The project's approach was twofold: With regard to the development of multilingual education, we aimed: 1. To improve the linguistic competence of teachers 2. To improve CLIL methodological competence and coordination between language departments. 3 To learn about good reference practices in the introduction of foreign languages and second co-official languages. 4. To eliminate language gaps that affect the opportunities of all students. 5. To strengthen the institution and its linguistic action protocols in the face of difficulties in the provision of places. 6 To Improve communication between the educational community and contribute from the school to the resolution of language conflicts in its field as a positive reference point. In the field of European mobility and cooperation we aimed: 1. To improve our European dimension by learning about the reality of other schools and disseminating procedures, standards and practices that strengthen a European school culture within our educational community. 2. To take models applicable to our situation 3. To establish contacts with other European institutions for future projects in various fields of work.
At the time of the application, IES Azorín was facing the legal prescription by our educational administration of a Linguistic Project of the School with the aim of promoting multilingualism and interculturalism in the schools of our community. In this context, we were faced with some needs which affected the development of the project. Encouraged by our participation in other Erasmus+ projects involving students, we felt that teacher training and observation of practice would be of great help in addressing the needs arising from: a) The lack of teaching competence (knowledge of languages, integrated learning of non-language subject content in foreign languages, CLIL, and coordination between language departments, lack of knowledge of reference points) b) The high rate of interim teaching staff c) Students’ different backgrouds, coming from schools in two towns in different linguistic areas: Spanish-speaking (Elda) and Valencian-speaking (Petrer) and the results with marked differences in competence in the two official languages. d) The social conflict generated by the implementation of the multilingualism decree.