The current proposal under Priority Theme 2 addresses the imbalance in the participating countries between: 1) the knowledge, understanding, skills and attitudes vital for developing innovative multilingual pedagogies in classroom practice, on the one hand, and 2) their insufficient representation, or mainstreaming, in the current provisions for teacher education and support, on the other. The project is designed to specifically develop and experiment a theoretically informed reflection tool aimed at making (future) teachers linguistically more sensitive in their beliefs, attitudes and actions and thus affecting their teacher cognition. Subsequently, the project will disseminate the tool to a larger set of educators and schools.
The project demonstrates a perfect fit with the already initiated and on-going EU activities to:
✓ Create supportive and empowering learning environments through exploiting the potential of linguistic and cultural diversity in schools for affective, social and cognitive outcomes of pupils;
✓ Address the persistent problem of social inequality in education;
✓ Further enable pupils to become active European citizens.