As noted elsewhere, this project has as its central aim the provision of an innovative context for initial teacher training within a technologically-enhanced, holistic, cross-curricular approach to teaching languages in the primary schools of the three countries.

There are two identified groups of trainees: Group 1- primary language specialists, of whom there are two sub-groups: (a) a small number are placed for their schools experience in the 6 project schools and (b) the larger cohort of primary language trainees. Group 2 - these are primary trainees who are generalist trainees. All trainees will eventually benefit at different levels from the developing new pedagogy. As a result of school experience and university input and support, primary trainees will be able to identify and critically evaluate (a) the characteristics of a holistic cross-curricular (CLIL) approach to language teaching and learning and (b) the impact of the technology

• On the processes of children´s language learning
• On development of intercultural understanding
• On children´s motivation as indicated by their own perceptions
• On the school community
• On the wider school curriculum

Trainees can reflect on their development as European teachers, identify similarities and differences between systems and identify aspects of these that offer children and colleagues the opportunity to develop intercultural awareness.

Specifically, each of the six schools involved support two trainees on a full training placement. Also small groups of primary language specialist trainees placed within the six schools work directly with children, experienced staff and university tutors to engage in technologically-supported teacher training activities, including communicative language-learning activities and cross-curricular work in the target language(s); in addition the teacher training exchange programme (Anglo-French and Anglo-Spanish) places trainees in their partnered country for a four-week placement so that these teacher training activities can also be in the partner schools in the other two countries. The gains from this experience will be disseminated to all generalist primary trainees who are the longer-term and wider beneficiaries, to enable them to understand and support the embedding of this approach in primary schools. Furthermore, evidence that might inform policy changes at the national and European levels will be disseminated through appropriate channels.