Second language resources and development Erasmus Project

Project Title

Second language resources and development

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 2018

Project Topics

This project is related with these Project Topics: EU Citizenship, EU awareness and Democracy; Teaching and learning of foreign languages; ICT – new technologies – digital competences

Project Summary

Our project was developed with six partner countries. Three countries had worked together before – Hungary, Germany and Wales . This group have a grounding in European projects/ Global projects over ten years, they had also worked with each other through out this time so communication was and is excellent. The partners from Iceland and Finland had also worked together on a previous project so knew one another too. France our final partner had never taken part in such projects before and the school, was their are of France to experience Erasmus.
Most of the coordinators had traveled across Europe and found that English speaking and the teaching of the English Language was varied and had different results. – In some countries English was fluent at a young age while in other countries language teaching seemed to have poorer results. In Wales we clearly teach Welsh as a second language, but the results vary considerably. The teaching of a modern foreign language is more relevant today than it ever has been. It is vital in all countries that we develop pupils who will be valuable in the work place. For the Welsh school the teaching of a modern foreign language has not been part of our curriculum before. We do, however as stated previously teach Welsh as a second language. We started to teach German as a foreign modern language in 2018 before teaching such a language became statutory. This project would be used to support our teaching. For our colleagues in the rest of Europe they have found that teaching methods and pedagogies vary in different countries with various results. Early Years teaching in Finland has its roots in experiential teaching, and as part of this project we wanted to see how this style of teaching can impact on language teaching – sadly we did not see this at first hand due to Covid 19. This project has enabled all our pupils to access a second language from our youngest pupils on; language is a great leveler and on entry to second language teaching all pupils have an equal ability but potentially with different aptitudes. To start this project we first questioned pupils about how they felt about learning and what they saw as good practice. As teachers we then observed pupils carefully determining whether they were visual, auditory or kinesthetic learners. We wanted a route to second language teaching which would be inclusive and inspire all learners. We have built upon all our previous strategies to develop ideas from resources which are varied and include film , You Tube opportunities, games, puppets, mini projects and to teach using these resources have encouraged us all to teach in a potentially more experiential way. Pupils have also been encouraged to work along side older pupils to see how the ability in a second language can be of benefit not just in other curricular areas but it can be used to support later choices in adult life. Peer to peer learning has obvious benefit and we believe in this methodology.
As part of our research we also undertook a survey to see how far pupils developed language skills outside the school . We wanted to see how far parents contributed with an aim to developing parent work shops , we also wanted to see how far films, popular culture, games supported language development – we then ensured that film, games, digital games were included in our language lessons where appropriate
The project was and continues to be innovative as all schools have been and are prepared to share the how, the what, the when. Sharing good practice in a holistic manner to develop not only their own practice but to inform the style , methodology and planning of others. When we have visited schools – pupil books and activities have been shared freely and discussions about content have been open which can only support teaching and pupil development.
The bank of resources we have all contributed to on eTwinning are available and used consistently to support second foreign language teaching in all partner schools. Songs developed by our Hungarian partner have also been used to develop vocabulary , pronunciation and cultural understanding. We have developed a language skills ladder and a language communication policy.
Pupils in all partner countries have begun to use the resources, staff are using the language ladder to support their teaching and understanding of English in particular and German for the Welsh school. Pupils have communicated via SKYPE , eTwinning and at face to face meetings.
In all our schools the European ethos runs deep and this project is not a bolt on. It is sustainable as second language teaching is in all of our curriculum’s. We are passionate that best practice from across Europe is used to support the pupils in our care. Language is an important communication skill for all.

EU Grant (Eur)

Funding of the project from EU: 86490 Eur

Project Coordinator

ST NICHOLAS CHURCH IN WALES PRIMARY SCHOOL & Country: UK

Project Partners

• Grundschule auf dem Süsteresch
• OGEC St Nicolas
• Mansikkamäen koulu
• Gregor Jozsef Altalanos Iskola
• Rimaskóli