Immigrants Digital Education Application of Languages Erasmus Project

Project Title

Immigrants Digital Education Application of Languages

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for school education

Project Call Year

This project’s Call Year is 2019

Project Topics

This project is related with these Project Topics: Early School Leaving / combating failure in education; Open and distance learning; Integration of refugees

Project Summary

According to the OECD reports related to PISA exams on “Helping Immingrant Students to Succed at School ” published in 2016, foreign born immigrant perform worse at school when comparing to the native or second generation immigrants.And the performance gap tends to be even wider in reading and writing and than science and maths. This suggests that language barriers to text comprehension may be key in explaining performance differences between these two groups of students.Learning the target language of country they have settled down also play an important role at the social adaption and well being of the immigrants.For, 15 years olds, one of the most important social environments is school so improving the language skills means also more interaction and breaking down the cultural barriers and developing intercultural competences.There are not much native language teaching materials and lesson plans to teach foreing born immigrants, so the teachers feel unprepared to manage multilingual classes at formal school practices. So we believe that in order to boost immigrant students self confidence and avoid early school leaving, improving the language skills is crutial. According to the repots of Tackling Early Leaving from Education and Training in Europe Report published by Europen Commision in 2014 when compared young people born abroad are largely over-represented among the early leavers from education and training in many European countries. When the early leaving statisctics in EU28 countries are examined the rate of the foreing born of early leavers(%22,6) is about twice as much when compared to native student population(%11).However, socio economic segregation, lack of parential support and accessing the good quality of education are important reasons, language and cultural barriers can lead to educational disadvantage and potential risk of early leaving most and they can also be quite easily identified and tackled.The report reveals that Greece and Spain are the ones that where the immigrant student population is most in Europe.In Norway, the population of the immigrant students is also increasing.There are %12 percent of first generation immigrant students from all over the world and % 3 percent Syrian students considered as first generation immigrants between the age of 0-18.And In Turkey, there are 1.5 immigrant children and only 330.000 children are having education (UNESCO,2017).So we believe that Young people live their lives through technology: they are the web generation and they are hungry for more. Our challenge is to channel the natural enthusiasm our pupils have for ICT by using it in their everyday lives and embed it purposefully .This allows learners to foster the four c’s: communication, creativity, collaboration and critical thinking. ICT lets learners easily draw on authentic resources that promote inter-cultural understanding and interact with virtual peers in real non-fabricated contexts.Digital materials are also vital non-formal learning tools as Virtual learning environments also offer students distance learning opportunities wherever and whenever they want.So in our project,we aim to envisage these objectives:
1)to develop a free open access digital language learning application for teenagers which enables individualized learning for immigrant learners.(A1 level in Turkish, Norwegian, Greek and Spanish and English which will be survival for the new arrived immigrants to overcome the language and cultural barrier/We expect 100 students to complete the digital course.)
2)to involve immigrant students in their own learning with a view to attaining better results and becoming more motivated; (at least 40 percent from the target group will improve their school results)
3. to develop intercultural understanding and acceptance; (at least 60 percent of students will have better knowledge of the country they immigrated.)
3. to develop immigrant students’ transversal skills – literacy,foreign language, computer literacy, critical and creative thinking, personal and social capability; (at least 30 percent of students will improve these skills)
4. to promote European values and develop cohesion among European citizens. (measurable by analysing project participant students’ and teachers’ and researchers’ attitudes to other cultures, at the end of the project.)
Expected Results:
We expect the project to have the following intangible results:
– more motivated immigrant students;
– improved cohesion of non- immigrant and immigrant students from the same school;
– improved intercultural and inter-religious awareness
– better school performance;
– improved ICT skills;
– improved language and communication skills;
– improved ability to cope with problems;
– increased self-confidence;
– more cooperative students,improved teamwork abilities;
– awareness of national identity within a European environment

EU Grant (Eur)

Funding of the project from EU: 172669 Eur

Project Coordinator

Kadikoy Ilce Milli Egitim Mudurlugu & Country: TR

Project Partners

• HOGSKULEN PA VESTLANDET
• Institut Manuel Vázquez Montalbán
• Institute of Humanities and Social Sciences
• ISTANBUL TEKNIK UNIVERSITESI
• Kadikoy Halk Egitim Merkezi ve Aksam Sanat Okulu