Developing the Language Awareness/Eveil aux langues Approach in the Nordic and Baltic countries A NordPlus Horizontal Project ( ) Reykjavik, 14 th and 15 th of November 2013 Petra Daryai-Hansen, PhD

INTRODUCTION 1.Workshop program 2.Some information about the project 3.The questionnaires 4.Presentation round Agend a

Workshop part 1: INTRODUCTION Workshop part 2: TEACHERS / RESEARCHERS Workshop part 3: SHARING RESULTS, PROJECT DESIGN Workshop part 4: TEACHERS / RESEARCHERS Workshop part 5: COUNTRY GROUPS, EVALUATION Workshop program

PHASE 1 : Integrating existing Language Awareness teaching materials in a Nordic/Baltic context (08/ /2014) 11/2013: Workshop 1 in Reykjavik PHASE 2: Designing teaching materials for the Nordic/Baltic context (08/ /2015) 08/2014: Workshop 2 in a Baltic Country PHASE 3: Collecting and distributing results and experiences (08/ /2016) 12/2015: 2-day conference (with workshops) in Denmark The project, part 1

Phase 1 3 existing teaching materials evaluation: - language biography - parents - students - teachers Phase 2 3 teaching materials for the Nordic/Baltic context Analysis of the sociolinguistic and language policy situation in each country evaluation: - language biography - parents - students - teachers Phase 3 Collecting and distributing results and experiences Dissemination, contact to the ECML national contact point, …

to network with others in similar situations. to meet colleagues from other countries. to exchange theoretical and practical experience with colleagues. to exchange experience in teaching foreign languages. I would like to hear from my colleagues about the situation of foreign languages in their countries. Your interest in this project – teachers 1

to gain inspiration and new ideas I can use in my language teaching. to get new ideas on the new approaches teaching languages and other subjects. to find out ways you can better the use of other languages in teaching e.g. English as a foreign language. to broaden the opportunities of teaching – learning English and other languages taught at our school. to find out more about contemporary strategies in learning and teaching foreign languages. to learn about new teaching materials. to develop new materials. to know how to create a language biography. Your interest in this project – teachers 2

I find all measures to increase teachers and learners language awareness of great importance. Students awareness of a language will help simplify the learning process. I look forward to spreading good practice on how to help the students get the tools to solve the code, see the connections between different languages and use different strategies in their learning process. It seems interesting. I haven’t thought about it, but now it seems interesting. Your interest in this project – teachers 3

Iceland: Helena Rúnarsdóttir, Hraunvalla School Samúel Lefever, University of Iceland Denmark: Zascha Kløve Sørensen, Randersgades Skole Mette Poulsen, Randersgades Skole Rikke Dahl Jensen, Randersgades Skole Petra Daryai-Hansen, Roskilde University Estonia: Aili Kedaste, Tartu Veeriku School Maive Meister, Tartu Veeriku School and Tartu University Latvia: Marija Zeltina, Malta Secondary School Sandra Stekele, Malta Secondary School Skaidrite Babre, Malta Secondary School Inta Rimsane, Rezekne University of Applied Sciences Teachers: 14 Pilot Schools: 8 Researchers: 8 Sweden: Karin Helmerson, Fridaskolan Véronique Simon, Uppsala University Finland: Koistinen Satu, Ecole de Vähä-Heikkilä Heidi Layne/Fred Dervin, University of Helsinki Eija Suomela-Salmi, University of Turku Terhi Seinä, Finnish National Board of Education Anu Halvari, Finnish National Board of Education Lithuania: Lina Vadoklienė, Vilnius Šviesos Elementary School Vaida Batkauskienė, Vilnius Šviesos Elementary School Jolanta Kažukauskienė, Vilnius S. Nėris Gymnasium Loreta Chodzkiene, Vilnius University France / ECML: Michel Candelier, Université du Maine

Short presentations Teachers -Name -Institution -Subject(s), age of your students, projects Researchers -Name -Department -Interest in project (research areas, projects)

Helena Rúnarsdóttir, Hraunvalla School Samúel Lefever, University of Iceland Iceland

Tartu Veeriku School: Aili Kedaste Maive Meister Maive Meister, Tartu University Estonia

Finland Koistinen Satu, Ecole de Vähä-Heikkilä Heidi Layne/Fred Dervin, University of Helsinki Eija Suomela-Salmi, University of Turku Terhi Seinä, Finnish National Board of Education Anu Halvari, Finnish National Board of Education

Malta Secondary School: Marija Zeltina Sandra Stekele Skaidrite Babre Inta Rimsane, Rezekne University of Applied Sciences Latvia

Lithuania Vilnius Šviesos Elementary School: Lina Vadoklienė Vaida Batkauskienė Jolanta Kažukauskienė Loreta Chodzkiene, Vilnius University

Sweden Karin Helmerson, Fridaskolan Véronique Simon, Uppsala University

Randersgades Skole: Zascha Kløve Sørensen Mette Poulsen Rikke Dahl Jensen Petra Daryai-Hansen, Roskilde University Denmark

France / ECML - TaC Evlang LINGUA European Union Council of Europe

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How can/do we integrate the approach in our contexts? - Focus on: +Languages – linguistic diversity -Subjects: 1.Language of schooling 2.English, 3.French, German, Culture Studies, Economics - Learning objectives: Knowledge, Skills, Attitudes

Teaching materials – choice and analysis Teaching material choice based on: The 12 dimensions, the 3 groups, age of the pupils, languages you speak Material analysis: -What part of the material is relevant for your subject (language of schooling, English, group 3)? Focus: language diversity -Could the material be made relevant: How could it be adapted to your context (subject and school level)? -Why is it relevant: learning objectives (knowledge, skills, attitudes)? -Are there problematic aspects? -Is the material interesting for the two other groups? Presentation: Prepare a short presentation of the teaching materials (15 minutes). If possible: Focus on those materials, that you can recommend to the other two groups and on the learning objectives. What materials can you recommend?

Other research interests? Conferences?

Project organisation -Timetable -Sharing responsibilites and workload - contract -Dissemination/communication: project website, Facebook… -Evaluation: electronic surveys?! -Translations -Short title and title -Researcher/teacher pairs

Sharing responsibilites and workload Coordinator responsibilities: - Maintain contact with Nord Plus, the EDiLiC association and the FREPA project - Budget administration - Organizing technical assistance, establishment and maintenance of the project website - Coordinating the program for the workshops and the conference in cooperation with the other researchers and Michel Candelier - Organizing establishment of and technical assistance with the surveys - Providing general information about the Language Awareness approach for the website in cooperation with the other researchers - Design, distribution and analysis of the self-evaluation at the end of the project

Researcher responsibilities: - Preparing the workshops - Participating in the workshops - Participating in researcher skype meetings - Participating in teacher-researcher meetings - Finding translators to translate the existing teaching materials and the surveys - Providing the country informations for the website - Designing the surveys - Collecting and analyzing data - Presenting a paper at the Nordic/Baltic conference and designing workshops for the conference - Contributing to disseminate the project results by writing joint articles and/or presenting papers at conferences - Informing the ECML's National Contact Points about the project and its results

To increase the impact of the project: contact with the National contact points - representatives of the ECML’s National Contact Points contributed to the initial idea of applying for a Nord Plus Horizontal project - dissemination of information about the Language Awareness approach and its possible application in a Nordic/Baltic context to ECML's National Contact Points - primarily at the beginning and the end of the project

Teacher responsibilities: - Preparing for the workshops - Participating in the workshops (adapting and developing teaching materials) - Introducing the language autobiography to the students - Implementing the Language Awareness approach in at least six teaching sessions - Participating in teacher-researcher meetings - Helping the researchers to collect data (working continuously on the autobiography and giving the students and the parents access to the surveys) - Answering the teacher-survey - Informing the pilot school about the Nordic/Baltic project - Contributing to design workshops for the conference - Contributing to the website (teaching materials)

Contract

Dissemination and Communication

”A project website where the project's activities and results will be collected and distributed within the whole project period, integrating freely accessible papers”

”Use of social networks to promote the project's activities”

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Evaluation Electronic surveys: SurveyXact?

”Informations about the Nordic/Baltic project on the EDiLiC website”

”Integration of Baltic/Nordic teaching materials in the FREPA teaching material database”

Translations 1) Translating 7 surveys from English to 7 Baltic/Nordic languages (2 hours/survey) – there is no money for this translation 2) Translating nine relevant teaching activities (three for Primary 1, three for Primary 2 and three for Secondary 1) to the eight Baltic/Nordic languages (2 hours/activity) Cost pr. item 35€ Number of item 144 Covered by grant 5.040€ (630€ per country)

Translation – title Eveil aux langues Awakening to Languages Language Awareness How can this be translated into the Nordic/Baltic languages?

The short title - Nord+L (= Nordplus Languages) : 2 - Nord+LA (= Nordplus Language Awareness/Language Awakening) : 9 - DeLA-NoBa (Developing the Language Awareness/ Eveil aux langues Approach in the Nordic and Baltic countries) : 9 - NB_LanguageAwareness (Developing the Language Awareness/Eveil aux langues Approach in the Nordic and Baltic countries) : 2 Other suggestions: NordBalt, Nordplus Language Awareness

Our decision: NOBA+L DEL-NOBA DELA-NOBA

-Lunch boxes -Questionnaires -Taxi: Restaurant: Participant list (TaC) -Travel expenses -Certificate of Participation -Phase 2: Vilnius, – European Language Day? - OdFcGgya1lJdWIxc0E Organisation

Phase 1 3 existing teaching materials evaluation: - language biography - parents - students - teachers Phase 2 3 teaching materials for the Nordic/Baltic context Analysis of the sociolinguistic and language policy situation in each country evaluation: - language biography - parents - students - teachers Phase 3 Collecting and distributing results and experiences Dissemination, contact to the ECML national contact point, …

Teachers - subject groups - Have you found three existing teaching materials that you would like to use within the next year? - How can the language autobiography be integrated in your context? Researchers: - parents’ pre- and postexperiences (Heidi, Inta) - students’ evaluations of the teaching material – integration in the language autobiography? (Maive, Loreta) - teachers’ preexperiences and teacherTe diary (Samuel, Eija) Teachers and researchers (country groups): Organizing the next year. Have a look at the FREPA Country Pages: How did they translate Awakening to Languages? How would you translate it? Phase 1

Finland: Tietoisuus kielellisestä monimuotoisuudesta Lithuania: „pažadinimas kalboms” Denmark: ? Iceland: ? Estonia: teadlikkus keelelisest mitmekesisusest