/gapi/ Iubire( Dragoste) Mio /Miwosc/ Sevgi Armastus Love

/Eftyhia/ Fericire Szczcie /Shchescie/ Mutluluk nn Happiness

/Eleftheria/ Libertate Wolno /Volnosc/ zgrlk Vabadus Freedom

/Perifania/ Mndrie Duma /Duma/ Gurur Uhkus Pride

/Enthusiasm/

Entuziasm Entuzjazm /Enthusiasm/ Gayret, stek Entusiasm Enthusiasm

/Apodohi/ Acceptare Akceptacja /Akceptacja/ Kabul Vastuvtlikkus Acceptance

/Evgnomosini/

Recunotin Wdziczno

/Vdziechnosc/

Minnettarlk Tnulikkus Gratitude

/Tharros/ Curaj Odwaga /Odvaga/ Cesaret Julgus Courage

/Entimotita/ Onestitate( Cinste) Uczciwo /Uchcivosc/ Drstlk Ausus Honesty

/Siginisi/ A te simi micat Wzruszenie /Vzrushenie/ Duygulu Liigutatus Feeling moved

A MULTILINGUAL POSITIVE EMOTIONS GLOSSARY

AIM

Considering the important role of emotional intelligence, positive thinking and

language development we will attempt to use language, ICT technology and art as

a medium for developing our students emotional, artistic, as well as ICT skills.

Our end product will be a multilingual positive emotions glossary.

OBJECTIVES

Following Blooms taxonomy, the projects objectives can be classified in:

Cognitive:Students will be able to develop their native language and foreign language

skills. Affective:a) Students will be able to value the importance of positive thinking

and positive emotions. b) Students will acquire a positive stance towards the

introduction of the European dimension within the school setting. c) Students will

develop their self confidence and self esteem. d) Students will increase their

motivation towards native as well as foreign language learning. Psycho-motor:

Students will be able to: a) Draw and paint pictures reflecting specific positive

emotions (Artistic skills). b) Learn how to use the PC to draw and paint pictures of

positive emotions and make Powerpoint presentations (ICT skills).

Innovation and creativity

The project is innovative for the following reasons:

It aims at developing not only students linguistic and cognitive skills but also their

affective skills (positive thinking, positive emotions etc) and social skills adopting

cooperative learning (students have to cooperate to produce the end product) as well

the interdisciplinary approach (students develop their foreign language skills through

the computer or the art course) as a methodological tool. It also develops students

creativity as it helps them draw and paint pictures of how they perceive certain

positive emotions and also create their own concept maps on how they define each

positive emotion. Moreover, the project develops students critical thinking,

communication and debate skills, as students are required to speak about their

perceptions, compare them with their classmates and also their partners from other

European countries. Through these comparisons students learn about their partners

perceptions, understand them and start feeling close to them, breaking barriers and

stereotypes. Through discussions on positive emotions and positive thinking, students

develop a positive stance towards native and foreign language learning, as well as

ICT.

Integration in the school curriculum

The project is easily incorporated in the native and foreign language school

curriculum. By using visual or audio prompts (e.g. book photos, foreign songs in the

English language course, videos etc) students are asked to discuss, draw and paint

emotions. They write sentences of how they perceive positive emotions in their

language as well as in English, so they develop their linguistic skills. They also use

the computer to make picture frames, concept maps, paint and draw, so it easy to

integrate the project within the Computer course, as well as in the art course.

Role of Partner schools

Each partner schools work was clearly and precisely defined: Each teacher had to use

certain audio or visual prompts to elicit the positive emotions form the students

replies. Students discussed their perceptions, created concept maps and made a

drawing of how they perceived the emotion. Then they wrote the emotions name in

their mother tongue and in English and made sentences of how they define the

emotion in both languages. The drawings were collected and put on a big poster

entitled with the emotion. They were photographed and put in the projects twinspace,

so that each school could see their partners work, discuss and learn about it.

ICT Use

ICT was proved a fine psycho-pedagogic tool. Teachers and students used certain

sites to locate audiovisual material (eg Youtube) to start the disussion. www.bubbl..us

was used to create the concept maps, whereas www.wordle.net was used to create the

beautiful word clouds. Finally, the twin space was used by teachers to exchange

information, chat and discuss issues of common interest.

Results and Benefits

In a world that is constantly changing and feels people with stress and insecurity,

positive emotions and positive thinking provides the answer for dealing with life

difficulties. Students developed their linguistic and ICT skills but more importantly

they learnt the importance of optimism in life. They broke stereotypes and discovered

commonalities by studying the work of their partners and realised that although we

have diffrent languages, we share the same emotions. They also devloped their self

esteem and self awareness. Students at risk of being marginalised were able to

contribute to the project in their own pace and develop a positive stance towards

language learning.

Date:______________________________

Name:______________

A MULTILINGUAL POSITIVE EMOTIONS GLOSSARY

Student Evaluation Quiz

A. In this project I improved (Tick as many as you like):

My mother tongue skills.

My foreign language (English) skills.

My computer skills.

My artistic skills.

My communication skills.

My self esteem/self confidence.

Other____________________________

B. Number the positive emotions we worked with in order of difficulty to descibe,

starting from the most difficult (1) and finishing with the easiest one (10).

______LOVE

______HAPPINESS

______GRATITUDE

______FEELING MOVED/TOUCHED

______ACCEPTANCE

______COURAGE

______FREEDOM

______PRIDE

______ENTHUSIASM

______HONESTY

C. Our partners worked with the same positive emotions. Choose one country

and one emotion and descibe it to us.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

D. Look at the joint glossary. What did you learn?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

E. Which other emotions would you like to work with?

_____________________________________________________________________

F. Answer the following questions:

1. What did you learn from the project?_____________________________________

_________________________________________________________________

2. What will you change in your way of thinking?_____________________________

____________________________________________________________________

3. How will you use what you have learnt?__________________________________

___________________________________________________________________

Thank you for your cooperation

12A MULTILINGUAL POSITIVE EMOTIONS GLOSSARYAIMIntegration in the school curriculumRole of Partner schoolsICT UseResults and Benefits

38Student Evaluation Quiz