The project “Promote European traditions by means of dual language instruction” deals with the topic of dual-language instruction in primary schools. Contrary to traditional foreign language instruction, dual-language instruction ensures that a continual curriculum is presented simultaneously in two languages. Just as children in bilingual families in which one parent speaks one language and the other parent speaks another, so to should the instruction be of the primary schools in our partner institutions. Supported by research (Virginia Collier and Wayne Thomas (USA)), we the partners of this project believe that this method of foreign language procurement is also the most effective for children in their primary years. They acquire simultaneously subject content and foreign language, and this in a way proven to be quicker and more effective; therefore, they have a real chance to acquire three foreign languages during their schooling as stipulated by the EU. Furthermore, early acquisition of foreign languages lays the foundation for life-long learning of foreign languages. The utilization of a dual-language approach in primary schools does however pose certain difficulties. The question, which we have posed ourselves, is how can two teachers (in a Team Teaching situation) be or become organized and how authentic must they be, in order to create conditions similar to those in a bilingual family. Is this even possible? All partner schools in the project already have experience with dual-language instruction at varying levels. They all see themselves confronted with similar problems and want to better their instruction, in order to be able to offer highly effective and optimized dual-language instruction in their institutions. Granted that there is a difference amongst the partner schools, including both their varying economic and education policy backgrounds, the project will likewise research if there are any further factors to the school which influence the quality of dual-language instruction in primary schools. In addition to instructional materials on Team Teaching and the dual-language approach for teachers and teacher training institutions, the project will also develop an interactive online-platform through which interested institutions, pupils, teachers, or parents can inform themselves about the ongoing project or even participate in it. A dual-language learning unit about “Traditions” will be developed during the project, which will then be implemented in the schools with the pupils. During their visits to their partner schools, the pupils will collaboratively compile and compare the results of their instruction (a book on European traditions, a map of traditions, a film “What do my traditions means to me?”, and Venn diagrams “Together we are different”). These instructional materials, which have been created through dual-language instruction and exchange, will be uploaded to TwinSpace where they will be published. After the completion of the project, we expect a considerable improvement of learning and especially the learning of foreign languages in all participating schools, and with that an increase in public acceptance and recognition. Thanks to the project, the schools will also have the chance to define a clear profile and to enrich the quality management of their institutions. Furthermore, we expect an opening up of all schools in the European realm, the continuation of long-lasting and effective partnerships, and an increase of tolerance, international mindedness, and being proactive amongst pupils, teachers, and parents.
The project “Promote European traditions by means of dual language instruction” dealt with the topic of dual-language instruction in primary schools. Contrary to traditional foreign language instruction, dual-language instruction ensures that a continual curriculum is presented simultaneously in two languages. Just as children in bilingual families in which one parent speaks one language and the other parent speaks another, so to should the instruction be of the primary schools in our partner institutions. Supported by research (Virginia Collier and Wayne Thomas (USA)), we the partners of this project believe that this method of foreign language procurement is also the most effective for children in their primary years. They acquire simultaneously subject content and foreign language, and this in a way proven to be quicker and more effective; therefore, they have a real chance to acquire three foreign languages during their schooling as stipulated by the EU. Furthermore, early acquisition of foreign languages lays the foundation for life-long learning of foreign languages. The utilization of a dual-language approach in primary schools does however pose certain difficulties. The question, which we have posed ourselves, is how can two teachers (in a Team Teaching situation) be or become organized and how authentic must they be, in order to create conditions similar to those in a bilingual family. Is this even possible? All partner schools in the project already had experience with bilingual education at a very different level. They all had similar implementation problems and wanted to improve their teaching in order to provide optimized and highly effective bilingual education in their institution. Given the diversity of partner schools, their different economic and educational backgrounds, the project has also explored whether there are other extracurricular factors affecting the quality of bilingual education in primary schools. In addition to training material for teachers and teacher training institutions on the topic of team teaching and dual language approach, the project has also created an interactive online platform where interested institutions, pupils, teachers or parents can find out about the project work and actively contribute it. The project developed 9 bilingual learning units on the topic of "traditions", which were then implemented in schools and with the students. The students also dealt with traditional festivals, dishes, music, stories and costumes in their own and partner countries. During the visits of the students in their partner schools, lesson results (a book on European traditions and Venn diagrams "Together we are different") were developed and compared together. These instructional materials, created in bilingual education and exchanges, were uploaded and published by the students on Twin Space. The students have often exchanged in four different languages in this authentic learning context. Through the project, there was an increase in public attention and recognition at all schools. The project also gave schools the opportunity to find a clear profile, to try out the dual language approach in school practice and to enrich the teaching in their institution. Furthermore, all schools opened up for the European area, establishing long and effective partnerships and increasing tolerance, cosmopolitanism and self-initiative among students, teachers and parents.