What is FENICE ?

FENICE is the acronym for the Federazione Nazionale Insegnanti Centro di iniziativa per l’Europa, a professional association which takes Salvemini's ideas about school's secularism and the protection and promotion of public schools as its point of reference, with the aim of contributing to the construction of a common European educational space. This is why the Association wants to support all those initiatives which favour the integration of the intellectual resources of schools in the cultural growth of society, help to change educational systems and professional or vocational training and increase the chances for young people to be trained according to the needs of modern society.

In this perspective, the Association promotes and develops initiatives, training projects and cultural and professional updating for the development of teachers, as well as research and experimentation in the field of methodology and didactics. FENICE also researches and experiments innovative ways aimed at paving the way for a wider participation in education and training for citizens of all ages and / or belonging to socially disadvantaged groups.


The newsletter

Our newsletter “Fenice Scuol@Europa News” describes the projects FENICE is involved in as a promoter or partner and the products developed by transnational partnerships, with the support of the European Commission, within the framework of the Lifelong Learning Programme. It addresses anyone who is interested in European Projects, but in particular those people who are interested in the themes these projects deal with. The newsletter has the aim to promote these results, materials and methods to a wider audience, and to encourage the exchange of ideas and experiences as well. FENICE publishes also an Italian magazine called Scuol@Europa, issued in paper and electronic version. This newsletter is published, instead, in three/four languages and sent as an html-formatted e-mail, displaying news in short with links to the FENICE website and to the relating project websites, where full access to the relevant articles or documents is provided. All issues of the newsletter are available on our website. 


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LMOOCs for university students on the move 

Erasmus + Partenariati strategici per l'istruzione superiore


Each year, thanks to the Erasmus programme, thousands of students in Europe take part of their studies in another country using a second language they know with a proficiency level B1 / B2. As many studies on the subject have shown, and as the analysis of the needs of students on the move conducted in partner universities has confirmed, skills needed for using common and general language differ from the skills and knowledge required for communication in academic contexts. This can have a negative effect on the completion of a cycle of study and on learners’ ability to improve language skills in the long term, impeding them in their quest to achieve high levels of multilingualism. The project MOOC2move therefore aims at creating a learning path, which will facilitate the development of linguistic fluency in academic contexts, supporting the student in acquiring this fluency by proposing methods and support in applying these methods. The “learning how to learn” approach is assumed to be both multidisciplinary (the project will concentrate on methods which can be applied in many domains, like note-taking, performing a short oral presentation supported by slides, interpreting figures, writing a summary, etc.), and more effective than just giving exercises.


Logo moveme


MOOCs for University Students on the Move in Europe

Strategic Partnerships for higher education


European third level education is characterized by the huge phenomenon of student mobility, which is bound to increase exponentially as market globalization and internationalization of education become more and more established. Students on mobility programmes usually have a B1/B2 level of language competence and they enrol in courses where they are required to negotiate the considerable difficulties of academic language and also organize learning autonomously and independently. However competences necessary for everyday standard use of a language differ considerably from those required for communication in academic contexts.  



The Second International conference on "MOOCs, Language Learning and Mobility" organized by FENICE and the University of Naples L’Orientale will take place on 13 - 14 October 2017 in Naples (Italy) at Palazzo Du Mesnil, via Chiatamone, 61 in a central zone, near the Castel dell’Ovo and the sea. As in the 2016 edition held at the Open University in Milton Keynes (UK), this second international conference aims to bring together higher education professionals, linguists and language technologists from around the world to debate issues relating to MOOCs, language teaching/learning and student mobility, by providing a forum for exchanging ideas, research outcomes and technical achievements. Conference attendance is FREE for presenters and non-presenting attendees but, given the limited number of places, it is requested a registration. Download the registration form from the conference website www.movemeconference.eu and email the completed form to fenice.eu@gmail.com.


We are now calling for abstracts for your research-related papers, presentations of case studies, work-in-progress and results of EU-financed projects. The closing date for submitting your proposals is 17 June 2017. Details on how to submit an abstract can be found in the section Abstract submission of the conference website. The authors are invited for a 20-minute presentation. For more information on the event, the keynote speakers and the call for proposals please visit the conference website. Stay tuned for updates to the conference program. If you have any enquiries, or wish to be added to the mailing list, please write an email to fenice.eu@gmail.com www.movemeconference.eu  

Lifelong Learning Programme

Key Activity 2 Languages


‘Creativity in language learning' is a project aimed at valorising the importance of the intercultural and creativity dimension in language learning and at promoting and encouraging linguistic and cultural diversity. Emotions and feelings are often kept out of language courses, as if learning involved only the rational part of an individual. As a consequence, the learner does not feel involved and often has only a passive role in the learning process The project is based on the assumption that creative and less conventional devices such as drama, songs and video clips are very effective methodological tools in language teaching and that they can target different audiences, from children to adults, being thus consistent with the objectives of the transversal programme. The CREALLE project mission is thus: collecting and defining a series of methodological tools that show the effectiveness of creativity learning both for junior and adult learners and at the same time spreading these to a maximum target group of language teachers and trainers.


International Conference

CreCreativity in language learning: the 4 CREALLE projects

Languages and Integration through Singing
French and Spanish language competence
through songs - FRESCO

Find A Delightful Opportunity to learn Portuguese through Internet and songs - FADO


Grundtvig Learning partnership Action
Star Project 2012


The idea of this project comes from the awareness that it is more and more important to promote plurilinguism in intercultural communication and the integration of all European citizens both in schools and in lifelong learning courses.

In order to encourage innovation in education, to give suitable methodological and technological answers right for the target groups ( teachers of IT, FR, ES, PT, RO, RU as L2 and their students – no matter the age- and people from various age groups learning one of the aforesaid languages as L2, but also people wishing to learn one of the languages for work, tourism or immigration, the project wants to disseminate new ways to teach a foreign language, linking the use of songs (particularly useful to build up communicative skills in a foreign language and intercultural learning) to the use of karaoke and audio visual materials put in the web. This approach overcomes the problems caused by age and different types of learners and allows the use of new technologies based on Internet, YouTube and interactive multimedia whiteboards.


Competences in e-Learning and
Certification In Tourism

Grundtvig 2 Action

E-Quality label Grundtvig 2009 winner


The project aims to develop the European dimension of the training the trainers and to reduce the gap between the school education and the work market in particular in tourist sector. The learning partnership forecast working groups and meetings of trainers in order to:

-identify training needs and exchange work experience necessary for developing a new professional role, namely that of "tourism development agent", and for ensuring training in giving worth and safeguarding cultural and environmental assets;

-specify a common frame of reference on which to structure the legal recognition of qualifications founded on well identified competencies;

-define the contents of an e-learning course that allows to get the competences of "tourism development agent";

-enrich the professional and methodological competences of the adult educators in training in tourist sector to update to EU standard through the knowledge of new cultures and different didactic training methodologies;

-identify and customize a web platform and insert in it the contents of the e-learning course;


Be My Guest: Russian for European Hospitality


Key Activity 2 Languages

Learning languages is becoming increasingly important in the European Union and there is a need for sustained efforts to improve the linguistic competences of the European population both in the official languages of the EU and the languages of global communication. Russian language is one of the six official and working languages of the United Nations and according to the published statistics takes the 5th place in the world as it is spoken by 285 million people. Among them 160 million people consider Russian their native language putting it at the 7th place in the world by the number of native speakers. In Europe teaching Russian is primarily offered by the formal education system (schools and universities) while the opportunities to learn Russian within non-formal education or adult training system are very few.

Taking into consideration that the flow of Russian speaking people (tourists or frequent business visitors), including inhabitants of new EU members, is constantly growing, this project seeks to make its contribution through the development of a basic online training in Russian.


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Broad Sweeps of Imagination:
a new method to teach a foreign language


LLP Comenius Multilateral Project

The aim of the BSI project is to prepare, test-implement and refine a Teacher Training Course for in-service teachers in foreign languages that wants to speak up the effectiveness of an innovative method which we call Broad Sweeps of Imagination (BSI) and to disseminate it in a wider European context. The course will be placed in the Comenius Catalogue and offered as an opportunity for qualification enhancement to the teachers all over Europe. The method combines different approaches and techniques for learning new information and for foreign language teaching that, combined in an integrated set, has proven effective in improving learners� communicative skills. The BSI method combines visual elements ('clumsy pictures') and approaches that give learners the opportunity to harmonize their previous learning with the recent ones. Moreover, the BSI method fosters multicultural awareness, intercultural competences and respect towards the values of the other cultures, integrated in the foreign language learning process.



Learning Arabic language
for approaching Arab countries


Key Activity 2 Languages

The main aim of the project is to create a set of innovative tools to promote and facilitate the acquisition of basic competences in the Arabic language, as well as a better knowledge of Arab culture, among European citizens, with the main objectives of promoting understanding among different cultures, promoting the carry out of shared projects, increasing the competitiveness of European companies when doing business, facilitating communication and understanding with Arab people living in EU.

In order to achieve the main aim of the project, different particular objectives have been defined:  

To research and produce a report on the multimedia courses and materials for Arabic language available on the Internet and in CD-ROM format suitable to be used by European languages speakers.

To produce a Website that will be used for dissemination, to hold the course and which will include a version of the dialogs of the course to be used in Ipod/MP3 and a forum of discussion about Arabic language learning.



Initiative for innovative concepts
to prevent early school leaving

Joint Actions

Education is the key for a successful integration since it gives young people the chance to integrate into the labour market and society in general. The prevention of early school leaving is a common European problem that all countries are facing. This implies that solutions should be European.

Plenty of best practice examples already exist, but still many teachers face difficulties in addressing the additional educational needs of their less-favoured students. Only a small percentage of schools, vocational training sites and youth centres is cooperating with local partners specialised in integrating those young less-favoured ones. Furthermore, good practice are often not easily transferable from one school to the other and from one country to another.

Anyway the prevention of drop outs is a task which not only concerns schools but all the players in their environment. Schools have to become community schools and reach out to institutions and associations (e.g. teacher associations, parent associations, youth services, immigrant associations, etc.) to work with them.



Join your grandchildren in learning
a foreign language

Socrates Action Lingua 1

The overall objective of the project is to raise citizens' awareness of the advantages of lifelong learning of foreign language by motivating and practically engaging a certain group of society in particular retired people or parents looking their young children in learning foreign languages. Countries such as Bulgaria, Greece, Italy and Spain share the same type of large variations of language skills and abilities to hold conservation in a foreign language between different groups of society. Retired people are much less likely, if at all, to speak foreign languages. Retired people and people above 50 are the least likely to speak a foreign language due to similar reasons in these countries. There is also a specific social feature that these countries share: it is a tradition in the family that grandparents look after their grandchildren and lots of them do help in their learning activities as well.

In an age of dynamic development of information and communication technologies and growing gap between generations due to that factor that may be one of the rare opportunities for grandparents to join their grandchildren in studying.



Socrates Action Lingua 2


This project aims at experimenting innovating techniques which may help improve teaching systems and have a positive influence on learning.

Though it is linked to foreign language (French both for Italian and Romanian students) this project aims at selecting models which may be used in the teaching of other subjects as well, as they study and experience integrated forms of communication (words, gestures, emotional involvement and multimedia).

The basic notion behind this project is that communication is involved in the changes characterising our society much more than anything else, it conditions behaviour and is behind the socio-economic development of the so called “global village”. School, therefore, must understand the characteristics of communication, elaborate and integrate them into the formative and teaching dimension.