Project application (1)
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This document outlines the objectives and activities of a project to develop an individual learning path for language learners. The project aims to 1) increase learner autonomy and motivation, 2) develop a learning pathway for coaching at both organizational and individual levels, and 3) promote counseling skills and create a standard instrument for partners. Key activities include meetings in various countries to analyze counseling methods, draft a learning roadmap, test the roadmap, and share experiences to improve the final instrument.
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3) Invite friends to join by typing their name and selecting them from the list.
4) The group has now been created and friends will receive a notification.
Existing counseling methods
Existing counseling methods at CVO Leuven include an initial assessment to determine a learner's level and orientation to the appropriate institution, tests for non-referrals from the House of Dutch, reorientation after a few lessons if needed, and different learning paths with reports at the end of each module and diction/pronunciation classes if necessary. Identified reasons for dropout include a lack of tailored higher-level courses, too fast a pace, long waitlists for repeat learners, and differing expectations. Topics discussed include learning strategies, remediation, the role of counselors, and links between schools and society.
On the right track
The document provides information about Dutch language courses offered by CVO Leuven-Landen. It details that they offer both day and evening courses with over 1500 registrations per year across 8 proficiency levels. They also offer basic education courses for illiterate learners through their House of Dutch program, which sees 6000 learners and intake and orientation across 3 levels. The courses attract learners from over 130 nationalities, primarily from Morocco and the Democratic Republic of Congo.
Existing counseling methods
Existing counseling methods at CVO Leuven include an initial assessment to determine a learner's level and orientation to the appropriate institution, tests for non-referrals from the House of Dutch, reorientation after a few lessons, and different learning paths with reports at the end of each module and diction/pronunciation classes if needed. Identified reasons for dropout include a lack of tailored higher-level courses, too fast a pace, long waiting lists for repeat registrations, and differing expectations. Topics discussed were managing the learning process, remediation, the role of counselors, and links between schools and society.
Cnai presentation kick off (2)
The Centro Navarro de Autoaprendizaje de Idiomas (CNAI) is an institution created by local authorities in Navarre, Spain to research and promote language learning approaches. It focuses on teacher training, blended learning programs, and language immersion programs. CNAI currently has over 100 staff working on research, teaching, administration, and management. It offers a variety of language courses and programs for students and teachers, with over 1800 students enrolled in the 2007-2008 academic year. CNAI also coordinates several European projects focused on autonomous language learning, online language learning tools, alternate reality games, stimulating e-learning for adults, and motivating adult language learners.
Guidance office malmo (2)
The guidance center in Malmo provides career guidance and education services to immigrants. It has 24 career officers and offers Swedish language courses from beginner to university level, as well as assistance with studies abroad. New arrivals can register with immigration services and then apply to the guidance center after obtaining residency and a social security number. The guidance center helps develop study plans and validate prior education from other countries. It also provides information about beginner jobs programs and opportunities to take Swedish classes within a month of arrival while waiting for residency permits. All students must have a study plan to help them reach their goals, and Swedish language courses range from basic to advanced levels.
Guidance office malmo (2)
The guidance center in Malmo provides career guidance and education services to immigrants. It has 24 career officers and offers Swedish language courses from beginner to university level, as well as guidance on validation of foreign education, study plans, job opportunities, and studies abroad. New arrivals can register with immigration services and then apply to the guidance center after receiving residency and a social security number. The center also connects immigrants to introductory job programs and helps describe qualifications to employers through interpreters. All students must have a study plan to help them reach their goals, and Swedish language courses range from basic literacy to intensive programs.
Evaluation and dissemination
This document discusses the evaluation and dissemination of a project. It outlines evaluating the ongoing project and meetings through continuous evaluation plans and evaluation forms. Learners will also provide final evaluations to assess the effectiveness of learning processes and increased autonomy and European awareness. Coordinators will evaluate the efficiency of roadmaps and satisfaction with results. Dissemination will occur locally through teacher involvement and newsletters, and internationally through websites, seminars, and a digital newsletter to share the project.
Counselling methods poland on the right - grażyna
This document discusses counselling methods for learning Polish as a foreign language in Poland. It provides examples of universal counselling systems like the website for the Polish as a Foreign Language Certificate Exams. It also discusses local counselling examples like language centers at universities and their courses. New teachers' guides and textbooks are being published to aid in counselling for teaching Polish as a second language.
Swot prezentacja
Counselling for foreigners in Slovakia is provided by several institutions, including schools of Slovak language, the Migration Centre, and private websites. Counselling is offered through direct meetings, multilingual materials, and online resources. Services provide information on legal residency, language skills, education, work opportunities, and culture. However, the counselling system lacks integration, with each organization focusing only on its own clients. Information is also limited outside major cities. The strengths include experienced institutions and online multilingual resources, while weaknesses consist of the uncoordinated system and limited geographic reach. Opportunities lie in EU funding and models from international organizations, while threats include issues from rising foreigner numbers without sufficient guidance.
Swot analysis of counselling methods in poland
This document provides a SWOT analysis of counselling methods for foreigners in Poland. It notes that counselling is offered through various organizations, universities, and government agencies, though in inconsistent ways. Strengths include different forms of global and local counselling, but weaknesses include the lack of an integrated and customer-friendly central system, and limited language support. It recommends developing a universal national counselling system that provides important information online and in-person to help foreigners learn the language and integrate into Polish society.
S pf fs_counseling (2)
The School of Polish for Foreign Students at the University of Łódź was established in 1952 and is the oldest and largest center in Poland for foreigners to learn Polish. It has taught Polish to over 20,000 students from over 100 countries. The school employs 35 experienced teachers to teach Polish language courses as well as other subjects. Course offerings include 9-month preparatory courses for undergraduate and graduate study, 5-month courses to increase Polish proficiency, and shorter courses for Erasmus students. Counseling methods at the school include advising students on academic studies, linguistic progress, and adapting to life in Poland.
Project application (3)
This document outlines the objectives and activities of a project to develop an individual learning path for language learners. The project aims to 1) increase learner autonomy and motivation, 2) develop a learning pathway for coaching at both organizational and individual levels, and 3) promote counseling skills and create a standard instrument for partners. Key activities include meetings in various countries to analyze counseling methods, draft a learning roadmap, test the roadmap, and share experiences to improve the final instrument.
Project application (2)
This document outlines the objectives and activities of a project to develop an individual learning path for language learners. The project aims to 1) increase learner autonomy and motivation, 2) develop a learning pathway for coaching at both organizational and individual levels, and 3) promote counseling skills and create a standard instrument for partners. Key activities include meetings in various countries to analyze counseling methods, draft a learning roadmap, test the roadmap, and share experiences to improve the final instrument.
Project application (1)
This document outlines the objectives and activities of a project to develop an individual learning path for language learners. The project aims to 1) increase learner autonomy and motivation, 2) develop a learning pathway for coaching at both organizational and individual levels, and 3) promote counseling skills and create a standard instrument for partners. Key activities include meetings in various countries to analyze counseling methods, draft a learning roadmap, test the roadmap, and share experiences to improve the final instrument.
Presentation otrt kick off 2010 (2)
This document discusses Spanish language education for immigrant adults in Navarre, Spain. It provides background on the legal framework for adult education and profiles of typical immigrant students. The objectives of literacy courses are to help students recognize letters and the alphabet, read and write basic words and sentences. Institutions that provide Spanish language education for immigrants include the Ministry of Education, local authorities, NGOs, and private language schools. Teachers come from various backgrounds with multicultural skills required. A Pilot Immersion Program is also described which helps immigrant students integrate into secondary education by providing 17 hours of weekly language support.
Presentation otrt kick off 2010 (1)
This document discusses Spanish language education for immigrant adults in Navarre, Spain. It provides background on the legal framework for adult education and profiles of typical immigrant students. The objectives of literacy courses are to help students recognize letters and the alphabet, read and write basic words and sentences. Institutions that provide Spanish language education for immigrants include the Ministry of Education, local authorities, NGOs, and private language schools. Teachers come from various backgrounds with multicultural skills required. Programs aim to facilitate students' integration through linguistic immersion to develop early language skills.
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Project application (1)
- 1. On the right track www.cvoleuven.be Project application
- 2. Content & objectives www.cvoleuven.be to increase learners’motivation to be autonomous in the learning process to develop a learning pathway for implementation in language coaching (both on an organizational and individual level) specific objectives are: to promote awareness in each partner about counseling and mentoring to develop partners’ skills in implementing an individual learning path to create an instrument that will be part of partners’ standard offering
- 3. “Analysis – development – implementation – evaluation – dissemination – exploitation” circle www.cvoleuven.be
- 4. Aim of the project Identify specific problems of our learners Give special support for this target group in order to avoid social exclusion Create a learning path (road map) to help learners reflect on their learning process www.cvoleuven.be
- 9. visit the local counseling platform and experience counseling methodswww.cvoleuven.be
- 13. improvement of the roadmap
- 15. www.cvoleuven.be June 2012: meeting Belgium transnational workshop byteacherswhoshare the instrument and are prepared to talk abouttheirconclusions July 2012 – September 2012: final report
- 16. www.cvoleuven.be