repertoires and intercultural awareness and competences
Measures: Initial and further education teachers: ii. challenging attitudes, beliefs and preconceptions about language, language learning, plurilingualism, culture and intercultural learning;iv. engaging teachers in a detailed exploration of what plurilingual and intercultural approaches to education entail in terms of classroom practice;v. helping teachers to develop the pedagogical competences needed to manage linguistic and cultural diversity for the benefit of all pupils and students;ix. developing teachers’ competence in action research so that they can contribute to the evidence-based development of educational policy and practice.
KEY TERMS:
Resource: https://roadmap.ecml.at/Coordinators/tabid/5852/language/en-GB/Default.aspx
7
A roadmap for schools to support the language(s) of schooling Overview of the ROADMAP
The ROADMAP focuses specifically on the language(s) of schooling. It is intended for (pre-)primary and secondary schools wishing to support all their students to access the curriculum and develop their potential in all subjects. Language(s) of schooling is/are the language(s) used for teaching the various school subjects and for the functioning of the schools. Insufficient proficiency in the language(s) of schooling may make it difficult for students, irrespective of linguistic or socioeconomic background, to access knowledge. Therefore, it is necessary for everybody working in the school to be aware of the importance of the language(s) of schooling and to take into account the language dimension in all subjects in order to find ways to support students´ learning.
USER TARGET AUDIENCE: Lower secondary subject teacherLower secondary language teacherUpper secondary subject teacherUppersecondary language teacherHead teacher/school manager
VALUES: Valuing cultural diversity
ATTITUDES: Openess to cultural otherness
SKILLS:
Knowledge and critical understanding: Knowledege and critical understanding of language and communication
PRINCIPLES: ii. respects and values linguistic and cultural diversity
Measures: policy and practice: ii. ensure that the language dimension of all subjects is made explicit in curriculum guidelines and curriculums;vii. encourage and facilitate communication and collaboration between teachers of different languages and different curriculum subjects;xiv. encourage pedagogical approaches that develop learners’ language and cultural awareness and equip them to engage in intercultural dialoguexviii. facilitate the professional development of teachers and other educational staff in relation to plurilingual and intercultural education for democratic culturexix. engage parents, guardians and those responsible for non-formal educational initiatives in activities that promote, celebrate and highlight the value of plurilingualism and intercultural dialogue
Measures: Initial and further education teachers: ii. challenging attitudes, beliefs and preconceptions about language, language learning, plurilingualism, culture and intercultural learning;v. helping teachers to develop the pedagogical competences needed to manage linguistic and cultural diversity for the benefit of all pupils and students;ix. developing teachers’ competence in action research so that they can contribute to the evidence-based development of educational policy and practice.
KEY TERMS:
Resource: https://roadmap.ecml.at/Portals/1/5MTP/roadmap/Coordinator's%20package/EN/01-Overview-of-the-ROADMAP-EN.pdf
8
test
USER TARGET AUDIENCE:
VALUES:
ATTITUDES: Resposibility
SKILLS:
Knowledge and critical understanding:
PRINCIPLES:
Measures: policy and practice:
Measures: Initial and further education teachers:
KEY TERMS:
Resource:
9
A roadmap for schools to support the language(s) of schooling Statements for headteachers
he ROADMAP enables schools to set up a tailor-made whole-school strategy to support the development of students’ competences in the language(s) of schooling. The web-based tools help schools to develop the linguistic and critical thinking skills ALL students need in ALL subjects for learning and school success.
USER TARGET AUDIENCE: Head teacher/school manager
VALUES: Valuing cultural diversity
ATTITUDES: Openess to cultural othernessRespectTolerance of ambiguity
SKILLS: Analytical and critical thinking skillsSkills of listening and observingFlexibility and adaptabilityLinguistic, communicative and plurilingual skills
Knowledge and critical understanding: Knowledge and critical understanding of selfKnowledege and critical understanding of language and communication
PRINCIPLES: ii. respects and values linguistic and cultural diversityiv. encourages critical reflection on cultural diversity;vi. encourages learner autonomy and values the learner’s voice;vii. supports the inclusion of disadvantaged and marginalised learners on an equal footing with other learners
Measures: policy and practice: i. review existing policies with a view to strengthening plurilingual and intercultural education and supporting linguistic and cultural diversity;
Measures: Initial and further education teachers: ii. challenging attitudes, beliefs and preconceptions about language, language learning, plurilingualism, culture and intercultural learning;
KEY TERMS:
Resource: https://roadmap.ecml.at/Home/Statements/Statementsforheadteachers/tabid/5847/language/en-GB/Default.aspx
10
A roadmap for schools to support the language(s) of schooling:Information for coordinators
The ROADMAP enables schools to set up a tailor-made whole-school strategy to support the development of students’ competences in the language(s) of schooling. The web-based tools help schools to develop the linguistic and critical thinking skills ALL students need in ALL subjects for learning and school success.
USER TARGET AUDIENCE: Primary education subject teacherPrimary education language teacherLower secondary subject teacherLower secondary language teacherLower secondary learnerUpper secondary subject teacherUppersecondary language teacherHead teacher/school manager
VALUES: Valuing cultural diversity
ATTITUDES: Openess to cultural othernessResposibility
SKILLS: Analytical and critical thinking skillsEmpathyLinguistic, communicative and plurilingual skillsCo-operation skills
Knowledge and critical understanding: Knowledege and critical understanding of language and communication
PRINCIPLES: ii. respects and values linguistic and cultural diversityiv. encourages critical reflection on cultural diversity;
Measures: policy and practice: i. review existing policies with a view to strengthening plurilingual and intercultural education and supporting linguistic and cultural diversity;ii. ensure that the language dimension of all subjects is made explicit in curriculum guidelines and curriculums;vii. encourage and facilitate communication and collaboration between teachers of different languages and different curriculum subjects;
Measures: Initial and further education teachers: ii. challenging attitudes, beliefs and preconceptions about language, language learning, plurilingualism, culture and intercultural learning;iv. engaging teachers in a detailed exploration of what plurilingual and intercultural approaches to education entail in terms of classroom practice;
KEY TERMS:
Resource: https://roadmap.ecml.at/Coordinators/tabid/5852/language/en-GB/Default.aspx
11
Learning environments where modern languages flourish: Starting questions
This tool contains basic questions for exploring the learning environment approach that is based on the combination of three factors: culture (teaching content, projects, actions, events, habits, attitudes, etc.), the structure (framework, devices, equipment, etc.) and the actors (roles, functions, pathways, commitments, etc.). The combination of the three factors facilitates the setting-up learning environments where modern languages flourish.
USER TARGET AUDIENCE: Early childhood teacherPrimary education subject teacherPrimary education language teacherLower secondary subject teacherLower secondary language teacherUpper secondary subject teacherUppersecondary language teacherHead teacher/school manager
VALUES: Valuing cultural diversity
ATTITUDES: Openess to cultural othernessRespect
SKILLS: EmpathyFlexibility and adaptabilityCo-operation skills
Knowledge and critical understanding:
PRINCIPLES: i. is essential to education for democratic culture;ii. respects and values linguistic and cultural diversityiii. promotes language awareness and language sensitivity across the curriculum;vii. supports the inclusion of disadvantaged and marginalised learners on an equal footing with other learners
Measures: policy and practice: i. review existing policies with a view to strengthening plurilingual and intercultural education and supporting linguistic and cultural diversity;ix. explore ways of including home languages – signed as well as spoken – that are not part of the official curriculum in the educational process and, where appropriate, provide formal recognition and certification of those languagesx. ensure the quality of language learning and acknowledge the contribution made by non-formal education and informal learning;xii. support the creation of teaching and learning resources designed to help the development of plurilingual repertoires and intercultural awareness and competencesxvi. support the creation and use of assessment instruments that are fully aligned with the goals of plurilingual and intercultural education for democratic culture;
Measures: Initial and further education teachers: ii. challenging attitudes, beliefs and preconceptions about language, language learning, plurilingualism, culture and intercultural learning;
KEY TERMS:
Resource: https://www.ecml.at/Portals/1/5MTP/Erin%20Jonas/documents-51tools/EOL-01-E%20Starting%20questions%20.pdf?ver=2019-10-22-140306-817
12
Learning environments where modern languages flourish: EOL-Matrix: parameters which lead to learning environments where modern languages flourish
This is the main tool of the project. The matrix provides an overview of all areas covered by EOL. If you want to work on learning environments, the matrix gives you an idea of directions you can take. One of the most beneficial ways to use the matrix is to make choices as a team. The goal is to help your school evolve towards becoming a language friendly learning environment. The matrix is a dynamic tool.
USER TARGET AUDIENCE: Head teacher/school manager
VALUES: Valuing democracy
ATTITUDES: Openess to cultural othernessResposibility
SKILLS: Skills of listening and observingEmpathyFlexibility and adaptabilityLinguistic, communicative and plurilingual skills
Knowledge and critical understanding: Knowledege and critical understanding of language and communication
PRINCIPLES: ii. respects and values linguistic and cultural diversityiii. promotes language awareness and language sensitivity across the curriculum;iv. encourages critical reflection on cultural diversity;
Measures: policy and practice: i. review existing policies with a view to strengthening plurilingual and intercultural education and supporting linguistic and cultural diversity;ix. explore ways of including home languages – signed as well as spoken – that are not part of the official curriculum in the educational process and, where appropriate, provide formal recognition and certification of those languagesx. ensure the quality of language learning and acknowledge the contribution made by non-formal education and informal learning;
Measures: Initial and further education teachers: ii. challenging attitudes, beliefs and preconceptions about language, language learning, plurilingualism, culture and intercultural learning;iv. engaging teachers in a detailed exploration of what plurilingual and intercultural approaches to education entail in terms of classroom practice;v. helping teachers to develop the pedagogical competences needed to manage linguistic and cultural diversity for the benefit of all pupils and students;
KEY TERMS:
Resource: https://www.ecml.at/Portals/1/5MTP/Erin%20Jonas/documents-51tools/EOL-10-E%20Matrix%20EN.pdf?ver=2019-10-21-142747-153
13
Learning environments where modern languages flourish: Towards an ecological approach to languages
This tool visualises a language learning environment as an ecosystem in which connections become possible through cooperation, inclusion, diversity, community, etc. The questions will allow you to examine your school context as a whole before making choices about possible strategies. It is recommended for use in a team.
USER TARGET AUDIENCE: Early childhood teacherPrimary education subject teacherPrimary education language teacherLower secondary subject teacherLower secondary language teacherUpper secondary subject teacherUppersecondary language teacherHead teacher/school manager
VALUES: Valuing cultural diversity
ATTITUDES: Openess to cultural othernessRespect
SKILLS: Skills of listening and observingEmpathyFlexibility and adaptabilityCo-operation skills
Knowledge and critical understanding: Knowledege and critical understanding of language and communication
PRINCIPLES: ii. respects and values linguistic and cultural diversityiv. encourages critical reflection on cultural diversity;
Measures: policy and practice: vii. encourage and facilitate communication and collaboration between teachers of different languages and different curriculum subjects;xviii. facilitate the professional development of teachers and other educational staff in relation to plurilingual and intercultural education for democratic culture
Measures: Initial and further education teachers: ii. challenging attitudes, beliefs and preconceptions about language, language learning, plurilingualism, culture and intercultural learning;v. helping teachers to develop the pedagogical competences needed to manage linguistic and cultural diversity for the benefit of all pupils and students;
KEY TERMS:
Resource: https://www.ecml.at/Portals/1/5MTP/Erin%20Jonas/documents-51tools/EOL-26-E%20Eco-EOL%20EN.pdf?ver=2019-10-23-104140-870