Archive of European Projects

"Study shadowing" en España y Bélgica; analizando y evaluando diferentes metodologías en la adquisición de una lengua extranjera, dentro y fuera del aula.
Start date: 01 Sep 2014, End date: 31 Aug 2016 PROJECT  FINISHED 

Our bilateral project is based primarily on LONG TERM STUDENT MOBILITIES (3 months) which are planned for students aged 16-17 (1st Baccalaureate) . With them we try that 3 Belgian students and 3 Spaniards for each year of the program (in total would be 12 pupils) learn a second language ( French or Spanish ) completely submerging it in their daily lives. Prior to these long-term mobility , we see the realization of a suitable SHORT TERM STUDENT MOBILITIES (one week) with 68 students 15-18 years . We will pick the 3 candidates after making the initial contact with the host (location, facilities , co / as, teachers ... ). This project builds on a previous collaboration between IES Angel de Saavedra and the Ecole Internationale Le Verseau , which emerged from joint participation in a Comenius multilateral partnership and has had its culmination during the 2013-14 year with the completion of a MAC 3 months to 6 students (3 from each center) . This last experience has been so rewarding for the students, teachers and families , that we have thought of making the application for the KA- 2 + Erasmus to continue with the activity. It is a two years duration in which we ask some activities to be repeated during the two years but with DIFFERENT STUDENTS in each year and the relevant amendments following the annual evaluation. So, to learn a second language through total immersion in it, besides the daily interaction with colleagues class and above all, with host families , we have considered the following activities : - INTELLECTUAL PRODUCTS (planned annually): Students must complete a DIGITAL DIARY (01 ) with the experiences and most important lessons during their stay in the host country and perform the CHRONICLE OF EXPERIENCE (03 ) through an oral presentation using digital media that take place at the end of the exchange (in the host institute and the source) . In Spain , students made two projects for language learning; one through philosophical reflection and the use of audiovisual media , with BILINGUAL GLOBAL DISPLAY (02 ) and the other through teamwork that derives ORIENTEEING sport IN YOUR CITY ( 05). In Belgium , it will work for the development of DIFFERENTIAL CURRICULUM FOR LANGUAGE LEARNING (06 ) and in both school at the local level, ICT USED WITH THE STUDENTS WITH SPECIAL NEEDS 06). As main resource for the dissemination of program, we propose the development of a DIGITAL MAGAZINE (04 ) in which not only information of KA -2 made by students are included , but all actions under the Erasmus+ project taking place in both schools (KA -1). - MULTIPLIER EVENTS (planned annually): They are raised in order that students are immersed in the language and culture from different perspectives ; so, we have planned visits to various landmarks of Spain and Belgium , whose story will help students LEARN THE LANGUAGE THROUGH CULTURAL ROOTS (E1 ) , THROUGH ITS CULTURE AND CORDOBA (E3 ) or by reflecting on the strategic position in BELGIUM IN THE HEART OF EUROPE (E4). Furthermore, and based on the values of physical activity and motivation that inspires in students , we raised another block of activities for the students LEARN THE LANGUAGE THROUGH SPORT IN NATURE (E2 ) or an EXPEDITION TO THE RURAL BELGIUM (E5 ); in these , conducting exercises in the wild in the prime coexistence , respect for the environment and teamwork will be the basis for knowledge of languages. - LEARNING AND TEACHING ACTIVITIES: are the backbone of our program because, thanks to a learning agreement made between the two schools, pupils extend the corresponding teachings 1 Baccalaureate (Spain ) or 2nd grade general secondary (Belgium) and will be validated subjects studied during the exchange. To achieve this , work in different subjects through the methodology for projects , will become the cornerstone of this third group of activities. In conclusion , to say that our project not only suggests that students learn the language in its original context , both educational and family , but also knowing the own culture itself that implies that language. This will provide an extra cultural background to the knowledge of the language, so necessary for building CITIZENS awareness , and improve basic skills such as autonomy and personal initiative or learning to learn.
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