 Hello everyone and many thanks for joining us today in this webinar which is focusing on celebrating the European Day of Languages. As you know that was on Monday. The European Day of Languages is today's awareness about language learning and linguistic diversity and we at the European School that we are running many different activities that relate to this topic. Actually on Monday we also launched an online course for the itwining community. You will hear more about this in very very soon. What we are going to do today together is that we are going to learn more about the concept of multilingualism and the plurilingualism as well as learn more about CLI and HLD effective methodologies for language learning and we will discuss about the value itwining projects can bring in language teaching in regards to enhancing the students language skills and competencies. So throughout this webinar you are of course more than welcome to share your thoughts and your concerns and your questions and your comments and our speakers will be here and we will have some time at the end to respond to your questions. Before yeah before giving the floor to the speakers I would like to introduce them to you. So today we are very glad to have Letitia Siganiotto from who's a former senior researcher at Indire in Italy and she has a great expertise on the topic as she is also currently teaches language teaching at the University of Foreigners in Perugia in Italy. We have Daniela Cucurullo who's an adjunct professor of English at the University of Naples and she's also a secondary teacher of English and teacher trainer and we also have Dina who's an associate professor of education and applied linguistic at University College of London in the Institute of Education. So without further ado I would like to give the floor to the speakers enjoy. Thank you thank you Effie and hello everybody it's a great pleasure for for us to be here and celebrate with you the European day of languages it's a very important holiday and so it's a great opportunity for for us and we would like of course to thank Effie and School Education Gateway and the European School Net for for this initiative and the just we would like to take the opportunity of course to invite all of you to join our MOOC. You see here the title of the MOOC is Language Learning Any Twinning Projects and it's just started just this week so you are perfectly in time you'll find in the academy you find the link so you can join us Daniela and I are the co-moderators and we look for what to see in you there. So what are the topics of the MOOC and of today's webinar in particular? The idea the starting point is the idea that monolingualism can be cured this is a famous quote from Professor Antony Moldigam monolingualism is a curable disease so we want to just highlight this concept and we can see that you are from from different countries so many countries from the chat so please continue writing where you are from thank you so much and so we we can see that languages are so different and so yeah we have an example of monolingualism now in this during this webinar so that's the main focus so the idea to enhance the plurilingual repertoire of each speaker of each learner that should be the starting point of every curriculum every teaching every subject every and every and also at every school level but before going in deeper into the different topics of the today's agenda and also the webinar's agenda we would like you to answer some a very quick poll so I would like Effie to take the control and share with you the link to a small a very quick here it is a very quick mentee meter poll we are all familiar with this with this tool which is quite interactive just to have we would like to ask you and thank you Effie you can see the chart in the chart you can see the the link so it's just the first question is your idea of languages in three words that's just what we would like you to to answer just to express your ideas about what comes up in your mind when when you know when we talk about plurilingualism multilingualism so what is your idea of languages just from this perspective the perspective of you know plurilingualism and multilingualism so please let us know what you think about that okay so maybe Effie in the meantime can then share your your answers I can see a lot of different inputs thank you so much yes I think that if you can you can maybe share your the presentation because I can see a lot of results yes so in the meantime I see the communication in the in the middle of this tech cloud and I'm sure you're all familiar with with this tool the tech cloud that is coming out is very colorful and very very nice and we have communication in in the middle communication as the main the main well I think that there's a little lag in the slide because in my screen I see yes okay now it's going on so communication yes thank you thank you so much Effie so communication is in is the biggest and so it's the most popular I guess from your your answers which is quite interesting and it's I mean the key we can all say of course that is a keyword communication because this is the main goal we use all the different languages we use all languages but we also use language of schooling foreign languages so languages which are officially taught at school every sort also non-verbal language also you know all the resources that we have to communicate body language as well so everything is is useful in order to communicate so communication interactions are the main goals so this is quite relevant and it still remains as the main you know the keyword so the the biggest then we see culture of course and sharing which are quite well culture is big as well and of course with communication with them every language we can be also the relevant culture so of course the cultural background is strictly related to the language that we speak the language that we that we learn and it's it's quite an unicom of course all together language and culture diversity is is also quite big and yeah we we talk about linguistic diversity which is so important nowadays in order to avoid linguistic hierarchy so some it's a sort of stereotype that some languages are more important more prestigious than than than others and something that we need to just try to overcome and in order to foster a pluralism yes maybe yeah we can continue with the presentation thank you Effie and thank you all the participants for answering this this poll it was nice to see and of course we didn't have time to comment on all the other words that you that you added but they are all very interesting and relevant and really give the idea of this let's say polyedric this this sort of rainbow of different languages different cultures different ways and perspectives ways of thinking wave of live as well and that's what we're going to to talk in in our MOOC so just very briefly to summarize the four modules that are the of course we just started the first one the it's an online free of course MOOC with interaction with peer teaching peer learning activities and with some materials some videos that we produce with Daniela you see in the module one getting started with language learning and e-tweening so the potential of e-tweening for enhancing language learning and all the different you know tools and all the different project based learning activities that we can plan and implement to foster language learning and then of course the first two modules are strictly linked the first one is just the introduction and then we have the in the second one just you know in that into the different activities that we can we can suggest focusing on pluralism focusing on just enhancing the plural language repertoire then we have the focus on on CLIL content and language interactive learning and then e-tweening project so our project based learning into e-tweening platform and also of course at international level can really give the that added value that we really need in our class in our classes when we just need to create a sort of simulation simulated context in order to give our students the idea that the use of language is authentic and meaningful to you know a real communication and interaction with their peers in other countries so e-tweening is just the perfect the idea learning environment to create this context and these links and these exchanges among students from all over the world okay so just this is to renovate this invitation to join us and enroll this MOOC that has just started just now some were some introduction was about the the background the background the international background which is just related to the latest document the latest recommendation i'm sure you're all familiar with the key competencies framework where we have the second key competence which is languages so multi-lingual competence while in the previous framework it was on foreign languages so now it's just multi-lingual competence so just a very wide concept including all the different linguistic you know variety and the pluraling word repertoire and the same concept of course is also highlighted in the companion volume i'm sure you know this latest version of the common European framework for reference there was for reference of languages that was issued in 2001 the first edition and now in 2020 the companion volume represents a sort of integration a new interpretation with new descriptors new ideas new scales compared to the original one and there's a strong focus on plurilingual repertoire and pluricultural repertoire so it's and there are specific scales so it's a very important aspect in the companion volume and at the same time of course in the recommendation to the the council recommendation on a comprehensive approach to the teaching and learning of languages that is dated 2019 and even more in these just very very recent recommendation 2022 which is the recommendation on the importance of plurilingual and plural and intercultural education for democratic culture so here is just devoted to the importance of intercultural dialogue of plurilingual you know interaction and just to highlight and to foster and to reach democratic culture especially you know in this time this particularly ectic time so just to give an idea of what's going on of course at international level from the council of europe the european commission there's this this attention this focus on plurilingualism multilingualism so also fostering you know the the need to learn at least two languages apart from one's own mother mother i mean mother mother tongue is is really overcome as as a term but we can talk about home language or all languages but because they can be also more than one and just recently the ECML the european center for more the languages and grads i'm going to be a part of the consultancy team of a project at ECML there was this wonderful webinar by professor David Litter a little just last week on this recommendation on the recommendation 2022 that i just mentioned and here you can see from this screenshot from from the webinar just professor Litter just highlighting the plurilingual the concept the definition of plurilingualism as stated in the companion in the framework community and framework a communicative competence to which all know it and experience of language contributes and in which languages interrelated and interact so you see interrelated interact integrated repertoire so you can see how strictly related all the different languages all the different cultures can be in one thing in each of us because of course we are all as you can see also later on learners of all ages are not blanks lay it's they already have a linguistic and cultural repertoire so this is the starting part should be the starting point of our classes of our lessons of our curriculum in any school level school grades just to start from what they without our students have as their resources as their treasures to be capitalized and shared with all the community with all the peers as an added value as for mutual enrichment of course so just to sum up some keywords about the you know this important team about plurilingualism multilingualism that you will also find in the MOOC we discuss with us in the MOOC of course language diversity then all languages that will say the language of schooling and the foreign languages officially taught a school but the idea is to enhance to enlarge the variety also including languages which have not taught a school but are just all language students all languages and as we'll see with the with Dina that is going to talk about a particular example of method that we've been also implementing in Italy and students can also be teachers of their home language to their peers then trans-language which is an important pedagogical practice that could just favor this sort of natural suite from one language into another so when we need to switch from L1 L2 and so on because that's the context because we understand that it's difficult to convey meaning in in for example in a foreign language you can you can easily you know use the L1 you can easily invite your students to use their home language because it's something that could be just fluid just flexible and really the you know the language in this way and language as Professor Swain defines can be really a natural process of conveying one's thoughts and beliefs and feelings in any possible way in any possible code and channels of communication then we have of course language awareness action-oriented approach that is highlighted into the companion volume of the common European framework just a few words about language awareness which is also highlighted in the cancer recommendation 2019 that is not a new concept but is really highlighted strongly in in the recommendation because language awareness is an important dimension to be taken into consideration in any subject it's not a matter of you know L1 L2 lesson but is something that every teacher of every subject should take into account and of course foster our students awareness raise our students awareness on the importance of this this topic trying to enhance metacognition metalinguistic awareness and so the end also you know fostering this this practice is like a trans language in code switching code mixing can be a really really important so just a few words about the famous Cummins definition about common underlying proficiency which is the metaphor the iceberg metaphor so we have everything inside us our knowledge our values are just inside us and it's just a matter of surface the language that we can use to convey them it's just could be first language could be second language could be any could be nonverbal language or whatever is just a matter of surface expression expression and then the other famous definition about Beaks and Kalp Beaks is basic interpersonal communication skills so the skills that we just use to communicate in our daily life just you know for familiar and so with friends and with families and so on while with Kalp we have cognitive academic language proficiency is the style and register and linguistic you know choices that we make when we talk about subjects like you know a humanistic or stem subjects and we just need to somehow use a higher level iron register and style then a few words about clear content and language interactive learning we're very proud to be quoted in the recommendation clear in Italy as an example of good practice because we just introduced it as a reform as compulsory in upper secondary school and just quite recently in June a new decree launched it also in for the first cycle also for primary and lower secondary school so clear is really is of course recommended by the European Commission Council Europe as an effective methodology that could really foster our students language competence and increase the you know the input that we can we can give to our students with additional you know activities and practices that can can be performed in in in different languages once again plural lingualism clear forces plural lingualism just to conclude before giving the floor to Daniela to make this link between plural lingualism a plural lingual and polycultural repertoires trans-languaging identity that that there are keywords that you also put into the the the ta cloud and which are highlighted by the companion volume by the different recommendations on with these other wheel that is the global competence wheel this is the framework that is due to you can find in OECD PISA 2018 global competencies is just what we need to foster in in of course our our students to prepare them to meet the challenges of 21st century society so the need to take action for collective well being sustainable development engage in open appropriate interactions and you know in order to foster intercultural dialogue overcoming prejudices and just stereotypes and of course you see our strictly linked these two wheels these two ideas can can be and now so just I would like to give the floor to Daniela and then Dina and I'm very happy to also welcome Dina because you know she we've been working a lot together and of course with Daniela as well because we've been and we and you find Daniela and me in the in the MOOC I hope to to see you see a lot of you there Daniela floor is yours okay thank you let it and thank you have you for inviting me and the kitchen here for sharing with me this important opportunity and I would like to highlight some key points that let it introduce before and in particular some definitions of these keywords the the definition come from the european framework for modern languages and the first one is multilingualism what do you mean by multilingualism multilingualism is the knowledge of a number of languages or the coexistence of different languages in a given society and this is attained by diversifying the languages on offer and learning more than one foreign language reducing the dominant position of english and the pluralism only instead on the contrary is an ability to switch from one language or dialect to another to express oneself in one language and understand the other to call upon the knowledge of a number of languages to make sense of the text to recognize words from a common international store in a new guise and to mediate between individuals with no common language so just to reflect on these two definitions there is plenty of there can be plenty of ideas to to to exploit the the the the multilingualism or the pluralism only in any educational or training situation pluralism can be attained in different ways and the idea today is and a few words to give you some highlights of how to do that bring the loop of our students or our trainers linguistic pigment into play or making some experiments with alternative forms of expression in different languages or dialects or again exploiting a para linguistics that is very important that it is my gesture fashion expression that all belong to the idea of communicative competence that implies also the reference to linguistic competence but also to these different aspects and to simplify the use of language and the plurilingual and the pluricultural competence in a nutshell cannot be seen as the superposition or just exposition of these competencies but it's rather should be the existence of a complex and even composite competence in which the user may draw once defined the the the idea of multilingualism and its difference with plurilingualism our aim should be to develop a linguistic repertoire in which all linguistic abilities should have a place how can we do that we can do that just with some suggestions here we are highlighted some initiative and projects that are coordinated by the european commission the first one is e-pale the erasmus plurus program the e-tweening that is the the topic that gives the title to this step in and then linked to e-tweening the european language label the first one e-pale is a multilingual multilingual open membership community where you can find news reports events and discussions on all those learning all across europe and this in this platform a virtual platform there are a lot of teachers trainers researchers and policy makers that can be involved and share ideas reflection projects and initiative with all the members the erasmus plurus program that i think you all know is dividing the two different actions the key action one and the key action two the first one is for people's mobility about students staff teachers trainers and the key action two is for partnership and all the schools but also with the institution and universities so there are different programs under the umbrella term of erasmus plurus you can find all the information and you can start a project in of mobility of a partnership just finding other people our colleagues from other countries who want to join you and start working with you but to set a good project in erasmus it is very important to exploit the potential of the de-tweening virtual platform the de-tweening virtual platform has as you see a huge number of teachers of people involved and countries of course the european countries participate into the program that is on education training youth and sport in this you can find a lot of projects already proposed suggested by other teachers and you can join them but because also propose your project and find partners you find you can also find a lot of web 2.0 tools that can help and support communities of people to to exchange ideas in a forum in in a webinar and in websites open inside the platform that is only open to teachers at teachers students librarians so the community is well protected and it is one of the most important in learning community in throughout all europe when you realize a project in between and you can try to to win the de-tweening label and that is a very important recognition of quality of your projects and if you if you are good enough and gaining more than more than one de-tweening label you can also be recognized as a de-tweening school this is a really rewarding recognition that we were talking everyone was talking at the beginning of this webinar about the european day of languages that the teacher member has been just celebrated on 26 of september and on the website of this the council of europe dedicated to the european day of languages you can find a lot of projects still in progress the first one is where i'm i where people can upload different images from all over europe and you can't recognize where these images were taken and you can communicate with other people and and win of course then there is the great multilingual joke book and to make people laugh that is very important this time of our history that we find with our students a moment to joke with english to improve their language skills then there are a lot of challenges as the multilingual tone twisted challenge or the secret engine engines language challenge that this has also an app so students can join the project and use their mobile phone in a perspective of bringing your own device both at school then there is a competition that is celebrated every year that is proposed every year to celebrate european day of languages that is the t-shirt competition so students are invited both as individuals and schools to design a t-shirt and the best is adopted as the one of the year the last but not least initiative is why learn a language why learn a language as you can see there is a cloud on the right hand side at the bottom of the page with all the answers i don't know if the link is on but you can see here why learn a language if you go to this box on the website dedicated to european day of languages you can give your answers invite other people widespread in the world and also see how many answered and gave the same reasons why is this important to learn a language nowadays in a multilingual and in pre-lingual perspectives thank you for your participation and i want to give the floor now to you to be now in this webinar um i'm very pleased to be here with you we used to meet in brussels but now it's online i've lost my presentation i i had take control and it was working but something happened okay daniella i think there is something inside the your photo or the uh-huh okay let me just check okay um elfie can you please tell me if you see my presentation yes it looks great dina excellent okay so thank you very much for inviting me to contribute today and i'm very pleased to tell you about healthy linguistic diet which has been endorsed by the european commission and it's part of the guidance to all european member states what's really exciting about healthy linguistic diet which is a concept that i've developed through my research with bilingual parents children with her teachers who lead multilingual schools and also politicians who are in charge of making policies that are crucial for this area of work so what is really exciting about this new concept is that it provides us a rationale for language and language maintenance by that i mean language maintenance of home languages is that it's basically developed around our cognitive well-being so we are not arguing anymore that it's important to learn another language and to maintain languages because you know this is good for economic reasons this is good for developing intercultural competencies that all stands but we are adding to that rationale by saying learning another language and maintaining your home language is good for your well-being and we are arguing that this is good for everybody so not just children going through compulsory education but for adults for everybody throughout different stages of our lives and for clinical research we've got evidence that shows that from early childhood through to compulsory education in our adult years in the advanced age there are benefits of using two or more languages which are identified in terms of the way our brains functions and even in terms of how it enhances our structure so the researchers have been able to see that bilingual brains will have greater density of gray cells and that they will develop more connections between two hemispheres so when they look at brain scans they can see something they call the neurological signature for bilingualism which is this enhanced activity at the front lobe of our brain that happens if you are using two or more languages so Thomas Buck is the neuroscientist who works with me on this and we are both excited to promote this we are making analogies between using two languages and enjoying a healthy diet in terms of you know eating different ways different fruits and vegetables every day and also you know enjoying regular physical exercise you can see on this slide Thomas Buck this was actually a photo taken during the science for all night in Brussels a few years ago before the pandemic and as I said colleagues from the European Commission have given us many opportunities to work with them and work with colleagues from other countries and promote healthy linguistic diet and we are very grateful for that so one challenge that we have in terms of promoting use of home languages is that we are facing language hierarchies so often you will find that there is a dichotomy between what is perceived to be high status language you know such as languages which are taught as modern foreign languages in the UK for example French, German, Spanish and then other languages which in the UK are actually identified as community languages and you will find languages such as Greek, Croatian, Bujabi, Gujarati that kind of belong to that category I myself and many of my colleagues who are linguists we have argued that this dichotomy in terms of categorizing languages is actually contributing to this you know hierarchy of languages that we have in terms of perceptions of different stakeholders and that therefore it would be important to drop this dichotomy on modern foreign languages and community languages and refer to all languages as world languages so we are using the kind of the cognitive benefit rationale to say all languages are important and they can all provide the same value in terms of developing and enhancing our cognitive functioning and also this helps us in the UK in English speaking countries where you know that there's kind of a perception and attitude that English is enough because English is a global language spoken by so many million of people that you know children who are native English speakers don't have much motivation really to take on you know learning another language so by saying by arguing by you know showing the evidence that everybody benefits from learning at least one other language in terms of their cognitive functioning we are actually hoping to overcome this English is enough fallacy I engage with all different stakeholders and I think this is really important for a successful approach and I work with teachers with parents directly with children and with policy makers that I already mentioned so I just want to share with you some insights that I've gained from teachers in various countries where I work in and this is a teacher who is on one of our MA courses at the Institute who is bilingual she speaks Yoruba and when we talked about definitions of bilingualism in our lecture she actually said that she thought that bilingual only applies to people who speak to European languages you can see the photo here that that's the session we had and she is sitting at this table so as somebody who's grown up in a multicultural multilingual metropolis that London is and somebody who teaches multilingual children you know her perception of what it means to be bilingual was also burdened by you know this kind of language hierarchy where she felt that bilingualism only applied to high status European languages so I'm sharing this with you to say that you know even when we have bilingual people working as teachers we cannot assume that that immediately gives them you know that's a professional knowledge that they need to have and the awareness they need to have to promote bilingualism, pluralism and maintenance of home languages so you can see she was very pleased to learn that you know being a speaker of Yoruba and English qualifies her as a bilingual speaker too. Leticia already mentioned that we had healthy linguistic diet project in Italy and this was recently in Florence at the conference the doctor where we were joined by one of the teachers from the schools who implemented healthy linguistic diet and the evaluation was excellent 100 percent of children who participated in this project wanted to have healthy linguistic diet as part of their activities every day and 98 percent of parents wanted healthy linguistic day to healthy linguistic diet activities to continue next year. What really touched me you can see on this photo we are holding a little doll that was sent to us by a group of children who participated in this project and the teachers told us that this was made by a child who was a who is an Amharic speaker from Ethiopia and that this was first time that he actually participated in a group activity considering the fact that he is on the autistic spectrum and the fact that he was able to participate and that he was really enthusiastic to participate was the fact that he was able to use his first language so leticia already mentioned you know that healthy linguistic diet provides opportunity for children to become experts and to teach their peers and their teachers about their language and to use some of the phrases from their language but this also showed us another valuable aspect of healthy linguistic diet that it can bridge certain challenges that children have who have special educational needs. So I've just come back from Lisbon where I spend an inspiring week with St Julian's school and some of the colleagues from that school have joined us today and these are the insights that I've gained from teachers there who are working in a very unique bilingual context where English and Portuguese are used throughout the school and they talked about you know using both languages to explain the task, focusing on making sure the children understand the instructions that they understood the command words and that everybody understood what they needed to do and that the teachers modeled this for them so the conclusion really here was that you know children felt extremely well supported in developing their bilingualism especially in lessons during their physical education so when I asked them you know where do you feel your bilingualism is supported the most they all said basketball, swimming, PE and teachers in that department talked about fluidity and flexibility of these two languages being used with a focus on completing tasks and this obviously very naturally supported children's bilingualism and they were able to clearly identify that and to tell us about this. I also work very much with parents this coming weekend I'm going to Denmark where I'm going to be doing sessions for Bosnian parents who are working hard on maintaining their home language while living in Denmark and when I address parents I always tell them that they are the family policy makers that you know it depends on them what happens at home during the private time in terms of language use so that they have a very important role to play and that they need to be informed about the importance of their home language and you know cognitive benefits of bilingualism so parents will have many challenges and we as educators we need to support them we need to support them by giving them you know access and facilitating access to this key information because there are parents out there I had parents coming to my seminars for doctoral students saying I'm here because I don't know in what way I should support my child to develop bilingualy there is no information out there for parents so she stumbled across my doctoral seminar and she came to attend that and also you know parents will make the decisions in terms of what nursery children attend what are they going through bilingual pathway or are they going through the English curriculum if we're talking about international schools and all these decisions you know children will be reflecting on once they are adults and we want parents to really be able to make decisions that will stand the test of time so as I mentioned in this school in Portugal Saint Julian parents who are of Portuguese origin can choose from English Portuguese bilingual pathway or they can choose English curriculum with a thread of Portuguese going through that English curriculum so some of them obviously you know have a clear vision of what they want for their children but some even asked me when I was doing sessions there when they had dilemmas of what to do so we again as educators need to think how we can provide sessions where we will be able to you know provide information that will help these parents make the best informed decisions and Saint Julian school has very active parent body here is one of the parents doing the podcast with me for parents who couldn't attend the session I was doing for them so that this is something that can become available on the school's website for all parents so I just want to highlight this as a school that has kind of parents in very active roles looking to gain knowledge and to facilitate dissemination of that knowledge to all parents in Lisbon I spent some time talking to children of different ages and what really struck me there you can see them here these eight-year-old children I asked them about their use of languages how they're going to what their vision is in terms of how these languages are going to help them in their future and they all every single one of them who got up to tell me about what they wanted to do they said I have two options and some of the options were I want to be a singer but if I don't succeed I'm going to be a vet now when I was putting the PowerPoint to do a session for teachers in Saint Julian school it suddenly struck me that these children saying I have two options is in a way that the reflection of the environment because they go to a school that has two options in terms of the curriculum there are two languages which are being used you know in parallel ends as trans-languaging and as you know in a plurilingual way so I just felt that this is no coincidence you know I always ask this question when I go and see children in different schools and this was the first time I had children telling me I have two options and I just feel that there is no coincidence here that this is really how children are reflecting the environment and the fact that they're observing this dualism of options throughout their education and their school community so children in high classes told me how they work as you know at home as interpreters translators even teachers sometimes of Portuguese sometimes of English some of them even charge a fee for that so they get some pocket money but I think this is really interesting and again I want to say that we as educators need to look to develop their skills in these areas and in London we have a scheme called language ambassadors where children are actually you know trained in a way to be interpreters to welcome guests and to use their language skills and they have a special badge saying that they are language ambassadors so that gives them also a status in that school. I know that I don't have much time but basically just to say that healthy linguistic diet is about providing structured spaces for children and adults to discuss what it means to be bilingual to talk about these cognitive benefits and it's really important that these messages are consistent affirmative and that we are looking to encourage children to think about developing behaviors and habits throughout their lifetime so that language learning is not something that only happens in school and we want to see opportunities for children to use languages in a meaningful way in a creative way to do plays in two languages to do stories in two languages displays and also you know children who speak all these languages that are not offered on the curriculum to find ways for them to actually take exams in these languages and have them officially recognized that's really important for their future careers. Okay well as Leticia said everybody can cure their monolingualism I'm sure everybody who is here today is at least bilingual and learning other languages but you know this is a message that we want to promote throughout our education system and bring all colleagues on board to engage with languages. Thank you for listening. I would like to personally thank Dina and say that I'm in confirm how wonderful it is to work at this model and we've been implementing it in Italy and Antonella and Anna two teachers from one was the teacher in the picture and they've been working with us so we've got also a testimony of this model and so we can confirm how effective it is and it can really help everybody cure this monolingualism disease. Thank you everybody thank you Efi. Thank you all yeah with thank you very much actually for the great input you provided in this one hour I think yeah as teachers because we have also some participants from the online course in this webinar we should really see this yeah the diversity we have in our classroom in terms of languages and cultures as well we should see it maybe as pedagogical opportunities to really try to enrich our teaching practices and with all the yeah the the effective strategies that you mentioned and if you want to learn more about how to do it you're more than welcome to join the MOOC. I don't see any specific question in the chat I'll give you some time to think if you have a comment or a question to share with the speakers in the meantime I will just provide you with a reminder about the online course that is currently running that which started on Monday 26 of September so this started this week so if you want to learn more about how you can teach language in an engaging context in the context of connecting with teachers and students from other countries you're more than welcome to join this course which started on Monday and it's going to last until the second of November so it's going to run for five for a bit more than five weeks we are opening one module every month the link is there I've shared it also in the chat it's free you can follow it at your own pace there is no there is one specific mandatory activity at the end that we can we invite you to complete if you want to receive a certificate so there is a great community also there gather of professionals we have the same interest on the topic so if you want to yeah keep on learning about how language learning and e-training feel free to join us I see a very nice comment in the chat the more languages we speak the more bridges there will be so indeed and that's that's true that's true and that's the Europe also okay I think we're done any last words from your side Dina Daniela or leticia something that you want to serve as a tip or yeah any final comment before we close yes the invitation we just want we are happy that you you appreciated our webinar so please join us and let's continue discussing of this topic together during the MOOC so looking forward to see all of you in the MOOC just to say about healthy linguistic diet you can find our publications blogs case studies on a healthy linguistic website and anybody who is interested to be in touch with me directly please email me I'm Dina at healthylinguisticdiet.com and great to see so many enthusiastic teachers on a Friday afternoon indeed we don't hear you Daniel I see you moving your thank you everyone and join the MOOC looking forward to meeting you again there many thanks to the three of you for the great presentations thank you all these people who connected and shared this afternoon with us this one hour and yeah see you on live soon in another professional development opportunity have a lovely weekend have a lovely afternoon