This document is an evaluation form for students who participated in a Comenius project called "Generational link: playing and learning." It contains 11 multiple choice and short answer questions for students to provide feedback on their experience in the project. The questions ask students about their country, gender, level of involvement in project activities, benefits gained such as increased awareness of European identity and culture, skills developed in areas like foreign language and ICT, increased motivation and social skills, new friendships made, and enhanced sense of belonging to the European community.
Presentation by Dr. Jacomine Nortier (Utrecht University) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University in Utrecht, the Netherlands and was held on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
Presentation by Dr. Orhan Agirdag (University of Leuven) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University in Utrecht, the Netherlands and was held on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
Presentation by Dr. Jacomine Nortier (Utrecht University) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University in Utrecht, the Netherlands and was held on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
Presentation by Dr. Orhan Agirdag (University of Leuven) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University in Utrecht, the Netherlands and was held on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
Problem-based learning (PBL) in simulated environments such as massive multiplayer online role-playing games (MMORPGs) offers a variety of language-based scenarios with nonplaying characters providing model language support for cultural, vocabulary, and literacy development. Gaming provides situated learning of content in a PBL format (Brown, Collins, & Duguid, 1989; Hung, 2006). This review focuses on the use of commercial MMORPGs (not specifically created for ELLs) combined with English language support material to determine whether they are an effective strategy for language learning. Games discussed include Ever Quest 2, Minecraft, The Sims, The Nori School, and World of Warcraft.
History of language learning though comics in primary and secondary education. Tips and real examples of how to use them in the classroom. Mainly digital comics. ECIS presentation (Amsterdam, November 2013).
Presentation by Dr. Ellen-Rose Kambel (Rutu Foundation) and Rahzeb Choudhury (Lifelong Inspiration) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University in Utrecht, the Netherlands on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
Problem-based learning (PBL) in simulated environments such as massive multiplayer online role-playing games (MMORPGs) offers a variety of language-based scenarios with nonplaying characters providing model language support for cultural, vocabulary, and literacy development. Gaming provides situated learning of content in a PBL format (Brown, Collins, & Duguid, 1989; Hung, 2006). This review focuses on the use of commercial MMORPGs (not specifically created for ELLs) combined with English language support material to determine whether they are an effective strategy for language learning. Games discussed include Ever Quest 2, Minecraft, The Sims, The Nori School, and World of Warcraft.
History of language learning though comics in primary and secondary education. Tips and real examples of how to use them in the classroom. Mainly digital comics. ECIS presentation (Amsterdam, November 2013).
Presentation by Dr. Ellen-Rose Kambel (Rutu Foundation) and Rahzeb Choudhury (Lifelong Inspiration) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University in Utrecht, the Netherlands on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
The Global Talent Landscape and Role of English Language in Japan
Satomi Ura,
Department of International Studies, School of Humanity, Meisei University, Tokyo, Japan
The Ninth International Conference on Languages, Linguistics, Translation and Literature
1-2 February 2024 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Please feel free to write if there is any query.
The Conference Secretariat,
Ahwaz 61335-4619 Iran
Tel: (+98) 61-32931199
Fax: (+98) 61-32931198
Mobile: (+98) 916-5088772 (WhatsApp Number)
Email: info@llld.ir
Bringing language learners together in Virtual Collaboration and Exchange: My presentation at the MoreDOTS workshop organised by the ECML in Graz, Austria on 30 October 2012
1. Generational link:
playing and
learning.
1
Final evaluation form of bilateral Comenus project „Generational link: playing and learning”
Dear pupils,
Here are some questions about our Comenius project “Generational link: playing and learning”. Read them through very carefully and chose the answers you think you agree with. Express your opinion only and not the opinion of your friend.
1. Country: (select your country with X)
Lithuania
Portugal
2. Your gender and grade:
7th grade
8th grade
9th grade
10th grade
11th grade
12th grade
Male
Female
3. Have you been involved at any stage in the project? How? (Multiple selection if needed)
Created posters
Filmed landscapes and monuments for the presentation of our country/city
Worked on presentation of your school
Participated in foreign language courses
Hosted a pupil
Participated in dissemination activities
Participated in group discussions and debates
Visited partner school
Worked on creating presentation of Lithuanian traditional games and sports
2. Generational link:
playing and
learning.
2
Wrote article for newspapers/school’s magazine
Wrote essays
Other (please specify)
4. What were the advantages for you as a result of your involvement in this project?
Became aware of my European identity
Became more tolerant and open-minded
Got rid of my own prejudices and stereotypes
Learned about partner countries and their culture
Learned more about healthy lifestyle
Learned more about my own country
Made new friends
Visited partner school/foreign country
Other (please specify)
5. What subjects were involved in the project?
Applied Information and Communication Technology (ICT)
Art and Design
Biology
Chemistry
English Language and Literature
Geography
History
Mathematics
Mother tongue
Music
Physics
Psychology
Other (please specify)
6. Has the participation in the project helped you increase your foreign language skills ?
Yes
No
7. Has the participation in the project helped you to increase your ICT or other technological skills?
Yes
No
3. Generational link:
playing and
learning.
3
8. Has participation in this project helped to increase your motivation, self-confidence or social skills? Please specify.
Increased motivation and enthusiasm
Self-confidence
Self-confidence with use of English language
Social skills
Teamwork was helpful
9. Have you made any new friends during the project?
Yes
No
10. Has this project enhanced your sense of belonging to the European Community?
Yes
No
11. You would like to be involved in other European projects in the future ?
Yes
No