The current dominant paradigm in language education is teaching languages (and cultures) in isolation, e.g. as separate subjects. Such a compartmentalized approach is far from optimal because it can lead to “limitations in terms both of learning capacity and space in the curriculum” (FREPA, 2010, p. 8), especially when aiming at increasing the number of languages taught, i.e. realizing the Barcelona Summit (2002) “mother tongue + 2” objective. This limitation is clearly visible in the relatively low average number of foreign languages (FL) learned per pupil in, for example, EU secondary education reported by Eurostat, which in 2012 did not exceed 1.6. At the same time, the European labor market shows a growing demand for effective multi- and plurilingual communication skills and (pluri)cultural awareness (ET2020, Languages for Jobs). The project will deliver educational modules that highlight synergies in the teaching of various languages and cultures, thereby integrating the notions of plurilingualism(PL)/pluriculturalism(PC) into international training programs for FL teachers. The plurilingual/pluricultural approach to FL learning steers away from the conviction that an individual’s languages and cultures are kept in strictly separated mental compartments. Instead, it encourages the build up of communicative competence to which “all knowledge and experience of language contributes and in which languages interrelate and interact” (CEFR, 2002, p. 4). The modules will be: - composed of a compendium of thematic content, teaching units, a teacher's companion, a reflection tool-kit; - available for use both as complete regular courses or intensive workshops (e.g. 3 ECTS workload) and as individual smaller-scale units/topics, on various levels of teacher education (e.g. B.A., M.A., M.Ed.); - developed in a co-collaborative way by international researchers, teacher educators, applied linguists, linguists, pre-/in-service FL teachers; - based on research findings and existing resources providing both theoretical insights into as well as practical solutions for FL learning; - empirically (re)tested, (re)evaluated in different transnational settings, (re)modified and improved accordingly, including the documentation of the underlying processes; - digitalized, documented and maintained on the project website, which grants open access to all interested parties; and - designed with the goal of effective and sustainable integration into international FL teacher education programs. In doing so the project answers the call for "measures aimed at promoting multilingualism and enhancing the quality and efficiency of language learning teaching" (EC Communication on Multilingualism). The primary target group of TEACUP are FL teacher educators, who use the modules in the teaching of FL pre-/in-service teachers (secondary target group). These two target groups are natural multipliers who have the capacity to transfer of knowledge and competences to the tertiary target group, FL language learners. The OECD ("Teachers Matter" 2005) points to a link between the quality of teaching/teacher education and student attainment: Effective teaching depends to a large extent on the expertise of teachers. Therefore, in order to promote a more integrative approach to FL learning, to support the provision of a wide range of languages and cultures, and to value and make use of linguistic and cultural competences of citizens, teacher educators and pre-/ in-service teachers need to be equipped with innovative tools for teaching. The TEACUP consortium consists of FL teacher trainers and researchers from five countries: Spain (the University of Córdoba and the Delegation of Education in Córdoba); Germany (Carl von Ossietzky University of Oldenburg and the University of Bremen); Poland (University of Lower Silesia); Hungary (TEE: the Hungarian section of the European Association of Teachers); and USA (Texas Women's University).
The main objective of TEACUP was to design 6 extensive versatile educational modules that would equip international teacher educators with appropriate resources that promote the combined plurilingual and intercultural approach to the teaching of FLs. These 6 modules contribute to promote excellence in teaching skills to meet international standards of such integrated view. Moreover, TEACUP added two horizontal objectives, which align with the Horizontal Priorities of the call (see below), and which will pervive after the end of TEACUP, contributing to its sustainability: HE: Promoting and rewarding excellence in teaching and skills development. HE: Promoting internationalisation (TEACUP Application Form, p. 64). These two objectives have been achieved because TEACUP modules have been implemented in both pre- and in-service international teacher training courses of TEACUP participating institutions, contributing to improve the teaching and learning of FL from a more modern, holistic and comprehensive approach, which understands the process of learning languages and cultures in an inextricable way. Moreover, other institutions have declared interest in these modules (e.g., CUNY & U. of Le Mans), contributing to its dissemination.
TEACUP (Teachers, Culture, Pluri) is a KA203 project whose main objective was to cover the gap identified in foreign language (FL) teaching and learning by partner institutions from direct experience in both in- and pre-service teacher training programs, as all TEACUP partner institutions are devoted to teacher training. Such need has been covered by the six modules designed, piloted and tested by TEACUP members, addressed at productively integrating the notions of plurilingualism and pluriculturalism into international programs for FL teacher training. TEACUP partners had previously worked together in research and international projects, so this need had been identified and thoroughly discussed by partners, whose wish was to steer away from the conviction that an individual's languages and cultures are kept in separated compartments. TEACUP members' main thought is that a correct approach to FL teaching and learning should encourage the building up of communicative competence, which gathers "all knowledge and experience of language ... in which languages interrelate and interact" (CEFR, 2002, p. 4). TEACUP modules, thus, cover both teachers' and learners' need to learn FLs in a comprehensive, holistic, modern and integrated way.