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So if you, while, if you please, can you, thank you very much, meanwhile, I just want to introduce

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the purpose of the talks. Our idea is that probably you read the abstract. In the abstract we try to

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explain that that talk was really intended to show what we do in Andalusia, but at the university

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level, in higher education. There are not many examples in Spain, or at least there are not many

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examples from my perspective, that are well organized and they have a purpose, they have an

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objective, and they have a clarification in terms of our objectives, structure, measures, and outcomes.

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And what we are going to show you is not the ideal situation, obviously, is our perspective. And our

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perspective is based, obviously, on what many other people do in Europe. So we are not inventing the

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wheel, right? So we're just showing what we are doing in our universities. My part of the talk

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will be trying to show why there is a necessity. Everybody knows that we have the agenda of the

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policy, educational policy, in all communities in Spain. There's the increase of the level of English

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at all levels. So regarding university, we have to consider several aspects, which are very similar,

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for example, what people are doing in primary and secondary education. To my view, sometimes what we

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need, it's obvious, but we need a plan. But sometimes we need to let's see inside what we have, the human

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resources we have, and the conditions and the context that we have. Everybody knows, sorry, can we?

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I'm trying to do it in the Fernando Alonso way, because we're running out of time. Yes, that's right. So this is

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something very obvious, that we need to go for that, because all Europe is going for that. So we need a lot of

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reasons why we need to implement a program of plurilingualism or bilingualism in higher education. The challenges,

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the new challenges for university students are pretty clear too. It's obvious that we need to go for

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internalization. There's a lot of movement towards offering titles, probably at the master's degree level. But for

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example, we have seen a pretty good example of what people do in law, for example. There are necessities, or

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challenges, which are associated to the necessity to exchange students, which is basic. We want them to increase

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their level, to have people from other countries, and they will be a very nice source for motivation for our own

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students. Everybody knows that in university, we are teaching whatever you are teaching. If you have Erasmus students

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in your classes, the level is increasing dramatically, because they are moving forward to a kind of lesson that our

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students are not very used to. Sorry. With respect to, for example, the materials, we have the claim of our previous

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colleague about the necessity. But for example, there are many areas in which we have a lot of materials available in

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terms of providing students the possibility to have, not possibly to have a course book, but to have additional

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material to be used in these classes. Not to mention research, which is basically 90% in English. Staffability. Even if

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this is a horrible picture of mine there, but it's a good example. For example, I've been in Turkmenistan. We have a

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program with the Turkmenistan government implementing bilingual education at university level. So for them, for example,

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it's a pretty good opportunity to see what other people do in other countries, and we have the opportunity to see what they do

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in our university, because they are bilingual. They speak Turkmen and Russian. They are perfect, complete, not functional.

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They are real bilinguals in both languages, so they have a lot to offer to our teachers when telling about their experience

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now incorporating a third language. Graduate employability is based on the level of English students have. This is basic,

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and everybody knows. And the market of international students. This is what students are looking for. They need to have a

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better level of English in order to go to wherever they are applying to in Europe. Okay, so what is higher education offering?

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So this is, by the way, it was stated from a newspaper, a national newspaper in Spain, one month ago approximately. So all the

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universities are running towards that objective. So they're starting to offer bilingual studies, bilingual titles. For example, at the

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University of Cordova, two years ago, we started a master's degree in which one of the itineraries is about bilingualism. So we train

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teachers to do what, for example, as I mentioned before, the example of a colleague at the university level or primary education,

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secondary education. So we are very lucky. We have the opportunity to have in our master's degree a lot of very nice and with a lot of

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expertise of very nice teachers. But I think that we have to move on to offer in our master's degree and in many other studies to move

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on to offer more content on university education. In terms of the famous proficiency gap, because we are teaching law or medicine or

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anatomy or whatever through English, we need to bridge this gap. This is a problem, a real problem with our students. They don't have the

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capacity to understand 100% class through English, at least at the very high level that is normally offered at university education. So we need to

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carry out several measures, which are summarized here. We need to select the contents very carefully. We need to give the opportunity to get

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access to that content by doing these measures. Other things to bridge the gaps, we will have the opportunity to see Cummings in this

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conference. He established a basic extension in using English in academic classes, which is dividing what is conversational language and

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academic language. This is something that, for example, many teachers are very afraid of. I don't have the knowledge to, for example, to master

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all the aspects associated to conversational English, but you don't have to. Your objective will be to provide your students with academic

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content, so you will have to be able to be good at passing that knowledge on to your students, but not be a native-like teacher.

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And it's very funny, because in the year that Noam Chomsky, that very famous linguist, played Manchester United in the 70s, Chomsky did not write a lot

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about education, but it's something which is terribly interesting for our purposes. If you make your content interesting, your students will learn.

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If the materials are not interesting, your students will not. And this is something that we have to apply like a dogma at the University of Education

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or at any other level. Concerns about doing this or implementing a program at the University of Education. It is the level of teachers, the level of

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students, and the demands of the subjects involved. Again, I'm very sorry to refer to you so often, because if you are talking about law, for example,

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or whatever, it's a problem, because you need to deal with syntactic problems, with vocabulary problems, and then either you do implement some

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soft measure, or you will fail. That will be a complete disaster.

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Five minutes? Two, on my part. So our idea, we don't share the same ideas 100%, but our ideas in helping people to think about the possibility to do something

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at the University of Education is that we need to take some very important decisions. For example, the first one is graduation. So we are not advising teachers

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at the University to do all the class, 100% of the class, through English. We advise them to do it gradually. So we can start by, for example, if we run a program,

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a five-year program, it is very easy. It could be 20%, 40%, 60% every year. So we are giving time to students to gain more proficiency in English, and we are giving time to teachers

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to gain more proficiency in English, as well as to gain more methodological training.

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Second decision is obviously training. We need to create a program to train teachers in this particular methodology. It's not saying what you say in Spanish, but now you say it through English.

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It's doing something else. It's doing creative. It's promoting creative use of the language in class. It's very similar to what our colleagues explained about the Anglo-Saxon model.

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It's a case study, so they think, they reflect, they deduce, they make hypotheses, they compare, and they reach conclusions. But they are using the language in that process.

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So training is obviously one of the cornerstones of these decisions.

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Coordination. So our suggestion is to appoint a person in each faculty or school who is a specialist in this particular methodology, obviously a specialist in English,

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who will coordinate all the teachers who are deciding to incorporate part of their subject through English. So that will be a coordinator, but that will be like a coach,

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helping them to organize material, to organize the class, to do class management properly, to look for appropriate sources, to decide materials, to implement some sort of didactic units.

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And the language support for students that could be carried out in two different ways. It could be, for example, the traditional English subject within the studies,

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or it could be, for example, carried out, or both measures at the same time, carried out by the language school that every university has.

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But specifically for those students, specifically for law students, specifically for doctors, for physicians, specifically for technology teachers.

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And the final decision, which is a bunch of decisions, is that of course we need to select teachers very carefully.

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But not only the basis of, can you speak English correctly, but on the basis of, are you motivated, for example, do you want to do it.

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We will give you some sort of help. We will recognize your effort by giving you credit, for example, or whatever.

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But we need motivated teachers. We need teachers who will be able to enter this training program.

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Motivation is the key question to ask a teacher if you want them to get incorporated into this program.

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And obviously, an increasing number of education and research projects with universities abroad.

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And to establish what is called a quality assurance committee or mechanism in which there is a group of experts.

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I don't want to say controlling, but checking that all the mechanisms, all the system is working properly.

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And this is the end of my part.

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Okay, well, I'm going to continue now.

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And in fact, what I'm going to do is to talk about the experience that we have at the University of Almeria.

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And when I started as a vice president for international relations, and because of my background,

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I really felt that one of the first things I had to do is to implement a program that we call plurilingualism,

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and not bilingualism.

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So I'm going to talk about it as quickly as I can.

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So before last year, there were some teachers, very few teachers, who were teaching spontaneously in English.

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But there was no plan at all, so they did what they wanted.

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And there were only like three or four teachers doing that.

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So we designed a plurilingualism promotion plan that was approved in Consejo de Gobierno in January 2009,

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and it was implemented the first year in this current academic year.

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Okay, now, first of all, I think it's quite important if we want to start according to our experience there,

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there are some keys to success, which I consider really important.

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One of them is that the academic community needs to be involved in the project.

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The other is that it's quite important to design a plan of communication,

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otherwise teachers or students or the community doesn't know about it,

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and then they don't know what's happening, you know.

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Also motivation, and teachers need to receive something, as Maria said before, and also quality control.

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So these have been guidelines for the project.

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Now, why did we think that it was important to start this plan?

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Well, first of all, in many autonomous communities, and in Andalusia, of course,

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we have a plurilingualism promotion plan.

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So it was a pity really for the students to get to the university and stop it,

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or find something that was unstructured, not planned at all.

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So we decided that we needed to offer a continuation to what students were doing in high school,

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primary and secondary school as well.

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Also, of course, to foster academic mobility and professional mobility,

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and to make our university more attractive to international students.

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We know that now that we are offering this, when we want to sign, for example,

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Erasmus agreements with British universities, it's much easier for us,

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because we have something to offer, and it was very difficult before.

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But other objectives include mobility, not just of teachers, but also administrative staff,

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and to increase the opportunities for double degrees,

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and also provide students with opportunities to, of course, improve foreign language use,

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and also knowledge through CLIL programmes.

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Now, the actions that we started in order to implement the programme are summarised here.

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Well, first of all, we started with a campaign to inform teachers about the programme,

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and we called them to participate so that they had to apply,

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and there were a few requirements that they had to fulfil.

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We asked teachers to have qualifications in English, Italian or French,

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because we call that plurilingualism plan, and in fact, in law, they do Italian.

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I mean, they don't teach any subject in English, they teach the subject in Italian.

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Also, we had to promote the CLIL academic offer among the students,

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because students tend to choose what they've been doing before,

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and it's quite difficult for them at the beginning.

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They find that it can be very difficult, more difficult for them to pass the exam,

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to pass the subject, and so on.

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And so we've been working on the design of language courses,

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and also we've been helping teachers to prepare and adapt teaching materials,

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and the guides for the subjects, and so on.

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Now, requirements to implement the plan.

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First of all, we could do that with optional subjects,

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and compulsory subjects when at least we had a group in Spanish, okay?

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So because we couldn't ask the students to do a compulsory subject

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in English, French, Italian or whatever.

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And so we also asked the teachers to commit themselves

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to teach the subject for a minimum period of three years,

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and that had to be approved in the department, okay?

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So that even if that teacher doesn't continue with that,

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there is one teacher in that department that will continue with the program.

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So that was something important.

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But here we have a schedule of what we've been doing since we started in October 2008,

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but this is what we've been doing.

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So it's quite important to have a schedule, an agenda to fulfill.

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And now I think it's quite important to talk about keys to motivation.

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Maria talked about that as well.

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First of all, it's really essential to inform the community

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about the benefits of CLIL programs,

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because many teachers, many families, many students

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don't believe in that or haven't heard of that.

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Also, I mean, this includes for teachers, for example,

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access to mobility programs.

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So we have facilitated teachers participating in this project

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to access mobility programs.

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So, for example, Erasmus teaching staff activities and so on.

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There is a teaching load reduction of two credits.

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And there are scholarships for teachers to improve their language

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and CLIL competencies.

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And we help them with materials.

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And we have included this in the docentia

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so that there is a certificate of recognition

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for their teaching in a foreign language.

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Now, scholarships.

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Teachers, we give them an amount of money

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that depends on the number of credits

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that they teach in a foreign language.

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And they need to invest that scholarship

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in teacher training in the field of language

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and also in the field of CLIL methodology.

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Okay, so sometimes language for specific purposes.

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And they can choose to receive scholarships

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or they can choose to use that in a period of three years.

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Now, as regards students,

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it's quite important to inform them.

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This year, we are going to give them some priority

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to get an Erasmus scholarship

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so they will get extra points for that.

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Also, we tell them about the benefits

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for their future academic and professional mobility

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and also the opportunities that they will have

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to get a double degree.

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It's really important to communicate the plan,

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to tell all the different sectors

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like faculties, teachers, students, administrative staff,

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and even press.

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We've been involved in that for months,

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working intensively.

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So we have a follow-up committee

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with representation of all sectors involved,

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which means faculties, teachers, and all of them.

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And we have made a press campaign,

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and we want to continue with that,

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I mean, for the society, local society.

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Okay, now, once the programme started,

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we analysed the needs on the part of the teachers.

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So we passed them a questionnaire,

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and these are the results we got.

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But mainly, the teachers said

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that they wanted to have some teacher training

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in these four aspects.

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So oral understanding,

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it's mainly oral skills on the one hand,

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classroom language was something

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they were very interested in,

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and also on some help training

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for the design and adaptation of teaching materials.

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Quality for us is really important,

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so we have designed a quality programme

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so that we make a follow-up of this project.

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And here, for example,

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on the one hand, we've made an analysis

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of linguistic quality of programmes,

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and also virtual materials offered by the teachers.

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Also, we do an annual report

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with a satisfaction survey,

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and we want to carry out

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a deep evaluation of the programme

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every three years,

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apart from the annual evaluation.

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Now, here you can see

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that we started last year with 85 credits,

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taught mainly in English,

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some of them in Italian,

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and we have just finished the application form.

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Teachers have been applying for next year,

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and we hope to have

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250 or 260 credits.

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So the involvement of teachers has been really high.

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Here you can see how we have grown business.

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In business, we've been working closely with the faculty,

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and they want to have a bilingual degree,

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so this year the offer is 59 credits in English.

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And engineering, they are also very interested,

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and we have some masters

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which are now offered more than 50% in English.

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So you can see here the expectations.

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And now, as a conclusion,

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I would like to say that with the European space

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for higher education,

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the implementation of degrees, in fact,

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allows for more flexibility,

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so rather than just offering a whole subject,

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we can offer groupings.

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It facilitates work a lot.

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Also, the dynamic participation of the community

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is essential for success,

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and also to work on the attaching importance

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to languages for internationalization,

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and make a campaign for the whole community.

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And that's all.

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Thank you.

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Thank you.