DOUBLE (Y)OUR LESSONS IN ENGLISH Erasmus Project

Project Title

DOUBLE (Y)OUR LESSONS IN ENGLISH

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for school education

Project Call Year

This project’s Call Year is 2020

Project Topics

This project is related with these Project Topics: Key Competences (incl. mathematics and literacy) – basic skills; Teaching and learning of foreign languages; Inclusion – equity

Project Summary

As stated in the Council Recommendation (2019/C 189/03), multilingual competence is at the heart of the vision of an EEA. With increasing mobility for education, training and work inside the Union, education systems need to reconsider the challenges in teaching and learning of languages and the opportunities provided by Europe’s linguistic diversity. Increasing and improving language learning and teaching could strengthen the European dimension in education. Multilingual competence provides a better understanding of other cultures, thus contributing to the development of citizenship and democratic competences. Almost half of Europeans report that they are unable to hold a conversation in any language other than their first language.
Taking into account this challenge, the project team is aimed to address the following identified needs:
– To raise the level of attendance to school of bilingual students.
– To address specific aspects in education of pupils whose parents works abroad.
– To improve the performance of teachers who are not specialized in teaching in foreign language.

The overall objective of the project is to provide training content for teachers who aren`t specialized in teaching in foreign language thus merging the propositions of the Content and Language Integrated Learning Framework in order to allow creation of lesson conspectus commonly made in English by teachers and students.
The project has the following specific objectives:
– Identification of taught subjects and lessons for intervention;
– Selection of teaching and training materials, pedagogical approaches and tools;
– Creation of the training course and teacher `s manual;
– Creation of interactive support set.

Within the project the following participants across BG, IS, RS and GR will be involved:
– Teachers non-specialized in language training (at least 80 in total);
– Bicultural students from minority or migrant origin (at least 120 in total);
– Bilingual students from families from which at least one parent is working abroad (at least 100 in total).

The project will include the following activities:
= Development, piloting and optimization of intellectual outputs:
IO1 Training course on insertion of English sections in subjects non related with foreign language training (with curriculum and learning modules);
IO2 Example Lesson Sections on humanitarian/STEM subjects;
IO3 Interactive Support Set;
= Project management, dissemination, quality monitoring and exploitation

In order to produce the planned outputs and to achieve the results, the project team has adopted a methodology consisting of a set of the following approaches:
– Building of deliverable-oriented work breakdown structure around the project’s desired outcomes;
– Selection of proper methods for project management;
– Using of up-to-date technological tools;
– Structuring of balanced hierarchy framework of involved actors;
– Maintaining proper document and reporting system preventing from misunderstanding due to different language levels;
– Mobilizing of associated partners and partner organisation outside the consortium.

On its completion the project will achieve the following results:
– Stimulate entering the teachers into contacts with colleagues from abroad;
– Provide support by language specialists towards strengthening the perspectives of teaching professionals rending good examples to newcomers in the career;
– Enhancement of the attractiveness of undesirable learning subjects and lessons by students facing challenges in cultural or language integration in participating countries;
– Offering a practical supporting tool for school teachers to ameliorate their understanding of the needs for embedding multilingual teaching and further development of social and communication skills of students in order to prepare them for the complexity of the globalizing world;
– Establishing of multilingual online platform for exchange of knowledge, advising and feedback;
– Strengthen the understanding and skills of students in areas such as multiculturalism, diversity, successful employment, active citizenship, social inclusion, equal opportunities and managing of personal change;
– Support the diffusion of the CLIL approach into mainstream educational programs concerning non-language subjects.

The potential project longer term benefits will be expressed by:
– Decreasing the number of teachers facing difficulties with dealing with using a foreign language in class;
– Improving educational achievements of students by developing multilingual skills and communication competences needed in the globalizing world;
– Improving the understanding of the fundamentals of the language interaction;
– Improved intergenerational relations due to unifying of understanding of the values and usage of more than one language;
– Improved language and learning to learn competences related to support students`s successful transfer from school to employment by the family.

EU Grant (Eur)

Funding of the project from EU: 212660 Eur

Project Coordinator

SOFIA UNIVERSITY ST KLIMENT OHRIDSKI & Country: BG

Project Partners

• Gimnazija Svetozar Markovic
• English Language Secondary School “Geo Milev”
• Private Profiled High School “Edmund Burke”
• Landakotsskóli
• DIMOS NEAS SMYRNI