Intellectual Output 2: CUSHA Online Dictionary

(Dr. Mojca Kompara)

The intellectual output “CUSHA Online Dictionary Compilation” develops a concept for progressing an online dictionary in the classroom. With this concept teachers become familiarised with a student-centred production, process and usage of an online dictionary. This intellectual output is twofold: on the one side the concept is tested within the learning activities when pupils create an online dictionary for pupils and on the other side the output also provides a product which can be applied by teachers in a linguistic diverse classroom. Teachers are guided step by step on how to compile a dictionary. Optionally they also could just expand the dictionary on the platform Termania or just use the results. So this intellectual output can be used on different levels.

The ascertained priorities of CUSHA are attained with the following measures:

1) Inclusive education, training and youth: The intellectual output promotes literacy in pupils with different levels of reading and writing skills: basic, good, excellent command as well as analphabets. To accommodate different learning styles these three categories of differentiation are used: task (different tasks for pupils with different abilities: draw, write, act out, speak), support (pupils are supervised by a professional lexicographer and work cooperatively) and outcome (text and image are both options to work with). For pupils with basic writing and reading skills a picture dictionary will be prepared. Pupils will name and pronounce the names of the pictures shown and write the name on the table. A software will check the correct spelling and provide the correct answer.

This meets the CUSHA topics “inclusion and equity” and “integration of refugees”.

2) Open and innovative education, training and youth work, embedded in the digital era:

In Shakespearean texts lexical fields like `friendship, exile, stranger´ are designed together with the pupils in the workshop during the learning activities. Next pupils start to compile an online dictionary.

The categories are: A dedicated software will enable pupils to write single letters of the alphabet and words using an electronic pen or their fingers when using a tablet. A picture dictionary with pronunciation examples will be included into the software by the pupils in order to promote vocabulary learning and master pronunciation from peers to peers. Pupils will read parts of Shakespeare’s works and compare translations in their mother tongues, focus on specific terminology and prepare a plan for the introduction of the terminology into the dictionary platform. Pupils share a piece of Shakespeare’s writing and look for the words still used at present and describe where they have seen or heard them. Pupils will focus on famous phrases from Shakespeare that are still used today and will focus on the meaning. In addition pupils will see how such phrases have appealed to and embedded themselves in different languages and cultures.

This meets the CUSHA topic “ICT – new technologies and new digital competences”.

3) Addressing underachievement in the basic skills of literacy through more effective, innovative teaching methods:

Compiling an online dictionary of terminology is a way of promoting the competence of literacy and language acquisition of working with language as well as a way of acquiring new vocabulary. In this dictionary pupils make entries for Shakespeare terms through their mother tongue concepts. They perceive Shakespeare with their mother tongues through archive and translation work in the learning activities. The Early Modern English is a foreign language for all pupils. Therefore there is no gap between pupils with different commands of English. The dedicated software enables pupils to master their reading and writing skills in any mother tongue. This design was chosen to meet the current needs of refugee pupils in the EU with limited language skills e.g. those pupils from Syria who missed several years of school due to war conflicts and are not able to read and write. The intellectual output offers a tool to integrate such individuals in EU societies and ensure them a better future. The software for mastering reading, speaking and writing skills will be a great tool for promoting mutual language learning and enabling also German and Swedish pupils to learn Arabic and other languages and to promote multicultural integration. Pupils will have the possibility to establish communication channels with young individuals coming from different realities and develop critical thinking. Pupils work with up-to-date software systems and create a multilingual Shakespeare terminology – available online for the public and other pupils.

This meets the topic “integration of refugees”.

The online dictionary will be freely available on the Slovene internet platform Termania.