Agradezco el slideshare compartido del Profesor Fernando Truijillo, donde marca claramente las líneas a seguir en los Programas Bilingües con una enseñanza de Idiomas del S.XXI basada en contenidos que trasciende el desarrollo curricular institucional. Es lo que trato de trasmitir a mis colegas de AL y ANL en el empeño de conformar cierta interdisciplinariedad y “desfragmentación” del currículum. Después de cuatro años intentando esbozar un “currículum Integrado” como Coordinador, veo las dificultades a las que se refiere Fernando, y que subscribo, pero a la vez subrayo el entusiasmo con que afronta lo que apriori parece “imposible”, sólo si no se intenta. Y creo que, ( ya nos confirmará la Junta la evaluación que nos hizo el año pasado) los resultados de este tipo de enseñanza merece la pena. Gracias Fernando.
Ana Calatayud: “La enseñanza bilingüe en los centros andaluces tiene resultados positivos” A pesar de que aumentan, el curso comenzó con Córdoba a la cola en colegios bilingües de Andalucía. Tenemos 44, mientras que Sevilla tiene 90 y Málaga y Cádiz 80, ¿cómo se valora desde la coordinación del plan?
– Estas provincias son las que van a la cabeza y con las demás estamos prácticamente igualados. A partir de mi experiencia como coordinadora y las reuniones que mantengo con los distintos colegios, creo que en Córdoba somos bastante prudentes, ya que el bilingüismo es un plan que exige un amplio despliegue de medios y una gran voluntad de toda la comunidad. Pero cuando lo hacen, se comprometen muchísimo. Cuando empezaron en 1998 las secciones bilingües había dos centros, diez años después tenemos 44. En total, 2.125 alumnos se benefician del bilingüismo y 215 profesores participan en el plan, creo que no es poco sabiendo el esfuerzo de material, y formación del profesorado que conlleva.
– En cuanto a la formación de los docentes de centros bilingües, ¿qué es lo que más solicitan?
– Desde los centros de formación del profesorado se hace un gran esfuerzo por atender a las necesidades que demandan los distintos colegios de su ámbito. Suelen pedir asesoramiento en la elaboración de materiales, así como la metodología, porque los planteamientos docentes tienen que ser más participativos, requiere un cambio en la forma de dar clase. Sobre todo, hay dudas a la hora de elaborar el currículum integrado de las lenguas, un documento que hacen los centros, en el que se integran las lenguas que imparten para buscarles elementos comunes. Precisamente, a finales del mes noviembre la consejería presentará un proyecto que servirá a todos los colegio e institutos como modelo base para elaborar dichos currículos.
– La semana pasada Córdoba acogió el tercer congreso sobre elaboración de materiales para el plurilingüismo, ¿qué aspecto centró principalmente los debates?
– Fue muy interesante porque se pusieron en común muchas experiencias de un gran número de profesores. Un tema que centró gran parte del debate, entre otros, fue el papel de los auxiliares de conversación en los centros. Este año hay 84 en la provincia de Córdoba. En este sentido, me gustaría destacar que todos los alumnos de un centro bilingüe, aunque no estén en dicha sección, tienen derecho a los servicios que prestan los auxiliares de conversación del centro, así como a todos los servicios que supone un plan bilingüe.
– Esto supongo que tiene relación con la polémica del colegio Nuestra Señora de la Sierra, de Cabra, en el que los padres no están de acuerdo con el sorteo de la sección bilingüe y quieren que se habiliten las dos.
– Cierto, pero esto no se puede hacer así como así. Hace unas semanas tuvieron una reunión con la consejera de Innovación, Teresa Varón. En cualquier caso, también hay que tener en cuenta que hay que dar oportunidad a aquellos padres que no quieren enseñanza bilingüe por los motivos que sean.
– Existe, por otra parte, el miedo de algunos padres porque sus hijos no aprendan bien las asignaturas como matemáticas si reciben las clases en otro idioma, ¿se han hecho evaluaciones sobre el aprendizaje en centros bilingües?
– A finales de noviembre, justo cuando se presente el documento del currículum integrado que antes comentaba, en unas jornadas de la Universidad Pablo de Olavide se presentará el resultado de una evaluación externa que ha hecho dicha universidad en diferentes centros bilingües. Se ha realizado en los colegios que lo implantaron primero, con secciones de Francés y Alemán. Aunque los datos los darán a finales de noviembre, sí puedo confirmar que los resultados desmienten aquellas voces que dicen que los alumnos van peor. Este es un estudio muy serio realizado por el consulado de cada país. Además, ya se está hablando con el British Council para hacerlo también con los centros que imparten Inglés.
– ¿Con qué otras novedades cuenta este curso el plan de plurilingüismo?
– Este año se ha iniciado una experiencia nueva, por la que se contratará a profesorado extranjero para que participen en los centros bilingües de Primaria. Se ha hecho una selección muy exhaustiva, entre seis personas de Reino Unido a distintos centros de Andalucía. Hay uno en el colegio Dulce Nombre, de Puente Genil, con el que todo el centro está encantado. A partir de esta experiencia la consejería se planteará si merece la pena.
– Periódicamente se reúne con los distintos centros que desarrollan los planes de plurilingüismo, ¿cuál es el problema más común?
– Efectivamente, mi relación con los centros es directa con los coordinadores de los centros donde exponen sus dificultades y sus quejas. Son unas reuniones muy ricas para todos, donde ponen en común cómo mejorar. Uno de los temas comunes es el de fomentar el interés de los profesores de áreas no lingüísticas, ya que, por ejemplo, dar matemáticas en inglés exige tantos cambios que los que lo hacen son gente inquieta, por eso son los que más dudas plantean. Estas reuniones sirven mucho como catarsis para todos.
Hace años, desde que se implantaron estos cursos CAL (Curso de Adaptación Lingüística), que vengo oyendo la misma crítica por parte de los compañeros-profesores, a saber, que el desarrollo de estos cursos dista de ser el que prescribe la Orden que los desarrolla en cuanto a metodología práctica y dinámica que los profesores de ANL necesitarán para enseñar a través de los centenidos de sus asignaturas específicas una vez obtengan el Título. Por eso susbcribo en su esencia, el escrito de este compañero de Tecnología renunciando a su matrícula en uno de estos cursos.
(El documento lo he encontrado en Internet con un motor de búsqueda de PDF: http://www.pdf-search-engine.com/).
Welcome back! Apenas estamos con las pruebas extraordinarias de septiembre, cuando ya se atisban remodelaciones en el Plan de Fomento del Plurilingüismo lo que hace pensar que el curso entrante se presente con inesperadas novedades, algunas de las cuales se puden leer en el “Correo de Andalucía” del 31 de Agosto del 2008:
“El Inglés entra en el currículo del estudiante andaluz en el segundo ciclo de Infantil, adelantándose hasta los 5 años la edad para empezar a estudiar idiomas. Es obligatorio y evaluable y, por ello, Educación exigirá más preparación a los maestros que lo impartan este curso. Desde este mes de septiembre, los docentes de Infantil deben acreditar el mismo título de Inglés que los de Primaria. Estos nuevos requisitos son importantes porque suponen el primer paso para algo más complejo que está por venir: las guarderías pasaron a ser competencia de la Consejería de Educación –antes lo eran de Igualdad– y a la larga se tendrán que redefinir las exigencias profesionales para enseñar en un centro de Infantil.
Dos circunstancias nuevas han hecho que los educadores de los llamados centros de atención sociosanitaria estén ahora en tela de juicio. La primera es que la etapa Infantil, de 0 a 6 años, se ha reformulado desde una perspectiva íntegramente educativa, con un currículo único. Ha dejado de ser asistencial y de entenderse como un sistema de ayuda a los padres que tratan de conciliar la vida familiar y laboral. Por tanto, no basta con ser cuidadores de niños, además se exige el título de Magisterio. En las guarderías subvencionadas por la Junta ya era obligatorio, pero en las concertadas no todos los que están al cuidado de niños son maestros.
La segunda es que la Lengua extranjera, sobre todo el Inglés, empieza a impartirse este curso desde los 5 años, y formará parte del currículo integrado del alumno en los centros bilingües, lo cual significa dos cosas: que sus notas empezarán a contar desde ese instante en su historial, y que sus maestros de Infantil deberán sentarse a hablar con sus profesores de Primaria para coordinar la estrategia de aprendizaje del alumno.
Sobre todo esto último ha hecho que Educación se replantee el nivel de preparación que tienen que tener los maestros de Infantil (por ahora sólo en el segundo ciclo). La asignatura de Lengua Extranjera para alumnos de 5 años sólo pueden impartirla profesores con plaza fija, pero además, a partir de este septiembre esos docentes tendrán que acreditar un nivel intermedio de Inglés. Educación envió en julio instrucciones a los centros bilingües donde dejaba claro que los maestros de Infantil “deberán reunir las condiciones establecidas para el resto del profesorado definitivo de Primaria, es decir, haber alcanzado en su formación el nivel B1 del Marco Común Europeo de Referencia, equivalente a haber terminado los estudios de tercer curso de las Escuelas Oficiales de Idiomas, de los Cursos de Actualización Lingüística o del módulo nueve de That´s English”.
Los sindicatos dudan de que el nivel de los maestros de Inglés de Infantil esté ahora a la altura, toda vez que en sus carreras no tienen la posibilidad de especializarse en idiomas, como ocurre en Primaria. Estos cambios de última hora se incorporan al Plan de Fomento del Plurilingüismo, en vigor desde 2006. Ese proyecto definía los objetivos y los métodos para enseñar idiomas a los chavales desde Infantil a Bachillerato. “En Infantil”, decía la orden, “se considera necesaria la presencia simultánea del profesorado de Inglés y del profesor tutor con el grupo de alumnos”.
Un problema añadido es que las instrucciones se enviaron a los colegios el 31 de julio, cuando apenas quedaban maestros. Las elecciones este año han hecho que el nuevo equipo de la consejería empiece a funcionar muy tarde. En agosto, con las escuelas vacías y los profesores de vacaciones, se han aprobado normativas y decretos que entran en vigor hoy 1 de septiembre, cuando regresen los maestros y tengan que aprendérselas antes de que empiece el curso.”
No falta obviedad al artículo en cuanto a la perentoriedad de las últimas instrucciones ad hoc. Sólo espero, y ya que este va ser mi cuarto curso como coordinador (God, 4 años ya!) que la Junta se replantee no ya las funciones de los coordinadores, sino la compensación administativa y remunerativa por cargo desempeñado:Miren sus credenciales amigos coordinadores y coordinadoras, y verán (ya lo sabrán) que administrativamente NO tenemos Cargo reconocido, aun cuando tengamos reducción horaria. Si alguien recibe su nómina con su Función explícita como coordinador/a, que me lo haga saber, los caminos de la Administración son inescrutables!
Del periódico Granada Hoy me he encontrado con esta noticia que anima a la reflexión sobre el modelo de enseñanza bilingüe en Andalucía propuesto en 2005, y la proyección que suscita la Consejera, más parecido al que existe en el MEC con el desarrollo del National Curriculum de UK y profesores nativos. No sé si es un globo sonda, muy frecuente por otra parte en esta consejería, o es un proyecto a corto plazo, en cualquier caso, invita a reflexionar. Transcribo la noticia:
“El profesorado que trabaja en Andalucía va a tener que ponerse las pilas después de que la nueva consejera de Educación, Teresa Jiménez, anunciara ayer en un encuentro con periodistas en la Fundación Andaluza de la Prensa en Granada su intención de traer docentes del Reino Unido para que impartan clases en inglés.
Lo que de momento es una experiencia piloto, puede suponer un nuevo pulso entre el Gobierno andaluz y los profesores, que hace unas semanas hicieron una demostración de fuerza sin precedentes en la protesta contra el nuevo Plan de Calidad secundada en toda la región.
Teresa Jiménez advirtió ayer a los enseñantes que, “para que los centros andaluces puedan poner en marcha los programas de bilingüismo que reclama la población, se necesita la implicación del profesorado”.
El objetivo del equipo de la nueva titular de Educación es que en esta legislatura se establezca el bilingüismo al menos en la mitad de los centros de la red andaluza susceptibles de serlo, un desafío que se pretende asegurar “trayendo a docentes del Reino Unido”.
Consciente de lo ambicioso que es este proyecto, Teresa Jiménez recordó que “nuestro profesorado no es bilingüe, pero tendrá que colaborar”.
Desde que se pusiera en marcha el Plan de Fomento del Plurilingüismo en 2005, 404 centros públicos andaluces imparten ya educación bilingüe.
En la provincia de Granada hay 37 centros bilingües (32 de inglés y 5 de francés) y, para el próximo curso, la Consejería de Educación ha proyectado ampliar 22 más. Además cuenta con tres centros de FP bilingües (administración, gestión administrativa y turismo) que se ampliará en 2009 con estética, actividades físico deportivas y agentes de viajes. Para poder impartir clases en otro idioma, la Administración exige, en primer lugar, tener el título de la especialidad que se quiere impartir, y tener el título de la Escuela Oficial de Idiomas (5 años de estudio) o, en su lugar, el título tipo First Certificate de Cambrige o del Trinity College si es en inglés.
La anterior consejera de Educación, Cándida Martínez, suscribió durante su legislatura varios acuerdos con Londres para facilitar la estancia de profesores y alumnos en países extranjeros.
Estos programas de plurilingüismo tienen como finalidad ayudar a los alumnos a lograr un dominio de competencias lingüísticas y académicas en las dos lenguas enseñadas. De ahí que sea tan difícil que el profesorado se lance a formarse y aunar la preparación lingüística y metodológica necesaria para impartir las clases en un idioma que no es el suyo”.
University of Cambridge ESOL Examinations Teaching Knowledge Test Content and Language Integrated Learning Glossary May 08 1 TKT: Content and Language Integrated Learning Glossary of terms and concepts used in TKT: CLIL The glossary is organised according to the test parts. It begins with general definitions of CLIL acronyms and key terms associated with CLIL. It continues with terms and concepts presented in alphabetical order for Part 1 and Part 2 of the CLIL module. Part 2 is subdivided into lesson planning, lesson delivery and assessment for CLIL. General CLIL: Content and Language Integrated Learning ‘CLIL is defined as an approach in which a foreign language is used as a tool in the learning of a non-language subject in which both language and the subject have a joint role.’ (Marsh in Coyle, 2006: 1) Acronyms associated with CLIL CLIL: Content and Language Integrated Learning. There are different contexts: Monolingual: Students in home country learning a subject through CLIL. Some students may be non-native speakers. (France) Bilingual: students learning curricular subjects in a second or foreign language (The Netherlands) Multilingual: students learning subjects in three or more languages (Basque Country, Cataluña) Plurilingual: students learn several languages, one or more of which may be through CLIL. (Australia) CBI: Content based instruction (US) Non-native speakers (often from minority language groups) learning a second language to enable them to integrate in mainstream classes EAL: English as an Additional Language (UK and British Schools overseas). Learning and facilitating learning of the curriculum for learners whose first language is not English. ILTLP: Intercultural Language Teaching and Learning in Practice. Learning parts of the curriculum through different languages to develop an understanding of one’s own culture in relation to other cultures. (Australia) LAC: Languages Across the Curriculum refers to the study and use of languages throughout the curriculum. Its purpose is to prepare students for the cross-cultural and multilingual demands of a global society. LAC is appropriate at all levels of education. L1: first language L2: in CLIL, L2 often denotes the language of instruction 2 CLIL terms additional language: used to refer to any language other than the first language exposure: the percentage of CLIL teaching in a curriculum in a school year Low = 5-15% Medium = 15-50% High = 50%+ home language: (Main) language used in the home. Sometimes referred to as ‘primary’ language immersion: programmes where most or all of subject content is taught through a second language (originating and often associated with Canada) Common to all models of immersion are key factors: intensity, time and exposure. immersion programmes are described as early (pre-school or start of education at 5- 6), delayed (8- 14 years old) or late (14+ and adults) Johnstone, R.M. (2008) language demands: the language abilities which a learner needs in order to be able to use a language for learning in a given subject, subject lesson or using a given subject textbook. Lessons, subjects, textbooks, information technology therefore make language demands on learners. Learners need to fulfil those language demands (possess the requisite language abilities) in order to learn the respective subject concepts language demands analysis: The analysis which a subject (or language) teacher makes of the language demands which a given subject lesson or textbook etc will make on a class. Part of lesson planning in CLIL. On the basis of this analysis a teacher can decide where in a given lesson a learner will need language support language needs: the language needs which specific learners in any group have with respect to a given subject, lesson, textbook or website. A subject lesson therefore makes language demands on a whole class; whereas individuals in the class have individual language needs with respect to those demands. language showers: Regular, short, continuous exposure to CLIL delivered in the target language for 15 or 30 minutes several times a week. They are associated with Primary schools and usually taught in one subject area. learners: CLIL covers primary, secondary and tertiary contexts. Learners, rather than students or pupils, best describes this age range. majority language: the main language used in the surrounding social environment. This is usually the national language. medium of instruction: language used as medium for school learning partial immersion: usually 50 -60% of curriculum subjects taught in target language (regions of Spain, The Netherlands, Gaelic in Scotland) target language: Language used in CLIL. This could be a second, third, fourth or even fifth language for some learners. 3 trans-languaging: when more than one language is used in the CLIL classroom Part 1 Knowledge of CLIL and principles of CLIL • Aims and rationale The 4Cs: Content, Communication, Cognition, Culture (Used by Do Coyle to describe a CLIL approach) are considered to be a useful guide to define the teaching aims and learning outcomes in CLIL. Culture is also linked to citizenship and to ‘Community’ (Mehisto, Marsh and Frigols) Content: Curricular subjects apart from languages can be taught through the target language. These include: Art, Citizenship, Classics, Design Technology, Economics, Environmental Studies, Geography, History, Information Computer Technology (ICT), Literacy, Maths, Music, Physical Education (PE) Philosophy, Politics, Religious education (RE) Science, Social Science. Communication: Learners are encouraged to produce the language of the subject orally as well as in writing and to participate in meaningful interaction. Peer feedback is valued. One of the main CLIL aims is to increase student talking time (STT) and reduce teacher talking time (TTT). Cognition: CLIL is said to promote cognitive skills which challenge learners. In addition to concrete thinking skills such as remembering, identifying comparing, contrasting and defining, those needed for academic, abstract thinking are also developed: reasoning, creative thinking and evaluating. One of the leading researchers in bilingual education, Jim Cummins, distinguishes between BICS and CALP. BICS Basic Interpersonal Communication Skills. Language development for social intercourse. In Jim Cummins’ research with immigrant pupils in Canada, most students were found to achieve BICS after two or three years of education in the majority language. Language events are contextembedded (those which are used in everyday conversation with visual contextual support). Tasks associated with BICS are usually comprehensible and less demanding. Cognitive processes are linked to BICS – identify specific information, name, match and sort objects into sets. CALP Cognitive Academic Language Proficiency: Language development for academic learning. Cummins observed that it takes seven to eight years for L2 students to attain a level of English suitable for academic school study. Language events are context reduced (little support) and cognitively demanding. Meaning is accessed primarily through the language e.g. listening to lectures on abstract topics, writing essays and learners require control over the use of grammar and vocabulary. Language is more abstract and less personal. Cognitive processes linked to CALP are identify criteria, justify opinions, form hypotheses and interpret evidence. Content-based language teaching: Foreign language teachers import curricular content into language lessons and use it as a motivator for language learning Culture/ Citizenship/ Community: The 4th ‘C’. Learners are encouraged to think of themselves as part of a larger group in society and to be aware of how others live and learn. 4 Comparison of foreign language teaching and CLIL Table 1: Primary foreign language teaching and subject teaching in FL compared Key Features Priority in planning Taught by: Assessed as: Viewed as: Materials Syllabus Methodology Foreign language teaching Conventional FL Content-based language teaching teaching Language Language Language or class teacher Language Language teaching Language Language syllabus: general purposes FLT methodology Language or class teacher Language Language teaching Language/subject Language syllabus: CALP Language-supportive teaching Subject teaching in FL (CLIL) Subject Class teacher Subject Subject teaching Subject Content syllabus and CALP Language-supportive subject-teaching desirable From: Clegg, J (2003) Teaching subjects through a foreign language in the primary school. BC Germany • Language Across the Curriculum Chunks: words, groups of words or formulaic units which are context bound and which learners use to build language often without explicit study. Content- obligatory language: language needed for subject matter mastery in the mainstream classroom. This language may be the primary focus of second language lessons. (adapted from Met, M. 1994 ‘Teaching Content through a Second Language’ Cambridge CUP) Functional language: In CLIL, academic language used by learners in classroom communication to express or understand curricular concepts. Examples include: agreeing or disagreeing; asking questions; clarifying what has been said; comparing and contrasting; demonstrating, describing cause and effect; describing a process; explaining a point of view; evaluating work (self and others), expressing ideas; generalising; giving examples; giving information; hypothesising; instructing; interpreting data; persuading; predicting and justifying predictions; presenting solutions; presenting work; suggesting General academic language: Language which is not very common in social intercourse, common in school and academic settings, but not specific to subjects; it is often used across subjects. Examples are the use of passive forms. Keywords, Specialist vocabulary: Words used for denoting concepts in specific curriculum subjects. See also ‘content-obligatory’ language. 5 Subject-specific language: Language which is largely specific to a subject; often contains items which are infrequent (except within the subject) and have a narrow meaning. Examples from Geography are igneous, metamorphic and sedimentary rocks. • Communication across the curriculum Code switching: Moving between first and target language while teaching and learning Closed questions: Questions which require fixed responses such as, yes/ no or answers to when? where? which? who? how many? how often? These questions usually encourage correct answers. Open questions: questions which enable learners to respond as they wish. They have no prescripted reply. Examples include, how do you know….? Why do you think….? What is the evidence…? Oracy: Competence in listening and speaking skills throughout the curriculum. Response partners: a means of peer feedback. Learners comment on their partner’s work according to criteria decided before the work is done. Transfer: The ability to apply an idea or a skill that has been learnt in one context and use it in a different context • Cognitive Skills Across the Curriculum: adapted from: http://www.standards.dfes.gov.uk/thinkingskills/glossary/?view=get&index http://www.nc.uk.net/nc_resources/html/ks1and2 Fisher, R. Teaching Thinking and Creativity in Arthur J, Grainger T & Wray D (eds) Learning to teach in primary school, Routledge Falmer Cognition: the mental operations involved in thinking Thinking Skills: used in a teaching approach which emphasises the processes of thinking and learning in a range of contexts. The list of thinking skills in the English National Curriculum is similar to many such lists: information-processing, reasoning, enquiry, creative thinking and evaluation. Fisher, R categorises thinking skills into higher and lower order ( see entries below) Information-processing skills: enable learners toFind and collect relevant information Organise information Sort / classify/ sequence information Compare /contrast information Identify and analyse relationships Represent or communicate information Classroom Language: Use of concrete questions to recall information, to check understanding, to revise learning. Examples: dates, events, places, vocabulary, key ideas, parts of diagram, 5Ws (what, when, where, which, who and how many? Reasoning skills: enable learners to- 6 Give reasons for opinions / actions Infer from observations, facts, experience Make conclusions Argue or explain a point of view Make informed judgments/decisions from evidence Use precise language to explain what they think Explain cause and effect Classroom Language Use of analytic questions Examples: Why do you think this? Why did they do this? What are the reasons? How can you explain this? What is the evidence? Enquiry skills: enable learners toAsk relevant questions Define problems Plan what to do and how to research Predict outcomes Anticipate consequences Test conclusions Improve ideas Classroom Language Use of language to investigate patterns, rules and conventions Examples: What more do we need to find out? What is the idea behind this? How will we plan the web search? What could happen if we do this? How can we test the results? How can we improve it next time? Creative thinking skills: enable learners toGenerate ideas Develop ideas Imagine or hypothesise Apply imagination Looking for innovative solutions Think of alternative outcomes Classroom Language Use of language to explore and invent patterns and connections in order to suppose, pretend and adopt roles. Use of language for precision, accuracy, conciseness and objectivity is also important. Examples: What will you do if….? What would you do if….? What do you think they would they have done if…? If you were a scientist, what would you say? How would you act in this situation? Evaluation skills: enable learners toJudge the value of what they hear, say, read, write and do Develop evaluation criteria for judging the value of their own and others’ work or ideas Apply evaluation criteria Have confidence in their judgments Make recommendations 7 Classroom Language Use of language to analyse, conceptualise and become critically aware. Examples: What are the benefits of this design? Are these instructions clear? How useful is the new system? Does the data give the information we need? What would you change? What should they move? Examples of thinking skills: • • classify: How many classes of X are there? To put things into particular groups according to the features that they have (e.g. birds, fish and insects). Associated verbs: classify; categorise; decide which group; put into combine: To put parts into a whole. Identifying patterns, factors or elements which can make up a whole unit. For example, planets, asteroids and comets combine to make up the solar system. compare and contrast: What is X and what is not X? To look for similarities and differences. Associated verbs: compare; contrast; distinguish; investigate) creative thinking: What if….? To produce imaginative new ideas or thoughts. Associated verbs: imagine; build; change; compose; design; invent; make up; plan; produce; suppose divide: What does X belong to? divide; separate; share; sort evaluate: What do you think about X? To assess value and make choices and recommendations. Associated verbs: assess; give opinion; judge; rate; prove; what’s the value of..? reason: Why X? What causes X? What comes as a result of X? What justifies X to do Y? choose; conclude; decide; explain; justify; recommend; solve remember: list; name; recall; recite; recognise; relate spell; state; tell • • • • • • Concept maps: Diagrams which help learners organise information such as using a grid of similarities and differences to compare and contrast or using lines and arrows to indicate and link cause, effect relationships. (see examples on page xx) Concept Mapping / Mind Mapping : Representing information in diagram form where key words are linked by lines. The lines are then labelled to express the relationship between the words. Enquiry: A systematic process for answering questions and solving problems after gathering evidence through observation, analysis and reflection. Higher-order thinking (HOTS): Analysis, synthesis and evaluation, abstract thinking involving open ended talk. Lower-order thinking skills (LOTS): Information processing. Usually involves closed answers. Making associations: Making links or connections between two or more objects, people, places etc to encourage learning. 8 Match: Show a relationship between two or more things Rank: Put things in a position of hierarchy according to order of importance, success, size Sequence: Put things next to one another. For example, put things in a chronological order, numerical order or alphabetical order Synthesis: Combining separate thoughts into a whole; reasoning from the general to the particular or from the simple to complex. Examples: discuss ‘what if’ situations and create new ideas. Part 2 Planning, Teaching and Assessing • Lesson Preparation Activating Prior / Previous Knowledge: encouraging learners to produce language or ideas about a subject before it is taught using knowledge learned previously (e.g. Tell me six words connected with ‘electricity’. Think of three sources of electricity) Brainstorm: a technique to encourage learners to produce ideas quickly without critical examination or evaluation (e.g. in pairs, you have two minutes to write down all the words you know about spiders) Cloze: text or parts of texts with some words deleted at regular intervals. For example every fifth, seventh, Useful for encouraging predicting skills. Display questions: questions designed for students to display their learning. They can also provide a framework for logical thinking. Examples are: What are these called? What are they used for? Genres: text types which learners meet in the school curriculum and which have specific social purposes, particular overall structures and specific linguistic features shared by particular cultures. Every genre has a number of characteristics which make it different from other genres. Genre forms include: advertisement, argument, article, autobiography, biography, description, discussion, essay, explanation, instruction, letters, narrative (to deal with problematic or unusual events) notices, persuasion, poem, process, proposal, recount (to retell events, not necessarily in chronological order), report, review, song. (Adapted from Gibbons, P. 2002 Scaffolding Language, Scaffolding Learning. Portsmouth NH: Heinemann) Genre-based teaching: a process approach to writing which helps learners develop an awareness of how lexical and grammatical patterns are organised to express meaning. It enables teachers to identify the kinds of texts learners need to write, to see how texts are related to contexts, to see texts have a social purpose and to encourage the integration of grammar, content and function. There are several stages in the genre process: a lead-in to activate prior knowledge; modelling the text so learners see the overall structure; joint construction when teachers and learners cooperate to write a text similar to the one modelled – the process of writing and the product are both important; independent writing when learners write their own texts; finally, further examples of the genre are looked at. This process is a cycle. ICT/ IT: (Information, (Communication) Technology) the use of computers to enable learners to improve information-processing skills, to explore ideas, to solve problems, to access and 9 investigate the Internet, to develop collaborative learning with students who are in other places, to participate in video conferencing . The subject is referred to as ICT. Skills and the lab are known as IT skills and the IT lab. Learning Outcomes: What teachers intend the majority of learners to achieve by the end of a lesson, unit, module or course (to know.., to understand…, to be able to…, to be aware of…) Plenary: Stage in a lesson when the whole class is taught. Visual organisers/ visual tools/ graphic organisers/ concept maps: aids which help learners to understand and remember new information by making thinking visible. They involve writing down or drawing ideas and making connections. They combine language (words and phrases) and symbols and arrows and map knowledge. They include diagrams, tables, columns and webs and there are several common patterns: Examples of visual/ graphic organisers and concept maps Carroll Diagram: a means of classifying information according to four criteria Natural Manufactured Living tree genetically modified organism Non-living stone computer *Concept: information is organised around a word or phrase that represents a class or category of people, places, objects and events. *Descriptive or Report: facts about specific people, places, objects and events are represented. The information does not need to be in any particular order Discussion or Reasoned argument: ideas for and against are represented by lines to show the plan of the argument. 10 (pros) (but however,) (cons) Flow diagram: information represented in lines or boxes to show different ways a process can happen or how decisions can be made e.g. farming Input: Climate, soil, machinery labour etc. Feedback: Seeds, stock Ways of farming: planting, harvesting etc. Output: crops, animals for sale etc *Generalisation/ principle: information is organised showing a general statement and supporting examples. Grid: a pattern of straight lines that form squares Keys: (binary) based on splitting information into two parts. A progressive series of questions, each of which has only two possible answers e.g. Trees: Does it have cones? Yes Are the cones round? No Does it have winged seeds? Yes No Yes No 11 Pie Chart: a circle divided into sections which show different amounts or frequency. *Process/ Cause – effect: information is organised to show either a cause-effect network which leads to a specific outcome or a sequence of steps leading to a specific product. Quadrants: four areas divided by two lines to show connections between concepts e.g. a sound can be in the first quadrant (high and quiet) or in the second quadrant (high and loud) high sounds quiet sounds loud sounds low sounds Speech and thought bubbles: shapes used to indicate the use of direct speech or thoughts. 12 Storyboard: a support frame for learners to plan and write a draft outline of events in a story or to write the final version of a story, sometimes with speech and thought bubbles. Substitution table: Geography: Describing locations situated located in the to the north / north-east / north-west south / south-east / south-west east west equator coast country area region state X is a on the near the northern southern eastern western Table: way of showing pieces of information by arranging then in rows and lines across and down a page *Time Sequence or time-line: events are reconstructed usually in chronological order 13 Tree diagram: often used for classifying words, e.g. types of rock – igneous, metamorphic, sedimentary, or for showing organisation relationships, e.g. a family tree Venn diagrams: a way of showing the similarities and differences between two items. The similarities are shown in the overlap between two circles. Differences are written in the parts of the circles which do not overlap. Webbing: notes are written in circles: important ideas are in large circles while less important information is in smaller circles. Lines drawn between the circles show relationships between the ideas. (* adapted from Marzano, R. and Pickering D.(2001) Classroom Instruction that Works ASCD USA) Word bank: List of key words required for learning concepts. Used to pre-teach and to support input Writing and speaking frames: forms of guidance for writing and speaking which can give support at word, sentence and text levels or all three. They are a form of scaffolding, used to encourage the processing and production of spoken and written language. They enable learners to start, connect and develop ideas for curriculum subjects. Describing a process from a visual The diagram shows…. First of all, …… Then…. Next…. After that… Finally,…. 14 • Lesson Delivery Differentiation: Making provision for learners with different learning needs. For the least advanced pupils, provision may be in the form of modified input, such as simplified texts or additional visual support. It may also be modified output, such as answering fewer questions. For the most advanced pupils, differentiation encourages strategies such as checking work, supporting peers and completing extension activities. Display questions: questions designed for students to display their learning. They can also provide a framework for logical thinking. Examples are: What are these called? What are they used for? Enquiry Learning: A teaching strategy designed to develop learning through systematic gathering of observation and investigation. Higher order talk / questioning: questions to encourage analytic, creative and conceptual thinking (Why? What is the evidence? What more is there to find out? How can it be improved? How can we assess this?) Lower order talk /questioning: concrete/ literal questions to check knowledge and comprehension (when / where/ who / what?) Language support: The provision of forms of support in a given lesson in order to help learners meet the language demands of the lesson. Language support may take several forms: e.g. the use of task types for supporting listening, speaking, reading and writing within the subject; the use of visuals; the use of a highly comprehensible teacher talking style; the use of L1 by teachers and learners, the use of varied forms of interaction. Management questions: questions which are used to control and organise the class. They have a similar function to commands. Examples include, ‘Could you stop talking please?’ ‘Can you work in pairs now?’ Pyramid Discussion A negotiating task to encourage talk. Learners, individually, select about half of the vocabulary items or ideas connected with a topic. They then work with a partner to agree on the same selection of items or ideas. An option is then to put pairs into groups to negotiate and agree on the selection. Revisiting Language: presenting previously taught language in a different context, using different stimuli or with different media in order to encourage learner production of content and language. Scaffolding: a term originally used by Bruner to refer to teacher talk that supports pupils in carrying out activities and helps them to solve problems. Examples include making pupils interested in a task, simplifying the task by breaking it down into smaller steps, keeping pupils focussed on completing the task by reminding them of what the goal was, pointing out what is important to do or showing other ways of doing tasks, demonstrating an idealised version of the task. The definition of scaffolding also includes support strategies for writing. Examples are the use of substitution tables and writing frames. Scaffolding is applicable to language learning as well as the formation of ideas and task completion. (adapted 15 from: Cameron, L. 2001 Teaching Languages to Young Learners Cambridge: Cambridge University Press) and (Wood, D. 1988 in Capel S. M. Leask and T. Turner 1999 Learning to Teach in the Secondary School. London: Routledge) Sentence builder: writing a letter, word or phrase for learners to complete in order to create sentences. This encourages learners to think of alternatives. A technique often used in ICT programs. Use of L1: L1 used by learners or teachers within L2-medium lessons, to overcome short-term problems in L2-medium teaching and learning. In some CLIL contexts, use of L1 helps learners focus on similarities and differences between the target language and mother tongue. L1 is often used by learners during ‘off task’ work. Examples include expressing problems, worries, resolving conflict. Learners might use L1 at the start of lessons when teachers activate prior knowledge. Teachers then translate responses. Occasionally, L1 is used to explain a concept when learners find it difficult to understand in the target language. L1 can also be used in groupwork and pairwork where learners need in-depth discussion of a concept and do not have the L2 skills to do this. Wait time: Teachers wait for several seconds rather than expect an immediate response to their questions. • Assessment Accommodation: additional support mechanisms for learners who need to access the content or to demonstrate what they know. ‘Can do’ statements: indicate to students what they are expected to do by the end of a unit, module or course. (e.g. can organise factual information / can describe a process) Modifications to the test: assessment in L1, text change in vocabulary, modification of linguistic complexity, addition of visual support, use of glossaries in L1, use of target language glossary, linguistic modifications of test instructions, additional example items / tasks Modifications to the test procedure: extra assessment time, breaks during testing, administration over several sessions, oral instructions in L1, small group administration, use of dictionaries, reading aloud rubrics in target language, answers written directly in test booklet, instructions read aloud and explained. Performance Assessment: systematic observation of classroom performance to assess learners using language for real purposes and checking performance against criteria. Did they achieve the purpose of the task? Performance criteria: the observable characteristics of performance a learner must achieve (e.g. uses appropriate vocabulary / takes turns during discussion) Portfolio assessment: a presentation of samples of learners’ work collected over a period of time which might include written work, illustrations, project materials etc. It is a record of achievement over time with samples of work chosen to reflect learning outcomes and course content. Teachers and, or peers give feedback then work is reviewed. Finished work often receives a final grade. 16 (adapted from McKay, P (2006) Assessing Young Language Learners. Cambridge: Cambridge University Press) 17
From Curriculum Development for Bilingual Integrated Teaching web I highlight this chapter on CLIL methodologies.
Aim
To consider, explore and develop appropriate methodologies for the CLIL classroom within a reflective framework Objectives
* To deepen awareness of the Reflective Cycle and define its relevance for achieving the aim of this unit * To reflect on the interrelationship between teaching and learning as well as methodologies which underpin this symbiosis * To construct a set of context relevant fundamental or Guiding Principles upon which CLIL methodologies can be built * To define methodologies which emanate from this set of principles * To devise appropriate tools for evaluating the effectiveness of such methodologies * To review these developments within the framework of the Reflective Cycle
Course Content
This is organised in four stages which are integral to the Reflective Cycle Stage 1: Reflecting on the issues
Introduction to the Reflective Cycle
To explore, critique and define what participants understand by effective teaching (in general, in subject and/or in foreign language settings)
To explore, critique and define what participants understand by effective learning (in general, in subject and/or in foreign language settings)
To explore, critique and define ‘ideal’ CLIL teaching and learning
To reflect on the implications of the above
Stage 2: Defining fundamental principles for CLIL
To consider and critique an existing list of Guiding Principles
To deepen awareness of Research, reports and projects in CLIL and related fields which will further inform practice and clarify guiding principles
To construct (by adding to and/ or adapting) a set of fundamental principles relevant to participants’ working contexts
Stage 3: Applying fundamental principles to classroom methodologies
* Content (subject) * Communication (language) * Cognition (thinking skills) * Culture (pluricultural elements of CLIL)
To consider how the guiding principles impact on teaching strategies
To consider how the guiding principles impact on learning/ learner strategies
To plan a CLIL lesson/ series of lessons so that the methods suggested reflect the defined principles
To apply the construct of “Mut zur Lücke” in a principled way (analysing subject knowledge, skills and understanding)
Stage 4: Evaluating CLIL methodologies
To consider alternative tools for evaluation such as lesson observations, lessons evaluations, teacher diaries, student data (tests, assessments), student interviews, focus groups, questionnaires, student diaries
To devise suitable tools for evaluating participants’ CLIL work
To review the results of the reflection and plan for further work accordingly
Learning Outcomes
By the end of this unit, participants will be able to
* understand how the Reflective Cycle might appropriately assist in the professional development of their CLIL teaching and learning * articulate a set of fundamental principles upon which to base their own CLIL teaching and learning * reconsider some current tools for evaluating CLIL methodologies in classrooms
Assignment suggestion
To observe a CLIL lesson and use an appropriate evaluation tool (e.g. an observation schedule such as the CARLA lesson evaluation sheet) Bibliography
Durante el mes de Abril se han venido desarrolando las II Jornadas sobre el papel del español en el currículum integrado en el CEP de Córdoba, y por lo que he leído en el post de la asesora Pilar Torres, el problema de integración del español trasciende lo meramente docente y didáctico, arrostrando problemas de consideración administrativa, lo que de pronto me trajo a la mente la interpelación que hice a mi compañera de Lengua Española, jefa de departamento e integrante activa del Proyecto Bilingüe en el IES Aguadulce, en una hora de coordinación, ante su queja de no atención por parte de la admistración aún cuando lo que se demanda de estos compañeros/as de lengua española es mucho, por nada o casi en contrapartida; por esto transcribo la apreciación de Pilar Torres sobre los comentarios que hizo el Prof. José Fernández a propósito de este malestar, y que coincide plenamente con las reivindicaciones de este sector de Profesores implicados en el Proyecto bilingüe, el mismo malestar que tenemos la mayoría de los Coordinadores, y de lo que daré cuenta en otro post.
Aquí el comentario de Pilar Torres:
“En palabras de uno de los asistentes, José Fernández, profesor de lengua castellana en el IES ALTO GUADIATO de Peñarroya y coordinador del programa bilíngüe durante este año, estas jornadas constituyen “una magnífica oportunidad para replantearnos lo que hacemos y cómo lo hacemos. Considerar la lengua materna como eje vertebrador del todo el curriculum, ya sea en grupos plurilíngües, como en los que no lo son, es un acierto que puede dar mucha luz sobre la adquisición de las competencias básicas. Los niveles que parece pedirnos PISA pueden alcanzarse sólo teniendo como punto de mira las competencias básicas del Marco. Lástima que esté llegando a tan pocos compañeros de lengua castellana. Alguien debería reflexionar que no basta con amar, sino que a veces , es necesario previamente, seducir“.
Interpreto este “seducir” como el hecho de que desde la administración y los equipos directivos de los centros, el profesorado de lengua castellana en los centros bilingües y plenamente implicado en el proyecto bilingüe, vea reconocidas sus horas de trabajo, la necesaria reducción de horario lectivo que posibilite una coordinación efectiva con el resto de los compañeros y compañeras involucrados en el proyecto.
El profesorado de lengua castellana es pieza clave para el desarrollo de las competencias lingüísticas, no sólo de la propia lengua sino también en la adquisición de una segunda o tercera lengua. La elaboración del currículo integrado de las lenguas no se puede llevar a cabo sólo y exclusivamente basándose en la voluntariedad del profesorado. En este sentido, estas jornadas están dando lugar a una reflexión importante sobre la importancia de la lengua castellana, el trabajo del profesorado de esta área y la necesaria – y por otra parte, exigible- coordinación con el resto de profesores/as dentro de un horario establecido para tal fín.”
