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Minutes of the 2nd

CORE meeting Karmøy, Norway 25th

-29th

April 2012

The CORE project team together outside The Foghorn Factory in Skudeneshavn

Day 1 Thursday 26th April 2012 Venue: PPS Karmøy, 4250 Kopervik, Norway

Present: Ørjan Røed Department of Education and Culture, Karmøy, NO Per Fagerland PPS Karmøy, NO Brit Mona Vang PPS Karmøy, NO Jane Vold Fosen Skudenes Ungdomsskole, NO Wenche Erlien Snøball Film, NO Emanuela Atz IC Bassa Atesina, IT Giada Cembran IC Bassa Atesina, IT Luisanna Fiorini IC Bassa Atesina, IT Liliana Amort IC Predazzo-Tesera, IT Silvana Varescol IC Predazzo-Tesera, IT Franz Lemayr Sovrintendenza scolastica, Bolzano, IT Enrico Hell Genitori per il Bilinguismo Suedtirol, IT Anna Varna Regional Education Directorate of Thessalia, GR Marina Kollatou Regional Education Directorate of Thessalia, GR Tatjana Zacharova Alytus Youth Centre, LIT Regina Vilkeliene Alytus Youth Centre, LIT Victor Pavon Vazquez Universidad de Cordoba, ES Mabel Gaya Gen.Management, the Dept of Education, Balearics Isabel Aureli Gen.Management, the Dept of Education, Balearics Eva Cervantes Gen.Management, the Dept of Education, Balearics

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Dr. Steve T.Molloy External Advisor, UK John Rullestad External Advisor, NO 1. On behalf of the hosting institution Per Fagerland (PF) welcomed all partners to the meeting. 2. The CORE group was then officially welcomed to Karmøy by the Director of Education and Culture Ørjan Røed with a visual presentation on the municipality of Karmøy.

The Director of Education and Culture in Karmøy, Ørjan Røed,

greeting the CORE group and presenting Karmøy

Working session 1

a. Brit Mona Vang (BMV) reviewed the agenda which had been sent all participants in advance of the meeting Attachment 1

b. BMV then proposed that Emanulea Artz (EA) should chair the meeting and that Per Fagerland (PF) should write the minutes. Both proposals agreed.

Item 1 Contextual Presentation 1.1 Presentations 5-8 minutes from each partner, either about the national, local or

institutional educational systems in their own countries and regions.

Action point: PP-presentations to be posted on to the CORE web site. Responsibility: Wenche Erlien (WE) and Anna Varna (AV) 1.2 Key themes noted for further discussion were: (a) Contrast between officially bilingual or trilingual context and policy for two partners (Balearics and South Tyrol) and more “conventional” position of 2nd and 3rd language teaching for the other partners; (b) Related differences in the language competence of subject-specialist CLIL teachers. 1.3 Oral presentation by WE on Snøball’s work as Norway’s leading producer of educational training films.

Item 2 State of the Art Analysis. 2.1 Overall analytical focus on the three key questions emphasized by the Lead Partner for this WP (Work Package)

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2.2 Presentations from partners on the state of CLIL implementation in: a. South Tyrol and Trentino, Italy b. Andulusia and Balearics, Spain c. Rogaland county and Karmøy municipality, Norway d. Larissa, Greece e. Alytus, Lithuania Action Point. All presentations to be posted on the Web site (AV and WE) and attached to minutes. 2.3 Discussion took place around the key problem behind the three key question: Is there is a CORE body of theory and practice for CLIL implementation which can be adopted successfully in countries and regions with different socio-linguistic characteristics? Action Point. It was agreed that each partner would write their own summaries in relation to the three key questions and that an overall summary would be produced for circulation to all partners with an additional a summary from the external evaluators This would provide a key link between: (a) the partners’ research work on best practice in local CLIL implementation and (b) the project’s demonstration and dissemination of best practice through its own products ,

Liliana Amort presenting the situation of CLIL in Predazzo, Italy

2.4 Systematic framework for the project’s research and development work Outlined by Lead Partner for the Work Package with suggestion that this phase of project work might be further concentrated and focussed through the four research domains highlighted at Utrecht conference on CLIL recently attended by several partners. Lunch and school visit to “Holmen” centre for alternative education.

The Head Teacher of Holmen school, Johannes Bjoland, explains the

philosophy of the school to members of the CORE project.

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Working Session 2 Item 3 Filmed Case Studies)

3.1 Location. Through communications between Snøball and other partners since the last meeting, Italy and Mallorca had proposed themselves as the two case-study locations. Snøball’s recommendation that their proposals could and should be accepted was agreed and confirmed. 3.2 Timing and Subject Choices. Snøball suggested that filming outside Norway could take place in both localities over a single 5-day period to minimise travelling and production costs. In Italy, the focus would be on Italian and German; in Mallorca on Catalan and English; and in Norway on Norwegian and English. Subject choices would be Maths and Sience in Italy and Theatre/Modern Science and Technology in Mallorca. 3.3 Timetables for transcription and translation were agreed. Filming to be in October but not to clash with Greece meeting. Films to be previewed and finished by December 2012. 3.4 Copyright issues discussed and reassurance welcomed from Snøball that, as a “not for profit” organization, all their films are produced and accessed in accordance with Comenius “open and free” guidelines and will be posted on YouTube, the Web site and the home pages of the partners and other possible CLIL and educational sites.. 3.5 General discussion on analytical focus led to agreement on the need for filmed case-studies to do more than simply describe current practice. They should have a clear analytical focus on CLIL key problems, e.g. different ways of handling the balance between subject specialist and language specialist teachers; impact of different socio-linguistic contexts. Action Point. Snøball will take forward more detailed discussions with specific partners and schools on final scheduling decisions.

Item 4 Development of Project Websites 4.1 Crucial role of website for ongoing dissemination was re-affirmed. It was agreed that Anna Varna (AV), in line with the Greek partners’ lead responsibilities for dissemination (WP5) would exercise editorial roles of: (i) Receiving and reviewing potential material; (ii) Circulating partners to provide opportunities for comment and discussion, (iii) Co-ordinating and executing decisions on what to include (iv) Communicating decisions and materials to WE at Snøball for inclusion and in appropriate presentational form. 4.2 Balance in content between professionalism and quantity was agreed in the context of discussions about existing content. Action Point Project Co-ordinators to produce more accessible project summary. 4.3 Use of Logos. Discussion suggests need for partner logos or something equally symbolic on project website under Partners. Action Point Each partner to decide on which symbol they want and send to AV/WE.

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4.4 Link to other CLIL-related sites. Action Points AV to ask partners for edited lists of links. Ideally perhaps 5-10 links from each partner. AV and WE to agree with project partner on what materials to be put on Web site. All partners to submit input on ideas about contents and links. Next meeting will review and evaluate editorial role and mechanisms.

Item 5 WP. Quality Plan. 5.1 Presentation from Balearic partners focused on three aspects: a. Measuring and monitoring process; b. Means of improvement; c. Assurance of project goals and partner’s satisfactions. Presentation to be attached to minutes, distributed by email to partners, and placed on Fronter platform. 5.2 Research and observation tools. Agreement on (a) need to keep suggested QA tools under review to ensure the project is achieving its goals in terms of outputs and that these are fit for purpose; (b) use as a framework for “snapshot” evaluation of the current symposium at its conclusion tomorrow. 5.3 Relationship between internal and external evaluation. External evaluator had circulated in advance the Rosetta McLeod framework for external evaluation “How good is our school”, “How good is our project” etc . It was agreed that appropriate elements of it would be used for integrating internal and external project evaluation.

Item 6 FRONTER platform as basis for project management website. 6.1 Progress on Fronter and how to access it reviewed by Brit Mona Vang (BMV). Demonstration of what the folders are, what is in them now and how to upload 6.2 Subsequent discussion revealed: (a) need for mechanisms for copying the logo and other diagrams; (b) persistent underlying problem of switching website into English. 6.3 Action Point Project co-ordinators to liaise with their ITC technical support staff to address and resolve these issues Working Sessions for the day concluded at 16.30

Day 2 Friday April 27th Partners picked up at hotel at 08.00 for visit to Mykje school, Karmoy Impressions from the school visits can be read on the blogs of two from the CORE group, Marina Kollatou (MK): http://blogs.sch.gr/mkollatou/2012/05/03/my-participation-in-the-core-project-a-multilateral-comenius-program-in-karmoy-norway-impressions-and-thoughts/

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and Anna Varna (AV): http://inyourhands.edublogs.org/2012/05/01/norwegian-schools-a-trip-to-the-future/

Isabel Elena Aureli Giovacchini Pupils instructing each other in the use of a cello being guided by a pupil at Mykje primary school

Pupil’s work at Mykje primary school

Working Session 3 Venue: Hotel Rica Maritim Conference Room

Present: Per Fagerland PPS Karmøy, NO Brit Mona Vang PPS Karmøy, NO Jane Vold Fosen Skudenes ungdomsskole, NO Wenche Erlien Snøball Film, NO Emanuela Atz IC Bassa Atesina, IT Giada Cembran IC Bassa Atesina, IT Luisanna Fiorini IC Bassa Atesina, IT Liliana Amort IC Predazzo-Tesera, IT Silvana Varescol IC Predazzo-Tesera, IT Franz Lemayr Sovrintendenza scolastica, Bolzano, IT Enrico Hell Genitori per il Bilinguismo Suedtirol, IT Anna Varna Regional Education Directorate of Thessalia, GR Marina Kollatou Regional Education Directorate of Thessalia, GR Tatjana Zacharova Alytus Youth Centre, LIT Regina Vilkeliene Alytus Youth Centre, LIT Victor Pavon Vazquez Universidad de Cordoba, ES Mabel Gaya Gen.Management, the Dept of Education, Balearics

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Isabel Aureli Gen.Management, the Dept of Education, Balearics Eva Cervantes Gen.Management, the Dept of Education, Balearics Dr. Steve T. Molloy External Advisor, UK John Rullestad External Advisor, NO Item 7 Overall Progress Review This was substituted for presentation on AfL (Assessment for Learning) which it was agreed could best be pursued at the next meeting. Partners preferred to continue previous day’s discussion on state of the art CLIL implementation in order to sharpen analytical focus on work to be undertaken before next project symposium. It was felt that further group discussion was needed on the precise implications of partners’ state of the art analysis for key problems of CLIL implementation: Does it reveal common or specific problems? What practical solutions does it suggest? 7.1 Working in pairs It was suggested that partners might work in pairs, in this session and subsequently, as a preliminary means of sharpening focus on: (a) What was common and what was specific to their own experience of CLIL implementation; (b) What exactly are each partner’s next steps in the research and development work package. Breaking out into four discussion groups of paired partners produced the following main points reported back to the group as a whole: 7.1.1 Balearic Islands In the Balearic Islands key problem is Subject teachers’ relatively low level of foreign language competence. Solutions adopted have included the use of teaching assistants for whom the foreign language is their first language. Experience indicates that: (a) Teachers still need extra timetable allowance to prepare their own materials because there are not enough available as yet . (b) More CPD (Continuous Professional Development) in CLIL is needed by teachers. (c) More systematic evaluation of the process, including student experience and outcomes, is needed. It was also clear that the co-existence of two official languages can be a problem. Agreement on English being important, but tensions exist between two mother tongues. 7.1.2 Cordova/Andalusia Strong points are that: (a) All schools are included in public, universal, non-elitist bilingual programmes (b) Teachers are trained and have access to graded programmes. (c) Integrated programmes involve ICT and bilingual schools. Weaknesses include: (a) Very low linguistic competences. (b) Low pedagogical capacity on bilingualism and different CLIL models. (c) Inadequacy of co-ordination funding. Solutions encompass better training programmes, more exchanges, clearer strategy 7.1.3 Greece. Basic problem is no top-down policy. Makes it hard, if not impossible,for teachers to do CLIL on own initiative. Doing CLIL effectively on one’s own initiative is a

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“heroic” enterprise. A realistic objective would be not to change government policy, but try to make theory and practice of CLIL more visible through essentially disseminating role of attending conferences and proselytizing with advisers and head teachers. 7.1.4. Italian Tyrol In Italian Tyrol methodological competence is key issue. Primary school level involves two language teachers in each classroom. In Trentino there are clear similarities to the Balearic levels of limited foreign language competence of the subject teachers.This leads to a key role having to be performed by the language teacher(s) within the team, a situation which applies to all languages 7.1.5. Norway For Norway, discussions within pairs of partners indicate experiences of CLIL implementation similar to Greece. No overall policy or regulations and little experience and training or other support locally. There is a however one critical contextual difference with clear implications or practicalities in CLIL implementation. There is a relatively high level of foreign language competence, especially in English, within the population as a whole. This is reinforced by: (a) The high priority given to foreign language learning in schools from an early age and (b) Culturally widespread “learning by immersion” inside and outside formal classrooms. The most immediate and perhaps most important CLIL implication of these contextual factors is that many if not most subject teachers already do have good English competencies and many teachers of English are also subject teachers. CLIL principles may be embedded implicitly in much current teaching of foreign languages. A major issue is for these to be integrated more clearly with formal initial and CPD training for both language and subject specialists. Case studies and their dissemination have a vital role to play in this. 7.1.6. Lithuania For Lithuania, comparative state of the art analysis indicates a very different sociolinguistic context from Norway’s. One which is closer to that of Greece and, perhaps even further away, in terms of the foreign language competence of subject teachers. This is the major general problem for CLIL implementation in Lithuania. A specific contextual factor of the Lithuanian experience is the emphasis upon foreign language acquisition through informal education. This is the specific area of expertise for the Lithuanian partners. Strengths in this area are the high levels of student and teacher motivation and levels of participation in related EU projects. Main weakness is that students who are free to choose and move between activities may opt out of CLIL-oriented activities if they are seen to be too demanding. Solutions lie in exploring specific issues of CLIL implementation in informal adult education. Action Point External evaluator to review state of the art analysis in relation to overall project objectives and advise on progress to date.

Lunch Break 1200-1300

Working Session 3 (continued) Item 8 Budgets and Dissemination. Reports from Project Co-ordinator 8.1 PF needs totals of travel expenses from each partner, not actual detailed receipts for each item of expenditure. However, partners should keep these detailed receipts in case

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they are required at a later date. Partners invited to send more detailed queries directly to PF. 8.2 Partners thanked for completing dissemination records for project co-ordinator and reminded to keep a rolling record of all dissemination activities and send PF the number of days spent on each.

Item 9 In-service-training Course and Handbook (WP2) 9.1 Presentation of mind map from EA as leaders for this phase of project work. “Mindmeister” demonstrated as a mechanism for mapping development of CORE course and handbook in this session and subsequent discussion between partners of the following key issues. See:

www.mindmeister.com/signup/invitation/479240?f=email_share_map_invitation&token=GGsg

zf32Ye&utm_medium=email&utm_source=share_map_invitation

9.2 Title No firm commitment as yet but could be CLIL CORE COURSE. 9.3 Relationship between the two courses Discussion of whether courses should be staged from “beginners” to “advanced”. Emphasis on original project proposal to pitch both courses at the same level with the same aims, using the first as a pilot for the second. This would involve preparatory and follow-up feedback with course delegates and potential course delegates 9.4 Timing and Location Agreed that first course would be offered in Lithuania. Dates agreed 5th-11th May 2013, enabling possible participants to apply by 15th Jan 2013 which probably will be closing dates for possible participants to apply. Second course scheduled to be held in June 2014 in Mallorca. 9.5 Level and Content Further discussions on issues of beginners/advanced levels.This indicated a general preference not to restrict entry in terms of experience and/or qualifications, but to adjust ongoing delivery of the course to specific needs and experience of the specific course delegates. It was anticipated that there would be a maximum of 25-30 people. 9.6 Methodologies and techniques Discussion revealed need for Italian partners to lead and co-ordinate further exploration of: (a) Whether “experts” are needed, what they would do, how much and how to pay them; (b) Nature of handbook as essentially a slim pamphlet indicating course outline and linkages to CD and web-based materials produced by course team and by delegates themselves. (c) First course in Lithuania would provide opportunities for experiencing CLIL in a foreign language likely to be unfamiliar to most delegates. i.e. Lithuanian (d) Prep phase - agreement on learning platform for applicants who apply in January to do Things till May. Should have objectives and each one writes reflection on why they applied, what they expect and what they want to achieve. Also a presentation of oneself on the Web site for people to get to know each other. (e) Phasing should encompass arrival on Sunday evening with icebreakers followed up by

CORE market place on the Monday afternoon. Monday morning should place delegates into Lithuanian CLIL context, Tuesday likely to embrace more theoretical input. Wednesday should encompass less theoretical and

more practical activity plus including school/cultural visits.

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(f) Organizational need to have one person responsible for curriculum and lesson planning With evaluation; tools, digital and not. (g) Need to budget for 20 participants to break even. RV and TZ to send project coordinator Overview of costs related to accommodation, meals and excursions. (h) Content of different sessions is up to the experts. EA will summarize mental map and co-ordinate further email discussion and revision by end of May 2012

Item 10 Summing up and evaluation Schedule of future meetings agreed as: Larissa Oct 3-6/7 2012; May 5-11 2013 Lithuania course 1; Autumn 2013 Italy (October) 16th to 20th or 23rd to 26th October 2012; Spring 2014 course II in Mallorca; Autumn 2014 last meeting at Cordoba. These dates have been sent to Brussels by the project Coordinator requesting an amendment to dates in the original application Partner evaluation invited on basis of distributed snapshot evaluation by IA .To be completed and returned for analysis and report by Balearic partners. Summary and thanks to partners from EA in her capacity as chair person. Thanks reciprocated by partners to chair. EA thanked host institution for highly successful organization and closed formally the meeting.

Picture gallery from the 2nd CORE project meeting

St.Olav Church at Avaldsnes The CORE group on their way to a culutural visit to Old Skudeneshavn

CORE particiåpants on a cultural visit on Saturday

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Purposes of Education in Karmøy - possible visions for CORE and CLIL also?

The Head of PPS Karmøy Per Fagerland presenting the visions for education in the muniicipality of Karmøy

Attachments

1. Agenda for 2nd partner meeting Karmøy

www.karmoyped.no/webmail/src/download.php?startMessage=226&passed_id=1026&mailbox=INBOX.core&ent_id=2&passed_ent_id=0

2. State of Art CLIL Greece: www.karmoyped.no/webmail/src/webmail.php

3 The Greek Education system: www.karmoyped.no/webmail/src/download.php?startMessage=31&passed_id=1193&mailbox=INBOX.core&ent_id=2&passed_ent_id=06

4.Interprovincial cooperation between two provinces Bolzano-Bozen and Trento: www.karmoyped.no/webmail/src/download.php?startMessage=46&passed_id=1194&mailbox=INBOX.core&ent_id=2&passed_ent_id=0

5. WP 4 Quality Plan presented by Mallorca (PP)): www.karmoyped.no/webmail/src/download.php?startMessage=46&passed_id=1214&mailbox=INBOX.core&ent_id=3&passed_ent_id=0

6. Research domains See Power Points presentation under links

7. Presentation Alytus Youth Centre, Lithuania See Power Point presentation under links

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8. Presentation of PPS Karmøy See Power Point presentation under links

9.. State of Art Cordoba

University of Córdoba (Spain)

Strong points

1. Bilingual education is public and universal. All students can opt to learn in a

bilingual school. In the cases where there are more applications than places,

the selection is made by drawing the lots.

2. The programme is a graded done. During the first year the maximun

percentage in subjects to be taught through a foreign language is 30%, the

second year is 50% and the third year is 70%.

3. Before the initiation of the bilingual programme there were special ICT

schools, and now they go hand in hand. Every bilingual school is a ICT school

now.

4. There is a normative top-down regulation. The principles, curricula, measures,

methodology, evaluation criteria, etc., are clearly defined: There are specific

published guidelines of how to organize the schools, how to write up linguistic

projects (The LInguistic Project [PLC, El Proyecto Lingüístico de Centro]), and

how to work with the languages in a coordinated way (The Integrated

Curriculum of Languages [CIL, Curriculo Integrado de las Lenguas]).

5. Teachers are trained linguistically and methodologically. The Official

Language Schools offer specific courses for teachers of bilingual schools, and

the Training Centers for Teachers offer specific courses in how to organize a

bilingual school, CLIL methodology, design of integrated didactic units,

working with language assistants, evaluation and assessment in CLIL,

materials design, or the Portfolio of Languages.

6. There is a lot of emphasis in fostering networking among bilingual teachers

and schools, and in the publication of CLIL activities and web-based materials.

7. There are agreements with foreign institutions so that native speakers can

work as asistant teachers in bilingual schools.

8. There are a number of programmes to facilitate exchanges of teachers and

students.

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Weak points

1. Low initial linguistic competency of teachers and students.

2. Low initial pedagogic capactities and understanding of the basics of bilingual

education and CLIL. There should be more consistent methodology courses.

3. There should be more language assistants and they should be hired with

aceptable pedagogic qualification, specifically on the coordination with content

teachers.

4. There is a lack of incentives for teachers: high burn-out syndrome.

5. There is a need of more exchange programmes, basically of a post-to-post

nature.

10. State of Art CLIL Lithuania STATE OF THE ART ANALYSIS On 2003 July 4th Lithuanian Government reinforced foreign language learning in its 2003-2012 State Education Strategy Regulations, resolution no. IX-1700. The aim of these Regulations was that secondary school leavers could be able to communicate in two foreign languages. Good knowledge of two-three foreign languages is becoming a natural part of higher education. Bilingual education project in Lithuania started in 2000-2001. 35 schools participated in this project. One of the most successful participants is Alytus Dzukijos basic (used to be secondary) school. CLIL is relatively new phenomenon in Lithuanian education system, opening new opportunities for practical learning of foreign languages. In 2002 CLIL was initiated in Lithuania by the Ministry of Education and Science. In November 2004 The British Council joined the project and contributed to the organization of the first training course for both subject and language teachers. The CLIL project (2001-2006) in Alytus Dzukijos basic school chose French language and it was carried out in three co-centers: primary education (3rd – 4th classes), basic and secondary education (9th – 12th classes). Primary classes started early French language education, and CLIL method was used in two subjects – music and physical education. French language training programme was carried out in the 9th class. In the 10th, 11th, and 12th classes CLIL was used in such subject as history, geography, music and physical education (one of the teachers was a history specialist from France). These subjects were taught according to the curriculum. Today, in Alytus Dzukija basic school, CLIL is applied in three school subjects – History (classes 8-10), Geography (10th class), Music (classes 7-10). The target group is students from 6th to 10th grades. Teachers working with the target group are subject teachers. French language teachers are engaged in language training programme. They all work with a trainee from France. Teachers’ language training is carried out at place and in France. The school collaborates with French Institute, Comenius Agency. The trainee from France helps the teachers to prepare for the lessons. Education development center (a state educational institution which provides educational support for students, teachers and

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for school) arrange seminars for the CLIL teachers. The teachers use ICT in their lessons, use others’ good practice. The subject teachers go to France for internship; they don’t just learn the language, but also subject methodology: how to prepare worksheets, how to find information, how to use existing recourses, subject teaching didactics. Another institution in Alytus that carries out CLIL education is Alytus vocational training centre. Subjects/professions where CLIL methods (French language) are applied – waiter/barman, hotel employee, cook. This centre is planning to add more subjects to CLIL programme (2012-2013), which are car repairer (in English), computer and office equipment operator (English), international freight dispatcher (English), and social carer (French language). Their target group - profession teachers and students of indicated professions. Alytus vocational training centre have been participants of EMILE CLASS project for a while now, and they have such a class in their centre where French language teachers work with profession teachers. In the future only subject teachers are going to work there. EMILE class teachers’ training on subject and methodology is coordinated by French Institute (intensive language courses, exams in Lithuania and summer camps in Besançon and Struga (organized by Organisation of La Francophonie) and in Québec (collaboration agreement has been signed with Canadian francophone organization)). At the moment the CLIL teachers are participating in the following projects: CLIL development in the education process (Vilnius University); Implementation of CLIL model in general education (Alytus Dzukija basic school); CLIL synergy (Vytautas Magnus University); Training is carried out according to project programmes. There is one more school in Alytus involved in CLIL. It is Adolfas Ramanauskas-Vanagas gymnasium. Their CLIL subjects (in French) are Geography, History (3rd – 4th classes), IT (9th class). CLIL teachers are subject teachers and if there is need they are consulted by language teachers. The CLIL teachers are prepared with the help of French Institute in Vilnius. In Lithuania, teacher training institutions do not have subject+ foreign language programmes, so the only source of subject teachers with a sufficient command of foreign language and its teaching methodology could be institutions re-qualifying teachers, e.g. Vilnius university Foreign Languages institute, the graduates of which are teachers of other subjects who have also acquired BA degree in the English language and its teaching. TRAINING AND SUPPORT IN CLIL FOR TEACHERS AND OTHER EDUCATIONALISTS

VU Institute of Foreign Languages is going to begin teachers’ non-formal training project called “Content and Language Integrated Learning (CLIL) development in the educational process” Project aims:

Encourage the development of CLIL in Lithuanian schools;

To improve teachers' skills in raising their educational needs CLIL competencies;

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The ability to teach the subject in the target language;

Understanding of Basic didactic principles for an integrated training and practical application;

The target language communication skills development;

Planning of CLIL lessons and modules;

Preparation of training materials; Project duration: 2011 August– 2013 July

Project target group – various non-language teachers (social and natural sciences) who wish to start and / or already applying CLIL programs and modules.

Requirement for project participants:

A2/B1 level foreign language (English, French or German) knowledge and skills;

Have already been taken or planned to start CLIL method;

School administration must provide access to training and practical application for the teachers involved in the project;

Organization of the training:

Teachers will be offered a five-week intensive training in Vilnius University, Vilnius. The total length of the training - 200 academic hours. Successful participants will be issued certificates of non-formal education.

Project participants are provided with educational materials, travel and accommodation expenses will be covered from the project fund.

Nordplus Adult Project ID: AD-2010_1a-23036 Title: Green English in CLIL: a Teacher Training Course Coordinating institution: Lithuanian Association of Teachers of English (Lietuvos anglų kalbos mokytojų asociacija(LAKMA)) The project aims to: - develop teaching materials and to prepare a didactic course for subject teachers on the basis of the shared experience of CLIL practice and the common need to promote awareness of CLIL benefits in the three Baltic countries; - prepare teachers for their educational work through continuous self-improvement and better awareness of environmental and climatic issues which will help them to enhance their learners’ interest in the said issues;

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- improve the process of teacher professional development, to help teachers develop their competencies as a result of life-long learning; establish relations and encourage cooperation of Teacher Associations in the Baltic countries, to facilitate communication among teachers across the partner countries.The project will also contribute to the overarching objectives set for the Nordplus Adult Programme 2010, namely; - to improve second language teaching/learning of the local population; - to promote environmental awareness; - to strengthen social cohesion in education. As well as that, the project will contribute to the common European strategies for life-long learning. It will be transferable to the partners’ countries and geographically well-balanced. The partners are committed to ensuring the success of the project by sharing and contributing their competencies and experience. Planned activities: Months 1-3 – Needs analysis of CLIL practice in schools: drawing up a questionnaire; establishing relations with the potential respondents; sending out and completing the questionnaire; Month 4 – Analyzing the results and drawing conclusions (in all partner countries); Month 5 (beginning of month) – Meeting of the partner work teams in Riga to share/compare/analyse the needs analysis results and draft a course; distribution of tasks for the second phase; Months 5-10 – Writing the course materials (in all partner countries): working on the course project in the partner countries separately; writing up a final version; uploading materials to the website; Month 10 (end of month) – A meeting in Riga to discuss the final version of the course; Months 11-13 – Piloting the course in the partner countries (6 hours of face-to-face instruction each) conducted by two teacher trainers from the three partner countries; Month 14 – Editing and correction of the course materials; Months 15-18 – Dissemination of the results of the project: the course appears on the websites of the partner associations and is presented to the teachers at the annual conferences of the partner associations; preparation and working out the final reports for Nordplus. CLIL Teacher Training Course 21-10-2011

VILNIUS PEDAGOGAL UNIVERSITY FILOLOGICAL FACULTY Participants’ English language knowledge should be (Intermediate / B1). Duration: 40 acad. h. (18 contact h. + 22 h. of individual work through distance teaching)

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11.. State of Art CLIL in the Balearic Islands

SUMMARY of the STATE-OF-THE-ART- Balearic Islands

The Balearic Islands is a bilingual region, Spanish and Catalonian are both official

languages. This is both and added value and an extra difficulty.

With the teaching of CLIL in English the schools become plurilingual, some schools

also do CLIL in French.

Strong points

i. Plurilingual education is public. All students can opt to learn in a plurilingual school.

There are 2 different types of plurilingual schools:

- A minimum of 5/6h for each of the 3 compulsory languages (Spanish,

Catalonian and English) CLIL subjects are universal for all students

- Schools with “European section programme”: smaller programme

where there is CLIL teaching, not minimum of hours required. CLIL

subjects are taught only to the best group/s

ii. There is a normative top-down regulation. The principles, curricula, measures,

methodology, evaluation criteria defined.

iii.Teachers are trained linguistically and methodologically. The Official Language

Schools offer specific courses for teachers of plurilingual schools, and the In-service

Teacher’s Training Centers offer specific CLIL methodology courses and seminars

for novice teachers, and other activities related to the organization of plurilingual

schools/classrooms, related to the use of CLIL methodology, design of integrated

didactic units, working with language assistants, evaluation and assessment in CLIL,

materials design, and the Portfolio of Languages.

iv.The Department of Education of the Balearic Islands is working on the design of

an online platform in order to support schools and to start networking among

plurilingual teachers and schools, and in the publication of CLIL activities and web-

based materials.

v.The Department of Education of the Balearic Islands is working on having

agreements with foreign institutions so that native speakers residents in the

region can work/volunteer as language assistants in plurilingual schools.

18

vi.There has been a number of programmes that facilitates exchanges of teachers

and students, now all those have been temporarily cancelled due to the financial

situation our national and regional Government

vii.There are also other European programmes that facilitate exchanges of teachers

and students. The Department of Education of the Balearic Islands promotes and

disseminates them to cope with the previous

Weak points

i.Low initial linguistic competency of teachers and students.

ii.Low initial pedagogic capacities and understanding of the basics of plurilingual

education and CLIL. There should be more consistent methodology courses.

iii.There should be more language assistants, and chosen with acceptable pedagogic

qualification

iv.Coordination of language teachers with content teachers and with language

assistants.

v.There is a lack of incentives for teachers.

vi.There is a need of more exchange programmes.

12. State of the art- analysis Italy - P8

Introduction

ITALIAN GOVERNMENT POLICY ON CLIL

The development of Content and Language Integrated learning (CLIL) since the year

2000 takes place in a relatively favorable setting. First, the School Autonomy Law in

1999 (L.440/97) opens the possibility of teaching contents through the foreign

language (Article 4, paragraph 3). The legislator does not put constraints others than

those relating to the agreements and international relationships that can be

understood in a very broad sense. There are also no constraints about the order and

the degree of schools where these types of teaching may be established, nor does

the legislator put any constraints on the need to teach a whole subject or part of it.

The indications are very general and they allow the schools to implement CLIL

courses in the more suitable forms, inside the curriculum or outside it, relating them

19

with the conditions in which the school operates. The Moratti Reform1 is more

detailed and binding.2 At the same time Italy has been able to draw on the

experiences collected during the projects under way since the early '90 supported by

the Ministry of Education: the European high school and the International Lyceum.

CLIL developments that took place from early 2000 until 2010, with the Laws Nr.

87/88/89 which institutionalized teaching a subject in a foreign language, is

characterized by the feature of being a bottom-up movement.

With the National Reform Law in 2010 (Nr. 87/2010, n. 88/2010, n. 89/2010) a

subject will be taught in a foreign language in the last year (5th class - students age

18) of Lyceum, High Schools and Technical Institutions and in the last three years of

Language Lyceum. In the fifth year the subject will be entirely taught in English in the

Technical Institutions, whereas in the other schools the language and the subjects

can be chosen by the school itself. There are no other official national regulations

concerning teaching a subject in a foreign language in compulsory education,

primary and lower secondary school (6-14 years).

The Ministry of Education has delegated Universities to organise teacher

training programs/courses for initial teacher training and every Faculty is preparing its

own offer to start with academic year 2012/2013. Meanwhile the Ministry of

Education has offered in-service training courses for teachers of NON-linguistic

subjects (DNL), such as Physics, Maths, Economy etc. January 21, 2012 was the

deadline for subject teachers to join the national project “CLIL in-service training

course”. The project is an integral part of the Reform of secondary education.3 In

order to put "Italy in line with other European countries," the Ministry has prepared a

"package" of language and methodology courses with different lengths according to

the teachers’ entrance language skills level:

● From 260 hours (two years) to 520 (four years) of blended language courses (in presence or partly online) to reach CEFR C1 level (corresponds to an advanced level);

● An undefined number of hours in order to attend training courses from University faculties, quantified in a generic total of 20 CFU (University Credits).

1 Decree 17.10.2003/ Law nr. 53-28.03.2003

2 Art 3 “In the fifth year (...) it is foreseen that (...) the teaching of a subject - in the English language - that is part of the compulsory

curriculum or part of the subjects chosen by the student” 3 Laws Nr. 87/88/89

20

1. The Autonomous Province of Trento (APT)

The Autonomous Province of Trento has a special statute from 1948 after the

second World War and for this reason it can claim a great autonomy in many

administrative and political sectors of social life like education. As a suitable example,

in the field of foreign languages, the APT was able to be first, compared with the

other Italian regions, in introducing in 1974 one foreign language (German as it is the

language of neighbourhood) as a compulsory subject from the third year of primary

school. At a first stage this was a project that soon became successful in almost all

schools of the Province. The rest of Italy introduced the compulsory foreign language

(FL) in primary schools only in 1991.

Starting from 1997, after the approval of the Provincial Law n.11 on Foreign

Languages (LP 11/97), one foreign language ( =FL) even in the first two years of

primary school has been gradually introduced and in addition to that, a second

compulsory FL (mostly English) has been introduced in lower secondary school

(middle school). This important innovation has been inspired by some key-concepts

declined in the White Paper Cresson4 in 1995, only two years early. The practical

application of the action started in the school year 1998-1999 and was completed in

the school year 2000/2001 when the first lot of lower secondary students concluded

their eight year having studied one compulsory FL in primary and two compulsory

FLs in lower secondary school. We have to underline that the year 2001 was also the

European Year of Languages which aim was to implement and support

plurilingualism. This was a positive coincidence of European and Provincial intents

towards the idea of a plurilingualism European citizenship.

In 2004 the LP 11/97 was modified for introducing two compulsory FLs even in

primary school. This innovation gradually started as projects of single schools and

became definitive in the school year 2007-2008. In 2006 the LP 11/97 was

reorganized in the LP 5/2006 and the principle that in all the Provincial Education

System two FLs must be studied has been established. In addition to that, many

projects for the introduction of a FL in nursery schools were born even if nursery

schools are ruled separately not being included in the compulsory Provincial

Education System.

4 White Paper, Cresson: http://europa.eu/documents/comm/white_papers/pdf/com95_590_en.pdf

21

Where is CLIL in all this excursus? The LP 11/97 art. 45 gave schools the

possibility of introducing portions of curriculum using a vehicular FL. This possibility

has immediately been exploited by some “inspired” schools in order to reach a higher

quality and a more complete educational offer. The years between 1997 and 2004

were very important and rich of initiatives in the field of plurilingualism and vehicular

languages both in Europe and in the APT, in the research direction and in finding

sustainable organizative models for schools. IPRASE6 and its LIVE project played a

fundamental role in implementing CLIL pedagogy and methodology in the APT. In the

meantime the acronym CLIL (Content and Language Integrated Learning) invented in

1994 in Finland7 took place in the APT Education System including in this term the

use of vehicular language in all contexts even for language minorities present on the

provincial territory like Ladin communities, in Fassa Valley, Mocheno communities, in

Fersina Valley and Cimbro communities in Luserna.

A great help in the introduction of CLIL in the Provincial Education System

came from the Chair of Education and Youth Politics of the Province, Tiziano

Salvaterra who has promoted a sabbatic period for omogeneous groups of in-service

teachers of different subjects. In the school year 2004 – 2005 this opportunity was

offered to FL teachers (English and German). About 60 teachers subscribed the offer

and as a result of their sabbatic period the final projects realized focused on the

introduction of CLIL modules in the same schools where the teachers were working.

Another innovation was introduced in the same school year by the Provincial

Government when one public school in Trento had the permission to implement

German as a vehicular language in a bilingual teaching project (Italian/German –

German/Italian) together with another equivalent school in Innsbruck thanks to a

specific Protocol of Intentions between Land Tirol (Austria) and the APT (Italy). After

this success the Provincial Government has decided to extend this model of high

percentage of vehicular language in the curriculum in other schools, mostly of

primary level.

In 2009 the APT promoted the New Provincial Curriculum for primary and

secondary schools. These dispositions8 contain some special pedagogical principles

5

http://www.vivoscuola.it/c/document_library/get_file?uuid=20789bfb-3c70-4ebb-94b8-530a50d1e45e&groupId=10137 6

IPRASE, Provincial Teacher Training Institute. See paragraph 3.c 7

http://www.clilconsortium.jyu.fi/ 8

DPP 17/06/10 n. 16-48 Leg. “Regolamento stralcio per la definizione dei piani di studio provinciali relativi al percorso del primo ciclo di

istruzione (art. 55 of the LP 07/10/06 n. 5)”

22

and organizational previsions for FLs teaching in primary and secondary level

connected with CLIL pedagogy. After a quantitative inquiry9 CLIL implementation in

the APT results as following:

● in nursery school the FL teaching with CLIL modules depends from the single organization of schools. Out of the 6000 enroled children, 4000 are experiencing CLIL modules. English is taught in 26 nursery schools, German is taught in 31 nursery schools and both languages in 12 nursery schools.

● In primary education there are 7 schools out of 70 (primary and lower secondary schools are part of the same institutions - Istituto Comprensivo) with temporary CLIL modules (less than 6 hours per week) in 194 classes. There are 19 schools with structured CLIL modules (6 or more hours per week) in 501 classes.

● in lower secondary schools there are 17 schools out of 70 with CLIL modules in 224 classes.

● in high secondary school there are 13 institutes out of 65 (35 high secondary schools and 30 vocational) with CLIL experiences in 182 classes10.

The CLIL modules in schools are increasing year after year and for this reason we

can assume an increasing demand of legislative objectives for the future.

According to the last guidelines of the province expressed in the press

conference on 27th February 2012 by the Chair of Education and Youth Politics of

the Province, Marta Dalmaso the future programs for the internationalization and

foreign languages are as follow:

● revision of the way of recruitment of new CLIL teachers ● continuing with teacher training programs also through exchange projects

supported by European funds for internationalization of educational institutions ● promoting a teacher training course for high school levels ● extention of the bilingual teaching project with the protocol between Land Tirol

(Austria) and APT (Italy) to high schools, for a weekly and annual teachers exchange.

1. 1. The Provincial Teacher Training Institute, IPRASE

IPRASE (Istituto Provinciale per La Ricerca, l’Aggiornamento e la

Sperimentazione Educativi) is the institution that has supported schools in the

innovative process of FL teaching. This support has been active in many ways like:

● open-enrolment, traditional in-service training courses, ● free continuous professional development CLIL consultancy in individual

schools11,

9

http://www.vivoscuola.it/clil?p_p_id=WebContentListTags_INSTANCE_nfS3&p_p_lifecycle=0&p_p_state=normal&p_p_mode=view&p

_p_col_id=column-2&p_p_col_count=1&_WebContentListTags_INSTANCE_nfS3_struts_a 10

Delibera Provinciale (Provincial Decree) 30th July, 2010, n. 1753 11

Sandra Lucietto, CLIL practice: perspectives from the fiels art. 15, Tateo: A School- and Action Research-Based Continuous Professional

Development Model for Experienced/Senior Secondary Teachers New to CLIL ,Dipartimento Istruzione Trento; Università di Bolzano

(Italy), http://www.icpj.eu/?id=15

23

● monitoring the CLIL state of the art on the territory with quantitative inquires in 2001 and in 201112,

● coordinating the research project named LI.VE13 (vehicular languages) together with universities and pedagogical institutes of other regions of the North of Italy as partners.

The aim of this project was the definition of qualitative criteria for the real learning-

teaching practice of CLIL methodology in class and the observation of these criteria

in action.

Another important project of the IPRASE in the FL field has been ALIS14 (FLs

competences acquisition). It started in 2002 and it had been supported by the

European Social Funds since November 2005. The project was concluded in 2008

with a successful conference in Rovereto (Trento) about FLs learning and FL teacher

training. The offer of several actions for different groups of teachers was the aim of

the ALIS project:

● actions for professional development (methodology modules for FL in-service teachers of all levels of education;

● actions for the consolidation of language competences (for FL in-service teachers of all levels of education;

● actions for the development of language competences (for in-service nursery school teachers);

● actions for the development of language competences (for in-service subject teachers of all levels of education.

Many teachers received professional development from these actions and started

CLIL projects in their schools.

1.2. The Teacher Training Centre in Rovereto Beside IPRASE another institution that has recently dealt with CLIL is the new

born Teacher Training Centre in Rovereto15 (Centro Formazione Insegnanti), which

in February 2011 organized an important international CLIL conference with the aim

of underlining the quality CLIL projects, modules, practices and legislation in Italy and

in the APT. Many relevant names appeared as experts like Carmel Mary Coonan,

Peeter Mehisto, Dieter Wolff and David Marsh.

12

http://www.vivoscuola.it/c/document_library/get_file?uuid=8d280ec3-ba54-4f8f-9e0b-7323fd2bc58d&groupId=10137 13

LI.VE project: Federica Ricci Garotti, Il Futuro si Chiama CLIL: una ricerca interregionalesull’insegnamento veicolare, IPRASE,

Trentino, 2006 14

http://www.iprase.tn.it/alfresco/d/d/workspace/SpacesStore/e8d39f9e-e499-47be-b3d6-bb6ce3764520/Alis.pdf

15

http://www.formazionescuolatrentina.it

24

The conference was organized within the actions of the LIDI project (Lingua e

Didattica). This project is addressed to all the in-service teachers in order to provide

support both for language education and for methodology development. The Teacher

Training Centre in Rovereto cooperates with IPRASE for training in-service teacher

and for promoting and organizing courses for who wants to become teachers.

1.3. The role of the AGEBI association

The AGEBI16 (Associazione Genitori per un’Educazione Bilingue) is an

association of parents that promotes bilingual and plurilingual education in the APT. It

was founded in 2007 by parents from the bi-lingual school in Cognola - Trento. The

aim of the association can be summarized as follow:

● give parents’ point of view on bilingualism or plurilingualism. ● give help and support School ● interact with the APT ● create meeting and exchange occasions between families and partner

schools ● promote language courses for parents ● promote and disseminate good practice and experiences ● promote actions that use foreign languages as comunicative vehicles

AGEBI organized an important conference in October 2010 on CLIL with the

title Growing up with Languages to Be World Citizens: vehicular teaching

experiences in primary and secondary education. Some of the main experts were

Carmel Mary Coonan (Ca’ Foscari Venice University) and Martin Dodman (Bolzano

Free University).

2. CLIL in IC Predazzo, Tesero, Panchià, Ziano (IC-PTPZ)

In IC-PTPZ the aims of the CLIL project, which include primary and lower

secondary schools are:

● content learning of some subjects in FLs (English and German) ● improving the FL communicative and linguistic competences ● using the FLs as tools for learning knowledge (developing CALP language:

Cognitive Academic Language Proficiency) through a higher exposure to the FL in a controlled and scaffolded environment

● developing cross-curricular competences ● promoting student – student, student – teacher and teacher – teacher

motivation, cooperation and professional development.

16

AGEBI association web site: www.agebi.it

25

The project started in the school year 2005-2006 with English and German as

vehicular languages and Geography, Science, Maths and Art as content subjects.

The Institute asked for the IPRASE free continuous professional development CLIL

consultancy17 which went on for two school years. In 2008/2009 the project continued

without any external help and the Institute gave its contribution to the redaction of the

book “...e allora...CLIL!”18 In 2011/2012 the project included three lower secondary

classes with Geography in English, two lower secondary classes with Science in

English, three primary classes with Art in German.

After several years of CLIL in IC-PTPZ, the model used in the lower secondary

classes, where in Italy FL teachers can only teach FLs, was still the one proposed by

the IPRASE expertise in 2005. The model “involves teaching teams (T-Teams)

comprising of a FL teacher and a subject teacher (...) working together with a dual

aim: planning and implementing quality CLIL modules; establishing effective

professional dialogue (TAlking To Each Other: TATEO)”19. The FL teacher delivers

the lesson in class with the help of the subject teacher (who rarely has a sufficient

level of FL knowledge) and together they plan the CLIL lesson. In primary school, the

CLIL model is easier because the FL teacher is also a subject teacher and so it is

possible to teach CLIL alone. The methodology used in class in most CLIL modules

are:

● short frontal lessons for input ● group work or cooperative learning in small or big groups ● computer activities like web quests, graphs, power point presentations ● use of e-learning platform and multimedia interactive board ● use of video ● feedback phases for evaluation

The effort of IC-PTPZ is to implement CLIL among both subject and language

teachers in order to fulfil parents and APT request of internationalization and

innovation.

17

Lucietto, S. , CLIL practice: perspectives from the fiels art. 15, Tateo: A School- and Action Research-Based Continuous Professional

Development Model for Experienced/Senior Secondary Teachers New to CLIL

Dipartimento Istruzione Trento; Università di Bolzano (Italy), http://www.icpj.eu/?id=15 18

Lucietto, S., ...e allora... CLIL, IPRASE - L’apprendimento integrato delle lingue straniere nella scuola. Dieci anni di buone prassi in

Trentino e in Europa, Trento 2008 19

Sandra Lucietto, CLIL practice: perspectives from the fiels art. 15, Tateo: A School- and Action Research-Based Continuous Professional

Development Model for Experienced/Senior Secondary Teachers New to CLIL

Dipartimento Istruzione Trento; Università di Bolzano (Italy), http://www.icpj.eu/?id=15

26

SUMMARY of the STATE-OF-THE-ART

Autonomous Province of Trento (Italy – P8)

Strong points

1. CLIL modules can be planned by each school according to internal and

external resources thanks to school autonomy (bottom up approach). The only

regulation existent is for the last year of high schools which must guarantee at

least one subject taught in a FL and in Language Lyceum from the 3rd year in

a FL different from that chosen in the 5th year.

2. Teachers are trained linguistically and methodologically. The Province and the

Training Centers for Teachers offer specific courses for CLIL teachers.

3. There are a number of programmes to facilitate exchanges of teachers and

students.

4. There is a lot of emphasis in favour to CLIL programmes in schools in the new

provincial school programme plans.

5. Native speakers can work as asistant teachers in CLIL projects in schools.

6. Language means also “cultural identity” and historical circumstances can

influence students’ motivation for learning the neighbours’ language. Studying

a subject through a language can be an important step towards

comprehension among cultures.

Weak points

6. Low initial linguistic competency of teachers and students.

7. Low initial pedagogic capactities and understanding of the basics of bilingual

education and CLIL. There should be more consistent methodology courses.

8. Headmasters are not enough prepared for CLIL policy. There should be more

consistent courses for heads.

9. There are not enough benefits for teachers who want to become CLIL

teachers

27

10. It is not clear the role of language teachers: a subject teacher can teach in a

FL after an appropriate training, a non-primary language teacher cannot teach

a subject (even if he/she has held university exams in that subject).

11. Language means “cultural identity” and sometimes historical circumstances

don’t enable students to have the right motivation for studying a language

even through a subject. (ex. German in the province of Trento).

28

13. State of Art CLIL in South Tyrol:

SUMMARY STATE OF THE ART South Tyrol

STRONG POINTS Bilingual education (Italian/German)

is public and universal. All students can opt to learn in a bilingual school. In some schools (primary level in South

Tyrol) pre-requisites for German L2 are sometimes necessary.

There is a lot of emphasis in fostering networking among bilingual teachers and schools, and in the

publication of CLIL activities and materials.

CLIL modules can be planned by each

school according to internal and

external resources thanks to school autonomy, but with regards to Art. 19

- 2. Autonomy Statute of South Tyrol (1972) for German or Italian as L2

(subjects should be taught in the mother tongue of the students). No other restriction for foreign languages

(English, French, Spanish, etc.) The existent regulation is for the

last year (5th year) of high schools which must guarantee at least one subject taught in a FL and in Language

Lyceum from the 3rd year in a FL different from that

WEAK POINTS Low initial linguistic competency of

teachers and students. Low initial pedagogic skills and

understanding of the basics of bilingual education and CLIL. There should be

more consistent methodology courses. There are not enough benefits for

teachers who want to become CLIL

teachers. There is an official regulation that

defines CLIL teachers for high school, but the sum of the two requisites for a

CLIL-teacher (subject qualification + CEFR C1/C2 language certification)

doesn’t guarantee the pedagogical and methodological understanding of CLIL principles.

German/Italian native speakers

subject teachers at middle and high school cannot work in the other school system as subject teacher in L2 (either

Italian or German), apart from authorized projects, modules etc. that

respects art.19 (2. Autonomy Statute of South Tyrol).

chosen in the 5th year. German native speakers /Italian

native speakers can work at primary school level teaching some

subjects (eg. Maths, science, music ecc.).

Language means also “cultural identity” and historical

circumstances can influence students’ motivation for learning

the neighbours’ language. Studying a subject through a language with

teacher that represents this culture

can be an important step towards comprehension among cultures.

Language means also “cultural

identity” and historical circumstances can influence

students’ motivation for studying the language of the neighbours,

even through a subject