Methods is a TOI
(transfer of innovation)
project based on the
original BP-BLTM
and later the Pools-m projects,
which 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 main outputs to be
translated, adapted and
transferred during the
Methods project period
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
-This website.
This project will
transfer the BP-BLTM
and pools-m results to France (Guadeloupe),
Malta, and Slovenia by
adapting and translating
the guide, the methods
manuals, the ready to
use in classes
materials, and the
subtitles for the
project videos.
Improvements in language teaching methods have not been fully applied in VET and there is little communication in the target languages: "Teaching guidelines for foreign languages place emphasis on all communication skills – yet both teachers and students make infrequent use of the target language in the classroom” Eurydice Key Data on Teaching Languages at School in Europe 2012”.
Teachers in technical colleges in FR (Guadeloupe), MT, and SI teaching foreign languages need communicative teaching methods as research and improvements in language teaching methods have not been applied in the VET sector in these countries. This is based on our own experiences as well as the Eurydice Studies "Foreign Language Teaching in Schools in Europe". A general EU need for this is also seen in the recommendations for action planning by the thematic expert group "Languages for jobs", set up by the EC in 2010: “Develop specialized language training modules and methodology for teachers and trainers in VET” because “Language teacher training is generally not oriented towards the VET sector”.
According to a Eurobarometer survey “Difficulty with foreign languages is by far the most feared problem when young Europeans contemplate working or studying abroad”. Language proficiency is a key instrument for a common understanding between citizens of Europe and for exploiting the rich cultural heritage of Europe.
The lack of ICT expertise among teachers inhibits the best use of ICT based communication and creation of tailored online resources. Eurydice Key Data on Information and Communication Technology in Schools in Europe 2004: “Teachers do not yet as a matter of course acquire skills in the use of ICT for educational purposes during their initial training”.
One of the main problems in Guadeloupe is the unemployment rate for young people 55.1% and the long term-unemployment 78.8% (Eurostat 24 November 2011), and there is a lack of language skills, e.g. the mcdonalds chain had to give up running staff training courses. METHODS will exploit the project outcomes to coach hosts in the rural tourism sector so they can offer language courses to tourists thus creating a new source of income.
The ToI project targets the above needs in FR, MT, and SI through five communicative language teaching methods and materials with an emphasis on cultural diversities. The use of ICT in several methods (for instructional purposes) also works for promoting ICT among language teachers and learners.
The project teams will adapt and translate five
manuals covering language teaching methods and a guide for
students preparing for a work placement period
The main purpose of the International Work Placement Portfolio is to keep all important data, documents and collected materials related to your mobility experience abroad in one single place.
It is very useful to start collecting the materials in your IWP Portfolio from the very beginning. After the work placement, you are expected to write different reports. You may be asked to make a presentation at your home institution or you may decide for another international work placement in the future. Completing and/or updating your IWP Portfolio regularly will enable you to find any information or document related to your past mobility experience quickly and easily if you need it.
The self-asssessment checklists for language and professional skills can be attached to your Europass CV when applying for a job or another international work placement.
You can personalize your IWP Portfolio by creating cover pages with photos and lists of collected materials for all sections in the Dossier.
The International Work Placement Portfolio can be downloaded in
During the pools-m project the manual was adapted and translated (N.B. the new METHODS book is substantially different from the old files, so it is NOT recommended to use the older version from pools-m!-) into:
During the pools-m project the manual was adapted and translated (N.B. the new METHODS book is substantially different from the old files, so it is NOT recommended to use the older version from pools-m!-) into:
DDuring the pools-m project the manual was adapted and translated (N.B. the new METHODS book is substantially different from the old files, so it is NOT recommended to use the older version from pools-m!-) into:
DDuring the pools-m project the manual was adapted and translated (N.B. the new METHODS book is substantially different from the old files, so it is NOT recommended to use the older version from pools-m!-) into:
During the pools-m project the manual was adapted and translated (N.B. the new METHODS book is substantially different from the old files, so it is NOT recommended to use the older version from pools-m!-) into:
The POOLS-Machine Plc is
a simulation where the
participants have to
choose between four
locations for a new
factory, each location
has advantages and
disadvantages. Download
the simulation in:
The simulation
can be played in groups with three
to five students (if less than five
in a group then some students will
have to have more than one profile
in the simulation)
The simulation
is self explanatory; each student is
given a text with a personal
profile, the students read and
inform the other group members about
the content.
Go to the Airport download page to download the simulation
materials in English, Italian, Lithuanian, and Turkish
Video demonstrating the five
communicative language teaching methods (PhyEmoC, Task Based Learning,
eTandem learning, Simulations, and Computer Assisted
Language Learning):
The video comes complete with all the materials used in
the lessons. Download the instructions, handouts / student materials used in the video:
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
