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Mesa de comunicación: Implementation of plurilingual programmes: the case of Andalusia

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Subido el 26 de enero de 2011 por EducaMadrid

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Mesa de comunicación "Implementation of plurilingual programmes: the case of Andalusia" por D.Víctor Pavón Vázquez y D.Fernando Rubio Alcalá, celebrado en el I Congreso Internacional sobre Bilingüismo en Centros Educativos el 14 de junio de 2010 dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE (Aprendizaje Integrado de Contenidos y Lengua)

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Spanish, English, I'd like to know first how many primary teachers are here, how many primary 00:00:00
teachers, and secondary teachers, and university teachers, and others? Administration, or freelance? 00:00:26
Materials. Materials, okay, great. 00:00:41
Well, thank you very much for the introduction. Well, yes, we came down from Madrid to Andalusia, 00:00:46
Víctor Pavón and I. We are the two Andalusians from Córdoba. I am from the line of Cádiz, further south, 00:00:55
although I work at the University of Huelva. And, well, we have set two goals for this talk. 00:01:01
You see, this is Spanglish, really. Okay, we want to show some of the uncertainties and worries that teachers 00:01:14
experience when starting a CLEO project, okay? As I will say later, we have gathered a lot of information 00:01:24
from many, many teachers, and what we are going to try to do here is to kind of communicate to you 00:01:32
their concerns about, can I do this, or that, or whatever? And also, because of the results that we have already 00:01:39
in Andalusia, to motivate you to carry on with the work that you are doing. 00:01:47
Okay, so it is really, you know, clearly, I think it's a revolution, you know, in the world, for many parts of the world. 00:01:56
And Spain is really waking up now. 00:02:05
In this case, we speak multilingual languages, which is a disaster, we all know that. And it is an opportunity. 00:02:35
So, Andalusia had the courage, together with Andalusia, to promote the Plurilinguism Promotion Plan. 00:02:42
All this information about the Plurilinguism Promotion Plan can be found on Google, 00:02:53
the Andalusian Plurilinguism Promotion Plan. It was in 2005 when it started. 00:03:00
After five years, we already have results to be able to say how it has gone, what the problems have been, 00:03:06
what the situation is, right? And part of those results we bring here. 00:03:13
Actually, I have here a photocopy of some colleagues who are right now in another session, 00:03:19
who are Juana María Sáenz and Aurora Carretero. They are also speaking. 00:03:24
So, there are many Andalusians who are involved in this. 00:03:29
And they say that the Plurilinguism Promotion Plan was the second modernization of Andalusia. 00:03:33
Well, I haven't met the first one, Víctor, I don't know, but well. 00:03:40
At the Stone Age, maybe, right? 00:03:44
Well, yes. I am not a politician, but I can tell you that the board has made a strong commitment. 00:03:48
And, well, at the moment, I think that we are getting some questions that we are going to see. 00:03:55
If you are interested in knowing the results of Andalusia, there is an article by Lorenzo Casali-Moore, 00:04:04
who I also bring here because they are my colleagues, 00:04:16
Fran Lorenzo, Sonia Casali from my research group, 00:04:18
The Affective Dimension in Language Learning. 00:04:20
And then they have just published in November 2009, 00:04:23
The Effects of Content and Language Integrated Learning in European Education, 00:04:26
Key Findings from the Andalusian Bilingual Sections Evaluation Project. 00:04:31
So, they have evaluated all of Andalusia. 00:04:36
So, if you are interested in Applied Linguistics, you can find this article. 00:04:38
Basically, apart from many results, I have extracted only two. 00:04:44
First one is the confirmation that CLIL learners show greater gains than their monolingual peers. 00:04:51
I mean, the results of CLIL learners, AICLE, 00:05:00
in Andalusia, well, we say AICLE, not AICOLE, 00:05:05
well, really, they have been the best results. 00:05:12
There have also been criticisms to these results, 00:05:15
because, of course, in Andalusia, the CLIL learners are better learners. 00:05:17
Somehow, they are somewhat selected, 00:05:22
but it cannot be denied that the results are beginning to be demonstrated. 00:05:24
And another one, I mean, I have only two results. 00:05:33
The evidence regarding incidental learning and positive transfer through content-focused instruction. 00:05:36
I mean, at the methodological level, at the level of acquisition of content and language, 00:05:43
positive results have been obtained. 00:05:51
And these are in this journal. 00:05:53
Well, if you are interested in a more academic level, you can find it. 00:05:55
Well, really, what Víctor Pavón and I bring here 00:06:01
is something that is going to be published now in the journal Portalinguarum. 00:06:05
In the journal entitled Teachers, Concerns and Uncertainties about the Introduction of CLIL Programs. 00:06:12
And, as I said at the beginning, we have gone to many centres, 00:06:19
we have had many workshops around Andalusia gathering information. 00:06:28
And it's going to be published in July, I think. 00:06:33
In June. 00:06:37
So it's fresh made. 00:06:39
But you don't have to read it, because we are going to say everything about that here. 00:06:43
Okay. 00:06:49
So, what we did is like a journal recording voices from teachers in workshops all around Andalusia. 00:06:50
We have thought of how many teachers have been in those presentations, 00:06:58
and we have more than 40 workshops. 00:07:02
It's more than 1,000 teachers. 00:07:05
And what we have done, we have categorized the content according to categories, 00:07:08
and we have quantified them. 00:07:14
And we have chosen the most quantified topics of discussion and uncertainties and concerns. 00:07:16
Before talking about those concerns, 00:07:30
and that's going to be the most difficult part of this presentation, 00:07:32
that is why Victor is going to do it, 00:07:35
I'd like to... 00:07:38
We have brought this paragraph about flexibility. 00:07:40
What is certain is that there is no single model for CLIL, 00:07:44
and that for approaches to be effective, they have to be contextualized, evaluated, 00:07:49
and understood in zero and owned by all those involved. 00:07:54
And many of the questions that I think may arise here 00:08:00
are about how many hours are necessary to do this, right? 00:08:03
And we have to start as a philosophy. 00:08:09
When a CLIL project is started, or when it is already in place, 00:08:13
flexibility is one of the aspects, 00:08:16
and adaptation to the context and human resources. 00:08:18
But there is a piece of warning, Victor. 00:08:22
There is something that should be warned, right? 00:08:27
Before starting a CLIL project. 00:08:31
In schools, whatever the variable is, 00:08:40
for example, it could be methodology, 00:08:43
it could be the linguistic competence of students, 00:08:45
the linguistic competence of teachers, 00:08:47
we try to adapt what we do. 00:08:49
And this is the main focus of our presentation, 00:08:51
together with what the teachers think they are doing, 00:08:55
what the teachers think they should be doing, 00:08:58
and the training, for example, that they should receive. 00:09:01
He said something about the stereotypes. 00:09:06
I like these two guys. 00:09:08
I don't know if you know them. 00:09:09
So they have a very funny, crazy program 00:09:11
about breaking myths and stereotypes in education. 00:09:13
And this is something that we have. 00:09:17
If we are implementing a program, 00:09:18
the first thing is, what are we doing, really? 00:09:20
Sometimes there is an educational policy, 00:09:22
which says, hey, we have to do that. 00:09:26
Sometimes it is common sense. 00:09:29
This is the way it should be carried out. 00:09:32
This is the way teachers should do it in the classes. 00:09:34
But I think that sometimes both or either one side, 00:09:37
one group of people or the other group of people, 00:09:40
sorry, may be wrong. 00:09:43
Just one example, bilingualism. 00:09:44
I'm very sorry, I'm not a politician. 00:09:47
He's not, I'm not. 00:09:49
We were working in our universities 00:09:50
and I received a telephone call. 00:09:52
Would you like to join us in this project? 00:09:54
I said, of course. 00:09:56
Of course, I'm a teacher of English. 00:09:57
I'm interested. 00:09:59
I think this has a lot of potentiality. 00:10:00
But I'm not a politician. 00:10:03
I have my own perspective. 00:10:04
I have my own view. 00:10:05
Come on. 00:10:06
Hello. 00:10:07
So there are a lot of things that, from my perspective, 00:10:08
are not being carried out properly in Andalusia, 00:10:11
as well as they are not being carried out properly 00:10:15
in Madrid, in the Basque Country, in wherever. 00:10:17
And because we are independent, somehow. 00:10:20
For the first time, Junta Andalucía, Consejería de Educación, 00:10:23
they decided to hire, to select people, 00:10:26
a committee of experts, all of them except me, obviously, 00:10:30
to help them to organize and to support 00:10:34
and to give the guidelines, to write guidelines 00:10:37
of what people should be doing. 00:10:40
But we are not politicians. 00:10:42
I just want to state this very clearly. 00:10:44
Right? 00:10:46
Not yet. 00:10:47
Not yet. 00:10:48
That's right. 00:10:49
Because sometimes, for example, regarding 00:10:50
the word bilingualism. 00:10:52
So I'm very sorry. 00:10:54
We don't do bilingualism. 00:10:55
The only possibility for bilingualism 00:10:57
is when students get out of the classes 00:10:59
and they're exposed, to a minimum of hours, 00:11:01
to the language they are learning in a classroom 00:11:04
as a means of instruction. 00:11:07
This is bilingualism. 00:11:09
We could be doing additive bilingualism. 00:11:11
Or we could, for example, our goal could be, 00:11:13
and it is, functional bilingualism, 00:11:16
but not bilingualism. 00:11:18
In Andalusia, schools are called bilingual schools. 00:11:20
I'm very sorry. 00:11:23
This is not true. 00:11:24
So we are doing plurilingualism, but we are not 00:11:25
doing bilingualism. 00:11:27
Another stereotype, for example, that, 00:11:29
just to move on to the next slide, 00:11:31
is that people in Andalusia, people say, 00:11:34
the authorities, they say, if we want 00:11:37
to implement a good program, we need 00:11:39
to enlarge the numbers of hours. 00:11:41
Students, pupils, are exposed to the language. 00:11:44
But they don't pay attention to the crucial thing, 00:11:47
is that who are exposing these students to the language? 00:11:50
Because they are asking for those teachers 00:11:54
for just a B1 in primary. 00:11:57
This is crazy. 00:11:59
It should be the other way around. 00:12:00
So the best linguistic qualification 00:12:02
should be for the teachers who are exposing pupils 00:12:04
at early stages. 00:12:07
Because these children, these pupils, they acquire. 00:12:09
They don't learn. 00:12:12
They don't use a hypothesis. 00:12:13
They don't use comparison. 00:12:15
They don't use memoristic resources. 00:12:16
They just acquire. 00:12:18
These are the three blocks that the planet Andalusia 00:12:20
is heading to. 00:12:24
And these are the three main sources 00:12:26
of concerns for teachers. 00:12:28
What is really content and language 00:12:31
integrated learning? 00:12:33
Well, what is the curriculum we are following 00:12:35
and the methodological aspects? 00:12:37
As Nuria pointed out, this is the key issue. 00:12:39
So we do it correctly, we have a possibility 00:12:42
that our students will learn. 00:12:46
We don't do it correctly, we will fail automatically. 00:12:47
What is content and language integrated learning? 00:12:51
Well, it could be, for example, we 00:12:53
could talk about that for ages. 00:12:55
But there are two opposite views. 00:12:58
One of the main sources, which is a very important decision, 00:13:02
first decision, is are we doing content-based instruction 00:13:05
or are we doing language-sensitive instruction? 00:13:10
Are the content teachers who are teaching their subjects 00:13:13
through English or are language teachers who 00:13:17
are teaching or are incorporating content 00:13:20
topics in their classes? 00:13:22
Both sides, both radical opposite extreme sides, 00:13:24
they are CLIL too. 00:13:28
They are under the umbrella of CLIL. 00:13:30
It all depends on what you can do, 00:13:32
what you can do regarding specifically 00:13:34
the competence of your students and your own competence. 00:13:37
And it's something very important. 00:13:40
If students, that program, the school, parents, 00:13:42
all the stakeholders involved, they are used to doing that. 00:13:45
Because this is a question of habit. 00:13:49
We are breaking, we are doing something very new. 00:13:51
As Nuria pointed out, this is a new methodology. 00:13:53
So we need a new context. 00:13:56
Let's move on. 00:13:59
It's very funny because I was dying to meet Jim Cummings 00:14:02
personally. 00:14:06
Yesterday I had the opportunity to talk to him. 00:14:08
He was very interested in what we are doing in Andalusia 00:14:10
with respect to the curriculum of the languages, 00:14:13
bilingual schools in all schools in Andalusia. 00:14:16
And we were talking for a long time. 00:14:18
And I said, you cannot imagine how I was so excited 00:14:20
that I could meet you personally. 00:14:24
Because I talk about you to my students in English 00:14:26
theology, in methodology classes. 00:14:28
I talk about you every single session 00:14:30
I have training bilingual teachers. 00:14:32
Hey, this is like, I'm very sorry. 00:14:34
I don't want to offend anybody. 00:14:36
This is the word of God in bilingualism. 00:14:38
Because it has a lot, a lot of effect 00:14:40
in what we do in our classes. 00:14:43
Something very, very different to what you do in Madrid 00:14:46
is that you separate clearly, so classes in Spanish 00:14:49
and classes through English, or in English. 00:14:52
We don't. 00:14:54
We permit to have some sort of real bilingualism 00:14:56
in the classes. 00:14:59
For example, we have a zero year. 00:15:00
They receive training, methodological and linguistic 00:15:03
training in official language schools, 00:15:06
Colosio de Idiomas, and methodological training 00:15:08
by people like Sagrario, who's here, sorry, 00:15:10
and Fernando and many other people in Anzalucía. 00:15:13
But what we emphasize is that we can use both languages 00:15:16
in the class. 00:15:23
Because it's a gradual decision. 00:15:24
So zero year, first year. 00:15:26
Sorry, zero year and first year, they 00:15:28
can go up to a 30% of a subject through English. 00:15:30
For many of you, maybe, oh, we need to separate. 00:15:34
I'm very sorry to say that they are not opposite visions. 00:15:37
They're complementary. 00:15:41
So we can do that, which is perfectly all right. 00:15:42
And we can do what we do, which I think 00:15:45
is perfectly all right. 00:15:47
Because we have scientific, tons of scientific data 00:15:48
supporting that this way of working 00:15:52
has a lot of benefits too, or may give way 00:15:55
to a lot of benefits too. 00:15:58
And what we do is this. 00:16:00
For example, one of the first decisions is, OK, 00:16:02
so what do we do in English? 00:16:04
And what do we do in Spanish? 00:16:06
Conversational language always in English. 00:16:08
It is untouchable. 00:16:11
May I come in? 00:16:13
I have a question. 00:16:14
How do you say that? 00:16:15
So this type of English in the class, the language in the class 00:16:17
is, as I said, untouchable. 00:16:20
It should be always 100% in English. 00:16:22
But academic, it all depends on, again, 00:16:24
the linguistic competence of teachers 00:16:28
and the linguistic competence of students. 00:16:31
It doesn't matter from our perspective that, for example, 00:16:33
we can shift and change. 00:16:38
And we can use a presentation or a video from YouTube 00:16:40
or whatever that we are showing the water cycle, for example. 00:16:44
And then we can do an activity in order to support that, 00:16:51
to make clear that students are getting the content, 00:16:55
we may use Spanish. 00:16:58
So this is our starting point. 00:17:00
This is box number one for us in Andalusia. 00:17:02
We can do it in what is BICS covering. 00:17:05
And we cannot do that, what is that? 00:17:09
Sorry, I think I made a mistake. 00:17:14
What is that? 00:17:16
BICS is always in English. 00:17:17
And CALP, we can do that. 00:17:19
We can shift, and we can do that, the very famous, 00:17:21
as you know very well, cold shifting. 00:17:23
This is what people do in Europe. 00:17:28
This is taken from a very nice book by Carmen Perez Vidal. 00:17:30
And she gathered information from all the bilingual programs, 00:17:34
bilingual, multilingual programs in Europe. 00:17:38
And she made a summary. 00:17:40
There are normally three models. 00:17:41
I can tell you that because Fernando pointed out flexibility. 00:17:44
And I have to use that concept again. 00:17:48
We can find, we find schools in Andalusia 00:17:52
that they are doing, for example, a cross-curricular approach. 00:17:56
And they are doing a reinforcement approach. 00:17:59
Some people are doing just this. 00:18:02
Some people are doing just this. 00:18:04
I mean, they change because they are 00:18:06
adapting to the necessities and what 00:18:08
they find with the students. 00:18:10
Maybe, I'm sure, probably, even myself, when I saw that, 00:18:12
I was, oh, god, this is crazy. 00:18:16
So there's a lot of different models 00:18:18
working together at the same time, different schools. 00:18:20
That's right, but this is a long run. 00:18:23
We're investing. 00:18:26
So we are, it's just like, we are doing something 00:18:27
that we will not see the results. 00:18:30
Exceptionally, we did a beautiful study 00:18:33
by Lorenzo Moore and Casal, but we will see the results, 00:18:36
I don't know, probably in 10 years. 00:18:41
Not only when people from primary 00:18:44
will get into secondary, even beyond that. 00:18:46
So it is a long run. 00:18:49
Many people get very anxious about results, especially 00:18:52
politicians. 00:18:55
And it's very funny because they set up 00:18:56
a program, terribly ambitious. 00:18:59
Data, data, we want to support. 00:19:02
We are doing the right thing. 00:19:04
Hey, hold up. 00:19:05
So you cannot do that, because this is a very, 00:19:06
I don't want to repeat that again, because I will. 00:19:10
It's a long run. 00:19:12
It's a very long run. 00:19:13
This is very simply, this is what we do. 00:19:16
We have a gradual increase of schools every year, 00:19:19
and we have a gradual increase of hours every year. 00:19:23
Zero year, no teaching, just training. 00:19:25
First year, second year. 00:19:27
So the percentage devoted to English, 00:19:28
teaching through English, is increasing. 00:19:33
They don't have the same subjects in all schools. 00:19:37
They decide. 00:19:39
They decide because we want motivated teachers. 00:19:41
If teachers are not motivated, if teachers do not 00:19:43
want to do it, it's just because they 00:19:45
are in the program, in the plan, because the school 00:19:47
is in the plan, it will not work. 00:19:49
You know that very well. 00:19:51
But this is true. 00:19:52
I mean, so languages are not harmed. 00:19:54
It is obvious that there will be interferences, of course. 00:19:57
In bilingual education, they have interferences, 00:20:00
but we don't know. 00:20:02
Nobody knows how exactly or when exactly 00:20:04
there's something like that. 00:20:07
And children, they get rid of those interferences. 00:20:08
It is safe. 00:20:13
It is just a question of time. 00:20:14
They will have problems. 00:20:16
They will use a word where they should be using another word. 00:20:17
They will have a mistake in using syntax, for example, 00:20:20
even in Spanish, but it will disappear. 00:20:23
Don't panic. 00:20:26
It will disappear totally. 00:20:27
And that's why, as I write, I really want to stress that. 00:20:29
Not only because Jim Cummings was very interested in knowing 00:20:33
about this, but because it works. 00:20:36
And we have a lot of evidence in schools 00:20:38
that working with the three languages or two languages 00:20:40
together is extremely beneficial, 00:20:43
not to mention that it is the first stage, first step, 00:20:46
if you are carrying out a bilingual, 00:20:49
prolingual, multilingual project in your school. 00:20:51
Very quickly, we don't have a curriculum. 00:20:55
We don't have materials. 00:20:57
We do didactic units. 00:20:59
Oh, God, more work. 00:21:00
Yes. 00:21:01
Yes, but we have to plan. 00:21:02
We have to sequence. 00:21:03
We have to decide. 00:21:04
We have to make the material ourselves. 00:21:06
There's a lot available in the internet. 00:21:08
And nowadays, publishing companies 00:21:11
are offering, wow, this is a fantastic sort of materials, 00:21:13
as you have seen, for example, in the you haven't. 00:21:18
You have. 00:21:23
Good, good. 00:21:24
And this is, to me, when I am, for example, 00:21:25
invited to give a training course for a zero year 00:21:29
bilingual schools, this is what I do. 00:21:32
Let's try to decide. 00:21:35
Let's learn how to decide an integrated didactic unit. 00:21:36
Let's get together, because this is a way for teachers 00:21:40
to get together, to gather together, 00:21:43
and to decide together. 00:21:45
We have training. 00:21:49
We have methodological training and linguistic training, 00:21:50
as I told you. 00:21:52
For example, now, we have two masters 00:21:54
in bilingualism in Andalusia, one 00:21:56
run by the Pablo Labide University, which is online, 00:21:58
and ours at the University of Cordoba. 00:22:01
And we are very lucky. 00:22:03
We are very proud. 00:22:04
We have some of the best teachers in, well, 00:22:05
probably in Spain, Emma Dafoe, for example, 00:22:08
from the Complutense, or Sagrario, or Fernando Trujillo, 00:22:10
someone that probably you have heard of, 00:22:13
or the same Francisco Lorenzo. 00:22:15
Nevertheless, all the universities now, 00:22:19
they say, oh, we need to have one. 00:22:21
Are we running a program of bilingualism? 00:22:24
We need a tertiary study. 00:22:26
We need masters. 00:22:29
They are now starting to do it everywhere, 00:22:30
which is the future, obviously. 00:22:33
And now, uncertainties. 00:22:36
I'll try to do it in five minutes. 00:22:38
Uncertainty number one. 00:22:39
This is what teachers tell us. 00:22:43
So this is the bulk, the core of our ideas. 00:22:44
That was just a presentation, just a presentation. 00:22:47
So our teachers worry about something, worry number one. 00:22:50
So will it happen? 00:22:54
Of course it will happen. 00:22:56
So for a student, it may be frustrating 00:22:57
if he's good at history, or mathematics, or whatever, 00:23:02
but his competence, her competence in English is poor. 00:23:05
Of course, but if we use the right methodology, 00:23:09
we can bridge the gap between that inconsistency 00:23:13
between the competence and which competence they have. 00:23:17
If we are using, for example, the distinction between what 00:23:20
we do BICs and what we do CALP in our classes, 00:23:24
it would help us to avoid that particular danger. 00:23:27
Another thing that students are very anxious is about this. 00:23:31
I said politicians and teachers, too. 00:23:35
The results. 00:23:38
Results. 00:23:38
I don't know if you had the opportunity to attend a talk. 00:23:39
Yesterday, this morning, I think, 00:23:43
there were teachers from my university. 00:23:45
There were people who are very good at education matters, 00:23:47
but they were not very involved in bilingualism. 00:23:50
And they wanted results. 00:23:53
They wanted to show that a student, for example, 00:23:56
learning history or geography, they 00:23:59
will acquire the same amount and quality of contents 00:24:02
in a CLIP program compared to a student 00:24:07
outside of a CLIP program, a regular, normal student. 00:24:10
But I don't think, to me, although even though this 00:24:13
is crucial, because we need to convince people 00:24:16
that this works, that particular type of data is crucial, yeah. 00:24:20
But I don't think now it is the time 00:24:26
to try to do it at least this way. 00:24:29
Because, for example, if this is a new methodology which 00:24:31
requires a new evaluation tools, if we 00:24:34
use the traditional evaluation, what will happen? 00:24:36
So it will be shown clearly that they 00:24:39
will perform much poorer. 00:24:41
If we use the evaluation tools that this new methodology is 00:24:44
offering, so the situation maybe will be different. 00:24:48
But to me, it is very soon. 00:24:51
And we cannot do a study by just using, for example, one school 00:24:53
or something that's so obvious. 00:24:57
And I don't need to mention it. 00:24:59
More uncertainties. 00:25:02
So what is this problem in our classes? 00:25:04
Because students, we are explaining 00:25:07
or we are using material, a presentation, or an activity 00:25:10
about, I don't know, again, the watch cycle. 00:25:14
I didn't understand. 00:25:16
What happens if they don't understand? 00:25:17
What happens if they do not comprehend what I'm saying? 00:25:19
I always use the same anecdote. 00:25:23
By a teacher from California, all his students 00:25:25
were Spanish, speakers of Spanish. 00:25:29
Sorry, not Spanish. 00:25:32
From Mexico, normally, speakers of Spanish. 00:25:33
And he explained, at some point in his class, 00:25:35
about fifth primary, could be a good correspondence 00:25:40
to Spanish, Spain, and why there were no trees in the desert. 00:25:44
And he showed five outputs of students, 00:25:51
so all of them with lots of kicks to the dictionary 00:25:54
for saying Spanish, lots of mistakes, vocabulary, syntax. 00:25:58
But he said, all of them, five, totally right. 00:26:01
Why? 00:26:06
Because all of them are saying, in a comprehensible way, 00:26:06
what I wanted to know. 00:26:09
If they understand that there are no trees, 00:26:10
because there is no rain. 00:26:13
So simple. 00:26:15
And this is something that, for many teachers, is, oh, God. 00:26:16
So are you suggesting that we could 00:26:18
use poor, incorrect English? 00:26:20
You can call it whatever you want to call that. 00:26:23
I don't know. 00:26:28
I don't like that, poor, incorrect English. 00:26:28
But what you need to get from your students 00:26:31
is just the proof that they understood, 00:26:34
not the proof that they can perform brilliantly in English. 00:26:37
That will come later. 00:26:40
And this is the benefit of coordination. 00:26:41
Language teachers, they get information, 00:26:45
and they do the measures, the current measures, 00:26:48
the appropriate measures in the classes, 00:26:51
in order to avoid, to prevent these mistakes from happening 00:26:52
again. 00:26:57
So that's the issue. 00:26:58
Will quality and quantity of contents 00:27:00
reduce quantity? 00:27:03
Of course. 00:27:04
So they ask me, oh, it means that we 00:27:05
will teach less contents? 00:27:08
Yes. 00:27:10
Concepts? 00:27:11
Yes, of course. 00:27:11
Because you need more time to do it through English. 00:27:13
But it's something that you have to accept. 00:27:15
It's like a contract. 00:27:17
Are you signing a contract? 00:27:18
You are accepting the circumstances. 00:27:19
And this is one of them. 00:27:22
So don't get anxious, because the quality will be different 00:27:23
and will be much better. 00:27:30
You know that very well. 00:27:31
So there's, again, plenty of scientific data 00:27:32
supporting the fact, not the idea, 00:27:35
the fact that bilingual, real bilingual students perform 00:27:39
much better in many areas. 00:27:42
So I don't want to bother you with the theory 00:27:46
of multiple intelligences, but you 00:27:49
know that this is very true. 00:27:50
So there are intelligences that they outperform, by far, 00:27:52
bilingual students, regular, non-bilingual students. 00:27:57
I don't want to call them. 00:28:01
I don't. 00:28:02
I didn't. 00:28:03
Our students, in clear settings, bilingual students. 00:28:04
But there are some sort of heading 00:28:06
to a way of bilingualism or pre-bilingualism. 00:28:08
And they will benefit from pre-benefits in the same way 00:28:12
that bilingual students benefit from doing that. 00:28:15
The training program, our teachers 00:28:22
in Andalusia are very worried about that. 00:28:24
Because they say, and they think, and they say, 00:28:26
and this is very true, that, for example, 00:28:29
the courses run by the Escuelas Oficiales de Idiomas, 00:28:32
the official language schools, are not very good. 00:28:34
And I agree with that. 00:28:37
I tutorized a project in our master's degree 00:28:38
about the quality of these courses in Andalusia. 00:28:44
And the result was disastrous. 00:28:47
I mean, it was horrible. 00:28:50
Because teachers at the Escuelas Oficiales de Idiomas, 00:28:51
they don't teach what they should be teaching. 00:28:54
It's like not, they just teach English. 00:28:56
In the same way, they are teaching English 00:28:59
in first level or second level. 00:29:00
And clearly, teachers will have been trained. 00:29:03
Hello, how are you? 00:29:06
How are you? 00:29:07
Good. 00:29:07
Good. 00:29:08
Very nice to see you here. 00:29:09
Are you going to make a criticism or something? 00:29:11
Yeah. 00:29:13
Good. 00:29:13
I'm very sorry. 00:29:15
We are very good friends. 00:29:18
And the things that they criticize these courses, 00:29:20
because these teachers are not teaching 00:29:23
what they should be teaching. 00:29:26
And this is the point. 00:29:27
They just teach language. 00:29:28
And they should be teaching those teachers in clear schools 00:29:30
how to use the English that you already 00:29:33
have in an appropriate way in your classes, which 00:29:35
is not methodology. 00:29:40
But it has to do with methodology. 00:29:41
How to use the language you have, 00:29:43
not teaching just the language. 00:29:45
The methodological area, well, I think it's covered. 00:29:48
But it is a question of money. 00:29:52
They have a lot of money. 00:29:54
And they can hire very good experts. 00:29:55
They can hire experts from Madrid, from everywhere. 00:29:57
And they bring them to Andalusia. 00:30:00
But this is good if there is money. 00:30:02
Now, unfortunately, the methodological program 00:30:04
is going down, down, down, and down. 00:30:07
And this is terrible. 00:30:10
A sensible thing they are doing is that they are reducing, 00:30:11
they are stopping somehow the number 00:30:14
of schools that are getting incorporated 00:30:16
to the program every year. 00:30:18
In the past, it was 200 schools per year. 00:30:19
Now they are slowing down. 00:30:23
And they will slow down 200 per year. 00:30:24
That's right. 00:30:28
In four years, they had 800 schools in four years. 00:30:29
More, closed curriculum, open curriculum. 00:30:36
Now it's time to fight with Madrid. 00:30:38
In Madrid, you have a closed curriculum. 00:30:42
So this is what you have to do, which is perfect. 00:30:44
To me, it's perfect, because teachers 00:30:47
know what they should be doing from day one to day, 00:30:50
I don't know, 150. 00:30:54
In Andalusia, we don't. 00:30:56
And I personally don't think this is the best idea. 00:30:59
I think this is good, but it's not the best idea. 00:31:04
Why? 00:31:06
Because the degree of heterogeneity among students 00:31:06
is so varied, is so wide, that a program, a section, a unit, 00:31:10
a lesson, whatever that you are doing in school A 00:31:16
will not work in school B. It will work in school A 00:31:20
with group one, but it will not work with group two, 00:31:24
because we need to have some measures, 00:31:27
to design measures first to get students more 00:31:30
homogeneous in the competence. 00:31:33
And then we can have a closed curriculum. 00:31:35
In Andalusia, I don't want to have. 00:31:37
Probably Madrid, students are more homogeneous, probably. 00:31:39
I don't know. 00:31:42
In Andalusia, they're not. 00:31:42
They're not. 00:31:44
So we have students in the same class, 00:31:45
or not to mention other classes in other schools 00:31:48
in other provinces. 00:31:50
There are eight provinces. 00:31:51
We're now approximately more than 1,000 schools, 00:31:53
which is a lot. 00:31:56
So you can see the degree of variety 00:31:58
that we have in Andalusia. 00:32:00
So we are for an open curriculum. 00:32:01
An open curriculum is doing didactic units, what 00:32:04
you can do with your students in your classes, 00:32:07
and try to get to move to head to something 00:32:10
called integrated curriculum of all content areas, 00:32:14
but in the future. 00:32:19
What I tell teachers, the first day bilingual training, 00:32:20
they say, wow. 00:32:25
So the authorities have told us that we 00:32:26
have to do the integrated curriculum. 00:32:28
I say, you don't? 00:32:30
Are you a teacher of music? 00:32:32
Yes. 00:32:33
How many hours do you have a week? 00:32:34
Two. 00:32:35
How many hours a year? 00:32:36
I'm not very good at mathematics. 00:32:38
35. 00:32:40
First year, you have to design materials, 00:32:41
to design one or two or three didactic units 00:32:45
to teach first year, the following year, 35%, 30%, 00:32:48
12 hours. 00:32:53
And this will be your didactic unit. 00:32:55
Sorry, your integrated curriculum. 00:32:57
You do it. 00:32:59
Your colleague does it. 00:33:00
All the people are doing the same thing. 00:33:01
In five years, a school will have 00:33:03
80% of all the subjects totally covered by these didactic units, 00:33:07
and then that will be called an integrated curriculum. 00:33:14
And teachers get, they experience a sense of relief. 00:33:17
Oh, wow. 00:33:19
I thought we need to plan and to make a program for all. 00:33:20
No, no, no. 00:33:24
12 hours, if you're a teacher of music, with two hours. 00:33:25
And then they gain confidence. 00:33:28
They feel more motivated. 00:33:30
They see that this works, because it does work. 00:33:31
And students get habitualized to this new way of teaching, 00:33:34
and things are more comfortable. 00:33:38
And now the conclusions. 00:33:43
We can see that. 00:33:45
Good. 00:33:46
We'll be waiting for you. 00:33:46
I don't know if you know her, Isabel Perez. 00:33:49
So we are very proud that we're friends of her, 00:33:53
because she's like an icon, an idol everywhere she goes. 00:33:55
So she's my friend. 00:33:58
Good. 00:34:02
So should I start? 00:34:02
Conclusions. 00:34:05
So these are the three things that teachers are very worried. 00:34:06
And I think that the program is giving some way of, 00:34:11
I don't want to say the solution, 00:34:15
but there's an open door to find the solution yourself. 00:34:17
Which is, we have a problem with the teachers, 00:34:22
linguistic competence, methodological competence. 00:34:25
We have the program. 00:34:27
It may be, it should be much better, of course. 00:34:28
But we have something. 00:34:31
Students, we need to do it in a way 00:34:32
that we are making them more homogeneous. 00:34:36
For example, just by, I'm very dogmatic about that, 00:34:39
by bringing to your classes the bigs and cup difference. 00:34:42
And the cognitive demands of subjects evolves. 00:34:46
In my opinion, you know that there's a lot of data about 00:34:51
that. 00:34:53
Many experts suggest that mathematics should not 00:34:54
be taught through English, especially at early stages. 00:34:57
There's a lot of scientific data about that. 00:35:00
There's a big controversy about that. 00:35:03
Well, to me, it is that, together with, 00:35:05
are we motivated to do it? 00:35:10
Do we think that our students will do it? 00:35:11
OK, let's join the program. 00:35:13
Or let's put that subject in the program. 00:35:14
If you're not sure about that, if we 00:35:17
think that students will have a lot of problems, don't do it. 00:35:19
And the final. 00:35:24
Oh, just an idea that maybe is not there. 00:35:26
Just to encourage that this is a program considered 00:35:31
for to be made in the long run. 00:35:36
And it takes time for teachers to learn about the methodology. 00:35:40
It takes time for trainers to see what's going on, 00:35:44
the demands on the teachers. 00:35:48
And we have seen many angry teachers. 00:35:50
You know, like, why do I have to do this or that, you know? 00:35:53
Very angry. 00:35:56
But I think that they are angry because they 00:35:56
want to do it in a very professional way. 00:35:59
Because this is new for us in our context in Spain. 00:36:03
But we just need to have time and see what's going on, 00:36:06
what's going to happen in five years' time. 00:36:10
But I think we are on the right track. 00:36:12
I believe that. 00:36:14
And as far as we can say in Andalusia, 00:36:15
we have many experiences and isolated cases 00:36:18
that maybe they are not working very well. 00:36:23
But I think we can generalize that it is working 00:36:25
and it's going in the right direction. 00:36:29
In our opinion, everybody is. 00:36:31
The community of Madrid is. 00:36:32
The MEC project is. 00:36:34
The Basque country is. 00:36:36
We have chosen several different starting points, for example. 00:36:37
But whatever you do, it will be good. 00:36:43
So I'm not saying, hey, all you're talking about, 00:36:46
you're starting just by doing glossary or a glossary 00:36:48
of terms in your classes. 00:36:51
Why not? 00:36:53
You didn't do it, and you'll do it the following day. 00:36:54
So you're introducing something good to your classes. 00:36:56
So everybody's doing. 00:36:59
Thank you. 00:37:00
OK. 00:37:00
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Idioma/s:
en
Etiquetas:
Miscelánea
Autor/es:
D.Víctor Pavón Vázquez y D.Fernando Rubio Alcalá
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
1972
Fecha:
26 de enero de 2011 - 10:17
Visibilidad:
Público
Enlace Relacionado:
Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid
Descripción ampliada:

La Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid acogió el I Congreso Internacional sobre Bilingüismo en Centros Educativos que se celebró en Madrid en la Universidad Rey Juan Carlos los días 14, 15 y 16 de junio de 2010.


En los últimos años, se ha observado una implicación cada vez mayor en los países europeos respecto a la educación bilingüe con el fin de preparar a sus alumnos para sus futuros estudios, trabajo y vida en una Europa cada vez más multilingüe. Si el objetivo es conseguir una Europa multilingüe, el Aprendizaje Integrado de Contenidos y Lengua (AICOLE) sería el instrumento necesario para conseguir esta meta. Como consecuencia, el AICOLE ha provocado un gran interés en los últimos años en Europa, y  especialmente en España.


Por otro lado la Comunidad de Madrid se ha convertido en una región de referencia gracias a su decidida apuesta por el bilingüismo en los centros educativos. Un ambicioso proyecto iniciado en el año 2004 que cuenta en la actualidad con 242 colegios públicos en los que se desarrolla una enseñanza bilingüe de gran calidad. Este curso 20010-2011 el modelo alcanza a la enseñanza secundaria donde se extenderá con la puesta en marcha de 32 institutos bilingües. Estas políticas educativas están produciendo resultados muy apreciables y han generado un gran interés entre los profesores que se sienten cada vez más atraídos por este tipo de enseñanza.


Por estas razones, este I Congreso Internacional sobre Bilingüismo en Centros Educativos ha estado dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE.
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37′ 14″
Relación de aspecto:
1.31:1
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