3. Soutien aux élèves

3.8. Soutien ciblé - Langue

Les classes multilingues sont une réalité de plus en plus fréquente dans les pays de l’Union européenne: de plus en plus d’écoliers ont une langue maternelle différente de la langue principale d’enseignement scolaire et ont besoin d’un soutien linguistique supplémentaire. L’enseignement doit s’adapter à différents moyens de renforcer les compétences linguistiques des élèves immigrants ayant des origines linguistiques différentes. Dans les écoles et classes multilingues, les élèves peuvent parler une langue à la maison et une autre à l’école; certains, voire tous les élèves, sont en cours d’apprentissage de la langue d’enseignement.

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Free Year for Newly Arrived Migrants

Instruction programme which prepares for basic education is intended for those pupils of immigrant background whose Finnish or Swedish language skills and/or other abilities are not sufficient to study in a pre-primary or basic education group. The objective is to support the pupils? balanced development and integration into Finnish society and to give them the necessary skills to enable them to attend basic education. Where appropriate, the programme includes opportunities to study other subjects, but with a focus on learning Finnish and Swedish language skills. This education takes into consideration the fact that pupils are different in terms of age, learning capabilities and background.

Domaine: 3. Soutien aux élèves

Sous-domaines: 3.8. Soutien ciblé - Langue; 3.9. Soutien ciblé - Migrants, Roms

Langue: EN

Pays: FINLANDE

Initiatives to improve literacy

Maltese learner support initiatives around improving literacy are set within an overall context of a National Literacy Strategy for All which sought to consolidate current national programmes which has involved over 8000 students per year. Schools are able to plan and run their own literacy support projects for their own pupils and students who may need this. These initiatives are funded through grants, mainly from the local authorities.

Domaines: 3. Soutien aux élèves; 5. Implication des intervenants

Sous-domaines: 3.8. Soutien ciblé - Langue; 5.4. Partenariats - Organisations communautaires et société civile

Langue: EN

Pays: MALTE

KOALA - language competences and cognitive skills in multilingual schools

KOALA (KOordnierte ALphabetisierung im Anfangsunterricht – coordinated literacy in elementary instruction) is an innovative concept of linking literacy and multilingual competences, which has been introduced in primary schools in several German Länder. In Nordrhein-Westfalen the methodology is gradually being expanded and adapted to the changing learner populations in the cities.

Domaine: 3. Soutien aux élèves

Sous-domaine: 3.8. Soutien ciblé - Langue

Langue: EN

Pays: ALLEMAGNE

Let's compare our languages: learning languages through comparison

All language learning is based on conscious or unconscious comparison between the languages we already know and the ones we learn. This aspect can be turned into a valuable resource in classrooms that are challenged with the cultural and linguistic integration of recently arrived learners from many different countries.

Domaine: 3. Soutien aux élèves

Sous-domaine: 3.8. Soutien ciblé - Langue

Langue: EN; FR

Pays: FRANCE

LUCIDE Toolkit on multilingualism in education

Increased mobility and changing patterns of migration are having a major impact on education systems throughout the world. The need to equip all levels of the school workforce for working effectively with children who are new to the host country?s language has been apparent for some time. It is not only children who are new to the host country who need support ? bilingual learners do too. Growing up and living in a family where two or more languages are spoken changes linguistic ability and the way one learns. Bilingual learners thus have specific needs ? and in particular require special resources for learning. These resources build the foundation of their development and learning.

Domaine: 3. Soutien aux élèves

Sous-domaine: 3.8. Soutien ciblé - Langue

Langue: EN

Pays: ALBANIE; ALLEMAGNE; AUTRICHE; BELGIQUE; BULGARIE; CHYPRE; CROATIE; DANEMARK; ESPAGNE; ESTONIE; FINLANDE; FRANCE; FYROM (MACEDOINE); GRECE; HONGRIE; IRLANDE; ISLANDE; ITALIE; LETTONIE; LITUANIE; LUXEMBOURG; MALTE; NORVEGE; PAYS-BAS; POLOGNE; PORTUGAL; REPUBLIQUE TCHEQUE; ROUMANIE; ROYAUME-UNI; SERBIE; SLOVAQUIE; SLOVENIE; SUEDE; TURQUIE

The Association of European primary schools in Cologne, Germany

In Cologne, as in all major German cities, there is a large proportion of children who learn German as their second language and the education system has gradually had to adapt to this situation. The City Council used the opportunity to create the Association of European Primary Schools in order to offer the possibility to children to develop two languages in addition to their mother tongue. The 13 member schools uses the most common heritage languages as languages of instruction in addition to German, and provide additional language teaching as a separate subject.

Domaine: 3. Soutien aux élèves

Sous-domaine: 3.8. Soutien ciblé - Langue

Langue: EN

Pays: ALLEMAGNE

Unit on ‘Responding to student diversity in the primary classroom’

The unit is compulsory for 2nd and 3rd-year Bachelor’s student teachers enrolled in primary education programmes at the University of Malta. It has been integrated in the new Master in Teaching and Learning in October 2016. The unit aims at preparing student teachers to teach students with a diverse background, through gaining both theoretical knowledge and practical experience on diversity. There are two main aspects of the unit’s activities: 1. Theoretical training: In the first semester, student teachers are introduced to the topics of diversity and inclusion, and to approaches on how these can be addressed in the classroom, including through the use of individual educational planning (IEP) (through reflection on one’s own background, discussion and group work); 2. Practical training: In the second semester, while student teachers are doing their six-week teaching practice, they have to identify a student who is having some difficulty in coping with learning and implement an IEP for that student’s inclusion in education process.

Domaines: 2. Enseignants; 3. Soutien aux élèves

Sous-domaines: 2.1. Aptitudes et compétences de l’enseignant; 2.2 Les enseignants et leurs relations avec les élèves et les parents; 2.3. Formation initiale et formation continue des enseignants; 3.8. Soutien ciblé - Langue; 3.9. Soutien ciblé - Migrants, Roms

Langue: EN

Pays: MALTE

Welcome class - Turma de Acolhimento

The Welcome class targets pupils whose mother tongue is not Portuguese and who have recently arrived to Portugal to attend the 1st and 2nd cycles of the basic level (6 to 12 years old). Depending on the language proficiency level, Welcome class may take place about 10 hours per week. During that time, students are withdrawn from their original class and go to this special one. This happens until the pupil is ready to master the Portuguese language sufficiently to follow the classes. Pupils are identified by the Class Head Teacher, teachers or the school's Head Office (at the enrolment). The Welcome Class teacher identifies the pupil's needs and develops a strategy; when the pupil reaches the level of proficiency in Portuguese language required to participate in regular classes, (s)he returns to the original class.

Domaine: 3. Soutien aux élèves

Sous-domaines: 3.8. Soutien ciblé - Langue; 3.9. Soutien ciblé - Migrants, Roms

Langue: EN

Pays: PORTUGAL

Zoom2Choose – Career guidance

"Zoom2Choose" is a careers advice tool that helps young people to visualise their future by using photographs as a visual springboard.

This project proposes two tools which can be used by a fairly wide target audience and particularly by those with literacy problems. “Zoom2Choose” is based exclusively on classifying photos and provides career guidance counsellors with results to help them help the young people in their career choices. In the tool “100 jobs”, all the texts can be read but also heard, which makes it accessible to a wider audience.

The most innovative aspect of the project is that, in addition to the career guidance and help in constructing an individual career plan, it provides language exercises that introduce the different jobs. The tool is designed to be used either in the mother tongue or a foreign language, including the three most frequently studied.

http://ec.europa.eu/programmes/erasmus-plus/projects/eplus-project-details-page/?nodeRef=workspace://SpacesStore/edfbf8da-6eb3-462d-a9c9-1ae3b823c6ca

Domaine: 3. Soutien aux élèves

Sous-domaines: 3.3. Orientation professionnelle et soutien; 3.7. Suivi des élèves à risque; 3.8. Soutien ciblé - Langue

Langue: EN

Pays: Europe