1. ENRICHED FOREIGN LANGUAGE LEARNING PROJECT Foreign Teachers’ Meeting, Ljubljana, July 2, 2010 Katja Pavli č Škerjanc, katja.pavlic@zrss.sikatja.pavlic@zrss.si Operacijo delno financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za šolstvo in šport. Operacija se izvaja v okviru Operativnega programa razvoja človeških virov v obdobju 2007-2013, razvojne prioritete: Razvoj človeških virov in vseživljenjsko učenje; prednostne usmeritve: Izboljšanje kakovosti in učinkovitosti sistemov izobraževanja in usposabljanja. Enriched Foreign Language Learning (EFLL): Presentation of the project

2. European Structural Funds Ministry of Education and Sport of the Republic of Slovenia COMMUNICATION IN FOREIGN LANGUAGES 1.4.2008 – 31.8.2010 Katja Pavlič Škerjanc Foreign teachers’ integration into the school curriculum as an innovative approach to foreign language teaching Katja Pavlič Škerjanc Implementing early foreign language learning and intercultural awareness into the first cycle of primary school mag. Katica Pevec Samec

3. EUROPEAN STRUCTURAL FUNDS ( European Social Fund, European Regional Development Fund … ) …) National Development Programme 2007-13 Operational Programme for Human Resources Development 07-13 Ministry of Education and Sport of the Republic of Slovenia ENRICHED FOREIGN LANGUAGE LEARNING 1.9.2010 – 31.8.2012 Katja Pavlič Škerjanc

4. Ministry of Education and Sport STRATEGIC LEVEL → concepts (“white books), development strategies (strategic papers), legislation aand funding National Education Institute TACTICAL LEVEL → frameworks and guidelines, monitoring implementation. in-service training Schools OPERATIONAL LEVEL → piloting (PLANNING and implementation), evaluating and upgrading suggested solutions (REPORTS), dissemination of results (GOOD PRACTICE)

5. ENRICHED FOREIGN LANGUAGE LEARNING foreign teachers’ integration into the school curriculum as an innovative approach to foreign language teaching

6. “FOREIGN TEACHERS” PROJECT KEY CONCEPTS Intercultural (communicative) competence Authenticity of –learning goals and objectives, –learning situations, –assessment Language across the curriculum (content-based language learning, discipline literacy development) School curriculum (planning – implementation – monitoring – evaluation- dissemination) Integrative curriculum (cross-curricular connections – intra- and interdisciplinary cooperation) Cooperative/Collaborative teaching –Team teaching Project approach (to teaching and learning) SCHOOL DEVELOPMENT – Research projects Dissemination of results (school & national level)

7. “FOREIGN TEACHERS” PROJECT: ADDED VALUE? Collaborative -team teaching in multicultural - intercultural teams New approaches to foreign language teaching and learning Project approach to innovation – action research (professional development)

8. SPT leaders and FL coordinators NATIONAL PROJECT TEAM (NPT) Project manager core NPT, extended NPT, enlarged NPT PROJECT STRUCTURE Working Groups (WG)  School Project Teams (SPT) External ◄collaborators Slovene and foreign teachers academic experts ◄Foreign teachers members of SPTs ◄Foreign teachers members of WGs Personal choice  Work obligation 

9. DRIVERS OF CHANGE The NEI project team Project team leaders and Foreign language coordinators School project teams

10. PROJECT STRUCTURE National Project Team (NPT) –core NPT (Katja Pavlič Škerjanc, project manager – NEI, Maja Celestina, NEI; Barbara Gregorič – financial matters, NEI; Domen Petelin – legal matters, NEI; Bronka Straus, MES) –extended NPT (core NPT + NEI foreign language advisers) –enlarged NPT (extended NPT + school project team leaders + school FL coordinators + selected foreign teachers/one per language) School Project Teams (SPT) (3 – 5 members) –Project team leader –Foreign language coordinator –Foreign teacher –Other teachers according to the school project goals

11. “FOREIGN TEACHERS” Aims and goals of the project upgrading the quality of foreign language teaching in Slovenia by innovative approaches, based on –an enhanced authenticity of learning situations (communication with a native speaker of the target language or a non-native speaker with a FL1 otherthan Slovene and using the target language as a lingua franca) and –cooperative teaching in multicultural teams (Slovene & foreign teachers of foreign languages, Slovene teachers of non-language subjects & foreign teachers of foreign languages); developing a systemic approach to foreign teachers inclusion into the Slovene educational system - piloting alternative organizational options

12. ADDED VALUE? Bringing together native and non-native (Slovene) teachers of target languages (  combining the advantages and disadvantages of the emic and the etic perspective into a complementary blend of both, with the native teacher contributing “the insider’s understanding and fluency” and the Slovene teacher sharing the cognitive structure with the students …) Bringing together non-native teachers of target languages from different cultural backgrounds (  developing cultural multiperspectivism, intercultural sensitivity, intercultural awareness, intercultural competence of both teachers and students) Collaborative -team teaching in multicultural - intercultural teams

13. FOREIGN TEACHER: ROLE AND TASKS The foreign teacher is an autonomous, independent expert, expected to contribute creatively and innovatively to the quality of foreign language teaching and the school development project. He/She is non only an ambassador of the culture he/she comes from but also an active promoter of multiculturality and interculturality. He/She (co)-teaches in all parts of the curriculum: –core and elective (80% of the direct instruction/teaching workload), –optional (up to 10 % of the teaching workload) and –extra-curricular activities (up to 10 % of the teaching workload). Like Slovene teachers, foreign teachers will be required to be available for work at all times when the school is open and at other such times as the principal/headteacher or governing body may reasonably direct.

14. “FOREIGN” TEACHERS? Native speaker vs. TEACHER ? –foreign language teacher OR –subject teacher with a FL teaching certificate? Monocultural vs. intercultural teacher? Target language = –first (mother) tongue? –second language (bilingual – bicultural speakers)? –foreign language (but with a first/second language and culture other than Slovene)?

15. QUALIFICATION REQUIREMENTS – PROFESSIONAL COMPETENCES? TASKS foreign teacher COMPETENCES foreign teacher

17. Investigating/researching and developing collaborative skills of both teachers and students  1.idea sharing (procedures, protocol …) 2.discussion groups 3.peer observation 4.joint teaching & learning activities 5.teacher exchanges 6.team teaching type B team teaching (rotational) type A team teaching (interactive) Investigating/researching and developing team teaching skills Collaborative -team teaching in multicultural - intercultural teams ADDED VALUE?

18. COLLABORATIVE TEACHING INTRA- AND INTER-DISCIPLINARY COLLABORATIVE TEACHING Teachers cooperate and collaborate: to increase the authenticity of learning through interdisciplinary teaching and curriculum integration to fight knowledge obsolescence and share the burden of keeping up with the knowledge explosion to ensure/provide continuous professional development through peer learning

19. team work collaborative teaching other TEAM TEACHING team teaching type A (interactive) team teaching type B (rotational) other

20. TT In the same classroomIn separate cl. PARALLELSEQUENTIALPARALLEL SAME ACTIVITIES collaborative (= dialogue) alternating (students rotate from one teacher to another) parallel DIFFERENT ACTIVITIES traditional (interdependent activities) diferentiated supportive (one teaches, one observes) complementary (connected, but independent activites) INTERACTIVE TEAM TEACHING

21. 15 (16) hours+ 5 (6) hours TT team teaching ST single teaching interactive team teaching + guest teaching: positive interdependence independence on the basis of collaborative teaching togetherapart individual (small group) work with students compulsory elective activities (OIV) extra- curricular activities whole class principle division of students into two sub-groups 0 – 3 hours0 – 2 hours Hour distribution and components of an average weekly FT’s teaching workload

22. The DO’s and DON’Ts of teaming teams as permanent as possible not more than 3 co-teachers within the same period of time (month/week) no one-lesson partnerships(except in guest teaching) core and additional teams Forms of collaboration: Core teams:Additional teamsGuest teaching as permanent as possible small number of partnerships organised on a yearly principle less permanent flexible depending on the current issues and needs organised on a unit principle (anywhere from 3 lessons upwards) FT should not be forced to do subjects/topics she/he is not comfortable doing could be in a form of substitute teaching but preplanned

23. ADDED VALUE? Communication in foreign languages as a key competence and cross-curricular goal (  investigating and developing ways and means of curriculum integration) Developing intercultural competence in foreign languages as a cross-curricular goal Innovative Fl teaching  –F)LAC = (Foreign) Language Across the Curriculum / LANGUAGE IN OTHER SUBJECTS –CBLL Content-Based Language Learning (cf. CLIL) –Language sensitive content learning –Discipline / Academic literacy development –A new role of the mother tongue in FLL: from monolingual to bilingual appr. New approaches to FL teaching and learning

24. Gimnazija Modernisation: CURRICULAR ENRICHMENTS INTEGRATIVE CURRICULUM - CURRICULAR CONNECTIONS monodiscuplinary and pluridisciplinary intradisciplinary and interdisciplinary multidisciplinary and interdisciplinary partial and cross-curricular vertical and horizontal ▼ intercultural competence as a cross-curricular goal ▼ media literacy - film literacy as a cross-curricular goal

25. INNOVATIVE APPROACHES TO FOREIGN LANGUAGE TEACHING AND LEARNING (F)LAC = (Foreign) Language Across the Curriculum  LANGUAGES IN OTHER SUBJECTS CBLL Content-Based Language Learning (cf. CLIL) Language sensitive content learning Discipline / Academic literacy development Developing intercultural competence –in foreign languages –as a cross-curricular goal A new role of the mother tongue: from monolingual to bilingual approach Collaborative/Team teaching –intradiscipliary teams –interdisciplinary teams –intercultural teams

26. Schools had to apply with a research project proposal (  investigating a research question relevant for the national project) Reflective practice, schools as learning communities (  looking for the answer to the research questiion by investigating their own practice) Project approach to innovation – action research (professional development) ADDED VALUE? With a development (ie. research) project, a school introduces change(s) into the usual (ie. everyday, established) teaching and learning process(es) in a planned and systematic way to raise - directly or indirectly - the quality of student learning and outcomes.

27. goals and objectives of a development project (teacher) activities ►processes quality of processes? quality indicators, criteria, benchmarks? outputs and outcomes ►products quality of products? quality indicators, criteria, benchmarks?

28. Change and Different Roles of Teachers Teachers participating in development projects are expected to assume different roles: teachers, change agents, course designers, materials providers, researchers, evaluators. Teachers as REFLECTIVE PRACTITIONERS Schools as LEARNING ORGANISATIONS

29. Initiating a research project: PRE-PLANNING STEPS Research area/topic Research goal –Research QUESTION Expected outputs and outcomes –Quality indicators

30. SCHOOL RESEARCH PROJECTS RESEARCH AREAS /TOPICS GOALS (ie. sample goals) COLLABORATIVE – TEAM TEACHING 1.Implementing interactive team teaching 2.Activating inter-class and inter-school teacher exchanges 3.Developing collaborative school culture through planned and structures implementation of collaborative teaching INTERCULTURAL COMPETENCE 1.Developing intercultural awareness and intercultural sensitivity in teachers as an instruction prerequisite INNOVATIVE APPROACHES TO FLT AND FLL 1.Reading across the curriculum: Developing reading skills in FL 2.Creative reading and creative writing in FL 3.Developing discipline/academic literacy in foreign languages

31. ENRICHED FOREIGN LANGUAGE LEARNING foreign teachers’ integration into the school curriculum as an innovative approach to foreign language teaching

32. FOREIGN TEACHERS IN SLOVENE SCHOOLS (2010/11  ) Who to approach? Zavod RS za šolstvo (Katja Pavlič Škerjanc, project manager) Organizational Framework? ENRICHED FOREIGN LANGUAGE LEARNING Project (  OUTJ / EFLL): Foreign language teachers (European funds) German DSD teachers (European funds)  European Classes foreign teachers (national funds – to be gradually integrated into EFLL project)

33. The second phase of the project introduces school status diversification: –Home Schools, –Partner Schools and –Satellite Schools. Although only the Home Schools will employ the foreign teachers, 20% of their teaching duties will be in either Partner and/or Satellite schools. This system ensures that those schools which do not employ a foreign teacher will also have at least partial access to enriched foreign language teaching (under specific conditions and on a basis of negotiation – NB choice and voice vs. choice only). ENRICHED FOREIGN LANGUAGE LEARNING PROJECT

34. Although FOREIGN TEACHERS will be –employed by one school (the so-called Home School), –only 80% of the teachers duties will be carried out at this school. One of the basic goals of the 2 nd phase of the project is to ensure equity of access to the ‘added value’ that a foreign teacher brings to foreign language learning. ENRICHED FOREIGN LANGUAGE LEARNING PROJECT

35. Types of schools / Participation staus: Home School (HS)Partner School (PS)Satellite School (SatS) ENRICHED FOREIGN LANGUAGE LEARNING PROJECT

36. HOME SCHOOL Partner School Satellite School Zagotavljanje pravičnosti oz. enakosti dostopnosti i.e EQUITY OF ACCESS

37. HOME SCHOOL: 80% (down to 60%) Partner school: 20% Satellite schools: up to 20% (local centres up to 3, regional centres up to 5) FOREIGN TEACHER’S WORKLOAD

38. HOME SCHOOL  joint planning of the workload (FT and other Project Team members ) Partner school  negotiates the content, forms and time schedule of the workload with the FT and the home school Satellite schools  choose from the FT’s offer (designed according to the national project’s framework and guidelines) FOREIGN TEACHER’S WORKLOAD

39. Matična šola je tista, ki zaposli tujega učitelja – število matičnih šol bo torej praviloma enako številu TU + NPU oz. ne večje od tega števila (tj. 20 + 6 = 26) Vsak TU/NPU bo učil več kot na eni šoli (glej Navodila in priporočila za določitev učne obveznosti TU/NPU) Matične šole bodo regijski ali lokalni centri za OUTJ (= obogateno učenje tujih jezikov). Regijski center bo zaposlil več kot 1 TU (vključno z NPU), vendar v tem obdobju ne več kot 3. Lokalni center bo zaposlil 1 TU (vključno z NPU). Matična šola ima lahko toliko partnerskih šol, kolikor ima TU (vključno z NPU) – oz. za vsak TJ 1 partnersko šolo. Matična šola ima lahko več satelitskih šol, vendar regijski center ne več kot 5 na TJ/TU (vključno z NPU), lokalni center pa ne več kot 3 na TJ/TU (vključno z NPU). Matična šola (MŠ) – HOME SCHOOL (HS) Partnerska PŠSatelitska (SatŠ)

40. Matična šola (MŠ) Partnerska šola (lat. partionarius - iz partitio /raz/delitev – družabnik, sodelavec, kdor s kom nekaj deli, npr. delo, stanovanje …) ima lahko: tujega učitelja (TU) največ v obsegu 20% njegove učne obveznosti oz. 1 dan v tednu (po vnaprej in praviloma za vse leto določeni vsebini učne obveznosti). nemškega programskega učitelja (NPU) pa v obsegu, skladnem z obsegom organiziranih priprav na nemško jezikovno diplomo na obeh šolah oz. na vsaki šoli (lahko med letom variira, če se spremeni obseg pouka). Med partnersko in matično šolo obstajajo - poleg TU/NPU - še druge vezi in dokazljiva kultura sodelovanja. Partnerske šole so v istem kraju kot matične ali pa v njegovi neposredni bližini oz. v razdalji, ki je “obvladljiva” s sredstvi javnega prometa. Partnerska (PŠ) – PARTNER SCHOOL (PS) Satelitska (SatŠ)

41. Matična šola (MŠ)Partnerska PŠ Satelitska šola ima TU (po dogovoru znotraj nacionalnega projekta tudi NPU) v ciljno, vsebinsko, časovno in izvedbeno omejenem obsegu, za katerega se satelitska šola z matično dogovori, vendar v okviru vnaprej določene ponudbe TU/NPU oz. matične šole. Satelitska šola (lat. satelles, satellitis spremljevalec, sopotnik) je vezana na matično šolo preko TU/NPU, vendar obstaja med njima tudi še kak drug za razvoj kakovosti (tujejezikovnega) izobraževanja pomemben interes (dodana vrednost). Satelitske šole so v istem kraju kot matične, v njegovi neposredni bližini ali pa v razdalji, ki je “obvladljiva” s sredstvi javnega prometa. Satelitska (SatŠ) – SATELLITE SCHOOL (sATs)

42. PARTICIPATION / APPLICATION REQUIREMENTS (limitations) Due to the fact that EFLL is a development project that seeks to investigate how foreign teachers can be placed into the system, only schools with relevant expert knowledge (human resurces) and organizational flexibility will be eligible for participation. Compliance with participation requirements will be evaluated on the basis of applicant school’s –experience with research projects; –experience in the following areas: team teaching, employment of foreign teachers, school improvement/development/research work; –quality of the application, and –unconditional acceptance of the national projects framework and guidelines and contractual obligations.

43. ENRICHED FOREIGN LANGUAGE LEARNING PROJECT Scope of the project in (employment rates): 1.20 foreign teachers (FT) of different target languages (EN, DE, FR, IT, ES, RU – no language) 2.6 German DSD teachers (NPU): schools cgosen directly by the Ministry of Education and sport) Home schoolPartner school Gimnazija FM Ljutomer? (EFLL) Gimnazija Ptuj? (EFLL) Prva gimnazija MariborII. gimnazija Maribor ŠCRM Kamnik ESIC Kranj Gimnazija BežigradGimnazija Poljane (ni NJD) Gimnazija Novo mestoSŠ Črnomelj (DSD?) DSD School network

44. Time schedule of prtoject activities ActivityDateComments Informativno srečanje za tuje učitelje 2/7 ob 10.00, na ZŠ (215) Individualne konzultacije za prijavitelje 2/7 in 5/7 Telefonsko ali e-naročanje (Petra Mikulan: 01/3005131, petra.mikulan@zrss.sipetra.mikulan@zrss.si) PRIJAVLJANJE ŠOL (matičnih in partnerskih) – rok za oddajo do 6/7 Elektronsko in po običajni pošti (podpis ravnatelja, žigosano) Sestanek komisije za izbor šol 8/7 - Obvestilo šol o izboru do 13/7 E-poštna sporočila ravnateljem izbranih šol Spletna stran ZRSŠ (Novice) Zagonsko srečanje nadaljevanja projekta (šole) 25/8 Vabilo s programom 20/8 (E- pošta) Zagonsko srečanje nadaljevanja projekta (TU) 30/8 Vabilo s programom 25/8 (E- pošta)