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Processes:
- Piloting of materials in workshop 1 and in national professional networks and/or their own classrooms,
- Feedback of the piloting by means of a questionnaire,
- Two workshops in order to raise awareness among teachers and education authorities of the importance of using several teaching methodologies in content-based classes including plurilingualism and pluriculturalism, and to introduce participants to the use of the sample materials provided by the team.
- One network meeting with selected participants in the first workshop in order to exchange feedback between team members and participants about the contributions to the kit , and to exchange materials for new piloting phase.
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Systematic feedback after each presentation in workshop 1
Lickert scale
Systematic feedback after each presentation
Daily evaluation by the team
Systematic feedback after each activity
Daily evaluation by the team.
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reflective interaction
questionnaires
reflective interaction
Use of metaphores to express degree of satisfaction
CAN DO self-assessment section
reflective interaction
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on-going process
April 2009
as above
September 2008 and January 2011
May 2010
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Products:
- Exemplars to be used in the first workshop,
- Learner and teacher questionnaires
- Selected materials produced by participants
- Publication of the kit of materials developed by the team members and the participants of ConBaT+ PLURI promoting the inclusion of the languages and cultures in CLIL materials. The publication will be in electronic and paper format,
- Materials and background information of the project to be made easily accessible on the ECML web site for wider dissemination
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The following questions will serve as evaluation indicators for all the products developed both by the team and project participants, in order to ensure quality products and tools for the language teaching profession:
Do the materials:
- demonstrate an integration of plurilingual/cultural elements into content-based instruction?
- bring added value to content-based instruction?
- bring additional competences to teachers' practice?
- increase the quality of the language learning experience?
- impact on the curriculum?
- encourage diversity and intercultural communication in teaching practice?
- help to solve difficulties associated with over-crowded curricula and diversity in classrooms?
- have the potential to change processes in national contexts in the long term?
- help to develop positive attitudes towards the languages, their speakers and their cultures?
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These questions will be systematically asked during expert meetings
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January 2008
April 2009
September 2010
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