About project

Hospitality industry operates in a highly competitive environment and, according to statistics compiled by the World Travel and Tourism Council, provides 8% of jobs worldwide, with the largest growth potential. As a global industry, in order to have a successful career in this field it is necessary a correct understanding of other cultures and developing communication skills in English.With the expansion of the European Union, diversity of language and the need for communication are seen as central issues.

Teaching and learning English in the 21st century is redefined due to the changes that the needs of the new era have brought. Technology, collaborative learning, inquiry-based learning, content and language integration are only a few of the latest advancements. The European Commission has been identified CLIL as very important because: "It can provide effective opportunities for pupils to use their new language skills now, rather than learn them now for use later. It opens doors on languages for a broader range of learners, nurturing self-confidence in young learners and those who have not responded well to formal language instruction in general education”.

There are big differences in the  technological high schools in Europe in the way they interpret and implement integrated learning contents from several disciplines and foreign language, the number of hours in the curriculum for this differs radically. The decision to write this project and put experiences and knowledge gained on final outcomes, was motivated mainly by the limited literature available to teachers and programme coordinators which existed at the onset of CLIL. The existing literature has been enriched in the last years, yet is still not sufficient to adequately support the implementation of CLIL in tourism and gastronomy high school classes. Indeed, even within the body of CLIL literature available, there is a great disparity between CLIL literature available for high school educational levels and CLIL literature for vocational education. The project aims to decrease the gap in the present literature, is hoped to support teachers and programme coordinators endeavouring to create, grow and sustain CLIL programmes in vocational education.Although the partner schools come from different socio-economic backgrounds, a common need has been identified, namely the growth of the professional insertion and the improvement of the career prospects of students by developing their communication skills in English at tourism and gastronomy classes taking into consideration the fact that in partner schools the average percentage of insertion on the labour market is only 30% after studies.

The project is addressed to teachers who teach English in secondary schools with tourism and gastronomy profile, teachers who teach specialized subjects in these schools and students who are studying in order to obtain the qualification. The project will involve students in the first three years of study, studying in the fields of tourism and gastronomy, aged 15-19 years.

Participant schools

Colegiul economic dimitrie cantemir

Turističko - ugostiteljska škola Split

Halide Nusret Zorlutuna Mesleki ve Teknik Anadolu Lisesi

Esprominho – Escola Profissional do Minho

Istituto istruzione superiore Renato Guttuso Milazzo

Epal Nafpaktoy