The idea is that students from the school teach in informal lessons a language they are
proficient in (can be any language, including German) to other students. There should be,
for example something to drink and maybe biscuits, etc. Teaching here is used very broad:
students are not expected to plan their lessons. It should be more like a meeting place
where one students shows the other aspects of their language. For example, if one student
is fluent in Turkish, they could teach this language to another student who is interested in
learning Turkish. The idea is that students can use and show their knowledge, which in the
school context is often ignored or even devalued. The project could also show that the
proficiency in another language (+ maybe the knowledge of another culture) is valued and
seen as an asset. Also, it may be the case that the notion of which languages are „worth“
learning (usually French, Italian, English, etc,) and the hierarchies within languages might
shift a bit. Furthermore, students might learn that they can learn a lot from each other.
German could also be taught, for example for students who just came to Austria and are
not that proficient yet. Concerning social innovation, this project has the potential to take
into account our multilingual society.
The target group
The target group for this project is every student who is interested. The target group is thus
high-school students from approx. age 15-18 It does not aim at one specific language/
culture, but rather wants to include every language that is there in the school. The potential
target group is the whole Oberstufe, which would be about 200 students. The project aims
at reaching 15-20 people within the potential target group. To measure the interest, the
familiarity and the favorability of the group members towards the project idea, the idea
will be presented in every class and students rate the project idea on a short questionnaire.
Questions on the questionnaire will be drawn from the micep’s example questions for semistructured interviews (although this is a qualitative method, and questionnaires are
Strengths: projects does not need a lot of funding, potential of new friendships being built,
resources are already there (classroom), students might feel intrinsic motivation, students
use their own resources
Weaknesses: how to create a non-formal environment in school, students might be
overwhelmed, feel it is too difficult, do not see the need for it, low participation rate
Strengths: low funding needed, potentially positive image for the school
Weaknesses: has to go through official channels, competition with other optional subjects
Important stakeholders: students, headmistress/master, parents, other teachers,
Students, headmistress/master and Bildungsdirektion have a lot of influence over the
project and need to be directly communicated with. Parents and other teachers need to be
informed, but maybe not directly involved.
Problems, Objectives, Strategies
Problem: some students cultural knowledge (e.g. language) is not valued/devalued
roots of the problem: fear of the „other“, „One nation-one language“ -thinking,
Effects of the problem: low self-esteem, sense of belonging?, enforced cultural
Roots and effects turned into positive terms: cultural diversity, positive recognition of
differences, the other as something positive, one nation – many languages, self-worth
The project will be proposed to the headmistress/master. The Human Resources plan will be important to distribute the tasks among the student. Who will be a teacher, who will be a student? There will be no team leaders, as the project is rather small. I will be the project
manager and guide the project from implementation until the evaluation phase. As the
project will start in the summer term, student can register during the winter term if they
want to participate. Once the registration process is closed, all students who want to
participate will have a meeting with the „project manager“.
Ideally, the project will be shown on the school website. At the end of one term, students
could write a report, which could also be published on the website.
The number of participants will be evaluated to see whether the target group wanted to
participate or not. At the end of the semester, the last lesson will be used as a feedback
round. Students can share their experience give constructive feedback. To check whether the aims and objective have been met, students will be given a short questionnaire again.
The questionnaire aims at asking the students whether they would participate again, what they gained personally, how they feel, if they have learned new skills, if they felt valued, if the got to know new people…
The project manager will also take notes throughout the semester based on observation.