Wilfried Goller: Project background: Job-Shadowing at an Austrian school abroad The short-term programme at the St. Georgs-Kolleg gives me the opportunity to get to know this special institute. This school is mainly attended by students whose mother tongue is not German. As a participant of this programme I gain insight into the Turkish culture and can learn about teaching-methods of German as a foreign language through Job-shadowing. Aims of the project: To strengthen the competence in teaching foreign languages, especially in "German as a foreign language" as well as the social competence with students and parents originally coming from Turkey. Discussions and exchange of experiences about developments in schools in Istanbul and in Austria. Number and education of participants: 1, teachers with a Secondary-school diploma can apply, preferably working at a school with a high percentage of students not having German as their first language. Programme activities: St. Georgs-Kolleg will present an interesting programme throughout the 14 days: History of Turkey and relations to Austria, insights into culture and religion, excursions to other schools, history of the school and daily routine, teaching methods for "German as a foreign language", problems with teaching subjects in a language other than the mother tongue, attending teacher meetings, discussions about latest school developments, ... I am going to participate in an active way and will provide a personal input for students and/or teachers. I will hospitate lessons (Job-shadowing) or teach part of a lesson myself (this will be planned with the headteacher of St. Georgs-Kolleg). Project implementation: regular contact by email with all participants, programme for 14 days in Istanbul, reflection and feedback with the teachers of my school in Austria. Results and long-term effects: I'm sure to strengthen my competence in teaching foreign languages, especially in "German as a foreign language". I'm also convinced to learn new methods which I will be able to use in my lessons. Furthermore I will get a perfect insight into Turkish culture. That's especially important as there are many students at my school, whose parents originally came from Turkey. This will help me to support them in "sensitive" matters. Last but not least I can show my students the various possibilities of mobility in a Europe of growing cooperation and create an open-minded atmosphere towards other cultures. Gabriele Kummer-Bürkle: The first part of the course was held in Austria, the second one in England last year. This course focuses on Material Development for Foreign Language Education. The authenticity of the language environment encourages participants to speak on the one hand and on the other hand it is also used as fresh-up for the language skills. In addition I am not only able to provide my students with language features, but also with multi-cultural and traditional aspects. By showing slideshows, film clips and telling the pupils all kind of stories of England and its people, the students might be motivated to visit England. At this moment my pupils are already showing great interest in my teaching experiences during the year in London. Especially the daily routines of pupils at their age seems to be very important for them. Background stories about a typical English schoolboy or schoolgirl are very appealing to them. Also the multi- cultural aspects in participating in a course in England with course members from all over Europe are of additional value and reflect the idea of the European Union. The fact that pupils from many nations are taught together in a peaceful and friendly atmosphere is an important aspect of the European idea. For example, last year after the course visit , my students played baseball ( which is rather uncommon in Austria) while using English to communicate. A visit in England gives impulses to develop such new teaching methods which I can embed in my further teaching for many years. Another reason for visiting the course in Norwich is to get information about school exchange programmes and to get in contact with local people to organise such events for pupils of our school. During my teaching year in London as German and French teacher a colleague organised a skiing holiday in St. Johann for 2 weeks. The contact to those English teachers still exists and offers plenty of possibilities to exchange experience, concerning pupils` exchange programmes; travelling; e-mail contacts and chatting platforms for young learners).On basis of individual contacts it is possible to create a common European cooperation. Follow-up activities at our school lead to a high transparency and offer these new methods, which are tested and rated by colleagues and the head teacher. In "interscholastic" dialogues the approached objectives are challenged and the appropriate methods are being adapted.