| Resumo: |
Each year, thanks to the Erasmus programme, thousands of students in Europe make part of their studies in another
country using a second language they know with a proficiency level B1 / B2. As many studies on the subject have shown,
skills needed for using common and general language differ from the skills and knowledge required for communication in
academic contexts. This can have a negative impact on the completion of a cycle of study and on learners' ability to
improve language skills in the long term. Supporting student's success on academic path contributes to Sustainable
Development Goal 4 - Quality Education -, which significantly contributes to the development of the remaining objectives,
especially 16 - Peace and justice. Learning a foreign language is a powerful way to develop positive values that lead to a
more multicultural and peaceful society. The LMOOC4Slav project proposes the creation of a learning path to meet these
objectives and promote the academic success of mobility students, having as its target audience, although not
exclusively, Slavic-speaking students learning Romance languages, specifically Italian and Portuguese. Slavic languages
are spoken by over 315 million people living in Eastern, Central Eastern and Balkan Europe, as well as by a large group of
immigrants around the world. (see https://www.britannica.com/topic/Slavic-languages ) and the learning of a Romance
language by Slavic speakers presents several difficulties, including, for some Slavic languages, the need to acquire a
different writing system. Furthermore, unlike for other languages, not much work has been done in the context of
producing innovative and open access quality pedagogical resources and materials for teaching Italian and Portuguese
for academic purposes. The project aims at the integration and success of university mobility students through the
creation of a pedagogical proposal and materials that allow the development of their ora  |
Resumo
Each year, thanks to the Erasmus programme, thousands of students in Europe make part of their studies in another
country using a second language they know with a proficiency level B1 / B2. As many studies on the subject have shown,
skills needed for using common and general language differ from the skills and knowledge required for communication in
academic contexts. This can have a negative impact on the completion of a cycle of study and on learners' ability to
improve language skills in the long term. Supporting student's success on academic path contributes to Sustainable
Development Goal 4 - Quality Education -, which significantly contributes to the development of the remaining objectives,
especially 16 - Peace and justice. Learning a foreign language is a powerful way to develop positive values that lead to a
more multicultural and peaceful society. The LMOOC4Slav project proposes the creation of a learning path to meet these
objectives and promote the academic success of mobility students, having as its target audience, although not
exclusively, Slavic-speaking students learning Romance languages, specifically Italian and Portuguese. Slavic languages
are spoken by over 315 million people living in Eastern, Central Eastern and Balkan Europe, as well as by a large group of
immigrants around the world. (see https://www.britannica.com/topic/Slavic-languages ) and the learning of a Romance
language by Slavic speakers presents several difficulties, including, for some Slavic languages, the need to acquire a
different writing system. Furthermore, unlike for other languages, not much work has been done in the context of
producing innovative and open access quality pedagogical resources and materials for teaching Italian and Portuguese
for academic purposes. The project aims at the integration and success of university mobility students through the
creation of a pedagogical proposal and materials that allow the development of their oral and written comprehension and
expression skills, based on the variety of genres, registers and language domain in academic discourse (e.g. note-taking,
reading of specialised texts, writing comments, essays, among others, oral presentations). Bearing this in mind, the
Project proposes 2 MOOCs, 1 for Italian and 1 for Portuguese, organised into 6 modules that provide the student access
to authentic academic situations as well as learning tools to enhance his/her ability to learn how to learn. These MOOCs
are designed for self-paced and independent study and may be attended while studying abroad or before departure,
aiming at providing students with the needed tools to succeed. So, each module is organized around a topic developed
on the basis of a pedagogical path for which multimedia material, downloadable documents, activities and exercises are
provided. Students will perform both individual and collaborative tasks, will be asked to perform several exercises with
self or peer correction, and will have a test at the end of each module. On the other side, Italian and Portuguese language
teachers in Slavic-speaking countries need specific tools to facilitate learning of academic language and to teach learners
strategies that help them to develop autonomy, in particular cognitive and metacognitive strategies. The project is also
intended as a support to them, as it provides for the creation by three universities in Eastern countries of a repertoire of
Open Educational Resources useful for learning Italian and Portuguese using an audio-visual approach, allowing
reflection on linguistic elements, as well as on kinaesthetic and socio-cultural characteristics of the academic
environment. The development of this Project will also lead to the achievement of two relevant results. In fact, on the one
hand, a step further in the process of European unification is promoted, and on the other, exchanges with Slavic-speaking
countries outside the EU are increased. |