Although mobility programmes are recognized as one of the most powerful pedagogical instruments for plurilingual and intercultural education, they do not automatically result in better intercultural or linguistic skills. The approach proposed in this publication enables teachers to assist learners in fully benefiting from the learning opportunities offered by exchange programmes and encourages collaboration between sending and hosting institutions. Trainee teachers and pupils carry out self-evaluation, formulate their linguistic and intercultural objectives and observe their own progress. The double scenario, aimed simultaneously at pupils and trainee teachers, is based on the principle that the latter will be more likely to integrate in their teaching what they have experienced during their own training.

Although mobility programmes are recognized as one of the most powerful pedagogical instruments for plurilingual and intercultural education, they do not automatically result in better intercultural or linguistic skills. The approach proposed in this publication enables teachers to assist learners in fully benefiting from the learning opportunities offered by exchange programmes and encourages collaboration between sending and hosting institutions. Trainee teachers and pupils carry out self-evaluation, formulate their linguistic and intercultural objectives and observe their own progress. The double scenario, aimed simultaneously at pupils and trainee teachers, is based on the principle that the latter will be more likely to integrate in their teaching what they have experienced during their own training.