GENERAL INSTRUCTIONS on what needs to be done

The key factor of the product integrating the LLS into the TCs is the production of a classroom project (content that is worked on in class), with the aim of highlighting language and cultural diversity in the classroom and encouraging the development of reading habits in the information society. In order to achieve that, we propose a journey through the world of multiliteracy (multilingual, intercultural and multimodal literacy) in the company of other readers, to enter into contact with other worlds and cultures. Because the idea is for these activities to represent the world of multiculturalism, the possibility of sharing the project with other schools is a key factor.

The goals

In carrying out the activities for the carpets, it is necessary to keep the basic goals of the carpet in mind, especially those most closely linked to the LLS:

To bring out the pupils’ languages in their own story.
To tell, teach, share and exchange their linguistic life and discuss with others to establish the foundations of societies that incorporate, respect and value individual plurality and the diversity of the whole.
To facilitate interaction with others by communicating these stories.
To open up to others.
To learn how they interact with different languages in different contexts (dialogue line) to make them come alive and know what their story is (chronological line).
To interact in class and make the linguistic life of the classroom more lively.
To help people know, understand and recognise themselves better.
Inter-comprehension between the social environment languages.

As well as project goals linked to the TCs.

To help the work of teachers in developing reading habits while fostering community relations and social cohesion.
To foster and influence connections between the classroom and everyday life and, in that way, foster community relations and social cohesion.
To foster a joy for reading in all reading functions.
To encourage the development of reading habits and social relations by boosting relationships among the recipients of the product.
To stimulate an interest in using materials in different formats, supports and languages, as an introduction to diversity.

Aspects that need to be considered in a general way when developing the product.

The KOINOS project does not impose specific subjects or projects, as these have to be decided in accordance with each class programme and the school curriculum. The structure of the travelling carpets also has to follow the classroom projects as they are carried out in schools. The KOINOS projects and carpets are characterised by the multilingual, intercultural and multimodal perspective behind them, which means the focus should be on the diversity of the activities and materials for collecting, developing and communicating the information; the aim should be to share them with other schools; the multilingual and multimodal nature of the information should be highlighted; multiculturalism and social cohesion should be present in the interactions for the final product. KOINOS therefore places emphasis on the need for a multilingual focus (in the diversity of languages in the setting and for classroom use) and intercultural focus (how they get on and the group's social cohesion), as well as the intermodal nature of the materials used for the project,

It is necessary to insist on the need to use the languages that pupils speak in the classroom and those they speak at home. It is also worth specifying the way of dealing with this diversity of languages (glossaries, translation by approximation or a mediator), when the exchange languages are not the same for different participants (Portuguese, French, Catalan, German, etc.)

Finally, a key factor is placing a lot of importance on cooperative work, in pairs or small groups, as the basis for working with diverse materials.