A deeper dive into our meetings
Year 1
- January 2023: online partner meeting: The beginning!
- March 2023: online partner meeting
- April 2023: first transnational partner meeting: host Universidad de Jaén, Spain
- September 2023: online partner meeting
- November 2023: second transnational partner meeting: host GO! Onderwijs van de Vlaamse Gemeenschap, Belgium
Some of the main questions we have discussed in the first year:
- What are the main concerns regarding the implementation of CLIL in European schools?
- How can our project address and refute false myths which may threaten CLIL education in Europe?
- How does CLIL impact content learning and foreign language skills over time, according to research findings?
- What is the effect of CLIL on mother tongue proficiency?
- What recommendations do we have for ensuring quality assurance and solid teacher training in CLIL practices across Europe?
Year 2
- March 2024: online partner meeting
- March 2024: first online associated partner meeting with the schools
- March-April 2024: first partner representation and collaboration: NABE (National Association for Bilingual Education), New Orleans, USA
- May 2024: third transnational partner meeting: host: DRAREIC (Délégation de Région Académique aux Relations Européennes, Internationales et à la Coopération) Académie de Grenoble
Some of the main questions we are discussing in the second year:
- What are the multifaceted advantages of CLIL, as confirmed by research?
- What good practices for high-quality CLIL can we identify in our countries and regions?
- How can our project results help enhance teacher development to ensure the success and inclusivity of CLIL programs?
- How can our project enhance communication and collaboration among schools in Europe, considering the many differences in approaches and organisation?
- How might our participation in conferences and the development of case studies and teacher training positively impact CLIL in Europe?
Sneak peeks
August 2024
Three exciting project results are in the process of developing:
- One Stop CLIL Europe Classroom guide for school teams
- One Stop CLIL Europe framework of quality assurance with guidelines on quality assurance for schools
- One Stop CLIL Europe Questionnaire for schools
We will be participating in the prestigious CLIL Connect Conference in November 2024 in Leuven, Belgium. This will be our second partner representation and collaboration.
Testimonials
Goodbye Magdalena!
- Why did you get involved in ‘One Stop CLIL Europe’ project? I was invited to participate in OSCE by one of the CLIL top leaders in Spain, Prof. María Luisa Pérez Cañado from the University of Jaén. We had been collaborating with some schools for another project and she thought I could contribute to OSCE due to my background in education, in general, and in CLIL in particular. I started my professional career as a primary teacher and during this time a had the opportunity to collaborate with the Regional Ministry of Education in Madrid as an advisory teacher. After 15 years working at state schools as a CLIL teacher I got my PhD in Education. During this time, my main concern has always been to improve CLIL teachers’ education and training, therefore, OSCE was a very interesting project for me!
- What was your specific role? From the beginning of my collaboration, I was responsible for contacting the schools in Spain and ensuring that they were involved in OSCE activities and milestones. I have always been in contact with the coordinators of the Spanish OSCE schools providing them with information and guidance to make the best of their participation.
- Did working with the international OSCE team differ from working with a local Spanish team? If so, how? Both the international and the national teams have been very efficient, and I have had an extremely pleasant collaboration with both. At an international level, what I found more interesting was the combination of universities and institutions. I think this is the right approach to teacher training because faculty members and education authorities have a big say in this field from different perspectives that need to find their way to jointly improve CLIL schools’ experience.
- Can you share a memorable experience or highlight from the project? For me, every single transnational meeting in which I have had the opportunity to participate has been extremely rewarding both from the personal and the professional points of view. They have given to me the opportunity to know and understand the different educational contexts in which CLIL is being implemented and their needs. But most importantly, I have had the opportunity to meet face-to-face with all the members of the project and work, discuss, enjoy and relate with them!! Without a doubt, they are the best of the project.
- What skills or knowledge did you gain from this experience that you didn’t have before? One of the most interesting things I have experienced in OSCE has been the understanding of the key role that transferring the academic experience and knowledge to the school has. In this sense, one of the moments I have enjoyed the most has been participating as OSCE team in the NABE international congress, held in New Orleans this spring. It helped me to understand that I was part of a very heterogeneous group of professionals that were working together for the same reason: make the best of CLIL all over the EU and beyond!
- How do you think this project will influence your future work or career? OSCE has definitely had an impact on my vision of CLIL as a wider phenomenon with its own idiosyncratic implementation in the different countries of the EU. In future projects, this will be an advantage for me and will give me the opportunity to design and implement more realistic research projects anchored in real need throughout the EU.
Magdalena Custodio Espinar
Welcome Cindy!
- What led you to join this ‘One Stop CLIL Europe’ project? My interest in integrating language and subject-specific learning and teaching, and discussing this with international partners, so as to contribute to this field of knowledge and practice.
- What were your initial impressions of the content and the team when you first joined? The OSCE team is an interesting, international, and multicultural group of people who share the same goal but bring different perspectives into the discussion.
- What challenges did you face when joining this ongoing project, and how did you address them? Besides some practical matters, it is important to speak each other’s language; by this, I don’t just mean our communication in English, but especially that we learn to understand each other from the different contexts in which we are active. Sometimes, this requires some extra time for discussion as a kind of investment in achieving our shared goal.
- How have you contributed to the project since joining, and what impact do you feel you’ve made? Up till now, I have contributed to the project by representing ‘the Dutch team’, bring our perspectives into the discussion, share our experiences with the schools, and by working on our work package on quality assurance, in collaboration with the colleagues. Currently, I feel I have mainly made impact on the project group, whereas I hope to make more impact on the schools at a later stage in the project.
- What has been the most rewarding aspect of joining this project so far? To me, the collaboration with all the partners has been the most rewarding aspect of the project till date; getting to know other people from different backgrounds with very interesting insights into a topic you all share interest in.
Cindy Kuiper
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