Languages through Innovative Teaching (LIT)

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language-ability

Main goals

– analysis of labor market needs in the field of foreign languages – analysis of foreign language learning environment in project schools (system, settings, goals, exams) – mutual exchange of good practices, implementation in schools

Key Words

– language skills required by labor market – foreign language teaching – innovation and good practices – computer assisted language learning

YEAR ONE – Kick OFF

November Discuss details

YEAR ONE – online task I.

What are the language skills required by labour market? – in cooperation with local businesses (questionnaire, interview)

YEAR ONE – Long-term study mobility of pupils I.

One student to every project country for 2-3 months (should be present in final exams – April/June?) 1. month – exploring the system of hosting school 2. month – analysis of good practices in field of innovation 3. month – report creation with the assistance of hosting school (questionnaire)

YEAR ONE – online task II.

Implementation of good practices into school language learning systems for year II.

YEAR TWO – online task III.

Implementation of good practices in language learning.

YEAR TWO – Long-term study mobility of pupils II.

Based on the first year outcomes, students should analyse the progress made by implementation of the good practices (reaction of students, results analysis)

YEAR TWO – online task IV.

Final analysis: 1. How effective are the new practices? 2. Does the improvement meet the expectations of labour market? 3. Do the students improved their skills?

ERASMUS guidelines relevant parts

MULTILINGUALISM, increased motivation for language learning through innovative teaching methods or better links to practical use of language skills required by the labour market ;The promotion of language learning and linguistic diversity. Under Key Action 2, Strategic Partnerships in the area of language teaching and learning will be encouraged. Innovation and good practices aiming to promote language skills can include for example teaching and assessment methods, development of pedagogical material, research, computer assisted language learning and entrepreneurial ventures using foreign languages. Improve the teaching and learning of languages and promote the EU’s broad linguistic diversity and intercultural awareness, § increased competence in foreign languages;

SKILLS AND QUALIFICATIONS (preventing youth unemployment) improved provision and assessment of basic and transversal skills, particularly: entrepreneurship, social, civic, intercultural and language competences, critical thinking, digital skills and media literacy; skills required by the labour market and the economy, improve the level of key competences and skills, with particular regard to their relevance for the labour market and their contribution to a cohesive society, in particular through increased opportunities for learning mobility and through strengthened cooperation between the world of education and training and the world of work; Enhancing the skills and competences of young people, skills required by the labour market and the economy, improved levels of skills for employability and new business creation (including social entrepreneurship). Fostering critical thinking especially through teaching science in environmental and/or cultural context