Innovation in Language Learning

A critical issue in Europe is the question of inward migration and the potential pathways to successful integration. Originally designed as a labour market mechanism to meet the need for workers, migration became a much bigger issue as families, communities and traditions created new dynamics around potential assimilation. Recent years have seen the emergence of strongly xenophobic and intolerant movements who reject both inward migration but also the alleged differences from European cultural norms. In this context, the need for enhanced language learning capacity has been highlighted as a means to bridge gaps by improving the multilingual skills of host communities as well as those of migrant communities. A key issue has become ways to support language development from early childhood by training teachers in innovative methods which they will develop, test, monitor and share. This paper outlines some key themes in addressing the roles of teachers to facilitate network focused on supporting children from different language backgrounds, especially those from migrant families, disadvantaged families and communities. These roles combine a set of training modules on diversity, intercultural encounter and inclusion linked to innovative language teaching in primary schools that promotes plurilingualism for educational inclusion, according to the EU Charter of Fundamental Rights.  The paper will reference the recent EU Teacher Academy project TAPPEO, designed to develop engaging and effective educational materials that nurture both communication and cognitive skills, through active collaboration with key actors: teacher education institutions; training providers; schools and Early Childhood Education Centres. From the initial research findings, the paper will outline how schools can embrace linguistic diversity for all children: migrant and local alike, helping them grow up in inclusive classrooms where languages are bridges, not barriers. The goal is to develop a long-term teacher training programme to improve the quality of preschool and early primary education, focusing on two core elements: promoting inclusive education (by adapting teaching practices to support all learners, especially those facing language-related challenges), and supporting digital transformation (by strengthening teachers’ digital skills, resilience, and readiness). The paper will reference the significant barriers and threats to inclusion in various quarters following research and training in the target countries (Spain, Latvia, Ireland, Turkey) and how innovative plurilingual training can promote respect for EU values, human dignity, freedom, democracy, equality, the rule of law and respect for human rights.