Digital CLIL 4 all: Final conference in Rome
On the 30th of July, the project consortium (EBIT, DOREA, PROGEU, Bridge Language Study House, DomSpain, Dante Adult Education Institute) came together in Rome, Italy to discuss the final “Digital CLIL for all” project. This Erasmus KA2 project 2-year project was discussed and presented through explanations of its methodologies, intellectual output, guidelines and conclusions.
The ‘Digital CLIL4All’ project combines both the CLIL method with Digital tools to augment the methodology and make it more relevant to new realities educators are experiencing, especially during the pandemic. The project regards CLIL as a medium and learning objective, in a nutshell, meaning that through content and language integrated learning (CLIL), one can make sense of a certain discipline taught in a foreign language through the use of digital tools such as Kahoot or Factile. The CLIL method further emphasises the use of second languages to transmit non-linguistic disciplines. .As Digital CLIL methodology is an innovative term, the project consortium worked 2 years designing and testing guidelines focused on introducing “Digital CLIL methodology” to assist the adult educators and further enhance the experience of adult learners.
The results presented in this conference showcased the intensity of the project itself, with 6 pilot courses, 5 multiplier events, and more than 200 trainers using the CLIL methodology only further increased the relevance of structuring digital CLIL classes. Throughout these activities and reports, it was apparent that in regards to the trainer’s and participants feedback some small adaptations were necessary for regards to the guidelines, for example, keeping in mind the heterogeneity of a group’s language level and how that could affect the participants, which was done by project partners and the final product was developed. Based on the pilot courses and feedback, these guidelines indicate which practices combined with technology are well regarded amongst adult language learners.
During the conference, three keywords were apparent throughout the presentations: lifelong learning, adult learning and key competencies which indicated a clear direction towards a progressive civic and social life regarding lifelong learning. At the same time, adult learning could be regarded as an addition to lifelong learning in the sense of further progress on an individual scale. Throughout these, the participants would further augment their key competencies that entailed knowledge, attitude and the right skills for successful active citizenship. Sofia Silva Fonseca further, representing the PROGEU organisation, further argued key competencies for lifelong learning. She supports this argument by using the Council’s recommendations that further supports the adoption of lifelong learning. Sofia Fonseca further focused on the aspect of multilingualism and digital competencies amongst the recommendations given by the Council. Additionally, based on the Teleworking & Agile Work pilot course, carried out by the Italian project partners, the main aims for the course can be classified in three ways: 1) acquiring notions about the course subject, 2) mastering the digital means and tools, 3) acquiring specific foreign vocabulary. With these aims in mind, the conclusion of the Digital CLIL application in this pilot course stimulated participants to augment their skills in regards to digital tools and actively practising a foreign language.
One of the examples of digital CLIL activities presented by DomSpain, was involving the participants in tourism activities with a language educator, monitoring their activities in which the language of instruction was always a foreign one. With the use of a QR code, participants could utilise a digital tool showcasing the tour’s route.
Another example was given by Dante through their pilot course on Intercultural Competences, with the use of the Digital CLIL methodology. By aiming to incorporate the four C’s (culture, content, communication and cognition) with this methodology, they were able to address topics such as cultural heritage with communicative language presented through digital content creation, gamification, and other new learning technologies.
Dorea team presented their pilot course – ‘Public Speaking’ – focused on the topic of speech, mainly in preparing, delivering, evaluating a speech as well as digital storytelling”. Areas such as intercultural communication, critical thinking, data literacy, etc were addressed in the training course as well. The approach of the Digital CLIL method was implemented through the use of interactive workshops in the English language with the help of digital platforms such as Mentimeter, Story Dice and YouTube. The course was practised through a mix of formal and non-formal activities through the active application of the digital CLIL methodology. The outcome of the workshop showed that participants’ feedback not only improved their foreign language and public speaking skills but their intercultural awareness as well.
Throughout the conference, the enthusiasm for the Digital CLIL method became apparent throughout the several pilot courses presented by the consortium. The pilot courses generated positive feedback that further augmented the credibility of the digital CLIL method. The suggestions given by the trainers and participants resulted in the establishment of cohesive guidelines regarding the application of the methodology. Overall the project was regarded in a positive light in terms of strengthening the participant’s knowledge in a variety of subjects, foreign language skills, and their digital skills.
Author: Salome Yoryoliami