Pools-M: innovative methodologies for language learning

pools-m-web

Pools-m (Pools of language teaching methods) is an EU supported two years project started on December 1st 2009. The project seeks to transfer the result of a previous project BP-BLTM which portrayed five communicative language teaching methods in manuals and with instruction videos, for each method there are ready to use materials in Basque, Danish, Dutch, English, German, Romania, and Spanish.

Pools-m will translate and adapt the existing materials into Italian, Lithuanian, and Portuguese as well as prepare new materials for the methods
The pools-m home page is:

languages.dk

Please feel free to learn more about it! We welcome you already!

How do we use Pools M ?

SPANISH STUDENTS

The Spanish youngsters coming to CSCS are here in Italy for a work placement: they are supposed to work inside companies whose activity field is the same they are studying in their own country.
The main goal of their work placement is to experience a different way of working: different from the Spanish one and therefore enriching, both professionally and personally.
It is important to underline that learning Italian is not the main objective of the students in work placement; however, language is extremely important for their experience: working, socializing, having a good time depend on it.
CSCS offers an intensive course of Italian for a week (generally not as soon as they get here) and, afterwards, one lesson per week.
The students coming in Italy have, of course, various profiles; some of them consider learning Italian as very interesting and important, others do not feel the need of having a good grammar and appreciate less the idea of studying during their work placement. We therefore tried to propose classes focused on “doing” instead of “explaining”: we offer basic information and then try to apply the theory in practice – games, practical exercises, etc. help a lot this kind of approach. Grammar, of course, is there; but it is never proposed as main element of the course: we try to help students understand the rules by doing as a substitute for long explanations and “boring” rules.
The activities we propose in class are various: we show the students a short home-made video with “typical” scenes of real-life situations (for instance at the supermarket, breakfast with  the family, at the bar, etc.), we first check their understanding of the dialogues and then we help them fully understand the dialogues. Afterwards, we try to create new dialogues within the framework of the situation presented through the video. Another exercise that works very well is the “puzzle” of a dialogue: students have to place the lines of a dialogue in the right order.
Listening to songs and finding the missing word is another exercise that students find funny and instructive.
Memory, find the hidden words or crosswords, are other games that students like when introducing, for instance, new “communication areas” (for instance “food”, or “parts of the body”, etc.).

SWEDISH GROUP

A group of Swedish students with various learning difficulties came to CSCS in the month of February. We tried to organize a specific Italian course able to take into consideration all the issues involved and able to offer some Italian basics to the students.
One of the Pools M methods seemed the most appropriate: TBL
We asked the students to participate to different games – the group has been divided in two teams and each team received a certain number of points for understanding parts of a presentation in Italian.  Other exercises created individual competition among students, on the same principle.

Team games: we showed students a video where an Italian family was having very clear and simple conversation; we asked each team to tell us the words they (thought) they recognized.
The team who recognizes the major number of words won.
Afterwards, we would write down the recognized words, asking the teams to try to understand from the context or deduce the right meaning.
Another team game, again connected to a video, consists in distributing to students the lines of a dialogue in an incorrect order. They have to recognize the sentences they hear in the video and place them in the right order. Then we try to also check understanding (from the context, words they recognize, help from the teacher, etc.)
During the classes we also tried to extend the vocabulary: words semantically connected to colours, numbers, food, etc. have been introduced through a “memory” game or through different techniques recalling the connection between image and word. For instance, we distributed drawings of food, or of parts of the body, or of numbers, etc.; and the corresponding words printed on pieces of paper. The students were asked to pair correctly the pieces of paper (one drawing for each word).
Another game the students particularly like was the bingo.

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EAC.B.4/UHB/ 2020/NOT NA DIR/001 (E+/NA/DIR/2020/012) NOTE FOR THE ATTENTION OF THE ERASMUS+ AND EUROPEAN SOLIDARITY CORPS NA DIRECTORS

Subjec t: Coronavirus – exceptional measures with regard to Erasmus+ and European Solidarity Corps projects

In the context of the measures taken by the Italian Government to contain the spread of the Coronavirus infection in Northern Italy, I would like to inform you that the measures announced in our note of 31 January 2020 (ref. Ares(2020)619972) shall be considered fully applicable to any mobility in affected areas of programme and partner countries where the virus is detected and which are considered at risk. In line with the abovementioned note, National Agencies are requested to inform the participating organisations concerned and instruct them to contact the individual participants who already are in, or are planning to leave for the affected areas within the coming days or weeks. Participants should also be reminded of the assistance that can be provided by embassies, consulates and honorary consulates in the country of their stay. It is for the participating organisations and individuals to decide on the course of action to take in the light of national travel advice and repatriation schemes. The National Agencies should however monitor closely, in cooperation with the participating organisation, if the area of the planned mobility can be considered safe by the time of travel for the entire duration of the mobility or project activity. Please be reminded that National Agencies may apply the force majeure clause to activities taking place in any affected area as well as to incoming mobility from these areas, as foreseen in the template of the grant agreement between National Agencies and the beneficiaries and as defined in the programme guide and other contractual documents. National Agencies may thereby cancel, postpone or move activities planned in such regions in the most flexible way, notwithstanding the respect of the general legal framework applying to Erasmus+ and the European Solidarity Corps. Given the exceptional circumstances, the same principles can be applied also to any incoming mobility from affected regions. However, when assessing additional costs linked to a case of force majeure, the National Agencies should apply the provisions established in section 3.16 of the Guide for National Agencies. Justified repatriation costs will be accepted as exceptional costs, whereas normal reporting requirements apply.