The project Problem-oriented Soft CLIL Approach for LOTE includes topical elements, rarely combined in grammar schools in spite of their importance from the social dimension perspective. The concept features effective innovative didactic approaches (Soft CLIL and problem-oriented learning) and cross-curricular topics (Sustainable tourism – hereinafter referred to as ST) and Financial Literacy and Real Mathematics – hereinafter referred to as FLRM). These elements are combined within the project with the objective of teaching grammar school students from four different project countries topic-oriented skills and knowledge, rarely or not treated in grammar school curricula at all, by means of the aforementioned didactic approaches. ST and FLRM represent two fields, which can motivate students towards engaging in specific activities and vocations. Both are considered as highly current topics that can only be taught successfully within the existing education system through appropriate interdisciplinary approaches. Hence, in the frame of the project, we combine them with the respective Soft CLIL and problem-oriented learning approaches. The concept is applicable across disciplines and represents an innovation. Since both EU and various other countries lack Soft CLIL teaching combined with problem-oriented learning materials, our project aspires to bridge this gap to a certain extent. The focus of the project is oriented towards two non-English foreign languages (German, Russian), which a relatively strong position in the fields of economy and culture in the project countries. The products of the project are the modules ST and FLRM with corresponding teaching materials for a problem-oriented Soft CLIL approach (German, Russian) in grammar schools (upper secondary education level) and applicable guidelines for devising problem-oriented Soft CLIL modules. The products are developed by teams, consisting of researchers from the fields of teaching German as a Foreign Language, teaching Russian as a Foreign Language, Mathematics, Biology, and Geography as well as grammar school teaching professionals. The teamwork approach reveals how teams of various researchers and teachers can devise didactic materials for problem-oriented Soft CLIL approaches to be applied in schools by working together. As long as there are no teaching materials available on the market, collaborations in schools remain key for preparing quality teaching aids. However, in situations where teaching materials are accessible, exchanging know-how and engaging in interdisciplinary teamwork can duly lead to extremely positive experiences and strengthen the profiles of the teaching professions too. The project team consists of representatives from three universities (Univerzita sv. Cyrila a Metoda v Trnave, Slovakia, as the project coordinator as well as Vilniaus univerzitetas, Lithuania, and Univerza v Maribor, Slovenia as project partners) and 6 grammar schools (Vilniaus Gabijos gimnazija and Vilniaus jėzuitų gimnazija from Lithuania, Gymnázium Janka Matúšku v Galante and Gymnázium Ivana Kupca v Hlohovci from Slovakia, Sir Karl Poper Schule/Wiedner Gymnasium from Vienna, Austria, and Gimnazija Franca Miklošiča from Ljutomer, Slovenia). All project partners have a lot of experience with Erasmus + projects and the project-related topics, with regard to both research and practical implementation. The project activities differ and begin with an overview of the common curricula from the respective project countries for the subjects of German as a Foreign Language, Russian as a Foreign Language, Geography, Mathematics, and Biology. Cross-curricular topics are explored and previous CLIL-related projects are analysed as well. The main activities with regard to duration and commitment are related to the process of devising the aformentioned modules and guidlines. Additional activities include teacher workshops, where the know-how for devising problem-oriented Soft CLIL modules is disseminated and treated in depth. In the scope of the project, the concrete modules are scheduled to be implemented at the aforementioned grammar schools and evaluated by both teachers and students. As a result, various quantitative (surveys) and qualitative (interviews) research methods are to be applied during its course. The products of the project (modules and guidelines for devising said modules) will be published on the official websites of the project partners and made accessible to other teachers. The concept, as foreign-language-teaching-specific innovation, which combines the Soft CLIL approach with problem-oriented learning and socially current topics, is sure to positively influence the existing teaching paradigms. Due to its universal character, it could be transferred to other foreign languages, other cross-curricular topics as well as to other levels within the education system.
The main goal of the project was to create new and attractive teaching materials for German and Russian. The project was based on the innovative combination of the Soft CLIL method with problem-oriented teaching and on the integration of cross-curricular topics into the teaching of foreign languages. These are the topics of sustainable tourism and financial literacy and real mathematics, which are not only part of students' daily lives, but also a cognitive challenge for them. This compensates for the so-called cognitive humiliation accompanying the learning of a second foreign language, in which students again go through already known topics from the first foreign language, which can be very demotivating. Properly chosen topics, which are an intellectual and cognitive challenge for students, make it possible to combine students' non-language knowledge and practical / language skills and contribute to increasing their motivation to learn. Real mathematics and sustainable tourism are thematic areas that can motivate students to develop critical thinking, autonomous learning, responsible behavior, higher individual involvement as well as civic activism and also influence the choice and performance of future careers. The themes of learning units thus not only contribute to foreign language teaching, but also support various dimensions of active citizenship (from reflection on the business environment and related challenges for individuals and society to sustainable behavior in everyday situations - shopping, travel, coexistence and social cohesion, preservation of traditions, cultural heritage, climate change, etc.). The created textbooks are available in printed form, in online form for download (PDF), but also in ePUB format intended for tablets and reading devices. This format integrates links to audiovisual material and other Internet resources (links, pages, videos), which bring textbooks closer to the everyday experiences of students growing up in a digital environment. In this way, the project attracts and supports teaching through digital media, reflects the various available digital resources and in many exercises also aims at education for critical handling of the media, or the creation of digital content in the form of project teaching. All textbooks are supported by teacher manuals developed for each textbook, which will guide the teacher reliably while working with textbooks in the classroom. As different cross-curricular topics can be taught based on the chosen method, the project partners also planned and created a separate methodical publication, which describes in detail the work with the problem-oriented Soft CLIL method and demonstrates how to work effectively according to the method and how to prepare teaching materials. This publication was published in the languages of the project (German, Slovak, Lithuanian, Slovenian) and in English, which creates a path to knowledge transfer for teaching other languages and other subjects. By mastering this methodology, teachers can further develop professionally. Several project activities described below also contributed to the aspect of teachers' professional development. All planned outputs of the project have been achieved and are the result of excellent cooperation in a team of university experts and secondary school teachers. As there are no similar teaching materials on the market, the results of the project prove that the cooperation of several experts from different sectors is a positive experience that leads to the improvement of teacher competences and skills. Another aspect of the project was the training activities for secondary school teachers, which significantly contributed to their professional development in the field of methodology and didactics of foreign languages, the Soft CLIL method and problem-oriented teaching. Equally important was the participation of the professional teachers in the writing, verification and evaluation of new teaching materials. In the spirit of the Soft CLIL method, cooperation between foreign language teachers and teachers of other vocational subjects has also deepened. Other teachers and experts for whom a multiplication event has been organized can also benefit from the results of the project. It was attended by teachers from a total of 13 countries, and the event provided basic information not only about the project, but also about the Soft CLIL method and problem-oriented teaching and prepared teaching materials. The record of the event and all outputs are available on the project website. A number of articles, scientific publications and other presentations for professional audiences have also contributed to the development of language education. The project partnership's secondary school teachers were also involved in the preparation of some of these outputs, which has helped to bridge the gap between the academic sphere and school practice.