Enhancing Language Learning through ICT

Name: Enhancing Language Learning through ICT
Price: 400 EUR

Why this is Erasmus+ eligible

Structured, multi-day programme (5 days) with a pre-defined schedule and learning outcomes — not a passive lecture format.

Built around interaction: participants engage directly with the trainer and with peers from other countries throughout the course.

Transnational by design — open to participants travelling from outside the host country, a core requirement of Erasmus+ mobility funding.

Aligned with the Erasmus+ horizontal priority: Digital Transformation.

Two objectives of school education mobility meet in this course. The Erasmus+ Programme Guide lists both “promoting the use of new technologies and innovative teaching methods” and “improving language learning and language diversity in schools” among them (Erasmus+ Programme Guide 2026, Key Action 1 – School Education Mobility, p. 103), under the Programme’s horizontal priority of helping citizens acquire “the digital skills and competences they need to live, learn, work” (Part A – Priorities of the Erasmus+ Programme, p. 8). What the week develops is the teacher’s judgement about sequence — the language goal set first, the tool chosen afterwards to serve it — which is the difference between a digital lesson and a digitised drill.

Overview

Hand a language classroom a set of apps and the lesson often just moves the same drill onto a screen — multiple choice with a different font. The order matters: the language goal comes first, and the tool is chosen afterwards to serve it. It is a small distinction with a large practical consequence for which app gets picked and how it gets used.

This week you build one language lesson around that order. On each of the three skill days in the middle of the week (Days 2 to 4) you write the language goal first, look for a way to reach it without a tool, choose a tool only if it adds something, and test whether it did. You need not use any app: everything has a paper or free route.

Monday — you write a language goal for one lesson, and a tool-free way to reach it.
Tuesday — you plan vocabulary and recall, and decide what happens in class and what happens online.
Wednesday — you plan a speaking or listening activity, and how you will know students actually used the language.
Thursday — you design a shared writing task on a class platform or shared board, with a safeguarding note for online interaction.
Friday — you try part of your lesson on colleagues, check it against the goal-first checklist, and plan your first lesson back.

By Friday you have a goal-first lesson plan for your own language class, with a tool-free version, a test that shows whether the tool helped, and a short list of what to ask your school for.

Description

The week uses a simple loop, set up on Day 1 and repeated on each of the three skill days from Day 2 to Day 4: goal, tool, test. The goal is what students should be able to do with the language. The tool is chosen only if it makes reaching the goal easier or more interesting than the tool-free way. The test is what you will watch for to know: did students speak more, write more, remember more? A tool that produces only a change of font is dropped.

Tuesday works on vocabulary and recall, and on the blend between the classroom and online work: which part of a lesson is best face to face and which part can move online. Wednesday works on speaking and listening, including practice apps, with the emphasis on checking that students actually spoke. Thursday works on interaction and writing on a shared board or class platform, and on online interaction outside the classroom.

Tools are working examples, not a fixed toolkit. Tools such as Duolingo, Memrise, Quizlet, Padlet, Google Classroom, Zoom or Google Meet are looked at, with their free versions and their limits: some need accounts, some keep useful features behind a subscription, and the course does not use open language-exchange networks, which connect users with strangers, with school-age pupils. Paid courses and tutoring services are not part of the week. Every task can be done on paper, so the week works whatever your school allows.

Online interaction with pupils has its own rules. The week asks for a safeguarding note in every plan: use the school’s approved platform, adult-run accounts, and age-appropriate settings, and ask your school what it permits. It does not give legal advice.

Everything is done at a scale a language teacher can manage: one lesson plan, built over the week and tested on colleagues. This course is about choosing technology for language teaching. Teaching a subject through a second language is covered in CLIL in Action: Bilingual Education for All Subjects, improving your own English in the English Language Course for Teachers and Education Staff, and telling stories with digital tools in Digital Storytelling for Enhanced Learning. The week teaches a way to decide which tool, if any, serves the goal, and to check that it did.

Methodology

Goal, Tool, Test

Days 2 to 4, one skill each, repeat the loop set up on Day 1 — write the language goal, choose a tool only if it adds something, and test whether it did.

One Lesson Plan, Built Over the Week

Participants build one lesson plan for their own class, adding a part each day, and try part of it on colleagues before it goes near a class.

Paper and Free Routes

Every task can be done on paper or with free versions of tools, so what you build works whatever your school has or allows.

What you'll take home

Write a language goal first, and choose a tool, or no tool, to serve it.

Plan the blend of a vocabulary lesson: what happens in class and what happens online.

Design a speaking or listening activity, and a way to check that students actually used the language.

Design a shared writing task on a class platform or shared board, with a safeguarding note for online interaction.

Check a lesson plan against a goal-first checklist and plan your first lesson.

Daily programme

Icebreaker: "Goal First" — each participant states one thing their students should be able to do with the language, and the group suggests one way without a tool and one with
The principle behind the week, and the loop: goal, tool, test
Choosing your lesson and writing its language goal, and a tool-free way to reach it
Digital tools for language teaching, with their free versions and limits: for example Duolingo, Quizlet or Memrise, or paper flashcards

Warm-up: "Two Ways to Remember" — pairs recall eight words once with paper cards and once with a quiz tool, and compare what helped
Blended learning: what is best face to face and what can move online
E-learning and flashcard tools for recall, and the test that shows whether students remembered more
Planning the vocabulary part of your lesson

Warm-up: "Say It Without the App" — pairs practise a short exchange with no tool, then note what a tool could add
Practice apps and mobile activities for speaking and listening, and their limits
Checking that students actually spoke: recording (where your school’s consent rules allow it), pair reporting, or a teacher checklist
Planning the speaking or listening part of your lesson

Warm-up: a short shared-board task with a collaboration tool such as Padlet, or on paper
Shared writing tasks on a class platform or shared board, for example Google Classroom or Padlet
Online interaction outside the classroom, for example by video call: safeguarding, approved platforms and age-appropriate settings
Checking that the shared task produced more writing: a before-and-after sample or a simple count
Planning the shared writing task and its safeguarding note

Trying part of your lesson on colleagues, ten minutes each in small groups
Checking your plan against the goal-first checklist and revising it
Your first lesson back: one goal, one tool or none, and the test you will use
What you will ask your school for
Reflection and self-assessment
Course evaluation
Certification ceremony

Please note: sessions run from 09:30 to 15:00, Monday to Friday, with a break for lunch. Timings can shift a little to suit the venue and the group. If you'd like a specific topic covered, let us know when you apply — the confirmed day-by-day schedule is sent to registered participants ahead of the course.

Certificate: we issue the Certificate of Attendance to everyone who's present for at least 80% of the course — tracked with the daily sign-in sheet (see Certificate & assessment).

Equipment: a few of our courses ask participants to bring a laptop — check the day-by-day programme above, or ask us if you're not sure.

Need a formal invoice or proforma for your school's records? Ask us — we issue official invoices with the participant's name and course details.

Materials & tools

Worked on during the week: a one-page goal-first lesson planning sheet and a goal-first check for peer feedback, together with the lesson plans that participants produce during the course. Tools such as Duolingo, Memrise, Quizlet, Padlet, Google Classroom, Zoom or Google Meet — free versions, or paper versions of each task.

Certificate & assessment

This is a Certificate of Attendance, not an exam-based qualification — recognition comes from completing the structured programme, not from passing a test. The real, lasting value is in the competencies listed above under What you'll take home.

Erasmus Mobility Academy

Certificate of Attendance

Enhancing Language Learning through ICT · 5 days · 25 hrs

+ Europass Mobility document

Type your name above — clearly marked "SAMPLE" in the PDF, not an official document.

The real certificate is signed by your trainer and EMA's authorised signatory. Your own signature isn't on this document — it's captured separately, on the Europass Mobility document.

Need to verify a real certificate? Check it online using the serial number and participant's full name, or contact us directly — [email protected], OID E10304561.

Attendance

Tracked using a sign-in sheet with one signature per participant per day (paper or digital). This record is used to issue your Certificate of Attendance and Europass Mobility document. View sign-in sheet (PDF)

Output

Every participant leaves with a completed Dissemination & School Impact Plan — a step-by-step template for applying the course back at your school (see below).

Feedback

An end-of-course evaluation form is sent to every participant after the course ends — a chance to reflect on what you've learned and how you'll apply it, and it helps us keep improving the course for future participants.

Your paperwork

Keep your travel tickets, boarding passes and (if you used green travel) any related receipts — your school or National Agency may ask for these for their own Erasmus+ reporting.

How to prepare

Nothing needs to be prepared in advance: you choose one lesson and write its language goal on Day 1.

A phone or laptop helps you try the tools during the week, using free versions only; every task also has a paper version.

Practical information

Registration & documents

Not sure how registering works or what paperwork is involved? See our full Registration & Documents guide — from applying to your Certificate of Attendance, in one place.

Invitation letter

Need a formal invitation letter for your school or embassy? Request one — we send it within 2 business days. See a sample (PDF).

Learning Agreement

Prepared by our staff and sent to you and your school once your registration form is submitted — see what it looks like. See a sample (PDF).

Billing & invoicing

We issue official invoices/proformas with the participant's name and course details — ask us. Payment is due in full by bank transfer before the course start date. See a sample (PDF).

Airport transfer

Guidance on getting from the nearest airport to the venue is included in your welcome information.

Accommodation

We can recommend partner hotels close to the venue in the host city — ask us when you apply.

For your school / proposal

School impact

After completing this course, the participating staff member can transfer outcomes directly to their school: a short briefing for colleagues sharing the key takeaways, applying relevant tools or strategies from the programme in their own role, and inclusion of the course materials in the school's professional development resources — turning one person's mobility into a wider institutional gain that supports the school's Erasmus+ objectives. Use the Dissemination & School Impact Plan below to fill in your own — it saves as you go and can generate a one-page summary for your coordinator too.

Prefer a blank, course-independent version of this template? Get it here →

After the course

Participants will receive their Certificate of Attendance and the co-signed Europass Mobility document.

Participants will complete a general course evaluation and event survey.

Participants will receive course materials, videos, photos, and PDF documents in both digital and print formats.

Follow-up support: self-evaluation materials are provided. Depending on the group, an email group may be set up so that participants can keep exchanging ideas.

Frequently asked

This course is an eligible training activity under Erasmus+ Key Action 1 (School Education Mobility) — the course fee, travel and subsistence fall within the eligible cost categories. Whether it is covered depends on your own project's approved grant agreement and your National Agency's rules; we provide all the invoices, attendance records and certificates your National Agency requires for reporting.

B1 is enough — you do not need to be fluent. Trainers speak slowly and plainly, every session is built around doing something rather than sitting and listening, and groups are mixed by nationality so people help each other out. A rough test: if you could follow a staff meeting held in English and ask a question in it, you will be fine here.

Absolutely — group bookings of 3+ from one school or organisation receive priority placement, and we can schedule a dedicated session for groups of 12 or more.

Our courses run on request at our centres in Antalya, İstanbul, İzmir, Mersin, Budapest, Bremen and Rome. Tell us your preferred city and dates and we will arrange a session.

Tuition, all course materials, your Certificate of Attendance, and the co-signed Europass Mobility document. Flights, accommodation and travel insurance are booked separately — we send a vetted hotel list.

You can move to any later session free of charge. Cancellations made 30+ days before the start date receive a full refund; a reduced refund applies closer to the date — see our full Cancellation & Refund Policy for the exact schedule.

Two objectives of school education mobility meet in this course. The Erasmus+ Programme Guide lists both “promoting the use of new technologies and innovative teaching methods” and “improving language learning and language diversity in schools” among them (Erasmus+ Programme Guide 2026, Key Action 1 – School Education Mobility, p. 103), under the Programme’s horizontal priority of helping citizens acquire “the digital skills and competences they need to live, learn, work” (Part A – Priorities of the Erasmus+ Programme, p. 8). What the week develops is the teacher’s judgement about sequence — the language goal set first, the tool chosen afterwards to serve it — which is the difference between a digital lesson and a digitised drill. Frame it in your own project's terms — your National Agency's current call will confirm exactly how it applies.

No. It's built for language teachers of any language, not only English — the goal-first approach and the tools covered apply across language subjects.