First mobility- Ariano Irpino, Italy- 25th to 29th November, 2019
Activities in this mobility were based on influences of the Latin language and culture on Italian and English language. During the mobility, participants studied these influences carrying on a study in a practical way, through short theatrical pieces which contained words, sayings and songs, both in Latin and in Italian. There were also some typical dialect sayings which derived from Latin. Students were involved in interesting activities working on the multilinguistic dictionary.
Participants of all countries were surprised to find out, in a funny way, how their world and language were strictly connected to ancient ones. They were able to find lots of references to their native language which would be useful in their future studies of languages.
During the LTT activity, participants presented their schools, regions and countries. Working in international groups, guided by teachers, students translated their scripts into modern English. The best translation, chosen by all teachers, received a prize.
Participants took part in an educational trip to the Roman archaeological sites of Ercolano and Pompei, two of the most important Roman sites in the world. Pompei, the “buried town”, gave teachers and students the chance to live again the daily life of ancient Romans, in a sort of voyage by a time machine. The visit to the town of Naples, (Neapolis, in Latin language), was surprising and participants had the amazing chance to see how the modern culture and language of the area still maintained lots of Roman elements.
Participants of all countries were surprised to find out, in a funny way, how their world and language were strictly connected to ancient ones. They were able to find lots of references to their native language which would be useful in their future studies of languages.
During the LTT activity, participants presented their schools, regions and countries. Working in international groups, guided by teachers, students translated their scripts into modern English. The best translation, chosen by all teachers, received a prize.
Participants took part in an educational trip to the Roman archaeological sites of Ercolano and Pompei, two of the most important Roman sites in the world. Pompei, the “buried town”, gave teachers and students the chance to live again the daily life of ancient Romans, in a sort of voyage by a time machine. The visit to the town of Naples, (Neapolis, in Latin language), was surprising and participants had the amazing chance to see how the modern culture and language of the area still maintained lots of Roman elements.
Second mobility Romania- 27th of September- 1st of October, 2021
The second LTT activity took place in Suceava, Romania, between the 27th of September- 1st of October, 2021. The topic of this mobility was “Influence of English Language on other languages”.
During the first day, participants took part in the opening ceremony, celebrated the European Day of Languages and were involved in ice-breaking activities and in a debate on the importance of the English language. After this debate, divided into transnational teams, students worked on ppts which were presented on Friday morning. They also focused on the importance of the English language and the words used in the IT field.
The second day was dedicated to the local work- students’ theatrical performances. Students, divided into transnational teams, worked on their presentations on the importance of the English language.
During the following days, they took part in an educational trip, visited “Stefan cel Mare” University where they had discussion on the importance of the English language and the domains where most of the English words could be found. Students, divided into teams and guided by their teachers, worked on finding common English words, used in all six languages. These words were included in the online dictionary. Every team presented the list of the words found, translation of the words in all six languages and a complete explanation in English. Last day was dedicated to students’ presentations about the importance of the English language.
During the first day, participants took part in the opening ceremony, celebrated the European Day of Languages and were involved in ice-breaking activities and in a debate on the importance of the English language. After this debate, divided into transnational teams, students worked on ppts which were presented on Friday morning. They also focused on the importance of the English language and the words used in the IT field.
The second day was dedicated to the local work- students’ theatrical performances. Students, divided into transnational teams, worked on their presentations on the importance of the English language.
During the following days, they took part in an educational trip, visited “Stefan cel Mare” University where they had discussion on the importance of the English language and the domains where most of the English words could be found. Students, divided into teams and guided by their teachers, worked on finding common English words, used in all six languages. These words were included in the online dictionary. Every team presented the list of the words found, translation of the words in all six languages and a complete explanation in English. Last day was dedicated to students’ presentations about the importance of the English language.
Third mobility- Canakkale, Turkey, 29th November to 3rd December, 202
The third LTT activity took place in Canakkale, Turkey, between the 29th of November to the 3rd of December. The topic of this mobility was “Influence of the Turkish language on the other languages”.
On the 1st day, after welcome ceremony presenting Turkish culture and traditions the students presented the theatrical pieces prepared during local work showing the influence of Turkish language on their languages and on English. Vocabularies used there were further included in the multilinguistic dictionary. Later all participants watched a movie: “TROY” in English with English subtitles. A project coordinating meeting was held after it.
On the 2nd day the host school organised a presentation about Turkish language and its influence on other languages. Following that there was a Kahoot game, in which the students tried to guess the English or Turkish equivalents and the origin of some words that had appeared in the presentation. Later students working in national groups, guided by teachers, translated the scripts written in English into their native languages and made updates to the project multilinguistic dictionary.
In the afternoon all participants went on an educational visit to the ancient city of Troy and the Troy Museum where they learned about the history of the place.
On the 3rd day the host school organised an educational trip to the ancient city and harbour of Assos, the village of Behramkale and Apollon Smintheus. The archeological sites were shown in the context of mythology.
On the 4th day students first continued their studies on the scripts and later the hosting school organised a “Treasure Hunt” city game, which combined finding important landmarks with making videos with the use of the scripts prepared before (short scenes from the mythology).
On the 5th day students, divided into the same teams as the previous day worked on editing the videos from the treasure hunt. Later all videos created were presented to all participants and awards were given to the winners of the game. In the afternoon mobility evaluation, a project coordinating meeting and dissemination activities were carried out.
On the 1st day, after welcome ceremony presenting Turkish culture and traditions the students presented the theatrical pieces prepared during local work showing the influence of Turkish language on their languages and on English. Vocabularies used there were further included in the multilinguistic dictionary. Later all participants watched a movie: “TROY” in English with English subtitles. A project coordinating meeting was held after it.
On the 2nd day the host school organised a presentation about Turkish language and its influence on other languages. Following that there was a Kahoot game, in which the students tried to guess the English or Turkish equivalents and the origin of some words that had appeared in the presentation. Later students working in national groups, guided by teachers, translated the scripts written in English into their native languages and made updates to the project multilinguistic dictionary.
In the afternoon all participants went on an educational visit to the ancient city of Troy and the Troy Museum where they learned about the history of the place.
On the 3rd day the host school organised an educational trip to the ancient city and harbour of Assos, the village of Behramkale and Apollon Smintheus. The archeological sites were shown in the context of mythology.
On the 4th day students first continued their studies on the scripts and later the hosting school organised a “Treasure Hunt” city game, which combined finding important landmarks with making videos with the use of the scripts prepared before (short scenes from the mythology).
On the 5th day students, divided into the same teams as the previous day worked on editing the videos from the treasure hunt. Later all videos created were presented to all participants and awards were given to the winners of the game. In the afternoon mobility evaluation, a project coordinating meeting and dissemination activities were carried out.
Fourth mobility- Heraklion, Greece, 14th to 18th of February, 202
The fourth LTT activity took place in Heraklion, Greece, between the 14th to the 18th of February, 2022. The topic of this mobility was “Influence of the Greek language on the other languages”.
On the 1st day, after welcome ceremony presenting Greek culture and traditions the students presented the theatrical pieces prepared during local work showing the influence of Greek language on their languages and on English. Vocabularies used there were further included in the multilinguistic dictionary. Later all participants walked around the historic centre of Heraklion and visited points of interest there. A project coordinating meeting was held after it.
On the 2nd day the host school organised a “We all speak Greek” workshop presenting both the history and influence of Greek and the Mycenean Linear B language. Students and teachers divided into international groups under the guidance of Greek teachers learnt and wrote their names in that language in clay boards.
In the afternoon all participants went on an educational visit to Fodele – the birthplace of El Greco.
On the 3rd day the host school organised an educational trip through archaeological spots of Heraklion (the Archaeological Museum), the Minoan Palace of Knossos and the traditional village of Archanes.
On the 4th day students were given stories in English based on Greek myths and related to the island of Crete and tried to find Greek words in them. In the afternoon they turned the stories into a theatrical piece showing Greek myths and rehearsed for them. Later they paid a visit to the Venetian Rocca a Mare.
On the 5th day students rehearsed for the theatrical piece showing Greek myths and all international students staged the play in front of the teachers and representatives of local authorities and educational board of Heraklion. In the afternoon mobility evaluation, project coordinating meeting and dissemination activities were carried out.
On the 1st day, after welcome ceremony presenting Greek culture and traditions the students presented the theatrical pieces prepared during local work showing the influence of Greek language on their languages and on English. Vocabularies used there were further included in the multilinguistic dictionary. Later all participants walked around the historic centre of Heraklion and visited points of interest there. A project coordinating meeting was held after it.
On the 2nd day the host school organised a “We all speak Greek” workshop presenting both the history and influence of Greek and the Mycenean Linear B language. Students and teachers divided into international groups under the guidance of Greek teachers learnt and wrote their names in that language in clay boards.
In the afternoon all participants went on an educational visit to Fodele – the birthplace of El Greco.
On the 3rd day the host school organised an educational trip through archaeological spots of Heraklion (the Archaeological Museum), the Minoan Palace of Knossos and the traditional village of Archanes.
On the 4th day students were given stories in English based on Greek myths and related to the island of Crete and tried to find Greek words in them. In the afternoon they turned the stories into a theatrical piece showing Greek myths and rehearsed for them. Later they paid a visit to the Venetian Rocca a Mare.
On the 5th day students rehearsed for the theatrical piece showing Greek myths and all international students staged the play in front of the teachers and representatives of local authorities and educational board of Heraklion. In the afternoon mobility evaluation, project coordinating meeting and dissemination activities were carried out.
Fifth mobility- Arucas, Spain- 28th March to 1st of Aril, 202
The fifth LTT activity took place in Arucas, Spain, between the 28th of March and 1st of April, 2022. The topic of this mobility was “Linguistic and extralinguistic communication”.
On the 1st day, after welcome ceremony presenting Spanish (Canarian) culture and traditions the students presented the theatrical pieces prepared during local work showing communication without using any words but gestures, body language and mining. Later all participants walked around the historic centre of Arucas and visited points of interest there. A project coordinating meeting was held after it.
On the 2nd day the host school organised a trip to Puerto Rico and Maspalomas, which presented both the sign language used there and ways to search for and communicate with sea animals like dolphins.
On the 3rd day the students working in international teams prepared and filmed short movies showing real life situations with just miming but no soundtrack. Later they edited and showed them to all participants in a contest for the best short silent movie. Hosting school presented a video made up from pictures summarising all mobilities carried out in the project so far.
On the 4th day participants were demonstrated “Silbo Gomero” a whistle language of Spanish used by inhabitants of La Gomera in the Canary Islands, historically used to communicate across the deep ravines and narrow valleys. Later they participated in a city game “Escape-Street” in Arucas showing important landmarks of the city. After the activities they played a Kahoot game summarising the knowledge gained during the LTTs.
On the 5th day the hosting school organised a trip through the island of Gran Canaria visiting places of different cultures mixing and having different traditions, dialects and cuisines. In the afternoon mobility evaluation, project coordinating meeting and dissemination activities were carried out.
On the 1st day, after welcome ceremony presenting Spanish (Canarian) culture and traditions the students presented the theatrical pieces prepared during local work showing communication without using any words but gestures, body language and mining. Later all participants walked around the historic centre of Arucas and visited points of interest there. A project coordinating meeting was held after it.
On the 2nd day the host school organised a trip to Puerto Rico and Maspalomas, which presented both the sign language used there and ways to search for and communicate with sea animals like dolphins.
On the 3rd day the students working in international teams prepared and filmed short movies showing real life situations with just miming but no soundtrack. Later they edited and showed them to all participants in a contest for the best short silent movie. Hosting school presented a video made up from pictures summarising all mobilities carried out in the project so far.
On the 4th day participants were demonstrated “Silbo Gomero” a whistle language of Spanish used by inhabitants of La Gomera in the Canary Islands, historically used to communicate across the deep ravines and narrow valleys. Later they participated in a city game “Escape-Street” in Arucas showing important landmarks of the city. After the activities they played a Kahoot game summarising the knowledge gained during the LTTs.
On the 5th day the hosting school organised a trip through the island of Gran Canaria visiting places of different cultures mixing and having different traditions, dialects and cuisines. In the afternoon mobility evaluation, project coordinating meeting and dissemination activities were carried out.
Sixth mobility- Skołyszyn, Poland- 9th to 13th of May, 2022
The last LTT activity took place in Skołyszyn, Poland, between the 9th to the 13th of May, 2022. The topic of this mobility was “Common things among Slavic languages and Project Finale”.
On the 1st day, after welcome ceremony presenting Polish culture and traditions the students presented the theatrical pieces prepared during local work showing the influence of Slavic languages on the languages. Later all delegations showed and taught others their national dances. A project coordinating meeting was held after it.
On the 2nd day the host school organised a trip to Kraków where local guides prepared city games for international groups of students and teachers showing historic influences (inscriptions, monuments, objects) of different languages on Polish culture and historic places. It was organised in a form of a contest requiring a lot of attention and memorising information obtained.
On the 3rd day the host school organised 2-session Slavic dances workshops led by a professional dance coach, in which participants learned and practised numerous dances from Poland and other Slavic countries.
On the 4th day participants showed their national video presentations summarising their activities within the project and video presentations demonstrating gestures typical for their countries, which most likely don’t exist in other countries or might have a different meaning. They attended a presentation about the history of Slavic languages and similarities and differences between them (PPT and video prepared by the students and the English teacher from the host school). Following that they visited a local wooden church from 15th century where they tried to translate and understand foreign (mostly Latin) inscriptions found in its paintings and other decors. Later they participated in a typical Polish BBQ with a Hutzul horse driven cab ride and visited another wooden church having foreign inscriptions.
On the 5th day the hosting school organised a contest for the best meme and video summarising the LTT activities. Students individually worked on editing those videos and memes, sent for the contest and voted for the best ones. Prizes were given to the winning ones. Later mobility evaluation, project coordinating meeting and dissemination activities were carried out.
On the 1st day, after welcome ceremony presenting Polish culture and traditions the students presented the theatrical pieces prepared during local work showing the influence of Slavic languages on the languages. Later all delegations showed and taught others their national dances. A project coordinating meeting was held after it.
On the 2nd day the host school organised a trip to Kraków where local guides prepared city games for international groups of students and teachers showing historic influences (inscriptions, monuments, objects) of different languages on Polish culture and historic places. It was organised in a form of a contest requiring a lot of attention and memorising information obtained.
On the 3rd day the host school organised 2-session Slavic dances workshops led by a professional dance coach, in which participants learned and practised numerous dances from Poland and other Slavic countries.
On the 4th day participants showed their national video presentations summarising their activities within the project and video presentations demonstrating gestures typical for their countries, which most likely don’t exist in other countries or might have a different meaning. They attended a presentation about the history of Slavic languages and similarities and differences between them (PPT and video prepared by the students and the English teacher from the host school). Following that they visited a local wooden church from 15th century where they tried to translate and understand foreign (mostly Latin) inscriptions found in its paintings and other decors. Later they participated in a typical Polish BBQ with a Hutzul horse driven cab ride and visited another wooden church having foreign inscriptions.
On the 5th day the hosting school organised a contest for the best meme and video summarising the LTT activities. Students individually worked on editing those videos and memes, sent for the contest and voted for the best ones. Prizes were given to the winning ones. Later mobility evaluation, project coordinating meeting and dissemination activities were carried out.