The CRADLE teaching methodology: developing foreign language and entrepreneurial skills in primary school pupils
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The CRADLE teaching methodology: developing foreign language and entrepreneurial skills in primary school pupils Rebecca Weicht1,2 · Irina Ivanova3 · Ourania Gikopoulou4 Received: 21 August 2020 / Revised: 6 September 2020 / Accepted: 13 September 2020 / Published online: 28 September 2020 © The Author(s) 2020
Abstract In recent years, a consensus has grown across the European Union that the acquisition of transversal skills—including foreign language and entrepreneurial skills—is key to the success of learners in their personal and professional life. The CRADLE teaching methodology for primary school teachers is the first teaching methodology to simultaneously foster both of these skill sets, employing a cross-curricular, activity-based, pupil-centred, exploratory teaching and learning approach based on a linear four-step process inspired by Design Thinking with problem-solving and designing solutions in mind. This article discusses the implementation of the CRADLE teaching methodology in six primary schools in three European countries. Based on an analysis of project plans, lesson observations and teachers’ feedback during the pilot stage of the methodology, we are able to demonstrate that the methodology is a flexible tool for developing students’ knowledge and skills. The observed results provide evidence of increased pupil interest and involvement, successful acquisition of foreign language and communication skills (accuracy and fluency in speaking, vocabulary development, ability to express opinions and ideas, answer questions and understand instructions) and emerging entrepreneurial skills such as self-efficacy, creativity, valuing ideas, taking initiatives, planning and management, and working with others. Keywords Entrepreneurial education · Foreign language · Teaching methodology · Primary school · CLIL · Skills
* Rebecca Weicht [email protected] Extended author information available on the last page of the article
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Entrepreneurship Education (2020) 3:265–285
Introduction In recent years, a consensus has grown across the European Union that the acquisition of transversal competences—including language learning and entrepreneurial competences—is key to the success of learners in their personal and professional life (European Commission 2016a, b, 2018). Learners must start early to acquire these skills to be sufficiently prepared to enter the labour market. Only then, will they be able to develop higher, more complex skills later. Consequently, there is a need to train primary school teachers to teach transversal competences including entrepreneurial skills. Similarly, Europe faces a need to increase the number of teachers who are able to participate in students’ language education. Already today, teachers and school directors have to make the best possible use of limited resources (European Commission 2016b). Whilst the European Commission has been ambitious in their plans for language learning (European Commission 2008, 2012), time spent on language learning in primar
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