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Foreign Language from jobshadow into the worklight
Start date: Jun 1, 2015, End date: May 31, 2016 PROJECT  FINISHED 

We were inspired by the benchmark for language learning proposed by the European Commission that by 2020 at least two foreign languages should be taught by at least 75% of pupils in lower secondary education. In this project the aim is to enhance the knowledge in foreign languages pupils in the lower secondary school in order to improve their future employability. As other schools in the area, our school faced a problem with a decreasing number of students studying a second foreign language, as well as drop-outs from the language studies, which was and is a mismatch for the labour market demands. Mostly, the pupils found that knowledge in English was enough for their future. To encounter that problem we contacted two schools in England that had won awards for their language studies. By jobshadowing the aim was to observe, exchange ideas and methods when it comes to teaching foreign languages. With that action the main objectives were, in the short run, to increase the quantity of pupils learning a second foreign language so in a longer term all pupils will learn a second foreign language. With a foreign language the pupils will enhance their intercultural skills, as well as interests and possibilities on the labour market. The project involved three schools with different settings but with a joint focus on language skills. The language teachers together with Head teachers and deputy head teachers are involved. Through job shadowing we have identified the strengths and weaknesses in order to improve the language education. The activities were job shadowing, workshops and seminars. With this partnership we have taken the opportunities to find innovative methods and approaches and develop adequate materials. That has resulted in better attitudes towards languages and the pupils have seen huge benefits of learning languages. We were also able to get experience from two other school organisations which has enrichened our own organisation. Already in short term we have seen in an decrease in the drop-outs and in the long term we will be able to increase of quantity of pupils who study a second foreign language. The project has also led to enhanced language skills as well as in-service training for teachers. The efforts made to enhance the language skills are an essential issue in Sweden, England and almost all European countries. In the long term we will with this experience, be well prepared and maby be able to affect the policy makers to get an earlier start with languages. The school will continue the partnership with the partner schools and develop the school's European Development Plan. This mobility project is our contribution to the benchmark of the European Commission concerning teaching and learning foreign languages.
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