Abstract

The intensification of worldwide social relationships strengthens the need for members of global networks to develop competence in one or more languages and/or to master new ways of using languages they know already. Globalization changes the conditions in which language learning and language teaching take place. Education is seen as training of skills and there is a move toward incorporating skills into the curriculum. Communication skills are rated as more important than literacy skills or facility with ICTs (Block & Cameron, 2002). Competences like communication in a foreign language, cultural conscience, digital competence and metacognitive competences (learning how to learn) are promoted in Europe (Council of Europe, 2006) and incorporated into the curriculum in Greece alongside the introduction of project approach to the Senior High School. In this context the present research, conducted in 49 High Schools (736 students) in the region of Education of Central Macedonia, Greece from October to December 2009, is trying by Ascending Hierarchical Classification (CAH) to examine the way the project is implemented at school and contributes to the development of students’ skills and competences. The results confirm the project’s contribution to the development of skills, such as ICT use and intercultural communication.