Desarrollo Rural de la Siberia Extremeña a través ..
Desarrollo Rural de la Siberia Extremeña a través del Aprendizaje de Lenguas mediante Metodología CLIL y Nuevas Tecnologías
Start date: Jun 1, 2015,
End date: May 31, 2017
This teacher-training programme proposed by IES Siberia Extremeña in Talarrubias, Badajoz, Spain can be summarized as follows:
In terms of quality development and internationalisation, this project results from a combination of features. First of all, our Bilingual Section demands teacher training aimed at improving its members' communicative competence in English, together with training on CLIL methodology, following the principles for foreign language teaching (MERC) set by the European Union, as well as training on the acadeemic use of ICT as key tools for teaching innovation and students' future employability. This demand includes teachers of both linguistic and non-linguistic subjects, for all of them are members of the above-mentioned Bilingual Section, despite the fact that this project's objectives are far-reaching and definitely meant to involve other teaching departments outside the Bilingual Section, having innovation of the whole School Educational Project as its ultimate aim.
Being our secondary school located in such a rural context, the lack of institutions offering specific training is a fact, as our school is almost the only alternative for students and teachers requiring basic or further education. This so, the acquisition of new teaching tools and approaches is mandatory in order to extend bilingualism and reinforce the European dimension on both students and teachers in our school. Besides, communication with bigger cosmopolitan urban areas is expensive and scarce, so this project is also aimed at establishing partnership with other European countries and cultures, as a way to increase student motivation to speak foreign languages and learn in different contexts from their own.
Thence, an effective methodology for the coordination of both linguistic and non-linguistic subjects is required, always keeping their respective curricula in mind. Our main goal is to provide the same methodological guidelines not just to the Bilingual Section, but to all teaching departments by using an accurate communicative competence, an appropriate CLIL methodological basis and a variety of ICT resources as our core teaching instruments.
For this purpose, eight participants were chosen to carry out eight different mobility activities, consisting of seven structured teacher-training courses together with one job-shadowing period, including training on CLIL methodology, the use of ICT in the classroom, the English language and its teaching, and several visits to different European schools. In spite of their varied profiles, all participants share a common wish for both professional and personal improvement throughout such activities, eager to setting all new competences in motion as soon as they return to their daily teaching routine in their specific subjects.
Consequently, the effects of this project will be immediately felt, as well as in the medium and long term. The creation and execution of new innovative didactic units will be one of the main outcomes of this project, showing most new competences acquired by all participants and having a measurable effect on students. The enhancement of both teacher and student command of English along with the upgrade in their digital competence will be also two major results of this project, in addition to encouraging greater involvement in international teaching and learning actions among the whole school community. In this sense, our School Management Department will favour all activities proposed by this project from a flexible comprehensive point of view.
Accordingly, all new experiences will be widely spread by means of several teacher meetings, informative articles appearing in school, local and regional issues, radio and television interviews, essays on various educational websites, seminars arranged by a number of teaching resource centres, among other activities previously stated.
To conclude, since our school is based in an exceptionally rural area with high unemployment rates and, thus, low purchasing power, a matter which is closely related to low education standards and limited access to learning opportunities for free general and bilingual education, the Erasmus+ programme emerges as a highly suitable response to the learning needs of our teachers, students and sociocultural environment.
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