The EU actively promotes language learning and linguistic diversity across Europe as well as innovative approaches aimed at enhancing the linguistic competencies of European citizens, being the bilingual education increasingly implemented at the different levels of schools in Europe. In particular, the Content and integrated language learning (CLIL) emerged as an educational approach for teaching a subject through the medium of a non-native language. On the other hand, STEAM (Science, Technology, Maths, Arts, and Engineering) integrated approaches are gaining space in European educational policies for improving citizens' competencies in science and technology, increasing scientific vocation, and reducing the gender gap in STEM careers. In this context, combining both approaches seems beneficial since they depart from real-world situations, are very close to children's experiences, and promote group collaboration with several opportunities for communicative interactions. Nevertheless, the potential of combining CLIL+STEAM, coherent pedagogical models and didactical materials are rare across European countries, especially for primary Education. The big innovation of SeLFiE project is the pedagogical model developed, based on CLIL+integrative STEAM approaches, with all the active methodologies that are characteristics of both of them. In the model, the narration of stories is used to provide a context that links up the content areas. Thanks to this, the learning is authentic; it will better reflect the real world and adapt the learning to different contexts, as well as stimulate emotions and motivation that are so important to achieve significant learning. This model, as well as the flexible didactical material based on it (that integrates L2, English, Spanish or French, natural and social sciences, mathematics, engineering, technology, music, and visual arts), have passed successfully the implementation at schools in three countries. The main goal has two folds: to improve the CLIL Primary teachers´ competencies and their trainers; to advance the STEAM and foreign language competences of Primary children. SeLFiE is coordinated by the University of Burgos and the consortium is comprised of three academic partners (the mentioned one, the University of Malta and the University of Granada), the International Trilingual School of Warsaw and a network of public schools (CFIE Burgos) and an SME, expert in communication, social impact assessment and development of website and eLearning platforms (Kveloce I+D+I – Senior Europa S.L.). During the whole project, the partners have been committed to developing high-quality outputs to ensure SelFiE attractiveness and the potential scale-up of its practices: -Toolkit for integrated CLIL+STEAM in primary schools: comprehensive guide for teachers promoting second language learning among children (4-12 y.o) through integrated STEAM approach. -SeLFiE Pedagogical Model: developed to promote a holistic approach for the acquisition of skills in L2 through CLIL+STEAM, using active teaching methods. -ScienceL2 Series: 6 booklets (translated into Spanish, English, French, Polish, and Ukrainian) were developed using the SeLFiE Pedagogical Model. Each one includes a different didactic unit, with brief comments on methodology and the complete teaching plan for different scientific contents of the partners’ school curriculum. - Knowledge Transfer Platform: along with the website and all the material developed, short talks ( SELFIE talks) with teachers were recorded to facilitate the exchange of information, the dissemination of knowledge, experiences and best practices about the project and its results. Regarding to the achievements exceeding the initial expectations: We developed an original pedagogical model for integrative proposals of CLIL+STEAM, using Story-telling as the thread which motivates and engages children to tackle an issue, as well as a means to communicate their work and findings to others in a language other than their native language. This model has shown to be successful for its original aims and for teacher training, as shown by the results obtained. It has been adopted by the educational authorities of the province of Burgos as a model for bilingual primary schools.
The main goals are to improve the CLIL Primary teachers´ competencies and their trainers (L2 English, Spanish, and French); and to advance the STEAM and foreign language competencies of Primary children, through the design and implementation of an inclusive model based on integrating CLIL & STEAM, in Primary Education. Our specific objectives: 1. Research the integration of CLIL & STEAM, using active methodologies in Primary Education. 2. Define a CLIL teacher profile. 3. Train and support CLIL teachers on implementing the new methodologies in science subjects. 4. Interrelate preservice and in-service teachers' training in bilingual education and STEAM methodologies. 5. Support the implementation of STEAM lessons based on the new model. 6. Evaluate primary children learning in STEAM and L2. 7. Assess the viability of the implementation according to the benefits and strengths of teachers ‘perceptions. 8. Develop educational resources and evaluation guidelines for assessing the pupils' learning outcomes in ESL and science. 9. Design resources for teachers about integrating Inquiry-based and engineering design learning with ESL learning within a STEAM context. 10. Transfer the innovation to the EU, assuring an adequate scaling-up
EU fosters language learning and linguistic diversity. Content and Language integrated learning (CLIL) considers that the best way for doing so is through the teaching of any subject in L2, based on the solid interdependence between language and content subjects. Although some studies indicate the positive impact of CLIL on children's language competencies, others also reveal that students learn the subjects’ content worse, in particular science, where learning is based on memorizing scientific vocabulary in L2 and there’s a lack of a solid structure that teachers can rely on. On the other hand, STEAM integrated approaches are gaining space in European educational policies for improving citizens' competencies in science and technology, increasing scientific vocation, and reducing the gender gap in STEM careers. In this context, combining both approaches seem beneficial since they depart from real-world situations, are very close to children's experiences, and promote group collaboration with several opportunities for communicative interactions. Nevertheless, the potential of combining CLIL+STEAM, coherent pedagogical models, and didactical materials are rare across European countries, especially for primary Education.