This project is collecting original lullabies in seven European languages, with their translations for families, schools and children to use. Lullabies in multiple languages are a motivational resource to introduce new languages into a family setting.

The introduction of a new language to a learner is always problematic with a vast territory of the unknown before him or her. This is even more obvious with the less popular languages of Europe. Often there is very little previous experience of hearing, let alone speaking, these languages.

The need is to offer Europeans an engaging and easy introduction to the less well-known languages, in particular rising above a simple text-based introduction. A suitable and understandable introduction will serve to motivate learners to ‘step further’ into a new language. This introduction should include a reference to the national cultural roots of the language, as well as the common European identity.

The aim of this project is to create such an introduction to other languages, especially the less widely used ones. Organisers believe that lullabies can be the means to this end. Lullabies are literary works that are sung to make children sleep or to make them stop crying with a simple language and syllabic meter and with a melody. No matter where they are from, all lullabies have a quality that makes them easy to recognise. Additionally, lullabies are often songs that babies wish to hear and adults will be asked to sing over and over again.

A further need is to promote the early introduction of additional languages to young children. It is a well-known fact that babies are born with huge capabilities for language, the magic of language acquisition. Studies have shown that, by the time the babies are six months old, they have already started the process of selection and have become ‘specialists’ with language. Babies decide which sounds they will tune into long before they start uttering words. When babies and small children are exposed to different languages at an earlier age, they acquire an improved sound recognition. This makes it easier for them to learn and speak those languages in the future.

Over half of the world’s population is brought up bilingually. In Europe a number of countries are also home to multilingual populations. Switzerland and Belgium are the most obvious examples, but also regions within countries such as Alsace Lorraine in France, the Catalan region of Spain etc.

There have been attempts to expose very young learners to different languages. For example, ‘Sound Beginning’ is an audio programme that helps stimulate infants' natural sound recognition abilities and creates tonal memories that may help them to acquire a second (or third) language later in life (Klein Helen Altman, 2001, Childhood Education).

This project aims to contribute to existing sources in this field by means of lullabies, which might be more appealing and appropriate for very young children as ‘the first steps’ in different languages, particularly the LWULT ones.

To achieve the early introduction of a language to babies and small children, the content must be at a level and of a nature that is accessible to them to gain their interest. Lullabies can be a good means for early introduction of languages for a number of reasons. First, lullabies in all cultures are time-tested melodies that are specifically meant to calm a baby and that most babies find soothing. Second, lullabies have a simple structure and repetitiveness, which makes them appropriate for ‘the first steps’ into different languages. Additionally, the positive influence of music on the acquisition of early language and motor skills (Marcs Infant Research Unit, University of Western Sydney) and the rhythms and the melody in the lullabies can be a further aid in the acquisition of the meaning and pronunciation of some words and phrases in different languages.

Culturally, lullabies are the symbols of the culture they belong to and through which children are raised and taught traditions and social customs. Thus, the simple forms of lullabies may improve the recognition of different sounds in other languages: stimulate and help language learning in future; and enable and encourage people to understand each other’s language, traditions and culture more comprehensively.

The project has followed a strict methodology during its two-year course. In brief these are:

1. Defining project and lullaby requirements.
2. Collecting lullabies.
3. Collecting information about each lullaby, lullabies in each country and the language.
4. Selecting lullabies and appropriate information about them.
5. Recording the lullabies.
6. Translating the lullabies and information into seven languages.
7. Creating appropriate children's activities for the lullabies.
8. Writing the book.
9. Publishing the project products: a book (with all the information and 35 lullabies and activities), a DVD (with interactive activities) and a CD. All products are published in seven languages.
10. Final launch conference in Antalya, Turkey.

The project has also had six additional meetings across Europe.

The 7 animated lullabies you can check on YouTube:

• Elephants Lullaby (Danish)
• Twinkle Twinkle little star (English)
• Dandini Dandini Dastana (Turkish)
• Haia Haia, Little Bath (Romanian)
• My Little Angel (Czech)
• Stella Stellina (Italian) - Star Little Star
• Nani Mine, Nani Nani (Greek)

Each partner brought a necessary skill or knowledge area to the project:

• Çukurova University, Adana, Turkey - coordinator and contractually responsible manager of the project, collecting and recording Turkish lullabies.
• Kindersite Project Ltd. UK – Internet communications, dissemination and commercialisation for sustainability (includes website and internet strategy).
• The Mosaic Art and Sound Ltd, UK – collecting English and Italian lullabies, recording all lullabies.
• Videnscenter for Integration, Denmark – collecting Danish lullabies and creating interactive activities.
• University of West Bohemia, Czech Republic – collecting Czech lullabies and booking activities.
• The Regional In-Service Teaching Centre Arges, Romania – collecting Romanian lullabies and book activities.
• Alexander Technological Educational Institute Thessaloniki, Greece - collecting Greek lullabies and book activities.
• Synthesis Center for Research and Education Ltd. Cyprus – collecting Greek Cypriot lullaby.

The project has been funded through the European Union Socrates Lingua 1 programme at a rate of 75% of the needed funds. The remaining 25% is contributed by each partner institution.

Advice:
It is imperative to closely define the role and tasks for every partner at the beginning of the project, to create a supportive team of partners and resolve conflicts quickly and amicably.
A suitable outside evaluator is a valuable addition, but the person needs to be chosen very carefully.

The project will seek to commercialise the products so that sustainability can be reached. If this can be achieved then additional publications of lullabies in more languages will be produced.