Innovation and development projects completed

Summary

The ECML project proposal METLA sets out to develop a Teaching Guide for foreign language teachers (of primary and secondary education) who want to include linguistic mediation in their classrooms. This will contain an introduction regarding the theory and practice of teaching and assessing mediation and six chapters with leveled (A1-C2) examples of tasks in different languages. A digital Repository, which will include tasks for various educational environments, will also be produced.

Project details (GREIP as member of research team)

• Dates: 01/09/2020 – 31/12/2023
• Funding entity: Council of Europe (ECML/CELV)
• PI: Dr Maria Stathopoulou, National Technical University of Athens
• GREIP members: Dr. Dolors Masats
• Other members: Eva Braidwood, University of Oulu; Bessie Dendrinos, University of Athens; Franziska Gerwers, University of Hamburg; Katerina Krimpogianni, National and Kapodistrian University of Athens; Magdalini Liontou, University of Oulu; Sílvia Melo-Pfeifer, University of Hamburg; Phyllisienne Vassalo Gauci, Malta University

Summary

DIGITASK4IC will create a digital task generator for pedagogical tasks, linked with an annotated task catalogue and an OER library to support teacher trainers and trainee teachers. The project sets out to 1) provide teacher trainers in higher education institutions with digital support for their training of (foreign language) pre-service teachers, specifically in how they efficiently develop pedagogical tasks; 2) ensure that they understand how to design tasks to achieve rich spoken outcomes informed by task-based language teaching (TBLT); 3) provide input and digital support on task development for second/additional/foreign language (L2) interactional competence (IC).

The core element of the project – the DIGITASK platform – will consist of a software, a mobile application and a website for generating pedagogical tasks that foster L2 IC. The DIGITASK4IC team will identify intersections between language teacher education, foreign language teaching, TBLT and L2 IC. This will be used as a basis to identify the interactivity potential of pedagogical tasks in the subsequent intellectual output, namely the Digital Task Catalogue that is a comprehensive documentation of existing local, regional, national, European and/or international pedagogical task types. Based on this background, the project team will create a Digital OER Library to be used as the expert-filtered task design materials. Subsequently, the consortium will produce the Digitization of Pedagogical Task Design plan that will constitute the basis for the development of the DIGITASK platform. Following the release of DIGITASK, the platform will be improved with methodological packages for teaching foreign languages (Turkish, German, French, Spanish, English) using DIGITASK based on sample pedagogical tasks and task sequences. The final output of the project will be the Digital Training Module designed both as a self-learning tool and an instructional tool to be used by the target participants.

As a result of the successful completion of all project outputs and activities, the consortium will produce a platform and an innovative tool that will have significant impact on teacher trainers and pre-service teachers by providing theoretically and methodologically sound materials together with an open-access and user-friendly application. Through the main outcome, DIGITASK, the project will innovate the task-based teaching of foreign languages and language teacher education practices by digitizing pedagogical task design and incorporating TBLT and L2 IC. In the long term, we expect that DIGITASK will have a central role in teacher training and will also be used in schools mainly through pre-service teachers transforming into school teachers and through the online resources including the Digital Training Module

Project details (GREIP as partner member of the research team)

• Dates: 01/04/2021 – 30/09/2022
• Funding entity: European Commission. Erasmus + KA2 – Cooperation for innovation and sharing good practices
• Code: KA226-C97A4E3C
• Budget: 152,585€ (total project); UAB: 63,191€
• PI: Dr. Ufuk Balaman, Hacettepe University
• GREIP members: Dr. Dolors Masats (PI UAB), Dr. Melinda Dooly, Dr. Emilee Moore
• Associate GREIP members: Natalie González-Acevedo, Mónica López, Maria Mont, Dr. Xavier Pascual, Cèlia Pratginestós, Claudia Vallejo
• Participating institutions: Hacettepe University, Turkey; Mugla Sitki Kocman University, Turkey; Universitat Autònoma de Barcelona, Spain; Universitaet Innsbruck, Austria

Related publications

• Digitask Open Educational Resources
• Digital Task Catalogue
• Digital Training Module

Summary

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.

Since the literature recognizes the role of children and youth in multilingualism research and recommends an active role in research processes for them, we will develop a collaborative research project that sees adolescents as co-ethnographers and experts of LL in their own environment. LOCALL intends to foster pupils’ engagement and critical skills by calling multilingual youth from different countries to develop digital language paths through their towns for their classmates and on-site language courses for teachers of partner schools abroad.

• Project webpage
• UAB team webpage (timeline of ongoing events)

Project details (GREIP as partner member of the research team)

• Dates: 01/10/2019 – 30/09/2022
• Funding entity: European Commission. Erasmus + KA2 – Cooperation for innovation and sharing good practices
• Code: 2019-1-DE03-KA201-060024
• Budget: €276.472,00 (total project); UAB: €45,664
• PI: Dr. Silvia Melo-Pfeiffer (University of Hamburg)
• GREIP members: Dr Melinda Ann Dooly Owenby (PI UAB), Dr. Emilee Moore, Dr. Dolors Masats
• Associate GREIP members: Klaudia Krusznyska, Mónica López Vera, Maria Mont
• External collaborators: Paula Brito, Sonia Cadi
• Participating institutions: Universidade de Aveiro (Portugal), Universitat Autònoma de Barcelona (Spain), University of Groningen (Netherlands), Unviersity of Hamburg (Germany), University of Strausbourg (France)

Publications related to the project

• Krusznyska, Klaudia & Dooly, Melinda (tbp 2023). Thinking allowed: linguistic landscapes-based projects for higher-order and critical thinking skills. In S. Melo-Pfeifer (Ed.) Linguistic Landscapes in Language and Teacher Education – Multilingual Teaching and Learning Inside and Beyond the Classroom. Springer.
• López, Mónica & Dooly, Melinda (tbp 2023). Languages around us: (in)visibility matters. In S. Melo-Pfeifer (Ed.) Linguistic Landscapes in Language and Teacher Education – Multilingual Teaching and Learning Inside and Beyond the Classroom. Springer.
• Dooly, Melinda; Duarte, Joana; Lourenço, Mónica; Young, Andrea; Andrade, Ana Isabel; Araújo e Sá, Maria Helena; Batista, Bruna; Baptista, Maria Augusta; Barreirinha, Maria dos Anjos; Brito, Paula; Cadi, Sonia; Carinhas, Raquel; Clemente, Mariana; Costa, Alice; das Neves, Alexandra; Faneca, Rosa; Fischer, Susann; Flörkemeier, Ruth; Gezelle-Meerburg, Babs; Gonçalves, Maria Cristina; Huilcan Herrera, Marcela; Kruszynska, Klaudia; Kuijper, Marlous; Ladeira, López Vera, Mònica; Loureiro, Maria José; Makarovo, Irina; Marques, Margarida M.; Martins, Filomena; Mary, Latisha; Masats, Dolors; Mont, Maria; Moore, Emilee; Paulsen, Kai; Pinto, Susana; Pion, Daniele; Pombo, Lúcia; Ramos, Isabel; Ribalta, Núria; Senos, Susana; Siemushyna, Maria; Silva, Francisco; Simões, Ana Raquel; Soepboer, Albertina; Tavares, Filipe; Vallejo, Claudia; Veenstra, Sibrecht; von Rosen, Julia; Wallinga, Ans (available 2023). Guidelines for the introduction of linguistic landscapes in (foreign) language learning and teacher education.
• Dooly, Melinda; Duarte, Joana; Lourenço, Mónica; Young, Andrea; Andrade, Ana Isabel; Araújo e Sá, Maria Helena; Batista, Bruna; Baptista, Maria Augusta; Barreirinha, Maria dos Anjos; Brito, Paula; Cadi, Sonia; Carinhas, Raquel; Clemente, Mariana; Costa, Alice; das Neves, Alexandra; Faneca, Rosa; Fischer, Susann; Flörkemeier, Ruth; Gezelle-Meerburg, Babs; Gonçalves, Maria Cristina; Huilcan Herrera, Marcela; Kruszynska, Klaudia; Kuijper, Marlous; Ladeira, López Vera, Mònica; Loureiro, Maria José; Makarovo, Irina; Marques, Margarida M.; Martins, Filomena; Mary, Latisha; Masats, Dolors; Mont, Maria; Moore, Emilee; Paulsen, Kai; Pinto, Susana; Pion, Daniele; Pombo, Lúcia; Ramos, Isabel; Ribalta, Núria; Senos, Susana; Siemushyna, Maria; Silva, Francisco; Simões, Ana Raquel; Soepboer, Albertina; Tavares, Filipe; Vallejo, Claudia; Veenstra, Sibrecht; von Rosen, Julia; Wallinga, Ans. (available 2023). Richtlinien für die Integration von Linguistic Landscapes in den (Fremd-) Sprachenunterricht und die Lehrkräfteausbildung.
• Dooly, Melinda; Duarte, Joana; Lourenço, Mónica; Young, Andrea; Andrade, Ana Isabel; Araújo e Sá, Maria Helena; Batista, Bruna; Baptista, Maria Augusta; Barreirinha, Maria dos Anjos; Brito, Paula; Cadi, Sonia; Carinhas, Raquel; Clemente, Mariana; Costa, Alice; das Neves, Alexandra; Faneca, Rosa; Fischer, Susann; Flörkemeier, Ruth; Gezelle-Meerburg, Babs; Gonçalves, Maria Cristina; Huilcan Herrera, Marcela; Kruszynska, Klaudia; Kuijper, Marlous; Ladeira, López Vera, Mònica; Loureiro, Maria José; Makarovo, Irina; Marques, Margarida M.; Martins, Filomena; Mary, Latisha; Masats, Dolors; Mont, Maria; Moore, Emilee; Paulsen, Kai; Pinto, Susana; Pion, Daniele; Pombo, Lúcia; Ramos, Isabel; Ribalta, Núria; Senos, Susana; Siemushyna, Maria; Silva, Francisco; Simões, Ana Raquel; Soepboer, Albertina; Tavares, Filipe; Vallejo, Claudia; Veenstra, Sibrecht; von Rosen, Julia; Wallinga, Ans. (available 2023). Propositions pour l’introduction des paysages linguistiques dans l’apprentissage des langues (étrangères) et la formation des enseignants.
• Dooly, Melinda; Duarte, Joana; Lourenço, Mónica; Young, Andrea; Andrade, Ana Isabel; Araújo e Sá, Maria Helena; Batista, Bruna; Baptista, Maria Augusta; Barreirinha, Maria dos Anjos; Brito, Paula; Cadi, Sonia; Carinhas, Raquel; Clemente, Mariana; Costa, Alice; das Neves, Alexandra; Faneca, Rosa; Fischer, Susann; Flörkemeier, Ruth; Gezelle-Meerburg, Babs; Gonçalves, Maria Cristina; Huilcan Herrera, Marcela; Kruszynska, Klaudia; Kuijper, Marlous; Ladeira, López Vera, Mònica; Loureiro, Maria José; Makarovo, Irina; Marques, Margarida M.; Martins, Filomena; Mary, Latisha; Masats, Dolors; Mont, Maria; Moore, Emilee; Paulsen, Kai; Pinto, Susana; Pion, Daniele; Pombo, Lúcia; Ramos, Isabel; Ribalta, Núria; Senos, Susana; Siemushyna, Maria; Silva, Francisco; Simões, Ana Raquel; Soepboer, Albertina; Tavares, Filipe; Vallejo, Claudia; Veenstra, Sibrecht; von Rosen, Julia; Wallinga, Ans. (available 2023). Richtlijnen voor de introductie van taallandschappen bij het leren van (vreemde) talen en in de lerarenopleidingen.
• Dooly, Melinda; Duarte, Joana; Lourenço, Mónica; Young, Andrea; Andrade, Ana Isabel; Araújo e Sá, Maria Helena; Batista, Bruna; Baptista, Maria Augusta; Barreirinha, Maria dos Anjos; Brito, Paula; Cadi, Sonia; Carinhas, Raquel; Clemente, Mariana; Costa, Alice; das Neves, Alexandra; Faneca, Rosa; Fischer, Susann; Flörkemeier, Ruth; Gezelle-Meerburg, Babs; Gonçalves, Maria Cristina; Huilcan Herrera, Marcela; Kruszynska, Klaudia; Kuijper, Marlous; Ladeira, López Vera, Mònica; Loureiro, Maria José; Makarovo, Irina; Marques, Margarida M.; Martins, Filomena; Mary, Latisha; Masats, Dolors; Mont, Maria; Moore, Emilee; Paulsen, Kai; Pinto, Susana; Pion, Daniele; Pombo, Lúcia; Ramos, Isabel; Ribalta, Núria; Senos, Susana; Siemushyna, Maria; Silva, Francisco; Simões, Ana Raquel; Soepboer, Albertina; Tavares, Filipe; Vallejo, Claudia; Veenstra, Sibrecht; von Rosen, Julia; Wallinga, Ans. (available 2023). Orientações para a integração de paisagens linguísticas na aprendizagem de línguas (estrangeiras) e na formação de professor.
• Dooly, Melinda; Duarte, Joana; Lourenço, Mónica; Young, Andrea; Andrade, Ana Isabel; Araújo e Sá, Maria Helena; Batista, Bruna; Baptista, Maria Augusta; Barreirinha, Maria dos Anjos; Brito, Paula; Cadi, Sonia; Carinhas, Raquel; Clemente, Mariana; Costa, Alice; das Neves, Alexandra; Faneca, Rosa; Fischer, Susann; Flörkemeier, Ruth; Gezelle-Meerburg, Babs; Gonçalves, Maria Cristina; Huilcan Herrera, Marcela; Kruszynska, Klaudia; Kuijper, Marlous; Ladeira, López Vera, Mònica; Loureiro, Maria José; Makarovo, Irina; Marques, Margarida M.; Martins, Filomena; Mary, Latisha; Masats, Dolors; Mont, Maria; Moore, Emilee; Paulsen, Kai; Pinto, Susana; Pion, Daniele; Pombo, Lúcia; Ramos, Isabel; Ribalta, Núria; Senos, Susana; Siemushyna, Maria; Silva, Francisco; Simões, Ana Raquel; Soepboer, Albertina; Tavares, Filipe; Vallejo, Claudia; Veenstra, Sibrecht; von Rosen, Julia; Wallinga, Ans. (available 2023). Guía para la introducción de paisajes lingüísticos en el aprendizaje de lenguas (extranjeras) y en la formación del profesorado.
• Downloadable resources for the application of linguistic landscapes to teaching

Summary

In 2018, 22.3 million people of the 512.4 million people living in the EU were non-EU citizens, which poses a major challenge to ensure social integration, but also cultural and linguistic diversity. To address this challenge, this intercultural, intergenerational, and multi-sector project aims to 1) develop Open Educational Resources (OER) that will foster intercultural understanding within and between the members of immigrant and host communities; 2) promote opportunities for intergenerational interaction; 3) engage communities in co-producing materials for the OER; 4) provide support for task-based innovative digital pedagogy offering a real-world, immersive learning experience that brings culture to life; 5) bring a wider focus on the role of European cultural and linguistic heritage; 6) contribute to great social cohesion; and 7) foster inclusive higher education (HE) systems in the EU.

Our task-based innovative learning pedagogy will involve the development of a responsive web app tailored for the creation of, and engagement with interactive digital media (e.g. interactive videos, branching scenarios and interactive virtual 360 tours). The web app will also provide tools to support the creation of an online community ranging from commenting and voting on content on the platform to sharing and promoting content using existing mainstream social networking tools by providing shareable links. Using the web app, participants will co-create interactive digital artefacts for cultural activities (e.g. sewing, dancing, singing, children’s games, henna tattoos, puppet shows, etc), engage with the artefacts created by others, participate in an online intercultural community, and carry out activities of other cultures. Close collaboration among community members, nonprofit organisations, HE students, and HE staff will establish a model of inclusive HE systems with a local learning ecologies approach.

• Project website
• UAB team webpage (timeline of ongoing events)

Project details (GREIP as partner member of the research team)

• Dates: 01/10/2019 – 30/09/2021 (extended to 31/08/2022
• Funding entity: European Commission. Erasmus + KA2 – Cooperation for innovation and sharing good practices
• Code: 2019-1-UK01-KA203-061567
• Budget: £272,926.00 (total project); UAB: €38,005€
• PI: Dr. Muge Satar, Newcastle University
• GREIP members: Dr Melinda Ann Dooly Owenby (PI UAB), Dr. Emilee Moore, Dr. Dolors Masats, Claudia Vallejo
  • Research technician: Johanna Buitrago
• Participating institutions: Newcastle University (UK), Boğaziçi University (Turkey), Cultura Foundation (Finland), Universitat Autònoma de Barcelona (Spain), University of Helsinki (Finland) Action Foundation and North East Solidarity Teaching (UK) 

Publications related to the project

• Dodds, C. B., Satar, M., Kharrufa, A., Seedhouse, P., Sidorova, A., Spazheva, I., Buitrago Peña, J., Dooly, M., Öztekin, E., Akcan, S., Kotilainen, L., & Kurhila, S. (2020). Identifying requirements for supporting users in creating digital interactive cultural activities for task-based language learning. https://doi.org/10.13140/RG.2.2.15729.51042
• Satar, M., Seedhouse, P., Kharrufa, A., Dodds, C. B., Ganassin, S., Whelan, A., Sidorova, A., Spazheva, I., Dooly, M., Buitrago Peña, J., Akcan, S., Erçetin, G., Haznedar, B., Öztekin, E., Kotilainen, L., & Kurhila, S. (2022). Developing certification, recognition, and evaluation systems for the ENACT project. https://doi.org/10.13140/RG.2.2.16829.33761
• Buitrago Peña, Johanna & Dooly, Melinda (tbp). ‘I’m just one person’: Individual and collective perspectives on teaching and learning languaculture through the ENACT app (provisional title). Enact edited book.

Summary

Within the European Union, teaching staff have been confronted with great challenges in heterogenous classrooms. One of these challenges relates to identifying suitable programmes for the teaching of language and literacy. Children may have a number of reasons for facing difficulties in this area, e.g. learning disabilities, a right to an individual special educational needs programme, social disadvantage, or a multilingual background. This challenge has increased over the past year, due to the increase in refugee numbers in Europe this past year, leading to rising numbers of pupils who struggle to follow lessons due to language issues. Many teachers have pointed out the lack of suitable professional development opportunities in this area, and in the area of differentiated facilitation of literacy. They are faced with growing challenges, often without the required knowledge or skills. The MultiLit Moocs project therefore aims to develop practically-oriented knowledge in the area of language and literacy development, and to make these available via an online-learning platform and two MOOCs (Massive Open Online Courses) to all those interested (teaching staff, volunteers, student-teachers, parents).

Resources have been made available in English, German, Spanish and Catalan, allowing teachers to address everyday questions in the area of language and literacy development for children with difficulties in these areas. The focus is on well-researched, yet practically oriented  ideas, allowing staff to draw parallels to their own practice and helping staff to gain ideas for their own teaching, as well as for longer-term planning of provision. The long-term usability of the project lies in the development of expert knowledge in the area of language and literacy facilitation, relevant both within the EU and internationally. 

Project details (GREIP as partner member of the research team)

• Dates: 01/09/2016 – 01/09/2019
• Funding entity: European Commission. Erasmus + KA2 – Cooperation for innovation and sharing good practices
• Code: 519076-LLP-1-2011-1-UK-KAZ-KAZMP
• Budget: 352,275€ (total project); UAB: 46,939€
• PI: Hanna Sauerborn (Pädagogische Hochshcule Freiburg)
• GREIP members: Dr Melinda Ann Dooly Owenby (PI UAB), Dr Eulàlia Canals, Dr. Dolors Masats, Dr. Xavier Pascual, Claudia Vallejo
• Other institutions: Universitat Autònoma de Barcelona (GREIP research centre), Adolf-Reichwein Schule (Freiburg), Université du Luxembourg, University of Sheffield, National College of Ireland. 

Publications related to the project

• Dooly, Melinda & Vallejo, Claudia (2019). Creating an inclusive supportive language environment
• Dooly, Melinda & Vallejo, Claudia (2019). First and other language acquisition
• Dooly, Melinda & Vallejo, Claudia (2019). Teaching pronunciation across languages
• Dooly, Melinda & Vallejo, Claudia (2019). Identifying and working with the different levels of linguistic competence of the newcomer
• Dooly, Melinda & Vallejo, Claudia (2019). Crear un ambient inclusiu per  donar suport a l’aprenentatge de la llengua
• Dooly, Melinda & Vallejo, Claudia (2019). Identificar i treballar amb els diferents nivells de competència lingüística del’alumnat ‘nouvingut‘
• Masats, Dolors (2017). Key Concepts in Describing Plurilingualism: A Brief Glossary
• Masats, Dolors (2017). Conceptes claus per descriure el plurilingüisme: un breu glossari
• Pascual Calvo, Xavier (2019). Els primers passos vers l’escriptura: Entrevista a Maria Montes Valls
• Pascual Calvo, Xavier (2017). Dealing with linguistic diversity in the classroom: a challenge for teachers
• Pascual Calvo, Xavier (2017). La gestió de la diversitat lingüística a l’aula: un repte per al professorat

Summary

The aim of the project is to build a bridge between the latest research in second language learning and daily teaching practices concerning adult language learning (post-formal education; informal adult education; continued education). The project team will endeavour to transfer sound research results into daily teaching practices in order to attract more adults back to the language learning process that is often abruptly dropped. The project will combine the best from communicative classroom based teaching with an individual coaching process that meets individual participant’s needs and wants. Individual courses will be designed that combine the following:

• The good experiences German universities have had with coaching and self-learning courses.
• Individual supervision and guidance in second language learning, which has been tested in Denmark and Spain.
• An analysis of each student’s individual learning style and learning biography.
• The inclusion of digital media in a database that delivers both didactic and authentic material. The database will enable the student to experience the selected language in a virtual environment, which will simulate immersion learning and allow each student to choose the subjects they consider relevant to them. The database will be developed as part of the project.
• A platform that allows tracking of students’ individual progress which can feed into delivery of group activities.

These materials will then serve as a base for a teacher training programme consisting of different flexible courses with an initial online phase, a classroom based phase and a final online phase for reflection and quality assurance of the practical implementation. The complete learning programme will be developed for English, German and Spanish and will be regularly evaluated and optimised with regards to the content and effect, compared with the latest research. All tools and experiences from the project will be readily available on an open platform in order to provide individual access to language learning across Europe, accompanied by an innovative resource bank.

Project details (GREIP as partner member of the research team)

• Dates: 01/09/2015 – 30/11/2017
• Funding entity: Directorate-General for Education and Culture (E+ Key Action 2- Cooperation for innovation and the exchange of good practices – 2015)
• Code: 2015-1-ES01-KA203-016127
• Budget: 247,075€€ (total project); UAB: 3000€
• PI: Christoph Schepers Royal Danish Defense College (Copenhagen, Denmark)
• GREIP members: Dr. Melinda Dooly (external evaluator)
• Participating institutions: Central pentru Formarea Continua in Limba Germana (Medias, Rumania); Dänsk Folkeoplysnings Samrad (Copenhagen, Denmark); Folkuniversitetet (Stockholm, Sweden); ICC Languages (Offenbach am Main, Germany); Royal Danish Defense College (Copenhagen, Denmark); Studieforbundet Folkuniversitetet (Oslo, Norway); Universitat Autònoma de Barcelona (Barcelona, Spain); Volkshochschule Wiesbaden e. V. (Wiesbaden, Germany)

Summary

Koinos aims to analyse in a holistic way curricular contents that pursue the improvement of multilingual and intercultural competencies in school population, paying especial attention to multiliteracy and involving all educational agents in the community (schools, libraries, families, socio-cultural spaces, etc.) with the purpose of spur on cohabitation and social cohesion in the immediate environment with a wide temporary and geographic projection (future development of pupils in Europe). Likewise, the project will pay especial attention to improve competencies in those children who have mother tongues different than the school language and will give visibility to those familiar languages as cultural conduits. 

Project details (GREIP as partner member of the research team)

• Dates: 01/09/2015 – 15/09/2017
• Funding entity: European Commission
• Code: 2015-1-ES01-KA203-016127
• Budget: 258,285,00€ (total project); UAB: 42,427,00€
• PI: Bart Hempen (Hogeschool-Universiteit Leipzig, Belgium)
• GREIP members: Júlia Llompart, Dr Emilee Moore, Dr. Artur Noguerol, Claudia Vallejo
• Other members: Dr. Miquel Essomba i Gelabert, Dr. Lluis Quintana Trias, (Universitat Autónoma de Barcelona), María R. Callejón Fornieles, Dr. Juli Palou Sangrà (Universitat de Barcelona), Marleny Colmenares Gonzalez (Instituto Municipal de Educación de Barcelona: IMEB)
• Participating institutions: Universidade de Aveiro, Portugal, Universität Hamburg, Germany, Universität Hamburg, Germany, Université de Lyon, France,  Universitat Autònoma de Barcelona (Spain)

Related publications

• Llompart, Júlia & Nussbaum, Luci  (2018). Doing plurilingualism at school: key concepts and perspectives. In Silvia Melo-Pfeifer & Christian Helmchen (Eds.), Plurilingual Literacy Practices. Bern: Peter Lang.
• Vallejo, Claudia & Artur Noguerol. (2018). La multiculturalitat en els projectes de treball: les catifes viatgeres. In Silvia Melo-Pfeifer & Christian Helmchen (Eds.), Plurilingual Literacy Practices (pp. 103-118). Bern: Peter Lang.

Summary

The VOICE of European TeacherS (VOICES) network offers students, teachers, primary and secondary schools, teacher trainers, researchers and others interested in education, opportunities for contact, exchanges, cooperative projects, and ongoing learning and sharing. Collaboration and reflection are essential learning practices within the VOICES network; therefore, a conference is held in a European city once a year; a digital newsletter is published twice a year; in-service professional development courses are offered periodically; and teachers regularly start their own projects in schools.

Ten universities of applied sciences from throughout Europe work together with VOICES network members to improve the quality of education in national and research groups. All national and research groups build on the European Teacher Model that was previously developed to strengthen the European Competences. Competences that are now needed to strengthen both our society and the world we live in. VOICES members support each other to develop innovative learning environments that encourage initiative, creativity, and use of technology to further understand our complex world.

Project details (GREIP as partner member of the research team)

• Dates: 30/11/2012 – 01/12/2015
• Funding entity: European Commission
• Code: 519076-LLP-1-2011-1-UK-KAZ-KAZMP
• Budget: 341,612€€ (total project); UAB: 35,000€
• PI: Bart Hempen (Hogeschool-Universiteit Leipzig, Belgium)
• GREIP members: Dr Melinda Ann Dooly Owenby (PI UAB)
• Other UAB members: Dr. Jesús Granados, Dr. Maria Montserrat Rifà Valls, Maria Villanueva
• Local school teachers: Javier Barba, Nuria Biosca, Anabel Borras, Ester Cardona, Monserrat Creus, Maria Jose de Haro, Eulalia Delgado, Esther Egea, Carolina González, Martha Fenoy, Manuela Moledo, Dori Ortiz, Arantxa Sánchez, Maria Del Mar Rodríguez Sánchez, Ines Rosado
• Other institutions: University College of Teacher Education Styria (Austria), Hogeschool-Universiteit Leipzig (Belgium), The University of Milano-Bicocca (Italy), Saxion University of Applied Sciences (Netherlands), University of Minho (Portugal), Schwyz University of Teacher Education (Switzerland), Universitat Autònoma de Barcelona (Spain), Uludağ University (Turkey), and University of Derby (UK)

Publications related to the project

• European Identity (European Teacher Part 1): E-booklet
• European Citizenship (European Teacher Part 2): E-booklet
• European Diversity (European Teacher Part 3): E-booklet
• European Professionalism (European Teacher Part 4): E-booklet
• VoiceS – Integrated Competences For European Teachers. Giving Voice(S) To Professionalism And Citizenship In School Networking
• Barba Calatrava, Javier. EXPRESSART: A project-based language learning experience. Bellaterra Journal of Teaching & Learning Language & Literature, 2016, Vol. 9, Num. 4, pp. 59-81, https://raco.cat/index.php/Bellaterra/article/view/319730.

Summary

The project Parents aims to disseminate knowledge relating to the cognitive and social benefits of plurilingual and intercultural education. It also aims to develop the inclusion of parents in the elaboration of plurilingual and intercultural activities at school. To achieve this second aim, teachers must be informed about and trained in the benefits of involving families in pluralistic approaches – pluringual and intercultural. The rationale for the programme has been developed in complementarity with the other Council of Europe units and addresses the following key issues raised during the thorough consultation process with the ECML partners and stakeholders. These issues and concerns are targeted by the ECML programme.

Target audience involved in project activities: teachers, teacher educators, parents and parents’ associations, national and international associations of experts in education promoting plurilingual approaches and teaching.

Project details

• Dates: 01/09/2013-30/09/2014
• Funding entity: ECML
• PI: Stéphanie Clerc, Université Aix Marseilles, France
• GREIP members: Dr. Artur Noguerol (PI UAB), Dr. Xavier Pascual
• Participating institutions: Université Aix Marseille (France), Istituto Tecnico Statale “Vincenzo Arangio Ruiz” (Italy), Université de Genève (Switzerland) & Universitat Autònoma de Barcelona (Spain).

Related publications

• Downloadable resources

Summary

This EU-funded project develops language learning materials for European languages and cuisines: English, German, Spanish, Catalan, Italian and Finnish. The LANCOOK project aims to demonstrate both the utility and potential of the materials to promote genuinely situated language learning. It will also develop the first truly embedded sensing environment that can be used for complex real world tasks that comprise meaningful activities that people are highly motivated to engage in, such as cooking.

The materials are represented in terms of a ‘portable digital kitchen’, made up of tablet PC with touch screen and a set of utensils with embedded sensors and additional sensors for other kitchen equipment. This portable digital kitchen can function in any existing kitchen setup, ideally where there is access to kitchen equipment such as a counter, sink and an oven etc. The pedagogical materials are stored as a software programme in the unit and comprise of an integrated suite of materials for pre-task, during cooking task and post-task use. Each set of pedagogic materials will be produced in 6 different EU languages.  

Project details (GREIP as partner member of the research team)

• Dates: 30/11/2011 – 01/12/2014
• Funding entity: European Commission
• Code: 519076-LLP-1-2011-1-UK-KAZ-KAZMP
• Budget: 398,781€ (total project); UAB: 45,000€
• PI: Dr Paul Seedhouse (University of Newcastle Upon Tyne)
• GREIP members: Dr Dolors Masats Viladoms (PI UAB), Dr Melinda Ann Dooly Owenby
  • Research technician: Marta Juanhuix Piqueras
• Participating institutions: Newcastle University (UK), Università degli Studi di Modena e Reggio Emilia (Italy), Helsingin yliopisto (Finland), Universität Paderborn (Germany) and Universitat Autònoma de Barcelona (Spain)

Publications related to the project

• Masats, Dolors, Juanhuix, Marta, & Albines, Javier (2017). The more I cook, the more I learn: Tracing Claire’s learning itinerary through her participation in four cooking sessions. In Paul Seedhouse (Ed.), Task-based language learning in a real-world digital environment: The European digital kitchen (p. 181-205). London: Bloomsbury. ISBN: 9781474264068.
• Masats, Dolors; Juanhuix, Marta, & Albines, Javier (2015). How does technology change our conception of task-based instruction? Learning to cook in a foreign language: A case study. In Luís Gómez Chova, Agustín López Martínez & Ignacio Candel Torres (Eds.), ICERI2015 Proceedings (pp. 8321-8330). Valencia: IATED Academy.

Summary

The INTENT project aims to raise greater awareness among students, educators and decision makers of telecollaboration as a tool for virtual mobility in FL education at the Higher Education (university) level and also on achieving more effective integration of telecollaboration in Higher Education Institutions. The INTENT project has the following objectives:

• Establish a clear overview of the levels of use of telecollaboration, explore attitudes to the activity among key stake holders across European HEI’s, and identify practical barriers to the take-up of telecollaboration.
• Develop a set of tools, telecollaborative models and partner networks to overcome barriers and facilitate telecollaboration practice.
• Develop a set of workable solutions to address the lack of academic recognition which telecollaboration receives at Higher Education level.
• Publish an online training manual with models of telecollaborative exchange which enable a closer integration of virtual and physical mobility.
• Publish documents and make presentations to inform the academic community. 
• Engage decision makers at institutional, regional and national levels in a collaborative dialogue as to how telecollaboration can be effectively employed as a tool for the achievement of the Bologna process. Publish a document based on this process of consultation and dialogue. 

Project details (GREIP as partner member of the research team)

• Dates: 01/10/2011 – 01/04/2014
• Funding entity: European Commission
• Code: 517622-LLP-1-2011-1-ES-ERASMUS-ESMO
• Budget: 17,176€ (UAB)
• PI: Dr. Robert O’Dowd (Universidad de León)
• GREIP members: Dr Melinda Ann Dooly (PI UAB), Dr Dolors Masats Viladoms, Claudia Vallejo Rubinstein
  • Research technician: Victoria Antoniadou
• Participating institutions: Universidad de León, Spain; Université Stendhal Grenoble, France; Pädagogische Hochschule Heidelberg, Germany; Wyzsza Szkola Lingwistyczna, Poland; Univesità degli Studi di Padova, Italy; Rijksuniversiteit Groningen, Netherlands; Universitat Autónoma de Barcelona, Spain; The Open University, UK.

Publications related to the project

• Dooly, M. (2013). Speaking like a ‘glocal’: Using computer-mediated communication in language teacher education to promote network learning. In S. Ben Said & L, Jun Zhang (Eds.) Language teachers and teaching: Global perspectives, local initiatives (pp. 237-255). NY: Taylor & Francis/Routledge.
• Dooly, M. (2013). Focusing on the social: Research into the distributed knowledge of novice teachers in online exchange. In C. Meskill (Ed.) Online teaching and learning: Sociocultural perspectives. Advances in digital language learning and teaching, pp. 137-155. London/New York: Bloomsbury Academic.
• Dooly, M., & Sadler, R. (2013). Filling in the gaps: Linking theory and practice through telecollaboration in teacher education. ReCALL, 25(1), 4-29.
• Sadler, R., & Dooly, M. (2013). Language learning in virtual environments:  Research and practice. In M. Thomas, H. Reinders & M. Warschauer (Eds.,) Contemporary Computer-Assisted Language Learning, pp. 159-182. Continuum: London & New York.
• Dooly, M., & Hauck, M. (2012). Researching multimodal communicative competence in video and audio telecollaborative encounters. In M. Dooly & R. O’Dowd (Eds.) Researching online foreign language interaction and exchange: Theories, methods and challenges, pp. 135-161. Bern: Peter Lang.
• Dooly, M. & O’Dowd, R. (2012). Researching online interaction and exchange in foreign language education: Introduction to the volumen. In M. Dooly & R. O’Dowd (Eds.) Researching online foreign language interaction and exchange: Theories, methods and challenges, pp. 11-41. Bern/Wien: Peter Lang.
• Antoniadou, V. (2011). Virtual collaboration, ‘perezhivanie’ and teacher learning: A socio-cultural-historical perspective, Bellaterra Journal of Teaching & Learning Language & Literature, 4(3): 53-70.
• Antoniadou, V. (2011). Using Activity Theory to understand the contradictions in an online transatlantic collaboration between student-teachers of English as a Foreign Language. ReCALL, 23(3): 233-251.
• Dooly, M. (2011). Crossing the intercultural borders into 3rd space culture(s): implications for teacher education in the twenty-first century. Language and Intercultural Communication, 11 (4): 319-337.
• Dooly, M. (2011) Divergent perceptions of telecollaborative language learning tasks: Tasks-as-workplan vs. task-as-process. Language Learning & Technology, 15(2): 69–91.

Resumen

CiCe DEED consists of creating a collection of ‘e-encyclopedias’ in different european languages, that allow readers to explore how different languages in Europe conceptualise ideas about citizenship and identity, particularly as they are used in educational settings. The words and ideas explored in these encyclopedias do not always translate directly, and each language uses the vocabulary of these ideas in different ways. Because the idea of citizenship and identity are crucial for the European project, it is important that we can all understand how people speaking different European languages think about these ideas. This project tries to help achieving this goal.

Project details (GREIP as partner member of the research team)

• Dates: 01/01/2012 – 31/12/2013
• Funding entity: Lifelong Learning Programme of the European Commission
• PI: Dr. Alistair Ross (London Metropolitan University / IPSE)

• GREIP members: Dr. Melinda Dooly (PI UAB), Claudia Vallejo

Related publications

• Ross Alistair; Berg, Wolfgang; Dooly, Melinda; Ernst-Vintila, Andreea & Étienne, Richard. (Eds). (2012). CiCe Democratic Educators Encyclopaedic Dictionary

Summary

The term pluralistic approaches to languages and cultures refers to didactic approaches which use teaching / learning activities involving several (i.e. more than one) varieties of languages or cultures.
Four pluralistic approaches can be identified:

• the intercultural approach; 
• the awakening to languages; 
• the inter-comprehension of related languages; 
• the integrated didactic approaches to different languages studied.

These approaches reject the “compartmentalised” view of an individual’s linguistic and cultural competence(s), a decision which is a logical consequence of the way in which plurilingual and pluricultural competence is represented by the Common European Framework of Reference for Languages: this competence is not a collection of distinct and separate competences but a plurilingual and pluricultural competence encompassing the full range of the languages available to him/her.

Project details (GREIP as partner member of the research team)

• Dates: 01/01/2008 – 31/12/2011
• Funding entity: Council of Europe (ECML/CELV)Programme 2008-2011
• PI: Michel Candelier, Président de l’Association internationale EDiLiC (Éducation et Diversité Linguistique et Culturelle)
• GREIP members: Dr. Xavier Pascual

Publications related to the project

• A framework of reference for pluralistic approaches to languages and cultures

Summary

Based on European objectives to favour linguistic diversity and plurilingual and pluricultural education, the project aims at developing experimentations, activities and didactic tools at primary school level which, in an integrated didactic framework, would associate dominant languages, minority or regional languages in various European regions where language contact is a reality: Catalonia, Scotland, some regions of France (Corsica, Catalonia, Occitania), the Val d’Aoste. The languages we are dealing with will be used as stepping stones to work on two continuums (through interlinguistic activities or intercomprehension related activities): linguistic, geographic and cultural proximities (collateral or near languages, neighbouring languages, heritage languages) as well as a variational continuum (varieties of the dominant language, interlects). The aim will be to develop some form of conscious awareness and to promote an undertanding of language variation at an early age, as well as to enable children to develop meta and interlinguistic competences in order to help them to develop their own linguistic repertoires and plurilingual competences. The diversity of contexts, of school and sociolinguistics statuses of the minority languages involved in the project, the diversity of issues in terms of integration and the diversity of configurations this implies in terms of curricular organisation are to be considered as an asset in order to consider the elaboration of basic principles towards a plurilingual education as well as an integrated didactic organisation which would take all languages present on a given territory (language ecosystem) into account.

Project details (GREIP as partner member of the research team)

• Dates: 01/01/2008 – 31/12/2011
• Funding entity: Council of Europe (ECML/CELV)Programme 2008-2011
• PI: Claude Cortier, INRP (National Institute for Pedgogical Research, France)
• GREIP members: Dr. Virginia Unamuno Kaschapava
• Other UAB members: Angels Campà

Publications related to the project

• Regional/Minority Languages in bi-/plurilingual education

Summary

European project designed to enhance the use of video as a tool to teach (minority and/or foreign) languages. Its main aim is to foster the adoption of the project-based approach as a methodology to get students to learn a language while they produce their own video projects. Initial research will be undertaken to establish how teachers feel about the use of video production and what skills and experience they have in this area. From the results of the research, the project team will create a video gallery and will develop an online manual and online training courses targeted at in-service teachers and teacher trainers. The manual and the video gallery collects didactic proposals for teaching children aged 10-18 in the following languages: Catalan, Dutch, English, German, Icelandic, Italian, Maltese, Spanish and Romanian.

Project details (GREIP as partner member of the research team)

• Dates: 01/10/2008 – 30/09/2010
• Funding entity: European Commission, COMENIUS
• Code: 141759-LLP-1-2008-1-DE-COMENIUS-CMP
• Budget:  390,420 €  (total project); UAB: 41,740 € €
• PI: Armin Hottmann (Kulturring in Berlin E.V.) 
• GREIP members: Dr. Dolors Masats (PI UAB), Dr. Melinda Dooly Owenby, Dr. Virginia Unamuno Kaschapava
  • Research technician: Òscar Bermell Massana
• Participating institutions: Kulturring in Berlin E.V. (DE), Talenacadamie (NL), Universitat Autònoma de Barcelona (SP), Centre d’Educació Infantil i Primària Catalunya (SP), University of Pitesti (RO), PNM Language Services Limited (UK), Iceland University of Education (IS)

Publications related to the project

Dooly, M. & Masats, D. (2011). Closing the loop between theory and praxis: New models in EFL teaching. Oxford ELT Journal. Available here.

Masats, D., Dooly, M. & Costa, X. (2009). Exploring the potential of language learning through video making. In L. Gómez Chova, D. Martí Belenguer & I. Candel Torres (eds.) Proceedings of EDULEARN09 Conference (pp. 341-352). Valencia: IATED. ISBN: 978-84-612-9802-0. Original article in english. German translation of full article.

Blog of the catalan team (year one): https://blocs.xtec.cat/divis

Blog of the catalan team (year two):https://blocs.xtec.cat/videocatalunya/

Blog of the catalan team (year three): https://blocs.xtec.cat/videocatalunya2010/

Summary

This project aims at establishing a Joint Master in Teacher Education (JoMiTE) for secondary education in September 2010. Therefore it is necessary to develop a common curriculum, where students can follow comparable courses at different universities. The project focuses on the theoretical teacher education courses: General pedagogical courses, Course on Didactics (Foreign language, Mathematics & Science), Research methods and Interculturality.

Project details (GREIP as partner member of the research team)

• Dates: 01/10/2007 – 30/09/2010
• Funding entity: European Commission, ERAMUS
• Code: 33928-LLP-1-2007-1-NL-ERASMUS-ECDSP
• Budget:  300.000 € (total project); UAB: 36.629 €
• PI: Jan Folkert Deinum (Rijksuniversiteit Groningen, NL)
• GREIP members: Dr. Dolors Masats (PI UAB), Dr. Melinda Dooly Owenby, Dr. Cristina Escobar Urmeneta
• Other members UAB: Dr. Jordi Deulofeu Piquet, Dr. Mequè Edo Basté, Dr. Lourdes Figueiras Ocaña, Dr. Cristina Laborda Molla, Dr. Anna Marbà Tallada, Dr. Conxita Márquez Bargallo, Dr. Màrius Martínez Muñoz, Dr. Rafa Merino Pareja
• Participating institutions: University of Groningen, Groningen, The Netherlands; Eszterházy Károly College, Eger, Hungary; Charles University, Prague, Czech Republic; Universitat Autònoma de Barcelona, Barcelona, Spain; University of Tartu, Tartu, Estonia; University of Edinburgh, Edinburgh, United Kingdom; University of Helsinki, Helsinki, Finland; University of Joensuu, Joensuu, Finland; University of Regensburg, Regensburg, Germany

Summary

There is relatively little comparative material – or indeed, material at the individual country level – that analyses educational policies related to educational disadvantage. In most countries policies have been focussed on identifying potentially disadvantaged groups, and in trying to ensure the provision of equality of opportunity and access. There has been little attempt to analyse the success or otherwise of these policies. The fact that various groups continue to suffer educational disadvantage, despite policy Initiatives to counter this, suggests that whatever the intentions, the educational systems of the countries of Europe are institutionally discriminating against the disadvantaged. The overall aim of this project is to survey and analyse educational policies designed to counter disadvantage and inequality in Europe. Specifically the project aims are:

• analyse policies in a group of European states
• survey and report on policies across Europe that address disadvantage in particular groups of the population, including those economically disadvantaged, minority ethnic groups, those disadvantaged by gender, those with disabilities, indigenous minorities, religious minorities and linguistic minorities
• provide an overview of current policy and practice in Europe 
• produce recommendations on future networking and longitudinal surveys. 

The project produced:

• 14 National Reports
• a series of case studies of good practice
• 7 thematic reports, surveying cross-European policies on particular forms of disadvantage
• European synoptic survey

Project details (GREIP as research team leader)

• Dates: 01/01/2007 – 31/01/2009
• Funding entity: European Commission, SOCRATES Observation and Analysis Project
• Code: 2006-2816/001-001-SO2-61-OBGE
• Budget:  36.000€
• PI: Dr. Melinda Dooly
• GREIP members: Dr. Virginia Unamuno, Claudia Vallejo
• Participating institutions: KATHO, London Metropolitan University (UK), Univerzita Hradec Kralove (CZ), Universite Montpellier III Paul Valery (FR), Panepistimo Patron (EL), Universitat Autònoma de Barcelona (ES), Malmo Hogskola (SE)

Publications related to the project:

• Dooly, M. & Vallejo, C. (2009)  Linguistic Minorities Thematic Report. EPASI in Europe (Charting Educational Policies to Address Social Inequalities in Europe). Available here. 
• Dooly, M. & Vallejo, C. (2008) Country Report: Spain. EPASI in Europe (Charting Educational Policies to Address Social Inequalities in Europe). Available here.
• Vallejo, C. & Dooly, M. (2009) Country Report: Malta. EPASI in Europe (Charting Educational Policies to Address Social Inequalities in Europe). Available here.
• Ross et. al. (2009) Overall Report. EPASI in Europe (Charting Educational Policies to Address Social Inequalities in Europe). Available here. 

Summary

This is a joint project between european universities and secondary schools whose main aim is to design and pilot both the theoretical framework and the tools that are required in order to supervise the teaching practices that the future students in a Joint Master in Teacher Education (JoMiTE) would carry out both at home and at a host school abroad. In order to ensure that intercultural exchanges enrich the internationalisation of the school practices undertaken by student-teachers, the supervision model put forward in the project is being conducted in joint collaboration by university tutors, school mentors and students in both the home and the host institutions. In this project we want to develop four products: 1) a shared list of competences that potential secondary teachers should develop, 2) a pedagogical framework for the supervision of student-teachers who will do their school practice both in their home country and abroad, 3) a pedagogical framework for working with an electronic portfolio as a tool for supervision and assessment and 4) an online cultural background course, which will prepare student-teachers for their teaching practice abroad.

Project details (GREIP as partner of research team)

• Dates: 01/11/2007 – 30/09/2009
• Funding entity: European Union, SOCRATES Minerva Project
• Code: 133785-LLP-1-2007-1-NL-COMENIUS-CMP
• Budget: 300.000 € € (total project); UAB: 26.390 €
• PI: Jan Folkert Deinum (Rijksuniversiteit Groningen, NL)
• GREIP members: Dr. Dolors Masats Viladoms (PI UAB), Dr Melinda Ann Dooly Owenby, Dr Cristina Escobar Urmeneta, Dr Virginia Unamuno Kaschapava
• Other participants: Dr. Jordi Deulofeu Piquet, Dra. Mequè Edo Basté, Dra. Lourdes Figueiras Ocaña, Dra. Cristina Laborda Molla, Dra. Anna Marbà Tallada, Dra. Conxita Márquez Bargallo, Dr. Màrius Martínez Muñoz, Dr. Rafa Merino Pareja (Universitat Autònoma de Barcelona)
• Participating universities and other institutions: University of Groningen, Groningen, The Netherlands; Eszterházy Károly College, Eger, Hungary; Charles University, Prague, Czech Republic; Universitat Autònoma de Barcelona, Barcelona, Spain; University of Tartu, Tartu, Estonia; University of Edinburgh, Edinburgh, United Kingdom; University of Helsinki, Helsinki, Finland; University of Joensuu, Joensuu, Finland; University of Regensburg, Regensburg, Germany; Dr. Nassau Colloge, Assen, The Netherlands; EKF Training School, Eger, Hungary; Akademicke gymnasium Štepanska; Institut d’Educació Secundària Sabadell, Sabadell, Spain; Miina Härma Gymnasium, Tartu, Estonia; Joensuu Normaalikoulu, Joensuu, Finland

Summary

The main purpose of this project is to help future Primary Foreign Language Teachers improve their English linguistic competences by helping them to develop an appropriate linguistic level in order to participate in the job market. This aim implies to adquire the neccesary jargon of the educational context (didactics, educational centers organisation, psicopedagogy, sciences and technologies) and to develop communicative skills related to oral comprehension (listening), oral expression (speaking and interacting), reading comprehension and writing.

Project details (GREIP as partner of research team)

• Dates: 01/10/2005 – 30/09/2008
• Funding entity: European Union, SOCRATES Minerva Project
• Code: 118762-CP-1-2004-1-NL-Comenius-C2.1
• Budget: 314.950 € (total project); UAB: 26.868 €
• PI: Jan Folkert Deinum (Rijksuniversiteit Groningen, NL)
• GREIP members: Dr. Dolors Masats Viladoms (PI UAB), Dr Melinda Ann Dooly Owenby, Dr Cristina Escobar Urmeneta, Dr Virginia Unamuno Kaschapava
• Other participants: Dr Neus González Monfort (Universitat Autònoma de Barcelona)
• Participating universities: University of Edinburgh (Uk), Charles University (Praha, Cz), Middle East Technical University (Ankara, Tk), Universitat Autònoma de Barcelona (Es), Catholic University of Leuven (Be), IUFM de Midi-Pyrenées (Tolouse, Fr), Open Universiteit Nederland (Nl), Turun Normaalikoulu (Turku, Fi), Joensuun Yliopisto (Fi)

Related Publications

• Masats, Dolors & Dooly, Melinda. (2008). Applying mixed media to teacher training: The OVIDE experience. INTED 2008.
• Masats, Dolors & Dooly, Melinda. (2008) La metodologia del cas aplicada a l’ús del vídeo: un exemple de blended-learning en la formació inicial del professorat. IV Jornada de Campus d’Innovació Docent, Universitat Autònoma de Barcelona. CD-Rom.

Summary

The aims of the project are to promote the development of education for and dissemination of knowledge on teacher competencies involved in designing and managing language learning arrangements for distributed learners (network-based language teaching). To this end models, guidelines and project-materials are being developed to support teacher education organisations and affiliate schools to provide student teachers and in-service teachers with opportunities to develop competencies relevant for moderating collaborative language learning projects through second-generation technological tools (wiki, weblogs, webquests, audio and video P2P technology). These materials are meant to contribute to making the Teacher Education curriculum more competence based by offering opportunities for practical experiences in network-based (language) learning and the actual use of web platforms through workplace related experiences and reflections. At the same time this approach also offers opportunities for integration of technology training into educational training.

Project details (GREIP as leading partner of research team)

Publications resulting from the project

• Dates: 01/09/2004 – 01/10/2007
• Funding entity: European Union, Programa Socrates-Comenius
• Code: 118762-CP-1-2004-1-NL-Comenius-C2.1
• Budget: 397.287 € (total project); UAB: 297.965 €
• PI: Dr. Melinda Dooly
• GREIP members: Dr. Dolors Masats Viladoms
• Other participants: Beatriz Caballero de Rodas González, Dr. Lluis Quintana (Universitat Autònoma de Barcelona); Dr. Randall Sadler (University of Illinois at Urbana Champaign, USA)
• Participating universities: Universitat Autònoma de Barcelona (ES), Hogeschool van Utrecht (Nl), St. Gregorius College (Nl), Pädagogische Hochschule Heidelberg (DE), Grund- und Hauptschule mit Werkrealschule Neckargemünd (DE), Pädagogische Akademie des Bundes in Wien (AT), Kooperative Mittelschule (AT), Pedagogická fakulta, Universita J. E. Purkyne (CZ), Gymnazium, Stavbaru 5 (CZ), Základni škola Ústi nad Labem (CZ), CEIP Josep Obiols (ES), CEIP Emili Carles Tolrà (ES), Université Technologie et Sciences de l’Homme (FR)

• Dooly, M. & Quintana, L. (2006) Incorporació de noves tecnologies a l’escriptura de llengües estrangeres: un estudi de cas en un projecte europeu. Articles de Didàctica de la Llengua i de la Literatura (Publicaciones Graò). Volum d’abril-juny.
• Dooly, M. & Sadler, R. (2005) Computers as Toolkits: Language E-learning through International Collaboration. Theory and Practice in English Studies, Vol. 3. Masaryk University Publications: Brno, pp. 189-196.
• Dooly, M. (2005) The Internet and Language Teaching: A Sure Way to Interculturality? ESL Magazine 2005: 44, 8-12. ISSN: 1098-6553.
• Dooly, M. (2005) Working with an educational portal: a first-timer’s experience. TESOL-Spain Newsletter, Vol. 29, January 2005, pp.18-19.

Summary

This European research and development project aimed to disseminate the results of the EVLANG project. In this second phase of the study, the materials were integrated into the scholastic curriculum at primary, secondary and adult education.

Project details (GREIP as partner in research team)

• Dates: 01/12/2000 – 01/12/2003
• Funding entity: Centre Européen pour les Langues Vivantes (CELV), Graz
• PI: Michel Candelier (Universite Rene Descartes , Paris V)
• GREIP members: Dr Artur Noguerol Rodrigo (PI UAB), Dr Virginia Unamuno Kaschapava, Dolors Masats Viladoms
• Other participants (UAB): Enric Larreula Vidal, Àngels Prat Pla, Núria Vilà Miguel
• Participating universities: Institut Romand de Recherches et de Documentations Pédagogiques (CH), Université de Genève (CH), Université de Neuchâtel (CH), Landesinstitut für Schule und Weiterbildung (DE), Universitat Autónoma de Barcelona (ES), Universite Stendhal – Grenoble III (FR), Instituto Universitario Orientale di Napoli (IT), Universita Ca’foscari di Venezia (IT)

Related Publications

• Masats, Dolors (2001) EVLANG: El despertar a les llengües. Actes de les Jornades de Llengües Estrangeres de les Comarques Gironines. Girona: Departament d’Ensenyament de la Generalitat de Catalunya. Delegació Territorial de Girona
• Masats, Dolors (2001) Language awareness: An international project, in D. Lasagabaster & J.M. Sierra (eds.) Language Awareness in the Foreign Language Classroom. Euskal Herriko Unibertsitatea, pp. 79-97
• Noguerol, Artur (2001) Cómo tratar la diversidad lingüística y cultural, in M. Casas & C. Tomás (eds.) Educación Primaria. Orientaciones y recursos (6-12 años). Barcelona: Ciss-Praxis, pp. 228-309
• Noguerol, Artur (2001): Una experiencia de diversidad lingüística y cultural, in M. Casas & C. Tomás (eds.) Educación Primaria. Orientaciones y recursos (6-12 años). Barcelona: Ciss-Praxis, pp.400-424

Summary

This was an European research and development project which created, piloted and assessed materials to be used by primary teachers and teacher trainers in order to work on the development of positive attitudes and representations of linguistic and cultural diversity in students. The material also intens to improve linguistic and metacognitive aptitudes which facilitate the access to language domains (mother tongue, second language and foreign languages).

Project details (GREIP as partner in research team)

• Dates: 01/12/1997 – 01/12/2000
• Funding entity: European Union. Programa Socrates-Lingua
• Code:  42137-CP-1-97-FR-Lingua-LD
• Budget: 10.000 €
• PI: Michel Candelier (Universite Rene Descartes , Paris V)
• GREIP members: Dr Artur Noguerol Rodrigo (PI UAB), Dr Virginia Unamuno Kaschapava, Dolors Masats Viladoms
• Other participants (UAB): Enric Larreula Vidal, Àngels Prat Pla, Núria Vilà Miguel
• Participating universities: Institut Romand de Recherches et de Documentations Pédagogiques (CH), Université de Genève (CH), Université de Neuchâtel (CH), Landesinstitut für Schule und Weiterbildung (DE), Universitat Autónoma de Barcelona (ES), Universite Stendhal – Grenoble III (FR), Istituto Universitario Orientale di Napoli (IT), Universita Ca’foscari di Venezia (IT)

Publications resulting from the project

• Noguerol, Artur (2000) Aprendre llengua (i altres coses) des de la diversitat. Perspectiva i Diversitat: Suplement de Perspectiva Escolar 10, pp. 3-6
• Vilà, Núria (2000) Tants caps, tantes llengües. Perspectiva i Diversitat: Suplement de Perspectiva Escolar 10, pp. 7-10

Summary

Virtual Reality for Education (VR4ED) is a Private-Public-Partnership (PPP) between the University of Illinois at Urbana Champaign, University of California Santa Barbara, University of North Texas, Meta and Immerse Inc. The project aims to provide Meta Quest II VR headsets to underserved public high schools in Illinois, Texas, and California and to provide support for teachers in those schools and develop a teacher’s guide for the use of Virtual Reality to implement integrated language teaching.

Project details (GREIP as project member)

• Dates: 01/12/2022 – 31/12/2024
• Funding entity: Meta
• Budget: $350,000
• PI: Dr. Randall Sadler, University of Illinois at Urbana Champaign (USA)
• UAB members: Dr. Melinda Dooly (external expert)
• Research team members: Dr. Randall Sadler, University of Illinois at Urbana Champaign, Dr. Dorothy Chun, University of California Santa Barbara, Dr. Regina Kaplan-Rakowski, University of North Texas, Dr. Tricia Thrasher, Immerse Inc, Dr. Melinda Dooly, Universitat Autònoma de Barcelona

Summary

Link: https://creativeinquiryaila.wordpress.com/

The AILA Research Network on Creative Inquiry in Applied Linguistics was formed in early 2018 with the aim of being a central space to explore the collaborative potential between sociolinguistics and the arts.

We take as a starting point Patricia Leavy’s definition of creative inquiry as “any social research or human research that adapts the principles of creative arts as part of the methodology” (2014: 1). As academic attention is focused on dynamic plurilingualism, multimodality and superdiversity (Adami 2017; Blackledge and Creese 2017) and co-production (McKay and Bradley 2016), creativity and the arts are increasingly integrated into the applied linguistics research. However, until now there has been no central space for the discussion of the ways in which applied linguists engage with the arts: as context, as methodology, as epistemology, or as an ontology. This research network aims to create this space, and contribute to fulfilling our professional responsibility to challenge the emergence of exclusionary discourses and ‘post-truth’ policies worldwide, following Adrian Blackledge’s claim that ‘we have never needed the arts more than we do now ‘(Blackledge 2017; see https://www.birmingham.ac.uk/generic/tlang/digital-stories/index.aspx). Therefore, the network also welcomes researchers who are not explicitly working with the arts but are interested in collaborative research between disciplines, sectors and communities for social and epistemological justice; in working in partnership and solidarity with the marginalized and those who have no voice; and to allow the articulation of what was not articulated before, was unknown, not heard and undervalued.

Project details (project co-led by GREIP)

• Dates: 01/01/2018 – curreny
• Funding entity: AILA
• Network coordinators: Dr. Jessica Bradley (University of Sheffield), Dr. Lou Harvey (University of Leeds) and Dr. Emilee Moore (GREIP, UAB).
• GREIP members: Dr. Emilee Moore (coord.); Dr. Júlia Llompart, Dr. Claudia Vallejo.

Summary

Global Story Bridges is a project that connects youth across the globe through digitally-mediated communication. Through the power of video youth in globally diverse sites explore their worlds through stories; they share images, information, comments, and questions as they create and negotiate digital texts and technologies. GREIP research centre has been part of the launching and development of this project with a group of young people from Badia del Vallès, who meet every week to produce and exchange videos with children from other parts of the world. This initiative, created by Dr. Margaret Hawkins (University of Wisconsin-Madison), has been developed in Badia del Vallès within the framework of the Let’s Go! project, led by the Fundació Autònoma Solidària. 

Project details (GREIP as member of research team)

• Dates: 01/’1/2018 – 31/12/2020
• Funding entity: Global Story Bridges
• PI: Margaret Hawkins (University of Wisconsin-Madison)
• GREIP members: Dr. Emilee Moore, Claudia Vallejo

Summary

The LILA network will bring together a variety of participants to consider the relationship between language and the creative arts – visual arts, drama and performance, dance, music, poetry, film, and more – for learning. In formal educational contexts, and often in informal settings too, language is the chief medium for expressing, recognising and evaluating learning. Yet the arts are increasingly employed in public services such as health and wellbeing, migrant support and childhood, and in engagement contexts as researcher and cultural organisations seek to communicate with wider publics. The LILA network therefore responds to a need to more fully understand the relationship between language and the arts for learning in these informal contexts. It aims to generate insights into the communication of what is otherwise unsayable: the narration of unconscious knowledge, things people do not know how to talk about, do not have language for, or are prevented from speaking about.

Project details (GREIP as IP)

• Dates: 01/10/2019 – 31/03/2021
• Funding entity: Arts & Humanities Research Council (UK)
• Code: AH/S010963/1
• Budget: 33,617 GBP (total project); UAB: 14,969 GBP
• PI: Lou Harvey (University of Leeds)
• GREIP members: Dr. Emilee Moore (co-IP UAB)
• Other members UAB: Dr. Cristina Aliagas (co-IP UAB)
• Partner institutions: Partners: University of Leeds, Universitat Autònoma de Barcelona, Leeds City Council, Love Pudsey, Museu de Lleida, The British Museum

Summary

The project is structured around Andorra’s new curriculum proposal, in which GREIP is advising the government of Andorra in agreement with the Institute of Resources and Research for Training IRIF.
The project includes the overall organization of the curriculum (how projects should be structured considering languages, a stage beyond CLIL); and specific proposals for the Andorran school on the structure of the assessment, items related to the proposals of the CARAP/FREPA project and the realization of the plural approach to language teaching.

Project details (GREIP as research team leader)

• Dates: 01/01/2014 – 31/12/2015
• Funding entity: GREIP – Universitat Autònoma de Barcelona, Institut de Recursos i Investigació per a la Formació (IRIF), Andorran Government
• Code: ACV8822
• PI: Dr. Artur Noguerol
• GREIP members: Dr. Luci Nussbaum, Dr. Dolors Masats

Summary

General aims:

• Promote reflection on the Teachers’ Digital Competence (TDC) and its importance for teacher formation in the Early Childhood and Primary education.
• Propose and promote specific actions to improve and enhance the development of TDC in Early Childhood and Primary education.

Specific objectives:

• To exchange experiences and knowledge about the development of the TDC in the teaching of the Early Childhood and Primary education amongst the project members.
• Compile  information on how TDC is dealt with in the classroom practice of the two degrees.
• Elaborate a proposal for improvement through diverse resources (documents, audiovisual resources …) for the integration of  TDC in Early Childhood and Primary education degrees of the Faculty.
• Disseminate the results of the project in a seminar and workshop with the participation of external experts and stakeholders.

Project details (GREIP as member of research team)

• Dates: 01/01/2020 – 01/01/2021
• Funding entity: Faculty of Education, Universitat Autònoma de Barcelona; Convocatòria d’Ajudes a la Innovació 2019 (2ª CfP)
• Budget: 1100 €
• PI: Alejandra Bosco & Cristina Mercader
• GREIP members: Dr Melinda Dooly, Dr. Dolors Masats
  • GREIP associate member: Maria Mont
• Other participants: Dr. Lluís Albarracín, Dr. Àngels Campà, Dr. Xavier Fontich, Dr. Josep Maria Fortuny, Dr. Cecilio Garriga, Dr. Ana Maria Margallo, Dr. Andy Morodo, Dr. Cristina Simarro, Dr. Laia Viladot, Dr. Georgeta Ion, Jéssica Pérez, Katia Pozos

Summary

This project aims to have an impact in the beliefs and practices of pre-service and in-service teachers, as well as teacher trainers, regarding the linguistic diversity of educational centers. As members of the teacher staff at the Language and Literature Teaching Unit, we have taken part in the European research project ‘Linguistically Sensitive Teaching in all Classrooms’ (LISTiac, https://listiac.org/). As part of LISTiac, we have designed and experimented with reflection tools (observation guides, focus groups, …). This experimentation has allowed us to see that:

1) Despite having received training in the treatment of linguistic diversity / plurilingual education in the centers, for example in the subject School Language Project and Plurilingualism (GEP, 3rd year), 4th year students still present prejudices / biases in this sense;

2) It is necessary to deepen in how the treatment of linguistic diversity / plurilingual education fits into the model of inclusive education (Decree of Inclusion 150/2017) and that this reflection be incorporated in the subjects offered by the Teaching Unit of Language and Literature;

3) to promote truly significant changes in the training we offer from the Unit, and in beliefs and teaching practices, the reflection tools proposed by the LISTiac project should be included in a broader approach that is more consistent with inclusive education, and that is agreed by teachers of diverse subjects.

To address these challenges, in this teaching innovation project we propose: promoting the collaboration of a wider group of teachers in our Unit, formalizing the collaboration / advice of an expert teacher in inclusive education in order to emerge, deepen, and address biases and promote linguistically inclusive teaching practices more effectively. This methodological proposal contemplates dialogue between university-students-teachers in order to promote reflection and change at various levels.

Project details (GREIP as research team leader)

• Dates: 01/01/2020 – 01/01/2021
• Funding entity: Office of Teaching Quality, Universitat Autònoma de Barcelona; Call for Projects for Supporting Educational Innovation and Improvement of Teaching Quality 2018, Modality A
• Code:  GI513668
• Budget: 300 €
• PI: Dr. Emilee Moore
• GREIP members: Dr. Víctor Corona, Dr. Xavier Fontich, Dr. Júlia Llompart, Dr. Dolors Masats, Claudia Vallejo
• Other participants: Dr. Marilisa Birello, Maria Mont, Mariona Pascual, Berta Torras

Summary

This project aims to collaboratively improve module 2 of the subject ‘School Language Project and Plurilingualism’, taught in English in the third year of the Degree in Primary Education. Despite the growing social demand of integrated content and foreign language learning spaces (CLIL), students systematically reject content that is given in English. This rejection has to do with the brevity of module 2 (5 sessions) and with the fact that not all students are oriented to choose the specilization in foreign languages, all of which repercutes in a low level of participation and in poor results achieved. To break this resistance and give truly meaningful content for all, this research-action project aims at working with students, based on their interests and needs. The proposal articulates several phases of collecting, analyzing and discussing data on student perceptions, with the collaborative production of teaching-learning resources to promote a change in their perception towards languages ​​in education. The proposal puts the students at the center of their training process, in order to achieve a greater impact on learning.

Project details (GREIP as research team leader)

• Dates: 01/09/2018 – 30/09/2019
• Funding entity: Office of Teaching Quality, Universitat Autònoma de Barcelona; Call for Projects for Supporting Educational Innovation and Improvement of Teaching Quality 2018, Modality A
• Code:  GI513668
• Budget: 640 €
• PI: Claudia Vallejo
• GREIP members: Dr Melinda Dooly, Dr Dolors Masats, Dr Emilee Moore
• Other participants: Nathaly González Acevedo, Mònica López Vera

Summary

Let’s Go! is a socio-educational program that aims to give individual support to pupils from 1st year of secondary education (ESO), in order to improve their competence in English. The project is primarily aimed at the educational community from the secondary schools Badia del Vallès and Federica Montseny, in Badia del Vallès.

The main objective of the program is to turn Badia del Vallès into an English-Learning City (ELC) in five years. The overall objective is divided into four interrelated phases, which will be developed in four academic years (from 2016-17 to 2019-20). Each phase will add complementary actions that will involve new actors and new geographic areas within Badia del Vallès, always keeping the youth from the Secondary Schools as core actors. The ultimate goal is that, at the end of the project, the local council will be involved in the promotion of learning English and will have established a network in which social institutions, schools and community work together.

The project has a dual aim: improving secondary education students’ English language skills, and linking students and UAB  faculty members in carrying out research related to strategies for teaching and learning foreign languages.

Starting February 28th 2017, and for a three-year period, this project is linked to (Teachers as agents of transformation through their engagement in cross disciplinary innovative projects in the English classrooms), a research project sponsored by RecerCaixa.

Project details (GREIP as partner in research team)

• Dates: 01/09/2016 – 30/09/2020
• Funding entity: Fundació Autònoma Solidària (Universitat Autònoma`s Solidarity Foundation, FAS)
• PI: Andy Morodo (Universitat Autònoma de Barcelona)
• GREIP members: Dr. Dolors Masats, Dr. Emilee Moore, Claudia Vallejo
• Participating institutions: FAS, GREIP research centre, City of Badia del Vallès, Secondary schools Federica Montseny and Badia del Vallès, Department of Education of the Generalitat of Catalonia

Summary

This project, which stems from the results of the project developed in 2011 in cooperation with the Center of Investigation and Formation for the Aboriginal Modality (CIFMA) in ‘El Chaco’ (Argentina) for the improvement of Intercultural Bilingual Education (IBE) aims to impact the most impoverished region of the province (‘El Impenetrable’) through three actions: 1) detecting modalities of linguistic education in primary schools in the area and the role displayed by graduates from CIFMA; 2) detecting practices of bilingual education carried by these graduates; and 3) organizing a seminar to share and multiply these practices among teachers graduated from CIFMA, final year students, Wichí community members, academic authorities, and spread them between the families and the population. The project aims to prestige IBE, defined as a resource that promotes the improvement of living conditions of the indigenous population through quality education.

Project details (GREIP as research team leader)

• Dates: 01/06/2014 – 30/06/2015 (extension to 30/09/2015)
• Funding entity: Fundació Autònoma Solidària (Universitat Autònoma’s Solidarity Foundation, FAS)
• PI: Dr. Dolors Masats
• Budget: 10,417€
• GREIP members: Dr. Arthur Noguerol, Dr. Luci Nussbaum, Dr. Virginia Unamuno
• Participating institutions: FAS, GREIP research centre, City of Badia del Vallès, Secondary schools Federica Montseny and Badia del Vallès, Department of Education of the Generalitat of Catalonia

Summary

This is a cooperative project between the CIFMA (Center of Investigation and Formation for the Aboriginal Modality) and the GREIP. In it’s first phase, the project aims to carry a diagnosis on the use of indigenous languages and the plurilingual school practices that involve indigenous teachers in the province of El Chaco (Argentina). In it’s second phase, the aim is to elaborate a plan of formation to support these teachers during their incorporation to primary schools in indigenous areas of El Chaco for the introduction of minority languages in education. CIFMA and GREIP are connected through Dr Virginia Unamuno, member of the GREIP, who develops her current research work in the CIFMA. Also, the UAB has signed an agreement of collaboration with the CIFMA for the accomplishment of professional practices for students of Pre-school and Primary Education of the UAB.

Project details (GREIP as research team leader)

• Dates: 01/06/2011 – 31/12/2011
• Funding entity: Fundació Autònoma Solidària (Universitat Autònoma’s Solidarity Foundation, FAS)
• PI: Dr. Luci Nussbaum
• Code: FSXXVIII-4
• Budget: 13.848 €
• GREIP members: Dr Virginia Unamuno Kaschapava, Dr Melinda Ann Dooly Owenby, Dr Dolors Masats Viladoms, Dr Amparo Tusón Valls, Dr Artur Noguerol Rodrigo
• Participating institutions: Universitat Autònoma de Barcelona (ES), CIFMA (Centro de Investigación y Formación para la Modalidad Aborígen), Province of El Chaco, Argentina
• Field sites: Indigenous communities from the qom, wichi & mocovi ethnic groups located at Presidencia Roque Saez Peña, Sauzalito, Castelli, Villa Angela, Pampa del Indio & Colonia Aborígen (Province of El Chaco, Argentina)

Summary

The aim of this project is to develop teaching materials in English for different activities offered in subjects in the undergraduate Early Childhood and Primary Education degrees, the aim of which is to teach didactics of experimental and social sciences to future teachers. The didactic materials in English will support teachers and students in their development of linguistic competences in English, taking into consideration the diversity of their competences. An interdisciplinary approach will be taken in working between the different fields of knowledge involved: Didactics of Experimental Sciences, Didactics of Social Sciences and Didactics of Foreign Languages. The project aims to offer orientations as to how linguistic and subject-specific competences may be developed in an integrated manner. Such orientations are considered useful not only for the subjects which are the focus on the project, but also for others in which similar processes could be carried out in the future. 

Project details (GREIP as partner in research team)

• Dates: 16/05/2011 – 16/05/2013
• Funding entity: AGAUR (Agencia de Gestió d’Ajuts Universitaris i de Recerca)
• Code:  2010MQD00132
• Budget: 10.000 €
• PI: Dr Mariona Espinet (Universitat Autònoma de Barcelona)
• GREIP members: Dr Dolors Masats, Emilee Moore
• Other participants: Dr Neus González, Dr Mercè Junyent, Dr Cecília Llobet, Dr Anna Marbà, Dr Pilar Comes

Summary

The project aims to describe the current use of video in teachers’ formation. Therefore, it’s main objective is to gather examples of case studies that may be used to identify the benefits of digital video in this context, and may serve as an example of the possible uses and diverse approaches that exist in the application of a digital video. A second objective is to establish a set of principles of generic uses related to learning theories and/or that may illustrate practical and technical aspects related to the use of digital video and audio in teachers’ formation. 

Project details (GREIP as partner in research team)

• Dates: 01/09/2007 – 30/09/2009
• Funding entity: AGAUR (Agencia de Gestió d’Ajuts Universitaris i de Recerca)
• Code:  2007MQD00138
• Budget: 8,100 €
• PI: Dr Mariona Espinet (Universitat Autònoma de Barcelona)
• GREIP members: Dr Eva Codó Olsina, Dr Dolors Masats Viladoms
• Other participants: Dr Núria Planas Raig, Dr Sònia Oliver del Olmo, Dr Lizzette Ramos Robles

Publications resulting from the project

• Espinet, M., Codó, E., Feixas, M., Masats, D. & Couso, D. (2009) Llegir i escriure críticament en el context d’assignatures impartides en anglès: El cas de la Titulació de Mestre Especialitat Llengua Estrangera. IV Jornada de Campus d’Innovació Docent. Universitat Autònoma de Barcelona. CD-Rom

Summary

The main purpose of this project is to help future Primary Foreign Language Teachers improve their English linguistic competences by helping them to develop an appropriate linguistic level in order to participate in the job market. This aim implies to adquire the neccesary jargon of the educational context (didactics, educational centers organisation, psicopedagogy, sciences and technologies) and to develop communicative skills related to oral comprehension (listening), oral expression (speaking and interacting), reading comprehension and writing.

Project details (GREIP as partner in research team)

• Dates: 01/01/2005 – 31/12/2007
• Funding entity: AGAUR (Agencia de Gestió d’Ajuts Universitaris i de Recerca)
• Code:  2005/MQD/00130
• Budget: 6.000 €
• PI: Dr Mònica Feixas Condom (Universitat Autònoma de Barcelona)
• GREIP members: Dr Eva Codó Olsina, Dolors Masats Viladoms
• Other participants: Dr Lluis Bibiloni Matos, Dr Digna Couso Lagaron, Dr Mariona Espinet Blanch

Publications resulting from the project

• Codó, E., Masats, D., Feixas, M., Espinet, M. & Couso, D. (2007) Analysing the Level of Complexity of University Students Written Responses: A Comparison between First and Foreign Language Productions. C. Rust (ed.), Improving Student Learning. Improving student learning through teaching. 14. Oxford: Oxford Centre for Staff and Learning Development. Chapter 7, 14, 158-170. ISBN: 978-1-873576-75-5.
• Masats, D. , Feixas, M., Couso, D. &  Espinet, M. (2006) La docència en anglès en assignatures no-lingüístiques a la titulació de Mestre Especialitat Llengua Estrangera. Barcelona: IV CIDUI. CD-Room. ISBN: 84-7653-886-3.
• Couso, D., Feixas, M.,  Masats, D. & Espinet, M. (2006) Treballant les competències lingüístiques dels futurs mestres de llengua estrangera en context: l’ensenyament de ciències i matemàtiques en anglès” Barcelona: IV CIDUI. CD-Room. ISBN: 84-7653-886-3.
• Feixas, M., Masats, D., Couso, D.  Espinet, M. & Codó, E. (2006) Millora de les competències en llengua anglesa dels alumnes de la titulació de mestre especialitat llengua estrangera mitjançant la impartició d’assignatures no-lingüístiques en anglès: una experiència  AICLE. III Jornada de Campus d’Innovació Docent. Bellaterra: Universitat Autònoma de Barcelona. CD-Room. ISBN: 978-84-490-2502-0.

Summary

This project was designed to offer future primary foreing language teachers a complete trainning focus on the connections of two language subject-matters that are part of their curricular content (Catalan and English languages) and the corresponding didactics (laguage teaching and English language teaching). This purpose is articulated through three main actions:

• Coordination between linguistics training areas (foreign languages and language teaching);
• The dessign and exprimentation of a Digital Professional Portfolio (Portolio Profesional Digital : PPD) as a tool for evaluating in an integrating way;
• Digital literacy with teaching purposes.

Project details (GREIP as research team leader)

• Dates: 01/01/2004 – 31/12/2005
• Funding entity: IDES-UAB
• Code:  PID2004-06, 210.027
• Budget: 3.000 €
• PI: Dr. Cristina Escobar Urmeneta
• GREIP members: Dr Eva Codó Olsina, Dr Melinda Ann Dooly Owenby, Dr Cristina Escobar Urmeneta, Dolors Masats Viladoms, Dr Artur Noguerol Rodrigo
• Collaborators: Dr Jaume Mateu Fontanals, Antonio Sánchez Solá

Summary

This research seeks to explore the way 15 teenagers of migrant backgrounds, specifically from Ecuador describe their migrant experience. The project also collects voices from people related with these teenagers’ integration process (teachers, relatives, counsellors, and others). This study allows understanding migration process as a dynamic process and that poses challenges identities definition.

The analysis takes into account not only researchers proposed topics, but also what teenagers want to narrate, what girls and boys understand as important/relevant and the way the narrate it. This qualitative perspective, based on the analysis of a narrative discourse, reveals other kind of information quantitative methodologies do not allow us to know. Thus, the project gives importance to self representation of people in their own discourse.  

The interviews as sources of information are linguistic data. Language is central in expressing identity, a relevant issue of our personal experience. 

The analysis is based on the next main questions: 

· What are the topics and settings constructed in narratives?
· What are the topics introduced by the interviewer?
· How is negotiation between participants done?
· What are the positions participants construct in discourse?
· What are the categories that merge from discourse?
· How do participants outline their migrant trajectories?

Project details (GREIP as partner in research team)

• Dates: 15/09/2007 – 30/06/2008
• Funding entity: Jaume Bofill Foundation
• PI (UAB): Dr. Victor Corona
• Budget: 5000€

Summary

This is one of the three projects of the programme entitled Education and Community, developed by Fundació Jaume Bofill as a means to promote telecollaboration in the field of education and to establish links among the educational stakeholders of a community. The project known as TRAMA, Educació i treball en xarxa (Education and Telecollaboration), aims at encouraging teacher trainers to incorporate telecollaborative pedagogical initiatives in the implementation of the pre-service training programmes targeted at future teachers and social agents.

Project details (GREIP as partner in research team)

• Dates: 15/09/2007 – 30/06/2008
• Funding entity: Jaume Bofill Foundation
• GREIP members: Dra. Melinda Dooly Owenby, Dra. Dolors Masats Viladoms
• Participating institutions: Les Facultats d’Educació de les següents universitats: UB, UdG, UdL, UOC, URL-Blanquerna, URL-Fundació Pere Tarrés, URiV i UVic; i professorat de la Facultat de Ciències de l’Educació de la UAB