1. European Centre for Modern Languages
An enlarged Partial Agreement
of the Council of Europe with 33 member states; founded in Graz, Austria in 1994
Mission
innovation in language learning and teaching; implementation of effective language education policies
4 year programmes
of international projects and bilateral Training and Consultancy
Key target audience
decision-makers, teacher-trainers, language teachers
As we have seen from the previous slides, the promotion of quality education and of linguistic and cultural diversity underpin the work of the Council of Europe . The role of the ECML is to build on these values and to help its member states bridge the gap between policies and practice in language education. Its mission is to encourage excellence and innovation in language teaching and support its member states in the implementation of effective language education policies.
How does this work in practice? The centre initiates and coordinates 4-year programmes which provide the framework for innovative projects and activities. We are here today to look in depth at the Call for the next 4 year programme Project teams from different member states come together to develop innovative, practical solutions to current challenges in language education, challenges identified by the member states. These take the form of online publications, tool-kits, interactive websites, adaptable to different learning environments. Through the course of the project, the team invites “multipliers” from member states to come to Graz and participate in training workshops. This ensures that the projects take account of developments in different member states, draw on as wide a range of experts as possible. Multipliers are expected to share what they have learned with networks in their own countries.
Different projects have different target groups and the key groups are outlined here.
(Footnote: the ECML is an enlarged Partial Agreement of the Council of Europe. This means that countries who choose to join need to pay a membership fee. At the moment, of the 47 member states of the Council of Europe, 33 are also members of the ECML. )
The ECML’s programme is determined by its member states and reflects national priorities
in language education.
How it works
The ECML operates 4-year programmes focusing on key educational issues requiring
action.
The international project teams:
• cooperate with experts from over 30
European countries;
• provide training modules, guidelines
and toolkits for teacher educators,
equipping them to train others within
their institutions and networks;
• provide training and professional
development opportunities for multipliers;
• publish examples of good practice
applicable in different contexts.
In addition to multilateral projects, the ECML offers bilateral support, tailored to the specific
needs of the target group, through its Training and Consultancy for member states.

2. Nominating Authorities Austrian Association for
ECML Structure
ECML Governing Board
Appointed ministerial
representatives from each member state
adopt programmes of activities, monitors their implementation, oversees Centre‘s management
ECML National
Nominating Authorities
Agencies in each member state
linked to ministries
responsible for selecting
participants to the Centre‘s
activities
ECML National
Contact Point
National networks in language education
disseminate information and documentation on the Center‘s work
on a national level
Austrian Association for
the ECML (Verein EFSZ)
Representing Austrian authorities
provides and manages the Centre‘s infrastructure, develops synergies with partners in the region thereby creating added value within the host country
The structure under which the ECML operates, allows the centre to work at multiple levels:
With experts in member states (as indicated in information on projects in previous slide)
With ministries (Governing Board)
With national institutions (National Nominating Authorities/National contact points as key dissemination partners
With host country in Austria through the Austrian Association
Moreover, the ECML also also works in partnership with the EU through a joint initiative entitled “INNOVATIVE METHODOLOGIES AND ASSESSMENT IN LANGUAGE LEARNING” – member states of both the EU and the ECML can request support from ECML experts in a) ICT for language teachers and b) how to relate language exams to the CEFR
The centre also reaches out to International non-governmental organisations with an interest in language education to ensure that it has access to the best expertise and the most up-to-date practice. It does so through the Professional network Forum of the ECML (change slide)

3. ECML Projects Address priorities
in language education identified by
member states;
are led by
a team of experts
from different
ECML member states
Provide training workshops for invited experts from over 30 European countries, who are expected to act as multipliers and to subsequently train others within their institutions and networks
Produce practical
online resources for language professionals, adaptable to
different learning
environments and
freely available
on the ECML website
engaging in international cooperation through ECML project participation
proposing projects corresponding directly to national interests
Mention name of current programme: LEARNING THROUGH LANGUAGES AND PREVIOUS ONES
LINK: SOME OF PROJECT NAMES- TOPICS – SO THAT YOU CAN SEE RELEVANCE OF AREAS WE WORK IN AND HAVE WORKED IN
The international project teams:
• cooperate with experts from over 30
European countries; •

4. ECML training and consultancy for member states
Targeted, tailored support to address national challenges
Competence/capacity-building in:
Young migrants | Supporting Multilingual Classrooms*
Electronic European Language Portfolio | Supporting local networks of ELP users
Plurilingual education | Plurilingual and intercultural competences: descriptors and teaching materials (FREPA)
Teacher education | Using the European
Portfolio for Student Teachers of Languages (EPOSTL)
Testing and assessment | Relating Language Examinations to the Common European Reference Levels of Language
Proficiency (RELANG)*
* in cooperation with the European Commission

5. ECML training and consultancy for member states
Targeted, tailored support to address national challenges
Competence/capacity-building in:
Content and Language Integrated Learning
A Pluriliteracies Approach to teaching for learning (CLIL)
Romani | Quality education in Romani for
Europe (QualiRom)
Adult migrants | Quality assurance in language and citizenship courses
Online technology | Use of ICT in support of language teaching and learning (ICT-REV)
Mobility | Plurilingual and intercultural learning through mobility (PluriMobil)

6. Formal learning Informal/non-formal learning Mediation
Priorities of current
programme
Formal learning Informal/non-formal learning Mediation
Early language learning
Parents
Plurilingual education
Migration and language education
Sign language
New Media
CLIL
Assessment and testing
Employment and languages
Mobility and intercultural learning
On this slide is a list of the key themes of the current programme with the corresponding project logo and of course Canada has been involved in several of these project themes. I’d like to take this opportunity to thank OISE and in particular Enrica Picardo and Alistair Cumming for their commitment to the ECML over the years.
In our new programme, we are going to build on these themes and make them even more relevant to current challenges.
Just an aside: our current programme comes to an end in December 2015 so project teams are all working very hard in this last year to finalise their products -
– these will all be available in time for our final conference on 10/11 December in Graz.
On the following slides I’ve just tried to highlight some of our projects and products and the corresponding target audience. I’ve deliberately not included the LINCQ project Enrica is involved in, as I’m sure she’s in a much better position that I am to tell you about this work.

7. ECML: a unique centre for language education
Our services
Future-proofing: innovative projects
Building networks and partnerships: international, European and national
Providing practical tools and resources: past projects
Addressing national needs: Training and Consultancy
Celebrating languages:
European Day of Languages
Informing: Newsletter; website, social media
Disseminating: mediation activities, conferences and national support events 1)
we want to see plurilingual, intercultural and inclusive approaches working in practice and understand better why they work/what needs to be in place to make them work/ how they can be sustained and how they can be replicated.
Why is it difficult to find examples of inclusive, plurilingual and intercultural approaches in practice? Here are two possible reasons:
traditional approaches to language teaching focus on the target language and exclude all other languages rather than drawing on similarities and differences with a) other languages students are learning and other languages students bring to the classroom;
b) in many educational contexts there is a “hierarchy” of languages – i.e. some languages are valued more than others.
2) what are they key skills teachers need to ensure they can make the best use of digital media (in the widest sense) to improve language learning – how can pre and in-service teacher education programmes accommodate the development of these key skills? We know that Canada and in particular OLBI has a huge amount of expertise in this areas.
this is about teacher education – pre or in-service, formal or self-study
…and what it is we want teachers to be able to do/why this matters:
Language teachers need the skills not only to access such media, but to critically evaluate and use them in meaningful ways which contribute to quality language education. Moreover, by exploiting new media, the 21st century language teacher develops both the learner’s own digital literacy and critical thinking skills as part of the language learning experience, increasing learner motivation, making languages more relevant and ultimately raising attainment. “
3) how do we develop successful autonomous language learners? How do we harmonize formative and summative assessment? How can the key ideas and principles behind the Language Portfolio be further developed and embedded? What tools can we develop to support both teachers and learners?
 Teachers are often under pressure to prepare learners for examinations and may feel that time spent on instruments such as the ELP or other portfolios is time taken away from exam preparation.
 The teacher’s role changes and becomes one of “mediator”
Note the references to the CEFR - not just in terms of its reference levels but in terms of its approach to learning and teaching.
Very important sentence: “Teachers and learners alike need support in balancing what can seem like mutually exclusive priorities”
If we’re really serious about learner autonomy, then we need to make sure learners feel these tools are beneficial.
4) Professional Learning Communities for professional development - bottom-up approach. But PLC must go beyond language teacher community how? What are the benefits? Not just networking as an end in itself, but to improve the quality of teaching and, as a result, the quality of learning.
We are looking for examples of how to….
“…to foster involvement in such communities, to ensure that they make the best use of online technology and social media, that they meet the development needs of participants, reach out to teachers of other subjects and stages, in other learning environments and in other regions/countries and tap into and influence other platforms such as research networks, platforms for public debate or policy-making think-tanks.
Let’s turn now to the closed project proposals. CHANGE SLIDE

8. Keep in touch!