Objectives
Define a UNITA language policy with a particular focus on the learning of Romance languages and intercomprehension (IC).
- Chart the activities on Romance languages teaching and learning and IC;
- Define a UNITA label for Romance languages learning and IC;
- Create a network of UNITA language centres, including GEMINAE partners;
- Define and adopt a UNITA Language Policy;
- Produce micro-credentials/modules with inclusion of “how-to pills”.
Inputs & Resources
Source documentation:
Resources
- Human Resources: List of staff on the task, roles and position: Co-leaders Florbela Antunes IPG and Elena Albesa Pedrola UNIZAR + 33 TT members.
- Financial: Budget allocated to the task: 5.580 € travel costs; other costs 20.000 €.
- Materials: Type of materials required (computers, software, scientific tools,…):
UNITA Datacloud, UNITA Virtual Campus, LimeSurvey.
Operational part of the website for accessing materials. They need a virtual campus or website to take advantage of resources they have in their universities (language centres, language resources, teaching staff, others). They are now making a network with all this information from UNITA + GEMINAE; also to be able to upload all the intercomprehension courses they organise. To have a space on the website to host the teaching materials for the UNITA community and beyond. In this way they could have all the information updated so that everyone is aware and can participate at the same time.
- Intangible: Type of intangible materials (communication tools, data bases,…): Create a database to house all available materials.
Activities & Actions
Source documentation: In each WP folder, document entitled “WPx_full_description)
| List of activities | Activity title | Activity description | Deadline |
|---|
| 1 | Chart the activities on Romance languages teaching and learning and IC (M1-M4) through an inventory of the actions developed in UNITA phase one and by the new universities. | Analyse and draw lessons. This inventory will show up what we are already doing and is convenient to continue with, which our key strengths are, what we should share among us, and which aspects should be improved in the next phase. | (M1-M4) |
| 2 | Define a UNITA label for Romance languages learning and IC. | Identify the best methodologies, the most adequate materials and the most useful ways of working together to offer the best experience possible in learning languages and practising IC. Adopt them as a UNITA identifier and spread it. | (M4-M6) |
| 3 | Create a network of UNITA language centres, including GEMINAE partners. | Pool and enhance existing resources (online courses, materials, experiences) and best practices. This network is essential to share the existing actions and resources each University already has, and the new ones created specifically for UNITA 2. | (M6-M12) |
| 4 | Define and adopt a UNITA Language Policy. | The UNITA Language Policy will be a manual where all the work lines and approaches adopted will be specified, including an interactive guide for IC teachers. It will be not only useful for the UNITA community, but for any person or institution interested in languages teaching and learning. | (M13-M48) |
| 5 | Produce micro-credentials/modules with inclusion of "how-to pills". | Brief explanatory videos in IC and Romance languages in blended Language for Specific Purposes courses, ensuring the promotion and dissemination of the label/badge within the UNITA community. Those "how-to pills" will focus on delicate issues on learning languages and IC which cover a gap in the needs of the UNITA community. All along the 4 years international and inter-alliance events, workshops, weeks, or congresses with user-generated content about language learning and teaching and pedagogical innovation will be held. We will collect and assess feedback from a variety of students, teachers and territorial actors on the effectiveness and impact of Romance languages learning and IC in teaching and learning. | (M12-M48) |
Indicators
These indicators have been gathered from the different source (list below) and have been gathered from interviews driven by Task 5.4 UNITA impact observatory.
Outputs
Source documentation: In each WP folder, document entitled “WPx_full_description)
These indicators have been chosen and agree during the Phase 2 proposal made to the European Commission.
| Indicator | Indicator Description | Unit of Measurement | Data Source | Frequency | Baseline | Target | Type |
|---|
| a | Number of microcredentials "Romance Languages Learning and Intercomprehension" | Numerical | UNITA Offices | Annual | 3 | 8 | Output |
| b | Number of Courses "Romance Languages Learning and Intercomprehension" | Numerical | UNITA Offices | Annual | | 12 | Output |
| c | Number of participant enrolled (students, teachers and staff) | Numerical | Virtual campus | Annual | 700 | 10000 | Output |
These indicators have been chosen and agree during the Phase 2 proposal made to the European Commission.
| Indicator Description | Unit of Measurement | Data Source | Frequency | Baseline | Target | Type |
|---|
| Number of didactic materials published in open access the digital campus | Numerical | Virtual campus / website | Annual | 0 | 20 | Output |
These indicators have been chosen and agree during the Phase 2 proposal made to the European Commission.
Impacts
Source documentation:
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Users / Beneficiaries Intern to UNITA
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End-Users / Beneficiaries extern to UNITA
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| 1) Who are the stakeholders benefiting of the task’s actions ?
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Partners of UNITA
Society in general
Users of minority Romance languages, especially in mountainous areas
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To check with the T5.1 list
Society in general
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| 2) To what extent has the local/international society changed as a result of outcomes compared to before UNITA ? What are the long term results for them ?
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- Promotion of the knowledge and use of one's own languages
- Promotion of European citizenship and a sense of belonging to Europe
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Society in general and beyond Europe through GEMINAE
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