Inspired by the idea of the Bazaar as a real and metaphorical place where exchange occurs, the Bazaar project seeks to promote language learning for integration amongst adult women and men with migrant background.
In the BAZAAR Project, we aimed at raising the awareness of our immigrant learners’ present state of the knowledge pertaining to the target language and culture they live by. Second language learning and other key competences are informally encouraged in a community-oriented and peer education perspective. Adult learners, market buyers and sellers, language coaches and community learning champions (community leaders) are the key actor of this process.
Bazaar Learn and Exchange Activities:
The Bazaar Learning program offers 40 to 60 hours of training in a non-formal learning environment. Receptive, productive and interactive language skills at A1 and A2 levels according to CEFR are emphasized in the exploitation of the program.
The teaching materials and activities chosen essentially reflect real life use, and communicative in nature to the extent that they require learners to comprehend, negotiate and express meaning in order to achieve a communicative goal such as ordering, bargaining, marketing, labelling, asking for appointment, obtaining health services etc. By the same token, the tasks utilized involve engaging in routine transactions, performing a role in a communicative act, planning a course of action, reading and replying to a message, taking part in a discussion, carrying out banking transaction, functioning in government offices.
Best Practices Show Case - In line with the EU strategic vision for 2020, the project “Bazaar” aims to respond to the learning needs of the specific groups of migrant men/women living in the EU countries participating to the project. It thus addresses the aims of the Grundtvig Programme trying to increase adult participation to lifelong learning. Within this scope, ‘Best Practice Report’ presents the results of the analysis of the best practices collected from the project partners and summarizes these models in a structured way as a reference material for interested parties.
Methodological Guidelines – These guidelines offer a framework on how to build a program for teaching languages for a specific purpose. The guide also suggests ways to structure language learning activities in general and of Bazaar, in specific, in order to enhance the communication skills and the language skills, using CEFR as the starting point. Furthermore, the guidelines contain hints from transversal methodological approach like quick learning, accelerated learning, autonomous learning as these are all approaches from which Bazaar drives from.
Map of the skills of the Bazaar Trainers – The project developed a framework to be used as a checklist or as a reference document providing guidance for the partners in recruiting Bazaar peer trainers and coaches. This framework presents 27 items which describe the necessary skills and knowledge, as well as other social competencies that the Bazaar trainers should have to enhance the language learning experience of the Bazaar learners. It is important to note that the framework is not designed as an obligatory set of qualifications for the trainers, but as a frame of reference that anyone could easily adapt to their existing language program, learning context and needs.
Bazaar learning materials – The project partnership developed materials adopting a consistent and real life-based approach to equip the learners with the skills required to function in linguistic, social and cultural context. Within this line of reasoning, the competencies related with receptive, productive and interactive skills at A1 and A2 levels have been considered in the development of materials. The topics referred to in these materials and the related learning activities cover the ones encountered frequently in their daily life. In the Bazaar learning program, we also used learner generated materials reflecting individual learners’ background experiences.
Book of the Wor(l)d – This book is a reference material where the key terms and the expressions used in the documentation of the project are collected and glossed in the native languages of the project partners. These conceptual definitions presented in the ‘Book of the Wor(l)d’ not only give the meaning of the concept, but also demonstrate/describe how the Bazaar project employed that element within its specific scope. Thus, this document functions as a supporting material for those who intends to implement a similar program.
The Pupils on the Move (PUMO) project has concluded the testing phase for its open teacher training course on pedagogy for students temporarily residing in a country. The course is now looking for new dissemination opportunities.
The PUMO Teacher Training Course supports teachers who teach children temporarily residing in a foreign country. The goal is to help students maintain their progress in the curriculum and language of their home country. The course has been piloted in Brazil, Germany, Greece, Lithuania, Latvia and Ukraine.
The training program is multilingual and is available online in four modules:
1) The first course module informs participants about the latest concepts in multicultural education and intercultural pedagogy, detailing the role of the teacher in mobile students’ learning proces
2) The second module reinforces teachers’ practical skills for teaching and designing learning materials which integrate first language learning and ‘homeland-specific’ subjects
3) The third module leverages recent innovations in distance and technology-enhanced learning to improve the learning quality for the target students
4) the fourth module addresses organisational and networking skills among teachers
Anyone interested in taking the course or disseminating it can contact the project consortium through the PUMO website.
MINGLE takes into account the main principles of lifelong learning and liberal adult education, as the key to develop work related skills and competencies but also skills for personal formation in the community.
Moreover, the core concept of this proposal is based on the assertion that liberal adult education has significant outcomes for the development of skills required for active citizenship and full participation in society. We assert that civil society is based on active citizenship; the latter requires strong social capital, social networks, and lifelong learning skills. Through the proposed project we aim at upgrading self-initiated participation in informal or formal adult lifelong learning activities (often seen as leisure time activity), to a valuable easy-to-access and easy-to-follow process for individuals, enhancing at the same time its benefits for society in general.
The project’s goal is to enhance the quality of life and facilitate the social and economic integration to local society of migrant workers, by improving their access to language training courses and other guidance material, helping them become active members of the hosting society. This will be achieved by developing a web-based, easy-to-use, vocationally - oriented Distance Learning Application and the respective educational content for teaching the language of the receiving country to the migrants. In particular 4 courses will be elaborated: 2 Greek language courses addressed to Bulgarian migrants willing to work in Greece or Cyprus in Tourism or care sector and two Italian language courses addressed to Rumanians willing to work in the two same sectors in Italy. Through the DLA migrants will also socialise and communicate with each other, forming a learning group comprised of people from the same country.
The PUpils on the MOve (PUMO) Project has released the first public version of their open educational material course, designed for teachers of pupils living away from their home countries.
Mobile students face specific challenges
The recent rise in migrant workers, both within the European Union and elsewhere, has led to a large increase in the number of pupils attending schools away from their home countries, with classes in a foreign language and following a different national curriculum. When they return to their home countries there is a danger that they may have lagged in development compared to their peers. This is particularly likely with their native language and literature skills and with other subjects that have a specific local relevance – such as history and geography.
About the course
The PUMO course contains four modules to assist teachers in their teaching skills, enabling them to support students develop the culture and language of their ‘home’ countries alongside the education they are receiving in their country of residence. Each module has an estimated duration of ten hours and includes technology-enhanced aspects to take advantage of recent innovations in education.
The first course module informs participants about the latest concepts in multicultural education and intercultural pedagogy, detailing the role of the teacher in mobile students’ learning process. This provides an overarching theoretical basis for the remainder of the course.
After establishing this theoretical basis, the second module reinforces teachers’ practical skills for teaching and designing learning materials which integrate first language learning and ‘homeland-specific’ subjects. An example of the latter would be the respective history of the student’s country of origin.
The third PUMO module leverages recent innovations in distance and technology-enhanced learning to improve the learning quality for the target students. The provision of these tools reflects the mobile needs of PUMO students and the sometimes necessary geographical flexibility in educating them.
Finally, the fourth PUMO module addresses organisational and networking skills among teachers. This module has a special focus on the challenges and necessities of distance learning, such as how to inspire motivation in the learners, as well as communication with parents.
How to participate
The course is available in English, as well as Estonian, Greek, Latvian, Lithuanian, Russian, and Portuguese and will be practically evaluated in these countries in 2014.
Potential users of PUMO interested in participating in the course or disseminating it through their own institutions can contact the project consortium through their website at www.pumo.info.
The use of ICT by adult migrants for learning the host country language (or second language, L2) is a topic which crosses three policy areas at EU level: immigration and integration policy; information society policy; and education and training policies. All three areas are currently addressed by flagship initiatives of the Europe 2020 Strategy. Second language acquisition by adult migrants is perceived as a crucial factor for socio-economic and cultural integration. Several EU Member States have actually introduced compulsory L2 requirements for migrants, and a major effort is underway by a large number of stakeholders to assist migrants in enhancing their L2 proficiency, even where no binding requirements exist. ICT has started to be used in this context and is looked at with increasing interest as a means of helping with both the quantitative and qualitative challenges of L2 education.
This report reviews the current challenges of L2 provision and provides examples where ICT has been implemented to by-pass or solve these challenges.