How to become a citizen

This task is part of a larger task sequence aimed at exploring cross-disciplinary subjects of social sciences, language and intercultural awareness.

Information Gathering:

Students in different countries are required to explore policies and practices involved in becoming a citizen (from non-national resident status, not &#39 birthright&#39 citizen) and contribute to the general knowledge-building of the collaborating classes concerning these processes. Students are required to use ‘ social science research approaches’ in order to discover who are the non-nationals coming to their country what are their reasons for coming and what is the process they go through to become legalized residents.

Institution reporting the task:

Universitat Autònoma de Barcelona

Language of task instructions:


Target Group:

Social sciences



References and acknowledgements:



Collaborative tasks

Estimated Duration:

4 sessions


Social Science, Political Science




Project based on original idea by Melinda Dooly (Universitat Autònoma de Barcelona, ES), Robert Foster (Edge Hill University, UK) and
Dorota Misiejuk (Uniwersytet w Bialymstoku, PL)

Title: Developing a world view of citizenship education in higher education programmes

Language Configurations:

Lingua Franca

Language(s) that the task can be used in:

Dominant language production:

Writing/reading asynchronous
Speaking/listening synchronous

Target Competences:

Intercultural skills
Online communication skills
Content knowledge

Specific pedagogical objectives:

Development of students interest in cultural similarities and differences

Suggested Communication Tools:

Multimedia tools
Real time conferencing

Suggested Resources:



This activity is divided into four steps:

(Pre-collaboration task): Students work in face-to-face groups in each country to gather comprehensive data on social phenomena of immigration/emigration in their regions/countries and information about the policies and practices of each country concerning the newcomer reception.

Step 1: Students are divided into virtual teams and introduced to the platform they will be using for communication. They teams agree on weekly meeting times.

Step 2: Students meet synchronously to explain the documentation they have and to decide how to configure it into an online display (we suggest the use of glogster – an online poster with multimedia possibilities). Information can include picture galleries, ethnographic descriptions of town/city populations, etc.

Step 3: Students are given time to view other groups’ visual presentations.

Step 4: Students meet in their virtual groups again to compare and contrast the information. For instance, they could compare information about the process for non-nationals from the same country to become citizens in different countries (e.g. how immigrants from Argentina are ‘ processed’ in Italy, Spain and Canada). The group posts a short ‘ opinion piece’ in the class wiki/forum/blog, with links to the documentation (e.g. glogsters).

Specific pedagogical objectives: Information gathering, synthesis of knowledge and application of knowledge. Use of target language for reporting and discussion.

Learner Texts:

Document related to the task:


Criteria for Completion:

This is part of a larger task sequence, however, students can be evaluated on their participation and attitude towards the online collaboration through peer evaluation. Intercultural competences can also be evaluated (see e-portfolio TEP descriptors in this website).

Comments and suggestions: