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Hwylfa Ddiwolfe

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So it really is true.

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It really is true.

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That the rain in Spain falls mainly on the plain,

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and also in Madrid.

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A very warm thanks to our hosts today for inviting me,

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and to the speakers that I've been able to enjoy

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and have much appreciated being in the sessions during today

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and hopefully tomorrow as well.

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To you, the audience, for still being here,

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when by now it could be time to have gotten home.

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And particularly to the cameraman,

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because as you know, this is being filmed,

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and camera operators have immense hidden power.

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So I'd like to say a very warm thank you.

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Thank you to you as well.

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Thank you.

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Now, it's not often that we have big opportunities

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for change in education.

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Education tends to be a slow-moving creature,

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like a tortoise, as opposed to a fox.

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But it does seem to myself that when we look at

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the experience of teaching through another language,

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a la bilingual education,

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it provides a range of opportunities

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for personal and professional success,

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enhancement for the students that we teach,

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and for ourselves as teachers.

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And what I want to do today is really to,

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in a way, lead a celebration talk

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during the course of this next hour,

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and to look at certain milestones

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which have come about during the last 10 years,

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or in the case here in Madrid,

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in the last six or seven years in particular,

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which relate directly to the impact

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of offering some of the curriculum

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through the medium of another language.

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Now, when you look at this list,

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please don't look at your clocks and say,

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hey, it's five o'clock,

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how many miles am I gonna run, is this a marathon?

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Because actually, a milestone could be

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every 10% of a mile.

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So think of this as a gentle stroll

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through the plains of Spain.

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And what I'd like to do is to simply give you an idea

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of how I see each of these vis-a-vis

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the experience of the work

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that you've been doing here in Madrid.

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The first one is to do with mainstreaming opportunity.

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Mainstream's a curious word in English.

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It basically is linked to equality of opportunity,

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egalitarianism.

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What we've seen today is that from 1994 here in Madrid,

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we have some 50,000 children

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who have experienced this exciting,

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innovative, and different way

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of developing not just English language,

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but as we'll see later,

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also themselves as people,

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and that really the expansion of up to 2015

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is really quite extraordinary.

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Back in the early 1990s,

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when people, including myself and many others,

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were looking at, is it possible

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to take really good methodological practice

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when we teach through another language

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from the private elite schools of this country,

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from the very special border regions of this country,

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is it possible to replicate this experience

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in one of the toughest and most deprived schools

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in an inner city in Germany,

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in Spain, in Britain, and so on?

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And so the whole movement

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towards providing this opportunity to learn in this way

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was driven at the European level

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by wanting to provide the opportunity

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for more young people to experience the education.

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And I think what we're seeing here now

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is a very, very fine example of that

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because we have schools in the Madrid area

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which are reaching the target of 30%

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teaching through English.

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Maybe they're at 10%.

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Maybe they're at 20%.

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Maybe they're even more at 50%.

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All of those matter in terms of reaching out

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and providing a very special opportunity

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for Millie, Molly, and Mandy.

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I can't think of those names in Spanish, I'm sorry.

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All right, Tom, Dick, and Harry, and so on.

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So mainstreaming is, I think, one of the key issues

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which is number one to look at tonight.

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And if we look at some statistics from 2000, 2004, 2005,

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just look at the left-hand side, will you?

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And look at the words here,

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political, socioeconomic, sociocultural, and educational.

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Each of the European Union members were asked

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why are you involved with bilingual learning?

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Why are you interested in providing

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some of your education in another language?

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And the blue here, oops, sorry.

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She's not supposed to be there.

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The blue here is the provision of bilingual learning

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in regional, minority, or other languages.

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And the purple is foreign languages like English.

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Back in 2004, 2005, the main reason for providing education

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in a regional minority language was said to be political.

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And the main reason for providing education in English

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was said to be educational.

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There are no statistics from 2010, 2009,

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but my guess now when we go through these milestones

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is that actually if the question were asked now

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to the right people, the argument would be

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both educational and socioeconomic.

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That the main reason why this is a powerful phenomenon

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to bring into our school system

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is led by a whole load of factors,

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including money and good quality education.

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And what's interesting about bilingual education

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of this type is how the two come together

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in the form of a perfect marriage.

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Okay, the second one that I'd like to bring to you,

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the second milestone is very much to do

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with the new generation.

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And I'm gonna sit down for a moment here.

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And I'd like to ask you a question if I may.

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There are some recent studies done on looking at

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how many young people in our societies

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use the internet or game consoles in their weekly lives.

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And I'd like you to turn to the person next to you please.

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Now I know this is Spain

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and I might lose control of my audience,

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but I'm gonna try it anyway,

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because you've had a long day.

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Turn to the person next to you please

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and agree on this answer to this question.

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How many hours a week does a Madrid region

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15, 16 year old boy or girl spend on the internet

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or using interactive game consoles

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or even handheld devices?

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You have 30 seconds, please.

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Now to the person next to you.

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A lot.

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And thank you.

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And if we think of the number

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which we were hearing over here,

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my chairperson gave me the correct answer

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so I know what it is.

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But can I just get some number from you please?

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Four or five hours a day.

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Six, seven.

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Okay.

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How many hours a week does a Madrid region

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Okay.

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Even whether you're a parent

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or whether you're an educator,

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you know that it's actually quite a lot

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and you also know that television viewing has declined.

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But the fact of the matter is

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that the children we now have in our schools

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are quite significantly different

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to those that we had 10, 15 years ago.

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All generations are different.

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Those of us who are over let's say 35 years old

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and there aren't many people like that in the audience,

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those of us who have been teaching for a long time

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know that the kids change.

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But this generation, due to the access

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and the interface with the new technologies

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does appear to be significantly different.

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And I'm gonna come back to that in a minute.

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My argument here is that when you look

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at good bilingual education methodologies,

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they suit very well the preferred learning styles

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of this new younger digital generation.

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Or what do you call it in Spanish, this generation?

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Is it net generation?

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What?

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Mimi?

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All right, the Mimi generation or whatever.

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We have reports from some European countries

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that we have more ADD,

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more hypertension amongst certain age groups

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in our schools.

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And people say, well maybe it's because

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parents are driving their kids too much

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or maybe it's because the diet is becoming

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more and more full of monosodium glutamate

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or whatever tomato ketchup has in it.

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But another maybe is that maybe these kids

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who are so used to that sort of navigation logic

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of PlayStation, internet, Xbox

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are actually getting even more frustrated

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with bad teaching practice.

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And I think that is a factor which has not been studied,

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it's very difficult to study,

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but it's very, very interesting when you look at

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the evidence of good bilingual education programs

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which we'll come to in a minute.

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Use as you learn, learn as you use

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is the mantra of this generation.

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Not learn now for use later,

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which was what I had to tolerate

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when I was a child at school.

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Chunking information into smaller bites

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does not mean dumbing down the curriculum,

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it means doing things differently.

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And when we look at the good methodological practice

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which we can see with the good teaching through English,

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then we can see that actually it does appear

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to be in itself a modern way of providing education.

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So the second milestone says,

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hey, there's some good news,

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which is that actually what we're dealing with here

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is rather modern and modernistic.

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The third milestone is to do with curricular convergence

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or to do with marrying parts of the curriculum together

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in new ways.

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One subject has arrived on the curriculum,

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particularly in the last 10 years

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in most of the European countries as a distinct subject.

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This subject has all, the elements of this subject

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have always been taught, or most of them,

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in different subjects before,

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but the issue became so significant

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that educators decided to take this bit from physics,

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this bit from geography, this bit from chemistry,

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and this bit from economics and create a new subject.

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What subject is it?

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Please tell the person next to you.

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Technology?

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Okay.

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You know, there's a joke about the singer Bob Dylan.

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I actually asked my wife

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if she would come to a Bob Dylan concert with me

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a year or two ago and she said

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she would rather go to an agricultural festival

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and listen to the sheep

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than listen to Bob Dylan singing.

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And one of the jokes about Bob Dylan

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is he can't do two things at once.

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He can't play the guitar and sing, or he can't do this.

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And I feel a bit like this here

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because the technology is fantastic,

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but I need four hands in order to remember

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where everything goes.

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Environmental sciences was on my mind.

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Environmental sciences as a newly emerged,

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integrated subject in the curriculum,

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but actually social sciences has become very integrated,

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particularly in certain parts of Spain

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over the course of the last few years.

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In the primary level,

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we have new curricula in some countries

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where children are learnt to be streetwise

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or to be smart in using the internet from primary grade two.

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This is an integrated subject

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which runs along the curriculum

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in the form of technology.

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Now, this business about integration

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is very much to do with not reinventing the wheel,

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but it's very much to do with taking good elements

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that may have existed for many, many years

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00:15:15,780 --> 00:15:19,300
and putting them into a slightly different package.

274
00:15:19,300 --> 00:15:22,580
It's like taking the saffron and the other ingredients

275
00:15:22,580 --> 00:15:25,020
that you might make to make a great meal.

276
00:15:25,020 --> 00:15:26,020
And when I said saffron,

277
00:15:26,020 --> 00:15:27,380
I suddenly couldn't think of anything

278
00:15:27,380 --> 00:15:29,180
you'd cook with saffron, but anyway.

279
00:15:30,500 --> 00:15:31,500
Thank you.

280
00:15:31,500 --> 00:15:34,860
And recreating it in a different way.

281
00:15:34,860 --> 00:15:39,860
Now, CLIL, Content and Language Integrated Learning,

282
00:15:43,340 --> 00:15:46,860
is very much this kind of innovation.

283
00:15:46,860 --> 00:15:51,020
And I think this is really, really an important thing

284
00:15:51,060 --> 00:15:54,620
that I have learned as I have watched the CLIL moving.

285
00:15:54,620 --> 00:15:56,540
Somebody once asked me,

286
00:15:56,540 --> 00:15:58,620
quite a senior person in the commission,

287
00:15:58,620 --> 00:16:02,740
how is it possible out of all these language initiatives

288
00:16:02,740 --> 00:16:05,300
that we've poured all this money into,

289
00:16:05,300 --> 00:16:10,300
how is it possible that CLIL has been so successful?

290
00:16:10,700 --> 00:16:11,580
Yeah?

291
00:16:11,580 --> 00:16:13,900
And the answer to that was,

292
00:16:13,900 --> 00:16:15,500
it should have been because of the people

293
00:16:15,500 --> 00:16:17,580
who were working on it like you,

294
00:16:17,580 --> 00:16:19,580
but the answer that I gave was

295
00:16:19,580 --> 00:16:22,220
because it was happening already.

296
00:16:22,220 --> 00:16:24,900
Parents wanted it, educators wanted it,

297
00:16:24,900 --> 00:16:27,900
people wanted a better education.

298
00:16:27,900 --> 00:16:31,500
And actually, when you look at CLIL carefully,

299
00:16:31,500 --> 00:16:34,500
it's not just about language education.

300
00:16:34,500 --> 00:16:37,260
It's not just about English.

301
00:16:37,260 --> 00:16:40,540
It's about teaching through another language,

302
00:16:40,540 --> 00:16:42,500
which happens to be English,

303
00:16:42,500 --> 00:16:45,580
in order to achieve a different set

304
00:16:45,580 --> 00:16:47,700
or a wider set of advantages.

305
00:16:47,700 --> 00:16:51,220
It is about good education,

306
00:16:51,220 --> 00:16:56,220
and it's about changing bad or boring educational practice.

307
00:16:57,140 --> 00:16:59,420
The tortoise is a beautiful creature.

308
00:16:59,420 --> 00:17:01,980
What's tortoise in Spanish?

309
00:17:01,980 --> 00:17:02,820
Tortula.

310
00:17:02,820 --> 00:17:04,140
I thought you...

311
00:17:04,140 --> 00:17:04,980
Tortuga.

312
00:17:04,980 --> 00:17:06,780
That sounds like dinner, but anyway.

313
00:17:06,780 --> 00:17:08,940
The tortoise is a beautiful creature,

314
00:17:08,940 --> 00:17:11,180
but we don't have time.

315
00:17:11,180 --> 00:17:14,100
We don't have time for 15 years

316
00:17:14,100 --> 00:17:15,860
to change teaching practice.

317
00:17:15,860 --> 00:17:17,740
We know there are problems,

318
00:17:17,740 --> 00:17:21,780
and in order to support all of those involved,

319
00:17:21,780 --> 00:17:23,260
we need rapid action.

320
00:17:23,260 --> 00:17:25,700
We need some form of innovation.

321
00:17:25,700 --> 00:17:29,020
CLIL is precisely that type of innovation.

322
00:17:33,660 --> 00:17:35,500
I found myself on a Saturday morning

323
00:17:35,500 --> 00:17:37,140
in a foreign country with my daughter.

324
00:17:37,140 --> 00:17:38,700
She said, can we go to the circus?

325
00:17:38,700 --> 00:17:40,740
And I, like a loving father, said no,

326
00:17:41,980 --> 00:17:44,340
because I never liked the circus when I was a child.

327
00:17:44,340 --> 00:17:47,540
And she said, dad, you're gonna really enjoy this circus.

328
00:17:47,540 --> 00:17:49,020
And then, of course, like a normal father,

329
00:17:49,020 --> 00:17:50,500
I said, yes, okay, let's go.

330
00:17:50,500 --> 00:17:53,140
The tickets were astronomically expensive.

331
00:17:53,140 --> 00:17:55,020
I mean, you know, you're in a foreign country,

332
00:17:55,020 --> 00:17:56,900
and it feel like you've gotta go and get a bank loan

333
00:17:56,900 --> 00:17:58,180
just to get tickets.

334
00:17:59,540 --> 00:18:01,140
It wasn't a normal circus.

335
00:18:01,140 --> 00:18:03,100
It was Cirque du Soleil.

336
00:18:03,100 --> 00:18:05,140
It was sensational.

337
00:18:05,140 --> 00:18:07,100
It was the most incredible experience

338
00:18:07,100 --> 00:18:09,820
worth every penny of the many, many euros

339
00:18:09,820 --> 00:18:11,740
that the tickets cost.

340
00:18:11,740 --> 00:18:13,740
Cirque du Soleil is not circus,

341
00:18:13,740 --> 00:18:15,060
but it's called circus.

342
00:18:15,060 --> 00:18:17,020
CLIL is not language teaching.

343
00:18:17,020 --> 00:18:19,980
It's not subject teaching, but it's called CLIL.

344
00:18:19,980 --> 00:18:23,340
Cirque du Soleil brings in the very finest elements

345
00:18:23,340 --> 00:18:24,180
of what?

346
00:18:24,180 --> 00:18:28,060
Of drama, of gymnastics, of art,

347
00:18:28,060 --> 00:18:30,500
of singing, of costume,

348
00:18:30,500 --> 00:18:33,020
and it brings those longstanding ingredients

349
00:18:33,020 --> 00:18:34,180
into a different package,

350
00:18:34,180 --> 00:18:37,700
and that is precisely where we are with CLIL.

351
00:18:37,700 --> 00:18:39,260
We've seen this morning

352
00:18:39,260 --> 00:18:41,220
that there are different ways of doing it,

353
00:18:41,220 --> 00:18:43,180
and in all these 50-odd schools

354
00:18:43,180 --> 00:18:45,820
in the bilingual, in the Madrid region,

355
00:18:45,820 --> 00:18:48,260
there will be quite different ways of doing it

356
00:18:48,260 --> 00:18:51,020
because one of the most important factors

357
00:18:51,020 --> 00:18:54,780
for how we introduce teaching through English is

358
00:18:56,820 --> 00:18:58,620
who is gonna do it?

359
00:18:58,620 --> 00:19:00,140
Who has the English?

360
00:19:00,140 --> 00:19:02,380
Or which teams, which partnerships

361
00:19:02,380 --> 00:19:03,820
are actually going to cooperate

362
00:19:03,820 --> 00:19:06,820
in order to work in this way?

363
00:19:06,820 --> 00:19:09,660
We've got across Europe now

364
00:19:09,700 --> 00:19:12,100
dedicated teachers who say,

365
00:19:12,100 --> 00:19:16,300
I believe that a certain amount of teaching,

366
00:19:16,300 --> 00:19:18,540
of learning through another language

367
00:19:18,540 --> 00:19:22,940
is having a very positive impact on my kids.

368
00:19:22,940 --> 00:19:25,260
I don't really know why,

369
00:19:25,260 --> 00:19:27,540
but I know that this is working well.

370
00:19:27,540 --> 00:19:31,340
We have special needs schools

371
00:19:31,340 --> 00:19:34,900
in some countries which are focused

372
00:19:34,900 --> 00:19:36,980
on the most difficult children

373
00:19:36,980 --> 00:19:38,860
who are taken away from their homes

374
00:19:38,900 --> 00:19:42,100
and put into basically boarding schools

375
00:19:42,100 --> 00:19:44,300
to protect them and to protect them

376
00:19:44,300 --> 00:19:46,140
from others and from themselves

377
00:19:46,140 --> 00:19:47,700
that are using CLIL

378
00:19:48,700 --> 00:19:52,740
because it is providing such positive results

379
00:19:52,740 --> 00:19:53,980
in terms of the children.

380
00:19:53,980 --> 00:19:57,140
Sometimes it's because children from deprived homes,

381
00:19:58,020 --> 00:20:01,300
if they're English and they learn French,

382
00:20:01,300 --> 00:20:04,100
and they learn it in a fast, hands-on way,

383
00:20:04,100 --> 00:20:06,140
they're learning something that their parents never had.

384
00:20:06,140 --> 00:20:06,980
They're learning something

385
00:20:07,020 --> 00:20:09,460
that the people who abuse them,

386
00:20:09,460 --> 00:20:11,020
they can't identify it with.

387
00:20:11,020 --> 00:20:13,380
There are many, many ways of doing

388
00:20:13,380 --> 00:20:15,100
this teaching through English.

389
00:20:15,100 --> 00:20:18,100
There is 50% of the curriculum

390
00:20:18,100 --> 00:20:22,060
down to 3% of the curriculum or more.

391
00:20:22,060 --> 00:20:24,580
And all of these ways are very, very different.

392
00:20:24,580 --> 00:20:27,220
And the teamwork, the ways in which

393
00:20:27,220 --> 00:20:30,340
the language and the content are mixed,

394
00:20:30,340 --> 00:20:33,100
it is complicated at first,

395
00:20:33,100 --> 00:20:36,100
but there are various, various mechanisms

396
00:20:36,100 --> 00:20:37,940
which have the same element.

397
00:20:37,940 --> 00:20:42,180
And the evidence is only now beginning to kick in

398
00:20:43,140 --> 00:20:46,820
because this thing started as a grassroots

399
00:20:46,820 --> 00:20:51,060
and as an educator, as a professional phenomenon, okay?

400
00:20:51,060 --> 00:20:54,420
And that meant that actually the practice

401
00:20:54,420 --> 00:20:57,260
came before the research.

402
00:20:57,260 --> 00:21:00,020
Now this morning, I listened to a couple of people

403
00:21:00,020 --> 00:21:01,740
reporting on research,

404
00:21:01,740 --> 00:21:05,340
people who have done important research here in Spain.

405
00:21:05,340 --> 00:21:07,020
Across Europe now,

406
00:21:07,020 --> 00:21:10,140
there's an increasing amount of research coming through.

407
00:21:10,140 --> 00:21:12,980
Sometimes it's very hard to generalize

408
00:21:12,980 --> 00:21:16,580
the results of research from one school to another

409
00:21:16,580 --> 00:21:19,260
or from one classroom to another, you know?

410
00:21:19,260 --> 00:21:21,340
This is a messy business.

411
00:21:21,340 --> 00:21:23,700
But innovation itself is also,

412
00:21:23,700 --> 00:21:26,340
tends to be quite a messy business.

413
00:21:26,340 --> 00:21:28,340
But one of the nicest pieces of research

414
00:21:28,340 --> 00:21:31,100
that's come out in the last two years

415
00:21:31,100 --> 00:21:32,260
is from Germany.

416
00:21:33,220 --> 00:21:35,140
And it's from the north of Germany,

417
00:21:35,140 --> 00:21:36,620
North Rhine-Westphalia,

418
00:21:36,620 --> 00:21:39,500
where the conclusion was that actually

419
00:21:39,500 --> 00:21:43,220
if you provide good quality English

420
00:21:43,220 --> 00:21:46,460
plus a module,

421
00:21:46,460 --> 00:21:50,380
a module, a certain amount of a subject

422
00:21:50,380 --> 00:21:51,900
through English, geography,

423
00:21:53,700 --> 00:21:56,220
and you compare those young people,

424
00:21:56,220 --> 00:21:58,780
I forget the age, I believe it was 13,

425
00:21:58,780 --> 00:22:01,340
with kids who only have English,

426
00:22:01,340 --> 00:22:04,460
the kids who have the English plus,

427
00:22:04,460 --> 00:22:06,180
the CLIL, the bilingual learning,

428
00:22:06,180 --> 00:22:09,460
are three years ahead in terms of the English

429
00:22:09,460 --> 00:22:11,740
and at the same level in terms of the content.

430
00:22:11,740 --> 00:22:14,500
So the research and the evidence base

431
00:22:14,500 --> 00:22:16,460
is in its infancy.

432
00:22:16,460 --> 00:22:18,260
It's hard to generalize.

433
00:22:18,260 --> 00:22:19,940
But here in Spain,

434
00:22:19,940 --> 00:22:23,460
we have actually more and more researchers

435
00:22:23,460 --> 00:22:25,540
who have more and more important things to say.

436
00:22:25,540 --> 00:22:28,740
And they are saying things that are directly relevant

437
00:22:28,740 --> 00:22:31,500
here to the work that you're doing.

438
00:22:34,060 --> 00:22:36,500
I work internationally quite a lot

439
00:22:36,500 --> 00:22:38,260
and I'm working in countries

440
00:22:38,260 --> 00:22:41,540
which are taking up the teaching of,

441
00:22:41,540 --> 00:22:44,220
teaching through the medium of English.

442
00:22:44,220 --> 00:22:47,420
And the teachers that I'm seeing

443
00:22:47,420 --> 00:22:49,460
are becoming a little bit like,

444
00:22:50,740 --> 00:22:52,780
I don't know, like globe trotters?

445
00:22:52,780 --> 00:22:54,660
Or would you call them CLIL trotters?

446
00:22:54,660 --> 00:22:55,820
I'm not sure.

447
00:22:55,820 --> 00:22:58,180
But the teachers who get involved

448
00:22:58,580 --> 00:23:00,540
with teaching through English,

449
00:23:00,540 --> 00:23:02,740
whether they are language teachers

450
00:23:02,740 --> 00:23:04,980
or the teachers of other subjects

451
00:23:04,980 --> 00:23:07,540
or classroom teachers,

452
00:23:07,540 --> 00:23:11,420
are actually now increasingly in a good position.

453
00:23:11,420 --> 00:23:15,420
And that's why I wanted to mention this to you tonight.

454
00:23:15,420 --> 00:23:16,660
They are in a good position

455
00:23:16,660 --> 00:23:20,220
because we now know more than we ever did before

456
00:23:20,220 --> 00:23:22,740
as to what the competencies are

457
00:23:22,740 --> 00:23:27,740
that are required of a good bilingual education teacher,

458
00:23:27,940 --> 00:23:30,020
whether they're coming from the language side

459
00:23:30,020 --> 00:23:31,740
or from the other side.

460
00:23:31,740 --> 00:23:36,220
And also because the opportunities for these teachers

461
00:23:36,220 --> 00:23:39,460
to actually work abroad,

462
00:23:39,460 --> 00:23:42,980
be it through physical mobility or virtual mobility,

463
00:23:42,980 --> 00:23:44,740
is growing all the time.

464
00:23:46,580 --> 00:23:49,060
What we heard yesterday, last night,

465
00:23:49,060 --> 00:23:51,340
from the lecture on teacher training

466
00:23:51,340 --> 00:23:54,220
by Maria Jesus-Friggles,

467
00:23:54,220 --> 00:23:56,260
was about this framework here.

468
00:23:56,260 --> 00:23:58,420
This is just one example

469
00:23:58,420 --> 00:24:01,260
of bringing together a knowledge base

470
00:24:01,260 --> 00:24:03,660
of what is it I need to know

471
00:24:03,660 --> 00:24:08,380
in order to know that I'm good enough to do this task.

472
00:24:08,380 --> 00:24:11,020
So I think in terms of the teacher training

473
00:24:11,020 --> 00:24:13,780
and the development, we've actually come a long way.

474
00:24:13,780 --> 00:24:18,020
Let's move on now to the fourth milestone.

475
00:24:18,020 --> 00:24:19,220
Boom, perfect.

476
00:24:22,780 --> 00:24:24,820
English language attracts a lot of money,

477
00:24:24,820 --> 00:24:27,940
and it has done for at least 30 years.

478
00:24:27,940 --> 00:24:29,620
Because it attracts a lot of money,

479
00:24:29,620 --> 00:24:31,860
a lot of money has been invested

480
00:24:31,860 --> 00:24:35,980
in developing the methodologies for teaching English.

481
00:24:35,980 --> 00:24:38,980
CLIL, or the kind of bilingual education

482
00:24:38,980 --> 00:24:40,860
that we're looking at here,

483
00:24:40,860 --> 00:24:45,260
invites quite a big sea change in the old idea

484
00:24:45,260 --> 00:24:47,580
of what is good English teaching

485
00:24:47,580 --> 00:24:49,940
and who should actually be doing it.

486
00:24:49,940 --> 00:24:52,500
The milestone that we see now

487
00:24:52,540 --> 00:24:57,540
is that the real, the core of really good methodologies,

488
00:24:57,940 --> 00:25:01,340
which has been described in books

489
00:25:01,340 --> 00:25:05,740
by actually some of the people in this room and others,

490
00:25:05,740 --> 00:25:08,780
the actual core of really good

491
00:25:08,780 --> 00:25:10,980
teaching through another language

492
00:25:10,980 --> 00:25:14,340
applies to any language.

493
00:25:14,340 --> 00:25:16,340
And so what's happened now

494
00:25:16,340 --> 00:25:19,540
is that the teachers of French as a foreign language

495
00:25:19,540 --> 00:25:24,540
in Germany, or German as a foreign language in Italy,

496
00:25:25,380 --> 00:25:28,900
are increasingly looking at what is happening

497
00:25:28,900 --> 00:25:31,740
in these CLIL classrooms with a view

498
00:25:31,740 --> 00:25:35,300
to upgrading how they teach language.

499
00:25:35,300 --> 00:25:40,020
It's a little bit like once you've tasted a fine wine,

500
00:25:40,020 --> 00:25:43,740
it's very difficult to go back to a,

501
00:25:45,500 --> 00:25:47,940
do you have bad wine in Spain?

502
00:25:48,140 --> 00:25:50,900
I was gonna say Austrian plonk just to be safe

503
00:25:50,900 --> 00:25:52,940
because I have a feeling we're far enough away

504
00:25:52,940 --> 00:25:55,020
from that part of the world.

505
00:25:55,020 --> 00:25:57,340
And this is very true of young people.

506
00:25:57,340 --> 00:26:00,020
If they experience really good teaching

507
00:26:00,020 --> 00:26:01,980
and learning through English,

508
00:26:01,980 --> 00:26:04,380
they can become quite resistant

509
00:26:04,380 --> 00:26:05,820
to more traditional methods

510
00:26:05,820 --> 00:26:07,380
for the teaching of other languages.

511
00:26:07,380 --> 00:26:09,780
So one thing that we're seeing is this,

512
00:26:09,780 --> 00:26:13,380
is that the teaching of languages is being influenced

513
00:26:13,380 --> 00:26:15,700
by the very good practice in the CLIL classroom.

514
00:26:15,700 --> 00:26:19,340
But the other one relates very much to the reality

515
00:26:19,340 --> 00:26:21,620
that we're finding in our classrooms

516
00:26:21,620 --> 00:26:25,540
relating to migration and linguistic diversity.

517
00:26:26,940 --> 00:26:31,180
Teaching Spanish to recently arrived children

518
00:26:31,180 --> 00:26:33,940
from, for example, North Africa,

519
00:26:33,940 --> 00:26:38,940
the methods that we use thereby are very, very close

520
00:26:39,300 --> 00:26:42,900
to the core CLIL methods which we can see

521
00:26:42,900 --> 00:26:45,060
in the CLIL practice.

522
00:26:45,060 --> 00:26:46,300
They're very, very close.

523
00:26:46,300 --> 00:26:50,140
So now there's a dialogue opening up

524
00:26:50,140 --> 00:26:52,860
between all these different educators

525
00:26:52,860 --> 00:26:55,060
who are dealing with languages.

526
00:26:55,060 --> 00:26:56,500
And that's a very good thing.

527
00:26:56,500 --> 00:26:58,020
And it makes sense.

528
00:26:58,020 --> 00:26:59,980
It makes perfect sense.

529
00:26:59,980 --> 00:27:03,420
Because CLIL or this bilingual methodology

530
00:27:03,420 --> 00:27:07,060
is not a new special thing that was created

531
00:27:07,060 --> 00:27:09,940
as a product to sell the DVDs and the records

532
00:27:09,940 --> 00:27:11,540
and the da, da, da.

533
00:27:11,540 --> 00:27:16,260
It's actually a very solid language-based

534
00:27:16,260 --> 00:27:20,340
educational approach which provides quality education.

535
00:27:20,340 --> 00:27:23,500
And at this given time, in 2010,

536
00:27:23,500 --> 00:27:27,220
there's probably no decade as important as this

537
00:27:27,220 --> 00:27:30,940
in our lives where language and communication

538
00:27:30,940 --> 00:27:32,540
has been so important.

539
00:27:32,540 --> 00:27:36,060
I was reading a paper on the flight here yesterday

540
00:27:36,060 --> 00:27:38,740
about the head of BP,

541
00:27:38,740 --> 00:27:42,420
which the Americans call British Petroleum,

542
00:27:42,420 --> 00:27:44,580
with a very, very clear slant.

543
00:27:44,580 --> 00:27:46,700
And somebody was saying, how on earth

544
00:27:46,700 --> 00:27:49,940
does somebody in such a powerful corporation

545
00:27:49,940 --> 00:27:53,420
not know how to speak his own language, yeah?

546
00:27:53,420 --> 00:27:56,340
Not know how to basically communicate.

547
00:27:56,340 --> 00:27:59,860
The importance of communication for working life,

548
00:27:59,860 --> 00:28:03,140
for socioeconomic gain has never been higher.

549
00:28:03,140 --> 00:28:04,980
And it's never actually been higher

550
00:28:04,980 --> 00:28:08,060
in terms of something to do with digital literacy,

551
00:28:08,060 --> 00:28:09,660
which I'll come to in a minute.

552
00:28:11,340 --> 00:28:13,100
Now, I don't know what's been happening

553
00:28:13,100 --> 00:28:15,780
in the schools represented in this room,

554
00:28:15,780 --> 00:28:20,180
but one of the aspects of good bilingual teaching,

555
00:28:20,180 --> 00:28:23,060
good CLIL, has been to rethink

556
00:28:23,060 --> 00:28:26,540
how we test children's language.

557
00:28:26,540 --> 00:28:29,700
Now, in Finland, which I often call Funland

558
00:28:29,700 --> 00:28:31,780
because I'm so happy to live there,

559
00:28:32,700 --> 00:28:36,460
in Funland, when they introduced this phenomenon,

560
00:28:36,460 --> 00:28:39,980
there was one trade union that was very hostile to it,

561
00:28:39,980 --> 00:28:42,540
and that was the English Language Teachers Union,

562
00:28:42,540 --> 00:28:46,060
because they said, how can you possibly

563
00:28:46,060 --> 00:28:49,660
let Pekka, Sari, and Yulia

564
00:28:49,660 --> 00:28:53,140
teach geography through English to my precious students?

565
00:28:53,140 --> 00:28:55,660
Do you know, have you heard their English?

566
00:28:55,660 --> 00:28:58,380
You know, they are the most terrible models of English.

567
00:28:58,380 --> 00:29:00,260
This is destroying all my work,

568
00:29:00,260 --> 00:29:02,980
prima donna, prima donna, prima donna.

569
00:29:03,980 --> 00:29:06,140
They then set up tests where they said,

570
00:29:06,140 --> 00:29:10,540
aha, the children who study 20% through English

571
00:29:10,540 --> 00:29:15,540
at the age of nine are doing worse in the English tests

572
00:29:15,620 --> 00:29:19,180
than the children who only had English language teaching,

573
00:29:19,180 --> 00:29:21,780
because what is it about tests?

574
00:29:21,780 --> 00:29:25,500
Tests can be made to measure all sorts of different things.

575
00:29:25,500 --> 00:29:27,620
I used to live in a country where they didn't want

576
00:29:27,620 --> 00:29:29,900
any foreigners to get passports,

577
00:29:29,900 --> 00:29:32,740
so they had a language test.

578
00:29:33,060 --> 00:29:35,180
The language was actually dead easy to learn,

579
00:29:35,180 --> 00:29:36,700
but it was a language test,

580
00:29:36,700 --> 00:29:38,260
and it would have questions like,

581
00:29:38,260 --> 00:29:40,980
what is straight and narrow?

582
00:29:43,180 --> 00:29:45,260
The answer was ruler, apparently,

583
00:29:45,260 --> 00:29:46,740
but you would never know that.

584
00:29:48,020 --> 00:29:53,020
So a fifth milestone is how this methodology

585
00:29:53,260 --> 00:29:57,140
works in a way like a Trojan horse

586
00:29:57,140 --> 00:29:59,360
when it comes into the school,

587
00:29:59,360 --> 00:30:03,120
whether it's very small or whether it's quite significant,

588
00:30:03,120 --> 00:30:05,040
it actually invites change,

589
00:30:05,040 --> 00:30:08,120
and it invites change across a whole range

590
00:30:08,120 --> 00:30:11,460
of different issues, including assessment.

591
00:30:13,200 --> 00:30:14,680
Another change that we've seen,

592
00:30:14,680 --> 00:30:16,840
another milestone, has been to do

593
00:30:16,840 --> 00:30:18,840
with stakeholder awareness,

594
00:30:18,840 --> 00:30:21,920
all the people who matter in terms

595
00:30:21,920 --> 00:30:25,240
of making something work and so on.

596
00:30:26,080 --> 00:30:31,080
Politicians sometimes jump on things

597
00:30:31,800 --> 00:30:35,400
in order to get gain, we know that.

598
00:30:35,400 --> 00:30:38,280
And there's been a lot of examples in many countries,

599
00:30:38,280 --> 00:30:41,180
not of course in Spain, I stress that,

600
00:30:41,180 --> 00:30:44,920
not of course in Spain, where bilingual education

601
00:30:44,920 --> 00:30:47,380
has been used to get votes, all right?

602
00:30:47,380 --> 00:30:50,740
To curry favor, not to flavor curry.

603
00:30:52,120 --> 00:30:53,640
And that was actually quite good,

604
00:30:53,640 --> 00:30:55,640
where did that come from, I don't know.

605
00:30:56,800 --> 00:30:59,640
Must be because I was thinking about Malaysia, but anyway.

606
00:31:05,680 --> 00:31:09,920
European statistics show that the reading skills

607
00:31:09,920 --> 00:31:14,640
of 15, 16-year-old boys is going down

608
00:31:14,640 --> 00:31:18,000
very, very fast indeed in our national languages.

609
00:31:18,840 --> 00:31:20,000
Girls?

610
00:31:20,000 --> 00:31:23,820
Girls are sloping down, but boys are nosediving.

611
00:31:28,800 --> 00:31:31,800
What they don't do is that at the moment

612
00:31:31,800 --> 00:31:36,660
we don't have tests in what we call digital literacy,

613
00:31:36,660 --> 00:31:41,600
what the European Commission calls electronic literacies.

614
00:31:41,600 --> 00:31:46,600
Literacy is actually a word that has expanded

615
00:31:46,640 --> 00:31:50,920
in relevance and importance right across education

616
00:31:50,920 --> 00:31:54,440
because of going back to the power of Generation C,

617
00:31:54,440 --> 00:31:57,920
Generation Cyber, and the importance of being able

618
00:31:57,920 --> 00:32:02,920
to read and work using the new consoles and so forth.

619
00:32:03,340 --> 00:32:06,160
Now, the importance of literacy is seen

620
00:32:06,160 --> 00:32:09,480
as an economic factor, and so I would argue now

621
00:32:09,480 --> 00:32:12,440
that there are more and more key people

622
00:32:12,440 --> 00:32:16,200
who understand the importance of the work

623
00:32:16,800 --> 00:32:19,920
which you, we, do, because they understand

624
00:32:19,920 --> 00:32:23,240
that this is more than about English,

625
00:32:23,240 --> 00:32:25,920
and that there are some gains to be had

626
00:32:25,920 --> 00:32:30,400
from a bilingual or a trilingual educational experience

627
00:32:30,400 --> 00:32:33,720
which are seriously important for the well-being

628
00:32:33,720 --> 00:32:37,460
of society and so on, and so that sixth milestone

629
00:32:37,460 --> 00:32:39,240
is something that really has happened.

630
00:32:39,240 --> 00:32:42,720
You may not feel it, you may not actually feel

631
00:32:42,720 --> 00:32:46,680
that your voice is recognized, but actually,

632
00:32:46,680 --> 00:32:49,720
when you look at discussion on education,

633
00:32:49,720 --> 00:32:53,080
languages are very, very, very important,

634
00:32:53,080 --> 00:32:57,280
and the good news is that the power of English

635
00:32:57,280 --> 00:33:00,700
is supporting the power for the learning

636
00:33:00,700 --> 00:33:03,280
of other languages, whereas 10 years ago,

637
00:33:03,280 --> 00:33:07,560
people were either English haters or English lovers.

638
00:33:07,560 --> 00:33:08,760
No, they weren't English lovers.

639
00:33:08,760 --> 00:33:10,860
They liked English very much, okay?

640
00:33:10,980 --> 00:33:13,220
Or they were like me.

641
00:33:13,220 --> 00:33:15,460
They were Australian, and they were just permanently rude

642
00:33:15,460 --> 00:33:17,620
about the British, but basically,

643
00:33:17,620 --> 00:33:19,740
this milestone is very important.

644
00:33:19,740 --> 00:33:22,280
Another one which is extremely important

645
00:33:22,280 --> 00:33:24,740
for the reasons that I'm going to explain in a moment

646
00:33:24,740 --> 00:33:29,020
to do with the impact of language learning on the brain

647
00:33:29,020 --> 00:33:32,100
is a very, very hot issue at the moment in Europe.

648
00:33:33,580 --> 00:33:36,980
There's been a lot of fear that introducing

649
00:33:37,100 --> 00:33:41,260
a second language too early would hurt the first language.

650
00:33:41,260 --> 00:33:44,940
There's been a lot of emotional and powerful discussion

651
00:33:44,940 --> 00:33:49,420
on that issue for many reasons in many different societies

652
00:33:49,420 --> 00:33:51,820
for many highly complex reasons.

653
00:33:51,820 --> 00:33:55,940
Language is not an easy issue, as we well know,

654
00:33:55,940 --> 00:34:00,940
but the impact of early exposure

655
00:34:00,940 --> 00:34:04,420
to the different sounds of languages

656
00:34:04,420 --> 00:34:06,540
and to the naturalness of language

657
00:34:06,540 --> 00:34:09,620
are now hot on the European agenda,

658
00:34:09,620 --> 00:34:13,860
and at the European level, there is a very powerful movement

659
00:34:13,860 --> 00:34:17,900
to encourage the take-up of learning by doing

660
00:34:17,900 --> 00:34:21,660
through another language at preschool, kindergarten.

661
00:34:23,140 --> 00:34:26,740
Milestone eight, competence-based education.

662
00:34:26,740 --> 00:34:29,820
You've been discussing the key competences from Europe

663
00:34:29,820 --> 00:34:33,700
and their adaptation into the Spanish Autonomous Regions

664
00:34:33,940 --> 00:34:36,500
until you don't want to ever hear the word competence again.

665
00:34:36,500 --> 00:34:38,860
Is it a nice word, competence?

666
00:34:38,860 --> 00:34:41,180
Not really, no, it's pretty horrible.

667
00:34:41,180 --> 00:34:45,620
We had 2009, we had our year of creativity,

668
00:34:45,620 --> 00:34:48,860
and we have the eight competences.

669
00:34:48,860 --> 00:34:51,780
Now, think about Madrid,

670
00:34:51,780 --> 00:34:53,740
think about the work that you're doing.

671
00:34:55,060 --> 00:34:58,020
When you look at the eight key competences from Europe,

672
00:34:58,020 --> 00:35:02,060
which in Spain are nine, is that big?

673
00:35:03,020 --> 00:35:05,020
It's eight.

674
00:35:08,180 --> 00:35:10,220
Because I think in Finland it's five now,

675
00:35:10,220 --> 00:35:12,900
but that's because they're just born natural competent people,

676
00:35:12,900 --> 00:35:13,900
but anyway...

677
00:35:13,900 --> 00:35:15,900
LAUGHTER

678
00:35:15,900 --> 00:35:18,580
If you look at these eight key competences,

679
00:35:18,580 --> 00:35:21,700
at least five of them are developed

680
00:35:21,700 --> 00:35:24,900
as a result of good quality learning

681
00:35:24,900 --> 00:35:26,700
through an additional language.

682
00:35:26,700 --> 00:35:30,020
I don't want to say any more about that because of time tonight,

683
00:35:30,060 --> 00:35:33,300
but CLIL, or Good Bilingual Education,

684
00:35:33,300 --> 00:35:37,460
directly supports competence-based education

685
00:35:37,460 --> 00:35:40,580
and the results from the evidence base

686
00:35:40,580 --> 00:35:46,060
of what happens with boys towards learning languages

687
00:35:46,060 --> 00:35:48,900
and the attitude change from,

688
00:35:48,900 --> 00:35:52,660
I hate English, to, yeah, OK, I'll do it,

689
00:35:52,660 --> 00:35:58,220
and the attitude of young girls towards science is smelly stuff,

690
00:35:58,220 --> 00:36:00,820
it's for boys, because boys are smelly stuff.

691
00:36:00,820 --> 00:36:04,580
The attitude of girls moving towards taking up science subjects,

692
00:36:04,580 --> 00:36:08,460
this gender balance, is very, very interesting indeed.

693
00:36:08,460 --> 00:36:11,140
And I think there's an awful lot to be said

694
00:36:11,140 --> 00:36:14,620
that actually this bilingual education

695
00:36:14,620 --> 00:36:17,580
is one of those bricks or blocks

696
00:36:17,580 --> 00:36:19,980
which helps develop competence-based education.

697
00:36:22,580 --> 00:36:26,620
Milestone nine is to do very much with what we have now

698
00:36:26,620 --> 00:36:30,860
and the immediate future in terms of the technologies.

699
00:36:30,860 --> 00:36:34,220
And I put it in because of discussions,

700
00:36:34,220 --> 00:36:37,060
partly with one or two people in this room,

701
00:36:37,060 --> 00:36:41,300
about what's happening now with the new technologies.

702
00:36:41,300 --> 00:36:45,860
Last night, a couple of us were trying to work out

703
00:36:45,860 --> 00:36:46,980
where there was a restaurant.

704
00:36:46,980 --> 00:36:48,820
I know there are lots of restaurants in Madrid,

705
00:36:48,820 --> 00:36:50,820
but we had to meet somebody in a restaurant,

706
00:36:50,820 --> 00:36:52,700
so we needed to find a restaurant.

707
00:36:52,700 --> 00:36:56,140
And the chap behind the hotel reception, what did he do?

708
00:36:56,140 --> 00:36:59,580
Did he get out a map, like a paper map?

709
00:36:59,580 --> 00:37:00,500
No.

710
00:37:00,500 --> 00:37:03,420
Did he say to us, look, forget it, just find any restaurant?

711
00:37:03,420 --> 00:37:04,300
No.

712
00:37:04,300 --> 00:37:08,300
What he did was he pulled out an iPad.

713
00:37:08,300 --> 00:37:14,220
Yeah, he pulled out a tablet, iPad, machine, and so on.

714
00:37:14,220 --> 00:37:18,140
We have found that when we teach through English

715
00:37:18,140 --> 00:37:20,140
in the north of Europe,

716
00:37:20,140 --> 00:37:24,580
it encourages the children to do more homework.

717
00:37:24,620 --> 00:37:28,900
But they only do more homework if they are empowered to do it

718
00:37:28,900 --> 00:37:31,700
and if they have access to the internet.

719
00:37:31,700 --> 00:37:34,900
So what we're seeing is a tripling,

720
00:37:34,900 --> 00:37:40,060
a tripling of the number of hours spent doing homework

721
00:37:40,060 --> 00:37:45,820
from adolescents, young adolescents, from 12 onwards,

722
00:37:45,820 --> 00:37:47,740
if they are empowered to do it.

723
00:37:47,740 --> 00:37:52,940
So if there is a module on something to do with the environment

724
00:37:52,940 --> 00:37:55,580
and they are asked by their teacher who says,

725
00:37:55,580 --> 00:37:57,940
look, actually, guys, I'm not very good at using computers,

726
00:37:57,940 --> 00:38:01,180
which means I'm very tired and I don't want to do this job.

727
00:38:01,180 --> 00:38:03,580
Can you do it tonight?

728
00:38:03,580 --> 00:38:06,780
The youngsters are working through another language

729
00:38:06,780 --> 00:38:10,420
in order to retrieve the information which they bring to school

730
00:38:10,420 --> 00:38:13,420
and which helps to serve the things and so on.

731
00:38:13,420 --> 00:38:19,900
The use of the internet is directly linked to the teaching through English.

732
00:38:19,900 --> 00:38:23,500
And English is the easiest one in the world to use.

733
00:38:23,500 --> 00:38:26,460
I mean, if you're teaching through French here or through German,

734
00:38:26,460 --> 00:38:27,820
it would be a different ballgame.

735
00:38:27,820 --> 00:38:29,580
It would be much tougher.

736
00:38:29,580 --> 00:38:31,180
Not impossible, but tougher.

737
00:38:31,180 --> 00:38:32,980
But with English, it's very, very easy.

738
00:38:32,980 --> 00:38:38,980
So milestone nine is that actually this bilingual learning

739
00:38:38,980 --> 00:38:45,740
is really, really suitable for the new wave of iPad-type equipment

740
00:38:45,740 --> 00:38:47,620
that is going to come into our lives soon.

741
00:38:47,620 --> 00:38:50,020
Some people say this won't happen.

742
00:38:50,020 --> 00:38:55,740
I have colleagues who say, David, David, David,

743
00:38:55,740 --> 00:39:00,860
did the computers really have an impact on education?

744
00:39:00,860 --> 00:39:03,740
Do you want me to replace this teacher with a computer?

745
00:39:03,740 --> 00:39:06,300
Do you think that's going to make a better classroom?

746
00:39:06,300 --> 00:39:10,380
And I'm saying, John, John, John.

747
00:39:10,380 --> 00:39:15,180
The point is, one, the children are using these things in their real lives.

748
00:39:15,180 --> 00:39:20,860
And two, the new wave is going to be so profound and so powerful

749
00:39:20,860 --> 00:39:24,180
and so cheap and so accessible that it will have an impact.

750
00:39:24,180 --> 00:39:31,700
Ergo, teaching now through CLIL is preparing for this next wave,

751
00:39:31,700 --> 00:39:35,140
whether it's called learning two or learning three or learning Mickey Mouse,

752
00:39:35,140 --> 00:39:36,620
it doesn't really matter.

753
00:39:36,620 --> 00:39:40,140
But it is very much an integrated approach

754
00:39:40,140 --> 00:39:44,780
which reflects an integrated technology in an integrated society.

755
00:39:44,780 --> 00:39:47,740
Number 10.

756
00:39:47,740 --> 00:39:49,460
Now, this is the 10th milestone.

757
00:39:49,460 --> 00:39:52,620
What was the original number of the list?

758
00:39:52,620 --> 00:39:57,500
10. So the good news is this presentation is coming to an end.

759
00:39:57,500 --> 00:39:59,700
Wow, OK. Breathe deeply.

760
00:39:59,700 --> 00:40:16,300
For many years, educators have been in privileged environments

761
00:40:16,300 --> 00:40:19,140
encouraging children to learn languages

762
00:40:19,140 --> 00:40:21,580
and actually to learn through languages

763
00:40:21,580 --> 00:40:25,460
without calling it bilingual anything, right?

764
00:40:25,460 --> 00:40:30,660
The European schools, I interviewed a couple of people for jobs recently

765
00:40:30,660 --> 00:40:33,020
and they both worked in Brussels in the European school

766
00:40:33,020 --> 00:40:36,900
and they said, in the European school, the French teachers sit there,

767
00:40:36,900 --> 00:40:40,180
the German teachers sit there, the Finnish teachers sit there,

768
00:40:40,180 --> 00:40:41,740
and the English teachers sit there.

769
00:40:41,740 --> 00:40:44,340
That is the people teaching through these languages,

770
00:40:44,340 --> 00:40:47,060
but they never actually talk to each other.

771
00:40:47,060 --> 00:40:52,220
And there's hardly any real integration within the environment of what they're doing.

772
00:40:52,220 --> 00:40:54,180
But the kids are super bright.

773
00:40:54,180 --> 00:40:57,220
Ah, the kids are bright, they say. They're so bright.

774
00:40:57,220 --> 00:41:01,580
They're bright, bright, bright. They sparkle.

775
00:41:01,580 --> 00:41:03,140
So the question is, why are they bright?

776
00:41:03,140 --> 00:41:06,500
Are they bright because they are privileged, bright kids

777
00:41:06,500 --> 00:41:11,700
or because they have European Commission muesli for lunch or what?

778
00:41:11,700 --> 00:41:14,260
Or is there some feeding of the brain?

779
00:41:14,260 --> 00:41:17,740
Is there some nourishment of the brain which is happening

780
00:41:17,740 --> 00:41:22,140
as a result of every day or every second day

781
00:41:22,140 --> 00:41:26,700
of having this opportunity to learn through a second language?

782
00:41:26,700 --> 00:41:30,980
And last year, there was a study completed for the European Commission.

783
00:41:30,980 --> 00:41:34,100
It's very easy to find, and I will show you where to find it later,

784
00:41:34,100 --> 00:41:41,940
called CREAM, which actually summarized part of what is found

785
00:41:41,940 --> 00:41:46,740
when people have the opportunity to think in a different language

786
00:41:46,740 --> 00:41:49,620
for some part of the day, the week, or whatever,

787
00:41:49,620 --> 00:41:53,980
or that people who have a foreign language.

788
00:41:53,980 --> 00:41:56,580
I spent many, many years learning French,

789
00:41:56,580 --> 00:41:59,820
but I never actually learned how to think in French.

790
00:41:59,820 --> 00:42:05,420
I knew a lot about French grammar, and I knew a lot about French words,

791
00:42:05,420 --> 00:42:08,540
and I knew quite a lot about French civilization,

792
00:42:08,540 --> 00:42:15,380
because actually that was probably the most important thing we were taught.

793
00:42:15,380 --> 00:42:18,660
We were also taught that civilization came from Britain.

794
00:42:18,740 --> 00:42:20,700
Were you taught that here in Spain?

795
00:42:20,700 --> 00:42:24,580
Because they say in Australia,

796
00:42:24,580 --> 00:42:28,420
yeah, civilization, culture came from Britain, but it never went back.

797
00:42:28,420 --> 00:42:32,860
But anyway, I'm sorry.

798
00:42:32,860 --> 00:42:35,780
And if you're here from Britain, yeah, actually I'm British,

799
00:42:35,780 --> 00:42:37,740
so I'm just a make-believe Australian,

800
00:42:37,740 --> 00:42:41,980
so forgive me for the cheap laughter.

801
00:42:41,980 --> 00:42:46,660
Neuroplasticity, very, very important word, a very exciting word,

802
00:42:46,660 --> 00:42:48,980
worth Googling just to find out what it means.

803
00:42:48,980 --> 00:42:52,660
It talks about the impact on the brain of the right stimulus.

804
00:42:52,660 --> 00:42:55,420
It talks about sparking brains.

805
00:42:55,420 --> 00:42:57,740
And there are people who say,

806
00:42:57,740 --> 00:43:00,460
and a direct quote from somebody, I've forgotten his name,

807
00:43:00,460 --> 00:43:02,620
you know, why is it when I go into schools,

808
00:43:02,620 --> 00:43:06,420
I see lots of really motivated six-year-olds

809
00:43:06,420 --> 00:43:10,780
and lots of really bored 16-year-olds?

810
00:43:10,780 --> 00:43:14,660
And I have been in Spain long enough to know that actually,

811
00:43:14,660 --> 00:43:17,380
like in many other countries,

812
00:43:17,380 --> 00:43:22,900
an awful lot of teaching time is spent in lower-order thinking

813
00:43:22,900 --> 00:43:27,100
or in actually not really sparking the brain much at all.

814
00:43:27,100 --> 00:43:31,060
And when you go into a good bilingual education classroom,

815
00:43:31,060 --> 00:43:34,420
which is using socioconstructivist methodologies,

816
00:43:34,420 --> 00:43:37,140
where the children themselves, the students,

817
00:43:37,140 --> 00:43:42,180
are cooperating with each other to achieve higher-order learning goals,

818
00:43:42,180 --> 00:43:45,380
you know that those brains, or more of those brains,

819
00:43:45,380 --> 00:43:47,860
are sparking for more of the time.

820
00:43:47,860 --> 00:43:50,180
Now, from the neuroscientific point of view,

821
00:43:50,180 --> 00:43:52,100
the argument would be this.

822
00:43:52,100 --> 00:43:55,780
Because they're having to think in English very quickly,

823
00:43:55,780 --> 00:43:59,340
which the seven years of learning French did not achieve for me,

824
00:43:59,340 --> 00:44:05,180
because they're trying to focus on why is it that the bottle weighs more

825
00:44:05,180 --> 00:44:08,620
with the water in it than with the empty bottle.

826
00:44:08,620 --> 00:44:11,540
Because they're trying to do that, there's a tension.

827
00:44:11,580 --> 00:44:13,860
There's a tension in the brain.

828
00:44:13,860 --> 00:44:17,820
But because they're doing it in a good Madrid bilingual education school,

829
00:44:17,820 --> 00:44:22,220
they have the linguistic scaffolding and the content scaffolding

830
00:44:22,220 --> 00:44:25,020
to enable them to achieve the task.

831
00:44:25,020 --> 00:44:27,420
And so there's quite a lot of argument that actually,

832
00:44:27,420 --> 00:44:31,940
what we're doing here is we're providing an impact

833
00:44:31,940 --> 00:44:34,620
which is very hard to provide in a lot of lessons,

834
00:44:34,620 --> 00:44:37,740
because kids are difficult and kids get bored very easily.

835
00:44:37,740 --> 00:44:40,900
And we used to call this the honeymoon factor

836
00:44:40,900 --> 00:44:43,380
with teaching through another language,

837
00:44:43,380 --> 00:44:45,940
because we couldn't really fully understand

838
00:44:45,940 --> 00:44:49,740
why the results that we were getting are so good.

839
00:44:49,740 --> 00:44:51,020
If you're interested,

840
00:44:51,020 --> 00:44:54,980
I'd like to suggest that you take a look at this CREAM report.

841
00:44:54,980 --> 00:44:56,940
And as I say, I'll show you what the address is.

842
00:44:56,940 --> 00:44:59,100
But here's a summary of what it has to say.

843
00:45:05,660 --> 00:45:10,340
Children who have two languages are faster at gaming.

844
00:45:10,380 --> 00:45:14,740
They're faster at making complicated decisions to do with gaming

845
00:45:14,740 --> 00:45:17,660
using internet consoles and others.

846
00:45:17,660 --> 00:45:21,420
I know a load of teachers now who have used that as an excuse

847
00:45:21,420 --> 00:45:23,900
for convincing boys they should learn English.

848
00:45:23,900 --> 00:45:26,060
It's good for your gaming skills.

849
00:45:27,940 --> 00:45:32,220
The decision-making skills are heightened

850
00:45:32,220 --> 00:45:34,940
in the youngsters who have the two languages.

851
00:45:34,940 --> 00:45:36,900
There's no real research on three languages,

852
00:45:36,900 --> 00:45:38,300
but it's almost certainly the case

853
00:45:38,300 --> 00:45:41,140
that trilinguals are even more enhanced.

854
00:45:41,140 --> 00:45:43,900
Now, what's interesting about the research is this.

855
00:45:43,900 --> 00:45:47,580
We used to think that an advantage from two languages

856
00:45:47,580 --> 00:45:52,580
would only really kick in when we were bilingual.

857
00:45:52,580 --> 00:45:53,820
What does bilingual mean?

858
00:45:53,820 --> 00:45:57,740
If I asked you to turn now and define bilingual,

859
00:45:57,740 --> 00:45:59,860
or if I asked you to stand up,

860
00:45:59,860 --> 00:46:02,900
all of those who think they are bilingual in the room,

861
00:46:02,900 --> 00:46:04,180
we would have chaos.

862
00:46:04,180 --> 00:46:05,500
And we can't have chaos

863
00:46:05,500 --> 00:46:07,780
because we're coming to the end of the lecture.

864
00:46:07,780 --> 00:46:09,060
All right?

865
00:46:09,060 --> 00:46:12,380
So what is interesting about the research

866
00:46:12,380 --> 00:46:15,700
is to do with that word neuroplasticity.

867
00:46:15,700 --> 00:46:19,700
And it's to do with that the right teaching methodology

868
00:46:19,700 --> 00:46:23,140
through another language can actually have an impact

869
00:46:23,140 --> 00:46:27,100
so that the changes may kick in much earlier

870
00:46:27,100 --> 00:46:28,540
than we might think.

871
00:46:28,540 --> 00:46:31,420
So the results from CREAM are very much to do

872
00:46:31,420 --> 00:46:33,780
with people who have two languages,

873
00:46:33,780 --> 00:46:38,260
but it may be this much Spanish and this much French,

874
00:46:38,260 --> 00:46:41,580
or this much Spanish and this much French.

875
00:46:41,580 --> 00:46:44,180
And that's why I think this is perhaps

876
00:46:44,180 --> 00:46:47,740
the most exciting study that I've seen,

877
00:46:47,740 --> 00:46:52,740
which indicates why this integrated type of methodology

878
00:46:53,820 --> 00:46:56,300
that we're using is having such good results.

879
00:46:56,300 --> 00:46:59,300
Filtering out information quickly,

880
00:46:59,300 --> 00:47:01,260
being able to go through a mess

881
00:47:01,260 --> 00:47:03,540
to see what the information that I want

882
00:47:04,300 --> 00:47:05,380
is one of the advantages.

883
00:47:05,380 --> 00:47:08,140
Short term memory, better.

884
00:47:08,140 --> 00:47:11,020
The working memory, enhanced.

885
00:47:11,020 --> 00:47:14,460
And the working memory, if that is better,

886
00:47:14,460 --> 00:47:17,580
in the kids who have the two languages,

887
00:47:17,580 --> 00:47:18,980
what does it mean?

888
00:47:18,980 --> 00:47:21,300
Does it make them happier?

889
00:47:21,300 --> 00:47:22,140
Don't know.

890
00:47:22,140 --> 00:47:22,980
More depressed?

891
00:47:22,980 --> 00:47:23,820
Don't know.

892
00:47:23,820 --> 00:47:26,140
What it means is that they can retain information

893
00:47:26,140 --> 00:47:28,180
for problem solving for longer.

894
00:47:28,180 --> 00:47:31,660
So there seems to be a power charge on the memory

895
00:47:31,700 --> 00:47:33,900
coming about from bilingualism.

896
00:47:34,860 --> 00:47:37,940
And of course, that has an impact on learning,

897
00:47:37,940 --> 00:47:40,620
whatever you're learning in whatever language.

898
00:47:40,620 --> 00:47:42,660
So then we go back in time and we say,

899
00:47:42,660 --> 00:47:46,860
aha, were we learning Latin and Greek

900
00:47:46,860 --> 00:47:49,100
in those elite schools?

901
00:47:49,100 --> 00:47:53,140
Was it really to understand the roots of our languages?

902
00:47:53,140 --> 00:47:54,940
Or was it because at that time,

903
00:47:54,940 --> 00:47:59,740
people knew that it was a way of nourishing the mind?

904
00:47:59,780 --> 00:48:02,740
It was a way of exercising the brain

905
00:48:02,740 --> 00:48:04,860
as if it were a muscle.

906
00:48:04,860 --> 00:48:07,900
The perception and the thinking skills

907
00:48:07,900 --> 00:48:12,900
appear to be enhanced by those that have the two languages.

908
00:48:13,660 --> 00:48:16,140
And that means, ladies and gentlemen,

909
00:48:16,140 --> 00:48:19,700
that achieving the higher order goals,

910
00:48:19,700 --> 00:48:24,700
which Klil tries to embed into the methodologies

911
00:48:24,820 --> 00:48:27,860
and the materials, may be linked

912
00:48:27,900 --> 00:48:29,860
to a saying in Hungarian,

913
00:48:29,860 --> 00:48:33,380
which is that the palm, the palm trees,

914
00:48:33,380 --> 00:48:36,900
they grow faster if they're under pressure,

915
00:48:36,900 --> 00:48:39,300
but they must be secure.

916
00:48:39,300 --> 00:48:41,780
And I think that is very, very true

917
00:48:41,780 --> 00:48:43,660
of our bilingual classrooms.

918
00:48:43,660 --> 00:48:47,140
We are getting more energy from the plant

919
00:48:47,140 --> 00:48:48,900
because there is a constraint,

920
00:48:48,900 --> 00:48:51,140
and the constraint is language,

921
00:48:51,140 --> 00:48:54,140
but they're having excellent teachers and teaching.

922
00:48:54,140 --> 00:48:56,220
You are excellent teachers, aren't you?

923
00:48:56,220 --> 00:48:57,060
Okay.

924
00:48:58,380 --> 00:48:59,900
You must be either excellent or mad

925
00:48:59,900 --> 00:49:02,700
to be here on an evening like this, but anyway.

926
00:49:02,700 --> 00:49:06,500
Who are able to achieve these functions.

927
00:49:06,500 --> 00:49:10,420
So thinking creatively, interpreting information,

928
00:49:10,420 --> 00:49:14,060
problem solving, all of these appear to be enhanced,

929
00:49:14,060 --> 00:49:15,700
including this one,

930
00:49:15,700 --> 00:49:17,900
which is developing interpersonal skills.

931
00:49:17,900 --> 00:49:20,060
And now, as I come towards the end,

932
00:49:23,180 --> 00:49:25,220
in the countries where this is being studied,

933
00:49:25,220 --> 00:49:27,460
and it's very hard to do scientific research on this,

934
00:49:28,100 --> 00:49:30,020
you can only really have anecdotal research from teachers.

935
00:49:30,020 --> 00:49:33,140
Teachers say, hey, this is strange,

936
00:49:33,140 --> 00:49:35,820
that my kids have been learning 30% through French

937
00:49:35,820 --> 00:49:40,420
for a year, but their first language communication skills

938
00:49:40,420 --> 00:49:42,180
are now much better.

939
00:49:42,180 --> 00:49:45,620
They're actually somehow more smart.

940
00:49:45,620 --> 00:49:47,220
They may be more manipulative,

941
00:49:47,220 --> 00:49:49,180
but then I don't know what is communication,

942
00:49:49,180 --> 00:49:50,740
but they're smarter,

943
00:49:50,740 --> 00:49:54,100
and their interpersonal self-confidence is greater.

944
00:49:54,100 --> 00:49:56,220
And from the neuroscientific point of view,

945
00:49:56,260 --> 00:50:00,700
it's because of this process of being able to reflect back

946
00:50:00,700 --> 00:50:03,820
on the different language resources that we have.

947
00:50:03,820 --> 00:50:06,700
So there's even evidence of the development

948
00:50:06,700 --> 00:50:09,060
of the interpersonal dimension here,

949
00:50:09,060 --> 00:50:10,900
which I think is very, very important.

950
00:50:10,900 --> 00:50:14,740
So the brain research is perhaps the 10th milestone,

951
00:50:14,740 --> 00:50:16,700
and it's perhaps the most exciting one,

952
00:50:16,700 --> 00:50:20,820
because it's like for over 2,000 years,

953
00:50:20,820 --> 00:50:24,660
we've been trying to work out what happens in the brain,

954
00:50:24,660 --> 00:50:25,900
or when we teach people,

955
00:50:25,900 --> 00:50:29,140
how do we actually make it work as best as possible?

956
00:50:29,140 --> 00:50:33,540
But now, in the last five years in particular,

957
00:50:33,540 --> 00:50:35,500
more and more of the equipment,

958
00:50:35,500 --> 00:50:37,620
the previously very expensive equipment,

959
00:50:37,620 --> 00:50:40,140
which was spent on researching drugs and so on,

960
00:50:40,140 --> 00:50:42,220
and disorders of the brain,

961
00:50:42,220 --> 00:50:46,820
are being used on research a la languages, et cetera.

962
00:50:46,820 --> 00:50:49,860
And that now is feeding us with very,

963
00:50:49,860 --> 00:50:51,820
very interesting information.

964
00:50:51,820 --> 00:50:54,300
There's no eureka here,

965
00:50:54,940 --> 00:50:58,740
but actually CREAM represents the first pulling together

966
00:50:58,740 --> 00:51:02,580
of something that may help us understand why

967
00:51:02,580 --> 00:51:04,940
we can stretch children more

968
00:51:04,940 --> 00:51:06,580
when they're learning through English,

969
00:51:06,580 --> 00:51:09,580
and we can actually achieve quite a lot when we do it.

970
00:51:11,260 --> 00:51:13,780
As I say, I'm working a lot with teachers

971
00:51:13,780 --> 00:51:16,620
who got involved with teaching in English,

972
00:51:16,620 --> 00:51:20,860
and who then found that it opened doors for them.

973
00:51:20,860 --> 00:51:22,900
And I think this is very, very true.

974
00:51:22,900 --> 00:51:25,180
You don't need to leave,

975
00:51:25,180 --> 00:51:27,260
what's a village outside Madrid called?

976
00:51:29,140 --> 00:51:29,980
Aranjuez.

977
00:51:32,580 --> 00:51:37,020
You don't actually have to leave your school in Aranjuez

978
00:51:37,020 --> 00:51:40,460
in order for the world to come into the school.

979
00:51:40,460 --> 00:51:43,580
With English, we have a fantastic opportunity

980
00:51:43,580 --> 00:51:44,940
to actually link the world

981
00:51:44,940 --> 00:51:47,340
without going anywhere near an airport.

982
00:51:47,340 --> 00:51:49,060
But what does seem to be happening

983
00:51:49,060 --> 00:51:51,660
is that the teachers who get involved

984
00:51:51,660 --> 00:51:55,100
with teaching through the medium of another language

985
00:51:55,100 --> 00:51:58,860
say, you know, at the beginning, I thought I was crazy.

986
00:51:58,860 --> 00:51:59,940
And at the beginning, you know,

987
00:51:59,940 --> 00:52:01,580
my husband complained all the time

988
00:52:01,580 --> 00:52:03,820
because I really did have to work.

989
00:52:03,820 --> 00:52:05,140
At the beginning, you know,

990
00:52:05,140 --> 00:52:07,860
I really didn't think I had the language skills to do this,

991
00:52:07,860 --> 00:52:10,940
and I thought the children would laugh at me, and they did.

992
00:52:10,940 --> 00:52:13,340
But I'm really glad I did it

993
00:52:13,340 --> 00:52:15,460
because I've been teaching for seven years,

994
00:52:15,460 --> 00:52:17,020
and like Marilyn Monroe,

995
00:52:17,020 --> 00:52:19,380
I had the seven-year itch and I wanted to change,

996
00:52:19,380 --> 00:52:21,460
and I got it through teaching through English.

997
00:52:22,180 --> 00:52:24,540
So actually, the news out there

998
00:52:24,540 --> 00:52:26,820
is actually very positive indeed,

999
00:52:26,820 --> 00:52:30,060
and I'd like to say thank you for this evening.

1000
00:52:30,060 --> 00:52:32,220
Muchas gracias, and thank you.

1001
00:52:32,220 --> 00:52:33,860
Thank you.

1002
00:52:33,860 --> 00:52:36,820
cinco minutos

1003
00:52:47,140 --> 00:52:48,180
Well, thank you very much

1004
00:52:48,180 --> 00:52:51,420
for this interesting, amazing, and impressive talk.

1005
00:52:51,420 --> 00:52:58,580
I hope that we would enrich our knowledge after your talk.

1006
00:52:58,580 --> 00:53:00,300
And I have some questions,

1007
00:53:00,300 --> 00:53:03,180
although we have just five minutes left.

1008
00:53:03,180 --> 00:53:05,940
So I would select, I have one, two, three, four,

1009
00:53:05,940 --> 00:53:07,900
maybe we have time for the four questions.

1010
00:53:07,900 --> 00:53:09,900
Ah, the dreaded question cards.

1011
00:53:09,900 --> 00:53:11,660
Okay, this is the big test.

1012
00:53:11,660 --> 00:53:13,660
They're easy, they're easy.

1013
00:53:13,660 --> 00:53:15,420
Okay, very quick, yeah.

1014
00:53:15,420 --> 00:53:17,500
Okay, so let's go for the first one.

1015
00:53:17,540 --> 00:53:20,980
How do we know that CLIL works?

1016
00:53:20,980 --> 00:53:23,740
Couldn't it be the case that the higher number of hours

1017
00:53:23,740 --> 00:53:29,220
of exposure to the second language in CLIL programmes

1018
00:53:29,220 --> 00:53:32,140
is actually what explains improvement?

1019
00:53:37,020 --> 00:53:38,700
There is no one CLIL,

1020
00:53:38,700 --> 00:53:41,900
and we need to look at the operation in situ,

1021
00:53:41,900 --> 00:53:44,260
school by school,

1022
00:53:44,300 --> 00:53:47,540
and I think there is an increasing amount of evidence

1023
00:53:47,540 --> 00:53:49,740
which is linked to cognition.

1024
00:53:49,740 --> 00:53:53,100
It was Do Coil in the United Kingdom

1025
00:53:53,100 --> 00:53:56,420
who popularised in Spain the idea of the four Cs.

1026
00:53:56,420 --> 00:53:57,460
She said, you know,

1027
00:53:57,460 --> 00:54:00,700
if you want to boil down good CLIL methodology,

1028
00:54:00,700 --> 00:54:03,100
you have, you know, the content, and the communication,

1029
00:54:03,100 --> 00:54:07,300
and the culture, and something else, community.

1030
00:54:07,300 --> 00:54:08,700
It's the cognition, I think,

1031
00:54:08,700 --> 00:54:11,260
where the answers are to this thing,

1032
00:54:11,260 --> 00:54:13,180
because it's not just more English.

1033
00:54:13,180 --> 00:54:16,460
This is more, the evidence is there,

1034
00:54:16,460 --> 00:54:18,300
but it is hard to generalise.

1035
00:54:19,860 --> 00:54:22,300
Okay, now let's go to our second question.

1036
00:54:22,300 --> 00:54:26,140
What's your opinion about the same teacher

1037
00:54:26,140 --> 00:54:27,740
giving two different subjects,

1038
00:54:27,740 --> 00:54:29,780
both in different languages,

1039
00:54:29,780 --> 00:54:32,060
to the same group of students?

1040
00:54:32,060 --> 00:54:34,460
Do you think that if a teacher speaks English and Spanish

1041
00:54:34,460 --> 00:54:37,540
to the same children, it would be a mess for them?

1042
00:54:37,540 --> 00:54:40,220
For example, teach Spanish language classes

1043
00:54:40,220 --> 00:54:41,580
and English classes?

1044
00:54:42,500 --> 00:54:43,660
You know, it's a mess anyway,

1045
00:54:43,660 --> 00:54:45,420
but actually, the world is a mess.

1046
00:54:45,420 --> 00:54:46,260
Uh...

1047
00:54:46,260 --> 00:54:47,100
Um...

1048
00:54:49,900 --> 00:54:51,980
When, you know, what you need to do out there,

1049
00:54:51,980 --> 00:54:54,020
if you're working in teaching,

1050
00:54:54,020 --> 00:54:55,820
as I think most of us are here,

1051
00:54:55,820 --> 00:54:58,180
you need to know what the others have done

1052
00:54:58,180 --> 00:54:59,700
who have gone before you.

1053
00:54:59,700 --> 00:55:01,780
And that's why you need to be part

1054
00:55:01,780 --> 00:55:04,220
of this community of teachers.

1055
00:55:04,220 --> 00:55:06,140
And what the Germans are very good at,

1056
00:55:06,140 --> 00:55:08,780
and the Dutch, is forming, you know,

1057
00:55:08,780 --> 00:55:11,460
geographies to teachers through English science,

1058
00:55:12,340 --> 00:55:13,180
to teachers through English.

1059
00:55:13,180 --> 00:55:14,780
And these are very powerful networks,

1060
00:55:14,780 --> 00:55:16,660
because quickly, you get in your hands

1061
00:55:16,660 --> 00:55:19,740
really good materials and really good solutions.

1062
00:55:19,740 --> 00:55:22,180
And you get answers to questions like this.

1063
00:55:22,180 --> 00:55:23,500
And one of the questions here

1064
00:55:23,500 --> 00:55:25,140
is to do with a learner contract.

1065
00:55:25,140 --> 00:55:27,020
What is the student's understanding

1066
00:55:27,020 --> 00:55:28,620
of why we're doing this thing in English?

1067
00:55:28,620 --> 00:55:31,300
So my answer would be there's no problem.

1068
00:55:31,300 --> 00:55:32,140
There's no problem.

1069
00:55:32,140 --> 00:55:34,420
There is a solution to be found here,

1070
00:55:34,420 --> 00:55:36,700
but you need to know which buttons to press

1071
00:55:36,700 --> 00:55:38,460
in order to find the solution.

1072
00:55:38,460 --> 00:55:40,780
You know, and the other thing is to do with language.

1073
00:55:40,780 --> 00:55:42,700
This is a controversial issue in Spain,

1074
00:55:42,700 --> 00:55:45,020
because so many of us are teaching English

1075
00:55:45,020 --> 00:55:48,220
through Spanish at secondary level.

1076
00:55:48,220 --> 00:55:49,060
Okay.

1077
00:55:50,540 --> 00:55:53,860
Colin Baker is a very important name

1078
00:55:53,860 --> 00:55:56,900
in bilingual education based in Wales,

1079
00:55:56,900 --> 00:56:00,020
an immense international reputation.

1080
00:56:00,020 --> 00:56:03,500
It was Colin Baker who introduced the term translanguaging,

1081
00:56:03,500 --> 00:56:07,220
translanguaging, which in academic speak

1082
00:56:07,220 --> 00:56:09,260
used to be code switching.

1083
00:56:09,260 --> 00:56:11,540
And he used that term to say that actually

1084
00:56:11,540 --> 00:56:15,500
you can have both languages active in the classroom

1085
00:56:15,500 --> 00:56:19,820
without it deteriorating, the quality deteriorating,

1086
00:56:19,820 --> 00:56:21,820
but it needs to be systematic.

1087
00:56:21,820 --> 00:56:23,980
So that is not a huge problem.

1088
00:56:25,420 --> 00:56:26,260
I hope.

1089
00:56:28,700 --> 00:56:30,660
Okay, let's go for the third one.

1090
00:56:30,660 --> 00:56:32,540
Don't look very happy with my answer.

1091
00:56:32,540 --> 00:56:35,460
No, I'm joking.

1092
00:56:35,460 --> 00:56:38,660
Well, one of the approaches that we have here

1093
00:56:38,940 --> 00:56:41,180
in the region of Madrid is that we think

1094
00:56:41,180 --> 00:56:44,900
that it is extremely important that teachers identify,

1095
00:56:44,900 --> 00:56:48,380
children identify the language with the teacher

1096
00:56:48,380 --> 00:56:51,500
so that things become much easier for a child

1097
00:56:51,500 --> 00:56:55,660
if he or she knows which language to use.

1098
00:56:55,660 --> 00:56:57,540
You mean at primary level mainly?

1099
00:56:57,540 --> 00:56:58,620
Yes, mainly.

1100
00:56:58,620 --> 00:57:02,780
Primary level, early primary, yeah, yeah, yeah, okay.

1101
00:57:02,780 --> 00:57:04,220
I don't know if you agree with that or not.

1102
00:57:04,220 --> 00:57:05,060
Yeah, I do.

1103
00:57:05,060 --> 00:57:05,900
You do, okay.

1104
00:57:06,180 --> 00:57:09,460
I'm very happy because that's what we are saying

1105
00:57:09,460 --> 00:57:12,020
to our teachers, so it is, you stress our position.

1106
00:57:12,020 --> 00:57:13,420
My mindset was secondary.

1107
00:57:16,420 --> 00:57:17,940
Okay, let's go for the third one.

1108
00:57:17,940 --> 00:57:20,180
CLIL is defined as an approach.

1109
00:57:20,180 --> 00:57:22,660
Many teachers consider it a method.

1110
00:57:22,660 --> 00:57:24,260
What's your opinion about this?

1111
00:57:24,260 --> 00:57:26,580
Can't it be dangerous to consider that CLIL

1112
00:57:26,580 --> 00:57:30,660
is an already designed step-by-step lesson plan framework?

1113
00:57:31,580 --> 00:57:32,420
Yes.

1114
00:57:32,780 --> 00:57:35,340
It's not, there's, you know, there was a quote

1115
00:57:35,340 --> 00:57:38,020
from a speech from one of the planners yesterday

1116
00:57:38,020 --> 00:57:40,580
about there's no real blueprint for export.

1117
00:57:40,580 --> 00:57:42,500
It's not a step-by-step approach.

1118
00:57:42,500 --> 00:57:46,380
There is a philosophy, there's a theoretical underpinning,

1119
00:57:46,380 --> 00:57:49,340
and there are a set of methods that best suit

1120
00:57:49,340 --> 00:57:51,740
this age group, this subject, and so forth.

1121
00:57:51,740 --> 00:57:55,260
So yeah, it's not a A, B, C thing.

1122
00:57:55,260 --> 00:57:57,060
And that's why the people who are doing this

1123
00:57:57,060 --> 00:57:58,420
are the people who are doing this

1124
00:57:58,420 --> 00:57:59,860
are the people who are doing this.

1125
00:58:00,020 --> 00:58:01,300
A, B, C thing.

1126
00:58:01,300 --> 00:58:03,500
And that's why the people who get involved with it

1127
00:58:03,500 --> 00:58:07,660
need to be themselves empowered to a large extent

1128
00:58:07,660 --> 00:58:08,940
and fairly innovative.

1129
00:58:10,140 --> 00:58:12,300
Okay, so let's go for the last one.

1130
00:58:12,300 --> 00:58:16,060
From your experience, what tips could you provide us with,

1131
00:58:16,060 --> 00:58:19,340
teachers and politicians, in order to carry out

1132
00:58:19,340 --> 00:58:23,100
a solid and successful bilingual project in Spain?

1133
00:58:23,100 --> 00:58:27,420
What would the key aspects of a bilingual educational

1134
00:58:27,420 --> 00:58:29,140
project be, in your opinion?

1135
00:58:30,780 --> 00:58:31,620
Oh.

1136
00:58:31,620 --> 00:58:32,460
Oh.

1137
00:58:32,460 --> 00:58:33,300
Oh.

1138
00:58:33,300 --> 00:58:34,140
Oh.

1139
00:58:34,140 --> 00:58:34,980
Oh.

1140
00:58:34,980 --> 00:58:39,300
You know, in the World Cup, when you don't get a score,

1141
00:58:39,300 --> 00:58:40,620
you end up with zero, zero,

1142
00:58:40,620 --> 00:58:43,700
and you have this horrible penalty, penalty kicking.

1143
00:58:43,700 --> 00:58:46,820
I feel as though I've just had the big ball kicked at me.

1144
00:58:51,980 --> 00:58:55,140
Take time, start slow.

1145
00:58:55,140 --> 00:58:58,020
We can't do this within a framework

1146
00:58:58,020 --> 00:59:01,180
of a political life.

1147
00:59:01,180 --> 00:59:03,420
This is not gonna be done within five years.

1148
00:59:03,420 --> 00:59:06,420
So start, start slow, start small.

1149
00:59:06,420 --> 00:59:07,740
Talk.

1150
00:59:07,740 --> 00:59:11,300
Look at what's going on in the other autonomous regions

1151
00:59:11,300 --> 00:59:14,180
for a start, and look at what's going on there,

1152
00:59:14,180 --> 00:59:15,420
and tread very slowly.

1153
00:59:15,420 --> 00:59:18,860
But really, teachers are overworked,

1154
00:59:18,860 --> 00:59:20,780
and they are underpaid.

1155
00:59:20,780 --> 00:59:24,300
And in some countries, they've become underappreciated

1156
00:59:24,300 --> 00:59:26,540
due to, actually, sometimes the actions

1157
00:59:26,540 --> 00:59:29,580
of white authorities.

1158
00:59:31,060 --> 00:59:34,660
And this really does seem to bring out the very best

1159
00:59:34,660 --> 00:59:36,340
of the very best of teachers,

1160
00:59:36,340 --> 00:59:39,540
but they do actually need to be doing it voluntarily,

1161
00:59:39,540 --> 00:59:41,820
and they need to have the support mechanism

1162
00:59:41,820 --> 00:59:43,140
in order to do it.

1163
00:59:43,140 --> 00:59:45,900
So I think, really, it's those,

1164
00:59:45,900 --> 00:59:48,980
it's the teaching staff that need to have,

1165
00:59:50,060 --> 00:59:52,860
need to be upfront in terms of consultation

1166
00:59:52,860 --> 00:59:55,940
and in terms of nurturing and so on.

1167
00:59:56,340 --> 00:59:58,300
And that would be the recommendation that I would give,

1168
00:59:58,300 --> 01:00:03,300
because top-down orders on something as sensitive

1169
01:00:03,460 --> 01:00:08,060
as language are not actually the way forward.

1170
01:00:08,060 --> 01:00:11,260
It needs to be a consensus approach.

1171
01:00:11,260 --> 01:00:14,100
And by the look of the people in this room,

1172
01:00:14,100 --> 01:00:16,340
I don't know how many years you've had of experience

1173
01:00:16,340 --> 01:00:17,380
of teaching through English.

1174
01:00:17,380 --> 01:00:20,100
It may be two, it may be one, it may be five,

1175
01:00:20,100 --> 01:00:22,180
but it seems that you've got some interest in it,

1176
01:00:22,180 --> 01:00:25,300
and that's the power that will make this thing successful.

1177
01:00:25,620 --> 01:00:27,020
Okay, thank you very much.

1178
01:00:27,020 --> 01:00:27,860
Thank you.

1179
01:00:27,860 --> 01:00:28,700
Thank you.

1180
01:00:28,700 --> 01:00:29,740
Thank you.

1181
01:00:29,740 --> 01:00:30,580
Thank you.

1182
01:00:30,580 --> 01:00:31,500
Thank you.

1183
01:00:31,500 --> 01:00:33,060
Thank you so much.