Fluent

Mission: We want to enable children and teenagers to confidently communicate their ideas and effectively connect with others through talk, with English as a lingua franca.

Vision: We want Fluent to become the go-to programme for English learners worldwide to develop 21st-century skills such as communication, collaboration and critical thinking. 

As the Team Lead in Fluent, Melina Nestore combines educator and project manager responsibilities.

She is responsible for teaching the Fluent program, employing various teaching techniques, methodologies, and instructional materials to cater to the students' diverse needs and learning styles. She constantly monitors and analyzes the students' behaviour, observes their progress and identifies areas of improvement and any challenges they may face. 

Melina's role as a project manager involves collaborating with the Fluent program's development team, providing valuable feedback and suggesting opportunities for adaptation and enhancement. 

Our team consists of Team Leads Melina Nestore (educator) and Matias Nestore (researcher) with the support of Creative Learning, our language school based in Montalcino, Italy. With our combined expertise and resources, we are confident in our ability to provide an engaging learning experience that empowers teenagers with the skills they need for success in the modern world.

Melina brings her expertise in linguistics and communication techniques to the program. With a deep understanding of spoken discourse theories, foreign language learning and extensive experience in facilitating skill-based learning, she will guide the program's overall direction and ensure its alignment with the specific needs of young teenagers. Her experience in curriculum development and instructional strategies will contribute to designing engaging and interactive online lessons.

Matias, who deeply understands 21st century skills and their integration into educational programs, will provide ongoing research-based insights, ensuring that the program remains at the forefront of educational practices and aligns with the evolving needs of teenagers in today's digital age. 

Supporting our Team Lead and in-house researcher, Creative Learning language school brings its excellence in language instruction. In the past 5 years, we have successfully adapted our young learner language programs to the virtual learning environment, leveraging the latest technology and pedagogical approaches to maximize student engagement and outcomes. Our instructors are highly skilled in delivering interactive and communicative language lessons, creating a supportive and immersive learning environment.

Our team's collective experience and expertise in collaboration and communication make us particularly well-suited to deliver this program. We understand the importance of fostering a collaborative learning environment where young teenagers can practice and develop their communication skills. Through online discussion sessions, group projects, and interactive activities, we will create opportunities for students to engage in meaningful dialogue, share ideas, and collaborate with their peers.

Furthermore, we will leverage various digital tools and platforms to facilitate communication and feedback, ensuring students receive personalized attention and support. Regular progress assessments, individualized feedback, and one-on-one virtual sessions will enable us to monitor students' growth and provide tailored guidance for their development.

Child-centred learning programme to develop 21st-century skills like communication, critical thinking and emotional intelligence, with English as a lingua franca

In today's interconnected world, English has become the lingua franca of global communication, commerce, and technology. As a result, many non-English-speaking countries recognize the importance of teaching English in their education systems. However, despite their efforts, several challenges hinder the effective teaching and learning of English in these countries. 

One of the primary challenges in non-English speaking countries is the limited exposure to English outside of the classroom. English is best acquired through immersive experiences, but opportunities for such exposure may be scarce in countries where English is not widely spoken.

The availability of qualified English language teachers is another significant concern. Some educational systems face a shortage of qualified English teachers due to a lack of training programs, low teacher salaries, or inadequate incentives to attract and retain proficient English educators. 

Teaching methodologies play a crucial role in language acquisition, yet some non-English-speaking countries struggle with outdated or ineffective approaches. Traditional grammar translation methods, which focus heavily on memorizing rules and translating between languages, often fail to promote the practical use and fluency of English. Communicative language teaching, which emphasizes meaningful interaction and real-world language use, has proven more effective in language acquisition but may not be widely implemented due to various reasons, including resistance to change and lack of training for teachers.

Finally, in many non-English speaking countries, the education system places a heavy emphasis on high-stakes examinations, which may prioritize rote memorization and grammar accuracy over the development of communicative skills. Consequently, students may have strong theoretical knowledge but struggle to apply their language skills in practical situations.

In contrast, our educational approach prioritizes a student-centred curriculum emphasising language skills and effective communication strategies. Moreover, recognising that communication skills extend beyond academic achievement, we aim to equip students with the tools necessary to become successful communicators both inside and outside the classroom. By incorporating group discussions into the learning process, we foster the development of critical thinking skills and promote open-mindedness. Effective communication plays a vital role in cultivating confidence, both academically and socially.

Addressing these prevailing challenges requires reevaluating language learning methodologies and a greater emphasis on socio-emotional learning and spoken interaction.

Fluent is an innovative online programme tailored for English language learners aged 9-12, offering 3-hour weekly lessons for children from non-English speaking countries. Fluent's strong commitment to English Language teaching equips children with the skills necessary for effective cross-cultural communication in today's interconnected world. Fluent challenges the traditional emphasis on reading and writing by prioritizing oracy skills, such as communication, public speaking, and constructing persuasive arguments. Our student-centred approach acknowledges each child's unique strengths and needs, allowing them to explore their identities and develop individual communication skills. Through project-based learning, Fluent cultivates critical thinking abilities, enabling children to think independently, analyze information, and express their ideas proficiently using English.

Formative Research: To date, we have conducted an observational qualitative study of our pedagogical approach in classroom settings. This included focus groups with students, classroom observations, one-to-one interviews with students and teachers and summative assessment. We have found our programme to significantly impact students’ communication abilities, particularly in presentation skills and collaboration with their peers. 

We also saw increased students’ motivation to learn when teaching materials were project-based and aligned with students' values and preferences. 

Our research focused on investigating the integration of second language learning and communication strategies within spoken discourse management in a foreign language. Our one-year pilot course confirmed that a certain level of English proficiency is necessary for students to interact confidently in a second language. We have noticed that learners at the B2 level possess the linguistic skills required for effective communication. Therefore, it is essential to design language programs that equip learners with the necessary grammatical structures, vocabulary, and functional language skills at a preparatory stage. 

To foster successful communication in a foreign language, combining language learning with communicative functions is crucial. This approach aligns with the communicative competence theory, which emphasizes the importance of using language appropriately in real-life situations. Learners can engage in meaningful interactions and develop their language skills within authentic contexts by integrating communicative functions into the curriculum.

Our research underlined the significance of oracy in second language acquisition. Oral language proficiency plays a vital role in developing communication skills, allowing learners to express themselves fluently and accurately. Incorporating oracy activities, such as discussions, debates, and role-plays, enables learners to practice their speaking and listening skills, promoting both linguistic and communicative competence.

Our findings also support the effectiveness of student-centered techniques in language learning. Learners actively participating in their own learning process through group work, pair work, and collaborative tasks tend to show improved motivation, engagement, and language acquisition. By incorporating student-centered activities into the curriculum, instructors can create an interactive and dynamic learning environment, fostering both language development and communicative competence.

To develop a 3-hour a week language program that teaches B2 level language and communicative strategies, we want to move forward with the following strategies:

Authentic Materials: Incorporate authentic materials, such as news articles, podcasts, and videos, to expose learners to real-life language use and promote contextual understanding.

Task-Based Learning: Design language tasks that simulate real-life situations, encouraging learners to apply their language skills to solve problems, negotiate meaning, and express opinions.

Error Correction and Feedback: Provide constructive feedback and delayed error correction (following speaking activities) to help learners refine their language production and accuracy.

Role-Play and Simulation: Incorporate role-play and simulation activities to simulate authentic communication scenarios, allowing learners to practice language functions and develop confidence in using the target language.

Reflective Practice: Encourage learners to reflect on their language learning journey through self-assessment, goal-setting, recording-observations and regular feedback sessions. This promotes learner autonomy and metacognitive awareness.

By implementing these insights, we believe we can empower learners to interact confidently and effectively in their second language, facilitating their journey towards communicative competence in any language.

Our participation in the LEAP Project will deepen the evidence base for Fluent and enhance our understanding of effective language learning methodologies. We have not yet tested whether our solution works in a digital environment. Moreover, we seek to test whether our programme works with students from different cultural and linguistic backgrounds.

Our research aims include:

• Investigating the impact of developing oracy, critical thinking, and language proficiency on cross-cultural communication and intercultural competence.

• Evaluating the effectiveness of oracy-focused lessons in improving communication skills and building confidence among non-native English speaking children.

• Exploring the correlation between student-centered approaches and positive learning outcomes in language acquisition.

• Examining the role of project-based learning in developing critical thinking skills and fostering independent thought expression in the context of language learning.

RQ1: What are the best methodologies and classroom techniques for young teenage students to best learn oracy skills and critical thinking through project-based learning?

RQ2: Does a combination of increased language proficiency and explicit discourse management skill instruction result in improved communication or are these two sets of skills to be pursued separately? 

RQ3: In what ways can social-emotional and communicative skills be developed in an online context?

The desired outputs for this project encompass two key objectives: conducting a comprehensive literature review and designing an appropriate research methodology.

Firstly, a comprehensive literature review will be conducted, focusing on oracy, critical thinking, language proficiency, cross-cultural communication, and intercultural competence. The review will specifically target young teenagers as the primary target group. By examining existing literature, the project aims to gather a wide range of knowledge and insights on the aforementioned topics, exploring their interconnections and identifying potential gaps in the research. This literature review will provide a solid theoretical foundation for the project and guide subsequent activities.

Secondly, the project seeks to design an appropriate research methodology, which includes participant selection, data collection methods, and assessment tools. The methodology will be tailored to the project's specific needs and context, considering the young teenagers as the target group. To ensure that our programme is backed by strong evidence, we will explore the potential of conducting an experimental or quasi-experimental research method. The ideal methodology would be an RCT or, if randomization were not to be possible, a Difference-in-Differences study. The selection process for participants will include a diverse range of individuals from different cultural backgrounds. Data collection methods, such as surveys, interviews, and observations, will be carefully chosen to capture the desired information effectively. Assessment tools will be developed to measure the participants' language proficiency, oracy skills, critical thinking abilities, cross-cultural communication, and intercultural competence.

By achieving these desired outputs, the project will establish a strong foundation for the subsequent phases, enabling a comprehensive investigation into the impact of developing oracy, critical thinking, and language proficiency on cross-cultural communication and intercultural competence among young teenagers.

Our organization is committed to implementing the desired outputs through a structured and inclusive approach. After determining the right data collection tools and research methodology, we will conduct the research project over a full school year (9-months). This research phase will be informed by the findings of our literature review, as well as being structured around the research method identify in the LEAP project sprint. 

Firstly, we will actively recruit a diverse group of non-native English-speaking children from various cultural backgrounds. This recruitment process will prioritize inclusivity, ensuring representation from different ethnicities, nationalities, and language backgrounds. By doing so, we aim to create a rich and diverse learning environment that promotes cross-cultural communication and intercultural understanding. If we move forward with an experimental or quasi-experimental approach, we will divide our students in treatment and control groups. 

We will administer pre-assessment tests to establish a baseline and measure the participants' starting points. These assessments will be designed in the 12-week project sprint and cover language proficiency, communication skills, critical thinking, and intercultural competence. This data will provide valuable insights into the participants' initial abilities and serve as a basis for comparison throughout the project.

Throughout the project, we will conduct regular oracy-focused lessons designed to develop communication skills and build participant confidence. These lessons will incorporate interactive activities, discussions, and role-playing exercises to enhance their oral communication abilities in a cross-cultural context.

To ensure effective monitoring of participants' progress, our organization will diligently record their advancements and engagement throughout the implementation phase. Regular assessments and observations will be conducted to evaluate their language proficiency, critical thinking, and intercultural competence development.

To foster an environment of continuous improvement, we will organize weekly reflection sessions. These sessions will provide an opportunity for participants to share their experiences, offer feedback, and discuss any challenges or concerns they may have encountered. This feedback will be used to address any issues promptly and adapt the program to better meet the participants' needs.

By implementing these strategies, our organization aims to create a supportive and engaging learning environment that maximizes the potential for growth in oracy, critical thinking, language proficiency, cross-cultural communication, and intercultural competence among the non-native English speaking children involved in the project.

In the short term, this project aims to achieve several important outcomes. Firstly, through the analysis of collected data, the project will evaluate the impact of developing oracy, critical thinking, and language proficiency on cross-cultural communication and intercultural competence. This analysis will provide valuable insights into the effectiveness of the project interventions and their influence on the participants' ability to communicate effectively across cultures.

Secondly, the project will assess the correlation between student-centered approaches and positive learning outcomes in language acquisition. By examining the data, the project will determine the extent to which student-centered teaching methods contribute to improved language skills among non-native English speaking children.

Furthermore, the project will examine the role of project-based learning in developing critical thinking skills and fostering independent thought expression. This evaluation will shed light on how project-based learning enhances critical thinking abilities and encourages participants to think independently and solve problems.

The findings of the project will be compiled into a comprehensive report that includes detailed data analysis, key observations, and recommendations for educators and policymakers. This report will serve as a valuable resource for enhancing teaching practices, curriculum development, and policy decisions related to oracy, critical thinking, language proficiency, cross-cultural communication, and intercultural competence.

Additionally, a post-assessment will be administered to measure the participants' progress and evaluate the overall effectiveness of the project in improving their communication skills, critical thinking abilities, and intercultural competence.

In the long term, the project findings can be presented at academic conferences, seminars, or workshops, contributing to the scholarly discourse surrounding language learning and intercultural communication.

Educational resources and materials can be developed based on the project outcomes, supporting educators in promoting oracy, critical thinking, and intercultural competence. These resources will provide practical strategies, lesson plans, and activities that can be incorporated into language learning curricula.

The project findings can be shared with schools, language centers, and organizations working with non-native English speaking children, facilitating the implementation of effective teaching practices and promoting the holistic development of students in cross-cultural communication and intercultural competence.

By achieving these short-term and long-term outcomes, the project aims to significantly contribute to the field of language learning and intercultural communication, ultimately enhancing the educational experiences and outcomes of non-native English-speaking children.