Transitions and multilingualism
Start date: Oct 1, 2009,
The partners from DE, RO, LV, SE, NL focus in their project activities on transitions of children with multilingual background and ethnic minority. These children have been identified as risk groups within the national educational systems, especially in coping with transitions from nursery school to primary school.Multilingualism during transition processes hitherto has inadequately been accounted for both in training of pedagogical professionals and on the level of concept and theory of education. Furthermore, projects to support transition, in intercultural and migration competences within the field of education are lacking.Acceptance of language and cultural diversity and evaluation of the existing heterogeneity as a chance for competence acquisition presents a challenge to professionalism of teachers.This demands the competence of a profession-related self-reflection (a) intercultural competences, (b) knowledge about acquisition of first and second language(s) and of existing linguistic and intercultural programmes and (c) support of successful transitions between families and education systems.Trained educational professionals will help to counterbalance the disadvantages of these children in transitions. They will be able to facilitate intercultural and language learning and coping with transitions for all children supporting successful learning careers.National reports will highlight the situation of migrant and minority children in the educational systems and programs to meet their challenges, and will allow international comparison, exchange and development. The interdisciplinary expert team of partners will provide a curriculum for CPD trainings to address the identified competences of educational professionals. Cooperation of partners with model schools will connect theory with practice. International and national training courses will be held and the project results be disseminated by publications, transfer workshops, conferences and the website.
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