L@ngu@ges4all

<< Background >>We applied for this problem, as we wanted to take a proactive initiative in the creation of effective tools for facilitating the integration of immigrants in the European countries they were arriving to, especially after the surge in immigration to Europe we had witnessed, which is why we applied to the L@ngu@es4all project.Additionally, we believe that language acquisition is necessary for a successful integration, as we humans find it easier to interact and communicate with people who speak the same language as us. Understanding that a significant portion of immigrants is digitally literate and eager to explore new opportunities in their host countries, we thought it was an effective idea to strategically target mobile and internet applications as a way in which we could teach people a new language. In conclusion, through the L@ngu@ges4all project, we wanted to foster linguistic proficiency, cultural understanding, and overall integration for immigrants, and in this way contribute to a more harmonious society as well as a smoother transition for those seeking refuge and a new beginning in a foreign land.<< Objectives >>Firstly, we wanted to break down language barriers and facilitate living together. Additionally, we aimed to provide immigrants with an unique advantage by offering language learning opportunities as soon as they arrive in the country and even before obtaining a residence permit. Beyond language proficiency, we wanted to foster cultural understanding. The project was designed to provide immigrants and refugees with a comprehensive tool to not only study the language of their new environment but also gain insights into the cultural nuances and societal concepts of their host country. We wanted to do this through the scenarios we would provide on the application and through the specific vocabulary provided. In this way, we did not only want to promote inclusion through teaching the language, but also familiarising the users to cultural aspects of the European countries they are living in.In the long term, apart from promoting the seamless integration of immigrants, we also want the project outputs to serve as a catalyst for a more interconnected and harmonious global community. This also includes overcoming stereotypes and getting to know other cultures through being able to communicate with each other.<< Implementation >>During the project, the partners worked together can communicated actively with each other to accomplish the following activities:Each partner organisation established an implementation team at the beginning of the project, in order to supervise the human resources during the project activities.The establishment of the following committees: the Project Resolution Committee, the Project Implementation Committee, and the Project Steering Committee.The German partner (ARSU Academy) and the Turkish partner (CERA) developed a risk management and sustainability plan.Each partner was responsible for the administrative and financial management concerning their organisation. They reported changes and proceedings to the project coordinator, ARSU Academy from Germany, ensuring quality.The Czech partner (EDUCADEMY) and the Bulgarian partner (Bright Academy) monitored and evaluated each project activity, which included monitoring that every activity had a collaborative, participatory, democratic, and dynamic structure.The Italian partner (EUROFORMAZ) created the project logo and other branding elements.The Czech partner (EDUCADEMY) created the project website (here).Each partner constantly used social media (the facebook page is here and the instagram page is here) and the website to disseminate the project at a local, regional, national, and international level.Each partner organisation organised a multiplier event with 25 participants attending physically and 10 participants attending virtually.Four TPMs to discuss important aspects of the project, including project management, outputs, activities, and budget control. This included planning the agenda for each TPM.14 online meetings to keep each other updated, to discuss pressing matters, and to solve problems.The creation of a questionnaire that the project manager answered after every project meeting to gather their opinion on the progress of the project.ARSU Academy, the project coordinator, focused on the project management, including the establishment of a management environment at the beginning of the project, the establishment of project management tools, the documentation, and the creation of the guidelines for the dissemination strategy.The use of a Gantt Chart in order to document and follow the project’s progress.Creation of a WhatsApp group for internal communication.An interim report and a final report. The delivering of the reports to the project coordinator, ARSU Academy from Germany.All project partners translated all project outputs and sub-outputs into their national languages. In this way, all project outputs were finalised in six languages: English, Bulgarian, German, Turkish, Italian, and Czech.Our project’s activities were based on the following intellectual outputs, which were all completed:IO-1: The creation of the mobile application (here for the App Store and here for the Google Play store), under the leadership of the Turkish partner (CERA). For this, the partners created the following units with language material (the Italian partner did not create units as they created the application) and translated the units of the other partners.IO-2: The creation of the database, under the leadership of the Bulgarian partner (Bright Academy). For this, the partners created country profiles (the Italian partner created less country profiles because they created the application) and translated the country profiles created by the other partners.IO-3: The creation of a web portal, under the leadership of the Czech partner (EDUCADEMY).IO-4: The creation of audio visual content, under the leadership of the German partner (ARSU Academy)<< Results >>The concrete outputs and results of our project were:IO-1: The mobile phone application “L@ngu@ges4all” (led by EUROFORMAZ)The mobile application was programmed by the Italian partner. The other partners prepared units for the mobile application in English and translated all materials into their national languages. Additionally, ARSU Academy proofread the English content and all partners tested and made corrections to the application before it was launched. The following units were created:CERA (Turkish partner): Unit 4 (transportation), unit 8 (housing), unit 10 (work), and unit 13 (law - together with the Czech partner).EDUCADEMY (Czech partner): Unit 6 (education), unit 11 (environment), unit 12 (free time), and unit 13 (law - together with the Turkish partner).Bright Academy (Bulgarian partner): Unit 1 (alphabet), unit 3 (money), and unit 9 (a new life).ARSU Academy (German partner): Unit 2 (numbers), unit 5 (places in town), and unit 7 (health).The collaboration of all partners was essential for this outcome to avoid repetition.The application is the cornerstone of the L@ngu@ges4all project. It provides specific language training to refugees in Europe, empowers them in their new lives in Europe, and catalyses interactions between refugees and non-refugees, fostering social inclusion, a welcoming environment, and a globalised society.IO-2: The L@ngu@ges4all database (led by Bright Academy)The database plays an essential role in the sustainability of the project, as it consists of an accessible and lasting platform.The material on the database was published in the form of PDF-files and includes worksheets, games, flashcards, info-graphics, interactive exercises, and links and materials from external sources that the project partners have quality checked and provides further information.For this database, the project participants created country profiles (the Italian partner created less, as they created the application). These profiles give information on EU countries and migrant countries, enabling refugees to learn more about, among other things, the culture of the country they live in, which plays an essential role when it comes to integration. The cultural material was created in accordance with the European framework of reference for languages A1 to B1, which means that the users have access to material that coincides with their language level as well as to material that exceeds their language level and thus challenges their language skills. Material on the following countries was created:CERA (Turkish partner): Portugal, Spain, Afghanistan, and Iran.EDUCADEMY (Czech partner): Czech Republic, Greece, Vietnam, and Nigeria.Bright Academy (Bulgarian partner): Bulgaria, Austria, Egypt, and Algeria.ARSU Academy (German partner): Germany, Austria, Syria, and Iraq.EUROFORMAZ (Italian partner): ItalyIO-3: The L@ngu@ges4all web portal (led by EDUCADEMY)The web portal was created using Squarespace (CMS). This was beneficial as it allowed the partner organisations to use the onsite analytics to track the visits to the web portal, which was important to record the dissemination of the project.The web portal has a section where users can submit feedback and ask questions. In this way, the web portal will be able to improve and adapt itself further to the needs of the refugees using it.The web portal is an easily accessible source for information regarding language learning. It provides downloadable material and contains the audio visual content created within the framework of IO-4.An essential aspect of the web portal is the chatroom. Here, users can exchange experiences, look for people with whom they can practise the language they are learning, and find friends in the new country they are living in. This does not only boost their language skills, but also provides them with a social component which will improve their experience in their new environment, aid them in solving new problems they encounter in the European country (such as immigration policies), and allow them to cope with the traumatic experiences they might have had while fleeing to Europe. All of this promotes their integration into the new society they are living in, which is the main goal of this project.IO-4: The audio visual content (led by ARSU Academy)The audio visual content consists of animated short scenes that demonstrate everyday scenarios refugees might encounter. The goal of this is to show the users in which context the vocabulary and phrases they are learning can be used, as well as to bring them closer to different aspects of life in Europe.The audio visual content was created using the application Plotagon and has subtitles in order to promote the reading skills of the users and to make the videos accessible to people who might not be able to hear well.Another goal of the audio visual content was to make learning more fun, as it has been scientifically proven that learning while having fun makes learning more effective.