PPLI Spotlight on Schools Merlin College - Flipbook - Page 2
Merlin College, Galway
Exploring Language and Culture Through Travel with LCAs
Name of teacher preparing SoS:
Elena O’ Halloran
Title of project / activity:
Exploring Language and Culture Through Travel
Name of school:
Merlin College, Co. Galway
Languages taught in the school:
Spanish, French, German, Polish
Description of the project/activity:
Picture this: a group of students huddled together, fervently discussing the merits of exploring the historic streets of
Barcelona versus the tranquil beaches of Costa Rica. Embarking on a journey to explore language and culture doesn't
always require being a language enthusiast. In fact, there are many ways to immerse in the beauty of a foreign tongue
and its cultural context; it's about curiosity, enthusiasm, and a willingness to engage. This principle underpinned our
recent language task activity in LCA1 at Merlin College this term, where students delved into the depths of Spanish
language and culture through an interactive trip-planning endeavour.
The purpose was simple yet rich in complexity. As part of Key Assignment 6, students were tasked with planning a
hypothetical trip to a Spanish-speaking country of their choice. While linguistic proficiency was certainly beneficial,
it wasn't the sole determinant of success. Students were encouraged to leverage their linguistic, cultural, mathematical
and digital skills in the completion of this task.
Assignment guidelines* were provided, outlining the essentials such as booking a flight, choosing suitable
accommodation and suggested excursions, restaurants, and leisure activities. The real beauty of the activity lay in its
open-ended nature, allowing students to tailor their plans according to personal interests and creative impulses. To
promote authentic and autonomous learning, the students decided on how to delegate the work; some eagerly
researched flight deals, comparing prices and departure times, while others delved into the intricacies of local cuisine.
Language became the bridge that connected them to their destination. Whether through basic conversational phrases
or detailed inquiries about cultural norms, completing the “Talking the Talk” section offered a glimpse into the soul of
the country they were exploring. However, cultural immersion was not confined to language alone. Students explored
historical landmarks, studied traditional customs, and even dabbled in the culinary arts by researching the best places
to eat and checking out the menu, which they needed to use for a different Key assignment down the line. Every aspect
of the trip was an opportunity to deepen their understanding and appreciation of Spanish-speaking cultures.
Digital literacy played a crucial role in the planning process and cross curricular links were made with Maths and IT,
subjects that LCA1 students were also studying this term. From navigating travel websites to researching local
attractions, students honed their digital skills in a practical, real-world context. Budgeting for the trip became a
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