1. This project has been funded with support from the European Commission. This publication [communication] 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. Going Places with Languages in Europe Practical language skills and civic education – teaching language through debates Katarzyna Urban, PhD Wolverhampton, 11.06.2013 Project Number: UK/11/LLP-LdV/TOI-423

2. This project has been funded with support from the European Commission. This publication [communication] 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. Practical language skills – enable students to communicate in the target language, that is express themselves in speaking and writing and being able to understand a text or spoken language

3. This project has been funded with support from the European Commission. This publication [communication] 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. Practical language skills related to the content Why not use civic contents as materials that can stimulate language learning

4. This project has been funded with support from the European Commission. This publication [communication] 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. Why civic education in language learning? We want young people to leave school or college with an understanding of the complex functions of adult society, and with the social and moral awareness to thrive in it. We want Citizenship education is about enabling people to make their own decisions and to take responsibility for their own lives and their communities.

5. This project has been funded with support from the European Commission. This publication [communication] 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. CitizenshipCitizenship issues are: real: actually affect people's lives; topical: current today; sometimes sensitive: can affect people at a personal level, especially when family or friends are involved; often controversial: people disagree and hold strong opinions about them; ultimately moral: relate to what people think is right or wrong, good or bad, important or unimportant in society.

6. This project has been funded with support from the European Commission. This publication [communication] 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. Why civic education in language learning? It is not a separate school subject, some content is integrated into Polish, history, social studies Gives opportunity to reflect back on one’s own country and get to know and understand other societies Prepare for future mobility Motivates students, especially on higher levels on L2 Gives opportunities for individualised learning Can serve as problem-solving tool

7. This project has been funded with support from the European Commission. This publication [communication] 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. Citizenship education and language learning have a lot in common: active: emphasises learning by doing; interactive: uses discussion and debate; relevant: focuses on real-life issues facing young people and society; critical: encourages young people to think for themselves; collaborative: employs group work and co- operative learning; participative: gives young people a say in their own learning.

8. This project has been funded with support from the European Commission. This publication [communication] 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. FLL and citizenship teaching ideas Use interesting facts and figures, e.g. nearly half the world's population lives on less than $2 a day and 0.5% of the world's population holds more than a third of the world wealth.half the world's population lives on less than $2 a day Use current news as a trigger to discuss key issues, e.g. recent floods in Poland and Germany to discuss climate changes Use issues learners can connect easily, e.g. wearing a helmet when biking as a discussion on road safety

9. This project has been funded with support from the European Commission. This publication [communication] 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. Teaching ideas Classroom Rules (Use as a discussion starter and a writing/drawing prompt.) Start a discussion about the rules that should be followed in your classroom. Write each rule as it is discussed on the board or a chart. Talk about why each rule is important. If students don't suggest anything like the following rules, which relate to the five themes, you can add them: Tell the truth. Be caring. Respect others. Be responsible for what you do and say. Be brave enough to do the right thing and to ask for help when you need it.

10. This project has been funded with support from the European Commission. This publication [communication] 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. Teaching ideas Sharing Stories (Use as a discussion starter.) One way of exploring the five themes is simply to ask students to tell about their experiences. You may wish to use the following prompts: Tell a story about a time you told the truth, even though that was a difficult thing to do. Tell a story about a time you felt happy or sad for somebody or something. Tell a story about someone you respect. Tell a story about a time you took responsibility for something you had done or said. Tell a story about being brave?

11. This project has been funded with support from the European Commission. This publication [communication] 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. Teaching ideas What Could Happen Next? (Use as a prompt for discussion, drawing, or writing.) Ask students to discuss, draw, or write in response to the following questions: You find a watch on the playground. What could happen next? Everybody is in a hurry. A child near you trips and falls down. What could happen next? Your teacher asks the class to be quiet after somebody said something really funny. What could happen next? You borrowed a pencil from the teacher's desk and lost it. What could happen next? You think somebody is being cruel by making fun of a kid on the playground. What could happen next?

12. This project has been funded with support from the European Commission. This publication [communication] 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. And now for… Civic education and practical L2 skills in action Let’s move to Nałęczów, ZS im. Chmielewskiego

13. This project has been funded with support from the European Commission. This publication [communication] 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. Any Questions?

14. This project has been funded with support from the European Commission. This publication [communication] 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. Thank you for your attention