The goal of the Project is to increase the competence of 18 academics teaching through English in the medical and healthcare sciences to use the scholarship of teaching and learning in their course development and delivery and to teach other academic teachers to do so during the course of the Project, specifically using the CLIL method. There is a need to equip academics teaching medical and healthcare sciences in English with skills allowing them to work effectively in today's multicultural and multilingual classrooms today. The Consortium Partner medical schools and faculties performed a survey on their academic teachers, which provided a needs analysis for the Project. In the Project, those who have experience teaching the CLIL method to academic teachers (Atlantic Language) will collaborate with those who actually use the method to teach medical and healthcare sciences (Karolinska Institutet) and will work closely on this new approach with those Project Partners who are experienced in teaching medicine to international students (medical university Partners) but might not have implemented teaching and learning internationalisation. The processes of “Internationalisation at Home” will be a skeleton for the discussion, coordinated by experts in higher education internationalisation (Luminar Foundation). During the course of the Project, experts from Project Partners meet during seminars (so called, Learning, Teaching and Training events) and using various ICTs to develop the methodology behind the Pilot Course on “Teaching teachers to use CLIL in medical and healthcare sciences at tertiary institutions”, along with related Intellectual Outputs. Once this week-long Pilot Course is designed, it will be tested on a group of 18 teachers who want to learn the new method and teach others at their HEIs. The Pilot Course Participants will be recruited from Project Partner medical universities. Afterwards, the Pilot Course Participants, matched in pairs, will deliver demonstration lessons (half a day) based on the methodology learned during the Pilot Course to a wider community outside of the Project (not at institutions participating in the Project) during 11 Multiplier Events. They will gather insights from the demonstrations and will collaborate with their Project Team on developing the guidebook. The results of the Project will be presented at a final conference and e-published. The Intellectual Outputs include: a Seminar Module on “Mapping Internationalisation of the Curriculum”; a Seminar Module on “Contemporary Teaching Methodologies in an Intercultural Classroom”; A Definition of Competencies of Academics Teaching in an Intercultural Classroom Definition; An Assessment Tool of Competencies of an Academic Teacher in an Intercultural Classroom; A Methodology Framework for Improving Competencies in CLIL Teaching; Course Materials for “Teaching teachers to use CLIL in medical and healthcare sciences at tertiary institutions” and a seminar module on the topic (a Pilot Course); A guidebook on “How to adapt a course material onto CLIL methodology” in a form of an interactive resource; An analysis on the use of content and language integrated learning methods in HE in Project Countries; and policy recommendation on the use of modern methods of teaching in the context of internationalisation of higher education with medical universities and the CLIL method as a case study. There will be three kinds of Multiplier Events: 1) 9 seminars to share the methodology with academic teachers in medical and healthcare sciences who have not been involved with the Project and have not participated in the Pilot Course; 2) 1 seminar fo share the CLIL methodology and its impact on international higher education with the higher education stakeholders at the EU level, and 3) conference. A strategic partnership built in the process of course preparation and delivery could potentially contribute to the a deeper understanding of internationalisation at home and of the curriculum at the medical universities taking part in the project and provide a sounds basis for a further project on teaching and learning in an intercultural (medical) classroom.

The COVID-19 pandemia has had a significant impact on the regular delivery of education. While it demonstrated how quickly online technological solutions can aid in times of crises, it also exposed the challenges teachers experience when online delivery is necessary. At the same time, language learning pedagogy, due its communicative nature of instruction, has not exploited technology as effectively as pedagogy in other disciplines. English language learning in secondary education is still largely oriented towards grammar and technical knowledge and students emerging from secondary education underachieve in real English communication. This contrasts with the fact that communicative knowledge of English in today’s globalised environment is necessary for personal and professional growth. Moreover, for most internet users who are not native English speakers, contact with English is unavoidable also in recreational online activities. EngLife stipulates that between the lesson-at-school environment (real or virtual) and the work-at-home environment there is a gap which can be used for English language learning if specific technologically-charged methodology is employed as part of a system. The EngLife partners performed an appropriate survey on teachers in their networks, which provided a Needs Analysis for the project. We identified a need to equip English language teachers in secondary education with digital skills allowing them to work effectively in their classrooms of today. The Overall Objective of EngLife is to strengthen schools in preparing students to effectively communicate in English in the English-dominated professional and cultural space they will face in adulthood. To achieve this, 1) we must have teachers who are prepared to teach in a digitalising world: we plan to increase the capacity of teachers teaching English in secondary education to use education technology inside and outside of the classroom (Specific Objective One); 2) we must apply approaches suiting today’s students: we plan to produce, test and implement a new teaching and learning methodology, contributing to the knowledge development on innovative methods in language teaching & learning in a digital era (Specific Objective Two); and 3) we must assure that skill improvement is sustained: we plan to multiply skill-learning through the train-the-trainer EngLife Methodology Workshop to apply the methodology in diverse international and intercultural settings outside of the project thus contributing to the professional development of teachers and the English language pedagogy (Specific Objective Three). The SMART goal of the project is to increase the professional capacity of 18 English language teachers to teach Juniors (14-17) in secondary education with the use of education technology and train these teachers to train other teachers to implement a comprehensive, innovative approach to language teaching, the EngLife Methodology in the course of the project. The EngLife project outputs include research on the English language acquisition potential among teens, innovative teaching and learning materials, a professional self-assessment tool for teachers, an online database of digital resources for teaching English, and a fully online, free course entitled “EngLife: Teaching English for a Lifetime”.