Teaching English as a content subject at the tertiary level - a modular approach
Top-quality language provision (knowledge and skills) for university students is an essential condition for the implementation of social ideals, espoused by the European Union and indispensable in the global village. Student mobility, competitive job markets, development of pan-European economy and geo-political cohesion all require that university graduates be offered every possible chance to master a shared communication tool, a contemporary lingua franca. To ensure that English successfully continues to perform the role of a communicative and informative system, able to meet the increasingly complex everyday discourse demands, the teaching goals, techniques and didactic resources all need to undergo a methodological overhaul.
Our model addresses these issues, by proposing content-based packages for EHE (English for Higher Education) instruction, conducive to the development of “education for citizenship”. To respond to the most pressing communicative needs of united Europe, this project looks at English language tuition. Should the model prove successful, however, it is applicable to other natural languages and competence levels. This is so because a foreign language is taught through a carefully selected sequence of content units, each reflecting a different academic domain and an appropriately adjusted lexico-grammatical inventory.
The manual for teachers, one of the project’s outputs, will contain essential background reading, familiarizing instructors with the potentially new subject areas in an accessible, userfriendly way. The TE-Con3 materials, both for teachers and students, will be available as an open-access resource on a multimedia platform (MUL-TECON), designed for the purposes of the project.
Critical History: Adapting history education to the challenges of today's digitized, globalized, and diverse societies in Europe
Recent years have seen profound societal changes across Europe. The rise of the internet has given students and teachers easier access to information, fundamentally altering the way in which we learn about both current and past events. At the same time, disinformation, fake news and conspiracy theories increasingly find their way into classrooms.
The project aims to prepare future history teachers for a critical history education more attuned to the realities of 21st century societies. In order to respond to the societal changes and to incorporate these new insights in history didactics, history teachers need to have access to information that is based on the latest research and that can make immediate impact in hectic work environments. The project will provide future teachers with a ready to use study guide with learning activities and teaching methods and tools on the following topics:
- Heritage in history education
- Global dimensions of national history and post-colonial history
- Public history and history education
- The role and influence of the internet in history education.
Digital transition of Lithuanian language and culture courses
Digitalisation of Lithuanian language and culture (LCC) education is promoted by Digital Agenda of the Republic of Lithuania which aims to foster Lithuanian culture and the Lithuanian language by means of ICT. Moreover, digitalisation of education on the European level is supported through EC Digital Education Action Plan (2021-2027) which proposes a set of initiatives for high quality, inclusive and accessible digital education in Europe. Hence, the project aims to strengthen the capacity of LCC educators in HEIs to provide high quality interactive and inclusive digital education.
The following specific objectives are outlined to reach the aim of the project:
- Develop digital pedagogical competence of Lithuanian language and culture teachers in Europe;
- Support educators with high quality digital content and training materials;
- Facilitate digital mechanisms to deliver the training course(s).