Curriculum Integration in Distance Learning at Primary and Secondary Educational Levels on the Example of eTwinning Projects

Abstract

Curriculum integration is one of the concepts which has been discussed for years. Telecollaborative projects, which employ elements of distance learning, provide opportunities for putting the idea into practice. Analysis of eTwinning projects undertaken in Polish schools aims at demonstrating the integrative role of distance learning approaches and their contribution to integration of various themes in educational context. As the eTwinning framework is very flexible, allowing for teacher and students autonomy the projects may vary in the topics, age and number of participants, duration scope within curriculum etc. The study shows various levels and perspectives of curriculum integration which take place in eTwinning projects. It also discusses the role of distance learning at primary and secondary educational levels. The challenge is to transform international collaboration of selected schools an everyday practice for all learners and teachers.

Online Community Projects and Post-Pandemic EFL Curricula in Secondary Schools

“…Moreover, many promotional reports and literature on eTwinning focus on the global and digital aspects. For example, Chitanana (2012); Gajek (2018); Gilleran (2019); Kearney & Gras-Velázquez (2018) and Pateraki et al (2020). Foreign languages are often overlooked even though more than half the teachers using eTwinning teach foreign languages (Gilleran, 2019).…”

“…Cairns (2020) blames the inadequacy of EFL curricula on standardised final-year examinations and points out how cancelled, modified or postponed examinations during lockdown incited reflection upon the 'centuries old model of assessment' that are still in practice worldwide (Cairns, 2020, p. 332). Before the pandemic, scholars pointed out how grammar-based examinations compelled teachers to use unsuitable material for their learners' social, cultural, and historical contexts (Gajek, 2018). The Common European Framework for Languages (CEFR) and many education systems actively encourage language teachers to depend less on teacher-led approaches and incorporate those informed by social constructivist and sociocultural theories (Council of Europe, 2020;Venzhynovych et al, 2021).…”

“…Since then, it has become an international reference for foreign languages that extends beyond the EU (Díez-Bedmar and Byram, 2018). It provides descriptors and rubrics in six levels: from the lowest at A1 to the highest at C2, encouraging movement and collaboration among cultures with different languages and evading conflict (Council of Europe, 2001, 2018. The CEFR was updated in 2018 and 2020 to encourage teachers to use 'all approaches informed by sociocultural and socio-constructivist theories' (Council of Europe, 2018, p. 30).…”

Developing intercultural communication in the EFL primary education classroom: Internationalization through virtual team collaboration with eTwinning

“…The CEFR also contemplates the so called (ICC) as one of its components. The term "intercultural" is defined by Gagnestam (2003) as a frame for collaboration between people from different cultural contexts. The CEFR (2018) highlights the importance of promoting plurilingual and intercultural education.…”

Untitled

“…In fact, several studies show the impact of eTwinning on students and the school community (Carvahlo, 2007;Crisan, 2013;Gajek, 2018). Carvahlo ( 2007) could observe the pedagogical value of eTwinning in the construction of openness and tolerance towards other cultures.…”