Using the quote ""Voyager sans rencontrer l'autre, ce n'est pas voyager, c'est se déplacer" from A.D. Neel as a springboard, a number of exciting questions arise, such as "what travel encounters are enriching?", "What do we feel when encountering someone while travelling?", "how do we ensure that encounters with travellers in our own countries experience a "voyage" rather than merely a "déplacement?".These questions will form the structural foundations of our French-language project "Rencontrer l'autre en voyageant". After in depth consideration of the notion of travel, the first question to be addressed will be from a literary perspective. With these parameters in mind, pupils from the ages of 15 to 17 will investigate varied French travel literature. Secondly, the journeys undertaken to the various workshops at the partner schools during the project should allow for reflection on the theme of "encounters". In order to consider the third foundation question, it is necessary to look to current events as to how to encounter and integrate those people who have been more or less forced into travelling: the issue of refugees.15 pupils and 3-4 teachers per school will take part in the project. The schools involved in the project are as follows: secondary schools from Oberkirch, Germany (Hans-Furler-Gymnasium), Jaén, Spain (IES Virgen del Carmen) and Avezzano, Italy (Liceo Statale Benedetto Croce). All 3 schools offer a French-billingual stream which lead to the dual qualification of the French Baccalauréat as well as the national university entrance qualification; these are AbiBac, BachiBac, EsaBac respectively. In these special streams French literature and societal themes in the foreign language are foremostly dealt with. The close cooperation with similar institutions on a European level will permit the participating schools to further consolidate and develop their profiles. A further objective is also to reinforce the schools' intercultural competences.In the area of "literature", every school will explore 3-4 literary works, both on the TwinSpace platform from e-Twinning but also in the framework of a future workshop. The predicted outcome will consist of a project handbook on literature which will be available in both printed and digital form and will be published on the project's homepage.With regards to the theme of the "refugee crisis", encounters with refugees will be initiated via various local organisations (e.g. sporting events, film evenings, etc.). Moreover, the theoretical background of the refugee crisis will be investigated, the results of which will be presented in a final exhibition in Oberkirch's townhall.Finally, based upon the the experience gained from the observation of teaching methods during each workshop, a collection of methodological and didactic impressions specific to bilingual learning will be produced, which will also be published as a handbook in print form. The handbook will be aimed at teachers and pupils who have experience in bilingual teaching. It will not be limited to those from the participating schools but should be disseminated to include the organizers of training days for bilingual teaching as well as teaching training institutions, so that future generations can profit from the results of the project.
Using the quote ""Voyager sans rencontrer l'autre, ce n'est pas voyager, c'est se déplacer" from A.D. Neel as a springboard, a number of exciting questions arise, such as "what travel encounters are enriching?", "What do we feel when encountering someone while travelling?", "how do we ensure that encounters with travellers in our own countries experience a "voyage" rather than merely a "déplacement?".These questions form the structural foundations of our French-language project "Rencontrer l'autre en voyageant". After in depth consideration of the notion of travel, the first question to be addressed was from a literary perspective. With these parameters in mind, pupils from the ages of 15 to 17 investigate varied French travel literature. Secondly, the journeys undertaken to the various workshops at the partner schools during the project allowed for reflection on the theme of "encounters". In order to consider the third foundation question, it is necessary to look to current events as to how to encounter and integrate those people who have been more or less forced into travelling: the issue of refugees.15 pupils and 3-4 teachers per school took part in the project. The schools involved in the project are as follows: secondary schools from Oberkirch, Germany (Hans-Furler-Gymnasium), Jaén, Spain (IES Virgen del Carmen) and Avezzano, Italy (Liceo Statale Benedetto Croce). All 3 schools offer a French-billingual stream which lead to the dual qualification of the French Baccalauréat as well as the national university entrance qualification; these are AbiBac, BachiBac, EsaBac respectively. In these special streams French literature and societal themes in the foreign language are foremostly dealt with. The close cooperation with similar institutions on a European permitted the participating schools to further consolidate and develop their profiles. A further objective is also to reinforce the schools' intercultural competences.In the area of "literature", every school explored 3-4 literary works, both on the TwinSpace platform from e-Twinning but also in the framework of workshops. The outcome consisted of a project handbook on literature which is available on the dissemination platform and on the project's homepage.With regards to the theme of the "refugee crisis", encounters with refugees were initiated via various local organisations. Moreover, the theoretical background of the refugee crisis was investigated, the results of which were presented in a final exhibition in Oberkirch. Finally, based upon the the experience gained from the observation of teaching methods during each workshop, a collection of methodological and didactic impressions specific to bilingual learning were produced, which are also be published as a handbook in digital form. The handbook will be aimed at teachers and pupils who have experience in bilingual teaching. It should be disseminated to include the organizers of training days for bilingual teaching as well as teaching training institutions, so that future generations can profit from the results of the project.