Diapositiva 1

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EFFECTIVE BILINGUAL PROGRAMMES IN SPAIN
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PRELIMINARY QUESTIONS
? According to your experience as teachers and
learners, how is a language best learnt?
? Oftentimes, the expression meaningful
learning is used. What do we mean by this?
? Students learn better from each other than in a
teacher-fronted situation. Do you agree?
? How can language learning best contribute to
our students personal and cultural development
as responsible citizens in a pluralist democratic
society?
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OUTLINE
1. INTRODUCTION 1.1. Language European
guidelines towards a European
unification 1.1.1. The Common European
Framework 1.2. Learning theories 1.2.1.
Constructivism / Integrated curriculum 2.
PLURILINGUALISM IN SPAIN 2.1.
Plurilingualism in Andalucía 3. CONCLUSIONS
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1.1.1. THE COMMON EUROPEAN FRAMEWORK
a non-legislative instrument which describes
the communication SKILLS AND THE CONCEPTS,
PROCEDURES AND ATTITUDES required to acquire them
and the SITUATIONS AND CONTEXTS in which the
languages can be used Its application will bring
coherence and transparency to language teaching
on the basis of a SET OF COMMON CRITERIA which
are applied in the elaboration of the curriculum
and teaching programmes, materials and assessment
of learning.
A. SKILLS AND COMPETENCE (?)
B. LEVELS AND LANGUAGE DESCRIPTORS (?)
C. METHODOLOGY (?)
D. ASSESSMENT (?)
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1.1.1. THE COMMON EUROPEAN FRAMEWORK
A. SKILLS AND COMPETENCE
A.1. Plurilingualism and pluriculturalism /
Multilingualism
A.2. Communicative Language Competence Linguistic
competences Sociolinguistic competences Pragma
tic competences
A.3. Skills to be developed Speaking / Writing /
Reading / Listening (Watching) Interaction /
Mediation
A.4. Language users as social agents
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1.1.1. THE COMMON EUROPEAN FRAMEWORK
B. LEVELS AND LANGUAGE DESCRIPTORS
B.1.
B. 2. LISTENING / READING / WRITING
SPOKEN INTERACTION / SPOKEN PRODUCTION (?)
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1.1.1. THE COMMON EUROPEAN FRAMEWORK
C. METHODOLOGY
C.1. Students autonomy
C.2. Teachers role
C.3. Affective dimension of the learning process
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1.1.1. THE COMMON EUROPEAN FRAMEWORK
D. ASSESSMENT
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1.2.1. CONSTRUCTIVISM / INTEGRATED CURRICULUM
CONSTRUCTIVISM
? The learner should be able to make connections
between the old and the new information. ?
Cognitive conflict should be promoted in order to
strengthen learning. ? Tasks should be connected
with the real world.
INTEGRATED CURRICULUM
Curriculum organized in such a way that it cuts
across subject-matter lines, bringing together
various aspects of the curriculum into meaningful
association to focus upon broad areas of study.
(Shoemaker, 1989 5) (?)
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1.2.1. CONSTRUCTIVISM / INTEGRATED CURRICULUM
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2. PLURILINGUALISM IN SPAIN
FOREIGN LANGUAGES IN SPAIN (Eurobarometer,2006) 56
cannot speak any foreign language
504,645 km2
45,116,894 inhabitants / 9,27 inmigrants
36 English 19 French 4 German
Italian Portuguese
Catalán / Valenciano / Mallorquín Gallego Euskera
(vasco) Aranés
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2. 1. PLURILINGUALISM IN ANDALUCÍA
?
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2. 1. PLURILINGUALISM IN ANDALUCÍA
87,268 Km2 (2nd largest in Spain)
8,000,000 inhabitants (1st in Spain) 6,6
inmigrants (526,942 )
8 cities (Huelva, Sevilla, Cádiz, Córdoba,
Málaga, Granada, Jaén and Almería)
Obligatory Education
Primary schools
Secondary schools
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European Seal for Innovative Programmes in the
Teaching and Learning of Foreign Languages (2005)
2. 1. PLURILINGUALISM IN ANDALUCÍA
1998 First bilingual sections (8 German / 18
French)
2005 Plurilingualism Promotion
Plan 2005-2007 250 primary and secondary
schools 2007-2008 150 primary and secondary
schools
SCHOOL PROJECT - Objectives - Team /
Coordinator - Cultural activities / pupil and
teacher exchange visits / bilingual actions in
the extra-curricular activities of the School,
- Number of class hours devoted to language
learning. - Multilingual mediatheque with
manuals, bilingual works, videos, CDs, DVDs, etc.
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2. 1. PLURILINGUALISM IN ANDALUCÍA
PROGRAMMES
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BILINGUAL SCHOOLS
2. 1. PLURILINGUALISM IN ANDALUCÍA
Increase in the number of hours of language study
in the school curriculum.
L2 brought forward to Infant Education and the
First Cycle of Primary School.
Progressive implementation of flexible school
timetables in order to allow Secondary pupils
contact hours with the foreign language every
school day.
Adaptation of the curriculum for pupils with
special educational needs.
Technological equipment computers, internet
connection.
Possibilities for students and teachers to study
/ work abroad exchange visits, language-learning
summer camps, twinning between Andalusian and
European schools, etc.
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OFFICIAL LANGUAGE SCHOOLS
Up to 2004 24 state language schools devoted to
teaching languages to students over 15.
2004-2007 expansion of the network to 46
schools (22 new schools)
Training programme for teachers at Official
Language Schools on the Common European Framework
Development of a specific teacher training
programme in foreign languages aimed at teachers
of the Official Language Schools.
Development of research and innovation plans
related to teaching in the Official Language
Schools.
Promotion of distance language learning.
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PURILINGUALISM AND TEACHERS
2. 1. PLURILINGUALISM IN ANDALUCÍA
Teacher training courses for language and content
teachers.
Intensive foreign language training courses at
the Official Language Schools.
Award of licences for specific studies (language
courses abroad, job-for-job exchanges, visits to
schools abroad, etc) for language training in
foreign languages.
Establishment of a catalogue of good practices
for language teaching within the framework of a
general protocol of good teaching practices.
Initial Training Programme on the Common European
Framework.
Promotion of distance learning and ICT devoted to
the teaching and learning of languages.
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PURILINGUALISM AND SOCIETY
Specific language courses for families through
the launch of parents schools.
Extra-curricular and complementary language
learning and practice activities in state schools.
Agreement with universities in Andalucía
(language collaborators, research, teaching and
assessment)
Collaboration agreements with the Andalusian
public radio and television broadcaster, and
other public and private media.
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PURILINGUALISM AND CROSS-CULTURALISM
2. 1. PLURILINGUALISM IN ANDALUCÍA
Training actions related to foreign language
teaching and attention to cross-cultural
diversity.
Specific foreign language training courses for
teachers working with immigrant pupils.
Linguistic adaptation programme in schools where
it is needed.
Joint education programmes between Andalucía and
the countries of origin of the immigrants.
Pilot programme for mixed scholarisation aimed at
immigrant pupils or the children of
non-Spanish-speaking foreign residents.
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3. CONCLUSIONS
? Integrated communicative competence of the
individual where students will develop their
personality and their capacity to learn.
? Cross-cultural and linguistic skills
(comprehension, expression, interaction and
mediation)
? Integrated curriculum that takes into account
the students previous knowledge, promotes
cognitive conflict and is related to real life
events.
? It would be inappropriate to adopt a single
methodological model.
? Language learning is a life-long process.
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EFFECTIVE BILINGUAL PROGRAMMES IN SPAIN
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