Klessheim goes Europe – Europa wir kommen! – Internationale Kommunikation im Tourismus: CLIL und Fremdsprachen als Arbeitssprachen im fachpraktischen und fachtheoretischen Unterricht sowie im fächerübergreifenden Sprachunterricht Erasmus Project

Project Title

Klessheim goes Europe – Europa wir kommen! – Internationale Kommunikation im Tourismus: CLIL und Fremdsprachen als Arbeitssprachen im fachpraktischen und fachtheoretischen Unterricht sowie im fächerübergreifenden Sprachunterricht

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 Schools Only

Project Call Year

This project’s Call Year is 2016

Project Topics

This project is related with these Project Topics: Recognition, transparency, certification; New innovative curricula/educational methods/development of training courses; Quality Improvement Institutions and/or methods (incl. school development)

Project Summary

Context/institutes:
As a tourism school with an international orientation, the tourism school Klessheim has internationality, foreign language competence, a European approach, mobility, and intercultural exchange as quality goals in the school development plan. In Klessheim, 75 teachers teach 600 pupils aged between 14 and 21. A long-standing student exchange programme with the Lycée des métiers de l’hôtellerie et du tourisme Alexandre Dumas in France already existed and a project agreement was signed with the Barking and Dagenham College in London to exchange students and carry out teacher mobility. Extensive preparatory work was carried out in the area of teaching materials and methodology.

Project objectives:
Together with our partner institutions, we wanted to generate European added value in the areas of transparency and recognition of knowledge and qualifications (ECVET), the further strengthening of key competences in the vocational training curricula and the promotion of empowerment, employability and active citizenship among young people. We documented and disseminated the results and findings gained in the mobility activities in traditional paper form and by means of ICT.
Number and profile of participants: Within the framework of learner mobility, twelve to fifteen learners per partner institution were accompanied by three teachers. The learners were selected on the basis of their skills in cooking, service and foreign languages. They were accompanied by a cooking teacher, a service teacher and a language teacher. The teacher mobilities were short-term joint offers of further training for personnel in service, cooking, tourism and the foreign language. Depending on the educational institution, one to three teachers from the departments of cooking, service, foreign languages and tourism were involved in the mobility activities.

Description of activities:
The focus of the mobility of learners was on practical and theoretical subjects. Language, professional competences and intercultural competences were acquired in the partner institutions and their teaching facilities in the target country in contact with speakers of the target language in practical application. Learners and teachers from both institutions worked in tandem. The project objective and product of each mobility was the joint creation, cooking, serving and selling of a country-specific menu with beverage accompaniment. The activities also included getting to know the training systems, company visits and a cultural programme.

Objectives achieved: Promotion of linguistic and communicative competences, which has further enabled the implementation of multilingualism and bilingual teaching at the school; the positive approach to European cooperation was reinforced further; mobility and intercultural exchange was promoted; improvement of employability; strengthening of key competences. Very good contacts could be established with partners abroad (hotels, schools,…).
It has also encouraged both students and teachers to see education in an international context, thus creating essential cultural understanding.
The exchange and adaptation of subject-specific teaching materials and teaching resources in the target languages (teachers) took place.
The teachers improved their methodological competences in the field of CLIL and bilingual gastronomic and tourism lessons. In conjunction, the practical final examinations in service in the ITL class (language focus class, which was primarily involved in the project) are now also carried out bilingually (German/English).
The participants also acquired and improved their language competence in the field of gastronomic and tourist terminology as well as in relevant aspects of Social English/French.
In addition, innovative subject-specific teaching materials and resources were developed and produced in the target language English, which did not already exist in the form required for the educational context.
Students gained a deeper understanding of social, linguistic and cultural diversity. The state funded Barking & Dagenham College, for example, is located in East London, a traditionally socially disadvantaged area that is currently in a development and upswing phase; the Klessheim Tourism School is a private school with a traditionally higher stratification. The project therefore also a served to promote social balance and mutual social acceptance.

EU Grant (Eur)

Funding of the project from EU: 104380 Eur

Project Coordinator

Tourismusschulen Salzburg GmbH & Country: AT

Project Partners

• Barking & Dagenham College
• Lycée des métiers de l’hôtellerie et du tourisme Alexandre Dumas