Technical and academic training: training of teachers and young researchers in the universities participating in the project through 2 workshops based at two of the universities that are members of the consortium. 20 mobilities of junior professors and researchers to receive training in the areas of expertise of these two partners are foreseen.
Alma Mater Studiorum – Università di Bologna (May 2022)
This training activity will be held at the University of Bologna and will deal with the tools that gamification could offer to improve the teaching to immigrants and refugees. The activity will consist of a workshop aimed at professionals and young researchers from the consortium member institutions who are working in Applied Linguistics and have professional interests in issues like this.
Gamification was highlighted as an emerging trend in the Higher Education Edition of the NMC Horizon Report 2014 and 2015 and since these years the presence of this methodology in education has been increasing. However, it is still an issue that requires further development and proper implementation in the classroom since it is a technological reality which is constantly changing. The advantages of gamification in second languages teaching are multiple, among which are: the increase of self-confidence, the reinforcement of skills and knowledge and of the technological literacy, the stimulation of attention and concentration, the development of social relations and cooperation, the encouragement the use of logic and strategy and, of course, the improvement of the learning experience and, as in consequence, the academic results.
Heidelberg University (December 2022)
This training activity will be held at University of Heidelberg and deal with the creation of new materials in immigrant and refugee language teaching. The activity will consist of a workshop aimed at professionals and young researchers from the consortium member institutions working in applied linguistics and interested in creating materials, both physical and virtual, for immigrants and refugees. In particular, the workshop will focus on reviewing the creation of materials from an integrative and adaptive point of view with respect to immigrants and refugees, based on the concept of socio-linguistic integration (Moreno Fernández 2009). Thus, it is expected that the differences between general and group-specific language teaching materials will be analysed, since, as some authors point out, it is essential to consider the specific identity of the learner. Furthermore, different approaches to the creation of materials will be discussed: the communicative approach, the contributions approach, the cooperative approach, etc., in order to make learners critical in the way they plan to create materials.