“Foreign Language Trainer for Mother Tongue a Train-the-Trainer

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					                “Foreign Language Trainer for Mother Tongue a
                           Train-the-Trainer curriculum”




                          LIFE LONG LEARNING PROGRAM


                LEONARDO DA VINCI PARTNERSHIP PROJECT


                 “Foreign Language Trainer for Mother Tongue a
                               Train-the-Trainer curriculum”


                                              2008-2010


                                      Folders and Products




                                             Konya, 2010


                This project has been funded with support from the European Commission.

This publication reflects the views only of the author, and the Commission cannot be held responsible for any
                         use which may be made of the information contained therein.




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                                  LEONARDO DA VINCI 2008-2010
                                      MEVLUT AYDOGMUS
                                  http://www.teachyourlanguage.org/
            “Foreign Language Trainer for Mother Tongue a
                     Train-the-Trainer curriculum”



INDEX

   1. Partner Organisations …………………………………………………………… 3

   2. Konya İl Milli Eğitim Müdürlüğü……………………………………………… 4

   3. Hellenic Culture Centre………………………………………………………….. 5

   4. ZEUS CONSULTING S.A…………………………………………………………… 6

   5. Association pour une école hongroise……………………………………. 7

   6. Antalya Büyükşehir Belediyesi…………………………………………………8

   7. Summary of the Project ………………………………………………………….9

   8. First Meeting in Konya, Turkey ……………………………………………….14

   9. Second Meeting Paris, France………………………………………………… 21

   10. Third Meeting in Atheans, Greece………………………………………….. 28

   11. Fourth Meeting in Antalya, Turkey…………………………………………. 34

   12. LAMOTO Curriculum………………………………………………………………. 43

   13. Project Web Page …………………………………………………………………..74

   14. Communication Platform………………………………………………………..75

   15. Newspaper Cuts………………………………………………………………………76

   16. Project Calendar……………………………………………………………………...83

   17. Conclusion……………………………………………………………………………… 84




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                          LEONARDO DA VINCI 2008-2010
                              MEVLUT AYDOGMUS
                          http://www.teachyourlanguage.org/
“Foreign Language Trainer for Mother Tongue a
     Train-the-Trainer curriculum”



      INSTITUTIONS INVOLVED IN THE PROJECT


                     Konya Il Milli Egitim Mudurlugu
                                TURKEY
                            COORDINATOR
                         http://konya.meb.gov.tr


                        Mr Mevlut AYDOGMUS
                    mevlutaydogmus@hotmail.com


                        Hellenic Culture Centre
                                GREECE
                            www.hcc.edu.gr


                       Ms Ifigenia Georgiadou
                          ifigenia@hcc.edu.gr


                       ZEUS CONSULTING S.A.
                                GREECE
                       www.zeusconsulting.com


                           Mr Guido Scagno
                         gscagno@zeusnet.gr


                     Antalya Büyükşehir Belediyesi
                                TURKEY
                       http://www.antalya.bel.tr/tr/


                         Ms Fazilet KUTLUAY
                        fugur2000@yahoo.com



                  Association pour une école hongroise
                                FRANCE
                         www.ecolehongroise.fr
                          Ms Gyöngyi Veres
                          verygy78@yahoo.fr




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         LEONARDO DA VINCI 2008-2010
             MEVLUT AYDOGMUS
         http://www.teachyourlanguage.org/
               “Foreign Language Trainer for Mother Tongue a
                          Train-the-Trainer curriculum”




                                   Konya İl Milli Eğitim Müdürlüğü
                                         Project Coordinator

Konya Provincial National Education Directorate is a governmental organisation in charge with the
planning and coordination of all kinds of educational and training activities from pre-school to
secondary and adult education in Konya Province.


Our Directorate includes Personnel, Appointment, Examination Investigation and Evaluation, Culture,
Education-Training and Student Affairs, Program Development, In-Service Training, EU Project
Department, Computer and Test Services, Pre-Primary Education, Special Education and Guidance,
Physical Training Sports in School, Services for Teacher and Social Affairs, Scholarships and Lodging,
Private Education Institutions, Health Affairs, Non-Formal Education, Apprenticeship and Vocational
Technical Education, Research Planning and Statistics, Budget Investment and Facilities, Education
Materials and Tools, Archive and Administration Department, Civil Defence Services and Media and
Public Relations. The institution is responsible for teachers out of staff, students, primary and high
schools.


Our vision; is to be a qualified, prominent institution that has reached the level to compete
equivalent institutions in Turkey and in modern countries with ensuring authentic contribution to the
development of Turkish National Education System by providing effective usage of knowledge, skill,
value and technology required for Knowledge Era. Our mission; is to ensure to boost efficiency and
productivity of associated institutions and of employees and pleasure of worker and service fields; to
develop education-teaching process by following modern innovations and advances, by carrying out
researches; to improve and to implement laws and other regulations through the general goals and
fundamental principles of National Education System in Konya Province. We hold a variety of in-
service training courses for our staff to enhance education quality of our city and to ensure to be
trained the students by the teachers that are innovators and follow modern education-teaching


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                                LEONARDO DA VINCI 2008-2010
                                    MEVLUT AYDOGMUS
                                http://www.teachyourlanguage.org/
                 “Foreign Language Trainer for Mother Tongue a
                           Train-the-Trainer curriculum”



methods very closely. We solve problems encountered in education-teaching together with
Municipality of Konya, Provincial Social Services Directorate, Provincial Health Directorate and other
local institutions.


The European idea and intercultural learning are important elements of our education and training
life. Therefore we wish to establish contact to different partners under the framework of the
different EU projects. The aim of these partnerships are the joint development and realization of an
international cooperation of teachers, trainers, learners and parents. The project should enliven and
enrich the relationship with other countries for all participants.




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                                 LEONARDO DA VINCI 2008-2010
                                     MEVLUT AYDOGMUS
                                 http://www.teachyourlanguage.org/
                “Foreign Language Trainer for Mother Tongue a
                           Train-the-Trainer curriculum”




                                        Hellenic Culture Centre


The Hellenic Culture Centre is an institution specialized in organizing Greek language courses for
foreigners, educational programmes for adults, as well as various programmes on culture and the
arts. It was founded in 1995 and since then it carries out its programmes in Athens, where it is
based, and in selected venues throughout Greece and abroad.
The Centre’s work has been planned on the basis of the modern multicultural reality, taking into
consideration both the value of communication amongst cultures as well as the educational,
professional and social needs of the citizens.
The programmes mainly organized by the Centre are the following:
- Greek Language Programme: Specially designed Modern Greek language courses which cover the
educational needs of all categories of foreign adult students (interpreters/translators, teachers and
students of ancient and modern Greek, migrants, different professionals, tourists, philhellenes, etc)
- Programmes on Culture and the Arts: Programme of cultural activities for the Greek language
students with cultural and intercultural content (conversation classes, lectures, presentations on
History, Arts, Society, dance and song courses, etc). Various programmes in the field of Cultural
Tourism, aiming to promote and enhance the cultural heritage and contemporary cultural production
of specific regions in Greece.
Teacher Training Programmes on Interculturalism/ Adult Education/ Languages Teachers’
Methodology:
- Adult Education Seminars
- Training Seminars in Teaching Greek as Foreign/Second Language
- Intercultural Education Seminars for language teachers and other educators
The Centre also undertakes:
- Research on issues of educational needs and material, teaching methods, cultural heritage, etc.
- Production of educational materials and methods of long-distance learning


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                                 LEONARDO DA VINCI 2008-2010
                                     MEVLUT AYDOGMUS
                                 http://www.teachyourlanguage.org/
                “Foreign Language Trainer for Mother Tongue a
                           Train-the-Trainer curriculum”



- Planning of programmes, curricula and educational services to other organizations (Vocational
Training Centres, Non Governmental Organizations, private educational institutes)
- Conferences/ meetings/ events for the promotion of Greek language and Culture and the
preservation of cultural heritage in various regions of Greece.
Since 2006, the Hellenic Culture Centre has established a permanent collaboration with the Cultural
Development Society of Lesvos Island AEOLIS, concerning the organization and scientific support of
the Greek Language and Culture Programmes of the latter in Lesvos Island, Greece.




                                        ZEUS CONSULTING S.A.


The company ZEUS CONSULTING S.A. was founded in 1992 and constitutes a pioneering,
independent, private company of consulting services in the sectors of technology, regional
development, employment, innovation, environment, management and international collaborations.
It has particular specialisation in the application and technical support of programs and initiatives of
the European Union in the above sectors. It disposes of the necessary know-how, experience, human
resources and infrastructures in order to provide high quality services to private and public
institutions in Greece and abroad.


ZEUS CONSULTING S.Α. has offices in Athens, in Thessalonica, in Patras, in Kozani (Greece) as well as
offices of delegation in London, Moscow, Brussels, Sofia , and Karkov - Ukraine.


The company has collaboration with the larger European Academic Institutes, Universities and
companies, thus having the possibility to participate to any specialised project in its sectors of
interest.




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                                 LEONARDO DA VINCI 2008-2010
                                     MEVLUT AYDOGMUS
                                 http://www.teachyourlanguage.org/
           “Foreign Language Trainer for Mother Tongue a
                     Train-the-Trainer curriculum”




                           Association pour une école hongroise




   Created by a handful of Hungarian parents at the end of December 2004 in Saint-Germain-
    en-Laye (Greater Paris)
   Aim : the opening of a Hungarian section at St. Germain International School
   They have created their:
        o “Gingerbread Club” in Hungarian the “Piskóta-Csárda” for tiny tots with their
            parents,
        o “Sunday School” for kindergarten and elementary school children,
        o “Sunday Salons” for adultes
        o Hungarian lessons for adults

   The main activity is teaching Hungarian for bi-lingual French-Hungarian children.
   Every other week-end for two hours.
   The program is based on a selection of the Hungarian National Learning Curriculum for
    kindergarten and for primary school




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                           LEONARDO DA VINCI 2008-2010
                               MEVLUT AYDOGMUS
                           http://www.teachyourlanguage.org/
                “Foreign Language Trainer for Mother Tongue a
                           Train-the-Trainer curriculum”




                                  ANTALYA BÜYÜKŞEHİR BELEDİYESİ


Antalya, which is located in the southwest of Turkey, is the capital of tourism. Every year about 10
million tourist visit the city. Main economy is tourism, agriculture and trade. The city population is
nearly 700000. This amount doubles in the summer time.
Antalya Municipality was founded in 1868 as a municipal organization. Among the 16 cities in Turkey,
Antalya that has the status of greater city municipality status has attained in year 1993 according to
law numbered 3030.
The legal status of greater city municipality administration, institutional structure and services have
been rearranged by Greater City Municipality in year 2004 as a result of democratization period.
The new law that brings a series of modification like establishment of municipalities, authorization
fields and from their tasks to structural operation has brought the first stage municipality concept
that has the same authority, privilege and responsibility in addition to the district municipality. The
establishment of harmony and coordination among these municipalities has been given to the
greater city municipality. In case of a dispute between the district and first stage municipalities, the
greater city municipality has been authorized to take collimating and regulating decision.


In the scope of duty, authorization and responsibility the following services and investments related
with the city are included:
1       Infrastructure Investments
2.      Transportation
3.      Environment
4.      Development, Planning and Residence
5.      Health, Social, Sport And Culture
6.      Inspection and Licence


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                                     MEVLUT AYDOGMUS
                                 http://www.teachyourlanguage.org/
                “Foreign Language Trainer for Mother Tongue a
                             Train-the-Trainer curriculum”



7.      Disaster and Fire Fighting Services
8.      Economic Services
9.      Financial Services


In the municipality about 1300 people has been working. About 40 different art and vocational
courses are given to the adults as free of charge, such as language, computer, painting etc. There are
8 course centers in the city center. These courses aim to develop the ability, social activity of the
community, arousing and making alive the traditional folk arts and training intermediary staff
members in vocational training and technical fields. 100 trainers has been working in the courses.
About 9000 people has taken certificate from these courses every year.


Antalya is preferred by many foreigners for living from Germany, Norway, Finland, England, Russia,
Netherland etc. They need to learn Turkish. There are Turkish language courses in the city for
foreigners given by private language schools depending on universities.
The target group of Leonardo Project “Foreign Language Trainer for Mother Tongue- a Train the
Trainer Curriculum - LAMOTO” for our Municipality is the native speakers who wish to transmit the
Turkish language and culture to foreigners living in Antalya. Those are the end users of the project.




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                                 LEONARDO DA VINCI 2008-2010
                                     MEVLUT AYDOGMUS
                                 http://www.teachyourlanguage.org/
           “Foreign Language Trainer for Mother Tongue a
                   Train-the-Trainer curriculum”




             LAMOTO
 Foreign Language Trainer for Mother Tongue
– a Train-the-Trainer curriculum
05/09/2008

LDV PARTNERSHIP PROJECT




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                       LEONARDO DA VINCI 2008-2010
                           MEVLUT AYDOGMUS
                       http://www.teachyourlanguage.org/
                “Foreign Language Trainer for Mother Tongue a
                           Train-the-Trainer curriculum”




                       LDV PARTNERSHIP PROJECT 2008-10


Foreign Language Trainer for Mother Tongue – a Train-the-
Trainer curriculum

    1. SUMMARY OF THE PLANNED PARTNERSHIP


The knowledge of foreign languages is one of the key-competences in vocational adult education in the
age of lifelong learning. It is very important to encourage people to learn foreign languages. This implies
language training to be done at a level of high proficiency and requires native speakers as
trainers/teachers.

Vocational education and training has to meet this demands. Native speakers very often have various
educational backgrounds but miss a professional Train-the-Trainer education in the field of teaching
their mother-tongue as foreign language. Especially migrants with nonformal or informal education
could get a good chance at the labour market with formal vocational education as foreign language
trainers for their mother tongue language.

Within the Leonardo Partnership “Foreign Language Trainer for Mother Tongue – a Train-the-Trainer
curriculum” a curriculum for vocational education in this field will be established. A research about
existing language trainer education will be done in each partner country. After having compared the
existing methods a Train-the-Trainer curriculum will be developed among the partners. The Train-the-
Trainer shall be applied for testing purpose. The target group of native speakers will be – among others -
migrants who would like to work as language trainers. The final result “Train-the-Trainer curriculum for
native speakers training their mother-tongue as foreign language” will be published as booklet and/or
CD and on the project webpage.

    2. CONTEXT OF THE PARTNERSHIP

A) All participating institutions have various groups of learners, eg.

Konya İl Milli Eğitim Müdürlüğü (Turkey ) .Konya Provincial National Education Directorate is a state
institution in charge with the planning and coordination of all kinds of educational and training activities


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                                 LEONARDO DA VINCI 2008-2010
                                     MEVLUT AYDOGMUS
                                 http://www.teachyourlanguage.org/
                “Foreign Language Trainer for Mother Tongue a
                          Train-the-Trainer curriculum”



in pre-school, primary, secondary and adult education in Konya Province for teachers out of staff,
students, primary and high schools. Their vision is to be a qualified, prominent institution that has
reached the level to compete equivalent institutions in Turkey and in modern countries with ensuring
authentic contribution to the development of Turkish National Education System by providing effective
usage of knowledge, skill, value and technology required for Knowledge Era.

- Zeuxis is an experienced reserach institution focusing on migration and Youth in cyprus.

- The Hellenic Culture Centre is a private institution specialized in organizing Greek language courses for
foreigners and educational programmes for adults in Athens.

- The other partners contribute with a wide range of experience in dfferent target groups. They will
contribute this knowledge to the project.

B) The participation in a European cooperation gives the participating institutions the possibility to learn
from the knowledge and experience of the partners. The European dimension in the field of Train-the-
Trainer for foreign language training gives the participating institutions the possibility to compare and
improve. Moreover cross border relationships between the partners will be established and continued
also after the project will be finished. Especially the working in teams will give them the opportunity to
establish contacts on personal level, on organizational level and with learners involved in direct or wider
project activites.

    3. DESCRIPTION OF THE PROJECT

Qualified language training will contribute to increase the number of people with foreign languages as
their key competence.

Within the Leonardo Partnership “Foreign Language Trainer for Mother Tongue – a Train-the-Trainer
curriculum” a curriculum for vocational education in this field will be established:

1) A research about existing language trainer education will be done in each partner country.

2) After having compared the existing methods a Train-the-Trainer curriculum will be developed among
the partners.

3) The Train-the-Trainer shall be applied for testing purpose. The target group of native speakers will be
– among others - migrants who would like to work as language trainers.

4) The final result “Train-the-Trainer curriculum for native speakers training their mother-tongue as
foreign language” will be published as booklet and/or CD and on the project webpage.




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                                     MEVLUT AYDOGMUS
                                 http://www.teachyourlanguage.org/
                “Foreign Language Trainer for Mother Tongue a
                           Train-the-Trainer curriculum”



    4. Partnership and distribution of tasks;

All partners will be involved actively in the project. Each partner has to research the existing
education and train-the-trainer programs for foreign language teachers (mother-tongue) and has to
write a country report. All partners will present the results to the group and together the partners
will compare and analyze the results. The train-the-trainer curriculum will be drafted and worked out
in teams. The curriculum will be tested partly in each institution. The evaluation of this will be
worked into the final version of the curriculum. The booklet, CD and webpage will be created
together. Between the partner- meetings the partners will have specific tasks to work out (per
institution or within a team of partners)and to present the results to the group next time. The project
meetigs will be organized by the Turkish, French and Greek partners according to the activity plan.



    5. Cooperation and communication :

The communication between the participating institutions will be based on e-mail and internet on the
one hand; on the other hand the meetings will be a platform for communication and exchange.

To establish long-term relationships it is necessary that all media for communication will be used within
this partnership. Therefore internet – phone (skype, messenger) will be used as well as ordinary mail and
phone.

To encourage all institutions to communicate actively coordinator, partners and learners will exchange
“Project News (process and results)” which will contribute to the “Project Info (Project Information,
English and country language)”. So also the learners will be involved actively in the communication.

    6. European added value:

Staff and learners will be actively involved in the project so they will widen their perspective in the field
of language learning/language training. The knowledge and experience in the field of applied
methodology in foreign language training in the European dimension will be an added value to the
trainers in the first step and to the learners in the next step. The Train-the-Trainer curriculum will be
transferred to the specific context of the partner institutions and the educational demands in each
country. The Train-the-Trainer curriculum will be applied in each participation institution as professional
adult education and vocational training. Within this European cooperation knowledge and experience in
this field will be exchanged and transferred cross borders.

The participation in a European cooperation gives the participating institutions the possibility to learn
from the knowledge and experience of the partners. The European dimension in the field of Train-the-


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                                 LEONARDO DA VINCI 2008-2010
                                     MEVLUT AYDOGMUS
                                 http://www.teachyourlanguage.org/
                “Foreign Language Trainer for Mother Tongue a
                          Train-the-Trainer curriculum”



Trainer for foreign language training gives the participating institutions the possibility to compare and
improve. Moreover cross border relationships between the partners will be established and continued
also after the project will be finished. Especially the working in teams will give them the opportunity to
establish contacts on personal level, on organizational level and with learners involved in direct or wider
project activities.

    7. Evaluation of the project:

We will evaluate the current process at each meeting by questionnaire – each partner will contribute
to that. According to the working plan the working process between meetings and at meetings will
be evaluated; the correlation with time plan will be checked; the verification of milestones / results
will be reviewed. The test-training of the train-the-trainer curriculum will be evaluated by the
participants and the results will be worked into the final version of the curriculum.

    8. Integration of the project:

The learners will be involved actively in the project: Some trainers will participate in the research of
existing educations for trainers in the field of foreign language training and curriculum development.
Furthermore language trainers (mother tongue) with different educational levels – also with trainer-
education only on the nonformal or informal level - will be attending the train-the-trainer test training
sessions and will actively evaluate them. Migrants especially will be involved as learners in the test
training sessions.

    9. Dissemination and use of results:

The dissemination will be done by each participating institution according to the dissemination plan. The
start of the project and the ongoing process will be disseminated among learners, institutions in the field
of adult education as well as authorities/organisations/institutions related to the institutional field of
activity. The country reports and train-the-trainer curriculum will be presented to the learners directly
after they are finished. The booklet/CD - as the final result – will be presented to learners, adult
education institutions, related authorities/organisations/ institutions as well as to the press. The
dissemination will be done on local, regional and national level in each country. The participating
institutions especially will - according the dissemination plan inform about the ongoing project and the
project results

- in the participating organisations eg with projectinformaion on the webpage of the
instituion/organisation and with direct mailings as well as via events.




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                                     MEVLUT AYDOGMUS
                                http://www.teachyourlanguage.org/
               “Foreign Language Trainer for Mother Tongue a
                         Train-the-Trainer curriculum”



- in the local communities eg. with „Programmzeitschrift des Ungarischen Kulturinstituts Collegium
Hungaricum“ and „Onlineforum des Zentralverbandes der Ungarischen Organisationen in
Österreich“(AT),

- in the wider lifelong learning community eg. with mailing list (which includes more than 150 schools,
200 teachers, language centers, NGO’s, along with institutions working with minorities and disadvantage
groups and in the field of teaching and training as well as labour offices(CEI/BG)),eg. with national
dissemination events (Association H/RO).




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               “Foreign Language Trainer for Mother Tongue a
                        Train-the-Trainer curriculum”




                                FIRST MEETING IN KONYA- TURKEY
                                     LAMOTO 24-28.10.2008

                                    KONYA MEETING REPORT

             TIME               SUBJECT                     DESCRIPTIONS
DATE

25.10.2008   09:00              Welcome and Introductions   Each Partner introduce their country/city and
                                                            organisation
             11:00



             From Antalya Metropolitan Municipality, Mrs. Fazilet Kutluay; from HELLENIC CULTURE
             CENTRE Ms. Ifigenia Georgiadou; from Association pour une ecole hongroise Mrs. Fanni
             Boda and Mrs. Gyongyi Veres; from Zeus Consulting Mr. Guido Scagno; from Konya
             Provincial Directorate of National Education Mr Mevlut AYDOGMUS , Mr Metin TAS and
             Mr Reha GONULLU participated in the project meeting.Each partner organisation
             presented their countries, cities and organisations.



             13:00              Initial evaluation to           -    Aim of the Project
                                review the whole project        -    Products
             15:30                                                        Logo
                                                                          Web Site
                                                                          CD
                                                                          Booklet
                                                                -    Revision of the Project plan.
                                                                     (Draft Plan is submitted to the
                                                                     partners)


             Partners reviwed the project and set the guidelines fort he cooperation and for the
             communication processes. Any revision of the project was discussed and agreed.
             Various solutions were examined about the web site development. The target groups
             and end user were specified.




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                                              CULTURAL PROGRAM
           Different places in Konya city center like mosques,museums, etc. Were visited.
           All the partners participated in traditional Circumcision party and whirling dervishes
           ceremony.


26.10.2008 09:00                   Practical Arrangements                 -    How the activities evaluated
                                   and Evaluation                              and presented ?
           11:00                                                               (Creation of the Evaluation
                                                                               Forms)
                                                                          -    Communication methods and
                                                                               rules among the partners.
                                                                          -    Practical arrangements for
                                                                               Project Meetings
                                                                               (Project Meeting Plans,
                                                                               Invitations, Cetificates, meeting
                                                                               reports and visiual materials)

           The partners discussed how the activities will be evaluated and presented. They
           created an evaluation form for partner meeting and for project activities.

           They discussed the communication methods and rules among the partners. They
           decided to use Yahoo email group mainly and to exchange files through it.

           About the prcatical arrangements, it was decided to prepare Project Meeting Plans,
           Invitations, Certificates and to Exchange all the meeting materials in a CD.




           13:00                                                     Project Logo (Which partner leads..?)

           15:30                   Distribution of the tasks         Web site (Which partner leads..?))
                                   and preparations ort he
                                                                     Dissemination (Coordinator of
                                   next meeting in France
                                                                     dissemination activities?)
                                   Creation Guidelines for
                                   country research,                 Country Report (How and who leads?)
                                   analyzes and report



           Project logo and the web page will be designed by Zeus Consulting with contribution of all partners. It was
           agreed to investigate the cost of domain and hosting in all participating country and


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                           Train-the-Trainer curriculum”



             later it will be decided which is most economic. The domain name was agreed
             www.teachyourlanguage.org A guideline for the country report was created by all
             partners.

                                                       CULTURAL PROGRAM
             Mevlana Museum was visited by the project team.




27.10.2008   09:00                          Planning for the
                                             next meeting.               Planning for the activities till
             11:00                                                         and for the next meeting
                                            Evaluation of the
                                                meeting                            Web page
                                                                                  Project Logo
                                                                            Initital preparation for
                                                                                   cirruculum




             The next meeting was decided to be held in France from 6th to 10th February 2009 and
             the third meeting in Athens from 1st to 5 May 2009. About the 4th meeting in Antalya
             it is going to be decided in project meeting in France and the final project meeting will
             be held in Patras, Greec.



             All partners reviewed and editted the minutes of the project meeting.Lists of the
             participants was signed and the ceritificates of attendance were issued.

             13:00                                        Cultural Program

             15:30     Catalhuyuk which is one of the first settlements in world history was visited.




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     Train-the-Trainer curriculum”




             KONYA MEETING PHOTOS




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     Train-the-Trainer curriculum”




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                                 SECOND MEETING IN PARIS - FRANCE


                                           6-10 February 2009
                                   Minutes of LAMOTO Paris meeting
Participants :

   Association pour une Ecole Hongroise, Saint-Germain-en-Laye, France (7 persons)
   Konya Provincial National Education Directorate, Konya, Turkey (8 persons)
   Antalya Metropolitan Municipality, Antalya, Turkey (4 persons)
   Hellenic Culture Center, Athen, Greece (10 persons)


                                     Day 1. Friday 6th February 2009


All partners arrived in Paris and settled in their hotels.

The hosting organization helped the other partners in finding accommodation.

                                   Day 2. Saturday 7th February 2009

The first day of meeting started at 10 o clock in the Hungarian Cultural Institute of Paris. Turkish
Partners from Konya took part in the meeting with 8 members, Hellenic Cultural Center with 10
people, Antalya Metropolitan Municipality with 4 people.

Unfortunately Zeus Consulting SA could not take part in the project meeting because of health
problems.

The participants signed the participant’s list and the certificates of participation of Konya meeting
were distributed to the first project meeting participants. They presented the evaluation form about
the first meeting which was in Konya.

After that the members of the 4 present organizations presented their Country Report to the
partners and discussed it together.

Then the participants were invited by the host organization for the lunch in a typical French
restaurant.




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As the representatives of Zeus Consulting SA who engaged in creation of the logo of the project and
the website could not take part in the meeting, the participants of the meeting could not work on the
logo and web page of the project but the content of the web page determined.

The content will be as follows:

1. Country report
2. Information about the languages
3. Education system of each countries
4. Teaching of mother tongue as a foreign language
5. Presentation of the organizations
6. Aim of the project
7. Project meetings, minutes of the meeting , project calendars
8. Curriculum + seminaire (testing)
9. Photos
The meeting finished at 17h30 o’clock.

The host organization invited the participants for a Paris walking tour.

Day 3. Sunday 8th February 2009

At 10 o’clock The host organization invited the particpants their activity Carnival Celebration with
children in Saint-Germain-en-Laye where the seat is of the Association pour une Ecole Hongroise.

The meeting started at 14 o’clock. The participants discussed about the Curriculum. Hellenic Culture
Center and Konya Provincial National Education Directorate presented their curriculum guidelines
which were accepted by the particpants as a guideline for the LAMOTO project. Hellenic Culture
Center proposed a 100 hours curriculum plan and Konya Provincial National Education Directorate
proposed a 30 hours curriculum plan. The next meeting in Athens the participants will put together
these two guidelines.
The other organizations have to complete it with their notions until the next meeting in Athens, in
March and send to their common contact forum (yahoogroup).

Then the participants speaked about the test of the Curriculum. Altough they mentionned in the
application form that they will test the curriculum at each organization, they decided to test a part of
the curriculum together at the next meeting in Athens within 4 hours long seminar because it is an
international curriculum and they can judge together its avantages.




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They fixed the next meetings dates :

Athens : 2-6 May 2009

Antalya : 16-20 October 2009

After that the certificates of participation of Paris meeting were distributed to the participants.

Finally, the participants wrote the meeting report of the Paris project meeting.

The meeting finished at 17h30 o’clock.

The host organization invited the participants for a Saint-Germain-en-Laye walking tour.

Day 4. Monday 9th February 2009

The host organization invited the participants for a Paris walking tour.

Day 5. Tuesday 10th February 2009

The participants departed from France.




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             PARIS MEETING PHOTOS




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                              THE THIRD MEETING IN ATHENS - GREECE
                                         Athens, 2-5 May 2009


1. Partnership activities and results until today (activities, products)

Meetings: Konya, Paris, Athens

Results: draft of the curriculum with a more detailed appendix

Pilot seminar in Athens for part of the curriculum

Country Report on teacher training system and education system especially on teaching the partners’
mother tongue as a foreign language

Dissemination: newspapers in Turkey, website of the Turkish Directorate of Education, partners’
websites, television (national Turkish channels)

Cultural activities (Museums, Cultural presentations, traditional music dances and songs, sight
seeing)

Meetings with education officials (in Konya, Paris, Athens)

2. Difficulties you have met in the realization of the partnership and, if yes, how did you overcome
them

- The coordinator of the project was denied access to Greece by the Greek Border Police right before
the Athens meeting

- the partner from Patras, Greece is facing problems with their participation, they only have had 1
mobility so far and only attend one partner meeting. However they have sent their contribution on
the Greek educational system

The Athens meeting had to be held without the coordinator of the project, because this was a last
minute problem. However we managed to go on with the activities and the product (curriculum) .
The problem was NOT solved , because we don’t know whether the coordinator can enter Greece for
the last (Patras) meeting. HCC will ask the Greek Authorities about the procedure.

We have some delay in creating website and logo for the project, because of the Patras partner, who
had work overload, but we have decided to do this shortly.




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3. Mobilities realized until today (for each organization)

Konya:16

Antalya:10

Paris:6

Athens:11

Patras:1



4. Mobilities left until the end of the project (for each organization)

Konya:8

Antalya:14

Paris:6

Athens:1

Patras: 7




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            ATHENS MEETING PHOTOS




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                              FOURTH MEETING IN ANTALYA - TURKEY

                                      MINUTES OF THE MEETING



                                 ANTALYA 16TH-20TH OCTOBER 2009

                                           16 OCTOBER 2009

All the partners arrived in Antalya. The Project meeting held in Porto Bello Hotel Resort in the
address of Akdeniz Bulvari, 6.Sook. Konyaalti/ Antalya.

                                           17 OCTOBER 2009

The curriculum presented by the representative of Konya Provincial Directorate of National
Education. All the curriculum revised by whole Project group.

The final products of the Project determined. The products of the Project will be :

A Book - A Cd- A Calendar -A Brochure - A Web Site- A Newspaper cutting

The book will be prepared by the coordinator, Konya Provincial Directorate of the National Education
Directorate.

The structure of the booklet will as follows:

Project Name / Logo of the Project

Project Partners

Logos of the partners

Introduction of the partner

Target Group of the partner or specifi aim of the partner in the Project

End users of the Project products for the partners

(These details will be in maximum one or two pages.)

Table of the contents

Summary of the Project



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Process of the Project

- Project meetings

- Minutes of the meetins

- Some pictures of the meetings.

  6. Curriculum

       - Glossary

  7. Main page of the web

  8. Conclusion

Each partner is going to send their intrduction, target groups, end users, resourches for 2. part and it
will be in max. Two pages.For glossary every partner is ging to send 5 words with their explanations.
The deadline is 15th of December 2009.

About the calendar Antalya and Patras will get price offers. The content of the calendar will be as
follows:

Cover: Logos of the partners, flag of the EU, Project Name, duartion of the Project.

Back Page :All the partners’ web page address’

Cultural Activities’ Photos

Project Meeting Pictures with the definitions of the pics.



Konya already received a price offer and for one side calendar the price is 250 € and for two sided
calendar the price is 500 €. It was decided to create one sided calendar.

Patras and Antalya partners will ask for more reasonable prices.

CD: The CD of the Project will be prepared Patras partner.

Pages of the Project brochures will be as follows:

Page : The name of the Project, Programme name and logo of the Project, web site of the Project.

Lamoto


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Aim and activities of the Project

Lamoto Curriculum and photos of the seminar

Photos of a classroom

Improve your teaching skills

Become a competent tutor of your mother tongue

With Lamoto you can

Photo of happy teacher

Web Site :

Logos : HCC and Antalya will send their new logos.Position up, right corner, EC logo.

Photos : Mevlut provided a CD with all photographs. Fani provided an address of picasa web.

Newsletter part will be removed.

Full partners description in PDF (The name of the contact person will be added.)

Contact us: Contact person from each organisation can choose to whom to send email.

Restructure: Add follow Up.

Deliverables bottons will be removed.

“Material”, “Seminar Curriculum”, “Project Leaflet” and “Project Booklet” buttons will be added to
the web.

Meetings: One photo for each meeting will be added.

Just Material from the web site, extra photos, 3 videos from pilot testing in Athens.



Turkish – Greek and French/Hungarian Language learning activities carried out.

                                           18th OCTOBER 2009

Newspaper Cuttings: Ecah partner will bring newspaper cuttings to meetings in Partras.



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Patras Meeting determined and the Project meeting will be from from 28th May till 1st June 2009.

Conclusion part of the book prepared by all the partners.

The certificates distributed by the hosting organsation, Antalya Metropolitan Municipality.

The vocational and art training center, ASMEK visited by all the Project group.



                                         19th OCTOBER 2009

Free cultural programme.




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           ANTALYA MEETING PHOTOS




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                                               LAMOTO

                    TEACHING A MOTHER TONGUE AS A FOREIGN LANGUAGE

                    CURRICULUM OF A SERIES OF TEACHER TRAINING SEMINARS




1. INTRODUCTION/ TEACHING CONTEXT

1.1. Presentation of participants, trainers, host organization- the seminar’s programme –
“educational contract” of this seminar (expectations, needs, objectives, dos and don’ts, fears)

1.2. The context(s) where the participants are going to teach their language (organisation,
students, time schedule, background, infrastructure)

2. EUROPEAN DIMENSION

2.1.     Knowledge on languages in the EU: mapping the language use and the language policies of
         relevant EU countries
2.2.     The institutional framework of teaching a mother tongue to non native speakers
2.3.     Bilingualism: differences between teaching a language as a foreign and as a second
         language


3.     TEACHING METHODOLOGY

3.1.     Introducing a new thematic unit/ didactic subject
3.2.     Teaching the text: the use of original texts in all levels
3.3.     Teaching the text: Didactic techniques and assimilation techniques for the text
3.4.     Ways to Teach Grammar to Students in various classes

3.5.     Applying communicative activities and language games: Advantages and disadvantages of
         the communicative activities, different types of communicative activities


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3.6.     Teaching of terminology and the linguistic training of interpreters, translators and other
         professionals
3.7.     Teaching literature to advanced and intermediate students
3.8.     The development of the 4 skills: The listening comprehension, The reading comprehension,
         The writing skills, The oral skills
         a. Listening
         b. Speaking
         c. Reading
         d. Writing


4.     MATERIALS AND TOOLS
4.1.     Selection and evaluation of the textbook and the teaching materials
Eclectic teaching method: selection from the different teaching materials, texts
4.2.     The selection and use of audio-visual materials in the class
4.3.     The environment of the classroom: equipment, space management, audiovisual aids
4.4.     Production of new educational materials
4.5.     Using the students’ didactic materials –how students could produce materials for our
         lesson


5.     CLASS MANAGEMENT

5.1.     The first day: the educational contract, the introduction activities, ice-breaking games
5.2.     Time managing in the classroom
5.3.     Conflict managing in the classroom
5.4.     Motivation in language learning
5.5.     Fears in language learning
5.6.     Students’ Tasks (homework, projects, conversation classes, special programmes)
5.7.     The development of a group lesson vs. private lesson: students’ roles and teacher’ roles




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5.8.     The adults as language learners and their differences from children as learners: theories on
         adult education, on adult learning and on adult teaching, Learning styles, multiple
         intelligence
5.9.     The role of the teacher and the role of the student in an adult class
5.10.    Allocating the students into different knowledge levels (oral and written grading tests

5.11.    The mixed ability class as a problem and as a challenge: Classrooms of mixed abilities,
         teaching techniques in classes
5.12.    Teaching beginners -the characteristics of beginners, teaching techniques, tools, materials
5.13.    Teaching advanced students -the characteristics of advanced students, teaching
         techniques, tools, materials


6.     TEACHER TRAINING ISSUES
6.1.     The strategies the participants themselves use in order to acquire their own mother tongue
         and a foreign language

6.2.     Their teaching strategies-examples from their own experiences (as language teachers or as
         language learners)
6.3.     Locating the characteristics, the needs and the expectations of our learners
6.4.     Curriculum planning and Lesson planning
6.5.     Cooperation between teachers: exchanging ideas, materials, experiences . Teaching the
         same class at the same time.
6.6.     Preparation for the visit to a Vocational Training Centre or a language institution:
         Presentation of its educational work, analysis of the aims of the visit, defining of the
         research questions and the research method.
6.7.     Visit to the Vocational Training Centre: Observation of the courses’ place, discussion with
         administration, trainers and students. Observation guidelines
6.8.     Different ways and methods of teacher training
6.9.     Theories in foreign language teaching
6.10.    Coping with practical problems in teaching


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6.11.     The evaluation of the lesson, the students, the educational materials. Self evaluation


7.      INTERCULTURAL SKILLS

7.1.      Introduction to intercultural education: the notions of culture and identity, intercultural
          awareness, intercultural skills, active listenin.
7.2.      Cultural elements in the classroom: selection and use of cultural materials, the use of
          intercultural elements, the production of new educational materials.




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Preparation PARTICIPANTS WILL BE GIVEN INFORMATION ON THE CONTEXT AND LEGISLATION
             CONCERNING THE TEACHING OF THEIR MOTHER TONGUE AS A FOREIGN LANGUAGE, ON
             CERTIFICATES AND DIPLOMAS OF ATTAINMENT OFFERED AND ON THE INSTITUTIONAL
             FRAMEWORK OF THE FORMAL AND NON-FORMAL EDUCATION FOR FOREIGN STUDENTS.
             THEY WILL ALSO RECEIVE THEORETICAL MATERIAL ON THE SUBJECT OF TEACHING A
             FOREIGN LANGUAGE TO ADULTS AS WELL AS LISTS FOR THE MOST RECENT PUBLICATIONS
             OF DIDACTIC MATERIALS IN LANGUAGES RELEVANT TO THEM (THEIR OWN MOTHER
             TONGUES). BEFORE THE COURSE, THEY WILL BE ASKED TO DESCRIBE THE INSTITUTION THEY
             WORK FOR AND THE BASIC CHARACTERISTICS OF THEIR LEARNERS AND THEIR OWN
             PROFESSIONAL BACKGROUND. IT IS ALSO REQUIRED TO BRING AND PRESENT SAMPLES OF
             THE DIDACTIC MATERIAL THEY USE AS WELL AS SOME TEXTBOOKS AND OTHER MATERIALS
             PUBLISHED ON RELEVANT LANGUAGES. PARTICIPANTS WILL ALSO RECEIVE SOME
             INFORMATION FOR THE COURSE GROUP (TRAINERS, ORGANIZERS AND ORGANIZING
             INSTITUTION, OTHER PARTICIPANTS). ORGANIZERS WILL BE RESPONSIBLE FOR SENDING ALL
             THE NECESSARY INFORMATION REGARDING THE VENUE AND THE TRIP. ALL THE ABOVE WILL
             BE COMMUNICATED VIA E-MAIL AND POST.




Objectives   AT THE END OF THE SEMINAR, PARTICIPANTS ARE EXPECTED TO HAVE ACQUIRED THE SKILLS
             THAT WILL ENABLE THEM TO:
             - LOCATE AND ASSESS THE NEEDS AND EXPECTATIONS OF THEIR LEARNERS
             - PLAN THEIR COURSES BASED ON THE SPECIFIC NEEDS OF THEIR ADULT LEARNERS
             - SELECT THE DIDACTIC TECHNIQUES FOR ORGANIZING AN EFFICIENT COURSE
             - ADJUST, PRODUCE, APPLY AND EVALUATE THE APPROPRIATE TEACHING MATERIALS
             - COOPERATE WITH EACH OTHER AND EXCHANGE TEACHING EXPERIENCES, IDEAS AND
             MATERIALS
             - BECOME AWARE OF THEIR LEARNERS’ CULTURAL AND EDUCATIONAL BACKGROUND AND
             TO USE THEIR CULTURAL SPECIFICITIES FOR THE NEEDS OF THE COURSE




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            - COPE WITH DIFFERENT PRACTICAL PROBLEMS IN THEIR CLASSROOMS, THROUGH THE
            EXCHANGE OF EXPERIENCES AND IDEAS WITH THEIR COLLEAGUES
            - GUIDE OTHER EDUCATORS AND ORGANIZE ACTIVITIES RELATED TO LANGUAGE TEACHING


Methodology THE COURSE IS BASED ON THE PRINCIPLES OF PARTICIPATORY ADULT EDUCATION, BY
            INTEGRATING PARTICIPANTS’ EXPERIENCES AND FOSTERING THE EXCHANGE OF THEIR
            IDEAS, PROPOSALS AND MATERIALS. ITS FOCUS IS NOT MERELY ON THE DIDACTIC ASPECT
            OF TEACHING BUT ALSO ON THE PARTICIPANTS’ SOCIAL AND CULTURAL KNOWLEDGE
            GAINED THROUGH TEACHING TO DIFFERENT TARGET GROUPS THROUGHOUT EUROPE.
            DURING THE COURSE, THE FOLLOWING TECHNIQUES WILL BE IMPLEMENTED: WORKING IN
            SUBGROUPS AND PAIRS, ROLE PLAY, MICROTEACHING, LECTURES, GUIDED CONVERSATION,
            BRAINSTORMING, LANGUAGE AND EDUCATIONAL GAMES AND EXPERIENTIAL ACTIVITIES.
            THE COURSE ALSO INCLUDES A VISIT TO THE ADULT EDUCATIONAL CENTRE WHICH
            PROVIDES LANGUAGE COURSES TONON NATIVE SPEAKERS. BEFORE THE VISIT,
            PARTICIPANTS WILL BE APPROPRIATELY PREPARED BY THE EDUCATORS FOR THE PURPOSE
            AND METHOD OF THE VISIT. DURING THIS, PARTICIPANTS WILL HAVE THE OPPORTUNITY TO
            ASSESS THE WAY OF TEACHING GREEK IN THE SPECIFIC CONTEXT BY APPLYING THE
            TECHNIQUES OF OBSERVATION, INTERVIEWING AND GROUP DISCUSSION. AFTER ITS
            COMPLETION, PARTICIPANTS WILL SHARE THEIR LEARNING EXPERIENCE.


            IN THE VENUE THERE WILL BE AN EXHIBITION OF DIDACTIC HANDBOOKS AND OTHER
            EDUCATIONAL MATERIALS ON TEACHING PARTICIPANTS’ LANGUAGES AS A FOREIGN/
            SECOND LANGUAGE AND ON INTERCULTURAL EDUCATION.
            PARTICIPANTS WILL ALSO BE GIVEN HAND-OUTS, ORIGINAL MATERIALS, LISTS OF
            INTERCULTURAL ACTIVITIES AND WEBSITES FOR TEACHING TOOLS AND FOR PROMOTING
            PARTICIPANTS’ LANGUAGE AND CULTURE.


            TAKING INTO CONSIDERATION THAT THE VARIETY OF EDUCATIONAL TOOLS AND
            EQUIPMENT OFFERS PARTICIPANTS THE OPPORTUNITY TO ENRICH THEIR EDUCATIONAL



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            EXPERIENCE, VIDEO, AUDIO, OBJECTS (REALIA), DIAGRAMS, PHOTOS AND GAMES-
            ACTIVITIES WILL ALSO BE USED.




Follow-up   UPON COMPLETION OF THE COURSE, PARTICIPANTS WILL BE ENCOURAGED TO FORM A
            NETWORK WHICH WILL FUNCTION AS A MEETING POINT. WITHIN THIS NETWORK, THEY
            WILL BE ABLE TO EXCHANGE EXPERIENCES, DIDACTIC MATERIALS AND PROPOSALS AS WELL
            AS USEFUL IDEAS FOR PROMOTING LANGUAGE LEARNING IN DIFFERENT EUROPEAN
            COUNTRIES. PARTICIPANTS WILL BE ALSO ENCOURAGED TO CREATE AN INFORMAL
            EUROPEAN ORIENTED SCIENTIFIC ASSOCIATION THAT WILL REPRESENT THE TEACHERS OF
            THEIR MOTHER TONGUE AS A FOREIGN LANGUAGE IN EUROPE.




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1. INTRODUCTION/ TEACHING CONTEXT

1.1. Presentation of participants, trainers, host organization- the seminar’s programme –
“educational contract” of this seminar (expectations, needs, objectives, dos and don’ts, fears)

Introduction of the programme, cultural activities during the seminar, the list of the
participants with their contact details, maps of the venue, information about the
accommodation. Distribution of the seminar files to the participants. Setting up a mail group
for the participants and singing up.



1.2. The context(s) where the participants are going to teach their language (organisation,
students, time schedule, background, infrastructure)

Presentation of the participants (Professions, experience in Language Teaching, the necessity of
language teaching in the organisation) their organisations, target groups




2. EUROPEAN DIMENSION

7.3.    Knowledge on languages in the EU: mapping the language use and the language policies of
        relevant EU countries
Lifelong learning, early language learning, mother tongue + other languages, content and language
integrated learning (CLIL), information and communication technologies in language learning (ICT)




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Languages of Europe:

This map shows the distribution of languages spoken in Europe and the language family or subfamily
to each language belongs.




Most schools around the world teach at least one foreign language. Nearly all students in Europe
study at least one foreign language as part of their compulsory education. On average in Europe, at


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the start of foreign language teaching, learners have lessons for three to four hours a week.
Compulsory lessons in a foreign language normally start at the end of primary school or the start of
secondary school.

2.2 The institutional framework of teaching a mother tongue to non native speakers
Teaching a mother tongue could be held at Universities, language schools, summer universities,
Municipalities Schools, special institutes, private courses, Vocational Training Centers, secondary
schools, Non Governmental Organizations, Diaspora associations, foreign schools for expatriated
people, cultural associations, embassies, adult training centers and other places. Institutional
framework is different from country to country.

2.3. Bilingualism: differences between teaching a language as a foreign and as a second language

A second language (L2) is any language learned after the first language or mother tongue (L1). Some
children learn more than one language from birth or from a very young age: they are bilingual or
multilingual. The defining difference between a first language (L1) and a second language (L2) is the
age at which the language was learned. In acquiring an L2, it is found that around the age of 6 and 7
seemed to be a cut-off point for bilinguals to achieve native-like proficiency.

3. TEACHING METHODOLOGY

3.1.    Introducing a new thematic unit/ didactic subject


A didactic unit is a teaching plan that includes a sequence of activities or tasks with a final
goal and common contents, objectives, methodology and evaluation

Many of the didactic units that we can find are designed around certain topics (food, clothes,
hobbies, etc) but we know that the real use of a foreign language involves much more that the
knowledge of some lexical fields.

There are many ways to introduce a new subject (By music, poems, pictures etc)




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3.2.    Teaching the text: the use of original texts in all levels
While teaching a text, instruction should be aimed at maximizing learners' successful, satisfying, and
authentic reading experiences. Helping learners develop strategies for reading can maximize the
amount of successful reading. So we should be careful in selection of texts. Decide about adaptation
of an authentic text.

3.3 Teaching the text: Didactic techniques and assimilation techniques for the text
Presenting different didactic techniques and tools in order for the students to acquire the skills
needed and assimilate the new vocabulary. Reading comprehension questions, ways of repeating the
text, pronunciation practice, conversation, role plays and other activities are some of the didactic and
assimilation techniques.




3.4. Ways to Teach Grammar to Students in various classes

Grammar is comprised of the study of phonology, phonetics, morphology, semantics, syntax,
and pragmatics. It has to be involved in teaching of a language, it shouldn’t be the main
activity of language learning but without grammar the students can not understand the
structure of a language

There are many ways to teach grammar to students that can be funny and interesting. For students
at all levels of proficiency, it is better to use the activities attend to students' communicative needs;
place grammatical structures in realistic contexts; incorporate humor or other highly motivating
content; and promote choice, independence, creativity, realism, and peer feedback.

3.5.    Applying communicative activities and language games: Advantages and disadvantages of
        the communicative activities, different types of communicative activities


Communicative activities include any activities that encourage and require a learner to speak
with and listen to other learners (brainstorming, dramatic play, game, role play, discussion,
conversation, presentation, problem solving, Class Survey, Conversation Grid, Line Dialogue,


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Information Gap, etc). Communicative activities have real life purposes: to find information,
break down barriers, talk about self, and learn about the culture. Even when a lesson is
focused on developing reading or writing skills, communicative activities should be integrated
into the lesson.

The dictation and the classification of the spelling mistakes

Dictation is generally used to help students overcome 'spelling mistakes'. Teacher has to have
a method to correct and to know many ways to involve students in mistakes (self) correction.
Teachers need criteria for chosing texts for dictation as well as an attitude towards mistakes.

3.6 Teaching of terminology and the linguistic training of interpreters, translators and
other professionals

Teachers have to use technical dictionaries, lists of special vocabulary and special texts according to
the students’ professional needs. Special teaching techniques should be used too. The lesson should
be connected with the real life, with visits to professional places, teaching by experts etc




3.7 Teaching literature to advanced and intermediate students
Easier poems for the vocabulary; novels, theatre play for advanced students
While teaching literature the aim should be encourage students to think creatively and
independently. Teacher has to combine traditional literature teaching with innovative methods
and multimedia resources. Teacher must pay attention to students who have no prior
experience of studying literary texts.

Our aims should be to increase students' confidence when approaching literary texts, to teach
them valuable transferable skills, including problem-solving, to encourage them to use their
creative imagination, to think independently, and, ultimately, to appreciate the stimulation
derived from the study of literature.


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3.8.       The development of the 4 skills: The listening comprehension, The reading comprehension,
           The writing skills, The oral skills
1: CD text listening, music listening,

2: newspaper articles, internet site reading,

3: writing letters (family or official), composition (maybe giving some key word),

4: picture description

Listening
Listening is the language skill which learners usually find the most difficult. This often is because they
feel under unnecessary pressure to understand every word. To achieve the aims related to this skill,
the teacher plays an important role that is defined in the following steps.


       1. to help pupils prepare for the listening task well before they hear the text itself. Reassure the
           pupils that they do not need to understand every word they hear.
       2. to encourage pupils to anticipate what they are going to hear. A way to make things a bit
           easier to the pupils is to present the listening activity within the context of the topic of a
           teaching unit.
       3. help pupils to concentrate on understanding the message so make sure they are not trying to
           read, draw, and write at the same time. Always give a second chance to listen to the text to
           provide a new opportunity to those who were not able to do the task.
       4. Finally, when pupils have completed the activity, invite answers from the whole class. Try not
           to put individual pupils under undue pressure.


       Speaking


First of all, we must take into account that the level of language input (listening) must be higher than
the level of language production expected of the pupils. So we have manyspeaking activities used in
the first levels that enable pupils to participate with a minimal verbal response.




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In primary schools two main types of speaking activities are used. The first type, songs,
chants, and poems, encourages pupils to mimic the model they hear on the cassette. This helps
pupils to master the sounds, rhythms, and intonation of the language through simple
reproduction. The games and pair work activities on the other hand encourage the pupils to
begin to manipulate the language by presenting them with a certain amount of choice, albeit
within a fairly controlled situation.

Once the activity begins, make sure that the children are speaking as much English as possible
without interfering to correct the mistakes that they will probably make. Try to treat errors
casually by praising the utterance and simply repeating it correctly without necessarily
highlighting the errors. And finally, always offer praise for effort regardless of the accuracy of
the English produced.

Reading
In order to make reading an interesting challenge as opposed to a tedious chore, it is important that
pupils do not labour over every word, whether they are skimming the text for general meaning or
scanning it to pick out specific information. Other things to keep in mind are:


    1. When choosing texts consider not only their difficulty level, but also their interest or their
        humour
    2. As with listening activities, it is important to spend time preparing for the task by using the
        illustrations, pupils' own knowledge about the subject matter, and key vocabulary to help the
        pupils to predict the general content of the text. Also make sure that the pupils understand
        the essential vocabulary they need to complete the task before they begin to read.
    3. While the children are reading the text, move around the class providing support if pupils
        need it. Where possible, encourage pupils to work out the meaning of vocabulary as they
        come across it, using the context and the supporting illustrations.




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    4. Do not encourage pupils to read texts aloud unless this is to learn a play or recite a poem.
        Reading aloud inhibits most pupils and forces them to concentrate on what they are saying
        as opposed to what they are reading and the meaning is very often lost.


Writing
In primary schools, pupils progress from writing isolated words and phrases, to short paragraphs
about themselves or about very familiar topics (family, home, hobbies, friends, food, etc.)


Since many pupils at this level are not yet capable either linguistically or intellectually of
creating a piece of written text from scratch, it is important that time is spent building up the
language they will need and providing a model on which they can then base their own efforts.
The writing activities should therefore be based on a parallel text and guide the pupils, using
simple cues. These writing activities generally appear towards the end of a unit so that pupils
have had plenty of exposure to the language and practice of the main structures and
vocabulary they need.

At this stage, the pupils' work will invariably contain mistakes. Again, the teacher should try
to be sensitive in his/her correction and not necessarily insist on every error being highlighted.
Where possible, encourage pupils to correct their own mistakes as they work. If there is time,
encourage pupils to decorate their written work and where feasible display their efforts in the
classroom.

4. MATERIALS AND TOOLS

4.1 Selection and evaluation of the textbook and the teaching materials
Eclectic teaching method: selection from the different teaching materials, texts
A textbook can serve different purposes for teachers: as a core resource, as a source of supplemental
material, as an inspiration for classroom activities, even as the curriculum itself.

Steps in the Selection Process



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-Matching the Textbook to the Program and the Course

Prior to selecting a textbook, educators should thoroughly examine the program curriculum. If the
goals and curriculum of the program are clear and well defined, the parallels with certain textbooks
may become obvious


            o   Good vocabulary explanation and practice
            o   Approaches educationally and socially acceptable to target community
            o   Periodic review and test sections
            o   Appropriate visual materials available
            o   Interesting topics and tasks
            o   Clear instructions
            o   Content clearly organized and graded
            o   Plenty of authentic language
            o   Good grammar presentation and practice
            o   Fluency practice in all four skills
            o   Encourage learners to develop own learning strategies and to become independent
                in their learning


4.2 The selection and use of audio-visual materials in the class
DVD, music, films, video projector, age related choice of the music, films are some of the
audio-visual materials
-Audio-visual materials shall include all materials capable of producing audible sounds and/or visual
pictures through the use of technological devices. -All commercially prepared audio-visual materials
must be previewed by the instructor, or grade level colleagues prior to use as a classroom
supplement to instruction or as a reward/incentive

-Audio-visual materials used as a supplement to classroom instruction or as a reward/incentive shall
be selected with the objective that students in the particular class or group for which the selection is
being made would be permitted to view or hear the presentation.



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4.3 The environment of the classroom: equipment, space management, audiovisual aids
Equipment: blackboard, tables, chairs, decoration (related with the language and culture), CD
player, DVD player, video projector

Arranging the physical environment of the classroom is one way to improve the learning
environment and to prevent problem behaviours before they occur. The physical arrangement can
affect the behaviour of both students and teachers, and that a well-structured classroom tends to
improve student academic and behavioural outcomes .

Whenever possible, decide where the overhead projector, television, computer(s), and/or classroom
phone should go. Think about how they function for you and for students. All equipment should be
placed for easy access, but out of the way when not in use. Be sure the pencil sharpener, garbage
can, and recycling bin are near each other.

4.4 Production of new educational materials
Games: home made scrabble from small stones, word cards, letter cards, making worksheet, article
searching (and giving questions for it)

 While producing our new educational materials it will be better to use an approach integrating skill
development, content knowledge, and values, is examined from the perspective of language
teaching and learning. Specific attention is given to the ways that curriculum and materials design
can contribute to overall student development. We should also apply current theoretical principles
and research findings to the practical realities of developing classroom materials

4.5 Using the students’ didactic materials –how students could produce materials for our lesson
Making worksheet for each other, searching text or articles with question for each other
Preparation of didactic materials - illustrations of physical processes, additional text materials for
certain school topics, problems to be solved and self-tests corresponding to the actual curriculum
and providing the students with the possibility to work on their own using the Internet materials
should teach students to learn, that they should be resource books for ideas and activities for
instruction/learning, and that they should give teachers rationales for what they do.



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5. CLASS MANAGEMENT

5.1.    The first day: the educational contract, the introduction activities, ice-breaking games
presentation games, country related games (who knows more?), group creation

Many feel that this is one of the most important day in the semester. It is when you set the stage for
the remainder of the course. Consequently, you need to lay the groundwork, clarify course
expectations, and ensure students feel comfortable, safe, and secure. The first step involves
introductions – students getting to know you, you getting to know the students, and the students
getting to know each other. Because community building is an important starting place

5.2.    Time managing in the classroom


Teaching takes time. And in school, as elsewhere, there's never enough of it. Like any executive
responsible for the efforts of others, one of your biggest challenges is to find enough managing time
of yours and the students'.

Time management is the thread running through almost all aspects of teaching — organizing the day,
organizing the classroom, deciding how long and how often to teach various subjects, recording
student progress, or keeping time-consuming behavior problems to a minimum. Students only have
so much time in your classroom.

Effective use of school time begins with efficient classroom organization and management . Much of
the essentials of classroom life involve time management in some way: paring down paperwork;
planning; establishing routines that eliminate wasted time and confusion; using learning centers,
independent assignments, and seatwork to give you time to work with small groups; and creating
classroom environments that allow students and activities to move smoothly from one activity to the
next.

5.3.    Conflict managing in the classroom
Educational contract at the first course is very crucial to clear the habits of the group.
You have to set the limits (children), use the improvisation ability to act for the
conflict, and follow with attention the group dynamic.
Conflict is an inevitable part of relationships because each person is an individual with unique values
and needs. By having open and honest communication, along with listening with genuine acceptance


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and understanding, individuals are able to find their own solutions. When conflict arises in the
classroom, the first step is to determine if “a problem exists, who owns it, and what skill can be used
to solve it”. If the student owns the problem, the second step for the teacher is to engage is active
listening. Active listening occurs when a teacher listens and reflects back to a student their
understanding of the conflict. The purpose of this final step is to come up with a solution that
everyone can be invested in. If both sides participate in creating a solution, the solution is more likely
to work!

5.4.    Motivation in language learning
Motivation is often defined as a psychological trait which leads people to achieve a goal. For
language learners, mastery of a language may be a goal. For others, communicative competence or
even basic communication skills could be a goal.

Role of motivation in language learning

Integrative Motivation: It is identified as the learner's orientation with regard to the goal of learning
a second language.

Instrumental Motivation: characterised the desire to obtain something practical or concrete from the
study of a second language. Instrumental motivation underlies the goal to gain some social or
economic reward through L2 achievement.

Integrative Motivation from the Socio-Educational Model

The one who is interactively motivated to learn the second language has a desire to identify with
another language community, and tends to evaluate learning situation positively and accurately.

5.5.    Fears in language learning
Teacher, group exclusion, failure, to be compared, mistakes, evaluation from the others, appearance,
not to be understood

The teacher is the counsellor who gives assistance and support to the learners. The teacher's role is
to understand the learners' fear and vulnerabilities as they struggle to master another language. By


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being sensitive to the learners' fear, the teacher can turn the negative energy of those fears into
positive energy and enthusiasm for learning. Teacher's responsibility is to recognize each learner's
feeling and their level of target language because the feedback from the teacher to the learner is
important in this method. If there is a learner whose target language is little behind from other
learners', teacher should consider this point and speak little slowly to that student so he/she could
get less burden of learning new language. Therefore the relationship between the teacher and
learner and between the learners themselves are important.

5.6.    Students’ Tasks (homework, projects, conversation classes, special programmes)
Helping another student, doing silent reading, studying for a test, completing other assignments,
working on a project, doing journal writing are some of the students’s tasks.

In order to individualize instruction forlearners, tasks should be matched to students' abilities and
learning styles. Two types of task modifications include modifying the task content to coincide with
what students are ready to learn and modifying task processes and features to match how students
prefer to learn. Readiness assumes that students must possess the basic skills, and determining if this
is so involves three processes: analyzing the task to determine process and needed instructional
modification; evaluating the student's previous learning opportunities to explain performance and
suggest intervention; and consulting the child about how he/she solves a particular task. Once the
content of the task is determined, the student's learning style or approach should be examined.
Learning progress is maximized when classroom tasks are well matched to what the child is ready to
learn and how the child prefers to learn.

5.7.    The development of a group lesson vs. private lesson: students’ roles and teacher’ roles
Private: fears, difficulties are better communicated, student-focused teaching, more feedback from
the student to the teacher, (and from the teacher to the student as well), the needs of the student
are better expressed, the reach of the objective is more on focus, but less interaction, no
benchmarking, less funny.

Group lesson: It can have a powerful instructional impact. Students learn how to cooperate with
others, to share ideas, and sometimes to disagree and still stay productive as a group. But these skills



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don’t just happen. Teachers must carefully orchestrate group lessons to build in cooperative skills
and to ensure that though the group work is completed together, important content area concepts
and skills are individually mastered as well

5.8.      The adults as language learners and their differences from children as learners: theories on
          adult education, on adult learning and on adult teaching, Learning styles, multiple
          intelligence
Differences: in learning styles, time duration, and materials

Children: playful teaching, selection of the National Learning Curriculum for the kindergarten and
crèches and schools, children songs and plays, (folk) tales, poems, theatre play, (pre)school
worksheets, cartoon films, music for children (DVD, CD), shorter duration (max 45 min)

They are very curious and it is very motivating. But concentration is less than an adult. Appreciation
by the teachers is very important. The activities should frequently be changed as they are curious for
new activities.

Adolescents: This age group is brittle and the teacher can be potential enemy. Teacher’s approval is
not very important but peer approval is important. The level is very important. If it is low they may
simply switch off: where it is too high they may become discouraged and de-motivated.

Adults:

Adult beginners: easiest people to teach. They are highly motivated

Adult intermediate learners: more advanced target language is a primary goal. They may be
overwhelmed by the new complexity of the language.

Adult advanced learners: They mostly spend their time not to learn new things but to use what they
already know more properly.

MULTIPLE INTELLIGENCE:

There are seven different ways to demonstrate intellectual ability in this.

Types of Multiple Intelligence are:



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Visual/Spatial Intelligence(ability to perceive the visual)

Verbal/Linguistic Intelligence(ability to use words and language)

Logical/Mathematical Intelligence(ability to use reason, logic and numbers)

Bodily/Kinaesthetic Intelligence(ability to control body movements and handle objects skilfully)

Musical/Rhythmic Intelligence( ability to produce and appreciate music)

Interpersonal Intelligence( ability to relate and understand others)

Intrapersonal Intelligence( ability to self-reflect and be aware of one’s inner state of being)

Naturalist Intelligence(ability to identify and classify patterns in nature)

LEARNING STYLES:

 Visual Learners: learn through seeing. These learners need to see the teacher’s body language and
facial expression to fully understand the content of the lesson.

Auditory Learners: learn through listening. They learn through verbal lectures, discussions, talking
things through and listening to what others have to say.

Tactile/Kinesthetic Learners: learn through moving,doing and touching.



5.9.     The role of the teacher and the role of the student in an adult class
Role of teacher: language teaching, culture, habits presentation, country knowledge (geography,
history, literature), psychological skills (group managing), time managing, flexibility, improvisation,
learner-focused language teaching, understanding the learner’s fears, responsibility to recognise
each learners’ feeling

The essence of education is a close relationship between a knowledgeable, caring adult and a secure,
motivated child. Teachers’ most important role is to get to know each student as an individual in
order to comprehend his or her unique needs, learning style, social and cultural background,
interests, and abilities.




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Their job is to counsel students as they grow and mature -- helping them integrate their social,
emotional, and intellectual growth, to make better decisions in their personal lives, and to value
contributing to society.

They no longer see their primary role as being the king or queen of the classroom, a benevolent
dictator deciding what's best for the powerless underlings in their care. They've found they
accomplish more if they adopt the role of educational guides, facilitators, and co-learners.

Students work harder when teachers give them a role in determining the form and content of their
schooling -- helping them create their own learning plans and deciding the ways in which they will
demonstrate that they have, in fact, learned what they agreed to learn.

Ss ROLE

Students need to make sure that you enjoy the learning experience. Education is a serious business,
which means that you need to make sure that they seriously enjoy their study in this unit. Have some
fun!

To be active in this learning process means that they can say whatever they like but they need to
respect other people's rights to speak and to have opinions that differ to their own. They should be
open to change, but shouldn’t enforce change on others.

5.10. Allocating the students into different knowledge levels (oral and written grading tests)

Necessary but handle with carefulness. Many times it is not trustworthy. It has to be flexible to
changes if necessary. Ranking of the students by course hours is not trustworthy. Test is more valid.

Students with similar achievement are pooled in the same class. On the other hand students with
slightly different level of achievement will be in different class. The proposed approach of student’s
allocation is expected to improve the effectiveness of daily learning process.

Points to be considered in deciding to allocate students based on their mastery level of prerequisite
subjects are as follows:




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approach is to facilitate students’ levels of coping with subjects in accordance to their acceleration
rate in learning;

Socialisation among the lecturers for them to be open for a new learning-teaching situation in which
the number of students in a class in no longer determined by the ratio between the number of
students and the number of lecturers, but by the similarity in students’ mastery level of some
prerequisite subjects;

Socialisation among the administrative staffs especially those dealing with timetabling or scheduling.

5.11.   The mixed ability class as a problem and as a challenge: Classrooms of mixed abilities,
        teaching techniques in classes
Differentiated teaching (different worksheets or the same subject dealt with on different levels at the
same time), in role play, peer coaching get together two students on different levels (a greater with
a weaker level)

Language classes contain students of mixed abilities. This happens for a number of reasons, but
mainly because of different learning styles, different learning speeds, variations in motivation and,
very frequently, as a result of logistic decisions. Very often the teacher is faced with a class with two
or more distinct levels of ability and has to tackle the problem of how to meet the needs of everyone
in the class.

The use of pair and group work is essential if you are to involve all the members of the class. A
fundamental technique here is the use of questionnaires and interviews. By pairing off weaker and
stronger students and involving both in the preparation and implementation of the questionnaire
you should ensure maximum participation of all the students..

A second area of activity that can be productive in mixed ability classes is project work. Again, this
can work successfully using mixed groups where the stronger help the weaker, but another approach
is to form groups that are at approximately the same level and assign different tasks that are
appropriate to the level of each group. By adjusting the complexity of the task, you can ensure that




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each group has a task that it can carry out successfully, thereby providing the correct level of
challenge for the higher level students and not demotivating the weaker ones.

A third area is that of homework. If you set the whole class the same homework task irrespective of
level, then you will have to expect very mixed results. The purpose of homework should be to
consolidate class work. Giving weaker students less demanding tasks can help both to motivate them
and to give them further practice in areas of the language which they have not yet mastered.
Assigning more challenging tasks to the stronger students in the group should ensure that they
remain motivated and continue to make progress. It is more work for the teacher but, ultimately, it
should produce results.

Choral drilling can be an effective way of involving weaker or shy students.



5.12.   Teaching beginners -the characteristics of beginners, teaching techniques, tools, materials


Teaching Beginners
As teachers it can be frustrating to teach beginners, everything seems to go painstakingly slow. But
think how difficult it would be for you to learn a completely different language. Below are some tips
to help you out when teaching beginners.


● Explain things again and again.
● Provide lots of review activities.
● Be patient and don’t pressure students.
● Give students more time.
● Give homework. It sounds bad, but if you give homework, the students will open their
books and be forced to review what they’ve learnt in class.
● Forget the slang. Learn to speak properly .Say something and stop, don’t keep rephrasing
what you’ve said. It will only confuse your students.
● Give compliments. Let your students know that they are doing well. Have them save their
past work so that they can see the progress they’ve made.

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● Make learning fun.
● Use technology.
● Enrol in a language course. This is the best way to empathize with your students. You’ll
know how they feel if you feel the same way. You’ll understand that learning a language
requires a lot of time and effort.

5.13.   Teaching advanced students -the characteristics of advanced students, teaching
        techniques, tools, materials


In a typical advanced class the occasional student will appear to have mastered all the grammar that
s/he was taught at lower levels. Advanced students have acquired the basis from which they can
move into their own special spheres of interest. Some will be learning the language for business
purposes; others will have scientific or IT ambitions; others will be nurturing a cultural interest in that
language literature or music or cinema.


6. TEACHER TRAINING ISSUES

6.1. The strategies the participants themselves use in order to acquire their own mother tongue
and a foreign language

 As we all know, we acquire our mother tongue by listening . Permanent exposure to language in
childhood makes us native speakers.


 In foreign language learning, we don’t have a chance to get this permanent exposure. But it doesn’t
mean to learn a foreign language is difficult. By understanding the strategies that successful FL
learners use, less competent learners should be able to improve their skills in a foreign language
through training in strategies evidenced among those who are more successful. Reading and
watching films,listening to songs in target languge and getting friends from other countries are some
strategies we have used in acquisition.




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 Language awareness, interest for the culture is important . Cooperative learning strategy,
experimental learning, games and plays, lecture, reading, research, internet-based learning were
used to teach us a language.



6.2.    Their teaching strategies-examples from their own experiences (as language teachers or as
        language learners)
There are various teaching strategies and each teacher use his her own method. Each teacher should
create the conditions that will elicit the behaviour that s/he wants from her class or an individiual
student while choosing her own strategy. Language teachers and learners will talk about their own
strategies. Cooperative learning, IT-based language learning, peer coaching, role play, problem
solving, communicative activities( to develop four skills: Listening , speaking, reading,writing) can
be used in class. Our teaching strategy should be based on our students needs. For example,for an
immigrant, speaking is so important, so we should plan our lesson according to these aims.




6.3.    locating the characteristics, the needs and the expectations of our learners
 Age, job, motivation, objective, level, how many language spoken and learnt so far? These are
important factors in our teaching mother tongue experience.

 Adult learners have different characteristics compared to children:


CHILDHOOD                                ADULTHOOD


                                         Adults depend upon themselves for material support and life
They are other-directed.
                                         management, they are largely self-directed.


Children, to a large degree, learn       Adults learn best when they perceive the outcomes of the
what they are told to learn.             learning process as valuable--contributing to their own




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                                          development, work success, etc.


Children, as a group,are
approximately the same age, come          Adult learning groups are likely to be composed of persons of
from similar socioeconomic                many different ages, backgrounds, education levels, etc.
backgrounds, etc.


Children have a limited experience        Adults have a broad, rich experience base to which to relate
base.                                     new learning.


                                          Adults, for the most part, learn more slowly than children,
Children generally learn quickly.
                                          but they learn just as well.


Children are open to new
                                          Adults are much more likely to reject or explain away new
information and will readily adjust
                                          information that contradicts their beliefs.
their views.


                                          Adults' readiness to learn is more directly linked to need--
Children's readiness to learn is linked
                                          needs related to fulfilling their roles as workers, spouses,
to both academic development and
                                          parents, etc. and coping with life changes (divorce, death of a
biological development.
                                          loved one, retirement, etc.).




6.4.    Curriculum planning and Lesson planning
 In curriculum planning , students’ needs, aims,background and levels are so important. In our
teaching mother tongue as a foreign language curriculum, we may refer to other foreign language
teaching curriculums but certainly by taking the students’ profiles, aims and levels. The curriculum
should include cultural elements.



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 Suggested steps to follow in drawing up curriculum plans:

                                Discuss and agree on aims for the plan .
           Review
                                Review current practice in relation to the teaching of English in your school
          Research
                                Research curriculum documents, website, resources and materials in use .
           Preparation
                                Refer to other policies/curriculum plans

          Consultation         Consult with teachers, students, Education Centres.

           Preparation of       Seminars own context factors will influence the plan adopted.

           draft plan

                                Circulate the draft plan, consult members as appropriate and amend if
          Circulation
                                necessary.

Organization in lesson planning: While planning, we may use the questions below:

-Goals: 1-What are the broader objectives, aims, or goals of the unit plan/curriculum?

       2-What are your goals for this unit?

Objectives :1- What will students be able to do during this lesson?

Prerequisites : 1- What must students already be able to do before this lesson?

Materials : 1- What materials will be needed?

Lesson Procedure: Introduction, Main Activity, Closure/Conclusion, Follow up Lessons/Activities




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6.5.       Cooperation between teachers: exchanging ideas, materials, experiences . Teaching the
           same class at the same time.
Teachers should contribute the Ss’ affectiveness by collaborating with their colleaques. They should
participate in establishment of goals for learners, development of curriculum and coordination of
instructions.

  Other teachers’ experience in class make us be ready for the problems in teaching, taking their
ideas about our own teaching experience will definitely help us to see ourselves from a different
point of view and make necessary changes in our methods,technigues,classroom/time
management...etc.

6.6.       Preparation for the visit to a Vocational Training Centre or a language institution:
           Presentation of its educational work, analysis of the aims of the visit, defining of the
           research questions and the research method.
  As a preparation, we may get some informations about the centre,its location, its working
schedule ...etc. by getting into contact with the administration. Before the visit , the aims of the visit(
to observe the application of techniques and methods, classroom management, students’profiles
....etc) should be defined and the questions that can be asked about the mother-tongue teaching
should be prepared.




6.7.       Visit to the Vocational Training Centre: Observation of the courses’ place, discussion with
           administration, trainers and students. Observation guidelines
       The visit to this kind of centre will give candidates so much opportunity to develop themselves in
teaching skills, theoritical and practical knowledge.Discussions with trainers about the curriculum
planning ,methods&techniques, the problems in mother-tongue teaching and getting knowledge
about students’ profiles , their needs ,the difficulties in learning will help them to achieve the aim of
the seminar.




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6.8.    Different ways and methods of teacher training
Three models have been used in teacher training,they can be summarized as:

1-Craft model:

Studying with master(Instruction/Demonstration) PracticeProfessional Competence

2-Applied Science model:

Scientific knowledgeApplication of scientific knowledgeresults conveyed to traineesperiodic
up-dating(in service)Practice Professional Competence

3-Reflective model:

Received knowledge

         +          Practice  Reflection  Professional Competence

Previous experiential

   knowledge

 Reflective model is seen as a compromise solution which gives due weight both to experience and
to the scientific basis of the profession.

 In teacher training classes , as reflective model says theoritical information shouldn’t be more
important than practice.

6.9.    Theories in foreign language teaching
Theories of second language acquisition are linked to various design features of language instruction.
These design features might include stated objectives, syllabus specifications, types of activities,
roles of teachers, learners, materials, and so forth.

In the middle-methods period, a variety of methods were proclaimed as successors to the then
prevailing Situational Language Teaching and Audio-Lingual methods. These alternatives were



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promoted under such titles as Silent Way, Suggestopedia, Community Language Learning, and Total
Physical Response. In the 1980s, these methods in turn came to be overshadowed by more
interactive views of language teaching, which collectively came to be known as Communicative
Language Teaching (CLT). Communicative Language Teaching advocates subscribed to a broad set of
principles such as these:

Learners learn a language through using it to communicate.

Authentic and meaningful communication should be the goal of classroom activities.

Fluency is an important dimension of communication.

Communication involves the integration of different language skills.

Learning is a process of creative construction and involves trial and error.

Communicative Language Teaching has spawned a number of off-shoots that share the same basic
set of principles, but which spell out philosophical details or envision instructional practices in
somewhat diverse ways. These CLT spin-off approaches include The Natural Approach, Cooperative
Language Learning, Content-Based Teaching, and Task-Based Teaching.

The theory of multiple intelligences was proposed by Howard Gardner in 1983, to more accurately
define the concept of intelligence and address whether methods which claim to measure intelligence
(or aspects thereof) are truly scientific.

Gardner's theory argues that intelligence, particularly as it is traditionally defined, does not
sufficiently encompass the wide variety of abilities humans display. In his conception, a child who
masters multiplication easily is not necessarily more intelligent overall than a child who struggles to
do so. The second child may be stronger in another kind of intelligence, and therefore may best learn
the given material through a different approach.




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               INTELLIGENCE TYPES AND
               APPROPRIATE EDUCATIONAL ACTIVITIES

               Intellegence
                                                Educational Activities
               Type

               Linguistic       lectures, worksheets, word games, journals, debates

               Logical                  puzzles, estimations, problem solving

               Spatial           charts, diagrams, graphic organizers, drawing, films

               Bodily                  hands-on, mime, craft, demonstrations

               Musical                singing, poetry, Jazz Chants, mood music

               Interpersonal          group work, peer tutoring, class projects

               Intrapersonal      reflection, interest centers, personal values tasks

               Naturalist        field trips, show and tell, plant and animal projects




These theories serve as a basis for the new natural-communicative approaches.

There have been developments such as a great emphasis on individualized instruction, more
humanistic approaches to language learning, a greater focus on the learner, and greater emphasis on
development of communicative, as opposed to merely linguistic, competence.

6.9.   Coping with practical problems in teaching
A foreign language teacher confronts a number of problems in the classroom such as teaching the
culturally disadvantaged student; accommodating the needs of the occasional student of limited
language-speaking ability; and lack of opportunities for professional growth and there are some



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strategies (not necessarily solutions) are offered for coping with them. Teachers have to pay
attention to create a motivating classroom.To know the needs and learning styles of our students is
also important. A friendly atmosphere in class will reduce their stress and give them opportunities to
express themselves more easily.

6.10.    The evaluation of the lesson, the students, the educational materials. Self evaluation
It is very important to take notes for the teacher after classes about experience, changes if it is
necessary, evaluation, lesson topics, ideas...etc.

In assesment, teacher observation,teacher designed tasks/tests,portfolios of children’s
work,checklists are some tools and also a short question-answer exercise in which questions like
“What did we learn today?, which part was difficult/easy?, Can you summarize the subject ?” exist
can be helpful.

7. INTERCULTURAL SKILLS

7.1.     Introduction to intercultural education: the notions of culture and identity, intercultural
         awareness, intercultural skills, active listening
 Intercultural education sensitises the learner to the idea that humans have naturally developed a
range of different ways of life, customs and worldviews, and that this breadth of human life enriches
all of us.

 Often in language teaching the implicit aim has been to imitate a native speaker both in linguistic
competence and in knowledge about a country and its'culture'. The concept of 'culture' has changed
over time from emphasis on literature,the arts and philosophy to culture as a shared way of life.

Cultural awareness means understanding and cognition of such things as the social domain, social
rules and norms, values,beliefs, habits and customs of the target-language. In order to achieve this,
in the first place, teachers should know clearly where the cultural information is located in the
teaching resources and how to make efficient use of it.Whatever the teaching materials may be, they
consist of different discourses and the related exercises containing a varying amount of cultural
information.


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7.2.    Cultural elements in the classroom: selection and use of cultural materials, the use of
        intercultural elements, the production of new educational materials.
Research reflects the importance of a teacher identifying and understanding their own culture and
elements which define similarities and differences to other cultures.

These cultural elements include the fine arts, literature and history, institutions, the sociological
behaviour of the people in those societies, the observable verbal and non-verbal patterns of
communication, the values and attitudes.

Material: The resources available for culture teaching are many. Language course textbooks
(especially those that contain visual materials such as photographs of English speakers engaged in
natural activities, or readings of original texts), videos and satellite TV programmes, radio broadcasts
and recordings, magazine and newspaper articles, brochures, and all kinds of realia from Barbie dolls
to Barclaycards.

Teachers will find it more effective to use a task-orientated approach in which students are given
opportunities to interact with or react to elements of the target language culture and compare them
with the corresponding elements of their own culture.

In developing cultural awareness in the classroom it is important that we help our students
distinguish the cultural norms, beliefs, or habits of the majority within the speech community and
the individual or group deviations from some of these norms.




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                PROJECT WEB PAGE

            www.teachyourlanguage.org




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          OUR COMMUNICATION PLATFORM

             lamoto@yahoogroups.com




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           OUR PROJECT ON NEWSPAPERS




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CONCLUSION:

This Project was intended to address the needs of any native speakers who wants to teach
her/his mother tongue to anyone interested in learning it.It can be adapted into any course
format from ten hours teacher traınıng semınar up to four hundred hours seminar.

Any teacher/trainer can use it according to the needs of her/his trainee. It can also be adapted
partially or as a whole into an on-line course. The currıculum as it is in the present form has been
tested in two pilot test courses held durıng the Athens and Antalya meetings.

The next step wıll be to create the content ın a more detaıled way defınıng also specıfıc
resources characterıstıcs of specıfıc languages methodologıcal tools audovısual materıal etc

The partner organızatıons plan to develop ıt as a course ın the future and anyone ınterested ın
contrıbutıng as a teacher/traıner ıs welcomed to contact us




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