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European Projects in University Language Centres

Creativity, Dynamics, Best Practice

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Edited By Carmen Argondizzo

This volume offers a collection of best practices carried out in university contexts with the aim of highlighting the relevant role that Language Centres play in the field of language learning and the benefit they receive from European project planning. Issues such as intercomprehension, integration and diversity, interlinguistic models in disadvantaged migration contexts, audio description, cinema and translation as well as crosscurricular studies for university students, learners’ assessment, the promotion of plurilingualism in enterprises and in the legal field are tackled with special attention on the theoretical and practical dimensions that projects need to consider during the planning, implementation and dissemination actions. The variety of topics shows the daily liveliness that University Language Centres experience and the energy that they offer to the national and international communities. Thus the final chapter attentively explores strategies of Quality Assurance which further enhance the value of team work and project work within and beyond the academic context. This has the aim of promoting both cooperation that crosses geographical boundaries as well as quality in project dynamics which encourages a wide-angled multilingual and multicultural perspective.
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International Mobility in University Language Centres: the Erasmus IP Project “Crosscurricular Creativity”

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Abstract: The language policies of the European Union promote the diffusion of languages and encourage the achievement of language competences in more than one language as an added value for the European citizen. Many documents have been published with the aim of sensitising European governments to the need for special language competences as a response to modern contexts. In the global age, knowledge cannot be perceived as a tight box, but an open space where information and experiences are available and exchangeable through different means that everybody should master in order to move through different situations and achieve problem-solving skills. The European Union suggests that creativity is a key competence that helps trigger cognitive processes which lead to flexibility and adaptability, which represent essential ingredients for modern needs. It is therefore important to stimulate the mind, from the very early stages of life and then during education. In this regard, the development of environments characterized by integrated activities into teaching constructs can enhance the learning processes. The CLIL methodology, for example, is a construct which brings together different teaching approaches. It is therefore flexible and enables teachers to develop a wide range of learning activities where learners can better achieve specific language skills in order to acquire their knowledge in a discipline through a foreign language. In the following paper, the European ERASMUS IP project “Cross-curricular Creativity” is illustrated with the aim of highlighting the benefit that the integration of creativity and CLIL can bring into the educational...

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