Kompetencje językowe szansą na rozwój

We applied for the implementation of the project because our school was characterized by low effectiveness in teaching foreign languages. In external exams, students achieved average results, lower than in the commune and district. This situation resulted from several factors. One of them was ineffective teaching methods, strong focus on grammar, little emphasis on communication. Working methods were not adapted to students with special educational needs. The second factor was limiting foreign language learning to language lessons only. Language competences were not developed in other subjects. The third factor were students who had low motivation to learn, lacked communication skills and openness. They did not know effective memorization techniques and their learning styles. Due to the geographical location of the school, they also had no chance for everyday contact with a living language.

By implementing the project, we wanted to increase the effectiveness of teaching and learning foreign languages. We wanted to achieve this by developing new, effective methods of teaching and learning foreign languages, and then implementing them in school practice. According to the assumptions of the project, these methods should be based on modern knowledge in the field of neurodidactics and be friendly to students with special educational needs, enabling the individualization of the teaching process. While implementing the project, we also wanted to learn about ways of developing language competences in mathematics and science subjects, in order to deepen the ability to communicate in English not only during language lessons, but also in other subjects. We also wanted students to learn memorization and note-taking techniques as well as learning styles, thanks to which learning foreign languages would become more effective.

20 teachers of foreign languages, mathematics and science subjects from partner schools were trained. Foreign language teachers (8 teachers) during online cooperation and mobility analysed and discussed a number of working methods that are considered effective in teaching. They chose six from these methods that they considered as the most effective in line with the latest trends in learning and teaching foreign languages. Whereas, mathematics and science teachers discussed the ways and forms of supporting foreign language teaching in their lessons. Students from partner schools improved their language skills. During the mobility, they communicated in English while cooperating in the implementation of the programme. Participating in the workshops, they learned the techniques of effective learning and memorization techniques, as well as alternative ways of taking notes. They also got to know their learning styles, the knowledge of which is crucial in planning their own learning.

During the implementation of the project, a number of methods used by foreign language teachers in their lessons were analysed. Six of these methods were selected, which were considered to be the most effective, responding to the challenges of modern times, using the assumptions of universal design in education and increasing the chances of students with special educational needs to the fullest extent. These methods were described and applied in school practice, and then disseminated in the local communities of partner schools. Teachers of mathematics and sciences develop language competences during their classes, using the methods they learned during the project activities. Students use the techniques of learning and remembering that they learned during the workshops. They are more conscious about the management of their own learning, they become more open and self-confident. Partner schools have established fruitful cooperation, exchange experience and plan joint activities.