Teaching staff taking part in the project
Sustainable consumption in English in primary schools
The Institute for Multilingualism (UIC Barcelona), pre-service teachers from the Faculty of Education (UIC Barcelona) and Baixeras school in Barcelona have created free teaching and learning materials for Primary school English teachers to promote sustainable consumption.
The project, entitled ‘FOR A BETTER WORLD / UN MÓN MILLOR: Generant activitats i recursos plurilingües per educar sobre el consum sostenible’ aims to make lesson plans and resources including books, films and objects freely available to Primary school English teachers in Barcelona, on a loan basis. The idea behind this is to work on the themes of energy, waste and pollution.
The resources will be available to English teachers (or teachers of other subjects, such as Natural Science) who would like to incorporate these topics into their classes, from March 2020 onwards. The project received financial support from Barcelona City Council.
For more details about how to borrow these free resources, please contact Janine Knight at email@example.com
With support from Barcelona City Council:
The effects of content and language integrated learning (CLIL) on pre-primary education
The Universitat Internacional de Catalunya and the Diocesan and Parish Schools Foundation, which forms part of Terrassa Bishopric, have signed a collaboration agreement for the project “Content and Language Integrated Learning in Pre-primary Education” with a view to researching the effects of CLIL in pre-primary education.
First of all, a curriculum and materials was designed for P3, P4 and P5 (from nursery to year 1), through which the most relevant content from each course can also be acquired in English. An analysis was then carried out in order to assess what kinds of language resources teachers will need to deliver the content. In general, CLIL teaching staff are experts in the content they teach but not in the teaching language, which is an even more common phenomenon in pre-primary education. Following this analysis, a glossary was compiled for the teachers to provide them with linguistic support for each of their pre-primary courses. Finally, teaching staff were also given guidance and training on CLIL methodology and communication strategies to help them carry out their teaching activity.
Research staff taking part in the project