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Developing linguistic and digital competences within a cultural European context

Posted in 11/06/2018 by María Dolores Seda
Spain / C.E.I.P. CERVANTES (Primary)

Developing linguistic and digital competences within a cultural European context

This project is developing two types of activities: First, Structured Courses and secondly, Job - shadowing.

It stems from the difficulties the students have in relation to the acquisition of the English language. According to this situation, we have to take into account two perspectives: On the one hand, the need on the part of the participants in training courses in order to improve their professional competencies and, on the other one, the prominence that the information and communication technologies (ICT) have on the quality of the education of the second languages, especially in English. With these training courses They are supposed to learn digital skills that should help them to design resources that promote the communicative aspect of the language.

After a structured course we apply for a second activity "job-shadowing".

 -to develop their skills (specially their oral fluency, vocabulary and pronunciation).
 -To improve their use of English as a means of communication in class and in everyday situations.
 -To use ICT tools in class and in every day situations.
 -To integrate them into teaching and learning processes with their students.
 -To reflect on how ICT can enhance students’ learning and can help them to reach learning objectives within the
 -To design and implement motivating activities for their students by using ICT within a new framework of multiliteracies and critical literacy principles.

Preparatory activities:
 -Reading the required documents.
 -Speaking conversation meetings.
 -Cooperative group work at school to analyse the Polish educational system.
 -Listening activities to help them have an active participation in everyday situations (BBC Learning, Listening English app, Blogger...)
 -Watching movies in original version.
 -Reading an English book.
 -Using digital tools such as Easel-ly, Quizlet, Google Drive questionaire, Blogger.
 -Digital presentation of the historical and cultural aspects of the city where the training course will take place.
 - Creating the ICT Portfolio.
 - Creating the Portfolio of the Languages.
In relation to Job-shadowing:
 -Sharing information about our schools in and students.
 -Sharing didactic resources in English.
 -Digital presentation about their everyday life within the school.

Training activities:
A1 "English for Teachers (A2,B1)
 -Getting to know each other.
 -Selection and Planning of Projects.
 -Tips for learning and teaching vocabulary.
 -Using films and drama in class.
 -Cultural Heritage day excursion.
 -Presentation of outcomes of from
Culture & Society
A1 "ICT for Teaching"
 -Accessing, retrieving and sharing educational resources from the Internet. 
 -ICT tools to promote cooperative Learning.
 -ICT tools to enrich students’ learning environments.
 -Tools for image & sound editing and recording to support narratives of learning.
 - Day Heritage study visit.
 -Internet safety and copyright upload & download. 
 -ICT tools for classroom management.

A2 "Job-Shadowing"
 -Job-shadowing in every classroom.
 -Creating a blog to share our daily classroom experiences.
 -Playing some Spanish games with the children indoors and outdoors.
 -Sharing pictures from Spanish school children.
 -Trying to communicate with Spanish students through "Skype" if possible.
It must be active and communicative that enable to utilize ICT as a vehicle to get a quality learning and teaching process. What is more, It should be based on cooperative work.
 Consequently, this project should promote a positive impact on students and teachers. The improvement of teachers' communicative competence is expected to happen from the beginning, as well as the new approaches by using digital devices.
As a result, the more we improve ourselves as teachers the better the learning-teaching process will be.

Dissemination of resources and knowledge will improve the school identity towards the outer world. Hence, it will enable some other schools to know about Erasmus+ program.

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