Intellectual Outputs

The Partners work on the Intellectual Outputs of the Project in a collaborative fashion, in a spirit of reciprocity and co-construction. In the course of the Project we will ask ourselves the following questions to arrive at the intended Project results:

1. Performing the "Analysis on the English Language Acquisition Potential among Teens in a Digital Era"

How are digital resources used in the English language classrooms? What digital environment Junior students access recreationally? How can this time be used for language learning? The result will be an analysis report on the English language learning environment in project partners countries and the behaviour of the target groups.

Analysis on the English Langauage Acquisition Potential
- click to download the Analysis (PDF 1.04 MB)


2. Creating a seminar module on "Exchanging good practice on language teaching and learning in highly volatile times"

Where is my institution in the process of teaching methods upgrade? How am I as a teacher prepared to teach in changing environments? What are the currently available methods to teach in an international and intercultural English language classroom? What online re-sources are available to teachers and how is technology related to education? The output will be reusable guidance material for a seminar module for the benefit of project partners and English language teachers not in the project, wishing to organise a similar seminar at their home institutions;

Mapping Language Teaching and Learning in Highly Volatile Times: How to Exchange Good Practice
- click to download file (PDF 8.95 MB)

Exchanging good practice on language teaching and learning in highly volatile times: The Global Teaching Environment
- click to download file (PDF 9.61 MB)


3. Preparing the "Self-Assessment of Competencies of an English Language Teacher for the Future"

How to assess whether a professional, an English language teacher, has the desired competencies to teach in a generationally and culturally sensitive environment? What can we do to help him/her develop professionally? What competencies an English language teacher ought to have to teach in the contemporary English language classroom? Preparing the output will include researching, developing and writing a ?Definition of Competencies of English Language Teacher Today? and publishing this short definition on our website. This tool will help the English language teachers perform an online check to see their level of knowledge and skill development against the definition. The result will be an online tool helping to increase in self-awareness among English language teachers about their own knowledge and skills related to their profession.

Framework of digital competencies for the self-assessment tool
- click to download file (PDF 366.38 KB)

Self-Assessment Tool of Competencies of an English Language Teacher for the Future
- click to download file (PDF 366.38 KB)


4. Developing a Digital Resources Repository

What online tools are there? What quality and value do they represent? How can they be included in the methodology of teaching English with the aid of technology? We will review exist-ing digital resources and provide their definitions and application for the wide use from our website. The Digital Resources Repository will be an online database located on our website which will serve the wide community of teachers as a reference point for the use of digital resources available world-wide. The result will be an online database in a form of a searchable website available globally to English language teachers, strengthening their teacher's toolbox.

Digital Resources Repository
- click link to repository


5. Researching, developing and writing a Methodological Framework on Integrated English Learning for Digital Native Junior Students: A Pedagogical Approach

How to achieve goals set to improve teachers' competencies to teach more effectively in a space which inherently includes the digital dimension and contribute to their development as professionals? How to assure that the approach works? EngLife will a) develop, b) test and c) refine a comprehensive approach to an English language programme design and contribute to the development of the profession of English language teachers, at the same time providing solutions relevant to today's generation of students.

The test phase of the methodology involves a designated students body from each school for a semester long e-Twinning project, whereby the EngLife methodology is used by teachers with an active participation of the students. The result will be a methodology published online: a comprehensive, innovative approach to language teaching which can take place both inside and outside of the classroom (and, in certain crisis situations, temporarily entirely online), which strengthens the profession of English language teachers in secondary education worldwide.

Methodological Framework on Integrated English Learning for Digital Native Junior Students
- click to download file (PDF 35.61 MB)


6. Creating and delivering the EngLife Methodology Workshop (C2) and creating the Train-the-Trainer Module

Each school Partner will recruit participant teachers for this workshop who 1) would test and implement the methodology and 2) teach other teachers in their communities the EngLife approach. During the workshop teachers will present their own practices to decide which ones support the methodology and will practice how to actually translate the existing courses and programmes in teaching English into the EngLife approach.

They will also discuss issues related to cyber safety and well-being of students in increasingly online learning conditions. Importantly, the teachers will learn techniques in the train-the-trainer model, whereby gaining a skill further propagating this innovative methodology they helped create. Parts of the workshop will use the Design Thinking method. The result will be a reusable guidance material for a train-the-trainer session for the benefit of project partners' institutions and English language teachers and schools not in the project to multiply the effects of EngLife at their institutions in formal/informal settings;


7. Designing and developing an online course "EngLife: Teaching English for a Life-time"

It will guide the English language teachers through a step by step instruction how to adapt their course to online delivery. How to actually teach in the EngLife methodology? How to adapt a course material to the new methodology? How to assess learning outcomes while teaching online? How to navigate through available resources? The result will be an online course.


8. Researching, developing and writing "Policy recommendations on the use of on the use of technology in English language teaching"

How do we assure that the approach used in this project reaches institutions which decide on the shape of English language education today? How to involve all relevant stake-holders in the discussion? The result will be a policy document which can be shared without limit.