Job shadowing with a focus on diversity and multiculturalism

Summary

Awarded for its integration of intercultural and linguistic learning, this Erasmus+ project enabled French teachers at Rysensteen Gymnasium to strengthen their professional skills in teaching language and cultural understanding. Through job shadowing at a French upper secondary school with a high degree of cultural diversity, participants gained deeper insight into French society, immigration, and multiculturalism. Based on classroom observations and staff dialogue, the project led to the development of new teaching strategies that better reflect cultural complexity and promote inclusive language education. 

"Our Danish students now work with interviews we conducted with French students – improving both their language skills and their understanding of French school life and youth culture." 

Topic(s) addressed 

• Citizenship education
• Intercultural understanding
• Democratic values
• Inclusive teaching
• Job shadowing
• Cross-border cooperation
• Civic awareness
• Engagement in a European context

Target group(s)  

• French teachers at upper secondary level (mobility participants)
• Students as indirect beneficiaries

Methodologies used 

The project used job shadowing as a central methodology to strengthen teachers’ competences in language teaching, as well as inclusive and intercultural education. Through classroom observation, dialogue with staff and students, and reflective peer learning, teachers gained new perspectives which they translated into innovative teaching units. These units incorporated real-life materials, such as student interviews, and focused on themes of multilingualism, identity, and citizenship.  

By linking formal learning with real-world experiences, the project supported a whole-school approach to diversity and tolerance.  

Cross-border collaboration and the sharing of outcomes within the teaching team contributed to lasting institutional development. 

Innovation environment 

The project created a supportive environment for innovation by immersing teachers in inclusive practices at a multicultural French school. This experience prompted reflection on school culture at Rysensteen and inspired the development of new teaching materials centered on language, identity, and diversity.  

While student collaboration was not yet implemented, long-term partnerships were established, laying the groundwork for future exchanges.  

The project also encouraged the integration of authentic, student-generated content into language education. Interviews with French students about their school life, aspirations, and values were incorporated into lessons, enriching teaching and fostering both linguistic and intercultural competence.

Teachers’ role 

Teachers played a central role as drivers of innovation in this project. Through job shadowing, they expanded their professional competences in inclusion, intercultural dialogue, and citizenship education.  

Their active engagement led to the development of new teaching materials grounded in real-life classroom experiences, enriching both language learning and cultural awareness.  

The results were shared with colleagues through departmental meetings, fostering ongoing peer learning and wider pedagogical impact. 

Impact and output 

The project had a significant impact on the participating teachers, who developed new competences in language education, as well as inclusive and intercultural teaching. These skills were translated into concrete learning materials and shared with colleagues, extending the project’s reach.  

Students benefited indirectly through more engaging and authentic lessons on French society and European values.  

The focus on diversity also sparked broader school-wide discussions on recruitment practices and educational equity.  

The collaboration initiated an ongoing partnership and laid the foundation for future student exchanges, demonstrating a clear spill-over effect beyond the initial mobility activity. 

Learn more about the project