Grundtvig 2 Project ELTE – European Language Teaching Exchange ( ) Exchange of experience in innovative methodology of teaching languages for adults Partners: - Sugesto Language School, Estonia (project coordinator) - Kristiansund Education Centre, Norway - Vasa Arbis, Finland - Educa, Czech Republic(only first year) - Research Academic Computer Technology Institute, Greece (from year two)

General objectives of the project: 1. Analyses of teachers and students needs for innovative language teaching/learning methods in partners institutions 2. Development and dissemination of supportive material for language teachers in adult education based on our project experience and good practice 3. Fostering collaboration with foreign language learning providers across all sectors of adult education and training

Specific objectives: 1.1. Designing specific tools for needs analyses 1.2. Performing needs analyses in partners institutions 1.3. Evaluating results 1.4. Providing report on evaluation results 2.1. Exchanging experience of good practice in using innovative language teaching methods 2.2. Applying acquired innovative language teaching methods in partners institutions 2.3. Synthesizing experience of applying different methods 2.4. Establishing effective networking

Survey as a research method In the first contact seminar partners decided that in our LP necessary data are collected through the use of: –Questionnaires for learners and teachers –class observations

Questionnaires for needs analyses It was decided not to design a common questionnaire, since different schools and students have different needs and expectations For example in Sugesto the project activities involved: - native adult learners willing to improve their command of foreign languages - Russian speaking adult learners who study Estonian within integration programs and retraining courses In Kristiansund Education Center the project involved - adult immigrants and refugees - foreigners who come to Norway to work.

Questionnaires for learners and teachers Main aim was to find out about learners and teachers needs and expectations in language acquisition In questionnaires we used both, open- ended and closed-ended questions Sample size – 50 % of learners who started their language studies on our courses in the autumn of 2006, 70-80% of teachers in partners institutions

Positive effects of the method teachers have become more enthusiastic to contribute to the project and gain more information about it involvement of teachers in the design of questionnaires has activated the whole staff and enhanced their teamwork answering questionnaires made students and teachers reflect on their needs and expectations

Problems Faced -creating a questionnaire that is valid, reliable, and unbiased -in some cases there was a problem with language (especially with immigrants and refugees) -as students leave schools before the end of the project, it is not possible to carry out the final questionnaire with the same learners

Observation of classes – Seeing is believing! The possibility to observe and participate in partners language classes See how the new methods have been disseminated within partner institutions Get feedback on students and teachers opinions on applied methods

Positive effects of the method Students approached us with questions about the project and efficient learning methods Estonian, Czech and Finnish students appreciated to practice English with us Immigrants and refugees in Norway were eager to share with us some problems they faced while assimilating into a new culture -during round-table discussions after classes there was more relaxed atmosphere, students and teachers were familiar with us because we had not been merely passive onlookers

Problems Faced Some students objected to filming during the class (especially immigrants and refugees in Norway). It is important to ask their permission

Observing language classes for immigrants and refugees in Kristiansund (Norway) Gr 2 project

Observing language classes in Tallinn (Gr 2 project)