Languages of lesser diffusion for greater mobility: the project E- LOCAL for all. Andrea Ceccherelli, Antonella Valva Bologna, 03 February 2014

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1 Languages of lesser diffusion for greater mobility: the project E- LOCAL for all Andrea Ceccherelli, Antonella Valva Bologna, 03 February 2014

2 Topics 1. E-LOCAL and E-LOCAL for all 2. The E-LOCAL courses 3. The E-LOCAL course of Italian language and culture 2

3 What is E-LOCAL for all? E-LOCAL: multilateral project LLP KA2 ( ) with the aim of promoting multilingualism by developing online courses of 6 languages and cultures: Dutch, Finnish, Hungarian, Italian, Polish, Portuguese (Awarded with the European Language Label in 2012) E-LOCAL for all: accompanying measures LLP KA2 ( ) with the aim of disseminating the results of the E-LOCAL project and experimenting with new forms of delivery of the courses CONSORTIUM 6 universities Bologna, Coimbra (CES), Debrecen, K.U.Leuven, Poznań, Lapland 2 secondary schools ITCS Rosa Luxemburg in Bologna, ZSO 2 Charles de Gaulle in Poznań 3

4 The E-LOCAL for all project in the EU context LLP Objectives such as: - To promote language learning and linguistic diversity - To support the development of innovative ICT-based content, services, pedagogies and practice for lifelong learning Specific Objectives of the Action such as: - To promote European co-operation in fields covering two or more subprogrammes (in E-LOCAL s case: Erasmus and Comenius) Priorities such as: - Less used European languages - Methodologies to motivate language learners, in particular via ICT LLP Horizontal policies such as: - Promoting an awareness of the importance of cultural and linguistic diversity within Europe 4

5 THE 8 KEY COMPETENCES FOR LIFELONG LEARNING 1. Communication in the mother tongue 2. Communication in foreign languages: this competence calls for skills such as mediation and intercultural understanding. The level of proficiency will vary between the four dimensions (listening, speaking, reading and writing) and between the different languages, and according to the individual s social and cultural background, environment, needs and/or interests. 3. Mathematical competences and basic competences in science and technology 4. Digital competence 5. Learning to learn 6. Social and civic competences 7. Sense of initiative and entrepreneurship 8. Cultural awareness and expression 5

6 EUROPEAN HIGHER EDUCATION IN THE WORLD (11/07/2013) In order to fulfil their potential to successfully integrate in their host country, mobile students, researchers and teaching staff need specific support for language learning, including the opportunity to learn the local language(s), whether or not this is the language of the study course or research group. The key priorities on internationalisation at home and digital learning for higher education institutions and Member States are to [ ] Increase the opportunities offered to students, researchers and staff to develop their language skills, particularly local language tuition for individuals following courses in English, to maximise the benefits of European linguistic diversity; Develop opportunities for international collaboration via online learning and expand the use of ICTs and Open Education Resources for new delivery modes to widen access. (COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS ) 6

7 THE TARGET OF E-LOCAL FOR ALL Internal exploitation: 1) Erasmus outgoing students; 2) International students enrolling in the international programmes taught in English; 3) Erasmus incoming students. External exploitation: Students of other Italian/European universities. Tutored exploitation: 1) A restricted group of students for each language; 2) Students of the School of Foreign Languages and Literature studying those languages. Possible kinds of tutoring: a) in-person b) full-distance c) blended learning Possible kinds of tutors: a) class-tutor; b) e-teacher (content tutor); c) e-moderator (platform tutor) 7

8 Main characteristics of the E-LOCAL courses language + culture acquisition of linguistic skills and attendant acquisition of cultural competence - language: basic level (A1 according to CEFR) - culture: sensu lato (from art to cuisine) local language + vehicular language (English) combined use of local and vehicular language (English) to introduce cultural contents in a way that be both effective (i.e. understandable, hence the intermediation role of English) and linguistically useful (i.e. strictly connected with the acquisition of communicative skills in local language) 8

9 Structure of the E-LOCAL courses 8 units + unit 0 (introduction) and unit 9 (final self-assessment) Structure of units 1-8: e-story (7 situations + comprehension test) e-grammar (2-6 grammar notes+ related exercises) e-culture (4-8 culture texts exercises) e- Life (1-2 everyday life texts exercises) e- Language exercises (5-15 exercises) 9

10 HOW WE BUILT THE COURSES: THE CASE OF THE ITALIAN COURSE The analysis of students needs: the questionnaire The E-LOCAL Methodology Development, implementation and pilot phase The revision phase Peculiarities of the Italian course 10

11 THE ANALYSIS OF STUDENTS NEEDS: THE QUESTIONNAIRE During the first months of the E-LOCAL project, the consortium submitted a questionnaire in order to analyse students needs and expectations concerning language learning in an online environment. Students acknowledged the connection between languages and mobility, they stressed the necessity of high-quality learning materials and they confirmed the importance of efficient and functional learning environments. The answers also highlighted the students awareness about the close link between linguistic and cultural competence thus proving that they have clear objectives and interests in planning their mobility experiences. 11

12 THE E-LOCAL METHODOLOGY The key values of the E-LOCAL learning environments are: 1) Authenticity. The learning situations of the E-LOCAL courses are set in realistic contexts and exploit possible real-life events in order to have the students familiarized with the local language and culture. 2) Motivational learning. The learners motivation rises if their interests are met (use of concrete ostensible settings) 3) Communicativeness. The E-LOCAL courses are full-distance courses, it is essential to compensate for the missing human contact with alternative communication means (also through the use of social media as a valid support for interaction) 4) Replicability, i.e. the possibility to offer the courses to new target groups (or even to apply the E-LOCAL model to other languages and cultures) thus providing student mobility with a reliable and up-to-date learning environment. 12

13 DEVELOPMENT AND IMPLEMENTATION The Common Framework of Contents indicated the structure of all the E-LOCAL courses and the Storyboard provided them with a plot to be followed in order to elaborate the learning situations. The learning sequences are specific for each language, they were defined after a previous analysis of textbooks, grammar handbooks, online courses. A Task Force of both language and culture experts produced the learning materials which were then implemented through an Authoring Tool and transformed into Learning Objects. 13

14 PILOT PHASE From February to May 2012 more than 100 pilot-users from the nine countries involved in the E-LOCAL project tested the E-LOCAL courses. This was the so-called pilot phase and it consisted in submitting the courses to a group of selected students and staff for each institution. The pilots feedback was crucial for the improvement of the E-LOCAL courses. Pilot-users gave their opinion about technological and methodological aspects and they also expressed a lot of suggestions that came out their personal experience of learning. The combination of linguistic and cultural materials offered by the E-LOCAL courses was particularly appreciated, it was considered as the key to enter the new dimension. 14

15 FEEDBACK FROM PILOT USERS OF THE ITALIAN COURSE The feedback given by pilot users is globally positive. The pilots appreciated the course, they found it interesting and effective. They also individuated some weaknesses, especially for a technical point of view, but they expressed some concrete suggestions for improvement. The story and the grammar were often considered quite difficult. The culture and the daily life parts were perceived as a pleasant break in the learning process. The exercises were generally considered useful to fix the information. Students asked for better glossaries and clear instructions, they suggested to improve the visual side and the efficiency of the learning platform. They also expressed the necessity to receive a precise feedback for the activities. Some of them asked to have more exercises and/or some mid-term tests. All these remarks were a starting point for the revision of the course. 15

16 THE REVISION PHASE A revision phase followed the pilots feedback, in which changes were agreed and implemented. The aims of the revisions were: To eliminate technical errors and shortcomings To simplify where necessary and to make textual parts easier to be navigated To improve the feedback in order to foster learners autonomy 16

17 PECULIARITIES OF THE ITALIAN COURSE Some characteristics of the course are: Presentation of the course and of the units Overall Glossary and Overall Grammar Unit 0: an introduction to the course Characteristics of the units Feedback Self-assessment Let s visit the learning platform for more details. 17

18 Thank you for your attention! For more information please visit e-localcourses.unibo.it Or write to 18