The project RUSH is proposed by 8 partner and involves 3 Countries, Italy, Spain and Croatia. The partners are all institutional ones, schools and local public bodies of provincial, regional and transnational level. The context of the project moves from the awareness that the competences of the multilingualism are a key dimension to European level both in the 2006 Recommendations and in the policies of education of Member States . However they lack the definition and the accreditation of the professional figure of the multilingual teacher. The partner of the project, that are busy in the awareness-raising for the safeguard and the diffusion of the languages and plural cultures for years, intend now to make a breakthrough with the objective to build a model for the certification of the competences of the multilingual teacher, that takes account of the formal, not formal and informal sectors of education. To reach the definition of the model, the project activates a research-action in the schools with the pupils of the 1st cycle of education (6-14 years), through the construction and the application of new CLIL educational models with the use of the TIC for the creation of new environments of teching/learning. The European Countries involved have different histories, cultures, experiences, background in the fields of multilingualism and interculture. Since the absence of an European regulation that identifies the competences of the multilingual teacher and the consequent certification, the project intends to build a Guideline in English, Italian, Spanish, Croatian, Friulian and Gallegan languages: - to define the cultural, professional and scientific titles accreditated to the multilingual teacher in Europe; - to create educational models, transversal to the competences key, through the integrated learning of language and content (CLIL) with a use of the Technologies of the Information and the Communication in the schools of the 1st cycle of education; -to increase the opportunities of professional development of the teachers to widen the potentialities of occupation in Europe and to give the necessary competences in a multicultural society. Since the lack of codified material for the multilingual teaching, it is necessary, moreover, to activate a documentation center, avaliable to all schools, to increase the quality of the teaching methodology through the products realized by the teachers. RUSH intends therefore to realize: - the setting-up of a center resources of documentation; - the creation of a community of professional practice for self-training and training. The methodology of the research-action, of the exchange, of the comparison and of the reproducibility of the products will be used, according to the approach of the complexity in which there is a continuous interaction between the different subjects and the observer is personally involved and shares the experiences of the observed ones. Activities foresee the building of 2 outputs (Guideline and Center resources of documentation), a multiplier event a year for the dissemination of the products and the involvement in the process of all the stakeholderses, training for the teachers and exchanges of pupils for the setting-up of a multilingual class. The participants are the school principals, the teachers, the pupils 6-14 years old (also migrants, disabled, with special educational needs of linguistic, socio-cultural and family types), the local administrators (provincial, regional, transnational ones), the families, the education and training institutions and the subjects of the territory, for a total of 15.000 direct and indirect participants. The results of RUSH are: - the definition and the accreditation of the professional figure of the European multilingual teacher (re-skilling and up-skilling); - the creation of a center resources of documentation and of a community of professional practice for the self-training and the training of the teachers; -the modernization of the environments of learning in the schools of the 1st cycle with the use of the CLIL and the TIC, transferable to other contexts and Countries. The impact foresees the correct recognition of all the languages (also regional and minority) and the overcoming of the distinction among dominant languages and other languages, the creation of an European multilingual curriculum with the use of CLIL and TIC for the 1st cycle of education and the involvement of policy makers, families, universities and civil society in general in the awareness-raising towards the importance of the maintenance of the cultural, environmental and linguistic patrimony for the strengthening of own identity; the demolition of the obstacles of distinction, discrimination, exclusion, segregation in the education. For a long time term it foresees: - to increase the occupational opportunities of the teachers in Europe; - to give new linguistic tools to the pupils for their future employability.
[en]The project RUSH was co-shared and implemented by 8 institutional partners (schools and local authorities at provincial, regional and transnational level) and mainly involving 3 European countries: Italy, Spain and Croatia. The project was designed to respond to one of the main keys at a European level: the application of multilingualism within training courses. The purpose of the RUSH project manifested itself through the creation of 2 fundamental Intellectual Ouputs: the creation of an online database relating to multilingual experiences in the training field; the creation of a shared framework relating to the model for the certification of the skills of the multilingual teacher. In this case, the final outcome is represented by a multilingual publication - digital and paper - which in addition to retracing the basic assumptions of the action research, defines the aspects characterizing the multilingual teacher in Europe 2020. The training proposal has been completed with a rich repertoire of didactic practices carried out in the schools involved. were involved in the project: - about 500 primary and lower secondary school pupils; - 50 teachers or educators - 20 Directors or staff managers Languages used (both in the exchange phase with the students and in cooperative activities between teachers): Italian, Gallego, Castellano, Croato, Friulano, Istroveneto. For documentation and correspondence, Italian and English were used as well. The action research activity allowed an in-depth comparison between the different territorial practices on topics related to the context of the subject matter: - jurisprudence and language policies (national and regional) in force in Friuli Venezia Giulia, Gallizia and Istria; - the qualifications (cultural, professional and scientific) required of the multilingual teacher in the three territorial realities under study; - the teaching-learning methodology and strategies adopted in the plurilingual context in first cycle schools (age of learners 6-14 years). The experience has made it possible to create training modules transversal to key competences through integrated language and content learning (CLIL) with the use of information and communication technologies in the first cycle schools also because, in the last part of the path, of the restrictions due to the Covid-19 emergency. Another goal of the project achieved with a positive outcome is linked to the growth and professional development of the teachers involved (growth of the skills needed in a multicultural society in general, growth of teaching and language skills in particular). Actually, an international professional practice community has been established for self-training and training. The 2 expected Outputs were created: - the creation of an online documentation resource center https://rush.education/; - the creation of the guidelines for the multilingual teacher. The activity started with the RUSH project is continuing even after the end of the project deadline with the involvement of other groups of students, other teachers and other topics of interest. Institutional stakeholders are involved in the activity by periodically promoting updates on the development of training experiences.