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I'm going to give my presentation in English, ever since I thought everyone here managed

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English quite well.

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Is that right?

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Okay.

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The social-cultural processes, the green circle on the top, it's the individual student going

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through the process of acquiring a second language in school, and central to that student's

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acquisition of language are the surrounding social and cultural processes occurring through

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everyday life with the student's past, present and future context, at home, school, community

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and the broader society.

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These factors can strongly influence the student's response to the new language, affecting

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the process positively only when the student is in a social-cultural supportive environment.

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Now, this is a key thing we have to bear in mind when we enter in a bilingual education

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or a bilingual program, is to set up the social-cultural environment adequately, otherwise we'll be

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much like in the past, if we don't support our learning, teaching with the social-cultural

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aspects taken into account, there'll be no good.

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The academic development, the more circle on the right, is the academic development

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includes all schoolwork in the second language, arts, mathematics, the science, the social

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science, the level they have and beyond that.

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With each succeeding grade, academic work dramatically expands the vocabulary, sociolinguistic

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and discourse dimension of language to higher cognitive levels.

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Academic knowledge and conceptual development transfer from the second language to the first

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language occurs automatically, as long as the student knows the first language well.

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So that's why it is essential that the student knows the first language, his mother tongue,

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really, really well.

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In an information-driven society that demands more knowledge processing with each succeeding

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year, students cannot afford the lost time of learning a second language the way we're

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doing it today, because they hardly have any meat on their plate, if you know what I mean.

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We must combine it with other subjects.

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Cognitive development is the fourth component there, the light and the darker green circle

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on the left, has been mostly neglected by second language educators in Spain for years,

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until very recently with the introduction of CLEO.

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In language teaching, we simplified structured and sequenced language, curricula, and watered

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down, we did not take into account the academics, into the second language learning.

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We also too often neglected the crucial role of cognitive development in the first language.

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We've been for many years learning Spanish, analyzing sentences, learning about linguistics

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without any bearing at all on the other subjects.

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Too often we found teachers in mathematics or in social science complaining that the

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first language was not good enough, complaining about the mistakes, and that's because they

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did not work hand-in-hand with all the other subjects.

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And this is what we should do if we implement CLEO into our bilingual classes, to work hand-in-hand

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with all the other teachers.

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The interdependence of these four components is essential.

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The social, cultural, academic, cognitive, and linguistics have to be interdependent,

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they depend on one another, that's why the circles blend to form this axis in the middle

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that contributes to language learning.

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The current state of affairs is that a lot of bilingual schools have been implementing

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bilingualism.

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The community of Madrid, 242 for next year, Andalusia, 642 for next year, Castilla León,

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325 for next year, and in the Valencian community where I come from, we only have three.

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So the process of introduction is quite different from all the other communities ever since

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we are introducing bilingualism right from the early years of infant school at the age

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of three.

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And the percentage, according to what the authorities say, is that it would be 80% in

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English and only 10% in all the other languages, Spanish and Valencian.

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So as you can imagine, the support that these children might have as far as the sociocultural

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aspect or environment I was talking about earlier on is much, much greater.

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It's of great importance in that respect.

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Alongside this approach to multilingualism, the Department of Education in the Valencian

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community through a program called PALE, which he mentioned earlier on, of which I am responsible

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in the area of Alicante, is updating teachers' foreign language skills in English, basically.

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This program includes an immersion period in the UK once a certain level has been reached.

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Also, and just recently, a new act has been issued by the Generalitat Valenciana whereby

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teachers can obtain a certificate on foreign languages in order to teach their subjects

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in English.

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So there's a certificate that has to be certified to do that.

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Presumably, this is part of the same plan which will eventually absorb all these little

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kids who are beginning to learn English now in the secondary education later on.

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The learning iceberg of bilingualism, at a recent conference on the European portfolio

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held in Alicante, I pointed out the fact that all about language learning is related with

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the number of hours a person is in contact with the language he is learning, either formally,

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in class, private class, school of languages, academics, compulsory readings or whatever,

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or informally, browsing the net, listening to a song, watching a film, so on and so forth.

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As you can see on this right-hand side is the class time devoted to, this refers to

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languages learned in a foreign country, not the place where the language is spoken.

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The class time here, on the right, is always the same.

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If you have a look at the timetable for the Escuela de Llamas, you will find that they

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have three hours all throughout the different levels.

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However, the demands, as the level increases, are much, much greater.

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That's one of the frustrations of language teachers, is that we feel that there's not

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enough time as the level goes up.

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So what happens?

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How do learners learn the second language?

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If we need more time, and on the other hand we have the same number of hours, this does

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not correspond.

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What happens?

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This is what I include, this triangle here, which is the silent learning.

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We have to give students something else, more meat to learn, and it's very difficult because

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we still have the same number of hours.

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Now, how can we do that?

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We haven't found any solution to that.

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People go abroad, they do different things, but we do not, we in our classes cannot increase

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that time.

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They have to do it on their own, and that is what I call silent learning.

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Some people say that silent learning accounts for more than 80% or more of all human learning.

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This is the iceberg, this is the waterline, the silent learning occupies just a little

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bit.

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We only see it.

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As the level goes up, silent learning, as you can see, increases, and when we come here,

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it's even greater than formal learning.

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As the level increases, then silent learning would have to be greater and greater and greater.

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Having this in mind, this is what happens to athletes.

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When they reach a certain level, a high jump athlete can jump a metre and a half in the

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first try, but then to increase one centimetre, he has to train a lot, and this is what happens

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with foreign languages.

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As you increase learning, you learn less, however, you have to train more.

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Isn't that what happens?

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Yes.

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And what happens if you don't train?

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You forget it.

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You lose it altogether, so it's not only the job of increasing, but to maintain it, and

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that's even harder.

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So it's time-consuming and it's very hard.

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How can we account for all this, including other subjects, into the school curriculum

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and make it meaningful?

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And that's where CLIL comes about.

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We have to sort of implement a three-pronged attack to increase this and to account for

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this silent, unconscious learning.

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First, when children are very young, introducing the language in the school and supported by

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families, the institutions, and in the institutions, I mean the school.

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So what we can do is encourage the high-ranking institutions to implement programmes to increase

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this silent learning I was talking about, the schools and the family milieu.

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The institutions should be able to include CLIL in school and bilingual programmes, as

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well as many other things.

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Very recently, we're quite familiar with the terrestrial television, where we can listen

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to the programmes in English if you switch it.

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In Croatia, where I've been for some time, they do it the other way around.

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If the person wants to watch it in Croatian, he has to look for the language or the subtitles

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in Croatian, not the other way around.

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I think this should be done like that and not as it is today.

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And many other things.

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I have to go quickly.

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Then in schools, we should provide new things like games in the breaks, competitions between

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students in the foreign language, having these board games that you can include, computer

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games and all this sort of thing in the school for children to work with.

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And as far as the family, as some people pointed out, we need the support of parents

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and the parents who take active interest in the learners learning the second language.

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And if the parent doesn't know anything about the second language, we can let the students

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be the facilitators, the teachers of parents, which is quite fun in a way.

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Again, games in the house, board games that can play with the parents and so on and so forth.

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I'm going to go quickly.

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So what is the third component of the learning iceberg?

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But all this I said, and all the support we get from institutions, the school, the families,

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it is all the unconscious, silent learning of the second language taking place formally

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or informally at home, at school, in a foreign country, during work hours, in your leisure

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time and bearing in mind at all times that the transfer of information for meaningful

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purposes is essential.

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And this is what we did not have in our language classrooms.

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That's it.

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