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Nyelvi innováció a Bárdosban
Start date: Jun 1, 2015, End date: May 31, 2016 PROJECT  FINISHED 

Five people from our school attended training courses abroad in Erasmus+ KA1 mobility project, entitled Language Innovation in Bárdos. Things learned during the project have been successfully incorporated into our educational culture. The latest teaching and learning methods were presented to directors, colleagues and students through reports of experience, school and professional consultations, workshops and other school programs. Lágymányosi Bárdos Lajos Bilingual Primary and Secondary School (situated in Újbuda) launched its first bilingual class in 2011. In recent years we have had to deal with new challenges in three areas which demanded to improve the educators’ professional skills. 1. The role of teachers in modern language teaching has changed. The teachers’ task is to facilitate the development of the autonomous learners’ communication skills focusing on their personality. 2. Participation in international projects. The European dimension effects the whole institution and the usage of foreign languages is a general demand. 3. The social environment and the expectation towards the institution have changed. Besides, the students’ skills and their attitude have also transformed. After identifying the problems, we stated our goals: 1. To refresh language teaching by strengthening the language competences of the mobility participants. To improve the efficiency of students’ experience-based recipience by content-based learning (CLIL) and the use of project approach. 2. To strengthen our international relations. 3. To renew our educational methodological culture, knowing that an effective teaching-learning process design and a motivating assessment-system are required. A director (Iceland: Reykjavik April 2016) and 4 teachers (England: London, Brighton, Cheltenham, Broadstairs, 2015 summer) took part in the mobility project. Each of the selected courses fulfilled the advertised programs. The most important training areas were as follows: - Institutional management - Improvement of the educators’ language skills - Classroom work and learning organization in primary school - CLIL methodology and CLIL projects, the latest methods of bilingual education - Contemporary British life and culture, - Information technology-based educational strategies (ICT, CALL) After the courses having been completed we harmonized our work according to the dissemination plan. First we held detailed PP presentations of the methodological elements and job-shadowing occasions for each other. Then we organized a professional development training and a practical presentation for the teaching staff. In autumn and spring we invited the colleagues and parents for open classes, where we demonstrated our previously tested good practices. Frequent informal chats and change of experiences have also been made during the school year. We have hosted Japanese professors previously met at training in Gloucester training. They came from 5 different universities to observe how we adapt the things learned in England into our home training system. The program has been very successful, because the whole school was busily working during the several days long visit. The chorus sang songs in English, Hungarian and in Japan, and our colleagues made 18 open classes. Our Japanese guests wrote a study of their experience at our school, in which they expressed their appreciation about our work. Through eTwinning three primary classes launched English-language correspondence with Polish pupils. We maintain continuous relationship with European and non-European teachers as well. We have arranged a so called British Corner, a cozy place for English books in the library. Partly thanks to the mobility project our school education has been further strengthened with project-approach. MIRROR as a topic provided opportunity for cross-curricular days during Bárdos Days, for the enjoyment of secondary students. More and more colleagues are interested in CLIL method. Some of them even started to get students make their portfolio. We have achieved appreciable change in the following areas: • strengthening leadership competency and commitment to internationalization • development of teachers’ competencies (language, professional, cooperation, organization of educational processes, learning-support, pupils’ personal development and ICT application) • strengthening cooperation: communication with foreign colleagues, dissemination of good practices • The performance of our students at school and at competitions is excellent. They have won the District Creative English Contest, also gained Gold rating at the National Drama Contest. The project provided helpful and successful experience in renewing the organization of the institution as well as in the management of our bilingual profile. Our international relations are further expanded. The participants of the mobility project effectively supported the continuous existence of institutional innovation.

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