Project Title: Partnered Remote Language Improvement Project
Partners: Bolivian English Teachers’ Association (BETA)
Project languages: The project’s outputs will be available in English
Partnered Remote Language Improvement Project (Prelim) is associated with the British Council, English UK, the International Association of Teachers of English as a Foreign Language (IATEFL), and NILE education consultancy. The output that prelim 3 will develop is teaching materials for teachers. Besides Prelim 3, Eurospeak has an enviable background in project development on its previous collaboration with the Malian Association of Teachers of English (MATE) in PRELIM 2.
Teaching materials created for BETA (Speaking skills): Speaking activities Unit 1
The project’s target groups are English language teachers and English language learners at B1/B2 level.
Project Number: 2020-1-UK01-KA226-SCH-094466
Project Title: Transforming primary school students’ English as a Foreign Language Learning (EFL) with augmented reality (AR)
Project Dates: 06/2021-05/2023
Partners: P1: Eurospeak – Reading, UK (Coordinator), P2: STANDO LTD – Nicosia, Cyprus, P3: E-School – Karditsa, Greece, P4: Blue Beehive – Ibi, Spain, P5: Learnmera – Espoo, Finland, and P6: Conlan School – Abergele, UK
Project languages: The project’s outputs are available in English, Greek, Spanish, and Finnish.
Maintaining attention and motivation is the challenge of using new methodologies to be used in teaching, both face-to-face, blended, and distance. That was one of the main problems that English teachers have encountered in their improvised online classes. That was also the reason we proposed the use of tools that help to engage students, and that has also been shown to improve learning and can be used ubiquitously through mobile devices in non-formal learning environments, outside the school. The AR4EFL AR app generated a methodology that makes students an active part of learning, using gamification and augmented reality technology and that also allows collaborative learning. The app was based on the use of free or open-source software so that teachers themselves can update their lessons or create new.
With the target group being primary school teachers, and our main informants highlighting the existence of this need in our needs analysis, we propose the use of tools that help to engage students, and that have also been shown to improve learning and can be used ubiquitously through mobile devices in non-formal learning environments, outside the school.Thus, with this project we aim to train school teachers to use AR when teaching English as a foreign language to young students, who are also the final beneficiaries of the project.Intellectual Outputs:
- IO1 : Desk research: A literature review comparing traditional approaches and augmented reality in language acquisition
- IO2 : A teacher handbook with lesson plans for language learning through AR
- IO3 : Augmented Reality application, with which we aim to generate a methodology that makes students an active part of learning, and also allows collaborative learning
Project Number: 2020-1-ES01-KA226-VET-096119
Project Title: Fostering digital competences for VET students in Europe
Dates: 03/2021 – 02/2023
Partners: Fundación de Trabajadores de la Siderurgia Integral (FTSI) (Coordinator – Spain), Eurospeak Language School (UK), AKMI (Greece), Synthesis (Cyprus)
Endigi VET is a European project co-funded by the Erasmus+ Programme of the European Union. The general objective of this project is to improve the level of digital competence of these groups to guarantee the completion of their studies and avoid their social and labour exclusion. To do this, the project will develop two outputs:
IO1 – Online Course on Motivation Methodology for Trainers
IO2 – Online Course on Basic Digital Competences for Learners
Project Number: 2020-1-UK01-KA204-079059
Project Title: Teaching grammar for spontaneous communication
Dates: 11/20 – 8/22
Partners: Babel Idioma y Cultura (Spain), University of Pitesti (Romania), Valodu Mape Sia (Latvia), Polaris Ltd. (Italy)
Project languages: The project’s outputs will be available in English, Spanish, Romania, French, Latvian, German, and Italian
The aim of this project is to familiarise teachers of a second language with targeted communicative practice activities. It is widely agreed among linguistic researchers that L2 teachers can facilitate the development of grammatical knowledge for spontaneous communication through practice activities that engage learners in using target grammatical structures during meaningful, communicative interaction (e.g, DeKeyser, 2017; R. Ellis, 2014; Lightbown, 2008), i.e., targeted communicative practice activities. Thus, the project will develop two outputs:
- IO1: A handbook containing a teacher-friendly overview of the research into the development of grammatical knowledge for spontaneous communication and a compilation of sample activities and procedures that can be used in the classroom for the purposes of developing this kind of knowledge (to be published and accessed online).
- IO2: A curriculum and accompanying materials for a brief Continuing Professional Development (CPD) programme aiming to enable language schools to train their teachers in developing grammatical knowledge for spontaneous communication (to be published and accessed online).
The project’s target groups are Directors of studies at language schools (direct), foreign language teachers (direct), and adult L2 learners at CEFR A2 level and above (indirect).
Project Number: 2020-1-UK01-KA202-079153
Project Title: VET Mobility Safeguarding Quality Charter for Europe
Dates: 16/11/2020 – 15/05/2023
Partners: Magenta Consultoria Projects (Spain), Institute of Entrepreneurship Development (Greece), FORTES Impresa Sociale (Italy), Youth Bridges Budapest (Hungary)
Project languages: The project outputs will be available in English, Spanish, Greek, Italian, and Hungarian .
The VET SQUARED (VET^2) project focuses on the initial and continuous professional development of VET teachers, with a specific focus on an area of VET which is largely overlooked as a topic relating to HR or organisational policy and management, and generally integrated as a small part of operational policy and compliance measures. The project addresses this priority by upskilling and providing continuous professional development opportunities in the field of VET mobility, by providing a bespoke safeguarding quality charter for application during VET mobility activities. The project target group is Key Action 1 VET mobility organisations and the professional involved in leading VET mobility groups.
The project will see the creation of four outputs:
- IO1: VET Mobility Safeguarding Charter
- IO2: VET Mobility Safeguarding Benchmarking Tool
- IO3: VET Mobility Platform
- IO4: VET Mobility Safeguarding Policy Recommendation Report
Project Number: 2020-1-UK01-KA202-079035
Project Title: Professional English Language Skills for Employability Across EU
Dates: 09/11/20 – 08/11/22
Partners: MACDAC Engineering Consultancy Bureau (Malta), Center for Social Innovation (Cyprus), Babel Idioma y Cultura (Spain), Team4Excellence (Romania), Cooperativa de Formacao e Animacao Cultural (Portugal)
Languages: The first two outputs will be available in English, Greek, Spanish, Romanian, and Portuguese. The third output will only be in English.
This project aims to start research into the labour market in partner countries and establish the type of English skills employers currently require from their employees. This information will be collated in the form of:
- IO1: Handbook on current professional English requirements for partner countries
- IO2: Framework for a curriculum for professional English for employability
- IO3: E-course for professional English for employability
The ability to effectively communicate at work is one of the 21st Century Skills demanded by employees. Feeling confident and competent in a foreign language plays a vital role in enhancing employability and mobility. The English language is so widely used in the EU and around the world in general that gaining some mastery of it provides the user with clear employment advantages.
Project Number: 2020-2-UK01-KA205-079461
Project Title: Digital Cultural Designer
Dates: 12/20 – 11/22
Partners: Cascade NGO (Iceland), Zavod Boter (Slovenia), Enoros Consulting (Cyprus), Tatics Group (Italy), Tavo Europa (Lithuania)
Languages: The project’s outputs will be available in English, Icelandic, Slovenian, Greek, Italian, and Lithuanian
The Digital Cultural Designer (DCD) Project consists of extending and developing the digital skills and competences of young people especially in the field of culture aiming to improve cultural education through innovative online tools and methods. The project aims also to introduce young adults to the concept of open data allowing them to learn and experiment with open data, corresponding to their own needs. The digital natives of today are the data literates of tomorrow.
By making the open data topic understandable for youth, young people can easily experiment through interactive video series, animated clips, expert interviews and then more and more young people might try to cross the open data bridge. They can point out problems, select data based on their needs and give creative input on how to transform all this into an application. It’s important that open data become truly open to young people, as this will lead towards more and better use of it. So, it is a must to transform digital natives into open data literates. To do this, the project will develop twp outputs:
- IO1: Handbook for digital cultural youth awareness
- IO2: Digital cultural youth curriculum
Find out more by visiting the project website
Project Number: 2020-1-UK01-KA201-079210
Project Title: Improving Migrant Childrens’ Academic Performance
Dates: 11/20 – 10/22
Partners: Center for Social Innovation (Cyprus), Topcoach SRO (Slovakia), INDEPCIE (Spain)
Languages: The project outputs will be available in English, Greek, Spanish, Turkish, and Slovak.
The Improving Migrant Childrens’ Academic Performance, or IMCAP, project aims to bridge the gap between immigrant parents of school age children and their teachers. As per an OECD study conducted in 2015, academic underperformance is common to most students with an immigrant background, but particularly first-generation immigrant students. Students with an immigrant background face multiple sources of disadvantage that affect their academic performance and their general well-being. IMCAP thus focuses on improving the academic performance of an immigrant student. It involves 4 Partners in 4 European Countries who will bring their expertise together to tackle the education gap and mismatches by strengthening the profiles of educators and teaching professionals. This will be done through three outputs:
- IO1: Capacity building booklet to prepare teachers to work in a culturally diverse classroom and actively engage parents of different ethnicities in the education process
- IO2: A cultural handbook for parents so they become familiar with the host country culture, the current school system and what is expected of them
- IO3: A networking platform for schools/teachers to be able to undertake regular knowledge exchange, thereby promoting a collaborative approach to learning
IMCAP’s goal is to narrow the educational achievement gap between immigrant and non-immigrant peers. This will occur by targeting key stakeholders and assisting them with tools; a cultural handbook, a capacity-building booklet and an online networking platform. In a longer-term, the project will facilitate equal participation in society both economically and socially.
Project Number: 2020-1-UK01-KA204-079046
Project Title: Communicative Competency for Female Refugees on the Shop Floor: Improving communication skills in the workforce
Dates: 31/12/2020 – 30/12/2022
Languages: The project outputs will be available in
Partners: Center for Social Innovation (Cyprus) , Learning for Integration ry (Finland), Solution: Solidarité & Inclusion (France), FUNDACION DE TRABAJADORES DE LA SIDERURGIA INTEGRAL (Spain)
In an attempt to bring women who are refugees and forced migrants and the local community together, the project’s objective is to establish a holistic grass-roots self-sustaining web-based platform for low-skilled female refugees, female migrants and local workers, principally females but not exclusively, employed in factories which will establish agency for the female newcomers. It envisages a platform both a web-based e-learning presence and a paper-published book to support women once in work. It seeks to establish a work/partner or mentor/mentee relationship and forge productive relationships, turning both female refugees and mentors into teachers and independent learners. This will be done by establishing a competency- and socio-cultural-based approach to language learning for the women and establish a collaborative digital learning platform.
- IO1: Analysis of language use in small scale industries and retail shop floors employing female refugees and forced migrants
- IO3: CoCoFe e-learning platform
CoCoFe’s aim is to use onsite and virtual mentoring via free-web based platform, a self-published companion book for the website and on-site language clinics to help female refugees and female forced migrants in their new jobs, to encourage on-ward mobility in their job and exploit their latent talents. This would not only help the women and their families, but it would also help their local communities and society at large.
Project Number: 2020-1-UK01-KA226-VET-094510
Project Title: Improving Communicative Competence in Foreign Languages from a Distance
Dates: 06/21 – 05/23
Partners: Amaita Intercultura (Italy), Valodu Mape Sia (Latvia), Castilla Languages (Spain), Innovation Frontiers (Greece)
Project languages: The project’s outputs will be available in English, Spanish, Italian, Latvian, German, and Russian
Description: Though it is difficult to learn communication skills in a time like this with such limited human interaction, it is not impossible by any means. The concept of “formulaic language” in linguistics is a familiar but underused concept in L2 teaching that can increase communication skills, yet research shows a distinct lack of teaching materials that focus on this aspect of language. Formulaic language is, simply put, co-occurring strings of words used in recurring situations; idioms, collocations, multi-word verbs, and more fall into this category. The teaching of formulaic language has been proven to increase learners’ acquisition of grammar, fluency, and even cultural awareness.
The iCom project aims to compensate for a lack of formulaic language-based teaching materials by creating three outputs:
- IO1: Guide on teaching communication through formulaic language
- IO2: Language learning app that uses authentic sources to teach formulaic language
- IO3: OER for teachers where they can find practical lessons and materials on teaching formulaic language
Project Number: 2020-1-UK01-KA226-VET-094508
Project Title: Learning Foreign Languages Online
Dates: 06/21 – 05/23
Partners: Escuela de idiomas Carlos V, S.L. (Spain), Innovation Hive (Greece), Institute of New Technologies (Poland), Ustanova za obrazovanje odraslih Maksima (Croatia)
Project languages: The project’s outputs will be available in Greek, Spanish, Polish.
Description: The object of this project is to make it easier for foreign language learners to learn a language online. To this end, it aims to make a selection of high-quality resources freely available online (OERs) and compile them into an website. This will involve the assessment of resources by a team of experts to ensure that all the resources selected meet quality standards. This project also aims to produce guidance addressed to foreign language learners on how to use the OERs on the website for supporting foreign language self-directed learning. This will take the form of an e-course and will seek to ensure that our target groups know how to use the resources available on the website. It is hoped that this will make it easier for foreign language learners to engage in effective ways of learning and to ultimately upgrade their foreign language skills. This will be done through the creation of two Intellectual Outputs:
- IO1: Compilation of OERs for learning foreign languages online for self-directed learners, organised by language, CEFR level, and area of language learning (grammar, vocabulary, pronunciation, reading, writing, listening, and speaking) on a website
- IO2: An e-course on how to learn foreign languages online for self-directed learners
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