Language Teaching Methods

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Introduction to Methods

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.

Presentation of the project teams

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Project background

PhyEmoC practice

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.

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Manuals and guides

The project teams will adapt and translate five manuals covering language teaching methods and a guide for students preparing for a work placement period

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International Work Placement  Portfolio

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

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Computer assisted language learning in context

Download the manual (adapted 2014) 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:

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Task based learning / teaching

Download the manual (Updated 2014, but without final design) 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:

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Simulations

Download the manual (Updated version 2014) in:

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:

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The Physical-Emotional and Cultural approach (PhyEmoC)

Download the manual (Updated version 2014 and 2015) in:

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:

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Tandem Learning

Download the eTandem manual (Updated 2014):

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:

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Teacher Course materials

A Course Guide

The guide gives advice on how to run the courses, the guide is available in

PowerPoint slides used for courses

Collection of PowerPoint slides used for the method courses. The slides may be adapted / translated  for different course situations.

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Evaluation forms after courses

Downloadable forms:

The course certificate (design by the Danish designer Lone Olstrup) is available in

Ready to use materials

The teams have prepared different types of materials to be used in classes

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:

During the pools-m project the simulation was adapted and translated into:

Airport is a simulation that can be used by students with a language competence around level B1 (European Language Portfolio). The simulation AIRPORT (see https://www.languages.dk/methods/airport.html) is now making use of Clilstore: The English version of the five profiles are availble online with all words linked to dictionaries in +100 languages: https://clilstore.eu/cs/939, https://clilstore.eu/cs/938, https://clilstore.eu/cs/937, https://clilstore.eu/cs/936, and https://clilstore.eu/cs/935

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

Return to St Kilda is a simulation which can be seen in use on the videos demonstrating language teaching methods. The simulation is available in

During the BP-BLTM and pools-m projects the material was adapted and translated into:

Videos demonstrating language teaching methods

The project teams adapted five videos demonstrating language teaching methods in real classes. The videos have subtitles in

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:

During the BP-BLTM and pools-m projects the video subtitles were translated into:

 

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Brochures and dissemination materials

The project brochure is available in

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Last edit: September 2, 2015

 

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.