AVIOR – Bilingual Materials

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Aviorlogo logo erasmusplus-eu

Rutu Foundation is one of the Strategic Partners of AVIOR: an Erasmus+ (EU-funded) project aimed at improving the basic numeracy and literacy skills of migrant children and thereby reducing the achievement gap between native and non-native pupils in Europe. AVIOR ran from December 2016 to August 2019. You can find all our results including the bilingual materials here.

Bilingual Materials for Migrant Children in Europe

The goal of AVIOR is achieved through a three-pronged approach:

(1) Bilingual resources: rather than creating new materials, we searched for, translated and adapted existing bilingual materials of high quality offered in both the host or school language and the mother tongue of migrant children;

(2) Teacher competence: teachers, parents and teacher trainers shared best practices on multilingual and mother tongue education through study visits to schools and teacher training institutes in European countries;

(3) Teacher/parent collaborative networks: parents and teachers were actively engaged in local case studies involving the newly translated bilingual resources in order to provide deeper insight into the barriers and opportunities of migrant parental involvement. This had the added benefit of creating informal local networks of parents, communities and schools, ensuring the continuity of the project’s objectives.

Avior is one of the spin-offs of the Sirius European Policy Network on Education of Migrant Children and built on key policy recommendations from Sirius to reduce the achievement gap between native and non-native pupils in Europe.

About the name

The Partnership was named after a bright star, AVIOR. The star is invisible from the Northern hemisphere, referring to the multitude of language skills that migrant children bring to the classrooms, but which often remain hidden to their teachers. The partnership brought together seven organizations from six countries. We are research and training centres, NGOs and network organizations.


Schools across Europe are seeing an increasing number of children who are either born in another country or whose parents are immigrants and who do not speak the school language at home. This presents a challenge as schools are expected to deliver quality education for all children, regardless of their ethnic background or linguistic abilities. Especially with the recent arrival of thousands of refugee children, the situation has become acute. This project seeks to respond to this challenge with a Strategic Partnership of seven organizations from six different European countries who will work together to make bilingual literacy and numeracy materials available to schools and to share best practices among teacher trainers and school leaders on how to create inclusive multilingual classrooms.
Children who lack proficiency in their country’s host language of instruction are unlikely to achieve academic success. Yet, mother tongue language support is crucial for the development of migrant children’s self-esteem and plays an essential role in increasing parental involvement, which both enhance children’s learning outcomes. The costs involved and a lack of awareness among policy makers about the benefits of mother tongue learning explain why few EU countries provide mother tongue support for migrant children.

Target groups

The ultimate beneficiaries of this project are primary school children between 4-8 years with migrant backgrounds who speak a different language at home than the school language. The target groups are teachers, teacher trainers, school leaders, parents and migrant communities, schools, municipalities, Ministries of Education and EU policy makers.

Results and impact

  • All of our bilingual materials in numeracy and literacy learning are online available as open educational resources.
  • school leaders and teachers are better prepared to meet the needs of diverse pupils groups with different languages, in particular regarding basic literacy and numeracy skills by using digital bilingual resources;
  • parents with a migrant background who participated in the project are more involved in the education of their children;
  • teachers and parents with a migrant or minority background have improved their relationship, including parents who were previously considered ‘hard-to-reach’;
  • pupils have greater opportunities to learn the instruction language through their mother tongues in regular school lessons and to acquire better and faster command of basic numeracy and literacy skills;
  • schools are encouraged to use more bilingual educational material and thereby become more inclusive;
  • policy makers have gained deeper insight into obstacles and opportunities to use bilingual and mother tongue materials in classrooms.


Risbologo Risbo – Netherlands (Project Leader)

Website: www.risbo.nl

Contact person: Tomislav Tudjman, tudjman@risbo.eur.nl

germanylogoefms European Forum for Migration Studies (EFMS) – Germany

Website: www.efms.uni-bamberg.de/

Contact person: Claudia Köhler, claudia.koehler@uni-bamberg.de

nepclogo Network of Education Policy Centers (NEPC) – Croatia

Website: www.edupolicy.net

Contact person: Lana Jurko, lana@edupolicy.net

praxislogo Praxis – Estonia

Website: www.praxis.ee/en/

Contact person: Eve Mägi, eve.magi@praxis.ee

rutufoundationlogo Rutu Foundation – Netherlands

Website: www.rutufoundation.org

Contact person: Ellen-Rose Kambel, ellen-rose@rutufoundation.org

terromundologo Terremondo società cooperativa – Italy

Website: www.terremondo.it

Contact person: Paola Gargano, Paola.gargano@asai.it

unimacadonialogo University of Western Macedonia (UOWM) – Greece

Website: uowm.gr/en/

Contact person: Nektaria Palaiologou, nekpalaiologou@uowm.gr