IALIC members have been involved in a number of national and international projects focusing on languages and/or intercultural communication. This page collects information on some of these initiatives.
GCMC toolkit (The Global Citizenship and Multilingual Competences toolkit)
The Global Citizenship and Multilingual Competences (GCMC) toolkit is an Erasmus+ project with partners in Austria, the UK, Netherlands, Italy and Germany (2020-2023). Its aim is to provide online teacher development resources for secondary teachers of all subjects about how to integrate global citizenship goals and plurilingual pedagogies into their practices in a sustainable way.
The main outputs of the project will be:
- A self-reflective tool for teacher competences in respect to teaching for global citizenship or plurilingual pedagogies
- An online professional development course and toolkit
- A training and implementation manual for teacher educators
Please, read more on the project website: https://gcmc.global/project/
TICKET (Transnational Intercultural Competence through Knowledge Exchange and Training)
TICKET (2019, 2022) is an Erasmus+ project (Strategic Partnerships for Higher Education) coordinated by the University of Edinburgh. TICKET aims at fostering social inclusion and diversity within the university communities through the development of the intercultural competences of academics and professional staff, which will allow them to enhance internationalisation across the higher education sector and to engage with under-represented groups. To achieve this, the project will create a modular Training Programme to support staff in their IC skill development, flexible ICT tools which can be tailored to varying institutional contexts, and a Toolkit aimed at supporting all staff as they engage with IC-related professional development.
R+D PROJECT: “AFRICAN MEMORIES: RECONSTRUCTING SPANISH COLONIAL PRACTICES AND THEIR IMPRINT IN MOROCCO AND EQUATORIAL GUINEA. TOWARDS A SPANISH-AFRICAN CULTURAL HERITAGE” (MEMOAFRICA)
Ref: (HAR2015-63626-P, MINECO/FEDER)
Coordinator: Y. Aixelà Cabré (CSIC: Centre for Higher Research in Spain)
This project analyzed the socio-cultural, linguistic and evangelizing practices of Spanish colonialism in Morocco and Equatorial Guinea on the grounds of its protagonists’ daily life accounts. Socio-cultural policies created two separate legal frameworks (one for colonists and one for the autochthonous population), but how were solved most of the everyday conflicts and tensions arising between the two groups? How were colonist practices able to filter racial, ethnic, labor and gender segregation? This research gathered specific data on the reality and consequences of Spanish intervention in these aspects of life through “African memories”, which are the cornerstone of Spanish and African intangible heritage. The data were collected from oral sources (lived memories) and written sources (narrated memories), using an inclusive perspective that took into account the experiences of both Spanish colonists and the autochthonous population of Morocco and Equatorial Guinea. Our ultimate goal was to compile and contrast lived memories (an urgent task when it comes to oral sources due to the protagonists’ age) and narrated memories, which were obtained from public archives and private collections, with a special emphasis on personal and administrative documents. By scrutinizing Spanish socio-cultural, linguistic and evangelizing practices in Morocco and Equatorial Guinea, and by compiling memories of colonial Africa we better understand the past and present of intangible Spanish and African heritage.
CommunitiEs, LaNguages, and ACTivities App (ENACT)
ENACT is an intercultural, intergenerational, and multi-sector project co-funded by the Erasmus Programme of the European Union (35 months, start date: 01/10/2019). Building on the successful Linguacuisine Project, ENACT is led by Newcastle University. Other consortium members are Bogazici University (Turkey), Cultura Foundation (Finland), Universitat Autonoma Barcelona (Spain), and the University of Helsinki (Finland).
ENACT will bring culture to life and develop a responsive web app employing an innovative task-based digital learning pedagogy offering a real-world, immersive learning experience. Using the web app, immigrants, refugees, asylum seekers, members of the home cultures, and HE students will co-create interactive Open Educational Resources, such as interactive videos and virtual 360 tours, for cultural activities (e.g. sewing, dancing, singing, children’s games, henna tattoos, etc), engage with the digital artefacts created by others, participate in an online intercultural community, and carry out activities of other cultures. ENACT will promote intercultural understanding and social cohesion, foster inclusive higher education systems, and model a pedadogy for task-based virtual exchange.
CSLW (Critical Skills for Life and Work) was an Erasmus+ + funded project coordinated by Newcastle University (years 2017-2019). The project strategic partnership was composed of Newcastle University (UK), Universitaet Graz (Austria), Fryske Akademy (The Netherlands) and Action Foundation (UK).
The project aimed to design and implement effective training tools for enhancing key skills and competences of (a) highly-skilled refugees and (b) the language teachers who work with them, and so enhance the employability and societal integration of skilled refugees.
The project developed a free toolkit which consists of two modules http://cslw.eu/toolkit/:
· Professional intercultural communicative competence for work and life (aimed at highly-skilled refugees)
· Teaching professional intercultural communicative competence (aimed at volunteer teachers)
Further information and training resources are available on the project website: http://cslw.eu/
RICH-Ed (Resources for Interculturality in Chinese Higher Education) is an Erasmus+ Capacity Building project coordinated by the University of Leuven (years 2017-2020). Its aim is to produce and disseminate teaching materials to promote the integration of intercultural goals within English language courses in Chinese Higher Education. By building on the IEREST project, the RICH-Ed consortium is defining a theoretical and pedagogical approach for intercultural learning; once the teaching package has been tested in a number of Chinese universities, it will be shared with teaching and support staff by means of specific training sessions.
At the end of the project, the materials, tools and services will be freely available in an e-repository, for the benefit of new end-users.
Further information is available on the project website: http://www.rich-ed.com/index.php?s=/home/index/indexen.html
IEREST (Intercultural Education Resources for Erasmus Students and their Teachers) was an Erasmus Multilateral Project (2012-15), co-funded by the European Commission within the frame of the Lifelong Learning Programme 2007-2012. It developed ten teaching activities to be provided to Erasmus students before, during, and after their experience abroad, in order for them to benefit as much as possible from their international experiences in terms of personal growth and intercultural learning.
The IEREST teaching activities are now collected in a manual, which is freely downloadable from the project website (Creative Commons “Attribution-Non Commercial-Share” licence): http://www.ierest-project.eu/humbox.html.
Teachers and educators may also find useful the IEREST Humbox page, as it collects all the necessary materials, procedures, theoretical and methodological guidelines to use the resources: http://humbox.ac.uk/group/19.
The Jean Monnet Network European Identity, Culture, Exchanges and Multilingualism (EUROMEC) aims to build knowledge and become a reference point for researchers in the themes of European identity, culture, European citizenship, exchanges and multilingualism.
The research strand of the project can be found by following this link: http://www.euromec.eu/research/.
The Researching Multilingually at Borders project, funded by the Arts and Humanities Research Council (AHRC) through the Translating Cultures Theme as one of its three large grant awards. The project is a collaboration between seven academic institutions (international and UK) and third sector organisations, and will run for 3 years (2014-2017).
The international team of researchers, with their different disciplinary backgrounds, research experiences, language and performance skills, will conduct international comparative research on translation and interpretation at different kinds of borders in order to develop theory, ethical research practices and research methodologies in relation to multilingual research.