Edited By Carmen Argondizzo
The volume is published in a historical moment in Europe in which the European Commission is celebrating the 10th Anniversary of the Barcelona Agreement (2002-2012), which emphasized the importance of learning two languages in addition to the mother tongue. The volume reflects on strategies for achieving these objectives, while underlining the belief that creativity is a skill which needs to be identified, stimulated and nurtured for the benefit of the entire society.
Section 4: Creativity and Technology
259 Section 4 Creativity and Technology TERESA GONÇALVES The Usefulness of a Blended Learning Module in Erasmus Intensive Language Courses The phenomenon of growing globalization together with the possi- bility of awarding EU financial support or grants to study and work abroad means considerably more student mobility for learning. EU student mobility programmes, such as Leonardo da Vinci and Erasmus, have greatly increased the number of people moving between higher education institutions, facilitating educational and occupational mo- bility. The Erasmus programme, launched in July 1987, in its first year had about 3,244 participants. Nowadays, about 160,000 students per year from 31 countries participate in this programme. Around two million students have participated since the programme started. Erasmus programme functions include support for students studying abroad and their linguistic preparation, and support for universities/ higher education institutions intensive programs, such as Erasmus Intensive Language Courses (EILC) for minority second languages. These EILC, whether funded or not funded by the National Agencies of the EU Lifelong Learning programme, are offered by language centres of higher education institutions across Europe. National and transnational mobility may help students to expe- rience better learning, working and living conditions. However, some- times people in mobility have to learn a new language, which is why the EU promotes the Erasmus Intensive Language Courses (EILC), level I and II, in order to respond to the travelling student’s language needs. While the organizing of a level II EILC may be a very chal- lenging task, it...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.