The expected results of EYLBID will be twofold: tangible and intangible.

Tangible results will include:

  1. Curricular design and specific activities to be included in secondary education classes tackling issues concerning young language brokering and public service interpreting. These activities will be adapted to various linguistic and cultural contexts so that they can be easily implemented in different learning environments after the life of the project. This curricular design and activities will be accessible online through the project webpage.
  2. Handbook for teachers to conduct activities concerning young language brokering and the promotion of heritage languages, as well as linguistic and cultural diversity at schools (IO2). This handbook will be accessible online through the project webpage.
  3. Interactive game or strategy videogame where students will have to make informed decisions to solve problems related to child language brokering.
  4. A training capsule for teachers.
  5. Research articles that will present most relevant academic results of the project.

All the outputs will be translated into the official languages of the participating countries: Spanish, Catalan, English, German, Italian, while activities will reflect the linguistic and cultural diversity of these countries (i.e. there might be specific activities covering Arabic, Chinese, Turkish, Urdu, etc.) and will be available in this website and in Erasmus+ Project Results Platform.

EYLBID is also expected to produce the following intangible outcomes upon its completion:

  1. Raised awareness about young language brokering, about its risks for young people and about its potential for inclusion in classroom activities;
  2. Promotion of linguistic and cultural diversity through examples of good practices of public service interpreting, strengthened knowledge and acceptance of diversity in society;
  3. Increased participation of students with less possibilities, either due to cultural differences, refugees, etc., in classroom activities;
  4. Better understanding and increased recognition of professional public service interpreting task, which might lead to further professionalisation of this practice,
  5. Increased motivation to learn other languages among students.
  6. Exchange of experiences and good practices among countries with diverging experience in the reception of migrants;
  7. Setting the basis for future and long-term international cooperation, in particular by strengthening a pan-European team of experts which will collaborate and may be interested in further collaboration in new projects, organising training events, dissemination workshops, etc.