Abstract:

In 2023, one would expect that due to the uprising and increasing migration waves of the last two decades, European countries would have been able to address the learning needs of migrant students. Not only this has not occurred, but there are sufficient challenges in the implementation of the intercultural model, which leads to anachronistic, ghettoized schools. Article 165(2) of the Treaty on the Functioning of the EU (EUR-Lex, 2022), emphasizes that ‘union action shall be aimed at developing the European dimension in education, particularly through the teaching and dissemination of the languages of the Member States’, while fully respecting cultural and linguistic diversity, signals the continued and rising educational support that should be provided to all SL learners/migrant students. However, most mainstream teachers present an overwhelming lack of knowledge of SL acquisition and multicultural education (Rodríguez-Izquierdo et al., 2020). The current paper focuses on a European-funded project titled “Reinventing Mainstream Classrooms” (RE.MA.C.). It aims to address the teaching, learning, cognitive and social needs of a rather demanding educational context, the mainstream multilingual and multicultural classroom, providing equal opportunities for all, using new and emerged technologies. The paper presents and discusses the second work package of RE.MA.C., which proposes a blended learning pedagogical framework to transform mainstream classrooms. The suggested rotation model is based on literature and best practices of blended learning, addressing the needs of the mainstream classrooms (Dziuban, et al., 2018; Graham, 2013). It also takes into consideration projects’ content, main aim and goals. The model is comprised by 4 stations. At the Teacher station, various activities can take place such as lecture, content explanation, directions, brainstorming, feedback. The purpose of the Collaboration Station is for students to work together, discuss, interact, etc. At the Independent study station each student is expected to work on activities by himself/ herself. At the Technology station, the students are expected to use RE.MA.C Lab, and the MILAGE Platform integrating various digital tools. The application of the Rotation model is expected to be implemented via careful design of the teaching and learning process.

References:
[1] Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International journal of educational technology in Higher education, 15(1), 1-16.
[2] EUR-Lex. (2022, February 8). Consolidated version of the Treaty on the Functioning of the European Union - PART THREE: UNION POLICIES AND INTERNAL ACTIONS - TITLE XII: EDUCATION, VOCATIONAL TRAINING, YOUTH AND SPORT - Article 165 (ex Article 149 TEC). https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A12008E165
[3] Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.), Handbook of distance education (3rd ed., pp. 333– 350). New York, NY: Routledge.
[4] Rodríguez-Izquierdo, R. M., Falcón, I. G., & Permisán, C. G. (2020). Teacher beliefs and approaches to linguistic diversity. Spanish as a second language in the inclusion of immigrant students. Teaching and Teacher Education, 90, 103035. https://doi.org/10.1016/j.tate.2020.103035

Keywords:

Reinventing, mainstream classrooms, migration, blended learning, digital tools.