This chapter sums up the reasons for creating a support website for language teachers. Sources : SAEL guide To download the guide, http://www.eurosael.eu/en/guide/presentation This guide, one of the final outcomes of the project, contains practical suggestions for creating and updating websites designed to support the work of language teachers.

1. ChAPTER 1
Why create a support website
for language teachers?
This chapter sums up the reasons for creating a support website for language teachers.
Responding to changes in language teaching
Support websites are tools to further language policy: they can support a reform, structure a
network and/or promote innovative practices.
supporting reform
Language teacher support websites can be used to respond to a number of major transfor-
mations in language teaching. These include:
• The introduction of the CEFrL* and the ELP*
• Changes in teacher training curriculum*
• Technological advances (ICT in education)
• The introduction of language teaching in primary schools
• The development of the teaching of ‘community’ languages
• The introduction of new disciplines
• A new direction in language policy
Through the websites’ design it is possible to:
• Establish a strategy of communication and explanation
• Create a central reference area for language teachers
• Put forward examples of good practices
• Establish contacts between experts and language teachers by providing opportunities for
exchange (forums, personalised advice, chat facilities, tutorials, etc.)
Support websites must go beyond the role of a mere showcase or portal* so that they may
create a dynamic encouraging members of the profession to reflect upon materials, tools and
methods.
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2. PrACTICAL GUIDE To DESIGNING, rUNNING AND IMProvING SUPPorT WEBSITES For LANGUAGE TEACHErS
ExAMPLE 1
primLangues, a website to support the introduction of
language teaching in primary schools
name of the website
• PrimLangues
url www.primlangues.education.fr
target audience • - Teachers and teaching assistants in primary schools
• - Trainers
type of teaching Early language teaching
context • Introduction of language teaching in French primary schools (ages 6-10) Target
level: A1
• Promotion of early language teaching in Europe to maintain linguistic diver-
sity
• Need to train huge numbers of primary teachers
date created 2002
country France
reach National
commissioning body French Ministry of Education
coordinator Centre International d’Etudes Pédagogiques (CIEP)
Implementation A website was created for language teachers and teaching assistants. It provides
resources* in 7 languages, self-study* tools, discussion forums and a section fo-
cusing on the pedagogy of virtual exchanges.
links to classroom training The website runs training courses based on the resources for teachers and trai-
ners.
traffic 35,000 monthly visits
Support websites are an important lever for implementing reforms in the area of lan-
guage policy. Creating support websites will help disseminate reforms and put them
into practice at local, national and European level.
structuring networks
A support website helps to bring together language teachers and structure the activities of
their network. In particular, it is an easy means of publicising the network’s or the association’s
events, it encourages virtual discussions, the sharing of information and/or documents, and
helps create a community of practice*.
This is a key dimension for association websites and communities. Language teachers are at
home with using a website.
The website links up the community’s different means of expression, such as forums, chat
rooms and social networks.
16

3. WHY CrEATE A SUPPorT WEBSITE For LANGUAGE TEACHErS?
ExAMPLE 2
The DaF-Netzwerk, a network of teachers and experts in
teaching German as a foreign language
context The creation of a network of teachers and experts working in the area of German
as a foreign language (Deutsch als Fremsprache - DaF), supported by the Euro-
pean Commission as part of the Comenius 3 project.
url www.daf-netzwerk.org/
date created 2003
country European
reach Transnational
commissioning bodies CoMENIUS-C3 DAF-SÜDoST Network
coordinator Institute for Communication and Culture (IKK)
Implementation • This website was built by IKK, one of the network’s partners. IKK managed the
project website for three years, using content supplied by the network’s output
and teachers. The website made it possible to form a community of teachers
geographically dispersed across south-east Europe.
• The website continues to receive input from one of the members of the
consortium.
links to classroom training The network runs training sessions and shares the outcomes.
Interactive facilities Forum, specialised forums, mailing list, and members’ contributions to website
content.
Support websites help structure the language teacher community into national and
translational networks.
promoting innovative practices
Support websites can have a specific focus on promoting innovative practices, in particular
practices that address the dual issue of ICT in education and languages.
These thematic websites present good practices in the field of promoting language teaching,
community languages and the applications of ICT in education.
17

4. PrACTICAL GUIDE To DESIGNING, rUNNING AND IMProvING SUPPorT WEBSITES For LANGUAGE TEACHErS
ExAMPLE 3
FLENET, a community of research promoting ICT in education
url www3.unileon.es/dp/dfm/flenet/
target audience Students, teachers, researchers in French as a foreign language
type of teaching All types of teaching
context research project
date created 1999
country France
reach National
commissioning body University of Leon, in liaison with the national knowledge-promotion program-
me
coordinator Department of Modern Philology, University of Léon
Implementation The FLENET project aims to give students, teachers and academics the resources,
methods and tools they need to understand and use the applications of the In-
ternet in language teaching.
The website is built around three main sections:
1. A section presenting the work conducted in the research laboratory.
2. A collaborative section (FLENET, redIrIS).
Academics, teachers and students can use a collaborative platform or a mailing
list to discuss issues and offer information, documents and ideas on what the FLE
(French as a foreign language) community can gain by using ICT in education.
3. The virtual campus.
Two types of course are available here: modules in using the Internet and in-
corporating it into language lessons (for teachers and students), and language
modules for students studying French. These courses, which are free and open
to everyone, are aimed at encouraging the use of ICT, and especially the Internet,
in language teaching. virtual campus courses are always «hands on» and provide
access to practical work.
links to classroom training The University of Léon runs training courses
Support websites can be used to promote iCT in education and innovative projects,
and assist language teachers with using them.
A visible, accessible, flexible tool
a communication tool to serve language teaching
Creating a support website for language teachers is an important political gesture of support
for this community. It gives language teaching a foothold in the media landscape and provides
a showcase for initiatives specifically designed for the community, such as training courses
and exchange programmes.
The creation of a website is part of the institution’s strategy of communication with language
teachers. A website is also a means of addressing decision makers, opinion leaders and civil
society in a bid to promote language teaching. [x 55]
For teachers and decision makers alike, the website can be a source of documentation and
communication media.
18

5. WHY CrEATE A SUPPorT WEBSITE For LANGUAGE TEACHErS?
ExAMPLE 4
Languages Work, a website promoting language learning
url www.languageswork.org.uk/
date created 2002
country United Kingdom
reach National
commissioning body UK Ministry of Education
coordinator CILT (the National Centre for Languages)
target audience Language students, language teachers, decision makers.
Implementation The CILT is the contact point for organising the European Day of Languages. It
has set up a website dedicated to promoting language teaching with a view to
maintaining diversity. The programme is aimed at drawing attention to the value
of languages at work, at home and at school.
links to training The CILT runs information and training sessions on professional skills develop-
ment.
Creating a website enables an association to:
• Show how active and dynamic its network is
• Present its objectives and the services it provides for its members
• Showcase its action
• Make language teachers’ needs and expectations known in the media sphere
Support websites make is possible to link up all of the actions taken by the stakehol-
ders and institutions in charge of language learning and language teacher education.
a diverse target audience
Websites are capable of addressing all those involved in language policy. The content can be
tailored to suit different target audiences and reflect changes in language policy and advances
in teaching theory.
Content can be tailored to the target profile (teacher, trainer, school head, etc.). The many
functionalities* available to users could also include the possibility of customising the different
website zones for greater user autonomy*. 41
19

6. PrACTICAL GUIDE To DESIGNING, rUNNING AND IMProvING SUPPorT WEBSITES For LANGUAGE TEACHErS
ExAMPLE 5
Primary Languages: specific, targeted sections for the
different stakeholders involved in language teaching
url www.primarylanguages.org.uk/
target audience Teachers, management staff, trainers.
type of teaching Early language teaching.
context The Primary Languages website was created to develop the use of ICT in edu-
cation and assist with implementing language curricula (the KS2 Framework) in
the UK.
date created 2006
country United Kingdom
reach National
commissioning body Ministry of Education
coordinator National Centre for Languages (CILT)
Implementation: The website offers three zones:
• The first zone, intended for teachers, provides good practices, assistance with
implementing the new programmes and an example of how to use ICT in edu-
cation, in the form of filmed lessons accompanied by a transcript in six langua-
ges. Users can reach the page in a number of ways, through the homepage or
the customisable private zone: «My Training Zone».
• The second zone is intended for school management staff and provides infor-
mation on annual planning, needs analysis, training and assessment.
• The third zone, called the «Training Zone», is a password-protected interactive
training environment that puts the online user in direct contact with CILT tu-
tors and strategic partners. This zone is designed as a virtual training centre for
trainers and an e-forum to help ensure good-quality outcomes. The supple-
mentary training materials and the video clips have been produced specifically
for trainers.
links to classroom training The CILT runs classroom training courses that complement its online offering.
Support websites must address all those interested in or involved in language teaching
(teachers, trainers, decision makers, parents) and provide content tailored to their spe-
cific needs.
helping build up a stock of online resources
Creating support websites brings universal access to information a step closer and facilitates
information dissemination. It is also a means of disseminating good-quality resources* and
promoting linguistic diversity, by contributing to language teachers’ education and by adding
to the number of language resources available online.1 4 16 54 61
The objective of support websites is to offer all language teachers support and help dissemi-
nate knowledge beyond national borders.
20 1. UNESCo’s Initiative B@bel http://unesdoc.unesco.org/images/0013/001398/139844e.pdf

7. WHY CrEATE A SUPPorT WEBSITE For LANGUAGE TEACHErS?
ExAMPLE 6
Franc-parler, a resource and discussion website
url www.franc-parler.org
target audience Teachers, trainers and learners.
type of teaching French as a foreign or second language.
context Franc-parler is a website designed for the worldwide community of French tea-
chers. Its objectives are to inform teachers of the latest developments in the
French language and the teaching profession, provide regularly-updated tea-
ching resources* and practices, and facilitate exchanges between teachers the
world over.
date created 2000
country France (editorial team)
reach Global
commissioning body organisation internationale de la francophonie (oIF)
coordinator Centre international d’études pédagogiques (CIEP), Fédération internationale des
professeurs de français (FIPF)
content resources
- The monthly special reports cover didactic or general-interest topics such as
cinema, class projects, the CEFrL*, French-language comics, blogs, etc. Each spe-
cial report contains a learning path* and teaching notes, along with interviews
and original contributions from outside stakeholders.
- The learning paths present a selection of websites, along with comments and
an assessment of each. The aim is to give teachers the technical resources and
skills they need to quickly find useful websites.
- The «teaching notes» are original content produced by the Franc-parler team.
The Classroom Activities are ready-to-use teaching resources. The different steps
of the activities are described in detail, from the preparation phase to their use
in the classroom.
The self-study* section provides the pedagogical and technical keys to innova-
tive activities such as creating a blog, podcasts, online «treasure hunts» for pupils,
etc.
The Teaching Notes train teachers to use a variety of free online utilities, for exam-
ple by explaining how to save online resources, edit images, create audio files,
generate interactive exercises, etc.
links to classroom training The editorial team runs training sessions on the themes covered by the website
(teaching methodology, using ICT in education, setting up social networks, etc.).
traffic visitor traffic to these sections represents 67% of the total website traffic.
The bulk of the content of support websites is expected to remain accessible to everyone,
even if some sections, content or functionalities* may be restricted to a smaller community
and protected by a password. The restricted sections of association websites reserve the most
popular services and resources* for their members.
Support websites will need to encourage the production of copyright-free resources (Creative
Commons licenses2), so that the content can be circulated more widely. 40 61
Support websites should be designed to last. Especially when websites are being overhauled,
care should be taken to maintain gateways to the addresses of old content.
Support websites for language teachers must provide a lasting means of sharing
content and contributing to the linguistic diversity of online resources*.
2. www.creativecommons.org 21

8. PrACTICAL GUIDE To DESIGNING, rUNNING AND IMProvING SUPPorT WEBSITES For LANGUAGE TEACHErS
A tool to develop new skills and expand exchanges in Europe
developing language teachers’ skills
Support websites should make it easier for language teachers to acquire and update their
skills and know-how as part of a process of lifelong learning. This approach is one of the
recommendations put forward by the European Profile for Language Teacher Education and the
European Portfolio for Student Teachers of Languages3
Support websites help in-service training programmes hone methodologies by developing
and fostering intercultural skills and proficient use of ICT in education.
ExAMPLE 7
Emilangues: supporting CLIL teachers in their professional
development
The Emilangues website was created to support the professional development of teachers who teach a non-lin-
guistic subject in a foreign language. The additional certification created in 2004 attests to proficiency in the target
language*, as well as a knowledge of the CLIL* teaching system and methods.
Support websites aim to develop new skills in language teachers.
developing mobility and exchanges in europe
As Europe has expanded and opened up to the rest of the world, teacher and pupil mobility
has become an important issue for any education system. Support websites are intended to
promote exchanges and facilitate mobility for both teachers and pupils. 42 43 44 46 47 48
49 50
Support websites must inform teachers in order to facilitate:
• Pupil mobility
• Teacher mobility
• The sharing of good practices in this area
• The organisation of teachers into a network
22 3. Available at: www.ecml.at/mtp2/publications/C3_Epostl_E_internet.pdf

9. WHY CrEATE A SUPPorT WEBSITE For LANGUAGE TEACHErS?
supporting virtual exchanges
Training teachers in the pedagogy of virtual exchanges
Goals
• Encourage use of the new technological tools for promoting exchanges
• raise awareness among teachers of the exchange schemes already in existence at local,
national and European level
• Promote exchanges as a learning process for pupils. This includes all of the practices
that enable pupils to learn languages with the help of ICT, by conducting projects
with pupils in another country and with a different language and culture. The process
is based on communication and the production of joint outcomes using a CEFrL*
approach.
• Introduce exchanges as a continuing education process for teachers. This means
making exchange, cooperation and the sharing of practices part of teachers’ profes-
sional practice, with a view to developing their competences*, building new teaching
tools and co-producing new resources*. 26
The link between exchange practices is something that has to be built in teachers’ profes-
sional environment. Its construction is a major issue - a sort of challenge for the years to
come in the education field.
Current situation
• Few language teachers are involved:
According to information gathered during training initiatives conducted in this area in
various European countries, new types of correspondence and exchange projects have
emerged and gained ground as a result of European programmes and the introduction
of ICT into education. There are still relatively few of them, however.
• Pedagogical exchanges are still a minority practice:
The vast majority of teachers see exchanges not as a teaching activity in their own right,
or as a way of teaching languages from an action-based angle, but rather as an activity
designed to raise awareness of the foreign culture and provide contact with the country
whose language they teach. Their requirements are therefore primarily of an organisa-
tional, logistic and financial nature.
• A small minority of experienced teachers:
These are the ones who already conduct exchange and cooperation projects, often as
part of European programmes (eTwinning, Comenius, Leonardo da vinci) or international
programmes. These teachers seek to enrich their practices and improve their projects.
They require rich, diversified resources which they can use independently.
To draw up support strategies that will effectively help develop teaching practices
based on exchange and cooperation, it is essential to take into account the varying
degrees of competence that language teachers have acquired in this area.
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10. PRACTICAL GUIDE TO DESIGNING, RUNNING
AND IMPROVING SUPPORT WEBSITES
FOR LANGUAGE TEACHERS
Proficiency in several foreign languages and the acquisition of ICT skills is a strategic
priority in Europe today. These new demands have transformed the way languages are
taught across the European Union. It is set against this backdrop of profound change
that the SAEL project came into being. This guide, one of the final outcomes of the
project, contains practical suggestions for creating and updating websites designed
to support the work of language teachers.
– What is a language teacher support website?
– How are these websites designed, run and improved?
– Who is involved in this process and what are the main stages?
– Why does a support website represent real added value for the teaching
community?
PRACTICAL GUIDE TO DESIGNING,
RUNNING AND IMPROVING SUPPORT WEBSITES
This guide sets out to provide practical answers to all these questions. It includes
recommendations, examples of websites and good practices for setting up, improving
FOR LANGUAGE TEACHERS
and running support websites which match the requirements in your country, region
or institution.
COORDINATED BY ANNICK BONNET | CIEP
europees platform
internationaliseren in onderwijs
This project has been funded with support from
the European Commission. This publication reflects
the views only of the author, and the Commission
cannot be held responsible for any use which may
be made of the information contained therein.