Description of the project
The OECD’s survey of Adult Skills (PIAAC) has shed light on 20% of adults in Europe who lack key competences in literacy, numeracy, and ICT, which is problematic because low skills and qualifications are closely related to social and economic exclusion. At the same time, the migrant population in Europe has been increasing since 2015 and a part of those newly-arrived migrants are low-skilled or their qualifications are not being recognized in the new country. Migrants, compared to natives, have higher unemployment rates and this gap only increases when being low-skilled. There is just a need for new possibilities to increase skills and employability, but also in new ways to recognize skills and competences acquired through non-formal learning.
According to the European Parliament, Key Competences for empowerment, social inclusion and employability include the ability to communicate in the mother tongue, in a foreign language, cultural awareness and expression, and digital competences.
TANDEM aims to improve migrants’ key competences and employability, enabling them to capitalize on their linguistic abilities through an innovative learning opportunity based on non-formal methodologies, and promoting cultural exchange and peer-learning between migrants and local adults. TANDEM shall hence develop an innovative upskilling pathway based on the Task-Based Language Teaching methodology, providing migrants with a set of tools enabling them to teach their languages, and by doing so, increase the competences of both themselves and local adults.
ACTIVITIES AND RESULTS
- INTERACTIVE MAP OF LANGUAGE COMMUNITIES AND SKILLS
An interactive resource of 10 maps that show the results of interviews with 119 migrants and 96 local adults in all partner countries on different topics such as language diversity, key competences and digital skills.
On the page, there is a file explaining how to navigate the maps to read the data correctly. On the website one can find also the comparative summary of the desk-research and the country results of the national roundtables with stakeholders working in the field of migration and/or language teaching.
- OPEN TEXTBOOK ON TASK-BASED LANGUAGE TEACHING FOR LANGUAGE TEACHERS
Based on focus groups with real language teachers on the TBLT methodology, a theoretical and practical textbook has been developed. It includes the theoretical background of the TBLT methodology, practical exercises, tools, and guidelines for language teachers who want to implement the TBLT methodology. Furthermore, it includes a broad range of example activities that can be used as a template for language teaching.
There are 3 versions in order to facilitate its use: One complete version; one with only the text (without the activities); and one with only the activities.
For the reduced version of the Open text book (only the methodology), click here
For the example activities, click here
- MOOC ON TASK-BASED LANGUAGE TEACHING
An online course with 5 modules was developed and tested for those interested in learning more about TBLT and wanting to use it for language teaching (any). The course includes the basics of the methodology, digital skills needed for language teaching, information on creating materials based on students’ level of knowledge and interest, practical activities and guidelines for implementing TBLT in the classroom, as well as theory and exercises for assessing students in a language lesson.
Registration is completely free of charge. Without registration it is also possible to see all the materials, but you will not be able to participate in the activities or obtain the certificate. The link to the MOOC: https://mooc.teachyourlanguage.eu/
The MOOC was piloted in each country, through blended learning or fully online, with 77 people in total developing teaching, digital, cultural and self-esteem skills.
- HAND-OUT FOR CULTURAL AND LANGUAGE EXCHANGES
To increase the impact of the methodology and the competences learned in the MOOC, language cafes were organized in which newly formed migrant language teachers can practice their teaching with local adults, while at the same time learning the local language as tandem language exchange go both ways. To give extra attention to the intercultural aspect of those encounters, guidelines have been developed on how to organize these events while promoting language and cultural exchange.
The handouts were tested in each country with the participants of the MOOC as well as with other, new participants (total of 91 migrants and 41 locals), in at least 4 language café workshops. The workshops were a fruitful and easy way to promote cultural awareness, intercultural dialogue and create new connections between different cultures.
- FRAMEWORK ON SKILLS SCREENING, MONITORING AND VALIDATION
The validation of skills acquired through non-formal learning methodologies represents a key step of the upskilling pathway, especially for individuals who do not have the possibility to be involved in formal learning paths. In an effort to respond to this need, TANDEM developed a framework supporting skill screening, assessment and validation in non-formal language teaching, including learning objectives, assessment methods, evaluation rubrics, a badge system and a certificate. .
In total, 10 events have been organized, two in each country to present the project’s results and to give an opportunity for the participants to test the methodologies acquired with the MOOC and the Cultural & Language exchanges. A total of 192 people have been involved in the TANDEM events.