DYLEng

DOUBLE (Y)OUR LESSONS IN ENGLISH

In the Communication Strengthening European Identity through Education and Culture the EC sets out the vision of an EEA in which high-quality, inclusive education, training and research are not hampered by borders; spending time in another Member State to study, learn or work has become the standard; speaking two languages in addition to one’s mother tongue is far more widespread; and people 

have a strong sense of their identity as Europeans, as well as an awareness of Europe’s shared cultural and linguistic heritage and its diversity. Multilingual competence is at the heart of the vision of an EEA. With increasing mobility for education, training and work inside the Union, education systems need to reconsider the challenges in teaching and learning of languages and the opportunities provided by Europe’s linguistic diversity (2019/C 189/03) 

Increasing and improving language learning and teaching could strengthen the European dimension in education. Multilingual competence provides a better understanding of other cultures, thus contributing to the development of citizenship and democratic competences. Almost half of Europeans report that they are unable to hold a conversation in any language other than their first language (ibidem). 

The project will address some challenges in the reality of countries where English is not widely spoken as secondary language and bilingual teaching faces significant difficulties. The teachers whose subject is not related to foreign language training suffer from language barriers and lack of practical experience in using a foreign language even in short sections of their lessons. Though most of the teachers teaching subjects other than foreign language have attended various language courses and having respective certificates (as this is the case in Bulgaria, Serbia and Turkey), very often they have passive vocabulary and poor practical experience of communicating in foreign language due to their main workload at school and lack of stimulating contacts. This domain will be the primary area of intervention by the project aimed at diminishing of language barriers of the teachers. 

 

The project will introduce the main elements of the CLIL Framework which will result (as by Dalton-Puffer, 2007) in: development of intercultural communication skills; preparation for internationalism; provision of opportunities to study content through different perspectives; accessing subject-specific target language terminology; improvement of overall target language competence; enhancement of oral communication skills; diversifying of methods and forms of classroom practice; and increasing of learners` motivation. 

In this way through insertion of foreign language in class, the gap in the prestige of the teachers as main source of knowledge currently eroded due to mono-language abilities and the expectations from the students as using growing amount of foreign words will be closed.