Click on the circles for more information about the results, intellectual outputs and impacts associated with the ICEPELL Project






The expected results are identified according to the aims and related activities of the ICEPELL project

Diagnose the needs of practitioners in relation to the concept of and ability to include ICE in their teaching repertoire

        1. Develop an online survey in English and partner countries’ majority languages (MLs) 
        2. Reports to disseminate information locally (in partner countries’ MLs and English) 
        3. A comparative study for publication in an academic journal (in English)
        • Better understanding of practitioners’ needs in five partner countries regarding ICE in early EFL teaching repertoires 
        • A tried and tested online survey which can be used / adapted / translated by other European countries.
        • Stakeholders in each partner country become more informed (e.g. Ministries of Education, academic communities, teacher educators, publishers …) 
        • Dissemination of the study and its relevance for early EFL practices amongst the academic community. 


Equip practitioners with the competences to promote a comprehensive approach to language teaching and learning with picturebooks in order to develop ICE through an early EFL curricula 

        1. Develop a versatile and sustainable professional development programme 
        2. Create a clear framework for integrating ICE into an early EFL curricula.
        • Practitioners’ increased ability and confidence to 
          • integrate the intercultural domain in their EFL classes
          • select picturebooks for ICE in early EFL
          • plan, implement and evaluate ICE-related activities around picturebooks in English
          • assess the intercultural domain and citizenship values in early EFL classes
          • share and mediate picturebooks in English.
          • reflect on the teaching and learning context
          • support children in reflecting on their learning, become more tolerant and respectful of difference and willing to take civic action.
          • meet the specific needs of learners of all abilities 
        • A piloted professional development course available for the School Education Gateway and for each partner institution to continue using.
        • Dissemination of picturebooks for developing ICE-related activities
        • Dissemination of picturebooks from less visible English-speaking countries, and translated picturebooks, diversifying those available to support ICE-based activities


Strengthen practitioners’ ability to use virtual learning platforms to communicate across borders 


Set up an eTwinning space for ICEPELL practitioners 

        • Practitioners engage in intercultural dialogue through interaction online in a virtual community of practice
        • Practitioners strengthen the effectiveness of their learning mobility experiences
        • Children interact with each other virtually to exchange ideas and opinions about their learning
        • Children engage in intercultural dialogue and expand opportunities for ICE for real. 

Disseminate the project and its learning

        1. Partners collaborate in designing, writing and editing the ICEGuide, a handbook for ICE through picturebooks in early EFL contexts.
        2. Develop an open-access website
        3. Undertake local, national and international dissemination activities
        • A sustainable, easy-to-access document providing practical ideas and activities based on grounded theory to develop ICE through picturebooks
        • A formal document to accompany and support the final version of the ICEPro Course 
        • Information about the ICEPELL project and resources is made available to the public e.g. project description, activities and events
        • Resources from the ICEPELL project are made available to the public e.g. ICEBooks Database; Piloted ICEKits; The ICEGuide.
        • Information about the Intellectual Outputs will be presented and circulated amongst stakeholders
        • The Intellectual Outputs will me made available to stakeholders who will be encouraged (and motivated) to:
          a) try out ideas in their classes
          b) incorporate in teacher education activities
          c) incorporate results in publishing activities
          d) reconsider policy development
          e) consider including picturebooks in school libraries, local libraries, on national book lists
          f) revise/ expand their book purchasing lists.
        • Project partners and participating practitioners will be involved in sharing and debating the project outputs and activities which will contribute to further improving their understanding of ICE in early EFL.