Projects Coordinated by Eurospeak

TGSC 

Project Number: 2020-1-UK01-KA204-079059 

Project Title: Teaching grammar for spontaneous communication 

Dates: 11/20 – 8/22 

Partners: Babel Idioma y Cultura (Spain), University of Pitesti (Romania), Valodu Mape Sia (Latvia), Polaris Ltd. (Italy)  

Project languages: The project’s outputs will be available in English, Spanish, Romania, French, Latvian, German, and Italian 

Description:  

The aim of this project is to familiarise teachers of a second language with targeted communicative practice activities. It is widely agreed among linguistic researchers that L2 teachers can facilitate the development of grammatical knowledge for spontaneous communication through practice activities that engage learners in using target grammatical structures during meaningful, communicative interaction (e.g, DeKeyser, 2017; R. Ellis, 2014; Lightbown, 2008), i.e., targeted communicative practice activities. Thus, the project will develop two outputs:  

  • IO1: A handbook containing a teacher-friendly overview of the research into the development of grammatical knowledge for spontaneous communication and a compilation of sample activities and procedures that can be used in the classroom for the purposes of developing this kind of knowledge (to be published and accessed online). 
  • IO2: A curriculum and accompanying materials for a brief Continuing Professional Development (CPD) programme aiming to enable language schools to train their teachers in developing grammatical knowledge for spontaneous communication (to be published and accessed online). 

The project’s target groups are Directors of studies at language schools (direct), foreign language teachers (direct), and adult L2 learners at CEFR A2 level and above (indirect).  

Find out more by visiting the project website , Facebook page , and Twitter  


VET^2

Project Number: 2020-1-UK01-KA202-079153 

Project Title: VET Mobility Safeguarding Quality Charter for Europe 

Dates: 16/11/2020 – 15/05/2023 

Partners: Magenta Consultoria Projects (Spain), Institute of Entrepreneurship Development (Greece), FORTES Impresa Sociale (Italy), Youth Bridges Budapest (Hungary) 

Project languages: The project outputs will be available in English, Spanish, Greek, Italian, and Hungarian .

Description:  

The VET SQUARED (VET^2) project focuses on the initial and continuous professional development of VET teachers, with a specific focus on an area of VET which is largely overlooked as a topic relating to HR or organisational policy and management, and generally integrated as a small part of operational policy and compliance measures. The project addresses this priority by upskilling and providing continuous professional development opportunities in the field of VET mobility, by providing a bespoke safeguarding quality charter for application during VET mobility activities. The project target group is Key Action 1 VET mobility organisations and the professional involved in leading VET mobility groups. 

The project will see the creation of four outputs:  

  • IO1: VET Mobility Safeguarding Charter  
  • IO2: VET Mobility Safeguarding Benchmarking Tool  
  • IO3: VET Mobility Platform  
  • IO4: VET Mobility Safeguarding Policy Recommendation Report  

Find out more by visiting the project website and Facebook page   


PESE

Project Number: 2020-1-UK01-KA202-079035 

Project Title: Professional English Language Skills for Employability Across EU 

Dates: 09/11/20 – 08/11/22 

Partners: MACDAC Engineering Consultancy Bureau (Malta), Center for Social Innovation (Cyprus), Babel Idioma y Cultura (Spain), Team4Excellence (Romania), Cooperativa de Formacao e Animacao Cultural (Portugal)  

Languages: The first two outputs will be available in English, Greek, Spanish, Romanian, and Portuguese. The third output will only be in English.  

Description:  

This project aims to start research into the labour market in partner countries and establish the type of English skills employers currently require from their employees. This information will be collated in the form of:  

  • IO1: Handbook on current professional English requirements for partner countries 
  • IO2: Framework for a curriculum for professional English for employability 
  • IO3: E-course for professional English for employability 

The ability to effectively communicate at work is one of the 21st Century Skills demanded by employees. Feeling confident and competent in a foreign language plays a vital role in enhancing employability and mobility. The English language is so widely used in the EU and around the world in general that gaining some mastery of it provides the user with clear employment advantages. 

Find out more by visiting the project websiteFacebook page, and Twitter  


DCD

Project Number: 2020-2-UK01-KA205-079461 

Project Title: Digital Cultural Designer 

Dates: 12/20 – 11/22 

Partners: Cascade NGO (Iceland), Zavod Boter (Slovenia), Enoros Consulting (Cyprus), Tatics Group (Italy), Tavo Europa (Lithuania)  

Languages: The project’s outputs will be available in English, Icelandic, Slovenian, Greek, Italian, and Lithuanian 

Description:  

The Digital Cultural Designer (DCD) Project consists of extending and developing the digital skills and competences of young people especially in the field of culture aiming to improve cultural education through innovative online tools and methods. The project aims also to introduce young adults to the concept of open data allowing them to learn and experiment with open data, corresponding to their own needs. The digital natives of today are the data literates of tomorrow.  

By making the open data topic understandable for youth, young people can easily experiment through interactive video series, animated clips, expert interviews and then more and more young people might try to cross the open data bridge. They can point out problems, select data based on their needs and give creative input on how to transform all this into an application. It’s important that open data become truly open to young people, as this will lead towards more and better use of it. So, it is a must to transform digital natives into open data literates. To do this, the project will develop twp outputs:  

  • IO1: Handbook for digital cultural youth awareness 
  • IO2: Digital cultural youth curriculum  

Find out more by visiting the project website  


IMCAP 

Project Number: 2020-1-UK01-KA201-079210 

Project Title: Improving Migrant Childrens’ Academic Performance 

Dates: 11/20 – 10/22 

Partners: Center for Social Innovation (Cyprus), Topcoach SRO (Slovakia), INDEPCIE (Spain)  

Languages: The project outputs will be available in English, Greek, Spanish, Turkish, and Slovak. 

Description:  

The Improving Migrant Childrens’ Academic Performance, or IMCAP, project aims to bridge the gap between immigrant parents of school age children and their teachers. As per an OECD study conducted in 2015, academic underperformance is common to most students with an immigrant background, but particularly first-generation immigrant students. Students with an immigrant background face multiple sources of disadvantage that affect their academic performance and their general well-being. IMCAP thus focuses on improving the academic performance of an immigrant student. It involves 4 Partners in 4 European Countries who will bring their expertise together to tackle the education gap and mismatches by strengthening the profiles of educators and teaching professionals. This will be done through three outputs:  

  • IO1: Capacity building booklet to prepare teachers to work in a culturally diverse classroom and actively engage parents of different ethnicities in the education process 
  • IO2: A cultural handbook for parents so they become familiar with the host country culture, the current school system and what is expected of them 
  • IO3: A networking platform for schools/teachers to be able to undertake regular knowledge exchange, thereby promoting a collaborative approach to learning 

IMCAP’s goal is to narrow the educational achievement gap between immigrant and non-immigrant peers. This will occur by targeting key stakeholders and assisting them with tools; a cultural handbook, a capacity-building booklet and an online networking platform. In a longer-term, the project will facilitate equal participation in society both economically and socially. 

Find out more by visiting the project websiteFacebookLinkedIn, and Instagram   


CoCoFe

Project Number: 2020-1-UK01-KA204-079046 

Project Title: Communicative Competency for Female Refugees on the Shop Floor: Improving communication skills in the workforce 

Dates: 31/12/2020 – 30/12/2022 

Languages: The project outputs will be available in  

Partners: Center for Social Innovation (Cyprus) , Learning for Integration ry (Finland), Solution: Solidarité & Inclusion (France), FUNDACION DE TRABAJADORES DE LA SIDERURGIA INTEGRAL (Spain) 

Description: 

In an attempt to bring women who are refugees and forced migrants and the local community together, the project’s objective is to establish a holistic grass-roots self-sustaining web-based platform for low-skilled female refugees, female migrants and local workers, principally females but not exclusively, employed in factories which will establish agency for the female newcomers. It envisages a platform both a web-based e-learning presence and a paper-published book to support women once in work. It seeks to establish a work/partner or mentor/mentee relationship and forge productive relationships, turning both female refugees and mentors into teachers and independent learners. This will be done by establishing a competency- and socio-cultural-based approach to language learning for the women and establish a collaborative digital learning platform. 

  • IO1: Analysis of language use in small scale industries and retail shop floors employing female refugees and forced migrants 
  • IO3: CoCoFe e-learning platform 

CoCoFe’s aim is to use onsite and virtual mentoring via free-web based platform, a self-published companion book for the website and on-site language clinics to help female refugees and female forced migrants in their new jobs, to encourage on-ward mobility in their job and exploit their latent talents. This would not only help the women and their families, but it would also help their local communities and society at large.