An Innovative, Competency-Based International CLIL Project
One of the educational challenges we need to face in our hyper-connected world is the need for learning in an authentic, international and integrated environment (OECD 2017a). Student international exchanges (both virtual and face-to-face mobility), have become one of the training experiences most a...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2018 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:203258 |
| Acceso en línea: | https://ddd.uab.cat/record/203258 https://dx.doi.org/urn:doi:10.5565/rev/clil.5 |
| Access Level: | acceso abierto |
| Palabra clave: | International projects Erasmus+ School planning Basic skills Project based learning Plurilingualism CLIL AICLE Emile Projectes internacionals Planificació escolar Compètencies bàsiques Aprenentatge basat en problemes Plurilingüisme Proyectos internacionales Planificación escolar Competencias básicas Aprendizaje basado en problemas Plurilingüismo |
| Sumario: | One of the educational challenges we need to face in our hyper-connected world is the need for learning in an authentic, international and integrated environment (OECD 2017a). Student international exchanges (both virtual and face-to-face mobility), have become one of the training experiences most appreciated by enterprises. Academic learning, acquired in contexts other than the usual school and university environment is in demand. Plurilingual, intercultural and adaptive knowledge provided by travelling to other societies and cultures is considered useful in the work place. These experiences reproduce integrated and integrative approaches, based on collaborative methodologies and active learning, such as PBL (Project Based Learning), CLIL (Content and Language Integrated Learning), and Problem Solving Based Learning (PSBL). In this article, we propose practical orientations to initiate, carry out and complete quality projects. We also provide elements of reflection for planning, developing and evaluating international education projects, with or without student or teacher mobility. |
|---|