Call 2016-19

The call for submissions is now closed.
The call for submissions is now closed.

Themes for closed project proposals

Teacher education for early language learning  Learning environments where foreign languages flourish 
Whole-school teacher cooperation for support in the language(s) of schooling  Towards a Common European Framework of Reference for language teachers 

Individual experts are invited to submit an application for one or more of the closed project proposals listed below. If the expert wishes to assume the role of project coordinator, he/she is requested to further develop the basic project outline provided by the ECML by submitting a full project description. Further specifications regarding the application for a closed project proposal are given on this page.

Teacher education for early language learning

Primary focus of project work

Development: the creation of new, innovative tools

Rationale

“Early introduction to ... language learning in school must be accompanied by effective and coherent curriculum and instruction to result in advantages in comparison to a later start.”* (Fred Genesee)

The current trend across Europe is to introduce programmes for enhanced language learning earlier in primary school. At the same time, linguistic and cultural diversity in European primary schools is increasing. In this context, what kind of training programme is needed for primary school teachers if we are to ensure the quality and effectiveness of early language learning? What knowledge, skills and attitudes should be developed? Which methodologies/approaches are best suited to younger learners? What lessons can be learned from CLIL or bilingual approaches, for example? How do we embed the use of the ELP and an inclusive, plurilingual and intercultural approach from the beginning?

This project aims to address these questions and develop a high-quality teachertraining module for primary teachers. However the module should also be of relevance for pre-primary teachers in national contexts where early language learning begins at this stage.

European tools**

Publications

Expected outputs

  • A model curriculum
  • A piloted teacher education module, adaptable for both pre-service and in-service primary teachers
  • Sample lesson plans for trainers
  • Recommendations for adapting and implementing the programme in specific contexts based on experience from piloting the programme in ECML member states
  • A scheme for evaluation of the implementation of the teacher education programme

Expected outcomes

  • Raising awareness of the need for quality teacher education programmes for language teachers of young learners
  • Supporting teacher educators and developers of teacher education programmes to evaluate existing programmes and to integrate innovative elements into their programmes

Target group

Teacher trainers for the primary and, where relevant, the pre-primary sector

Ultimate beneficiary

Children in primary and, where relevant, pre-primary schools

* In: “Is early second language learning really better? Evidence from research on students in CLIL programs”, Babylonia 01/14, p. 29.

** Some of the reference tools listed are currently under development. In this case links are provided to the relevant project website.

Learning environments where foreign languages flourish

Primary focus of project work

Development: the creation of new, innovative tools

Rationale

In 2012 the European Commission published two important surveys: the first ever European Survey on Language Competences (ESLC) and the Special Eurobarometer: Europeans and their languages***. Whilst the results of the latter show that Europeans believe in the importance of speaking more than one language in addition to mother-tongue, the results of the former reveal disappointing levels of language competence, particularly in the second foreign language.

Eurobarometer

  • 98% of Europeans consider mastering other foreign languages as useful for the future of their children.
  • Most Europeans support the EU’s vision for citizens to be able to speak at least two foreign languages

European Survey on Language Competences

  • Only four in ten pupils reach the ‘independent user’ level (B1/B2) in the first foreign language. In the majority of countries, this is English.
  • Too many pupils - 14% for the first language and 20% for the second - do not reach ‘basic user’ level which means that they are not able to use very simple language, even with support

What more can be done, particularly in times of severe budget restraints where there is a tendency towards a concentration of resources and attention on English only,**** to ensure that learners across different learning stages are not only given the chance to learn more than one foreign language but feel motivated to do so? How can learners be assured of a positive and enriching learning experience, which results in higher attainment, is relevant for their future careers, and instils in them a love of languages and a desire to continue to develop their linguistic repertoire throughout life?

This project will present key evidence from research and other sources on the benefits of learning more than one foreign language.

It will identify success factors in the creation of language-friendly learning environments which promote and support the learning of at least two foreign languages in ways which appeal equally to male and female learners. These factors can be of many different kinds; for example, they can be structural (e.g. flexible timetabling/joint planning across languages); extra-curricular (e.g. opportunities for pupil/teacher exchange/virtual partnerships); or promotional (involvement of parents and the wider community; language competitions and celebrations etc.). To name but a few.

Moreover, it will explore the kind of pedagogical approaches which increase learner motivation and attainment in learning additional foreign languages. These approaches should be pluralistic, establishing links between different languages and cultures, drawing on the learners’ home languages and paying attention to inter-comprehension skills.

All educational stages can be targeted. For the schooling sector cooperation with parents’ associations is sought.

European tools

ECML publications promoting plurilingualism and advocating diversity of language learning should be used as tools and resources for relevant contexts.

Publications

Current ECML projects

  • “Mobility programmes for sustainable plurilingual and intercultural learning” (PluriMobil),
  • Involving parents in plurilingual and intercultural education(Parents)
  • “Literacies through Content and Language Integrated Learning: effective learning across subjects and languages” (CLIL and Literacies)

Expected outputs

  • An interactive compendium of successful ways in which learning provision in at least two foreign languages can be secured, improved and promoted. This compendium should include:
    • real examples adaptable to different learning environments
    • a dedicated section for classroom teachers, focusing on pedagogy
    • an attractive, user-friendly presentation of key messages from research on the benefits of learning at least two foreign languages, tailored to the needs of different target audiences (e.g. parents, decision makers, learners)
    • key findings from research on successful promotion of language learning
    • a simple tool to help schools analyse the language needs/interests of their learner

Expected outcomes

  • Extensive promotion of the online compendium/key messages across national, regional and local networks
  • Increased awareness at policy and institutional level of the value of offering more than one foreign language
  • Strategies for enhancing learning opportunities in situations where foreign language learning is limited

Target group

Teachers, parents, decision-makers at institutional level 

Ultimate beneficiary

Learners, society at large

 

*** European Commission (2012), Europeans and their languages, Special Eurobarometer 386, pp. 7-8.

**** Eurydice (2012), Key data on teaching languages at school in Europe 2012.

Whole-school teacher cooperation for support in the language(s) of schooling

Primary focus of project work

Development (creating new, innovative tools) OR Mediation (communicating, disseminating and adapting existing ECML tools)

Rationale

This project is intended to promote whole-school cooperation in schools, bringing together the expertise of teachers of all subjects, ideally under the leadership of (head) language teachers for the benefit of all learners and in particular for those whose first language is not the language of schooling. In this context the focus of teacher cooperation is on the language(s) of schooling, the prerequisite for fulfilling learning across the curriculum.

The envisaged teacher cooperation will focus on how to cater effectively for competence development in the language(s) of schooling and the development of cognitive academic language proficiency in all school subjects.

The aim is not only to raise awareness of the requirements of language competences
in the language(s) of schooling for successful education, but to determine concrete
language needs and develop and implement appropriate measures for learners
requiring support.

Amongst the key references for the project is the CEFR – with its description of language competences and its approach to defining language proficiency – and the ECML publication Language skills for successful subject learning: CEFR linked descriptors for mathematics and history/civics.

Results of whole-school cooperation projects should include hands-on material for enhancing language skills in the targeted language(s).

 

European tools

Publications

  • Language skills for successful subject learning: CEFR linked descriptors for mathematics and history/civics (Language descriptors) (planned for spring 2015, draft version on request)
  • The Languages of schooling section of the Language Policy Unit’s Platform of resources and references for plurilingual and
  • Promoting Plurilingualism: Majority language in multilingual settings (MARILLE)
  • Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR)

Current ECML projects

  • “Diversity in majority language learning” (Maledive),
  • “Plurilingual whole school curricula” (Plurcur),
  • “Literacies through Content and Language Integrated Learning: effective learning across subjects and languages” (CLIL and Literacies).

 

Expected outputs (for development projects only)

  • Model whole-school teacher cooperation projects on the language(s) of schooling which indicate both success factors and pitfalls to avoid
  • Examples of how language descriptors can be used by both the teacher and the learner to support the learning process and to (self-)monitor language development in different subjects at different levels
  • The production, piloting and evaluation of sample classroom materials (including approaches promoted by the ELP) to support the learning process.
    The presentation of the materials should include feedback from learners
  • A variety of successful approaches for supporting learners’ needs in the
    language(s) of schooling

Expected outcomes

  • Examples of the successful application of the “Short guide for developing similar
    CEFR linked language descriptors for subject matter subjects”, part of the ECML
    publication Language skills for successful subject learning
  • Examples of non-language teachers contributing to the linguistic development
    of their students in the language of schooling
  • Examples of the Platform of resources and references for plurilingual and
    intercultural education of the Language Policy Unit being used in practice

Target group

Teachers of all subjects in primary, secondary and/or vocational schools (with support from school managers)

Ultimate beneficiary

Learners requiring support in the language(s) of schooling 

Towards a Common European Framework of Reference for language teachers

 

Primary focus of project work

Development: working towards a new, innovative instrument

Rationale

Teacher education and the ongoing need to review, enhance and expand teacher competences in response to our complex and ever-changing society, lie at the heart of the national priorities in language education identified by ECML member states.

What does it mean to be a language teacher in today’s Europe? How have major societal changes such as increased migration, mobility, ICT, the focus on lifelong learning or the development of qualification frameworks impacted on the role of the language teacher?

These developments have taken language education beyond the traditional confines of the foreign language classroom into the teaching and learning of the languages of instruction, the learning of regional, minority and migrants’ languages – contexts which to-date have remained largely unexplored. These new contexts bring a whole new meaning to the term “language teacher”. Moreover, languages are considered as transversal skills with the recognition of the importance of languages in subject teaching and the growing importance of intercultural communication in our increasingly linguistically and culturally diverse society.

Further developments at a European level are now required to identify synergies in the competence domains (and within them, the competences themselves) relevant to all language teachers as well as competence domains specific to education sector/language type etc. Such developments could also identify the competences relevant to subject teachers, with the overall aim of ensuring that teachers are equipped to provide maximum support for the linguistic development of their learners. These developments may, in due course, and depending on the results, provide the basis on which to develop a Common European Framework of Reference for language teachers.

Specific project aim

This project within the 2016-2019 ECML programme aims to explore the feasibility/usefulness of such a framework whilst at the same time deliver concrete outputs which could serve as its basis. The project will build on the wide range of existing high-quality European tools in the area of foreign language teacher competence as well as the recent developments in Switzerland where linguistic profiles for language teachers in occupation-specific contexts have been developed.

Long-term aim (beyond the timeframe of the 2016-2019 ECML programme)

Such developments may ultimately result in the creation of a Common European Framework of Reference for teachers of all languages which would open gateways for truly plurilingual education. With its focus on teacher rather than learner competence, the new framework would complement the existing CEFR. Like the CEFR, it would not be intended to prescribe national policy or teacher education curricula, but rather serve as a reference tool which users might wish to consult. It could also lead to the development of a European Language Teacher Portfolio (ELTP) for teachers of all languages.

European tools

Council of Europe/Language Policy Unit

Expected outputs

First steps towards the possible establishment of a CEFR for language teachers. These should comprise:

  • A user-guide for navigating the existing tools with an overview of their different forms, content, functions and target users
  • Critically-reviewed examples of these tools in use in different contexts with links, where possible, to relevant national curriculum models
  • An identification of the key competence areas/competences relevant to all language teachers and, where possible, those relevant to subject teachers
  • Piloting and further development of the Swiss linguistic profiles (empirical validation of descriptors in different school contexts; potential use of the profiles for profession-specific formative evaluation) with a view to adapting them to a wider European context
  • A feasibility study on the usefulness of a possible CEFR for language teachers (to be produced by December 2018)

Expected outcomes

  • Promoting dialogue and agreement on the key role of language teachers in education 
  • Promoting transparency and coherence in language teacher education 
  • Promoting an understanding of the role all teachers play in developing the linguistic repertoire of their learners
  • Collaboration among teachers to promote and support plurilingualism

Target group

Policy-makers and curriculum developers for teacher education, teacher educators

Ultimate beneficiary

Language teachers and their learners

Application procedure

Due to the large-scale development work involved in this project, an exception to the rule of “individual only” applications for closed project proposals is being made.

Therefore, in addition to individual applications it is possible for teams or consortia to submit a project proposal. Such teams or consortia are requested to present their proposal in the submission template entitled “Towards a Common European Framework of Reference for language teachers”.

NB: In order to ensure that all of the outputs are fully realised and also to open up the possibility for further developments beyond 2019, third-party funding will be required. Co-funding is therefore sought from organisations with a specific interest in this development.

 

***** Revised guide available in 2015.

 

Themes for closed project proposals

Teacher education for early language learning  Learning environments where foreign languages flourish 
Whole-school teacher cooperation for support in the language(s) of schooling  Towards a Common European Framework of Reference for language teachers 

Individual experts are invited to submit an application for one or more of the closed project proposals listed below. If the expert wishes to assume the role of project coordinator, he/she is requested to further develop the basic project outline provided by the ECML by submitting a full project description. Further specifications regarding the application for a closed project proposal are given on this page.

Teacher education for early language learning

Primary focus of project work

Development: the creation of new, innovative tools

Rationale

“Early introduction to ... language learning in school must be accompanied by effective and coherent curriculum and instruction to result in advantages in comparison to a later start.”* (Fred Genesee)

The current trend across Europe is to introduce programmes for enhanced language learning earlier in primary school. At the same time, linguistic and cultural diversity in European primary schools is increasing. In this context, what kind of training programme is needed for primary school teachers if we are to ensure the quality and effectiveness of early language learning? What knowledge, skills and attitudes should be developed? Which methodologies/approaches are best suited to younger learners? What lessons can be learned from CLIL or bilingual approaches, for example? How do we embed the use of the ELP and an inclusive, plurilingual and intercultural approach from the beginning?

This project aims to address these questions and develop a high-quality teachertraining module for primary teachers. However the module should also be of relevance for pre-primary teachers in national contexts where early language learning begins at this stage.

European tools**

Publications

Expected outputs

  • A model curriculum
  • A piloted teacher education module, adaptable for both pre-service and in-service primary teachers
  • Sample lesson plans for trainers
  • Recommendations for adapting and implementing the programme in specific contexts based on experience from piloting the programme in ECML member states
  • A scheme for evaluation of the implementation of the teacher education programme

Expected outcomes

  • Raising awareness of the need for quality teacher education programmes for language teachers of young learners
  • Supporting teacher educators and developers of teacher education programmes to evaluate existing programmes and to integrate innovative elements into their programmes

Target group

Teacher trainers for the primary and, where relevant, the pre-primary sector

Ultimate beneficiary

Children in primary and, where relevant, pre-primary schools

* In: “Is early second language learning really better? Evidence from research on students in CLIL programs”, Babylonia 01/14, p. 29.

** Some of the reference tools listed are currently under development. In this case links are provided to the relevant project website.

Learning environments where foreign languages flourish

Primary focus of project work

Development: the creation of new, innovative tools

Rationale

In 2012 the European Commission published two important surveys: the first ever European Survey on Language Competences (ESLC) and the Special Eurobarometer: Europeans and their languages***. Whilst the results of the latter show that Europeans believe in the importance of speaking more than one language in addition to mother-tongue, the results of the former reveal disappointing levels of language competence, particularly in the second foreign language.

Eurobarometer

  • 98% of Europeans consider mastering other foreign languages as useful for the future of their children.
  • Most Europeans support the EU’s vision for citizens to be able to speak at least two foreign languages

European Survey on Language Competences

  • Only four in ten pupils reach the ‘independent user’ level (B1/B2) in the first foreign language. In the majority of countries, this is English.
  • Too many pupils - 14% for the first language and 20% for the second - do not reach ‘basic user’ level which means that they are not able to use very simple language, even with support

What more can be done, particularly in times of severe budget restraints where there is a tendency towards a concentration of resources and attention on English only,**** to ensure that learners across different learning stages are not only given the chance to learn more than one foreign language but feel motivated to do so? How can learners be assured of a positive and enriching learning experience, which results in higher attainment, is relevant for their future careers, and instils in them a love of languages and a desire to continue to develop their linguistic repertoire throughout life?

This project will present key evidence from research and other sources on the benefits of learning more than one foreign language.

It will identify success factors in the creation of language-friendly learning environments which promote and support the learning of at least two foreign languages in ways which appeal equally to male and female learners. These factors can be of many different kinds; for example, they can be structural (e.g. flexible timetabling/joint planning across languages); extra-curricular (e.g. opportunities for pupil/teacher exchange/virtual partnerships); or promotional (involvement of parents and the wider community; language competitions and celebrations etc.). To name but a few.

Moreover, it will explore the kind of pedagogical approaches which increase learner motivation and attainment in learning additional foreign languages. These approaches should be pluralistic, establishing links between different languages and cultures, drawing on the learners’ home languages and paying attention to inter-comprehension skills.

All educational stages can be targeted. For the schooling sector cooperation with parents’ associations is sought.

European tools

ECML publications promoting plurilingualism and advocating diversity of language learning should be used as tools and resources for relevant contexts.

Publications

Current ECML projects

  • “Mobility programmes for sustainable plurilingual and intercultural learning” (PluriMobil),
  • Involving parents in plurilingual and intercultural education(Parents)
  • “Literacies through Content and Language Integrated Learning: effective learning across subjects and languages” (CLIL and Literacies)

Expected outputs

  • An interactive compendium of successful ways in which learning provision in at least two foreign languages can be secured, improved and promoted. This compendium should include:
    • real examples adaptable to different learning environments
    • a dedicated section for classroom teachers, focusing on pedagogy
    • an attractive, user-friendly presentation of key messages from research on the benefits of learning at least two foreign languages, tailored to the needs of different target audiences (e.g. parents, decision makers, learners)
    • key findings from research on successful promotion of language learning
    • a simple tool to help schools analyse the language needs/interests of their learner

Expected outcomes

  • Extensive promotion of the online compendium/key messages across national, regional and local networks
  • Increased awareness at policy and institutional level of the value of offering more than one foreign language
  • Strategies for enhancing learning opportunities in situations where foreign language learning is limited

Target group

Teachers, parents, decision-makers at institutional level 

Ultimate beneficiary

Learners, society at large

 

*** European Commission (2012), Europeans and their languages, Special Eurobarometer 386, pp. 7-8.

**** Eurydice (2012), Key data on teaching languages at school in Europe 2012.

Whole-school teacher cooperation for support in the language(s) of schooling

Primary focus of project work

Development (creating new, innovative tools) OR Mediation (communicating, disseminating and adapting existing ECML tools)

Rationale

This project is intended to promote whole-school cooperation in schools, bringing together the expertise of teachers of all subjects, ideally under the leadership of (head) language teachers for the benefit of all learners and in particular for those whose first language is not the language of schooling. In this context the focus of teacher cooperation is on the language(s) of schooling, the prerequisite for fulfilling learning across the curriculum.

The envisaged teacher cooperation will focus on how to cater effectively for competence development in the language(s) of schooling and the development of cognitive academic language proficiency in all school subjects.

The aim is not only to raise awareness of the requirements of language competences
in the language(s) of schooling for successful education, but to determine concrete
language needs and develop and implement appropriate measures for learners
requiring support.

Amongst the key references for the project is the CEFR – with its description of language competences and its approach to defining language proficiency – and the ECML publication Language skills for successful subject learning: CEFR linked descriptors for mathematics and history/civics.

Results of whole-school cooperation projects should include hands-on material for enhancing language skills in the targeted language(s).

 

European tools

Publications

  • Language skills for successful subject learning: CEFR linked descriptors for mathematics and history/civics (Language descriptors) (planned for spring 2015, draft version on request)
  • The Languages of schooling section of the Language Policy Unit’s Platform of resources and references for plurilingual and
  • Promoting Plurilingualism: Majority language in multilingual settings (MARILLE)
  • Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR)

Current ECML projects

  • “Diversity in majority language learning” (Maledive),
  • “Plurilingual whole school curricula” (Plurcur),
  • “Literacies through Content and Language Integrated Learning: effective learning across subjects and languages” (CLIL and Literacies).

 

Expected outputs (for development projects only)

  • Model whole-school teacher cooperation projects on the language(s) of schooling which indicate both success factors and pitfalls to avoid
  • Examples of how language descriptors can be used by both the teacher and the learner to support the learning process and to (self-)monitor language development in different subjects at different levels
  • The production, piloting and evaluation of sample classroom materials (including approaches promoted by the ELP) to support the learning process.
    The presentation of the materials should include feedback from learners
  • A variety of successful approaches for supporting learners’ needs in the
    language(s) of schooling

Expected outcomes

  • Examples of the successful application of the “Short guide for developing similar
    CEFR linked language descriptors for subject matter subjects”, part of the ECML
    publication Language skills for successful subject learning
  • Examples of non-language teachers contributing to the linguistic development
    of their students in the language of schooling
  • Examples of the Platform of resources and references for plurilingual and
    intercultural education of the Language Policy Unit being used in practice

Target group

Teachers of all subjects in primary, secondary and/or vocational schools (with support from school managers)

Ultimate beneficiary

Learners requiring support in the language(s) of schooling 

Towards a Common European Framework of Reference for language teachers

 

Primary focus of project work

Development: working towards a new, innovative instrument

Rationale

Teacher education and the ongoing need to review, enhance and expand teacher competences in response to our complex and ever-changing society, lie at the heart of the national priorities in language education identified by ECML member states.

What does it mean to be a language teacher in today’s Europe? How have major societal changes such as increased migration, mobility, ICT, the focus on lifelong learning or the development of qualification frameworks impacted on the role of the language teacher?

These developments have taken language education beyond the traditional confines of the foreign language classroom into the teaching and learning of the languages of instruction, the learning of regional, minority and migrants’ languages – contexts which to-date have remained largely unexplored. These new contexts bring a whole new meaning to the term “language teacher”. Moreover, languages are considered as transversal skills with the recognition of the importance of languages in subject teaching and the growing importance of intercultural communication in our increasingly linguistically and culturally diverse society.

Further developments at a European level are now required to identify synergies in the competence domains (and within them, the competences themselves) relevant to all language teachers as well as competence domains specific to education sector/language type etc. Such developments could also identify the competences relevant to subject teachers, with the overall aim of ensuring that teachers are equipped to provide maximum support for the linguistic development of their learners. These developments may, in due course, and depending on the results, provide the basis on which to develop a Common European Framework of Reference for language teachers.

Specific project aim

This project within the 2016-2019 ECML programme aims to explore the feasibility/usefulness of such a framework whilst at the same time deliver concrete outputs which could serve as its basis. The project will build on the wide range of existing high-quality European tools in the area of foreign language teacher competence as well as the recent developments in Switzerland where linguistic profiles for language teachers in occupation-specific contexts have been developed.

Long-term aim (beyond the timeframe of the 2016-2019 ECML programme)

Such developments may ultimately result in the creation of a Common European Framework of Reference for teachers of all languages which would open gateways for truly plurilingual education. With its focus on teacher rather than learner competence, the new framework would complement the existing CEFR. Like the CEFR, it would not be intended to prescribe national policy or teacher education curricula, but rather serve as a reference tool which users might wish to consult. It could also lead to the development of a European Language Teacher Portfolio (ELTP) for teachers of all languages.

European tools

Council of Europe/Language Policy Unit

Expected outputs

First steps towards the possible establishment of a CEFR for language teachers. These should comprise:

  • A user-guide for navigating the existing tools with an overview of their different forms, content, functions and target users
  • Critically-reviewed examples of these tools in use in different contexts with links, where possible, to relevant national curriculum models
  • An identification of the key competence areas/competences relevant to all language teachers and, where possible, those relevant to subject teachers
  • Piloting and further development of the Swiss linguistic profiles (empirical validation of descriptors in different school contexts; potential use of the profiles for profession-specific formative evaluation) with a view to adapting them to a wider European context
  • A feasibility study on the usefulness of a possible CEFR for language teachers (to be produced by December 2018)

Expected outcomes

  • Promoting dialogue and agreement on the key role of language teachers in education 
  • Promoting transparency and coherence in language teacher education 
  • Promoting an understanding of the role all teachers play in developing the linguistic repertoire of their learners
  • Collaboration among teachers to promote and support plurilingualism

Target group

Policy-makers and curriculum developers for teacher education, teacher educators

Ultimate beneficiary

Language teachers and their learners

Application procedure

Due to the large-scale development work involved in this project, an exception to the rule of “individual only” applications for closed project proposals is being made.

Therefore, in addition to individual applications it is possible for teams or consortia to submit a project proposal. Such teams or consortia are requested to present their proposal in the submission template entitled “Towards a Common European Framework of Reference for language teachers”.

NB: In order to ensure that all of the outputs are fully realised and also to open up the possibility for further developments beyond 2019, third-party funding will be required. Co-funding is therefore sought from organisations with a specific interest in this development.

 

***** Revised guide available in 2015.

 

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Looking for a team member?
Please check our expert database and our message board.

For questions please contact us at 

Presentation on the Call
Please check our PowerPoint presentation here.


Looking for a team member?
Please check our expert database and our message board.

For questions please contact us at 

Presentation on the Call
Please check our PowerPoint presentation here.