GENERATING CLIL BRIDGES: LANZAROTE-EUROPE CHALLENGE
Start date: Jun 1, 2015,
End date: May 31, 2017
Due to the characteristics of insularity, minor island and outermost region, as well as to the great mobility of teachers and schools instability, schools in Lanzarote (Canary Islands, Spain) have been characterised for having a scarce participation in European projects of education. There has been some participation in Comenius and Grundtvig in-service training, which in the former LLP were individual mobilities not depending on an educational institution application. Thanks to this new call 2015, Erasmus+ has made it possible that the applicant institution can be a consortium coordinator leading a national mobility consortium of partner organisations of the same country aimed at sending school education staff to activities abroad.In our project “Generating CLIL Bridges: Lanzarote-Europe Challenge”, the Regional Ministry of Education, Universities and Sustainability (CEUS) of the Canary Islands Government acts as a coordinator of the consortium consisting of the public secondary schools César Manrique, Salinas, Yaiza, Tinajo and Zonzamas, all being CEUS-dependent. The Teacher’s centre of Lanzarote, being this the only centre offering educational advice, training and resources in the island and having been involved in different school projects, has also been actively involved in this European mobility project, and the members of this consortium see its participation of outmost importance.This consortium arises from the need to improve the quality of CLIL teaching offered in the educational institutions in Lanzarote. Our European Development Plan establishes three primary aspects to improve: 1st- the methodological and linguistic competence of teachers, who will feel more motivated, happy and confident about their work; 2nd- the capacity of teachers to meet the needs of students, that will result in motivation, improvement of skills and tools of such students to engage in a European context; 3rd- the provision to the schools of the consortium of a European dimension, allowing them to be more open, innovative and inspirational for the realization of new projects and to be in line with the European school reality. To satisfy these needs, the two modalities of staff training will be held: participation in structured courses and observation periods abroad in a partner school in Portugal, Ireland, Sweden, Italy, Finland, Malta and Lithuania, due to their relevance in the European CLIL panorama. In the short term, it is expected a linguistic and educational improvement in competencies of beneficiary teachers; in the medium term, the implementation of the project implies the improvement in the teaching practice of our staff as well as the rest of teachers from other schools in the CLIL programme and that in turn will benefit our students; in the long run, it means new projects with the same or other partner schools as well as the exchange between our students and our partners, or the invitation to the teaching staff of these centres to observe and participate in our school life. “Generating CLIL Bridges: Lanzarote-Europe Challenge” will help us to improve our creativity; to innovate and modernize us; to achieve renewed, more motivated and innovative teachers who have the training and experience necessary to help other teachers in their professional development and to provide our students with a higher quality teaching that allows them to continue to develop a continuous learning and in line with the European reality and nowadays needs. All this will benefit the residents of this island in general and will help us feel a not so outermost and a little closer to Europe. Thanks to the dissemination plan designed, it has been assured that the learning outcomes and findings (either tangible or not tangible) are shared beyond the participating organisations enabling a wider community to benefit from our work that has received EU funding. Once “Generating CLIL Bridges: Lanzarote-Europe Challenge” has come to an end, it is expected that all the results and knowledge are sustainable, exploitable and transferrable so that they can contribute to make a change in our daily teaching practice.
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