The Learning Cultures project has been designed around the idea that learning a second language is one of the main practical ways to achieve intercultural dialogue. We refer, here, to the dialogue between culture (or cultures) of the host country, and the cultures of migrants, who arrived in the host country for more diverse reasons: to escape poverty or repressive regimes, to improve their conditions of life, or just to look for something new, to follow a dream. The project has seen us meet in the various countries of the partner organizations, for meetings lasting three days, during which we got to know the local situation, sharing experiences, methodologies, information..

1. 1
LEARNING CULTURES
SHARING LANGUAGE TEACHING METHODS IN A GLOBAL APPROACH.
LLP Grundtvig partnership project
HANDBOOK
Methods, experiences and stories

2. 2
LEARNING CULTURES
SHARING LANGUAGE TEACHING METHODS IN A GLOBAL APPROACH.
LLP Grundtvig partnership project
HANDBOOK
Methods, experiences and stories
Project web site: www.learningcultures.eu
"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."
This work is licensed under a Creative Commons Attribution 3.0 Unported License.

3. 3
INDEX
Introduction
Chapter 1 - The project
Paragraph 1- Objectives of the project.
Paragraph 2- Activities realized.
Chapter 2 – Methodologies and experiences.
Paragraph 1- Methodologies to teach second language in non
formal and informal context.
• Evaporating borders – Adjectives Name Game
• We are all the same
• The Importance of informal learning in promoting
Culture Identity
• Looking at myself
• AVE Global
• The History of My Name
• Finnish Red Cross Hunger Day
• Learning Finnish Work Culture
Paragraph 2- Experiences.
Chapter 3 - Appendix
Paragraph 1- Partner Organizations.
Paragraph 2- Other Organizations involved.

4. 4
Introduction
The Learning Cultures project has been designed around the idea that learning a
second language is one of the main practical ways to achieve intercultural dialogue.
We refer, here, to the dialogue between culture (or cultures) of the host country, and
the cultures of migrants, who arrived in the host country for more diverse reasons: to
escape poverty or repressive regimes, to improve their conditions of life, or just to look
for something new, to follow a dream.
The project has seen us meet in the various countries of the partner organizations, for
meetings lasting three days, during which we got to know the local situation, sharing
experiences, methodologies, information. Stages of this process were: Rome, Madrid,
Evora, Limassol, Oulu, before ending in Rome.
The first thing we found out thanks to the project, is that the phenomenon of migration
is developed very differently in the partner countries.
Italy and Spain share the fact of being somehow "gateway to Europe", countries of first
destination for many migrants from the Mediterranean and Asia, especially today,
following the profound upheavals that are involving the countries of North Africa.
These migrants often have the project to travel to other European countries, such as
Germany, Britain, the Nordic countries, but have to spend some time in the country
where they landed, or for legal reasons (for the Dublin agreement, which requires that
refugees should apply for asylum in the first country they arrive), or for logistical
reasons.
In Cyprus we found a different phenomenon of migration. Cyprus is a great cultural
melting pot, which in recent years has seen a high number of arrivals from eastern
Europe, particularly Russia. From this point of view is a migration linked to the search
for different working conditions and life, for which it is not a migration associated with
poverty, which includes also the fact that many arrive in the island are implanting new
businesses. Many of the new economic realities that are being developed in the island
are in fact from Russia, thanks to bilateral agreements between the two countries and
a series of tax breaks.
This has led to a strange phenomenon, an acculturation on the contrary, we could say,
because many Cypriots are now studying Russian, since they work in Russian
companies, as well as for the fact that there is a strong tourism from this country.

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In Portugal, however, the migration is mainly from former colonies. In past years, after
the fall of the Berlin Wall and the end of the Soviet empire, there had been some
migration from eastern Europe, but was interrupted due to the economic crisis.
Sweden welcomes certainly many migrants, not only outside Europe, but also by
Europe, attracted by a social system certainly at the forefront of services and
assistance to the person. Of course we do not find in this country the great migration
that we see in Italy and Spain. The greatest wealth of the country and fewer
immigrants can allow a really significant support, and a range of services that other
countries are unthinkable.
So, as different is the phenomenon of migration in the partner countries, so different
are the conditions in which the second language, which is the language of the host
country, is taught.
In Italy, as is well known, although knowledge of the Italian language is essential to
obtaining the residence permit, the question of teaching is covered largely by the third
sector, ie associations and volunteers, not by the public school. This country is
therefore dealing with a strange situation, where civil society fills a void at the level of
institutions, a problem that in Italy is generally relates to the field of adult education,
especially that one in non-formal contexts, often entrusted by the private social.
In Spain the situation is definitely better. The different centers of adult education in
Madrid, for example, funded by the public, organize many courses L2.
Far less pressing situation in countries like Portugal, Cyprus, as we have seen. In
Portugal in fact the main migration comes from former colonies where they speak
Portuguese, so the need to learn this language covers a small number of migrants; in
Cyprus, given the cultural melting pot, the language-learning needs have diversified
sides. In Sweden, of course, the public system covers plenty of demand for learning.
But a cross-cutting aspect in all these very different realities, concerns the knowledge
that through language learning can be realized a meeting between cultures; the
knowledge that - in the face of great need to create an intercultural dialogue in
European society - learning contexts of second language are an important and concrete
opportunity. In particular, we have identified four aspects about which we discussed:
• Approaches to teaching language as encounter between cultures.
• Methods of teaching second language with particular attention to non-formal
and informal Context.
• The role of migrant families in teaching second language.
• The role of active citizenship in teaching second language to migrants.

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A second element that has united all the partner organizations of the project was to
discover in all a great creativity in combining language learning and intercultural
learning, especially in non-formal contexts. You will find below some methodologies as
an example of this.
The partner organizations, the various participants in the project, and other
organizations involved have learned a lot in the two years of the project on the theme
of language as intercultural learning. Teachers and cultural mediators who
participated learned a lot in terms of methodologies, and from the project were also
created new courses, which will enrich the educational proposal of the participating
organizations. We hope that this handbook, which covers a part of the activities that
we shared in the project, it can be useful to others.
Andrea Ciantar
(project coordinator)

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Chapter 1
The project

8. 8
Chapter 1 - The project.
Paragraph 1Paragraph 1Paragraph 1Paragraph 1---- Objectives of the project.Objectives of the project.Objectives of the project.Objectives of the project.
The objective of the project and the questions that have driven our work are:
- the comparison among the different approaches to language learning as link
among cultures and identities. Approaches will be systematized and good
practices will become more visible and transferable;
• What does it mean “systematize practices”, and how can we better do it?
• How to include intercultural dialogue issue in L2 teaching activities?
• How to guide or facilitate identity transformations linked to migration
processes?
- the exploration of the different methodologies and approaches in the field of L2
teaching in non formal and informal context;
• What does it mean teaching in non formal and informal context?
• How to include non formal and informal contexts and methods in L2
teaching activities?
- the comparison among the different L2 teaching approaches with a particular
attention to citizens involvement, which in many countries represents a big
contribute to intercultural dialogue and support to immigrants;
• Why to involve active citizens?
• How to involve them?
- the exploration of the different L2 teaching methodologies and approaches
with a particular attention to the role of family in the learning process in order
to optimize immigrants learning experiences;
• why the importance of the role of family in L2 teaching activities?
• How can we improve the involvement of families?
- the implementation of a European network of people locally involved in L2
teaching to immigrants; Implementation of best practices exchanges for teachers
and operators;

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• Why to create an European network?
• How can we support this process?
PROBLEMS TO ADDRESS
- to value didactics not only based on linguistics and face the problem of the
reproducibility of a linguistic and cultural approach against the growing
European society request;
- to meet teachers continuous need of training;
- fill the gap of attention to the family role in the immigrants learning process;
- to help immigrants to become aware of their possibilities (active citizenship): a
fundamental aspect in the self-esteem and empowerment process supporting
learning and integration;
- to recognize the importance of voluntary and social private organizations
work;
- to fill the European gap of knowledge and exchange in the normative contexts
and their connection to L2 learning.
Paragraph 2Paragraph 2Paragraph 2Paragraph 2---- Activities realized.Activities realized.Activities realized.Activities realized.
The project included the realization of transnational meetings and local
activities. Thanks to the European meetings we had the opportunity to know
about local experiences, to share methodologies, to explore specific themes.
Local activities included workshop and conferences, in order to share the project
results with other teacher, cultural mediators, staff members of the
organizations and other participants.
The project activities have seen the use of different participative methodologies
according to the different activities: role play, focus groups and autobiographical
methodologies.
ICT tools will have been used to ensure the internal communication and the
project visibility.
Monitoring tools have ensured, during all the project, the coherence with the
work plan as well as the impact on participants.

10. 10
Chapter 2
Methodologies and experiences.

11. 11
Chapter 2 - Methodologies and experiences.
Paragraph 1Paragraph 1Paragraph 1Paragraph 1---- Methodologies to teach second language in non formal andMethodologies to teach second language in non formal andMethodologies to teach second language in non formal andMethodologies to teach second language in non formal and
informal contextinformal contextinformal contextinformal context....
Title: Evaporating borders – Adjectives Name Game
Themes, aspects we are working on: Ice-Breakers, Warm up activity,
Energizers, Social Interaction, Imagination skills, Humor, Linguistic creativity,
Language Play.
Language objective: to use adjectives in the target language, to practise
alliterative skills, to increase phonological awareness.
Approach or method used: The method used was the Adjectives Name Game.
Purpose: to introduce to each other, to help students to remember their peers’
names, to encourage people to open up, to enhance interpersonal and
intrapersonal skills by attributing adjectives to describe their personalities.
Also, this method encourages students to use “positive self-talk name” and at
the same time enhances self-esteem.
Duration: 15 minutes
Participants: adult learners, mixed group (students, migrants, employees) can
be used with a bigger group of participants.
Materials: None.
Venue: Open space to make a circle.
Description of the workshop:
1. Ask the participants to form a circle.
2. Each group member is required to think of an adjective that describes
him/herself AND starts with the same letter as his/her first name (ex:
Talkative Tasoula, Generous Georgia). Then they introduce themselves by
saying the adjective and their name.

12. 12
3. The facilitator may start the game by introducing herself. She may say,
“Hello, everyone, welcome to the workshop, I am Talkative Tasoula.”
4. This continues until all students have introduced themselves.
5. At the end, everyone repeat everyone’s adjectives and names together.
6. The facilitator ends up the activity by emphasizing the diversity of
describing ourselves. She may say, “I hope we learned different things
about each other and how well we describe ourselves.”
The teacher’s role: Facilitator
Transferability: this method can be used in formal and non-formal contexts of
teaching/learning. This activity is especially useful when there are new people
present. Also, through this activity students learn an aspect of their peers’
personality and encourage using the target language in a creative, humoristic
and playful way.
Organization: U-Learn Educational Centre
Authors: This workshop has been realized in June 2014, during the 3rd meeting
of the project by: Marina Tymviou (Greek teacher), Viktor, Tasoula Katsiami
(coordinator), Christina Aristeidou (IT teacher), Dorina Mathikoloni, Georgia
Stylianou, L. J. Baduge, R. D. M. Chandra Latha, D. G. N. Karunathilaka.

13. 13
Title: We are all the same
Themes, aspects we are working on: Discussion in a circle, self-presentation
or group-presentation. Thinking skills were used to create digital story on the
computer.
Approach or method used: Sharing and
creating stories – method: Digital
storytelling is an effective way to engage
students in their learning. Digital
Storytelling can be very powerful for many
students addressing various types of
learning styles and modalities. Digital
Storytelling provides meaning to learning
through the use of their auditory, visual
and kinesthetic skills. Students are also
required to use thinking skills in their
creativity of their stories.
Duration: 2 hours
Participant: can be used by a group of
students or by self. It is possible to work with
a mixed group of both adult and young
students -migrants
Materials: PC and Internet for visit www.storybird.com to create the online story.
Venue: Classroom with computers, tables, chairs and a projector. Notepads pens
and paper to ask- answer any questions, to note down any points from the circle
discussion.
Description of the workshop:
1) Discussion in circle.
Students and teachers are in a circle, in a classroom and discuss about the diversity
between the people, the differences and similarities. They provide their thinking and
opinions on this issue

14. 14
2) Create their own stories
Then the students had to create their own stories in online website choosing
picture,sound from the website.
3) Presentation
Finally the students presented their stories in the classroom and discuss about them
Outcomes: promoting thinking skills, build planning, organizational and time
management skills. The ability to tell their story in a variety of ways - through
sounds, photographs, and
effects allows them to express their creativity in ways other than just text. Self-
confidence to present their story.
Teacher/s: 1 teachers
Transferability (how this exercise can be used in other contexts): In classroom , this
exercise it has been done with a student fifteen years old to create their own
stories. Also can be use on language classroom to create their comprehension using
creative way than just text on a paper.
Organization: U-Learn Education Centre
Authors: This workshop has been realized in June 2014, during the computer lessons
with 15 -16 year old students coming from various nationalities and backgrounds.

15. 15
Title: The Importance of informal learning in promoting Culture Identity
Themes, aspects we are working on: intercultural communication, group
sharing, expressing ideas via drama, sharing of stories, meeting others via
drama.
Approach or method used: techniques for using our voice and tone
appropriately
Organization: U-Learn Education Centre
Authors: …….

16. 16
Title: Looking at myself
Themes, aspects we are working on: Ice breakers, self-presentation, introduction
of the verb to be, creative and expressive workshop
Approach or method used: The activities can be placed in the dimension of
"active learning," defined as a structured set of teaching methods in which the
student is an active subject in the process of his own learning. The activities
have the goal to activate an early form of presentation and then communication
of himself to the rest of the class.
Duration: 2 hours
Participant: can be used also with a big group, up to 30 students; is possible to
work with a mixed group (students migrants, operators, volunteers....)
Materials: ball, white cards, colors, recycled paper, glue, wool, cloth, buttons,
caps.
Venue: open space and classroom with tables and chairs.
Description of the workshop:
1) A multicultural greeting.
Students and teachers are in a
circle, in an open space, to facilitate
the participation, communication
and the use of body language. The
conductor makes a greeting in own
language and a step forward, then
the person on the right continues
the ride until everyone has made
the greeting.
2) The echo of the names:
The conductor says his name, makes a step toward the center of the circle and
makes a movement (for example clapping), so the person to the right does the

17. 17
same thing. The ride continues until each one will be presented in the same
manner. It’s possible to repeat the ride several times until everyone has
memorized a good number of names. At this point the conductor says the name
of a student. The student repeats the action of the conductor calling another
student and so on.
3) Let's move on with new
words
The conductor directs the circle
with simple and clear words for
example forward, backward, right,
left; the class group responds to
commands through the use of body
and space. The use of unknown
words to a group of learners of L2,
the continuous repetition of these,
the exposure of the body, the eye-
catcher with simple and immediate gestures, the musicality of the different
intonations, spontaneous laughter, are supports for the success of a
communicative exchange.
4) I am
The conductor uses the ball to make contact with the student and give him
simple questions expressed in a clear way. The student is not always able to
formulate the answer. At this point the conductor asks for the ball. The support
of another teacher and / or the
mediator is useful in this case.
The questions and correct
answers for example WHO
ARE YOU?, WHERE ARE YOU?,
I AM MOHAMED, I AM
NIGERIAN, are written on the
blackboard, using two different
colors to facilitate the
memorization process. The
conductor distributes a paper
with the conjugation of the

18. 18
verb TO BE and writes it on the blackboard. So the conductor reads slowly, with
a loud and clear voice. Then the conductor asks someone to read the verb to be,
using once again the ball. The repeated reading promotes familiarization and
understanding of phonemic and listening skills, motivates students to express
themselves and creates a primary form of communication.
The conductor invites students to move to another part of the class; it is
prepared for the realization of a creative workshop. On the tables there are
colors, sheets, scissors, glue and recycled materials. Students can use the
materials to produce a self-portrait.
Outcomes: promoting memory capacity, attention and listening to each other,
phonetic understanding, body expression, self communication and presentation,
the processes of reception, the reinforcement of personal identity, creating a
positive and friendly atmosphere, first communication and self-presentation,
facilitating the participation of all students.
Teacher/s: 2 teachers, 1 educator, 1
linguistic and cultural mediator.
Transferability (how this exercise can be
used in other contexts): these activities
can be used in other context of
teaching/learning and intercultural
workshops; particularly, in the European
project Learning culture, this exercise it
has been done with a mixed group of
students and staff of the participating organizations, using the language
Bambarà, in order to let the European participants experience the learning of a
foreign language.
Organization: Fondazione Integra/Azione in collaboration with Cooperativa
Sociale Abitus and Associazione Volontari Capitano Ultimo.
Authors: This workshop has been realized in November 2013, during the 1st
meeting of the project by Cecilia Delle Fratte, Mariangela Ricciardi, Inoussa
Bamogo, Micaela Polselli .

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Title: AVE Global
Themes, aspects we are working on: The AVE Global course consists of a
complete set of tools to learn and practice Spanish (listening, oral speaking and
writing). The new and relevant feature is that the course can be used from any
mobile device such as telephones or tablets. A prueba de nivel [Spanish
proficiency test] is available to determine the most appropriate topic level for
each student.
Approach or method used: The AVE Global syllabus consists of cursos y
temas [courses and topics] distributed across Common European Framework of
Reference for Languages (CEFR) levels A1 to C1.
Duration: 30 hours course between April and June.
Participant: It is 15 students from a A1 level of a Spanish for migrants course
Venue: Classroom and they have the possibility of using their mobile devices to
continue working.
Description of the workshop: Courses - The sixteen 30-hour courses on offer
are designed to the latest approach to language teaching. Students may navigate
freely through course materials and activities for 3 months, subject to no time
restrictions.
Users completing 85 % or over of the activities comprising each course receive
an academic notification to that effect.
Topics - AVE Global materials are also designed to study Spanish in the form of
specific units called topics.
A total of 48 10-hour topics are on offer for users who wish to learn Spanish or
refresh their command of the language but are pressed for time. In the 3
weeks during which access to topics is open, users are taught to communicate in
Spanish in everyday situations at the level of language proficiency of their
choice.
The relation with the thematic is based on the learning of the L2 language not
only in the Spanish classes but in other non formal context

20. 20
This method has been used in combination with the regular lessons in the
Spanish Courses for migrants. Once they have got familiar to use it they have
being working the exercises out of the school.
Outcomes, expected results: This is the first time we used the new platform
and the results have been very positive. We plan to use it again next course from
September to June and extend it to the Advanced students
Organization: The CEPA Sampedro organize the lessons but there is also the
support and open access to Cervantes Institute.
Teacher/s: Gorka Arroz
Transferability (how this exercise can be used in other contexts): The
exercises can be used and reused by the students and can be shared and worked
with their friends or relatives.

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Title: The History of My Name
Themes, aspects we are working on: Ice breakers, self-presentation,
importance of ones cultural background, introduction to history: time line
Approach or method used: Approaching historical events and timelines from
the individual's point of view . Become aware of his/hers own history, the
similar characteristics and differences in cultures.
Aim to combine the history of individual into world history and understand,
appreciate and honor background of others.
Duration: 1 hour
Participant: students, max. 20, teachers
Materials: whiteboard marker pen (or similar)
Venue: open space and classroom with tables and chairs.
Description of the workshop:
1) Personal history
Teachers started a history lessons by presenting the backgrounds of their own
names. They told that in Finland names do not necessarily nowadays mean
anything specific. After the wars names had more meanings like Peace = Rauha,

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Hope =Toivo, Luck =Onni etc. Both teachers told first meanings/history of their
names and after that students got to think about the backgrounds of their
names.
2) Presentating the names
Students wrote their names on the white board. Basically every name had a
story or a meaning. One student wanted also to write her name on her own
writing signs. Then others did the same.
3) Time line of personal history
After going through all the names students got to draw a time line of their life.
The aim was the practice the western perception of time.
Outcomes: It was interesting to see how important it was to students to get to
tell about their own culture, language and background. We also compared the
meanings with Finnish names. Peace, Hope and Luck seemed to be typical in
those countries, which had been in wars. This task was good both for
introduction to history and cultural similarities, but also for students identities.
Teacher/s: 2 teachers (finish, history)
Transferability (how this exercise can be used in other contexts): This
exercise got inspiration from the self-portrait workshop in Rome. We looked for
an appropriate way to talk about the background and identity of the students,
but in a way that did not include pictures.
In some cultures making images of living beings is prohibited. If the task is using
the method as ice breaker in the very beginning of the studies, it is necessary to
be particularly culture sensitive.
The exercise can also be used in
- teaching ethics and religion, when reflecting cultural and universal values,
- teaching biology when learning the names of plants and comparing them with
the names in different languages for the same plant, for example. women often
have names of flowers.

23. 23
Can also be combined with a broader narrative exercise, see “We are all the
same” by U-Learn Education Centre
Organization: Oulun aikuislukio - Finland
Authors: This workshop has been realized in August, 2014 in the group of adult
secondary school beginners in the beginning of the semester during combined
Finnish language and history lesson

24. 24
Title: Finnish Red Cross Hunger Day
Themes, aspects we are working on: Social sciences, Finnish, active
citizenship, participating an activity organized by an organization, equality,
charity, bonding the group together
Approach or method used: Active citizenship, learning in informal context
Duration: 6 hours
Participant: students, max. 20, 3 teachers, representatives of local Red Cross
Materials: materials from local Red Cross: presentation material, vests and
boxes.
Venue: classroom and outdoors.
Description of the workshop:
1) Before the Hunger Day
During social sciences course combined with Finnish language lessons with
1.year students we wanted to have activities, that would give the students a
possibility to be an active citizen and to feel to be an important part of our
school.

25. 25
Before the actual Hunger Day we spoke about different kind of a organizations at
the class. (2h)Then few days before the Hunger Day two person from Finnish
Red Cross came to visit the school and told about the organization and the
Hunger Day(1h), which is an every year campaigne to raise money for those in
need in homeland and abroad. Most of the students chose to participate the
Hunger Day. Some found more comfortableto stay at the school and do some
written exercises about the Red Cross.
2) Raising money
On Friday three teachers and 12 students went to city center. There people were
divided into smaller groups. Each group got a money collecting box and Red
Cross vests and an own location outside of a shopping center or market.
Between 10 AM and 12 AM we managed to collect 745€ in total. Not only did
the money go to good purposes but it also made the students to realize, how
small actions can have influence on bigger issues.
3) Feedback
Students were very pleased as they noticed, how well people reacted on them,
how eager people were to help and how much fun it was to get to talk with Finns
in an nonformal situation. Feedback was only good. Some asked if it would be
possible to come also the next day and everybody told they would want to come
next year as well. They found it very important to be able to help.
The experience also bond students tighter togehter as they were new in our
school. The effect could be seen on several levels: individual, group, local, global.
It was both learning social sciences and Finnish language.
Outcomes:
- Opportunity to meet the local people and to speak and practice their Finnish
language.
- Participate in charity work
- Learn about third sector organizations
- Work together and develop a team spirit
-Concrete support to the Red Cross
Teacher/s: 3 teachers

26. 26
Transferability (how this exercise can be used in other contexts): The
exercise can be carried out with minor language skills and in a heterogeneous
group It can also be used in:
- teaching ethics and religion, universal values (The golden rule , reciprocity)
- teaching geography ( natural disasters)
-etc.
Organization: Oulun aikuislukio - Finland
Authors: This workshop has been realized in 2014 in the group of adult
secondary school beginners in the beginning of the semester during combined
Finnish language and social sciences lessons

27. 27
Title: Learning Finnish work culture - combined language learning and
career planning
Themes, aspects we are working on:
Career planning, Social sciences, Finnish, practicing applying for a job, on-the-
job learning, applying to high school or vocational school
Approach or method used:
Phenomenon-based learning, problem-based learning( PBL), Content and
Language Integrated Learning ( CLIL), learning in non-formal and informal
context
Duration: throughout the school year
Participant: 20 second year students, Finnish teachers, group counselor, study
counselor, employment authorities( municipal counseling service Byström
house ), staff of local vocational schools , employers in local companies

28. 28
Materials: occupation planning -related vocabulary, newspaper articles and
internet material dealing with professions, vocational schools websites
Venue: classroom , visits to vocational schools, workplaces and municipal
counseling services
Description of the learning process:
1. Finnish teacher teaches how to write a CV, how to read job advertisement
and how to act in a interview.
2. During the autumn term students visit local vocational schools with the
study counselor and high school and vocational school students (former
students in our school) visit the class and tell about their studies.
3. Finnish teacher and group counselor work together with students to find
training opportunities (shops, daycare, restaurants,...)
4. The students agree on training with employer
5. Student work for one week (6 h/day): they do not get any salary but they
just learn to know a certain professions or a workplace
The stydy counseler or group counseler visit the workplace during the
training week. During the training students write a learning diary for the
Finnish teacher. The students and employers get a form with questions
relating to the profession and the workplace .They fill the form at the end
of training.
6. After the week of training the students give a presentation at school where
they tell the others about the workplace and profession. In preparing their
presentation the students can use the information provided by a
questionnaires and diaries.
7. Decision making regarding the choice of profession.
During the training period student might get support to their own
expectations of future profession or notice that ”this is not a job for me”
and have enough time before spring to re-think their vocational and
education plans.
8. National post- secondary school application period via the Internet in
February.
Applying to vocational schools or high school supported by their group
counselor and study counselor.

29. 29
9. Before the end of the school students are introduced to pubic and
municipal employment and training services for young people ( visit to
Byström house). If the student does not get to high school or vocational
school, he or she can seek guidance of the local youth services there.
Outcomes:
Opportunity to explore various areas of education and vocations
Make connections with employers and enhance employment opportunities
Enhance the realistic choices in relation to the profession and post-secondary
school studies
Opportunity to practice working skills and the Finnish language in an authentic
environment
Teacher/s: 3 -4 teachers
Transferability (how this exercise can be used in other contexts):
Such a training related to choice of profession can be carried out as part of a
wide range of language courses in cooperation with local employers and
employment authorities.
Organization: Oulun aikuislukio - Finland
Authors: This workshop has been realized in 2014 in the group of adult
secondary school beginners in the beginning of the semester during combined
Finnish language and social sciences lessons.

30. 30
Title: Volunteering in Prisonal context in Portugal
Themes, aspects we are working on:
Self-presentation, introduction of national context, sharing experiences in each
country considering different perspectives, volunteering in portugal
Approach or method used:
The activities can be placed in the dimension of "active learning," using the key
words: volunteering, education, non-formal education, life stories, share of
experiences, prisons.
The activity had the goal of give a general presentation of volunteering in the
national context, share an experience and stimulate the share of experiences of
all the participants in the workshop. The methodology of the workshop was non-
formal
Duration: 2 hours
Participant: can be used also with a big group, up to 30 students; is possible to
work with a mixed group (students migrants, operators, volunteers....)
Materials: ball, board, paper, slide presentation and oral presentation.
Venue: Classroom with tables and chairs.
Description of the workshop:
1) Presentation of the workshop contents.
2) Presentation of the participants:
3) Volunteering and non formal education
4) My experience in prison
5) Share of experiences
Outcomes: Share a different perspective of volunteering; catch the attention of
participants, including them and promoting sharing, self-communication and
presentation, the processes of reception, the reinforcement of personal identity,
creating a positive and friendly atmosphere, first communication and self-
presentation, facilitating the participation of all .

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Teacher/s: 1 facilitator.
Transferability (how this exercise can be used in other contexts): these
activities can be used in other context of teaching/learning and intercultural
workshops; particularly, in the European project Learning culture, this exercise
it has been done with a mixed group of students and staff of the participating
organizations. The theme of volunteering can also be changed, instead of a
prison, can be in a school, with ederly, etc..
Organization: Clube Vólei de Évora.
Authors: This workshop has been realized in October 2014, during the meeting
of the project by Maria João Tomé and the institution’s staff .

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Paragraph 2- Experiences.
Title: Interview to teachers in the CEPA Sampedro (Madrid) about English
learning as a L2.
Track 2145
GORKA: In your opinion, what is the good thing of speaking in English?
JAVIER: I think that today everybody knows English is very useful, it is a must,
wherever you go you listen to sentences in English, music, television, publicity,
cinema. Specially if you travel to a foreign country, you need to speak it because
it is international. And of course if you need a better job, a better paid job, you
need English, the doors are open to people that speak good English.
Track 2146
GORKA: And now, the worst of all, what´s the worst of speaking in English?
Track 2147
JAVIER: Well, as you know Gorka, I am not a native speaker so I don´t feel
confident or so spontaneous and thas is an inconvenient, a negative
thing.Sometimes you loose yor sense of humour, you are not so quick as in your
own language, that’s a negative aspect of it.
Track 2149
GORKA: Do you remember in English a word that you like specially?
JAVIER: Well, I think that in English there are beautiful and wonderful words.
Some of them are very onomatopegic, they sound like, “track”,” smash”. And I
like very much “empathy” because if you know other people choose you can
share feelings, emotions, many problems can be solved, through empathy.
Track 2150
GORKA: And what about words that you don´t like at all, and why?

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JAVIER: Well, I don´t really hate a word but a word that is very difficult to
pronounce is “verduras” vegetables in English because it´s very very difficult to
say. Although doctors and nutritionist say we have to eat vegetables very often.
Track 2151
GORKA: Finally, what has English given to you, what have you learnt from
English?
JAVIER: Well, I have learnt many things, I have met different people from many
countries in the world and it has made me a wider view of life maybe. The fact of
communicate with people from other countries I thinK is very enrichant.

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Title: Interview to teachers in U-Learn (Cyprus) about English learning as
a L2.
Miss Stefanie Konstantopoulou, English Teacher at ULearn, tells her experiences
of language learning to Miss Georgia Stylianou a colleague at Ulearn.
Georgia Stylianou, an English teacher at ULearn, tells her experience to Miss
Christina Aristeidou, an Ict teacher at Ulearn
.

35. 35
Alexandros Charalambous, an English Student at Ulearn, tells his experiences
when learning English as a second Language to his teacher Miss Stefanie
Konstantopoulou.

36. 36
Title: Interview to a cultural mediator (Italy) about Learning Italian as a
L2.
Inoussa, cultural mediator, tell his experience about learning Italian to Cecilia

37. 37
Title: Interview to cultural mediators of Clube Vólei de Évora (Portugal)
about Learning a L2.

38. 38
Chapter 3
Appendix

39. 39
Chapter 3 - Appendix
Paragraph 1Paragraph 1Paragraph 1Paragraph 1---- Partner OPartner OPartner OPartner Organizations.rganizations.rganizations.rganizations.
Fondazione IntegrA/Azione, Italy
http://www.fondazioneintegrazione.it/it.aspx/
“Fondazione IntegrA/Azione” was founded in December 2010 with the aim of promoting
rights and dignity for migrants, particularly refugees and asylum
seekers.
Men and women arrive in Italy looking for a better future but, in
most cases, are penalized by a lack of knowledge of Italian language,
precarious housing and economic situations or fragile health status.
Fondazione IntegrA/Azione encourages a vision of society that
presupposes welcoming, legality, respect of territory and human
dignity.
“Fondazione IntegrA/Azione” is engaged in many activities dealing with adult education
and learning:career counselling, orientation to welfare services, civic education, Italian
language courses, for migrants, job and education training for social workers, activities aimed
to inform and raise awareness of Italian people about migrants’ situation, regarding problems
and resources.
U-Learn Educational Centre, Cyprus
http://ulearn.com.cy/
U-Learn Educational Centre was created in 2010 and has 6
language teachers , two ICT and computer teachers and many
external associates. We have about 180 students from 5 to 60
years old. We teach English, French, Spanish, Russian, Chinese
and Greek as a Second language. We also offer computer
programs for all ages, host and organise various seminars
about communication and employability skills
The main focus is on education and learning as expressed by
the name of our centre.
We strive to facilitate learning and to teach certain life skills, to mediate and to build
characters so as to help people evolve. We provide an open learning system which caters for
the learners’ individual styles, needs, progress and expectations. Learning is beyond
academic achievements. We believe that Learning is for LIFE! Therefore, we try to equip our
learners with autonomy, independence, strategies, tactics and critical thinking which will
enable them to become successful, active European citizens. We focus on the communicative
approach with a democratic and free learning environment.

40. 40
We have designed programme courses for the learning of languages for Adults (Language
Adult Programmes – L.A.P) based on their needs and expectations. Adult learners who need
foreign languages for employment and communication reasons. U-Learn has also migrant
learners from Russia and Bulgaria who learn Greek and English in order to be able to enter in
the Cypriot labour market.
We do understand though that, both our social and work commitments could sometimes deter
us from joining and committing into such programmes. For this reason, we have designed
programmes which will help Adult learners to develop, improve and also use the language
effectively, fluently and without any hesitation. Both in real life and at work!
In case time is a constraint we have U-LEARN SKYPE ENGLISH! It is a newly designed
programme which we deliver online, through SKYPE to all those who do not find the time to
attend classes. It aims to develop communicative skills in English and focuses on each
learner’s needs and ambitions respectively.
Clube Volei de Évora – CVE, Portugal
https://www.facebook.com/evorajovem
Clube Volei de Évora/Academia Évorajovem is a youth
association and was born in 2005. We currently are a
recognized youth association in the National Youth and
Sports Institute of Portugal and affiliated to the National
Federation of Youth Associations.
Our youth organisation develops regular activities in
sports and nature, non-formal and informal education,
cultural diversity, health and prevention, international
volunteer workcamps and youth participation and
Human Rights Education.
Our main target is young adults and adults from our community. We are situated in a urban
city that is World Heritage in a rural and interior part of Portugal. Having this territorial
dimension, our role is also to offer and work with our target group from depraved and
interior regions, contributing to the interior and rural development. We also promote
European Voluntary Service with european partners through workshops and sessions within
the framework of the Programme Youth in Action.
We develop regular activities for participation and Human Rights with non-formal education
sessions as well as participating in public decisions through the Youth Council of Évora.
Our association develops several trainings in the field of non-formal education and adult
education for people with social, geographical obstacules and fewer opportunities. For a year,
we develop 4 to 5 trainings of this kind. We have a strong partnership with an immigrant´s
association with whom we develop projects of inclusion and training courses using non-
formal and informal education.

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Centro de Educación de Personas Adultas José Luis Sampedro, Spain
http://cepasampedro.wikispaces.com/
CEPA José Luis Sampedro is a 30 years old Adult Education Centre,
located in Madrid city. Our school belongs to a public network that
provides further education to adults. We run every academic year
Litteracy courses and Secondary Education but we also offer
professional training and Spanish as a second language. We do offer as
well online courses. We hold a Students Association that carries out in
our premises personal developpment courses.
Our staff is made of 17 teachers and 2 caretakers working from 9,00 to 14,00h in the morning
and from 16,00 to 21,00h in the afternoon-evening. The school is open from Monday to
Friday. Our facilities include a Library service .
Migrants are about the half of our students. They attend not only Spanish lessons but also
Basic official courses to obtain a degree. In order to achieve our aims of lifelong learning and
active citizenship, we not only teach in a formal context but also we take part or organize
differents events. We work with various non-gobernmental organizations and local
community groups to develop projects or workshops focusing on equality and promoting
minorities integration. On the top of that we do encourage students´participation in cultural
visits, talks or venues on the Madrid scene.
Oulun aikuislukio, Finland
http://www.ouka.fi/oulu/oulun-aikuislukio
Oulun aikuislukio is an upper secondary high school for
adults with 40 teachers and approximately 2000 students. Oulun
aikuislukio co-operates with vocational schools, prison and e-
lukio, which is a web-school in region Oulu.
Our organisation includes secondary school and upper secondary school (day and evening)
for adults. In the secondary school most students are immigrants. An increasing number of
students in upper secondary school have other than finnish as their mother tongue. Many of
our students (prison, secondary school for adults and upper secondary school in evening
studies) are more or less underprivileged for some reason. Student counselling has important
role in our school and many of our students have personal study program.

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Cooperativa Sociale Abitus, Italy
The Cooperative Abitus, “way out”, is a recently instituted legal subject,
composed by professionals and researchers who, for years, have lived
important experiences in the welcoming services for immigrants and
fragile people inside other existing institutions or associations.
The inspiring idea at the base of our cooperative is that experimenting
new forms of reception and integration, which start from an attentive
lecture of the social context, can lead to a new kind of nearness between Italian citizens and
asylum seekers, and draw alternative integrative paths.
Abitus has gained considerable experience in the teaching of Italian as L2.
Our school is born as a place for social experiences and learning exchange. Inside this space,
whose microcosm is the class group, self-discovery in relationships can be experimented and
that’s where you can meet yourself or the others you are.
Our methodology refers, therefore, to a kind of “integrated” teaching involving the alternative
of different techniques relating to various theories and approaches on language teaching, as
the use of other disciplines tools and practices.
Learning a foreigner language is more than a simple learning of new words for familiar
concepts, it is above all the appropriation of a different semantic system and of a new way of
thinking

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ParagraphParagraphParagraphParagraph 2222---- Other Organizations involved.Other Organizations involved.Other Organizations involved.Other Organizations involved.
Finland
Byström Youth Services, city of Oulu
A low-threshold information and counselling centre for young people (under age 30) living in Oulu.
The goal of the cetre is that young people can receive all the necessary services from one single service
point.
The services provided include for example career advice, psychological counselling, support for everyday
problems and assistance in looking for jobs.
Cooperation is carried out with the third sector, educational organizations, companies, the Finnish Defence
Forces and many other organizations
Finnish Red Cross ,Oulu district
The activities of the are divided regionally into 12 districts and 500 local branches. The districts train
volunteers and the general public, make school visits and organize first aid courses .The branches operate
in their own regions using volunteers. The most visible forms of activities are the first aid group and friend
visitor activities as well as fundraising .