The “Project leading to an Exhibition for the incorporation of Migrant children into the European school frameworks” (POEME), intends to do exactly as its title suggests in the most structured, inclusive way, having in mind current trends in educational material and the most recent digital formats to equip language educators and local and migrant students with powerful skills vital for the 21 century and especially for the challenging shift to online/distance learning as a result of the COVID-19 outbreak. This project is based on a consortium which has several years of experience in other Erasmus Projects - Les Apprimeures from France, SPEL from Portugal, DISEPI and IASIS NGO from Greece, CIP Citizens In Power from Cyprus and Logopsycom from Belgium- who devote their work in constant research for innovative ideas and tools for meeting the needs of European society. Thus, the proposal had as its foundations the organisations’ solid grounds of experience and as a scaffolding, research and careful thought for building a coherent, structured and detailed analysis project. Having in mind the current numbers of immigrant students in the European schools, it was decided as deemed important to take serious consideration on how to develop those students' linguistic and cultural realities for having a positive effect on their well-being and performance in schools (Thomas and Collier, 1997; Cummins, 2001; Garcia, 200 cited by Eurydice, 2019, p16). It’s also worth mentioning that the opportunity for local and migrant students to collaborate creating exhibitions, has been recognized by many researchers as a mean to empower marginalized groups (Finney & Rishbeth, 2006; Finley, 2008; Likes, 2010; Thallon, 2004). The two major results of this project are: i) modernization of second language teaching both in content (European Cultural Heritage) and way of assumed digital tools (e-books), as well as in the way students will work for language acquisition and cultural acknowledgement and for presenting their work (blended learning exhibitions) ii) empowerment of educators and students with digital and soft skills through detailed e-reports, e-guidebooks, webinar trainings and workshops, as well as blended learning sample material build. Also, the project includes OERs e.g.: - 1 E-Report translated in the 3 languages of the partners based on a desktop analysis of previous research and projects about current methods of second language acquisition, possibilities offered through e-worksheets and e-books, cultural heritage acknowledgments etc. -18 Worksheets to be translated in the 3 languages of the consortium thus giving 72 Worksheets in all languages, having as a content cultural heritage and intending to develop written language acquisition through meaningful tasks (attending vocabulary, some grammatical and syntactical phenomena) to be used as complementary material. -10 animated e-books with graduation on language level acquisition which will be translated in 3 languages. The purpose of the e-books is twofold: firstly, to give concrete ready to use complementary material to language teachers but also providing them with explanatory sheets and training for gaining the appropriate digital skills for building themselves this innovative pedagogical tool, becoming capable of providing tailor-made reading to their students, which will eventually improve their daily professional practice. -An interactive e-guidebook for POEME exhibitions, where each section analyses what students are expected to do, some ideas and concrete examples as well as which skills they will train and develop. -Samples of POEME blended learning exhibitions by the consortium members (6 in total), including the blueprints and guidelines for each. -School-wide digital or physical (blended learning) exhibitions across the countries of the partnership by at least 200 students and 20 educators. The benefits acquired from curating an exhibition for all students age 12-18 are language acquisition, attending managements skills, presentation skills, writing skills, soft skills, development of autonomy and confidence in their study, collaboration, use of digital tools just to say a few whilst ultimately elevating their self-confidence their self-esteem and feeling in unity with their fellow students and the community they live in both because of the collaboration, the exhibition itself and the content it is applying. In addition, the following organisational results are expected: -6 national online pilot testing of the 18 e-worksheets and the material, by gathering 12 teachers -1 webinar training with at least 60 educators on the use of the interactive e-guidebook and the sample exhibitions’ blueprints and guidelines -6 national e-workshops for training at least 20 language teachers in exhibition curating (either local language acquisition as 2nd language or ESL) and 200 students in total (mixed with migrants and locals) -2 transnational partner meetings.
POEME a pour objectif de favoriser l’intégration des élèves migrants dans le parcours scolaire des pays partenaires grâce au patrimoine culturel européen dans sa diversité (matériel, immatériel, numérique et naturel). Des ressources et supports pédagogiques ont été développés afin de proposer l'apprentissage d'une seconde langue à travers des activités créatives et non formelles, de favoriser la découverte et l’échange sur des thèmes culturels liés à l'Europe et d’encourager le travail collectif et la collaboration entre pairs. La mise en œuvre du projet devait répondre à plusieurs objectifs. Pour les élèves, développer des compétences : -> linguistiques, dans la création et l'échange avec leurs pairs (niveau A1, A2 et B1), -> douces, comme la créativité, l'autonomie, l'adaptation, la résolution de problèmes, l'esprit critique... -> et numériques, à travers la réalisation d'ebooks et d'expositions numériques. Pour les professeurs et éducateurs : -> les sensibiliser et les équiper de ressources pédagogiques numériques innovantes -> les former aux nouveaux outils de création numérique dans le domaine du patrimoine (expositions virtuelles, ebooks…)
Le rapport Eurydice de la Commission européenne (2019) souligne qu’un élève bien intégré scolairement et socialement a plus de chance d’exploiter pleinement son potentiel. Or, les élèves migrants font face à des défis supplémentaires qui entravent leur intégration et leur apprentissage. Leurs résultats scolaires et leur épanouissement sont évalués comme inférieurs à ceux de leurs camarades natifs dans la plupart des pays européens (OCDE, 2016). Ainsi, leur intégration dans les écoles constitue un défi collectif pour les professionnels de l'éducation, de la formation et de la culture. Il est essentiel de répondre à leurs besoins linguistiques et culturels, et de favoriser leur bien-être dans leur pays d'accueil. Malheureusement, la pandémie de COVID-19 a aggravé les difficultés d'intégration de ces élèves, tant sur le plan de l'acquisition des compétences linguistiques nécessaires que sur celui de leur connaissance du patrimoine européen et de leur identification à la culture du pays d'accueil. Dans ce contexte, le projet POEME vise à créer un cadre d'apprentissage plus inclusif et performant, aussi bien en présentiel qu'à distance, en utilisant des méthodes d'apprentissage mixtes (blended-learning).