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Thank you, Iris.

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And thank you for attending this talk, and I would just like to say it's a great pleasure

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to be here with all of you.

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I think we've all been experiencing lots of really interesting talks, and I think that

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we can probably say that most roads, or all roads, lead to CLIL, and what I'd like to

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do today is to show you what we're doing at the Universidad Pontificia Comillas, where

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I work, where I think we are the first ones to actually train future CLIL teachers.

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We're the first ones to start this program, so it's all very new.

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This is the second year, and I was the first teacher to set this up, and now it's very

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exciting because now we have six teachers, and it's growing.

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So let me just begin by showing you our university.

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Now if you're not familiar with Comillas, it's a private Jesuit university located in Madrid.

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We have our main campus in Alberto Aguilera, and that's the picture.

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It's gone away now, though.

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And we also have a campus in Canto Blanco, a small campus in Quintana, which is where

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I work, and also Rey Francisco.

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So that's the university.

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And like I said, we are preparing future CLIL teachers, and we also are preparing future

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CLIL secondary teachers, too.

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So we have the Grado en Educacion de Infantil y Primaria, and that is basically what I'm

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going to be talking about today, because we've been working with this new program for two

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years now.

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And we have also been doing the master's, but this is the first year of the master's,

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so I will just briefly go over this program, too.

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Okay, so we've got the Pillars of the Primary Infant Education Degree Plan, and this is

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kind of the overall plan of the whole degree program, and as you can see, the first thing

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on the list, high level of English for future CLIL teachers.

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So for us, it's a big priority, practical training in ICT.

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We all have whiteboards.

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It's a challenge for us teachers.

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We all have to adapt to using the whiteboards, the new technologies.

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I'll probably be mentioning a little bit about using Twitter.

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We're using Twitter with our students, too.

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And I will even invite some of you to join me on Twitter if you'd like to follow.

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Training and attention to diversity, it's very important in the program.

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Extensive theoretical and hands-on training in methodology.

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And the methodology part of our training will be the last two years in English language

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methodology, more CLIL methodology.

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Preparation and collaboration with families and the utilization of social networks.

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This is a big priority for COMIAS, too, to work with families and the new social networks.

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Strong emphasis in culture and scientific training.

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Training in religious and humanistic values.

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It is, like I said, Catholic University, Jesuit University, but also in humanistic values.

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There are lots of different programs, cooperation, solidarity.

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Training in group collaboration in the context of the school environment, which I find fascinating

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to be working to learn how to work in groups.

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And that's something that we're also doing in the English language program, talking about

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how to work cooperatively.

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And we're big proponents of cooperative learning.

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And a high level of practical teacher training.

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We do have a lot of schools that they want our students to go and do teacher training

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or future CLIL training.

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And also with the possibility of training in different areas, not just English.

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So preparing future CLIL infant and primary teachers.

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Our first and second years of the degree program are devoted to the English language development.

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And that's something that we had to really take into consideration when we first started.

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What we were going to do, and I will show you in just a minute, the model that we're

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using or framework.

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And the third and fourth years of the degree program is devoted to CLIL methodology.

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So it's a four year program.

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First two years of getting their English up to par, and then the CLIL methodology.

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And so it's using English language again, but then teaching methodology directly.

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And I should say, and you'll be seeing this too, part of the English language development,

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we are also going to be doing CLIL, some sorts of CLIL methodology, infant and primary methodology,

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but at an implicit level.

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So our groupings of our first year students by levels, and it might look a little surprising

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to you that our levels are rather low, because these students haven't had the opportunity

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to be in these great bilingual programs.

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So they're coming from public and the concertado schools, and they have just had regular English.

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And so this is what we're seeing, that their level of English is very low, A2, B1.

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This is last year's grouping.

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This is this year's.

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This year we had two groups of A2.

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So one group of B1, and here we do have some higher groups here.

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In today's presentation I'll be mainly talking about the A2 and B1 groupings.

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Those are the groups that I really work with mainly.

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And the class size is very small, so as you can see, we have the possibility to do a lot

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of things with them.

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And that's really positive.

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So many of the beliefs that learners hold about learning another language must be constantly

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addressed, and this is one of the first things that we started to see.

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This has been, for the teachers, a big challenge, and what I'm talking about here is, well,

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we did a little survey, 92% of our A2 and B1 students indicated that their English language

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instruction followed a grammar approach.

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And so what we really have had to do is kind of convince them that grammar is not the only

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way to learn a language.

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And we have told them, taught them about the five different skills, the Common European

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Framework, that they will always be evaluated with those five skills.

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And we try to make that very apparent in our teaching.

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And because of this, we give also a big priority to the speaking skills.

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85% of students surveyed stated that they did not have an active role in their English

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language learning.

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So again, we were up against our students who were very, very passive.

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They wanted us to spoon feed them everything.

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And we said, no, can't do that.

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And then I'll be showing you what we've made them do to become more active.

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So this is our model that we're using.

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This is for the first two years of our language development.

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So you can see, and I've used a Venn diagram here because there is a lot of overlapping.

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Because I'm sure everybody's familiar with a communicative approach, you have elements

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of a thematic approach in it too.

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And then of course there are always elements of a holistic approach.

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But this is basically the way that we are approaching our language development the first

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two years.

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Through a strong communicative approach, using a communicative-based textbook, and I'll show

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you in just a moment.

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Also with a very strong thematic approach, those themes from the coursebook, we try to

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exploit them as much as possible.

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In whatever books we have a really nice theme about career breaks, gap years, and we try

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to exploit that as much as possible.

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One section on a student going to, for a gap year, going to Thailand, going to the Elephant

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Nature Park.

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At the Elephant Nature Park you have a list of elephants that have been taken in.

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The students then had to give PowerPoint presentations about each elephant.

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And we'll see some other practical ideas.

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Holistic, getting our students to feel comfortable with using the language.

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And always supporting them and encouraging them the whole time.

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And taking into account the different ways of how our students learn.

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Actually diversity.

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And we'll be looking at the multiple intelligences diagram that we have here.

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And also we are using infant and primary activities for a dual purpose.

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To help them with their own language development, but at the same time to expose them to these

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activities that they're going to be using as future infant and primary teachers.

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We have some nice videos of that too, but I think that you'll get an idea of all of

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this.

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This is our framework that we're using, communicative, holistic, thematic, and the simulation of

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these activities.

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And of course, going back to our learner's beliefs, there was a lot of resistance at

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first, especially with the first year students.

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Second year students, they all know what it's all about now.

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But the first year students are like, I'm going to do what?

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No.

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Me?

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Yes, you.

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Okay, so we'll have a look.

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Communicative, 82%, and this is really startling, of our students claim that they did not use

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English as a primary means of communication in their English classes.

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So these are students who have just, they just came out of high school or instituto

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last year and the year before.

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And we are still getting reports in our teacher training too that this is a problem.

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So this is probably the thing that we have to, we really lay down the law.

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We have to say, no, we have to use English 24 summer, all the time.

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And finally, like I said, second year students are okay.

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The first year students, this is a big thing that they have to really change the way they

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see English and the way they see that they're learning English.

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Another big surprise is they come in, they're at university, and they think that they're

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going to have really academic English now, and it's going to be very academic.

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And we really kind of throw them off with this.

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I really enjoyed what Fred Janisse said yesterday, that he thinks that the training of future

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teachers has to be as practical as possible.

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And I believe this, and this is what we're trying to do at Clemias.

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Okay, so, using English as a means to communicate, adapting to an immersion-style situation requires

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a great deal, a great deal of concentration and listening skills.

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A lot of them are just completely exhausted after the first couple of minutes, because

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they're just not used to it.

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Special emphasis on the two oral skills, speaking and speaking interaction are priority.

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And there is a big difference between speaking, as we know, and speaking interaction.

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So when they're up there giving their PowerPoint on their elephant from the Elephant Nature

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Park, then it's question time.

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And then they have to react, and that's what a lot of them find to be so difficult.

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Reading and writing are integrated into our English language program in meaningful ways,

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both explicitly and implicitly.

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So we're always trying to find ways of connecting, and not just doing the plain old, you know,

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grammar activity.

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It's sometimes they want that.

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They want that because that feels good to them, because it's what they had before, that's

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how they learned.

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But we're trying to stretch them and make them see that this is something that makes

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the learning of English just that much more real.

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In A2 and B1, we're using two textbooks as our core curriculum.

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And so these two books are benchmarked, the Common European Framework, and from there,

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like I said, we go off and we do more using, for example, major themes that might be in

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the books.

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Go ahead.

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This is my book that we use.

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Go ahead, two for A2.

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And Jeremy Harmer's Just Write B1.

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Each year, we're adding more and more, and we exploit themes more and more.

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Just very similar in the way that we exploit themes in infant and primary education, we're

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doing the same thing at the university level.

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And yes, when I talk about themes also, I will also be including holidays and cultural

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celebrations too.

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But like I said, this is the communicative approach with also heavy emphasis in themes.

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Everything benchmarked to Common European Framework.

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And here we have an example of the story, the classic of Eugene Onegin.

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I don't know if you're familiar with Pushkin's masterpiece.

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Let me just give you a little synopsis, because I'm going to be showing you two videos of

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a dramatization that the students did.

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So Eugene Onegin, Alexander Pushkin's masterpiece and novel is set in Russia in the 1800s.

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It is a story of love and betrayal, which unfolds in the home of Madame Lorena and her

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two daughters, Olga and Tatiana.

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Onegin, a jaded character, finds Tatiana's infatuation with him comical and refuses to

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read her letters.

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Moreover, Onegin provokes Lenski's jealousy due to his overtly flirtatious behavior with

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Olga, and the two men end up in a duel.

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Onegin kills Lenski, and Onegin must then go into exile.

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It is only then that he realizes his love for Tatiana, but by this time it is too late.

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She is now married to Prince Gremlin.

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This is a story, a condensed summary in the Just Write workbook, that in the first year

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we did these little dramatizations.

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Naturally, also we did some reading discussion of the major themes, the character.

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They were encouraged to use character descriptions that were presented, adjective descriptions

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in the book.

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And then the post-reading workbook exercises, they did picture sequencing, WH questions,

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vocabulary and idiomatic expressions.

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And then they were placed into small groups and were asked to then summarize in the form

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of a dramatization.

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And I'd like to share this with you right now.

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I have, there are two.

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One is kind of a classic dramatization, and I'm just going to show you a little bit of

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that one.

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And then the second one is quite entertaining because it's a hip-hop version of Onegin.

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Onegin then goes into exile after he kills Lenski, and then I think this group had him

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going into exile in Brazil.

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So, and I think it's a good time to watch something like this too.

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So, let's just see what they do.

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Lenski, please engage to Olga, bring to the house a red robe, a red orange.

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Please go to the trap.

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Oh, who's there?

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Who's there?

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It's me, Lenski.

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Can I come in?

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Yes, certainly.

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Come in.

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How do you do?

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This is my friend, Evgenia Levin.

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How do you do?

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Nice to meet you.

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These are my daughters.

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They are Olga.

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Oh, they are very beautiful, aren't they?

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I know.

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They are my daughters.

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Oh, thank you.

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Thank you.

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This is me.

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Tatiana falls in love with Onegin and decides to write a poem.

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However, his heart does not belong to her.

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Okay, that's the first one.

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Let's have a look at the second one, the adaptation.

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Once upon a time, in a very far away village called Pripyat, there was a very beautiful

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and hospitable widow, whose name was Madame Larina.

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She had two daughters, Olga and Natalia.

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Olga, the older, was the Lenski's fiancée.

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One day, Madame Larina and her two daughters went to the town of Pripyat, when suddenly

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the two cheerful men knocked at the door.

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We can't see anything.

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Who is it?

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It's me, my darling.

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00:18:59,480 --> 00:19:00,480
Hi.

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00:19:00,480 --> 00:19:01,480
Hi.

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You are very beautiful today.

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Thank you.

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I am so glad to see you.

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00:19:06,480 --> 00:19:07,480
Who is your friend?

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00:19:07,480 --> 00:19:09,480
Hi, my name is Regina Levin.

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She is back.

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Everybody's now...

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Then they went to the living room where Madame Larina and Natalia were sitting.

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Sorry about this.

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And they started gossiping.

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Marie.

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Once upon a time, in a very far away village called Pripyat, there was a very beautiful

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and hospitable widow, whose name was Madame Larina.

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She had two daughters, Olga and Natalia.

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Olga, the old lady, was the namesake here.

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One day, Madame Larina and her two daughters were chilling out in the garden, when suddenly

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the two George's men knocked at the door.

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Who is it?

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It's me, my darling.

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Hi!

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You are very beautiful today.

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Thank you.

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I'm so glad to see you.

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Who is your friend?

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Hi, my name is Regina de Lima.

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Everybody calls me Regina de Lima.

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Hi.

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Come in together.

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Then they went to the living room where Madame Larina and Natalia Nauberg were sitting empty.

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And they started gossiping.

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This is Madame Larina and this is Natalia.

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Hi.

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Oh, hello.

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Tatiana fell in love with Onegis and after this, she was in a spell.

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Now you'll see, instead of writing a letter, she writes a text message.

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Tatiana was in her room, thinking about him, and decided to start texting Onegis.

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Hi.

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I'm Tatiana, Olga's sister.

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I can't help thinking about you.

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You got me going crazy.

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I need you right now.

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What's wrong?

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What are you thinking about?

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I don't want anything with you.

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Forget me.

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Forget me.

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Tatiana was enraged.

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I need you.

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A few days later was Tatiana's birthday.

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Happy birthday.

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This is Tatiana's birthday party.

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Happy birthday.

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Happy birthday, Tatiana.

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Come on, daddy.

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Come on, daddy.

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Kiss your brother.

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Kiss your brother.

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Come on, everybody.

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Come on.

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Come on.

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Hey!

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What's happening here?

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What are you doing to my birthday?

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00:22:38,480 --> 00:22:39,480
Come on out.

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I want to see you.

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Go out!

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This is the jewel.

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Bitch!

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On every night, let's see how the time will last.

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Oh.

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00:23:01,480 --> 00:23:02,480
Again.

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Technical problems.

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Well, I think that you get a feel for that anyway.

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I think we'll just probably move on.

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Okay.

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Okay.

328
00:23:16,480 --> 00:23:17,480
All right.

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00:23:17,480 --> 00:23:18,480
Sure.

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00:23:31,480 --> 00:23:32,480
Okay.

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So, also, this was under the section of communicative,

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but obviously we can see that there are lots of implications

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that the multiple intelligences is being used here in this sense.

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And it's not just logical, mathematical, verbal, linguistic,

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but we're involving all the different types of intelligences.

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And for those students who do not feel that comfortable

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with the verbal linguistic,

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we can use the other intelligences to go on and support them in that way.

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Also, this poster demonstrates our attempt to make them feel comfortable

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to always encourage them the personal intelligences.

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Thematic.

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Using the different holidays, Halloween, St. Valentine's Day, Easter,

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and I have some examples here.

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Many of our students don't know anything about these celebrations.

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And to think that they're going to be future teachers,

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this is very, very important.

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And one of the examples was the St. Valentine's Day

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that they have created murals.

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And with the classic roses are red, violets are blue,

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pigs are pink, frogs are green,

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you're the best prince I've ever seen.

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00:24:50,480 --> 00:24:53,480
And we've encouraged and then writing a letter

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to a special secret Valentine's Day person.

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00:24:58,480 --> 00:25:03,480
And then going on to, let's see if we have more luck with this video.

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Where is Duncan? Where is Duncan?

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00:25:07,480 --> 00:25:11,480
Here I am. Here I am.

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00:25:11,480 --> 00:25:15,480
How are you today, sir? Very well, I thank you.

358
00:25:15,480 --> 00:25:19,480
Run and hide. Run and hide.

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The simulation of these type of activities,

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especially at the beginning of our class time period,

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00:25:25,480 --> 00:25:27,480
called circle time that we call it,

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in order to make them feel comfortable, confident,

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00:25:30,480 --> 00:25:35,480
and willing to take risks and also give them the opportunity

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00:25:35,480 --> 00:25:39,480
to see some of the more traditional nursery rhymes.

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There's another video of Hickory Dickory Dock.

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Then the use of classic stories from children's literature,

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like It Looked Like Spilt Milk,

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that can be used across the curriculum,

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used to promote divergent thinking.

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Again, doing bulletin boards or murals.

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Okay, where they had to do creative exercises.

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And then using, again, Stuart Little, Charlotte's Web,

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00:26:13,480 --> 00:26:18,480
classics of children's literature as their own reading material.

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00:26:18,480 --> 00:26:22,480
And we have some examples of Stuart Little, again,

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using pictures to summarize major chapters.

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00:26:29,480 --> 00:26:32,480
This is when Stuart became ill with bronchitis

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00:26:32,480 --> 00:26:36,480
and when he met Marvolo, who he was madly in love with,

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00:26:36,480 --> 00:26:38,480
the sailboat race.

379
00:26:38,480 --> 00:26:42,480
These are pictures that were used in small groups

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00:26:42,480 --> 00:26:47,480
in order to describe or to summarize the main chapter.

381
00:26:47,480 --> 00:26:50,480
And then the groups had to give their own presentations

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using the visuals.

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00:26:52,480 --> 00:26:54,480
Also, this is a way of showing them

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00:26:54,480 --> 00:26:58,480
how to make input more comprehensible

385
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by using visual aids.

386
00:27:05,480 --> 00:27:09,480
And then the written summaries that they had to turn in.

387
00:27:11,480 --> 00:27:14,480
And one of my colleagues, Anna Steele,

388
00:27:14,480 --> 00:27:16,480
wanted to add something, and she said,

389
00:27:16,480 --> 00:27:18,480
the importance of discovering generally how we learn,

390
00:27:18,480 --> 00:27:20,480
and specifically how we acquire language

391
00:27:20,480 --> 00:27:22,480
through an eclectic approach,

392
00:27:22,480 --> 00:27:24,480
are keys to entering the realm of bilingualism.

393
00:27:24,480 --> 00:27:27,480
Application of creative activity-based learning

394
00:27:27,480 --> 00:27:31,480
stimulates the early childhood primary learning context.

395
00:27:31,480 --> 00:27:34,480
Consciousness of our learning acquisition processes

396
00:27:34,480 --> 00:27:36,480
opens a window of communication and empathy

397
00:27:36,480 --> 00:27:38,480
to our students and their learning processes.

398
00:27:38,480 --> 00:27:40,480
This lays the foundation for effective

399
00:27:40,480 --> 00:27:43,480
and effective future teachers.

400
00:27:44,480 --> 00:27:48,480
So, that is the undergraduate degree program,

401
00:27:48,480 --> 00:27:52,480
and I'll just briefly say that our module in CLIL

402
00:27:52,480 --> 00:27:56,480
aims to provide theoretical background

403
00:27:56,480 --> 00:28:00,480
and also a guided practical experience

404
00:28:00,480 --> 00:28:03,480
in designing and teaching CLIL units.

405
00:28:03,480 --> 00:28:07,480
And here at Comillas, we use the SIOP model.

406
00:28:07,480 --> 00:28:11,480
Some of you attended Pamela's presentation yesterday.

407
00:28:11,480 --> 00:28:14,480
I've been using the SIOP model for many years now,

408
00:28:14,480 --> 00:28:19,480
and so, for me, this is a fantastic way to have...

409
00:28:21,480 --> 00:28:24,480
a fantastic tool for students

410
00:28:24,480 --> 00:28:27,480
to know how to structure their lesson

411
00:28:27,480 --> 00:28:29,480
in terms of lesson preparation,

412
00:28:29,480 --> 00:28:32,480
building background, comprehensible input,

413
00:28:32,480 --> 00:28:35,480
how to make our input more comprehensible

414
00:28:35,480 --> 00:28:38,480
with nonverbal verbal communication,

415
00:28:39,480 --> 00:28:42,480
strategies, what strategies we can use,

416
00:28:42,480 --> 00:28:46,480
interaction, practical application,

417
00:28:46,480 --> 00:28:49,480
practice and application, lesson delivery,

418
00:28:49,480 --> 00:28:52,480
and finally, review and assessment.

419
00:28:52,480 --> 00:28:57,480
So, these are all slides courtesy of Jenna Echevarria,

420
00:28:57,480 --> 00:29:00,480
who is one of the creators of SIOP,

421
00:29:00,480 --> 00:29:04,480
and this summarizes a little bit about the SIOP model.

422
00:29:05,480 --> 00:29:08,480
So, I'm just now finishing.

423
00:29:08,480 --> 00:29:11,480
Like I said, I'm on Twitter.

424
00:29:11,480 --> 00:29:13,480
There are a lot of educators,

425
00:29:13,480 --> 00:29:17,480
ELT educators and CLIL educators on Twitter.

426
00:29:17,480 --> 00:29:20,480
If you happen to be on Twitter,

427
00:29:20,480 --> 00:29:22,480
if you'd like to get on Twitter,

428
00:29:22,480 --> 00:29:25,480
please follow me, and then you can follow other people.

429
00:29:25,480 --> 00:29:27,480
We do exchange a lot of ideas on Twitter,

430
00:29:27,480 --> 00:29:30,480
and it's a fantastic way to keep in touch

431
00:29:30,480 --> 00:29:33,480
and to know more about what's going on in education.

432
00:29:33,480 --> 00:29:35,480
And thank you so much for attending,

433
00:29:35,480 --> 00:29:37,480
and I'm sorry it had to be so short and so hurried.

434
00:29:37,480 --> 00:29:39,480
Thank you.

435
00:29:39,480 --> 00:29:41,480
applause