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Global citizenship education (GCE) has been deemed an educational imperative to respond to the times of unprecedented change we are living in. Existing research with preschool children indicates that GCE nurtures personal respect and respect for others, and raises children’s civic engagement, which are both fundamental aspects in creating and sustaining peaceful societies. Despite this, empirical studies focusing on GCE pedagogies for the early years are still lacking, particularly with vulnerable groups of children. This qualitative case study aims to understand the contribution of the Awakening to Languages approach in the development of attitudes, values and skills conducive to global citizenship and positive peace. The study was conducted with a group of Portuguese children aged 3 to 6 living in a care home run by a religious congregation. Children participated in a five-month project titled A house where we all fit, which included multilingual activities and virtual exchanges with children in similar institutions in Colombia and Tanzania. Data were collected via questionnaires, self-assessment sheets and fieldnotes, which were treated using descriptive statistics and content analysis. Results suggest that the activities promoted children’s awareness of and respect for diversity, raised their self-knowledge and self-esteem, and developed communication and collaboration skills., La educación para la ciudadanía global (ECG) se considera un imperativo educativo para responder a los tiempos de cambio sin precedentes en los que vivimos. La investigación existente realizada con niños en edad preescolar indica que la ECG fomenta el respeto personal y el respeto por los demás, y aumenta el compromiso cívico de los niños, aspectos que son fundamentales para crear y mantener sociedades pacíficas. A pesar de esto, todavía faltan estudios empíricos centrados en las pedagogías de la ECG para los primeros años, particularmente con grupos vulnerables de niños. Este estudio de caso cualitativo tiene como objetivo comprender la contribución del enfoque Despertar a las Lenguas en el desarrollo de actitudes, valores y habilidades conducentes a una ciudadanía global y paz positiva. El estudio se llevó a cabo con un grupo de niños portugueses de 3 a 6 años que vivían en un hogar convivencial administrado por una congregación religiosa. Los niños participaron en un proyecto de cinco meses titulado Una casa donde cabemos todos, que incluía actividades multilingües e intercambios virtuales con niños en hogares convivenciales similares en Colombia y Tanzania. Los datos fueron recolectados a través de cuestionarios, hojas de autoevaluación y notas de campo, que fueron tratados mediante estadística descriptiva y análisis de contenido. Los resultados sugieren que las actividades promovieron la conciencia y el respeto de los niños por la diversidad, aumentaron su autoconocimiento y autoestima, y desarrollaron habilidades de comunicación y colaboración.

No abstract available. Project Ref: 2020-1-DE01-KA203-005712 published

Prior research has shown that linguistic landscapes (LL) can promote language awareness and critical thinking, foster text-to-world connections, and develop intercultural awareness and understanding. Still, few studies have specifically explored the potential of LL in contributing to global citizenship education (GCE), an educational perspective that aims to prepare students to fully embrace the opportunities and challenges of a globalised world, and to assume active roles, both locally and globally. The study reported in this chapter draws on data gathered in an ongoing international project that brings together researchers, teacher educators, language (and other subject) teachers, and students from five European countries. The study investigates whether, to what extent, and how the LL multimodal modules designed and carried out by the teachers in the different partner cities of the project address domains of learning, include competences and topics, and are developed according to methodological approaches aligned with GCE. To do this, a qualitative methodology was adopted and an analytical tool for content analysis was created drawing on key GCE literature. Based on the findings, a set of recommendations are proposed, illustrated by example activities that may inspire teachers to address GCE in a more comprehensive and meaningful way while exploring LL.

Sem resumo disponível. published

No abstract available.

Sem resumo disponível. Este trabalho é financiado por Fundos Nacionais através da FCT – Fundação para a Ciência e a Tecnologia, I.P., no âmbito da celebração do contrato-programa previsto nos números 4, 5 e 6 do art. 23.º do D.L. n.º 57/2016, de 29 de agosto, alterado pela Lei n.º 57/2017, de 19 de julho. published

No abstract available. published

No abstract available. published

International audience; The project ‘Schools Educating for Sustainability: Proposals for and from in- service teacher education’ aims to contribute to teacher education for sustainability (EduS) in different European countries, to reach the EU level goals for a more sustainable society (European Commission, 2019). The project’s goal is to develop new initiatives addressing teachers’ and teacher educators’ professional learning – promoting innovation and social inclusion through the exchange of experience and know-how in an open education format. It thus aims to contribute to sustainability and to produce EduS guidelines, as well as to make said guidelines understandable, for teachers in each partner country. Educators will be supported through project actions that focus on promoting more inclusive and equitable educational practices for sustainable education and improving expertise around the versatile use of technology in teaching and learning— along with promoting development that more effectively preserves the environment. To achieve its previous objectives, the TEDS project included a phase (IO), in which a framework was co-constructed for EduS purposes. Researchers and teachers systematized and organized knowledge from different fields in education to develop this framework for the sharing, discussion, and reformulation of documents and materials on EduS in European schools. Their main goal was to make available and understandable a framework of reference around education for sustainability (EduS) – through the analysis and systematization (review) of research literature and by benchmarking national level strategies in various EU member states. The creation of the framework was based on the existing scholarly literature on education for sustainability. This literature was used to provide a theoretical foundation and to characterize the state of the art of EduS. Sustainability competencies are an important conceptualization within the EduS literature (UNESCO, 2017). We adhere to Wiek, Withycombe, and Redman’s (2011) definition of sustainability competencies as the following: systems-thinking competency, anticipatory competency, strategic competency, normative competency, and interpersonal competency. The EduS framework must acknowledge the different educational contexts and school systems of each country in Europe – providing a literature review, practical activities, and design principles that are more adjusted to each country’s specific scenario. The framework presented herein is based on academic work carried out in several European countries: Portugal (Universidade de Aveiro), Malta (Universita ta Malta), Lithuania (Vytauto Didziojo Universitas), France (Universite de Nantes), and Finland (University of Helsinki/Helsingin yliopisto).

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Linguistic Landscapes (LL) are powerful starting points for valuing the presence of various languages and linguistic repertoires in the classroom. In the past decades, research has shown how LL can favour the development of multilingual and plurisemiotic literacies, and develop language awareness and critical thinking skills, which are fundamental in language teaching and learning processes (Clemente, Andrade & Martins, 2012; Dagenais et al., 2009). In order to achieve these goals, it is necessary to bring students’ lifeworlds and school multilingualism into language learning, as this may develop a sense of belonging and foster active participation in the (multilingual) community (Burwell & Lenters, 2015; Gorter, 2018). Bearing these principles in mind, this workshop aims to: (1) to reflect and discuss the concept of Linguistic Landscapes (LL) and its integration in teaching practices; (2) to develop knowledge about the educational added value of mapping local LL, namely by using the LoCALL App; (3) to practice the use of the LoCALL App and its platform, by creating points of interest, questions and working with other features. In the beginning of this second workshop, the results of the first workshop will be shortly outlined. After that, the participants will put their hands to work, by collaboratively creating a game on the LoCALL platform. From a preselected list of images with examples of the LL of a specific city, the groups will: (a) create a point of interest related to a chosen image; (b) define appropriate questions and answer options for the chosen image; and (3) write feedback for correct and incorrect answers. These activities will be carried out bearing in mind the overall aims of the App, namely to develop learners´ plurilingual and intercultural competence and their language awareness. Finally, the groups´ products and results will be presented and discussed, bearing in mind the conférence themes. Les paysages linguistiques (PL) sont de puissants points de départ pour valoriser la présence de diverses langues et répertoires linguistiques dans la classe. Au cours des dernières décennies, la recherche a montré comment les PL peuvent favoriser le développement de littératies multilingues et plurisémiotiques, et développer la conscience linguistique et la pensée critique, qui sont fondamentales dans les processus d'enseignement et d'apprentissage des langues (Clemente, Andrade & Martins, 2012 ; Dagenais et al., 2009). Pour atteindre ces objectifs, il est nécessaire d'intégrer le monde des élèves et le multilinguisme scolaire dans l'apprentissage des langues, car cela peut développer un sentiment d'appartenance et favoriser une participation active à la communauté (multilingue) (Burwell & Lenters, 2015 ; Gorter, 2018). En gardant ces principes à l'esprit, cet atelier vise à : (1) réfléchir et discuter du concept de PL et de son intégration dans les pratiques d'enseignement ; (2) développer des connaissances sur la valeur ajoutée éducative de la cartographie des PL locaux, notamment en utilisant l'App LoCALL ; (3) pratiquer l'utilisation de l'App LoCALL et de sa plateforme, en créant des points d'intérêt, des questions et en travaillant avec d'autres fonctionnalités. Au début de ce deuxième atelier, les résultats du premier atelier seront brièvement exposés. Ensuite, les participants se mettront au travail, en créant en collaboration un jeu sur la plateforme LoCALL. A partir d'une liste présélectionnée d'images présentant des exemples de PL d'une ville spécifique, les groupes devront : (a) créer un point d'intérêt lié à l’ image choisie ; (b) définir des questions et des options de réponse appropriées pour l'image choisie ; et (3) rédiger des commentaires pour les réponses correctes et incorrectes. Ces activités seront réalisées en gardant à l'esprit les objectifs généraux de l'application, à savoir développer la compétence plurilingue et interculturelle des apprenants et leur conscience linguistique. Enfin, les produits et les résultats de chaque groupe seront présentés et discutés, en tenant compte des thèmes de la conférence. published

The Multilingual Global Education Digest is a bibliography of recent published academic and research material, in Dutch, English, French, German, Italian, Polish, Portuguese and Spanish, which is relevant to the field of global education and learning. published

Submitted by Carla Almeida (carlazevedoalmeida@gmail.com) on 2021-07-26T15:47:03Z No. of bitstreams: 1 Lourenço and Mourão (2019) Learning English (and other languages) in Portugal.pdf: 964104 bytes, checksum: 60c33d2faf9b62ff8599bf09db40d558 (MD5) Approved for entry into archive by Susana Lopes (susanalopes@ua.pt) on 2021-07-30T13:21:30Z (GMT) No. of bitstreams: 1 Lourenço and Mourão (2019) Learning English (and other languages) in Portugal.pdf: 964104 bytes, checksum: 60c33d2faf9b62ff8599bf09db40d558 (MD5) Made available in DSpace on 2021-07-30T13:21:30Z (GMT). No. of bitstreams: 1 Lourenço and Mourão (2019) Learning English (and other languages) in Portugal.pdf: 964104 bytes, checksum: 60c33d2faf9b62ff8599bf09db40d558 (MD5) Previous issue date: 2019-12 published

O mundo globalizado requer uma educação que prepare os cidadãos para compreenderem contextos próximos e distantes, comunicarem de forma respeitosa, ultrapassando barreiras linguístico-culturais, e se comprometerem com a justiça social e a sustentabilidade. Assim, vários investigadores e formadores defendem a necessidade de promover uma educação para a cidadania global que capacite os professores com consciência crítica e agência transformadora. Neste sentido, este texto apresenta um estudo de caso com um futuro educador/professor do Mestrado em Educação Pré-escolar e Ensino no 1.º Ciclo do Ensino Básico, que pretende compreender como podem os educadores/professores em formação inicial construir conhecimento sobre educação para a cidadania global, integrando essa dimensão na sua identidade profissional. Para o efeito, analisaram-se as reflexões escritas produzidas pelo educador/professor em formação ao longo de um ano letivo, bem como um questionário de autoavaliação de balanço do percurso efetuado. Os dados recolhidos foram sujeitos a análise de conteúdo a partir de três categorias que caracterizam uma profissionalidade docente atenta aos problemas das sociedades globalizadas, a saber: uma dimensão pedagógico-didática, uma dimensão linguísticocomunicativa, e uma dimensão ético-política. Os resultados do estudo evidenciam que o educador/professor construiu uma identidade profissional docente questionadora do papel da educação nas sociedades globalizadas, ao mesmo tempo que tomou consciência da necessidade de continuar a aprender. Estes resultados sugerem que a formação inicial de educadores/professores tem de incluir espaços de articulação teoria-prática em torno dos temas com que se confrontam as sociedades globalizadas, mediante atividades que façam sentido para os sujeitos em formação e para os contextos em que atuam. published

Sem resumo disponível. published

Sem resumo disponível published

In a globalised world teachers’ role is becoming more complex as they are called upon to respond to different educational needs, to commit to social justice and sustainability, and to teach students to tackle local and global problems. Considering these requirements, higher education institutions have been integrating global citizenship education (GCE) in pre-service teacher programmes to cultivate their critical awareness and transformative agency (Appleyard & McLean, 2011; Quezada, 2012). Despite these efforts, pre-service teachers often feel insecure about teaching for global citizenship (Holden & Hicks, 2007; Parkhouse et al., 2016; Kopish, 2017). In light of this context, this presentation reports on an ongoing project that aims: i) to understand the knowledge, beliefs and practices reported by pre-service teachers at a Portuguese university concerning GCE, ii) to understand their motivations and hindrances to include GCE in their teaching, and, addressing the theme of this conference, iii) to unveil emerging differences between foreign language and non-foreign language pre-service teachers. To meet these goals, an exploratory qualitative case study was undertaken, and an online questionnaire was sent via email to all pre-service teachers attending professionalising master’s degrees at the university. The questionnaire included three main sections with various question formats, which were submitted to statistical or thematic analysis. A preliminary analysis of the results shows that despite their motivation to address GCE, pre-service teachers, regardless of teaching area, feel unsure about the way to integrate this perspective in school, claiming that they lack sufficient knowledge of global issues and pedagogical training on the most appropriate methodologies. Findings seem to justify a more systematic work with pre-service teachers to support them in integrating GCE into their skillset and mindset. This work should be sustained on a reflective and critical pedagogy (Starkey, 2012) and on the development and evaluation of GCE projects in classroom settings. published

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