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What is CLAE II

CLAE II (2019-2022) is a school development project co-funded by Erasmus+: the European Union Programme for Education, Training, Youth and Sport. 

Project type: Strategic partnership for school education (KA201).


Critical Literacies and Awareness in Education – Phase 2: “Thinking Critically Together”



Schools in France, Norway and Spain (approx. 30 teachers in the field of English as Foreign Language, Mother tongue, History), University of Stavanger, Catholic University of Valencia, University of Lancaster.

Although the development and the acquisition of criticality have always had a central place in the education of most democratic societies, several researchers have problematised the lack of empirical studies that document how it can be materialised in practice. (Ellerton, 2015)

Several studies have shown that the presence and the combination of different skills (logic, responsible, creative and metacognitive) are necessary conditions for the improvement of criticality. Nevertheless, metacognition and dialogic practices are the two components that seem to stand out.

Metacognitive skills/awareness and dialogic practices are in that matter central components for the acquisition of criticality considered as both skill and attitude, which means that the improvement of criticality depends on a community of practices and is inherently a social process.

During the project period (2019-2022), researchers and teachers together as a community of inquiry will reflect and discuss this central issue: How can we enhance criticality among pupils (10-15 years) through the improvement of the pupils’ dialogic participation in the classroom and pupils’ metacognitive awareness?

During the project period, teachers will work on the development, testing and improvement of dialogic teaching activities. (Alexander, 2005) The preparation of these activities will take place at the beginning of each year (Jan. /Feb.) during national seminars in close collaboration between teachers and researchers.

The implementation of these activities will be documented through teachers’ logs, which will also include pupils’ evaluation and self-evaluation of dialogic participation and metacognitive awareness.

During the international conferences (Sep./Oct.), teachers and researchers will present and discuss their reflections and results generated by the testing of the dialogic teaching activities.

The main goal is that teachers and researchers get a better understanding of possible patterns and principles that enhance criticality through the improvement of the pupils’ dialogic participation in the classroom and pupils’ metacognitive awareness.