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POOLS-M (POOLS of communicative language teaching Methods)

Recent research and improvements in language teaching methods have not been fully applied in VET in IT, LT, and TR especially not in the LWUTL (Less Widely Used and Taught Languages). This is found in the Eurydice Studies "Foreign Language Teaching in Schools in Europe" 2001) and in the European Language Learning Materials Survey" (December 2000).In 2005 the Uteacher project showed that 45% of teachers in IT have little knowledge of language teaching methods using ICT. “ICT Development In Education In the Baltic Countries – 2005” found that ITC technologies are used ‘passively’ (writing texts), and not ‘actively’ (forming presentations, demonstrating simulations etc.).” In Turkey several studies has pointed out that teachers’ use of ICT for instructional purposes is insufficient (Martins, Steil, & Todesco, 2004; Askar & Usluel, 2003; Szabo & Suen, 1998; Proulx & Campbell, 1997)." ICT is widely integrated in the BP-BLTM methods so applying these will help improve the situations described above.BP-BLTM selected five communicative language teaching methods suitable for VET teachers and their students, especially those preparing for or in the midst of work placement in other countries. For each method the project developed sets of materials and instructions for exemplary lessons. To help the training of the less experienced teachers the use of the methods and materials are demonstrated through instructional video recordings of exemplary lessons. The BP-BLTM main outputs to be translated, adapted and transferred are:-A video library with subtitled commented recordings of the five methods used in real classes. -A manual with five method descriptions, instructions and ready to copy and use materials -An International Work Placement Guide-A website.This project will transfer the BP-BLTM results to Italy, Lithuania, and Turkey by adapting and translating the guide, the methods manuals, the ready to use in classes materials, and the subtitles for the project videos. After the first transfer partnership teachers will be coached in the five methods at workshops followed by peer review of their teaching in own classes to ensure best possible application of the methods. These teachers become “multipliers” and run similar workshops followed by peer review in order to exploit, evaluate, and further adapt the materials.The project consortium comprises VET colleges from IT, LT, and TR all involved in language teaching and student work placement. The DK partner was the coordinator of the BP-BLTM project. Dissemination is planned with EfVET as dissemination partner (reaching VET teachers and policy makers), participation in VET and language teacher conferences, through quarterly newsletters, and the project website (which can document 20.000+ unique visitors).Quality control will be supported by external quality assessment and based on milestones and deliveries reported four times per year by all partners.

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