Storytelling as a Tool to Combine Second language Learning and Internationalization of Learning

Table of Content

1 Introduction

2 Main Part - Second Language Learning and Storytelling

2.1 Storytelling as a Tool to Combine Second Language Learning and Internationalization
2.1.1 Second Language Acquisition and Second Language Learning
2.1.2 Storytelling
2.1.3 Conclusion:

3 Project Close-up
3.1 Proj ect Abstract
3.2 The Project in Detail
3.2.1 Mode of the Project - Exchange
3.2.2 Objectives and Potential Project Results
3.2.2.1 Objektives
3.2.2.2 Potential Project Results:
3.2.2.3 Optional Project Results
3.2.3 The Project Consortium and their Tasks
3.2.3.1 Project Partners
3.2.3.2 Associated Partners
3.2.3.3 Tasks
3.2.4 Prerequisites - Before the Project and the Project Meetings
3.2.5 During the Project - Project Program
3.2.5.1 First Project Meeting - The Beginning of a Story
3.2.5.2 Second Meeting - A Story Unfolds
3.2.5.3 Third Meetings - A Story Comes to an End
3.2.6 Use of Material and Integration of ICT
3.2.7 After the Project Meetings - Follow-up Phase
3.2.8 Challenges and Limitations of the Project

4 Conclusion and outlook
4.1.1 Exploitation and Sustainability Strategy

5 Resources

1 Introduction

The following paper was developed in the context of internationalization in education and how international education can be promoted. According to a popular online encyclopedia, internationalization in a broader sense can be regarded as international activities, mostly regarded in economic sense as the process of increasing involvement of enterprises in international markets (see: Wikipedia/intemationalization) However, international activities in economy not only affect economies itself but also societies worldwide. Therefore, people involved need to adapt their perspective from a national towards a more international one. Thus, activities towards internationalization should first of all be promoted in education for students to acquire the necessary inter-cultural knowledge to be equipped with the necessary competencies to become a global citizen.

In the context of education, internationalization means international education. There have been two approaches towards international education, the first focusing on the “international comparison of educational systems” whereas lately, ״the term has been used to denote an ideology of education oriented towards ‘internationalism’ and ‘international-mindedness’ and the education offered by international schools“ (see: Cambridge, Thompson. 2004). In this context, we discussed several strategies of how to implement internationalization strategies into schools curriculum. Among these strategies are global classrooms, bilingual teaching, involving migrant children, certain EU programs, school trips, exchanges, internationalization at home, global citizenship and global perspective programs, international curricula and international weeks. Furthermore, necessary roles involved in internationalization processes as well as necessary steps to be taken when introducing internationalizing concepts into schools have been discussed.

The following paper presents a project about how schools can implement strategies of internationalization to promote international education. I consider foreign language competencies as an essential tool to contribute to inter-cultural learning and facilitate international education. Hence the presented project will focus on combining foreign language learning and inter-cultural learning to promote internationalization in schools. The overall aim of the project will be to show a way to integrate storytelling as a means of second and foreign language learning into attempts to internationalize a schools profile and its policy, curriculum. The following pages will give an overview of background knowledge about second language learning and storytelling. On the basis of that, I will present the basic structure of a project, that attempts to combine storytelling and language learning to promote inter-cultural learning. The project does not rely on a specific L2 as working language as the schools involved will determine the lingua franca used during the project. So, apart from major languages such as English, French, Spanish or German, also minority languages may be of use during the project. I argue knowledge of any other language than ones own mother tongue will enhance a more international outlook and shape ones international perspective.

2 Main Part - Second Language Learning and Storytelling

2.1 Storytelling as a Tool to Combine Second Language Learning and Internationalization

Wir hill our globalised world foreign languages and especially English as a foreign or second language are of essential importance. Foreign languages especially matter in economy, for economic mobility and in inter­cultural communication and understanding. It is hard to communicate, if people do not have a common language, a lingua franca. As English is currently the universal lingua franca in the world with approxiamately 1500 million speakers (see: statistica.com) including native as well as non-native speakers (ESL, EFL)¹, it is an integral part of worldwide school curricula. These facts lead to the questions, how do students acquire a language and which tools may assist students in language learning. The following chapter will provide you with the theoretical background of second language acquisition and learning. Furthermore, it will shed light on storytelling as a suitable tool to support language learning in schools and its possible impact on inter-cultural learning. This chapter serves as basis for the project that will show how to promote internationalization in education.

2.1.1 Second Language Acquisition and Second Language Learning

In general, research on language acquisition distinguishes between two main forms of language acquisition including the acquisition of ones mother tongue as well as that of a target language L2. Furthermore, they distinguish between two forms of a target language, a second language and a foreign language. A second language, unlike a foreign language, is acquired (partly) unconsciously used equivalently to LÍ and is as essential to everyday life as ones LÍ. It is naturally spoken on a regular basis such as French for English-native Canadians, or immigrants acquiring the language of their destination. A foreign language, on the other hand, is acquired in a conscious learning process in a guided learning environment, mostly in the context of language classes in school or at university (see: Krashen. 1981). In this paper, I will use the term L2 to refer to the target language which is either learned or acquired. There are numerous attempts to describe and explain the learning process of a second or foreign language, yet none is sufficient and according to current research in this field, there has yet to emerge a single, coherent theory that can describe, explain and predict second language learning.

However, most scientist in language acquisition research agree that no matter one acquires a LÍ or L2, one will likely move through a series of predictable stages. Some of these stages are similar in LÍ and L2 acquisition, and some differ. But these stages describe a succession of stages of acquisition of language competencies, from simple to more complex competencies. Acquisition processes occur on all levels of language acquisition; on the level of phonetics and phonology, semantics, lexis, as well as on the level of morphology and syntax.

No matter if a language is acquired or learned, the acquisition process starts in a phase of pre­production, where L2 learners rarely speak, only repeat simple words and sentences. It is the phase where language production is not initiated yet. This early phase is succeeded by further stages of language development, where students advance from no-language production, to the production of simple chunks over to expressing complex thoughts and posing complex question until they reach an advanced, almost native like level of language fluency and proficiency in their target language. In the process of progressing through these stages, students' vocabulary and grammatical repertoire expands from only repeating of language chunks, having short conversations until students are able to express complex thoughts and formulate complex questions in L2. The fluency of reading and writing increases as students progress through these stages (see: Rohmann, Aguado. 2002).

How quickly students progress through the stages depends on many factors, such as the regular use of the L2, the level of formal education, family background, and length of time spent in the L2 country as well as the form of language teaching students are exposed to and many more. The most suitable and prevailing approach to describe factors that have a significant influence on second language acquisition (SLA) are the five hypotheses, described by Steven Krashen in his theory of SLA. (see: Krashen. 1981). In order not to exceed this paper, I will only outline those, which I consider most relevant to the context of language learning and storytelling, namely the input language learners need and learner's variables that influence acquisition processes.

Krashen pointed out, that in order to understand language acquisition a distinction between the terms acquisition and language learning is essential. In SLA research, language learning, is generally described as a conscious and intended process of learning a yet unknown tongue, its grammar, and vocabulary. A L2 is learned due to direct intervention of the natural acquisition process via learning grammar structures and lexis usually in non-natural communicative situations in L2 classes in schools. In contrast, research characterizes language acquisition as a natural process, which happens unconscious and which is not intended (see: Krashen. 1981). The acquisition of a L2 is the result of communication in a natural communicative setting with speakers of the target language, for example, migrants that acquire the language of their destination bit by bit via interactions with locals.². Interaction in L2, not matter natural or artificial provides learners with input, which according to Krashen they need to learn or acquire a L2. Input is one of the five essential aspects of SLA. Edmondson/House define input as anything learners of an L2 receive, including communication directed at them by natives as well as L2 learners, but also texts, auditive input via radio or instruction by L2 teachers. Krashen is convinced, that language acquisition is initiated and takes place when students are exposed to what he called comprehensible input i.e by understanding language/speech which includes structures that are slightly more complex and advanced than the existing competencies of a learner,the learner improves and progresses (see: Edmondson/House. 2006). In other words, a learners proceed to a more advanced level of language proficiency, when they are exposed to and understand comprehensible input which is located in the next higher level of language proficiency. Input which is more advanced than the own competencies, provides students with gaps which they are required to fill with context knowledge and world knowledge in order to achieve full comprehension. If communication is successful, and input is understood, learners progress and improve their language competencies. However, Edmondson/House criticize Krashen's approach to be lacking sufficient empirical data to substantiate his thesis (see: Edmondson/House. 2006). According to them, the input factor is very much dependent on the individual learner. However they point out, that especially in a curricular context of language learning, lessons should provide students with comprehensible and rich input to promote successful language learning, (see: Edmondson/House. 2006)

A last factor that is relevant for language acquisitions and for language learning are learner variables, such as intelligence, age, a general attitude towards learning, aptitude for language learning and affective filters such as anxiety, motivation and self-confidence. Krashen claims, that the success of language acquisition strongly relates to those factors; the less anxiety towards speaking a language a students has, the better output he will experience during the learning or acquisition process. ״Low motivation, low self­esteem, and debilitating anxiety can combine to 'raise' the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition“ (see: Krashen. 1981). Especially anxiety which becomes visible in performance anxieties, communication apprehension, test anxiety and the fear of negative evaluation hinders students from learning a L2. Studies on language anxiety in L2 learning revealed, that anxiety can affect language performance in L2 which can be seen in the employment of communication strategies of students in language classes such as avoiding difficult or personal messages in L2. Effects are also visible in writing as well as overall language comprehension (see: Horwitz, Young. 1991, p. 28). Authentic communication, which is necessary for acquisition and learning processes may become problematic in L2 due to anxiety. Individual reaction may vary from simply procrastinating, and to entire rejection of language learning. The main cause is a lack in self-confidence. Horwitz/Young suggest, that solutions executed by a teacher to overcome language anxiety include: being supportive, providing individual motivation , providing the students with sufficient knowledge on how to communicate in a certain L2 situation (see: Horwitz, Young. 1991, p. 129). That will help students to evaluate their language performance and outcomes in order to draw realistic evaluations and make them aware of communication satisfaction. In order to boost self-confidence and overcome language anxiety in L2 communication Horwitz/Young suggest some activities that may help to fulfill these goals. They suggest, changes of classroom patters and activities that help changing communication patters which might provoke or generate anxiety such as teacher-students situations where teachers correct the embarrassed learners errors, situations should change to peer communication with the emphasis in conveying meaning and focus on communication and fluency instead of correctness (see: Horwitz, Young. 1991, p. 142-143).

Storytelling might be a suitable tool, not just to reduce language anxiety and provide for a change in classroom and communication patterns but also providing other positive effects on language learning. The following chapter will present an overview of storytelling and its importance for language learning and teaching.

2.1.2 Storytelling

To most people storytelling is associated with memories dating back to ones childhood where stories were narrated by parents, grand parents or nurses in kindergarten. Storytelling however, was not just a means to entertain but it was “one of the first methods of oral communication, the old testament as well as much history ans culture came down trough and prevailed by the telling of stories” (see: Gareety. 2008).

Stories are narratives and are seen as one of the most important modes of human thought. The narrative mode makes sense of the world by interpreting human actions and intentions, organizes everyday experience, and seeks plausibility and internal consistency that is lifelike. Through narratives, we develop a deeper understanding of the social world; of how others think, why they behave the way they do, and the implications people's actions hold for others. The stories we share of our life's experiences are shaped, in terms of content and organization, by the stories others tell to US within our culture. Hence, narratives are powerful tools for socialization and an effective way to transmit cultural knowledge, values, and beliefs (see: Miller et al. 1997). Stories safeguard and codify conventions, norms and beliefs, values, memories and cultural heritage. They are carriers of culture. Stories and storytelling are a vital part of cultural heritage in any culture. Stories are carriers of traditions, customs and culture-specific conventions. Storytelling means telling cultural heritage, which is an important basis to understand different cultures and to acquire a notion different perspective on culture. It may also be a means to acquire inter-cultural knowledge and competencies (McKeough et.al. 2008). Stories define US, shape US, control US, and make US. Not every human culture in the world is literate, but every single culture tells stories (see: Friday. 2014).

The structure of a stories reflects upon how our brains think and express thoughts in terms of in terms of a beginning, middle and end. That is how we understand the world. In all culture of the world we have a common sense of what the structure of a story, the core of a story constitutes (see: Friday. 2014).

According to Gareety, in most cultures stories have a similar structure consisting of a hero in a certain routine, followed by a deviation from routine caused by a problem that creates complication, a solution to the problem and an ending. This structure is especially easy to remember by students and thus stories are quite suitable as a tool for learners of a second language (see: Gareety. 2008). Working with stories in the classroom has numerous positive effects which will be the focus in the following paragraphs.

According to practitioners, storytelling is regarded as one of the oldest forms of teaching. “It bonded the early human communities, giving children the answers to the biggest questions of creation, life, and the afterlife”(see: Friday. 2014). Apart from content stories carry, they also have numerous benefits for language learners in schools. Gareety even considers storytelling to be an important step for developing English competencies and storytelling being a helpful aid in the EFL classroom (see: Gareety. 2008) Numerous studies pointed out and proved that storytelling facilitates learning, and that it is a practical and powerful teaching tool, especially for language learning (see: Tsou. 2004). A study conducted by Tsou, investigating the effect of storytelling on a primary school level showed the impact storytelling had on the language proficiency of children compared to children which were not exposed to storytelling in their classroom (see: Tsou. 2004).. The study also gave prove to assumptions that storytelling supports student's competencies on a social interactive and communicative level. Tsou pointed out that “students were willing to exchange opinions and work in a team”(see: Tsou. 2004), as storytelling in the classroom allows for more peer to peer learning connections (see: Gareety. 2008). Storytelling encourages the development of a love for language and vocabulary. It encourages critical literacy and an awareness of how to contribute appropriately and to value other people's contributions. Listening to stories provides a springboard for active play and creativity, which inspires them to invent their own stories (see: Gareety. 2008) Storytelling being quite motivating can function as a suitable tool to reduce anxiety in L2 communication and thus even improve language competencies of students that refuse language learning in school. As the focus shifts from correctness to meaning and content conveyed, it is quite likely that students experience a boost in self­confidence about their own competencies, which in the long run might even have an impact on learning inside the classroom.

Narratives are not only vehicles for understanding culture and history, but the development of narrative schema and oral narrative abilities are strongly connected to literacy development and thus have a positive effect on language competencies, not only in LÍ but also L2. (Roth et.al. 2002). Further studies undermine these findings, such as Uchiyamas study on the impact of storytelling on vocabulary acquisition in the EFL classroom. The study revealed an overall positive effect on vocabulary gain and an improvement of the overall L2 comprehension of Japanese EFL students, due to integrating storytelling into the EFL classroom (see: Uchiyama. 2011) He found out, that both simple story reading and storytelling with dramatic techniques doubled the score of vocabulary gain.

Along with these benefits for vocabulary gain and benefits for overall comprehension, further positive effects are triggered by storytelling, including positive influence on motivation of students and thus a reduction of potential language anxiety. Storytelling provides for a deviation from ordinary class-room patterns and at the same time provides a feeling of familiarity to the students, as students will likely feel familiar with telling of stories and associate happy memories with it. Thus, it enhances motivation. Repetitive patters and routines, that are inherent to stories, help learners to memorize and structure their thoughts. So, storytellers can focus on the meaning, they want to convey. Moreover, routines and repetitive patterns help learners to understand complex input and content of stories. Thus, stories have a positive effect on cognitive processes of learners, especially when assisted by dramatic techniques, pictures, sound, music, dance and digital media (see: Gareety. 2008).

Along with enhancing oral participation in a L2 class, stories may also be a vital a tool to initiate further discussion and communication among students and between teacher and students. Stories and the discussion about stories will provide for authentic language usage and hence for authentic and natural input. If following Krashens input hypothesis, stories may have a positive effects beyond language learning, but also on the level of language acquisition. Furthermore, integrating storytelling into a the language learning classroom, it will foster creative use of and interaction with a L2 and thus enhances motivation towards L2 learning (see: Tsou. 2004).

New trends and development such as digital storytelling will make it even easier to integrate this tool into a L2 curriculum. Digital storytelling might not only attract student, being grown up as digital natives, but it also adds a further dimension to storytelling as well as it comes attached with further motivating options to creatively deal with language and stories in and outside the L2 classroom. Digital storytelling is clearly a process that holds promise in the field of education at all levels (see: Gareety. 2008).

2.1.3 Conclusion:

Most authors agree upon, that the usage of storytelling displays a positive correlation with educational and academic achievements. Apart from social benefits, students also gained benefits in their language competencies as well as improvements in their communicative and interactive skills. As this chapter showed, storytelling as a tool in education has the potential to have a positive impact, especially on second language learning. It not only fosters oral competencies, cognitive competences such as memorizing, structuring thoughts it may also have a significant effect on motivation and self-confidence and the overall L 2 performance of language learners. Storytelling in education can be an effective tool to promote language acquisition in foreign language learning. It helps remembering, learning and sharing knowledge and thus can be considered a vital tool in the L2 classroom.

As pointed out earlier, stories are carriers of conventions, traditions and culture-specific conventions. Storytelling means telling cultural heritage, which is an important basis to understand different cultures and to acquire a notion different perspective on culture. Sharing stories also means exchanging culture, which not only keeps cultures alive, but also facilitates getting to know other cultures So, sharing stories in an inter-cultural context will foster inter-cultural understanding and learning as well as it will make it easier to adopt an inter-cultural perspective. Considering the problems, that might occur when wanting to incorporate storytelling into the curriculum such as, not having enough room to fit into the curriculum or not having enough background knowledge or no suitable texts at hand (see: Chou. 2014), the following pages will show how to make use of this tool in a project-based school exchange. The project, which I will present, is an attempt to combine storytelling, language learning and international exchange to promote internationalization in schools.

3 Project Close-up

The project presented in this chapter aims at integrating storytelling and second language learning to foster internationalization in education, especially in schools. It is designed to show how storytelling can be used as a tool not only to foster language learning but also help to raise inter-cultural awareness, enhance inter-cultural communication, assist students in developing an international perspective in order to foster internationalization in schools.

3.1 Project Abstract

There are two options of how the project can be realized, either as inherent part of the school's curricula or as an extracurricular activity³. The project consortium consist of three partner schools of three different countries, that engage in inter-cultural exchanges during three project meetings. Each of the three project meetings will bring together teams of six till eight students, their teachers and trainees. By the end of the projects each student has attended in one project meeting. If funding and time allows, one optional final meeting at the end of the project could be arranged in order to bring together all participants of the project. The project's duration amounts to one till two years and each project meeting is planned between five to seven days plus additional time for arrival and departure of the project partners. Each project meeting is to be held in a different country i.e. each partner involved has to host one project meeting. The project meetings consist of workshops, activities and excursions that teach students storytelling fundamentals and engage them in inter-cultural exchange. When discussing the project's program, not only financial matters have to be taken into account but also schools' individual schedule, including school and public holidays, examination periods and so forth. All these factors have an influence on the project's duration as well as on the length of each project meeting. Furthermore, schools individually need to arrange for catch up possibilities for those students that miss classes due to the project. Each student if not arranged otherwise will miss a maximum of one week of regular school due to participation in the project. If suitable and if all partners agree, some project meetings could optionally be held during holidays and school breaks, to avoid for the students to miss too much of their classes.

3.2 The Project in Detail

The following paragraphs will give a detailed overview of the project, its mode, aims, objectives and potential outcomes as well as it will describe involved parties and their roles and responsibilities. It will shed light on the steps that need to be taken prior, during and after the project. The potential role of ICT will be discussed as well as problems and boundaries this project partners may encounter.

3.2.1 Mode of the Project - Exchange

The venture presented in this paper is designed as a project based on school exchanges within a set time-frame of one till two years. Schools often use school exchanges as means to enhance inter-cultural exchange of their students. Despite requiring a high input of resources such as time, money, workload, school exchanges generally have a positive effect on the relations between schools and students involved.

Studies have shown that former exchange students apply what they learned and influence others. The majority of those surveyed, characterized exchanges as both satisfying and successful. Exchange experiences help to develop students' international perspective to a large degree, which in the long run profoundly affects international peace and cooperation. Besides, schools exchanges leave lots of room for individual schools to adapt governments recommendation on internationalization according to their specific context (see: Bachner, Zeutschel. 2009). Thus, I consider school exchanges as a suitable tool to promote internationalization in schools.

3.2.2 Objectives and Potential Project Results

3.2.2.1 Objektives

The project is designed to engage students in international education outside the class-room and to provide access to international learning by means of inter-cultural exchange of peers from different European countries. They will engage in the storytelling project in order to broaden their perspectives towards global society and to foster internationalization in education. The aims of this project can be considered on two levels namely regarding the improvement of language competencies in the target language as well as aims in the context of internationalization.

Objectives in detail with respect to 1,2 learning

the project facilitates . . .

- the usage of common L2 languages outside the ordinary classroom settings

- improve competencies of L2's

- especially oral skills
- skills in listening comprehension
- expanding L2 lexis

- improvement of communicative skills

- provide access to and awareness of European languages other than own L2

- reduction of student's anxiety in L2-communication

- rising motivation for L2's and the L2 cultures

- increase self-confidence in L2 communication

- helps to preserve multilingualism and decrease monolingualism

Detailed objectives with respect to inter-cultural exchange and internationalization

Activities during the project will. . .

- encourage inter-cultural dialogue between students of different regions all over Europe
- assist with collaboration among peers in an international project-based setting.
- increase participants’ knowledge of their own culture and heritage
- rise awareness of minority languages and cultures (depending on the project partners origin)
- increase students confidence in inter-cultural communication
- help to transfer inter-cultural heritage into the communities of all project partners
- broaden students perspective on globalizing world
- assists students to co-construct cross-cultural knowledge

Further project goals

The project also serves to . . .

- preserve cultural heritage to be passed on to younger generations
- offers training and support for learners as well as teachers to learn storytelling techniques
- broaden the students repertoire of stories told all over Europe

Hence, the projects will help to preserve linguistic and cultural diversity in Europe. In the long term, such project will foster a sense of European identity, social cohesion, inter-cultural dialogue and cross-cultural awareness beyond the projects duration.

Additional aims result from the project's function as a form of teacher training. Involved teachers and teacher trainees will. . .

- broaden their own knowledge in terms of teaching methods, innovative teaching tools and learning strategies
- deepen their knowledge about project's L2s and improve competencies in L2's
- acquire storytelling skills and techniques
- be provided with new input and ideas to improve their curriculum/lessons
- collect databases of contacts for further exchange about teaching methods, interesting input etc.
- improve economic mobility

3.2.2.2 Potential Project Results:

During the course of the project, students as well as teachers will gain international experiences from the interaction with other language learners, teachers and other partners involved. They acquire first-hand knowledge about the participating countries as well as a deeper understanding of the countries' cultural heritage. Thus, after the project, participants will be equipped with new skills, experiences and knowledge they can use to promote internationalization in their own community at home. They will likely influence their school climate with respect to internationalization and shape the perspective of schoolmates, friends, family and the community they live in. During the project, participants, learners as well as teachers, will individually improve their competencies of L2 as well as hey will acquire knowledge about other languages. By the end of the projects duration, schools will get a database of international contacts for future learning and support in further internationalization projects. Apart from these rather general outcomes, there are unique ones to this project. These results include:

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3.2.2.3 Optional Project Results

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3.2.3 The Project Consortium and their Tasks

3.2.3.1 Project Partners

The design of the project includes three schools⁴ as project partners from three different European countries, preferably representing different regions such as Scandinavia, the Balkan, the Iberian Peninsula/Mediterranean, the British Isles and Germany , in order to provide cultural diversity to enhance inter-cultural learning⁵. Each project partner is represented by a class of L2 learners, and one till two teachers. Furthermore, if they links to local universities have been established, additional students of the teacher training programs may accompany the class during the project as part of their placement during their practical studies. Thus, schools contribute to the practical teacher training of future teachers, and implicitly contribute to the internationalization of teacher education. Participants of the project are all learners and teachers of at least one common L2 (in most cases this would be English, French or German). Additionally, participant preferably also learn or teach an additional foreign language that might be of use during workshops and other activities. Thus, linguistic diversity in the project will be enriched. Students ought to roughly show similar competencies in their common L2, as the projects working language will be L2. Language proficiency of the other foreign languages may vary, as they will be used as an additional tool to enrich project activities and workshops. Each of the three project meetings will bring together teams of six till eight students, their teachers and trainees. By the end of the projects each student has attended in one project meeting.

3.2.3.2 Associated Partners

Additional or associated partners include institutions or 3rd parties that, for example, offer special workshops or activities, accompany the project during excursions or they are relevant to the project partners in some other respect such as representatives of local communities, educational institutions (museums, theaters etc). Furthermore, representatives of the educational sciences, for example, students of teacher training programs or PhD-students may function as scientific support. Apart from participating in the project, they also monitor and/or evaluate the progress and the project's success. Moreover they are responsible to transfer these results into the scientific community to promote internationalization in teacher education.

3.2.3.3 Tasks

Within this project, each project partner has to fulfill tasks before, during and after the project meetings. Details about these tasks can be found in the respective chapters starting on page XY.

[...]

¹ English as Second Language; English as Foreign Language

² As these two forms of L2 acquisition, the intended and unintended form, seem to be vety distinctive, almost exclusive, it is vital to mention, that there are also specific interventions during the unintended L2 acquisition.

³ Both options strongly depend on the preconditions of the schools involved in the project.

⁴ Options, to look for partnerschools: http://www.partnerschulnetz.de/. or here: http://www.kmk-pad.org/service/partnersuche.html or via eTwinnings, or http://www.eun.org/teaching/colIaborate: http://www.networkofschools.et1/member-schools/

⁵ If the financial and organizational circumstances allow for, the project should be extended to 5 partners from 5 different countries as well as to 5 project meetings in order to offer culturally more diverse workshops and a more intensive and longer workshop period.