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European Project IRIS

Zuletzt aktualisiert: 20 Mai 2020

Linguistic diversity is one of the characteristics of Europe. A significant number of languages coexist within it: official or national languages, minority languages, dialectal varieties and immigrant languages.   The European project IRIS takes on and recognises the linguistic diversity of the six partner countries and aims to promote awareness and appreciation of plurilingualism, developing the intercultural competences of teachers dealing with multilingual classes with a strong presence of non-native learners and bi-lingual subjects. The aim is also that ultimately, the diversity and singularity of individual learning pathways is legitimized of individual students. Two questions emerged: what kind of teacher training would be more appropriatesuch as the knowledge of approaches implemented in other educational contexts, the collaboration with actors of other pedagogical culture can improve teachers' practices? If the institutions of teacher training in each of the partner countries have structures, organisations and logics different, multilingual classroom situations present similar problems.

We have therefore developed some teacher training paths and some practices to be implemented in the classroom that we consider relevant in most of the 6 educational systems of the countries involved (and in others, to which we propose them).  We have organised them into 3 modules, partly autonomous and partly complementary.The three modules have as their central theme the relationship of the individual subjects in training with their own language, with their own languages, with their own language repertoires. 

Through different paths both on a thematic and methodological level, teachers will be guided to question themselves first (module 1) on the role of language and languages in the construction of individual identities, on the educational and intercultural function of the encounter with other languages, on the role that languages have always carried out in every political and social context. They can then ask themselves (module2) about language acquisition in our educational systems , about multilingualism in schools and the possibility of promoting it and making it a valuable resource to be exploited in transferring skills from one language to another. Finally ( module3) will be offered to users a rich assortment of teaching materials to be used in classes at different levels to enhance all the languages present and open each individual student to cultural diversity.

The three modules have a specific internal organisation and should be used independently. The first is a blended module that provides moments in presence and distance, and is conceived as a progressive approach to the ability to write one's own linguistic autobiography.  The second is an online module with materials to be used autonomously and moments of self-evaluation. The third is made up of a series of cards that can be used freely by the teacher, choosing a progression that will be adapted to the context and the educational needs of each person, group of learners.

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