On 1 January 2017, 16.9 million people lived in one of the EU Member States with the citizenship of another EU Member State. 20.4 million people had been born in a different EU Member State from the one where they were resident. A move to a different country can result in loss of cultural identity, and in the case of minor EU languages or remoter areas the situation is even more challenging due to lack of contact with other co-nationals. The majority language can easily absorb non-community languages and cultures. Most school systems only offer courses for the main EU foreign languages, but the overwhelming majority of the 24 official EU languages are least spoken languages and they are not officially included in the school curricula. Private lessons are expensive, and the language choice limited. Family language learning remains the most natural and only option. However, families that decide to raise their kid bilingual/multilingual often encounter challenges and do not know where to find help. Our analysis reveals that there is lack of appropriate methodology for teaching languages at home. Consequently, children do not always acquire appropriate proficiency, often just a speaking, without a proper literacy knowledge, if any at all. It is also crucial to raise awareness about the benefits of bilingual upbringing. The emphasis pre-school teachers put on the community language can lead to the child’s home language being devalued. Teachers are often unaware of the potential advantages of learning more than one language as a child. Instead, they focus on perceived problems of bilingualism and subsequently incorrectly advise parents to drop a family language. Therefore, the GENERAL OBJECTIVE of PEaCH is to create step-by-step guidance for parents and educators on how to support, maintain and develop a child’s home language(s) after a family move to a different language environment within the EU. PEaCH also wants to raise educator’s awareness of the benefits of bilingualism and home languages. PEaCH aims to achieve this through the following SPECIFIC OBJECTIVES: • Strengthen the language learning of the 24 EU languages among children living in bilingual families in a country or geographical area where these languages are not spoken;• Develop a methodology for the acquisition of languages through user-friendly bilingual upbringing for children between 0 and 12;• Raise awareness about the benefits of bilingual upbringing among the teachers in kindergartens and elementary schools as well as nursery staff;• Teach parents how to effectively teach their children their language of origin while living in another EU country;• Create a European Network of PEaCH Ambassadors, teachers and educators promoting bilingual upbringing. Therefore, PEaCH will reach two types of main TARGET USERS:a) Parents in multilingual families across the EUb) Educators in nurseries, kindergartens and primary schools across the EU The project will produce four INTELLECTUAL OUTPUTS, O1 Handbook for Parents on bilingual upbringing which will focus on providing concrete step-by-step strategies that parents could implement and customize, from the child’s birth (and even from pregnancy) up to adolescence. O2 Set of Educational Videos that will complement and visualise the strategies explained in the handbook. Both O2 and O3 Online Multilingual Collection of Materials for Children will be available in all 24 EU official languages. O3 represents language-specific materials used to enhance language skill development of children. On the other hand, O4 Toolkit for PEaCH Ambassadors and Educators will guide with information on advantages, facts and myths about bilingualism, language development of bilingual children, how to create a positive multilingual environment in the classroom and how to support parents in passing on the home language(s) to their children. These outputs will be prepared thanks to PEaCH's European network of teachers in kindergartens and primary schools covering all 24 official EU languages, which will share best practices, strategies and activities related to (early) childhood language acquisition. Main impact of PEaCH project:→ creation of universal method of upbringing of bilingual children explained in educational videos in all 24 EU official languages;→ developing online database of materials for all 24 EU official languages as support resources for parents, teachers and educators;→ training for teachers and educators through series of webinars regarding bilingualism, support to families, etc.; → creation of a European Network of PEaCH Ambassadors - Teachers and Educators interested in bilingual upbringing.

"I ritardi e i gravi problemi di integrazione dei giovani migranti in Europa stanno creando una generazione perduta, secondo quanto emerge da una nuova relazione della Agenzia dell’Unione europea per i diritti fondamentali. Sebbene l'UE promuova lo sviluppo di strategie di integrazione efficaci, la situazione sul campo è molto diseguale nei vari Stati membri. Le nazioni coinvolte nel progetto (Italia, Grecia, Cipro, Repubblica Ceca, Polonia) per motivi di collocazione geografica, sono esposte a flussi migratori costanti, che complicano notevolmente l'accoglienza. Oltre alle solite difficoltà nel trovare cibo, alloggio o lavoro, questi gruppi affrontano anche sfide specifiche nell'inclusione sociale, nella partecipazione e nello sviluppo personale, per quanto riguarda l'assistenza con le abilità linguistiche e comunicative. Tramite il progetto POMELO si è perseguito l'obiettivo di migliorare le pratiche di effettiva integrazione rivolte ai giovani migranti e locali in EU, tramite strumenti tangibili che facilitano l'apprendimento di una lingua straniera e l'uso delle arti per la valorizzazione della diversità. I partecipanti al progetto sono principalmente: - operatori sociali/formatori che lavorano con migranti;- operatori di organizzazioni giovanili che lavorano con giovani e che si occupano di integrazione di migranti;- come secondo gruppo di destinatari, il progetto si rivolge a migranti e giovani del territorio.Tali partecipanti sono stati coinvolti attraverso le seguenti attività: Formazione:N.18 partecipanti al seminario online (causa covid) rivolto a operatori giovanili e assistenti sociali che si occupano di giovani migranti e locali. Eventi Moltiplicatori:- N.5 eventi moltiplicatori organizzati Italia, Grecia, Cipro, Repubblica Ceca, Polonia con toltale di 133 pax- N.30 partecipanti sia locali che internazionali all'evento finale online organizzato dal partner polacco Akademia Nauk. Coinvolgimento stakeholders:- N.83 risposte per 1 sondaggio diffuso per acquisire i gusti/tendenze musicali giovanili e rendere i giochi più adatti alle loro esigenze- N.130 tra giovani migranti e operatori giovanili coinvolti in attività di testing dei prodotti e formazione locale. - N.100 partecipanti all'evento ""Da Sogni a realtà"" promosso da PRISM che ha coinvolto giovani migranti e locali in un talent show musicale. I risultati del progetto si compongono di 4 Outputs: O1 - Realizza un trasferimento di conoscenze creativo e innovativo attraverso un ""info-game"" online che contiene i risultati essenziali delle ricerche sugli effetti del musica nelle dinamiche di coesione sociale e sull'apprendimento di una lingua straniera. L'Output include una sezione dedicata alla descrizione delle competenze che derivano dalla pratiche usate nel progetto.O2 - Il Training Pack prodotto in O2 fornisce ai gruppi target le conoscenze e gli strumenti necessari per condurre gruppi interculturali di migranti e giovani locali, come integrare due gruppi culturali, stabilire una comunicazione adeguata ed efficace tra i gruppi, gestire potenziali rischi e crisi e come insegnare una lingua straniera attraverso la musica favorendo l'inclusione sociale. O3 - Tramite Output 3 è stato sviluppato un Kit di strumenti educativi dedicato ai giovani migranti e locali, costruendo le basi per una collaborazione incentrata sulla musica. L'obiettivo di questo manuale è quello di coinvolgere i giovani nell'utilizzo di attività specifiche, mediante un percorso di formazione non formale, che renda i giovani protagonisti e ""ambasciatori"" di un modello di sviluppo sostenibile. O6 - La Guida alla replicabilità multimediale (MRG) è un documento procedurale contenente una sintesi dettagliata del progetto che include le metodologie iniziali e la pedagogia e come le idee sono state adattate nel corso del progetto per migliorare i risultati e l'efficacia. Inoltre vengono presentati il quadro educativo EQF e le strategie di valorizzazione dei risultati finali del progetto. Disseminazione dei risultati: Grazie all’impegno di ciascun partner nel disseminare il progetto attraverso pagine social, 2 comunicati stampa, 3 newsletter, 5 eventi moltiplicatori e partecipazione ad eventi legati alle tematiche di POMELO ha prodotto:- Italia (PRIMS e PMF) ha raggiunto un’audience complessiva di 117.565 - Grecia (EMTh RDE) ha raggiunto un’audience complessiva di 161.097- Repubblica Ceca (PELICAN) ha raggiunto un’audience complessiva di 14.699- Polonia (SAN) ha raggiunto un’audience complessiva di 11.564 - Cipro (MUS-E) ha raggiunto un’audience complessiva di 5.761Il progetto ha prodotto degli strumenti tangibili per creare dei percorsi di inclusione sociale. I giovani migranti e locali, con l'utilizzo dei prodotti POMELO ottengono degli spazi di condivisione che tramite contenuti musicali e storie personali hanno valorizzato la diversità come strumento di crescita reciproco."

Context/background of the project:NORADICA pointed out the crucial role played by education schools and communities in preventing radicalization, following the report on prevention of radicalization and recruitment of European citizens by terrorist organizations (CE A8-0316/2015), enabling teachers to take an active role against all forms of discrimination and racism. NORADICA stressed also the strategic importance of the different religious communities representing the European socio-cultural milieu. In this context, teachers and students and religious communities activate competencies and skills to strengthen social ties, enhance social, civic, intercultural skills, to become active members of the EU intercultural society. Objectives:These issues were implemented by NORADICA project proposing a composite layer of intervention based upon the involvement of schools and religious communities in order to prevent radicalization dynamics in the participating countries. The project was configured as an evidence-based system designed to foster dialogue focused on a better understanding of how to prevent radicalization. NORADICA introduces inter-religious dialogue at school by implementing an integrated set of activities and Open Educational Resources (OER) in order to start the construction of a shared vision for training EU teachers in dealing with inter-religious issues as an antidote to radicalisation.Number and type/profile of participants: The project was specifically addressed to- religion and citizenship teachers or teachers spending most of their work time in the classes (around 100 per partner);- 15 Religious community leaders reflecting the most relevant presence in NORADICA countries; - students 12-16 years-old enrolled in schools of the NORADICA network (around 50 per partners)Description of undertaken activities:The project provided an original mixed-methods action-research strategy for advancing knowledge on youth radicalization risk factors and implemented experimental educational activities carried out in the NORADICA network of leading schools to open debate for religious dialogue involving religious communities, thus providing teachers with useful tools for their classroom daily work.The project outputs fully implemented were:O1 - Set of Educational Infographics NORADICA Infographics have been developed thanks to the cooperation among partners, by investigating the current religious frame in NORADICA Countries. The set of Infographics is based on National Desk Researches about religions, radicalism, youth awareness and policy actions; Surveys addressed to teachers dealing with multi-religious classes, interviews to religious leaders and focus groups with religious communities carried out in partners countries. O2 - Learning for Teaching Tools - Interactive ebook app for teachers Web application offering interactive materials on religious diversity and on countering the radicalization process of young people at school, with particular emphasis on religious issues. Contents are designed for teachers and constitute a unique compendium of interdisciplinary knowledge on the subject. The “NORADICA Web-App” is linked (and extends) the initial results of the infographics mixed-methods action-research.O3 - Learning Edu-Cartoons “NORADICATOONS” for StudentsWeb series of cartoons implemented the results coming from O1 and O2 intellectual outputs. The main idea was to create an innovative, catchy and friendly “tongue” in order to present, explain and discuss anti-radicalization narratives at school.O4 - Recommendatory Highlights for Schools and CommunitiesThe set of recommendations are a meaningful summary of the project’s findings. Recommendations are divided into 4 parts and each one focuses on a specific topic about radicalism with links leading directly to the other resources of the project. Recommendations were translated into the partner's languages and 12 more languages related to the major migrant communities in NORADICA countries. All the NORADICA outputs are freely downloadable at www.noradicalism.euResults and impact attained, longer-term benefits:NORADICA Project connected youths with the heterogeneous religious groups interacting with their daily-life contexts, fostering the process of understanding the structural diversity of EU society as a value instead of a barrier to peaceful coexistence. It implements this approach into the main socializing institution, the school, with the upbuilding of a network-based upon sharing information, good practices, research-based knowledge. All these elements work as a social-constructed antidote to exclusion and radicalization dynamics among youth, empowering teachers and schools with tools and practices related to religious issues. The appreciation of final results made by the end-users and main actors indicates long-term benefits for the implementation of religious dialogue as a social practice.

EU is founded on “unity in diversity”: diversity of cultures, religions, custom, beliefs and languages. According to Eurostat, from 2016, over 35 million of people living in EU Member States were born outside EU. Most of these people that moved from one country to another have settled families where more than one cultural background is experienced in daily life. However, the children of such families are treated differently and often emerge some problem areas related with the integration of these children at school, concerning both language and educational aspects.For this reason, the project MULTICULTURAL SCHOOLS targeted lack of support in adopting new strategies and practices for teachers on capitalisation on cultural diversity in the classroom as, unfortunately, teachers are not prepared on how to adequately integrate these children and how to approach them during their educational path.Thus, the GENERAL OBJECTIVE of this project was to address lack of appropriate skills and competences of teachers on how to deal with multicultural classes and in the same time strengthen profile of teachers, helping them in solving out difficult situations with children coming from different religious and ethnic groups. The SPECIFIC OBJECTIVES of this project were:-to develop handbook containing new methodology on how to deal with multiculturalism at schools;-to prepare an online e-course enabling teachers to acquire new competencies;-to provide ready-to-use materials for teachers to be used in multicultural classrooms for children among 6-13 years;-to promote, preserve and enhance cultural richness of European society.To reach these goals, the project partnership, consisting of organisations from Poland, Italy, Belgium, Greece and Spain (3 universities, each having different focus, 1 SME, 1 European association of teachers, 1 PA in charge for education) have merged their collective experience and specific skills in the field of multicultural education. The project firstly produced O1 - REPORT ON THE CHALLENGES FACED BY TEACHERS IN THEIR EDUCATIONAL WORK, that worked as the basis for further outputs, to clarify on which areas the project should in particularly focus. In order to reinforce collaboration among teachers and parents, the partners collected GOOD PRACTISES OF COOPERATION AMONG SCHOOLS AND MULTICULTURAL PARENTS (O5) giving real examples to be taken as inspirations.As the key output, the project provided teachers with O4 - TEACHER’S HANDBOOK ON CULTURALLY INCLUSIVE EDUCATION, based on Q&A model, giving suggestions on different situations the teachers of multicultural classes may face. The handbook was developed in six European languages (EN, PL, ES, IT, FR, GR). This output refers to O3 - REPOSITORY OF ACTIVITIES FOR TEACHERS, containing resources, activities and materials ready-to-use in multicultural classes.The handbook has an online extension and was transformed into PROBLEM-BASED-LEARNING E-COURSE FOR TEACHERS (O7) that has the possibility to release certificates after successful completion.In addition, ONLINE NETWORKING & LEARNING PLATFORM (O6) enabling networking and exchanging hands-on experiences through discussion groups of teachers, educators and parents was created.The main impact of the project:•number of downloaded materials of repository (O3) – almost 20.000• number of members of platform (O6) and FB group – 192 members + 226 FB members• number of e-course (O7) views - 1.681 unique views• number of downloaded certificates (O7) – more than 402 downloads• number of attendees to Multiplier Events - over 340 participants• number of website visitors – over 10.000 visitors• total number of website pages view - 47.468• average session duration on the website – 3,5 hours • number of FB likes – more than 3.050 likes• the project was shown on Spanish TV programme and Radio programme• publication of Press Release in Italian online magazine “Europa & Mediterraneo” n.49 that has thousands of subscribers• publication of article about MCS in newspapers out of partners countries, Romanian Newspapers Replica, Observator de Constanta, Centre for Education Development in Poland, Telegraf and in German Europäische Erziehung• presentation of MCS project and outputs at 15 International Conferences• 2 Poster Presentation of MCS project• 4 Scientific Papers presentedConsidering this, MULTICULTURAL SCHOOLS project provides teachers’ with new competences, responds to up-to-dated questions about multiculturalism in schools and contributes to mutual recognition of every form of cultural diversity as “a treasure” for the next EU generations.