“Schools: Future Labs” – Combining the Teaching of Sciences and Foreign Language

Abstract

The Erasmus+ project Schools: Future Labs (SFL) was funded under the Key Action 2: Cooperation for innovation and exchange of good practices-Strategic partnerships in the field of education, training and youth of the Erasmus+ program. Its main objective was to increase the employability of young people, by getting them interested in STEM (Science, Technology, Engineering, and Mathematics) subjects and in the habit of using a foreign language. To reach its objective, Schools: Future Labs developed and tested a teaching methodology based on action research, involving task-based exploration of STEM subjects in combination with Content and Language Integrated Learning (CLIL). This methodology was student-led, self-directed and included project planning and implementation skills. The purpose of this project was to spread the methodology, at least, in the participating countries. The efficacy of this methodology is evaluated, both in quantitative and qualitative terms. The evaluation results were very positive, as 89% of the students wanted to continue learning with the SFL methodology. The work adds to previous studies exploring the ways of improving the learning process by motivating students and raising their interest both in science and foreign language (FL). 2. The Innovative Aspects of the Project Schools: Future Labs proposes an experimental, self-directed learning approach in order to put

CLIL Implementation in Greece

“…Gikopoulou et al (2018) evaluated a Physics CLIL project through L2 German as part of a three-year Erasmus+ project. The authors observed an increase in students' motivation and interest.…”

“…Students improved their attitudes, skills, cooperation, and performance in both L2 German and Science, Technology, Engineering and Mathematics (STEM) content. Teachers reported time constraints and challenging lesson planning, despite being satisfied with the methodology and acquiring additional skills that strengthened their professional profile Gikopoulou et al (2018). also concluded with a positive evaluation of their CLIL project.…”