Integrating Language, Literacy and Subject Teaching in Plurilingual and pluricultural education contexts
Project duration: 01/04/2024 – 31/07/2025
Project Leader: University of Lower Silesia DSW, Poland
Project Partner: University of Córdoba, Spain
Project Partner: University of Bremen, Germany

This project aims to tackle a societal challenge that subject teachers teaching in plurilingual classes in a majority language encounter. It addresses a significant gap in HE teacher training by creating equal access to university-level courses for pre- and in-service educators. This cooperation partnership’s goal is the collaboration and development of two MOOC courses in four languages with an international certification on course completion in formal and non-formal independent learning.
A multiplier event will be organized at the end of the project for dissemination of the results. Impact evaluation activities are planned to provide information about the effectiveness of the produced results.
Project’s priorities include:
– Building inclusive higher education systems
– Addressing digital translformation through development of digital readiness, resilience and capacity, as well as inclusion and diversity in all fields of eduction, training, youth and sport.
This project aims to tackle a societal chanllenge that teachers encounter – the challenge of working with refugee learners in subject lessons in a mainstream classroom. The project partners wish to address the gap in educating future subject teachers at higher education levels and to create equal access to university-level courses for in-service educators.
The target groups are subject teachers teaching content in a majority language (second language for refugee learners), and cultural assistants with refugee backgrounds, mainly Ukrainian, who need to increase their employability, e.g. as class teachers, in the country they live in now, but also university students, future content subject teachers
More information can be found on: Search | Erasmus+ (europa.eu)
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English, German, Spanish, Polish
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Dr Barbara Muszyńska, Project leader
Dr. Barbara Muszyńska, a Fulbright Senior Award scholar at Texas Woman’s University (2021/2022), works as an assistant professor at the University of Lower Silesia in Wrocław, Poland. She spent three months as a Visiting Professor at the University of Cordoba in Spain (03-05/2024). Her research focuses on developing new forms of evidence-based cross-curricular approaches to language and content teaching and learning. She believes that education should provide opportunities to include otherness and conflicting voices, thus creating conditions for critical reflection. In 2020, she received a prestigeous award from the Ministry of Education in Poland for significant achievements in teaching and pedagogical approaches to education. Nevertheless, Dr. Muszyńska’s academic journey spans across Poland, as well as international settings including Spain, Finland, Kuwait, Belgium, the United States of America, Albania, Turkey, Denmark, and Germany. In Nov 2023, together with a team of researchers and educators, she was awarded the European Language Label Award for a project entitled “Biliteracy in students from preparatory programs in Poland”.
Michał Stańczak, IT support, MOOCs developer
Michał Stańczak is a multimedia and learning management system specialist. On a daily basis he takes care of the university’s LMS platform – Moodle. He acts as a local administrator and is responsible for technical support, training or user enrollment, creates and uploads asynchronous courses and teaching materials to the platform. He also records and is responsible for post-processing and editing audio-video materials in the content created by the teachers.


Dr María Elena Gómez-Parra, Project partner
Dr María Elena Gómez-Parra, holding a PhD in English Philology since 2000, is a Full Professor specializing in Bilingual and Intercultural Education. With a rich background in these domains, she has contributed significantly through specialized research, numerous publications, active participation in and organization of international conferences on bilingual education, and leadership roles in various Erasmus+ projects. Dr Gómez-Parra imparts CLIL at both undergraduate and master’s levels, alongside courses in Intercultural Communication, Early Second Language Acquisition (ESLA), and Academic Writing at the master’s level. Her academic pursuits have taken her on research stays to renowned institutions such as the University of Berkeley in the USA and the University of Manchester in the UK. She serves as the Principal Investigator for competitive funded-projects including LinguApp (ref. PRY208/17), BESOC (ref. EDU2017-84800R), and FoBE (ref. PID2021-127031OB-I00). Dr. Gómez Parra holds the esteemed position of Director for the Erasmus Mundus Joint Master Degree ‘Play, Education, Toys, and Languages’ – PETaL EMJMD. Additionally, she leads the Andalusian Research Group HUM-1006 – Bilingual and Intercultural Education.
María José Salinas Ranero, Project partner
María José Salinas Ranero is a PhD student in the field of bilingual and intercultural education. She holds a bachelor’s degree in Primary Education and a master’s degree in Bilingual Education. Her research interests are language learning, bilingualism, and interculturality. Her research focuses on the effects of culture on language learning motivation and how it can be used in the classroom. She has made contributions to international conferences in Spain and Germany and is the technical secretary of the International Conference on Bilingual Education at the University of Córdoba. She has also participated in international projects such as KA203 TEACUP project and Dico + Action-Clé 2: coopération en matière d’innovation et d’échange de pratiques. KA201 – Partenariats stratégiques de l’enseignement scolaire.


Dr. Joanna Pfingsthorn, Project partner
Dr. Joanna Pfingsthorn is a senior researcher and teacher educator at the department of Foreign Language Education at the University of Bremen. Her main research interest is the intersection between inclusive education and foreign language teaching. From 2007-2019 she worked as a lecturer and research associate at the Institute of English and American Studies at the University of Oldenburg, where she trained prospective EFL teachers. She holds a PhD in Foreign Language Education from the University of Oldenburg, a M.Sc. in Cognitive Science from the University of Amsterdam and B.A. in Psychology from Jacobs University Bremen.
Dr Stephan-Alexander Ditze, Project partner
Stephan-Alexander Ditze studied English and Political Science before graduating from teacher training college as a certified CLIL instructor. He teaches English, Politics and Economics at Max-Planck-Gymnasium Delmenhorst. In addition, he is part-time lecturer in EFL pedagogy at Bremen University, where he pursues his postdoc research. He received his PhD in Literary Studies at the University of Vechta. His research and teaching focus on utopian and dystopian fiction, literary imagology as well as on fictional representations of science and scientists. His work on EFL pedagogy centers around the teaching of literature as well as Content and Language Integrated Learning (CLIL).


Dr. Tim Giesler, Project partner
Dr. Tim Giesler is a lecturer at the department of Foreign Language Education at the University of Bremen, where he trains prospective English teachers. He is a state-certified and an experienced teacher of English as a foreign language, history and politics, and holds a PhD in Foreign Language Education, which he obtained at the University of Bremen. His research interests encompass the history of foreign language education, curriculum studies, bilingual education, and heterogeneity in the classroom.
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