Valorisation des biographies langagières - parcours numérique

The VABIOLA project addressed the challenges of inclusive education by valuing students' multilingual profiles, often overlooked in traditional schools. It strengthened co-education by fostering closer ties between schools and families and promoted a holistic approach where every language spoken by students was acknowledged. The project aimed to make languages visible in schools and homes while showcasing learners’ multilingual skills as assets for inclusion and success. It also responded to the need for teacher training, raising awareness of the impact of linguistic diversity on learning and supporting inclusive pedagogical strategies. VABIOLA enhanced recognition of skills gained through cross-border mobility, contributing to students' personal development and employability. In doing so, it provided a concrete response to education’s current challenges, building the foundations of a 21st-century school that is inclusive, multilingual, and intercultural, and offering an innovative model to value linguistic and cultural diversity.

The VABIOLA project enhances students' confidence and inclusion by valuing their linguistic and cultural skills while promoting cross-border mobility. Inspired by recommendations from the European Centre for Modern Languages and the European Language Portfolio, it engages the entire educational community. VABIOLA boosts student motivation, develops multilingual competencies, and fosters inclusion. It equips teachers to better recognize students' linguistic repertoires and support them in an intercultural dynamic, while involving parents as active partners to strengthen school-family connections. Through a collaborative and innovative approach, the project aims to build a European educational community that values diversity and supports inclusive pedagogical practices. It envisions an open, mobile, and forward-looking school system, well-suited to the challenges of the 21st century.

The VABIOLA project led to the creation of several intellectual outputs, including: a pedagogical guide for a multilingual portfolio approach, an interactive digital application enabling students to document their linguistic and cultural journeys, and a training module for teachers to raise awareness of multilingualism and intercultural inclusion. To disseminate these tools, an international mid-project webinar and a final event were organized, raising teachers' awareness of intercultural issues and promoting the use of the digital ELP. Local activities complemented these initiatives: qualitative surveys of students, teachers, and parents helped identify their needs. Awareness-raising activities were conducted in schools, involving students, teachers, and parents. Workshops and focus groups were held to experiment with the use of the digital portfolio, facilitating the identification and recognition of students' linguistic repertoires while strengthening the bond between families and teachers.

The VABIOLA project achieved several key milestones. A pedagogical guide was developed to promote multilingualism and intercultural approaches, offering ready-to-use activities for teachers and educators. A digital application, VABIOLA APP, inspired by the European Language Portfolio, was created with innovative features such as micro-certification and tested by over 1,200 users. Additionally, a European training program was designed to raise teachers' awareness of multilingualism and intercultural inclusion. Two major dissemination events highlighted the project: an international webinar to promote VABIOLA APP, leveraging research insights, and a final seminar during the Erasmus Days to showcase results and encourage adoption in schools. Local workshops and activities enabled the adaptation and testing of tools while strengthening connections between students, teachers, and families. Despite minor technical adjustments, the project exceeded expectations by reaching a wider audience beyond the initial partners.