Cultural Identity and Cooperation in Europe (CICE)  

Summary

CICE is a locally significant and multifaceted project that arises from a unique context - representing a minority within the majority. The project skilfully integrates language awareness and language learning with active citizenship and a shared European cultural identity. It demonstrates a linguistically informed, learner-centred approach that highlights learners' strengths while maintaining a strong pedagogical structure. It is guided by a clear methodological framework designed to achieve its stated goals. 

“I have learned that each culture bridges its own unique customs, traditions and perspectives, enriching our understanding of the world.”  

“Immersing myself in new cultures and languages allowed me to discover hidden facets of myself. Whether it’s uncovering new passions, skills or gaining fresh perspectives, each experience has contributed to my personal growth. Thanks to this project, I have come to better understand myself and the world around me.”

-  Students and teachers

Topic(s) addressed 

• Improved inclusion and diversity in all fields of education, training, youth and sport, promoting equality and non-discrimination
• Common values, civic engagement and participation, active citizenship
• Cultural heritage
• International relations and development cooperation

Target group(s)  

• 3-4 guest students/mobility
• 9-30 students from the host school aged 13-18
• A group of teachers (3-8) from each partner school

Methodologies used 

Teachers developed methods to help students learn how to communicate across cultural barriers. While the focus was not on formal language learning, students gained tools for effective cross-cultural communication, which sparked their interest in other cultures and their languages. Emphasising similarities between cultures helped the students build connections and identify with others. They played an active role in the process, working in multicultural groups. Teachers facilitated the process and produced lesson plans to be used in future projects. 

Many activities were not directly related to language learning but used language as a practical tool to complete a given task. For example, in one activity, pairs of students from different countries interviewed each other over video chat about their daily lives, and then created presentations based on each other’s experiences. 

Innovation environment 

A positive environment was fostered by beginning with hands-on activities such as drama workshops led by external experts, as well as sports, art, and music.  

These activities extended beyond the classroom into school yards and halls. Students then collaborated in culturally mixed groups, learning from one another, an approach that is more engaging than traditional teacher-led instruction. One example was a task where students had to create a lesson plan that was inclusive of a specific minority group, taking on the role of the teacher.  

Learning about minorities from minority groups and focusing on similarities and shared values rather than differences, helped promote a positive attitude towards linguistic diversity.  

Working in a project-based format rather than through traditional lessons encouraged innovation.  

In Finland, involving the entire school community in the activities helped spread a positive atmosphere of cooperation and inclusion.  

Teachers’ role 

In these activities, the teachers do not act as language specialists. Instead of focusing on grammar or vocabulary, the emphasis is on communication strategies and a student-centered approach, with the teacher acting primarily as a facilitator, giving the students the freedom to be innovative.  

Since the teacher does not have to be a language expert, the activities are easier to implement, making it more feasible for teachers to train their peers to be facilitators.  

The teachers’ most important task is to support the students and ask guiding questions if they get stuck.  

By standing back while remaining present, teachers create a safe environment in which students feel secure enough to take the lead, gain confidence in their abilities, and develop a positive sense of self.  

Impact and output 

Cross-cultural interaction through fun activities significantly boosted students' confidence in using other languages. Both quantitative and qualitative improvements in language learning were observed in our schools following the project.  

Students came to understand that communication involves more than just words – it also requires recognising cultural differences in ways of expressing oneself, and finding alternative ways to be understood, such as using body language, simplified language, or asking clarifying questions.  

The target group showed a growing interest in cross-cultural communication and international collaboration.  

Teachers too gained confidence in facilitating such activities and in using English as well as other languages in their teaching. 

This learning approach, centered on identifying common ground, using practical tasks, and encouraging peer teaching, is easily transferable to other fields of education. 

Learn more about the project