Desafíos en la enseñanza de idiomas a inmigrantes altamente vulnerables en el contexto actual europeo

OB1: Identify the barriers and difficulties to establish gender equality in practice within classroom gender equality in practice within classroom dynamics, both face-to-face and in digital enviro...

OB1: Identify the barriers and difficulties to establish gender equality in practice within classroom gender equality in practice within classroom dynamics, both face-to-face and in digital environments. That is to say, the different problems that female students may suffer in a mixed classroom. OB2: Identify the barriers and difficulties that LGTBQI+ people encounter in the space of a mixed classroom (whether physical or virtual). OB3: Contrast experiences in teaching languages to an adult and migrant learner, with an emphasis on the gender equality and the inclusion and diversity of students with diverse gender identities/expressions and sexual orientations. gender identity/expression and diverse sexual orientations. All this in the field of literacy and digital literacy. OB4: To jointly reflect on the fundamental issues of language teaching to migrants at substandard levels. substandard levels. OB5: Propose solutions to the digital "illiteracy" of the practical majority of these migrants. OB6: Identify, propose and pilot activities and proposals that foster inclusion.

1. For all the organizations, it has meant being able to count on a guide in the form of conclusions drawn from all the transnational classroom observation work. On the one hand, there are very similar problems in both public and private organizations and, on the other hand, complementary problems in all of them. 2. To have created a collaborative work network through the use of digital tools that have helped us to manage collaborative work in a network. 3. To discover, through classroom observation and teamwork for analysis and research, the need to continue working on the improvement of educational and learning tools in relation to the field of research. 4. Observe the need for the creation of curricular programs for linguistic and digital literacy programs in PRE-A1 level courses. The lack of these programs causes each center, country and organization works in an uncoordinated way with other entities, which causes work reduplication and above all the failure to follow adequate learning progressions. 5. To have created a network of dissemination of the project online and offline that has allowed people from our entities and from outside to learn about this type of problem and want to provide solutions to it.