This project (2020-1-PT01-KA226-HE-094809) has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Select language  >  EN ES HU IT LT PT RO
Login
Register

Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

Back to Teaching Sources

Guida interculturale JUN€CO

Date of Publication

November 2018

Target Group

Lecturers
Students

Domain Area

Business & Communication
Sustainability
Teacher Education

Learning Scenario

Autonomous learning
Classroom Context

Target Language

Italian

Language of Instruction

Italian

CEFR level

B1
B2
C1
C2

Type of Material

Activity/task
Guiding resources (online course/book)
Video

Linguistic Features

Vocabulary
Pragmatics

Skills

Listening
Speaking
Critical Thinking
Reading
Mediation

Description

This publication is meant to be used as a resource for the educational program “Jun€co” on ethical, sustainable economics and ecology for primary school pupils and their families. Its full title is “Guida all’educazione economico-finanziariain chiave interculturale per docenti della scuola primaria” and was promoted by the Enrica Amiotti Foundation, in co-edition with the ISMU (Multiethnicity Initiatives and Studies) Foundation and edited by Erica Colussi and Antonio Cuciniello. This resource presents the concepts of circular economy both in a theorical and in an applied way. As stated in the promoters’ presentation, the guide is aimed at primary school teachers who intend to raise their pupils awareness on the issues of ethical and sustainable economy and finance, issues that are complex yet essential for the development of tomorrow’s citizens. In the first, theoretical section pupils become acquainted with key economic and financial issues. The second section introduces activities based on fairy tales and interviews with parents from Arab and Chinese speaking communities in order to familiarize children with topics such as saving, earning, buying and giving. Schools can join the educational program and receive the classroom activity kit defined for the project. Videos illustrating the key concepts and the different activities proposed are available on the page https://rinascimente.tv/videos_categories/juneco-economia-ed-ecologia/

Case study

For feedback on this resource intended for teachers, we sought an expert opinion from a researcher working in the University of València and teaching of Italian as a foreign language and Italian for Special Purposes. Below we summarize her review.
In the context of a primary school, the authors present a project linked to the 2030 Agenda for Sustainable Development. Centered on the handling of money and financial education, this project entails the use fairy tales with a twofold objective: 1) bring children closer to understanding, in a playful way, the value of money and basic concepts of economics such as gain, loss, revenue; 2) simplify universal concepts using an intercultural approach.

Guidelines

The resource can be used in combination with the videos to organise group work on the principle of exchanging different information on the same topic (jigsaw activities). The model of interviewing parents and using fairy tales from other countries to talk about economics and sustainability can be adapted to consider the different linguistic landscapes present in the classrooms in which these teachers-in-training will be working. In view of this, it may be interesting to envisage and define scenario-based activities designed by students as possible adaptations for different class groups they may face in the future.

Review

Category
Rate
Comprehensive approach
Capacity to match the needs of lecturers and students

5

Added value
The provided tangible improvements

5

Motivation enhancement
The capacity to motivate students to improve their language skills

5

Innovation
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning

4

Transferability
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries

5

Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning

5

Adaptability
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need

5

Usability
Assess the technical usability from the point of view of the lecturer and the student

5

Accessibility
Assess the accessibility from the point of view of the lecturer and the student

5

Comments:
This resource has the advantage of usefully combining discussion of economic contents that teachers will explain to pupils with effective examples of potential applications in multilingual classes. This allows teachers to make the most of the socio-cultural reality of primary school pupils from other countries and to enrich the vision of the whole class on these subjects. The guidelines also offer questionnaires that can be used by the teachers to self-assess their degree of intercultural awareness.
Website of the Teaching Source:
Visit