• Content and Language Integrated Learning (CLIL) is a way of approaching foreign language instruction subtly through subject-oriented teaching. In CLIL, the topic has to be focused and the foreign language vocabulary has to be learned through the content. Rather than separating language study from other subjects, the theory behind CLIL is that complementary subjects taught at the same time result in improved internalization and retention.
    CLIL can increase the students’ motivation to learn what the teacher is  teaching them. This can enable students to progress more quickly and solidly than they would with deliberately separated subjects. Plus it can help prevent early school leaving.

    Because CLIL is so strongly associated with both a content area and a foreign language, it’s naturally imbued with cultural and societal significance. It will help the students to develop a stronger understanding of a foreign culture as a result of CLIL instruction and will be more likely to “see the big picture” in terms of the relationship between language and society.

    Even in CLIL lessons, it will become apparent that some skills and knowledge are applicable to a wide range of subjects in a variety of languages. Students will gain a healthy appreciation for these types of skills and may be more motivated to improve them.
    By challenging our students with CLIL, the teachers will be able to help them build confidence in their abilities.

     STEM content must be applicable to students’ lives, relevant, and engaging. We must utilize diverse teaching methodologies to cater to students’ multiple intelligences and learning styles. Additionally, STEM education must meet the needs of the ELs in the classroom with varying degrees of English language proficiency without watering-down the content. When we talk about the need for a more robust STEM education, we cannot simply continue to separate the curriculum into silos. STEM needs to integrate all of its disciplines, as well as the language structures needed to communicate in an academic manner (Dickstein, 2010).

    While there exists substantial academic literature on STEM education, there are fewer resources and studies on teaching ELs and LEP students within a STEM education program model. Some articles discuss “modification” or “adaptations” to a STEM curriculum to better serve the needs of ELs; however, few articles propose that ESL best practices and STEM education are mutually beneficial programs. STEM inherently includes experiments, engineering design, visuals, realia, and technology. These components are perfect for teaching ELs because they bring the curriculum to life in a language-rich and contextualized environment. Conversely, teaching utilizing ESL methods and best practices enhances the learning of all students because it focuses attention on the academic English necessary to communicate effectively in these disciplines. There exists an incredible opportunity to simultaneously teach both STEM subjects and academic language to all students. These traditionally separate teaching areas actually have complementary, and mutually beneficial, planning practices and teaching methodologies.

    Creating the foundation to succeed in the STEM content areas, as well as sparking the desire to pursue higher education is laid during the elementary years. However, little data is available on the efficacy of implementing STEM programming at the elementary level.  

    Our projects major objectives are to develop  teacher’s skills for modern and innovative teaching, to make students regard school as not as something compulsory but as an interesting place where they can develop their skills and creativity by introducing new tools and methodology in the classroom as means of teaching more effectively.

    Teachers will be able to identify and reflect upon constructs for technological, pedagogical, and content knowledge. They will be able to  formulate effective technology-integrated lessons appropriate for their specific content.  They will plan and design effective learning experiences supported by technology.

    The teachers will gain basic knowledge, skills and understanding of concepts related to technology integration.
    They will have the chance to discuss and reflect on basic concepts associated with technological, pedagogical and content knowledge and share their view with teachers that come from different educational systems.

    The expected outcome are the competences to be acquired. These competences are in line with the identified needs and will help to enhance the overall schools’ quality and professionalization of its teachers. Integration of STEM contents with foreign language learning  in the classroom not only will improve students motivation and achievement, but also will help promote educational quality among our students, by employing game-based learning approach. It will also bring a dash of diversity and better teaching which will inevitably lead to better quality of education.