Literature in a foreign language class

The first objective was to provide teachers of foreign languages with knowledge how the subject is taught across EU in different schools. The partners were chosen with experience in teaching Engli...

The first objective was to provide teachers of foreign languages with knowledge how the subject is taught across EU in different schools. The partners were chosen with experience in teaching English literature. The second objective was to help teachers develop their materials, lesson plans to address the needs of their course and students. The third objective was to promote inclusion both in direct activities in the project and also through the use of literature, that would create understanding of the issues in the society of the time of literary work and see its role in the context of our society nowadays. The fourth objective was improved target language skills in students and their active involvement in creation of materials, as they are a target audience to try them out and also provide feedback.

First, we planned an observation phase where we learned from the partners with experience in using literature in foreign language classes. It provided us with ideas. Then we had a production phase where we collaborated and created new materials. In more particular we had both virtual and physical activities, including mobilities for partners to learn from the experience of partner schools and to involve students in practical workshops to try out the ideas and materials we created. We also had a project logo activity to develop a better understanding of the theme and create a sense of belonging as well as to promote digital skills. There were also hands-on tasks like planting trees to raise the awareness of issues like forest fires, for example.

Teachers participating in the project gained more knowledge of foreign language teaching practices in partner schools in different areas in EU, they shared their experience. Secondly, a compilation of 30 lesson plans was developed. The lessons cover several literary works, including legends, poems and offer creative ideas as they also provide an insight into the era of the writer or story. Thus, many of the tasks can be applied for different books, authors, depending on the choice of each school. The tasks cover all 4 language skills: reading, listening, writing and speaking. They also foster 4 C's of the 21st century: critical thinking, collaboration, communication and creativity. Third, as a result, participants were exposed to situations were they sa the importance of tolerance, inclusion. They discussed how different isues were and still are seen in different societies and cultures, being Western, post Soviet or eastern, considering also different religious and linguistic aspects; The projet included participants with fewer opportunities. Another result was improved 21st century skills and digital comeptences both with students and teachers.