Want to make creations as awesome as this one?

No description

Transcript

What?

Aims?

How?

Output?

Stated IOs

Who?

LOcal Linguistic Landscapes for global language education in the school contextPrincipal Coordinator: University of Hamburg (Dr. Silvia Melo-Pfeiffer)Local Coordinator: UAB (Dr. Melinda Dooly)

timeline

UAB team:Melinda Ann Dooly (local manager), Emilee Moore (deputy manager), Dolors Masats, Maria Mont, Claudia Vallejo; Mònica López, Paula Bito (school artist), Nuria Ribalta Vives and Klaudia Kruszynska (technician)

2019-1-DE03-KA201-060024Directorate General for Education and Culture, Erasmus+ 2019 Key Action 2 Strategic Partnerships for Higher Education

This project: i) commits to acknowledging the added-value of superdiversity in language education, by mapping local Linguistic Landscapes (LL) and discussing them comparatively at an international level; ii) acknowledges the importance of involving youth, namely with migrant background, in active discovery and dissemination processes related to social and lived multilingualism and to their own linguistic repertoires.; iii) connects foreign language learning and language awareness through sociolinguistics discussions on language presence, roles and dynamics in broader social contexts, acknowledging languages and the linguistic resources that young people have at their disposal.Students and teachers will learn to understand and become aware of language hierarchies and linguistic prestige, language comparison and language awareness, translanguaging in public spaces) and develop multilingual, critical and plurisemiotic literacies and, concomitantly, the development of skills in the languages of the school and the development of the linguistic repertoires.Materials will help foster global language education, promote commitment to linguistic diversity and lifelong learning by bringing students’ lifeworld and school multilingualism to the foreground so that they can develop a sense of belonging through active participation in multilingual and intercultural spaces.Help adolescents develop self-esteem and agency when actively engaged in meaningful interactions and discovery processes through their engagement as oo-ethnographers of their language milieus.

Tool kit including practical resources for teachers and students: a collection of (multimodal) modules to be used by teachers, a library with pod-casts and tutorials on the usage of those resources and an App to be used by studentsGuidelines to different stakeholders (teacher educators, teachers, students, ...), including aninternational, comparative and comprehensive state of the art about the integration of multilingualResources in the classrooms, the added-valued of using the designed materials and of collaboration (both local and international) in integrating multilingualism in the classroom;We will co-produce videos of "linguistic landscapes" (and also "schoolscaping" and "homescaping") that underscore the presence of various languages and linguistic resources.Students and teachers will learn to understand and become aware of language hierarchies and linguistic prestige, language comparison and language awareness, translanguaging in public spaces) and develop multilingual, critical and plurisemiotic literacies and, concomitantly, the development of skills in the languages of the school and the development of the linguistic repertoires.

LoCALL’s principles and aims will be realised through the sequential but interrelated conception of these intellectual outputs: creation of 1) (multimodal) modules on linguistic landscaping (LL) for language education in the different contexts, aimed at teachers and teacher trainers; 2) Tutorial and podcast library on LL; 3) App for mobile learning, including several functions; and 4) Guidelines for the introduction of linguistic landscapes in (foreign) language learning and teacher education. All these IOs will be available on the project platform, which will include tools for telecollaboration across schools and partners (synchronous and asynchronous communication tools).

LOCALL: Local Linguistic Landscapes for global language education in the school context2019-1-DE03-KA201-060024Directorate General for Education and Culture

UAB Events (i)

First UAB team meeting

Introductions and general outline of the project is discussed. Two teachers volunteer to design and implement LL in their schools: (Mònica López, primary education - 6th graders) and Klaudia Kryszynska (secondary education - 9th graders). Maria Mont and *Aina Obiols (both from primary education agree to contribute to designing of projects).Dolors Masats, Claudia Vallejo & **Emilee Moore cannot attend the meeting.*Aina later informs Melinda that she cannot participate in the project.** On maternity leave.

LL Planning (with new team member: school artist, Paula Bito & soon-to-be mom Maria!)

Brainstorming session with school artist (Paula Bito) who works closely with Mònica in the school. Initial ideas on how to bring LL into the classes. Maria - who is on leave - joined us in the meeting.Unable to attend: Dolors Masats, *Emilee Moore & Claudia Vallejo*On maternity leave

First drafts completed

28/12/19

22/01/20

13/02/20

01/03/20

30/04/20

14/05/20

Linguistic landscape workshop

Online Meeting: Dealing with the Covid 19 Crisis. New planning for the current situation.

Notes: Online meeting 30 April 2020Melinda Dooly, Mònica López, Klaudia KruszynskaPrior to the meeting, we all watched the materials (Coronascapes) sent by the Groningen partners.Point 1: Round: What are you doing in your schools right now? How are you adapting? Can we still fit anything sort of LL into the lessons before the end of the school year?Mònica (primary): Classes in googleclassroom. Assigns 1 activity per week, per subject. 2 group tutorials of approximately an hour per week.Klaudia (middle school): Students have 'regular' schedule (daily 9 to 5 classes). Students are overwhelmed and it is really not functioning very well.Can we go ahead with any activities?Mònica: Thinks she can do something but it must be much simpler, less ambitious.Klaudia: Will have to switch from 3rd grade in secondary school to 4th grade secondary school students (has a tutorial/homeroom with these students; much smaller group; has at least 4-5 hours with them per week in smaller group).Point 2: If we think we can go ahead, what can we do (2 hour brainstorming session)Decisions taken:Mònica (primary third cycle, year 5 and 6)1) Initial activity of 'linguistic scavenger hunt'. Students have to create a collage of the different examples of languages that they can find in their houses. She will do an example first. She will pose it as a 'challenge' (who can find the most languages in their immediate environment?).Question of images is an issue (there wasn't enough time to ask for permission to collect images before Spain went into lock-down). She will ask them to do the collage without an self-images or else ask for permission from parents in a digital permission form.2) Students will share their collages in the online tutorial and discuss the languages.3) Students will be asked to post words and phrases they know in other languages on a collage (e.g. EU background).4) Based on this she will discuss whether languages 'belong' to specific places and then get them to critically reflect on their answers by showing them the picture she had originally intended to start the project with (multilingual sign from a hairdresser's shop).5) OPTIONAL activity - students will be asked to do LL during their 1 hour 'outside time'. This has to be optional because it is the only time the students have to be outside and she can't force them to do work during that time.Klaudia (4ESO – last year of secondary obligatory education, 15-16 years old):1) Students will be shown a self-portrait linguistic biography Power Point slide (Klaudia will do her own to inspire them) and asked to do their own. They should not give their names. They will also prepare a recording describing their own slide.2) These will be added to a presentation and during the tutorials they have to try to guess whose drawing belongs to whom. Next, they will listen to student´s recording. They will have time to discuss their slides.3) In small groups, the students will be asked to write a poem, using the languages that are represented in their groups.4) They create a 'performance art' from the poem (adding music, imagery, narrative, etc.).5) Discussion of which of these languages are visible/invisible in the community and why.6) Carry out a sociolinguistic study (with another teacher) on the languages they have as a class and minority languages represented in the 4 Catalan provinces, one province per group of 4-5 students.

Meeting & presentation of output 'Coronascapes'

Notes: Online meeting 14 May 2020Participants: Melinda Dooly, Mònica López, Klaudia KruszynskaPoint 1: Round: How are the linguistic homescapes going?Mònica (primary): Students have engaged quite enthusiastically. She has alreadycollected some videos (based on her modelling) and will ask them to do cityscapesduring their 'outside time'.Klaudia (secondary): Students have done their first linguistic self-collages. They arediscussing them a few at a time during this week (guessing who is who). She finds she is having a hard time getting the students motivated and is a bit worried that they are going to get bored with the activity before they finish. Klaudia shared the students' 1st output of narrated presentation slides (see illustration below for examples).Point 2: What to do next? What points do we bring out? (Brainstorming and decisions taken)Mònica (primary third cycle, year 5 and 6)Some of the students are struggling with all of the studies so will make it all optional.Following the cityscape, we have designed a survey:Which language were you most surprised to see /like the most that is present in your or your mates' lives?Which language(s) are most predominant in the city? Why do you think this is so? Which languages are more 'invisible'? Why?What did you learn?What would you do differently?Mònica will do a 'percentage' infochart of language presence and ask the students tochoose a 'new' language to 'explore' (learn a word, phrase). They will then create an'digital mural' with images and audio files.Klaudia (secondary 3r ESO)Will hold a discussion on why there is a predominant use of flags to represent languages.Students will create their 'performance art' but she is not sure if they will have time/energy to do the sociolinguistic research project.Point 3: Set up next online meeting to continue discussion and talk about June training.

More

Return

1. The goal of the first meeting (kick-off), taking place in Hamburg (11/2019), will be to discussfurther the:- planning of the projects- task and responsibilities and internal cooperation- impact and sustainability approach- financial and administrative rules of the project- dissemination plan (including dissemination activities)- quality assurance2. Second meeting: Groningen (06/2020)topics will be: state of the art of Output 1, preparation of multiplier events, progress on impact of the project and stakeholder involvement, project administration and management, progress of the output development (mainly for IO 2), sustainability and dissemination.3. Third meeting: Aveiro (12/2020)topics will be: state and conclusion of Output 2 (which should be close to completion at this point), progress on impact of the project and stakeholder involvement, project administration and management, progress of the output development (mainly for IO 3 and 4), sustainability anddissemination.4. Fourth meeting: Strasbourg (06/2021)topics will be: state of the art of Outputs 3 and 4 (they are being developed and their testing andevaluation should be thoroughly discussed, in order to collect the appropriate data), progress onimpact of the project and stakeholder involvement, project administration and management,sustainability and dissemination.5. Fifth meeting: Barcelona (12/2021)topics are: presentation of IO 3 and 4, planning of IO 5 and task distribution, preparation of multiplier events, progress on impact of the project and stakeholder involvement, project administration, preparation of final report (distribution of tasks).6. Sixth meeting: Hamburg (06/2022)topics are: Preparation of or/and report on multiplier events, project administration, discussion of IO 5 and final details on the final report.

E1 UNIVERSIDADE DE AVEIRO Jornadas do LALE 10-2021E2 UNIVERSITAET HAMBURG Tagung LI 06-2022E3 RIJKSUNIVERSITEIT GRONINGEN Groningen 09-2021E4 UNIVERSITAT AUTONOMA DE BARCELONA Barcelona 11-2021E5 UNIVERSITE DE STRASBOURG Strasbourg 10-2021The UAB team will offer a day and half dissemination event that will consist of talks that showcasethe main aims and outcomes of the project on the first half day. This opening session will be held on a Friday afternoon in order to ensure maximum availability to secondary and primary educationteachers (the main target audience) but will also be open to other educational stakeholders such as teacher educators and principal policy makers (local, regional and national administrators indepartments of education and similar). The second day will be a full day of workshops for teachersand educators interested in learning about using the approach developed by the project in their own teaching practice.

UAB Events (ii)

3rd online meetingMore discussion; presentation of mid-project output

Notes: Online meeting 29 May 2020Participants: Melinda Dooly, Mònica López, Klaudia KruszynskaPoint 1: Round: How are the coronascapes going?Mònica (primary): Students are very engaged. She has collected over 60 videos! There are fewer cityscapes and most of them only show Catalan and Spanish (and a bit of English. The 'Italian' Pizza shows up on several of them). This could be due to the limit in kilometers that they can leave their homes or the fact that there are actually few languages visible in the town where they live. Mònica shared the powerpoint she had used to motivate them to find languages in their home (see image below).Mònica is working on the survey and setting up guidelines to help the students analyze somewhat the findings of the 'discovered' languages' in order to lead into some reflection. She hopes to get them to produce a collaborative research and will present us with the outcome soon.Klaudia (secondary): Students became more excited about the powerpoint presentations as the sessions went on. She had been worried that they would not enjoy going through all of them but found that the students actually requested it! The students are now working on their 'performance' videos (very much looking forward to seeing those results). The performance videos will be based on the languages that the small collaborative groups have (they should teach other their unique languages).The discussion on connection people make between languages and nation-state symbols was very interesting. Klaudia has taken notes on some of the main points because she was not allowed to record the sessions.Point 2: Finalizing the projectsBoth teachers agree that it is getting more complicated as the term ends. The students are tired and a bit fed up with the 'online schooling'. The warm weather and lifting of some of the confinement restrictions is also making it more difficult for the students to stay focused. Both teachers agreed that they will try to bring the projects to a meaningful end but will not force the issue.Point 3: Discussion of the June training.Decided to invite the collaborating teachers from each school.Made a list of potential other candidates who might be interested in joining the training.Agreed that Melinda will send out the invitations and the link.Point 4: Next meeting.Decided to set a provisional date of Wednesday 3rd for another meeting - but only if needed regarding questions or doubts about the online training set for the following week.

28/05/20

09/06/20

10/06/20

19/06/20

06/07/20

16/10/20

Participation in the first days of our online teacher training programme

The first days of our online teacher training event, run by our Groningen partners, have come and gone. A fantastic start - lots of participation and we are sharing our work and discussing new ideas with others. A very nice discussion this evening about LL. The only downside is that we couldn't actually be in Groningen this June!Here are a few of the key words that have emerged from this first discussion:UAB team members enrolled in the training: Melinda Dooly, Mònica López & Klaudia Kruszynska. Other GREIP associates enrolled in the training: Johanna Buitrago & Jiabi Wu.

Attending webinar:Dr. Danielle MooreDr. Alice ChikDr. Larissa Aronin

Very interesting talks by 3 wonderful speakers. Summaries of the talks are available in page five (project events) of this timeline.Our first speaker was Dr. Danielle Moore, followed by Dr. Alice Chik.And last but not least, we had a talk by Dr. Larissa Aronin.UAB Team attendees: Melinda Dooly, Mònica López, Claudia VallejoOther invited UAB attendees: Ania Czura, Johana Buitrago, Jiabi Wu

Consortium meeting

Online consortium meeting: 19 June 2020 (UAB Notes)App - have contacted software companies; have chosen one that has done educational appsMargarida presented appLook at http://languagelandscape.org/Training week goes into IO2 (modules)Some issues raised: What about sustainability? If it is only the cities that are in the consortium it won't be open later for other teachers from other countries & cities? How about making it satellite-functional (googlemap)? Can it be open to other schools? We need to include the wider metropolitan area of the cities otherwise the teachers have to take fieldtrips (e.g. to Barcelona)Online training module: All agree that it was a great successWebsite will be launched in a few daysInterim report is almost done; mostly a qualitative report - progress checkIO2: Modules:Questions: Will schools be open next year? How are we going to launch this? How will we implement these activities? Do we postpone them? Were planning to record the teacher training students to do think aloud protocol - but will this be possible? Can we do research around this?Modules will be published online as resources - but need to have more homogenous appearance; have had at least one teacher already testing thisNeed a content structure for the modules (website & publications): Suggestion to have them published here https://www.ua.pt/cidtff/lale/page/24138UAB team can publish their coronascapes by adapting to the format which Silvia will send us.IO5: Silvia is collecting information from training to add to the guidelinesIO3 (UAB):18-22 January - 1st training week Discussion & decisions regarding IO3:Tutorials are 'how-to' aimed at teachers regarding LL.§ UAB will collect 'key questions' from teachers from online training modules & from teams. After sorting them, we will distribute them to be answered by different teams. UAB is in charge of creating guidelines regarding the format of the tutorials.Podcasts: vignettes of experiences. Agreed to also include vlogcasts. We also have to come up with guidelines of format. Can use some of the pilot experiences to create some samples now.Next international training: 18-22 (Aveiro)Transnational meeting - set for 21st & 22nd

UAB team meeting

Notes: Online meeting 6 July 2020Participants: Melinda Dooly, Mònica López, Klaudia Kruszynska, Claudia VallejoPoint 1: Impressions from online training week.Both Klaudia & Mònica enjoyed it. It was a very busy week for them and they were unable to attend everything. Klaudia couldn't access the online seminars but downloaded them and watched them later. Found them very useful. Mònica enjoyed the break out discussion and felt that everything was very well organized.(Claudia had to leave early to take her children to an event). She promised to post the meeting on the GREIP newsite.Point 2: Possibility to publish their pilot materials.Melinda explained the possibility of publishing in Cadernos do LALE and shared the link and example sent by Aveiro. Klaudia is interested in getting started on something over the summer. Mònica is unable to do so during the summer but will look into it in September.Point 3. Upcoming dates of events.Melinda will share updated timeline with all the UAB participants. She confirmed that the training in Aveiro has been moved from September 2020 to January 2021.Point 4: Getting to work on IO3.Melinda explained what we are expected to do. The UAB team examined the new LOCALL webpage. We are unsure of the difference between the vignettes and the 'videos' (one is already online).We discussed the formats for both. Melinda insisted on getting their input as teachers 'think like a teacher - what would be useful for you'. This focus helped us decide length of the materials and formats.We started an online google document for brainstorming questions. We are hoping to receive more from the participants' survey from the online training.We came up with a general outline for both the tutorials and the vignettes.Klaudia will create a pilot vignette over the summer. Mònica will try to do one in September.General outline to be submitted to other partners for discussion:Tutorial structure:We discussed what would be most appealing and useful for teachers. Opted for video over text due to time issues (quick and handy).Suggested format:Video of speaker embedded in a presentation (preferable - always nice to have a personal touch) or narrated presentation.Suggested outlineOpening sequence: LOCALL logo + question (in text)2 to 3 minute video (Read question then give answer).Recommendations:Keep question short and to the point. If the question is too complex make it into 2 or 3 questions. If you have to do this, make reference to the next question at the end of the video. ‘If you want to know about … see video XXXX’.Avoid technical/academic language; talk as if addressing students.Give an example if possible (especially using students’ work - make sure you have permission first).Make the video as visual as possibleFinish with author name & school & university partner, LOCALL logo & webpage urlDateVignettes: 5 to 7 minutesProvide a title & LOCALL logo (e.g. Making invisible languages invisible visible in the classroom)Personal introduction (name) & contextualization (secondary school teacher; student level, ages, focus of the LL; other information - 1st time doing LL, experienced at LL, etc.)Explanation of content focus of LLChoose between whole project overview / just one activity from the overviewMake reference between the 2 (this is an overview of all the activities we did; to see the individual activities to go video XXX …).Be concise. If it was a complex project break it down into more than one vignetteFinish with author name & school & university partner, LOCALL logo & webpage urlDatePoint 5. Melinda shared the following documents:Shared folderUpdated timeline of events (need to request this from Sílvia).LOCALL logo (in shared folder).UAB timeline webpage.LOCALL webpage.Proposed APP powerpoint(link to dropbox)Point 6. Next meetingWe did not set a date for our next meeting. Melinda promised to leave them alone until September! (She and Klaudia will still meet in July to talk about the pilot).We said good-bye for the summer!

Mònica presents her work internationally

Monica had the chance to present her work from this project internationally as an invited guest speaker for the online Erasmus Day celebration hosted by our Aveiro consortium partners. You can find out more information about the event here for go directly to the online presentations (Monica's presentation begins at -1:27:23).

More

Return

1. The goal of the first meeting (kick-off), taking place in Hamburg (11/2019), will be to discussfurther the:- planning of the projects- task and responsibilities and internal cooperation- impact and sustainability approach- financial and administrative rules of the project- dissemination plan (including dissemination activities)- quality assurance2. Second meeting: Groningen (06/2020)topics will be: state of the art of Output 1, preparation of multiplier events, progress on impact of the project and stakeholder involvement, project administration and management, progress of the output development (mainly for IO 2), sustainability and dissemination.3. Third meeting: Aveiro (12/2020)topics will be: state and conclusion of Output 2 (which should be close to completion at this point), progress on impact of the project and stakeholder involvement, project administration and management, progress of the output development (mainly for IO 3 and 4), sustainability anddissemination.4. Fourth meeting: Strasbourg (06/2021)topics will be: state of the art of Outputs 3 and 4 (they are being developed and their testing andevaluation should be thoroughly discussed, in order to collect the appropriate data), progress onimpact of the project and stakeholder involvement, project administration and management,sustainability and dissemination.5. Fifth meeting: Barcelona (12/2021)topics are: presentation of IO 3 and 4, planning of IO 5 and task distribution, preparation of multiplier events, progress on impact of the project and stakeholder involvement, project administration, preparation of final report (distribution of tasks).6. Sixth meeting: Hamburg (06/2022)topics are: Preparation of or/and report on multiplier events, project administration, discussion of IO 5 and final details on the final report.

E1 UNIVERSIDADE DE AVEIRO Jornadas do LALE 10-2021E2 UNIVERSITAET HAMBURG Tagung LI 06-2022E3 RIJKSUNIVERSITEIT GRONINGEN Groningen 09-2021E4 UNIVERSITAT AUTONOMA DE BARCELONA Barcelona 11-2021E5 UNIVERSITE DE STRASBOURG Strasbourg 10-2021The UAB team will offer a day and half dissemination event that will consist of talks that showcasethe main aims and outcomes of the project on the first half day. This opening session will be held on a Friday afternoon in order to ensure maximum availability to secondary and primary educationteachers (the main target audience) but will also be open to other educational stakeholders such as teacher educators and principal policy makers (local, regional and national administrators indepartments of education and similar). The second day will be a full day of workshops for teachersand educators interested in learning about using the approach developed by the project in their own teaching practice.

UAB Events (iii)

Mònica gives a talk to preservice teachers from Spain & USA

Mònica shared her linguistic landscape project with preservice teachers from the Universitat Autònoma de Barcelona and the University of Illinois Urbana Champaign.Both classes are working telecollaboratively on the topic of technology-infused language teaching and this week the topic of discussion was linguistic landscaping. The students were impressed with Mònica's project as is evidenced by their quick round of impressions.

26/10/20

27/10/20

13/11/20

08/12/20

00/00/20

00/00/20

Klaudia gives a talk to preservice teachers from Spain & USA

Secondary teacher Klaudia Kruszynska was invited to talk to inservice teachers from the Universitat Autònoma de Barcelona and the University of Illinois Urbana Champaign (USA) as the second part of a week-long seminar on linguistic landscaping. Here's her recorded talk.

Online consortium meeting

Minutes coming soon

Online Surveys completed

UAB team has created a plurilingual survey for practicing teachers. The aim is to gather key questions and issues that teachers would like answered for the online tutorials (IO3). From these we'll create our short podcasts. We hope we'll get lots of responses!Loading…

More exciting events soon!

More exciting events soon!

output

Return

1. The goal of the first meeting (kick-off), taking place in Hamburg (11/2019), will be to discussfurther the:- planning of the projects- task and responsibilities and internal cooperation- impact and sustainability approach- financial and administrative rules of the project- dissemination plan (including dissemination activities)- quality assurance2. Second meeting: Groningen (06/2020)topics will be: state of the art of Output 1, preparation of multiplier events, progress on impact of the project and stakeholder involvement, project administration and management, progress of the output development (mainly for IO 2), sustainability and dissemination.3. Third meeting: Aveiro (12/2020)topics will be: state and conclusion of Output 2 (which should be close to completion at this point), progress on impact of the project and stakeholder involvement, project administration and management, progress of the output development (mainly for IO 3 and 4), sustainability anddissemination.4. Fourth meeting: Strasbourg (06/2021)topics will be: state of the art of Outputs 3 and 4 (they are being developed and their testing andevaluation should be thoroughly discussed, in order to collect the appropriate data), progress onimpact of the project and stakeholder involvement, project administration and management,sustainability and dissemination.5. Fifth meeting: Barcelona (12/2021)topics are: presentation of IO 3 and 4, planning of IO 5 and task distribution, preparation of multiplier events, progress on impact of the project and stakeholder involvement, project administration, preparation of final report (distribution of tasks).6. Sixth meeting: Hamburg (06/2022)topics are: Preparation of or/and report on multiplier events, project administration, discussion of IO 5 and final details on the final report.

E1 UNIVERSIDADE DE AVEIRO Jornadas do LALE 10-2021E2 UNIVERSITAET HAMBURG Tagung LI 06-2022E3 RIJKSUNIVERSITEIT GRONINGEN Groningen 09-2021E4 UNIVERSITAT AUTONOMA DE BARCELONA Barcelona 11-2021E5 UNIVERSITE DE STRASBOURG Strasbourg 10-2021The UAB team will offer a day and half dissemination event that will consist of talks that showcasethe main aims and outcomes of the project on the first half day. This opening session will be held on a Friday afternoon in order to ensure maximum availability to secondary and primary educationteachers (the main target audience) but will also be open to other educational stakeholders such as teacher educators and principal policy makers (local, regional and national administrators indepartments of education and similar). The second day will be a full day of workshops for teachersand educators interested in learning about using the approach developed by the project in their own teaching practice.

Intellectual Outputs

Training event 1 now complete: June 2020

Each local partner is in charge of setting up some training events based on topics related to our main output.Training event 1: (Groningen - online)The first training event was planned to be held in Groningen but due to the current global pandemia that was not possible. So we have held our first training event online. There is more information on the next page of this timeline.

Tutorials and Podcasts Library

Create a section in the platform for tutorials and pod-casts regarding the integration of multilingual landscapes in language education. These may include small videos from classroom practices, evaluation by the students, interviews with teachers and teacher trainers, linguistic landscapes paths through the different contexts and analysis of particular linguistic landscapes features.These formative documents with register of good practices and will be permanently available.Comment features will be available on the platform.IO3, led by UAB, will create a guideline to the production of these materials.These will be commented on and followed by the partner institutions.These guidelines to the production of tutorials and pod-casts are expected to achieve a certain uniformity across the creations and will include instructions on: structure, media and their combination, multimodality and multilingualism, ethical principles in the collection, edition and publication of material, as well as other matters considered necessary to assure the quality of all the resources produced. A common introduction and final credits sequences will be agreed upon.Note: connection to telecollaboration is desirable but is still to be conceptualised (ie: is there a possibility to link schools and teachers participating in the project and include their interactions in T & P?)

App

App for mobile linguistic Landscapes learning (led by Aveiro)This App will include: i) a discovery quiz (questions will be co-created by students, teachers and teacher educators participating in the project), with different levels; ii) virtual linguistic paths co-created by the participants; iii) links to social media information about the multilingual education and the use of LL in teaching and learning; iv) using geolocation tools and camera, examples of linguistic landscapes, written or orally commented by the partner institutions and/or by the users; v) notifications on new data or comments being uploaded. This App can be downloaded from the platform of the project and may be integrated in the modules (IO2) and in the creation of “Tutorials and Podcasts” (IO3).Steps:- design of interface and structure;- discussion of these elements with partner teachers, students and student teachers;- adjustments to the initial plan;- creation of the discovery quiz, including elements of the linguistic landscapes of the partnerinstitutions and cities;- creation from linguistic path, with elements collected by students and teachers;- implementation of a beta-version;- test of the beta-version;- implementation of improvement suggestions;- translation of the App in the different languages of the project;- dissemination of final version.Notes from 1st meeting: the APP should be designed collaboratively by students and teachers and include a quiz, linguistic paths (facilitated by geolocation tools) and videos with local linguistic communities.5 stages of APP development were presented: creation (including comparison with other Apps), design of the prototype (which will combine open and close features); content development (and its integration in the App); Beta testing (and subsequent implementation of improvements); and Dissemination (through the project Platform and other channels, such as partners’ networks). The Beta Version is planned to be presented in the local dissemination event in Aveiro. Further ideas discussed: the dashboard/template should allow personalisation and the quality control should allow the following actions: edit, remove and publish. Also peer control of the quality should be assured. Beta testing could be carried on by local teams, in a number of classes and institutions still to be defined. Example: Eduparkhttp://edupark.web.ua.pt/

Guidelines: introducing linguisticlandscapes in language learning and teachereducation

Following an internal “evaluation report”, a set of recommendations for teachers and teachereducators, raising awareness about the added-value of discussing language learning and languagelearning strategies in a broader context of linguistic and cultural diversity. Additionally, concreteexamples and practices will be included alongside recommendations.This IO will be coordinated by the University of Hamburg, and will include an analysis of quantitative and qualitative data collected through the implementation and evaluation of the previous Intellectual Outputs.It will take the form of a E-book to be made available in the website of the project and shorter versions of these recommendation will be disseminated in multiplication events and directlyby partner institutions (teacher training institutions, schools, associations dealing with multilingualism, multilingual education, etc). Each partner institution will analyse the informations collected during implementation and evaluation of the previous Outputs and signs of impact in teacher professional development. This product will include:- Introduction (context, goals of the project and activities carried on);- Evaluation of project outcomes by the participants;- Recommendations for policy makers;- Recommendations for teacher educators (Universities and training institutions);- Recommendations for teachers;- Recommendations for students.

Multiplier Events

International Teacher Training Events

IO 2

IO 3

IO 4

IO 5

MEs

(Multimodal) modules on LL for languageeducation

IO 2 will be carried out through the collaborative creation, implementation and assessment with and by partner schools and with prospective teachers. Parallel to the creation of these modules, also the (prospective) teachers’ report on their integration will be made available. These resources will be accessible online, in the platform of the project and discussion forums will be created in order to favor the exchange of experiences.The will be elaborated in the different contexts (countries), coordinated by the University of Groningen. Each partner institution will work collaboratively with secondary schools announced in this application in order to create the materials.The materials will be made available in the platform of the project, after its implementation. Other materials may be created by student teachers and be implemented by them in stages or internships at school.These materials are expected to be multilingual in content, but may be written in different languages according to the different national contexts and target audience.

Return

Events

E1 UNIVERSIDADE DE AVEIRO Jornadas do LALE 10-2021E2 UNIVERSITAET HAMBURG Tagung LI 06-2022E3 RIJKSUNIVERSITEIT GRONINGEN Groningen 09-2021E4 UNIVERSITAT AUTONOMA DE BARCELONA Barcelona 11-2021E5 UNIVERSITE DE STRASBOURG Strasbourg 10-2021The UAB team will offer a day and half dissemination event that will consist of talks that showcasethe main aims and outcomes of the project on the first half day. This opening session will be held on a Friday afternoon in order to ensure maximum availability to secondary and primary educationteachers (the main target audience) but will also be open to other educational stakeholders such as teacher educators and principal policy makers (local, regional and national administrators indepartments of education and similar). The second day will be a full day of workshops for teachersand educators interested in learning about using the approach developed by the project in their own teaching practice.

1. The goal of the first meeting (kick-off), taking place in Hamburg (11/2019), will be to discussfurther the:- planning of the projects- task and responsibilities and internal cooperation- impact and sustainability approach- financial and administrative rules of the project- dissemination plan (including dissemination activities)- quality assurance2. Second meeting: Groningen (06/2020)topics will be: state of the art of Output 1, preparation of multiplier events, progress on impact of the project and stakeholder involvement, project administration and management, progress of the output development (mainly for IO 2), sustainability and dissemination.3. Third meeting: Aveiro (12/2020)topics will be: state and conclusion of Output 2 (which should be close to completion at this point), progress on impact of the project and stakeholder involvement, project administration and management, progress of the output development (mainly for IO 3 and 4), sustainability anddissemination.4. Fourth meeting: Strasbourg (06/2021)topics will be: state of the art of Outputs 3 and 4 (they are being developed and their testing andevaluation should be thoroughly discussed, in order to collect the appropriate data), progress onimpact of the project and stakeholder involvement, project administration and management,sustainability and dissemination.5. Fifth meeting: Barcelona (12/2021)topics are: presentation of IO 3 and 4, planning of IO 5 and task distribution, preparation of multiplier events, progress on impact of the project and stakeholder involvement, project administration, preparation of final report (distribution of tasks).6. Sixth meeting: Hamburg (06/2022)topics are: Preparation of or/and report on multiplier events, project administration, discussion of IO 5 and final details on the final report.

Training & Multiplier Events

June 10, 2020Speak 1:Danièle Moore

Dr. Moore has provided us with an overview of what a linguistic landscape is.And also talked about the durability and invisibility of some languages (e.g. indigenous languages), highlighting examples of indigenous graffitti. Very insightful.Linguistic landscape documentation can sometimes trigger notions of where the place is, but it can also be tricky. This one, for instance, is in Vancouver! And also environment can trigger the signage.Her Japanese students for instance, did not know how to interpret EU signs for camping. So there is an issue of meaning-making and this can have an impact on the LL. LL can help us realize that our landscape has an influence on how we think about the world. For instance, a sign in Tokyo about shop hours shows that they have 27 hours in the day! Age can also affect how we create our personal Linguistic Landscapes. Adults' gaze tends to go up, children tend to look down. Linguisic landscapes can also serve a visual metaphors.Some key ideas:And her frame work with the acronym of PLURAL is very enlightening!

June 10, 2020Speaker 3:Larissa Aronin

Summary of Dr. Larissa Aronin's talk:She first provided some definitions and some current research:Recent advances in science have pushed the studies of language use/learning/cognition that needs to take into consideration embodiment & environment (extended mind view of cognition)the environment of our students is replete with material artefacts and materiality, we must bring it into teaching:Example:Immediate reaction to an occurence (Brexit) and reaction in Russian (need to consume less - must 'eat less); displays value system:LL are dynamic systems and can be brought into the classroom (jewelery, heritage items handed down through generations; all of these can provide social and educational encounters and provide validity to different lingual-cultural value systems). Also provide important support of individual identity. Can also be an important way to understand cultural and social positions that are dialogic in society:LL are in both private and public spaces.The nexus between public and private can show us a lot about communities (variety and location of languages). Provided example of display of signage & artefacts in Arabic, Hebrew, English, Circassian, Russian, Turkish)she then discussed the importance of materiality in teaching (affectivity is very important)Motivation, deeper understanding, emotional connectionExamples of materials used for home learning:Tackling the question of SO WHAT?Can help bring up discussion of how many things are misjudged; by examining the materiality of cognition.Example of counting that highlighted contradictions and similarities:Conclusions:

October 16, 2020Hosted by Aveiro Partners

To be announced

More to come

Multiplier Events

International Teacher Training Events

International Teacher Training Events

International Teacher Training Events

Erasmus Day

More to come

MEs

June 10, 2020Speaker 2:Alice Chik

Summary of Alice Chik's talkDemographics of population will have an impact on the linguistic landscape and language policies. For instance, in Australia the notion of plurilingualism is limited pretty much to English + 1 language. This does not reflect the everyday reality of people in Sydney.Also interesting the consensus asks about what you speak in your 'household' but daily life can mean use of other languages outside the home.Dr. Chik talked briefly about research background of LL that focuses on these three main strands:Focus on texts:This can be controversial in public spaces. For instance there was some controversy regarding a sign where English was not the most predominant text.Focus on photography:LL can highlight socioeconomic situations (e.g. use of Chinese in specific neighbourhoods). This can lead to statistical research on the neighbourhood.Comparative analysis can be enlightening:Most LL research has been done in cities but has not really be carried out much in suburbia. A lot of the multilingual signage can be found in public transport spaces (e.g. train stations).Sometimes Italian, Spanish or Greek are 'anglicized' (e.g. the use of mostly English for Italian restaurants).Indigenous languages are mostly visible in semi-public spaces (e.g. outside of Indigenous museums).Interesting point about virtual LLs:Example: education website only available in English but has link to google translate (in decided languages). Provides 'gist' of the content but sometimes it is not a very reliable translation because it is AI translation. This can become an issue considering that it is a public service website that is not meeting the needs of over 200+ language speakers (students, parents, etc.)She also discussed the significance of which languages are chosen to be officially translated in comparison to which languages speak; also to which languages learn.In her current research she is looking at which languages are available in public documents online.Some preliminary results of her study:

Return

E1 UNIVERSIDADE DE AVEIRO Jornadas do LALE 10-2021E2 UNIVERSITAET HAMBURG Tagung LI 06-2022E3 RIJKSUNIVERSITEIT GRONINGEN Groningen 09-2021E4 UNIVERSITAT AUTONOMA DE BARCELONA Barcelona 11-2021E5 UNIVERSITE DE STRASBOURG Strasbourg 10-2021The UAB team will offer a day and half dissemination event that will consist of talks that showcasethe main aims and outcomes of the project on the first half day. This opening session will be held on a Friday afternoon in order to ensure maximum availability to secondary and primary educationteachers (the main target audience) but will also be open to other educational stakeholders such as teacher educators and principal policy makers (local, regional and national administrators indepartments of education and similar). The second day will be a full day of workshops for teachersand educators interested in learning about using the approach developed by the project in their own teaching practice.

1. The goal of the first meeting (kick-off), taking place in Hamburg (11/2019), will be to discussfurther the:- planning of the projects- task and responsibilities and internal cooperation- impact and sustainability approach- financial and administrative rules of the project- dissemination plan (including dissemination activities)- quality assurance2. Second meeting: Groningen (06/2020)topics will be: state of the art of Output 1, preparation of multiplier events, progress on impact of the project and stakeholder involvement, project administration and management, progress of the output development (mainly for IO 2), sustainability and dissemination.3. Third meeting: Aveiro (12/2020)topics will be: state and conclusion of Output 2 (which should be close to completion at this point), progress on impact of the project and stakeholder involvement, project administration and management, progress of the output development (mainly for IO 3 and 4), sustainability anddissemination.4. Fourth meeting: Strasbourg (06/2021)topics will be: state of the art of Outputs 3 and 4 (they are being developed and their testing andevaluation should be thoroughly discussed, in order to collect the appropriate data), progress onimpact of the project and stakeholder involvement, project administration and management,sustainability and dissemination.5. Fifth meeting: Barcelona (12/2021)topics are: presentation of IO 3 and 4, planning of IO 5 and task distribution, preparation of multiplier events, progress on impact of the project and stakeholder involvement, project administration, preparation of final report (distribution of tasks).6. Sixth meeting: Hamburg (06/2022)topics are: Preparation of or/and report on multiplier events, project administration, discussion of IO 5 and final details on the final report.