1 00:00:00,000 --> 00:00:17,480 Good morning, everybody, and welcome. 2 00:00:17,480 --> 00:00:21,460 We are going to talk about the CLIL method we use in our school. 3 00:00:21,460 --> 00:00:28,920 We teach in a primary school, and we center in the second cycle, children from eight to 4 00:00:28,920 --> 00:00:31,240 ten years old. 5 00:00:31,240 --> 00:00:40,640 We try to explain why we adopted the CLIL methodology in our school, because we aim 6 00:00:40,640 --> 00:00:52,560 to make the children to talk more, to speak more, because we think sometimes we think 7 00:00:52,560 --> 00:00:57,760 the children write a lot but they don't speak enough. 8 00:00:57,760 --> 00:01:22,960 Because this CLIL method, one of the things, the method, sorry, okay, sorry, well, what 9 00:01:22,960 --> 00:01:29,400 we try is to give the students more opportunities to talk, as I was telling you, and the notion 10 00:01:29,400 --> 00:01:34,000 of speaking is the process of building and sharing meaning through the use of verbal 11 00:01:34,000 --> 00:01:39,200 and non-verbal symbols in a variety of contents. 12 00:01:39,200 --> 00:01:41,200 Speaking is the mess of language. 13 00:01:41,200 --> 00:01:46,040 This means that speaking is the first children acquire when they are born in order to communicate 14 00:01:46,040 --> 00:01:48,680 with the external world. 15 00:01:48,680 --> 00:01:53,760 The acquisition can be used to learn the second language. 16 00:01:53,760 --> 00:01:59,560 It is defined as the acquisition but individual children to be within the critical period 17 00:01:59,560 --> 00:02:04,320 but yet with the first language already learned. 18 00:02:04,320 --> 00:02:11,040 We try to think, as Chosky said, the children learn the language by their parents, and then 19 00:02:11,040 --> 00:02:17,920 what we think is we focus and we try to speak slowly and with well-articulated words, and 20 00:02:17,960 --> 00:02:27,960 we give importance to the pace we speak during the classes, and also we try to create a good 21 00:02:27,960 --> 00:02:32,680 atmosphere to give them confidence to make them talk. 22 00:02:32,680 --> 00:02:37,520 We think it is important that they can help among themselves. 23 00:02:37,520 --> 00:02:47,000 We try to work into pairs sometimes and sometimes into groups, and we try to give them always 24 00:02:47,080 --> 00:02:53,600 meaningful contents, and we try to relate the activities to their own lives. 25 00:02:53,600 --> 00:02:56,560 So the content is meaningful for them. 26 00:02:56,560 --> 00:03:03,160 For instance, when we are talking about food and science, what we do is we connect it with 27 00:03:03,160 --> 00:03:05,360 the menu in the school. 28 00:03:05,360 --> 00:03:12,080 We translate the menu for a week, and then they ask questions because we think it is 29 00:03:12,080 --> 00:03:16,160 very important to use questions during the class. 30 00:03:16,160 --> 00:03:19,840 We try to use open questions, not closed questions. 31 00:03:19,840 --> 00:03:28,400 Then we use the menu and we ask them to prepare questions, and then they ask, what did you 32 00:03:28,400 --> 00:03:36,440 have for first course yesterday, or what are you going to have for second course on Tuesday, 33 00:03:36,440 --> 00:03:42,760 and then they are using questions, using the past and the present continuous as well. 34 00:03:42,880 --> 00:03:52,400 Also, we increase the challenge. 35 00:03:52,400 --> 00:04:03,280 We think that we have to start with non-demanding tasks, and we go to tasks that are more demanding. 36 00:04:03,280 --> 00:04:10,720 We also try to build respect, to encourage them to talk and to ask them to be respectful 37 00:04:10,760 --> 00:04:17,480 for their mates. 38 00:04:17,480 --> 00:04:23,680 This methodology of content-integrated learning is a tool for teaching and content and language 39 00:04:23,680 --> 00:04:29,600 learning, and then what we use is scaffolding. 40 00:04:29,600 --> 00:04:35,800 When we construct a building, we need something to be support, to be secure, and then the 41 00:04:35,880 --> 00:04:42,920 scaffolding, we use the same, we can compare in the language, it's a metaphoric term. 42 00:04:42,920 --> 00:04:51,600 As scaffolding, what we use sometimes are charts, graphic organisers, list of words, 43 00:04:51,600 --> 00:04:59,080 because when we present something we are going to deal with, for instance, a text, what we 44 00:04:59,120 --> 00:05:07,440 do is to prepare some vocabulary or some list of words, if it contained verbs in the past, 45 00:05:07,440 --> 00:05:13,080 what we do is to put a chart with the verbs in the past on the board or in the walls. 46 00:05:13,080 --> 00:05:20,800 It is important in clear methodology to display a lot of things in the walls, and we try to 47 00:05:20,800 --> 00:05:30,520 give a period of time to stay on the walls, these charts or posters we use. 48 00:05:30,520 --> 00:05:38,680 We also focus to know the level of the students, because we have to start, our point of starting 49 00:05:38,680 --> 00:05:46,080 is the level of the knowledge of a student, and we try to go further, step forward. 50 00:05:46,080 --> 00:05:52,560 How we know the level of the students before starting an activity, what we do is to make 51 00:05:52,560 --> 00:05:58,160 questions to them, to know what they know about that, and also to do a brainstorming 52 00:05:58,160 --> 00:05:59,160 on the wall. 53 00:05:59,160 --> 00:06:05,400 And from the brainstorming or asking questions, we know the level of them, and then it helps 54 00:06:05,400 --> 00:06:09,080 us to prepare, to plan the activity we are going to do. 55 00:06:09,080 --> 00:06:15,840 And when we are thinking about the scaffolding, we can sometimes give them in different periods 56 00:06:16,040 --> 00:06:17,040 of time. 57 00:06:17,040 --> 00:06:22,600 Sometimes we think it is good at the beginning, or in the middle, at the end, it depends what 58 00:06:22,600 --> 00:06:23,600 we think. 59 00:06:23,600 --> 00:06:30,080 Sometimes the children ask a demand for some vocabulary, and then is when we give them 60 00:06:30,080 --> 00:06:34,200 some list of vocabulary as scaffolding. 61 00:06:34,200 --> 00:06:52,120 And also, what we do, when the scaffolding is not permanent, it is a temporary support. 62 00:06:52,120 --> 00:07:03,120 We also try to shorten the sentence, to break the text in chunks, not create confusion, 63 00:07:03,120 --> 00:07:10,560 and to give them clear tasks. 64 00:07:10,560 --> 00:07:17,000 And we think it is very important to have a personal engagement in the learning process 65 00:07:17,000 --> 00:07:19,360 and to create a special atmosphere. 66 00:07:19,360 --> 00:07:23,680 They have to feel free to talk. 67 00:07:23,680 --> 00:07:28,680 We don't have to threaten, and we always have to appreciate and to let them know that 68 00:07:28,680 --> 00:07:34,200 we take into account the effort they are doing when they talk. 69 00:07:34,200 --> 00:07:38,280 And sometimes with the questions, because we think the questions are very important 70 00:07:38,280 --> 00:07:42,480 to try to talk, but sometimes we don't give them enough time. 71 00:07:42,480 --> 00:07:49,040 What we do is we ask the question and we try to get the answer in the very moment. 72 00:07:49,040 --> 00:07:54,000 What we have to do is to be patient and to give them a silent time. 73 00:07:54,000 --> 00:07:58,640 Sometimes the weakest students don't have the opportunity to answer, because always 74 00:07:58,640 --> 00:08:00,200 the fastest students answer. 75 00:08:00,200 --> 00:08:09,360 Then what we do to be useful for the fast students is we ask the fastest students to 76 00:08:09,360 --> 00:08:13,640 try, when we ask an answer, to try to write it at the end. 77 00:08:13,640 --> 00:08:18,840 We check with them, and we give opportunity to the weakest students to answer the questions. 78 00:08:18,840 --> 00:08:23,840 Because sometimes we know they have grasped the content, but they don't know how to express 79 00:08:23,840 --> 00:08:29,840 and then they need some help, and we try to give them more time. 80 00:08:29,840 --> 00:08:35,560 Sometimes we think it's good to count one elephant, two elephants, three elephants, 81 00:08:35,560 --> 00:08:36,560 four elephants. 82 00:08:36,560 --> 00:08:47,600 It is said it's the time we have to give them to be able sometimes to answer the questions. 83 00:08:47,600 --> 00:08:50,640 We also take advantage of the... 84 00:08:50,640 --> 00:08:55,600 When we go outside of the school, for instance, to see a palace or to see a museum, what we 85 00:08:55,600 --> 00:08:59,160 do is we try to connect it to the classroom. 86 00:08:59,160 --> 00:09:05,840 When we come back, they have to do a summary, and they have to work in groups, and in the 87 00:09:05,840 --> 00:09:11,840 groups they prepare questions, and we give much importance to the best questions, questions 88 00:09:11,840 --> 00:09:13,160 to ask among themselves. 89 00:09:13,520 --> 00:09:20,600 For instance, if they have been to the Royal Palace, how many lamps, crystal lamps do you 90 00:09:20,600 --> 00:09:24,200 think have been seen? 91 00:09:24,200 --> 00:09:25,200 I don't know. 92 00:09:25,200 --> 00:09:33,840 A lot of different questions. 93 00:09:33,840 --> 00:09:40,080 I am changing the program, because we are going to talk with the presentation in the 94 00:09:40,080 --> 00:09:43,080 PowerPoint, and she couldn't find it. 95 00:09:44,080 --> 00:09:47,080 The pen drive, so I was changing. 96 00:09:47,080 --> 00:09:48,080 Okay. 97 00:09:48,080 --> 00:09:51,080 What the problems we face, or you want to talk the problems? 98 00:09:51,080 --> 00:09:56,080 We are going to present the activities in an oral way, since we are talking about the 99 00:09:56,080 --> 00:09:57,080 speaking. 100 00:09:57,080 --> 00:10:04,080 The real life we have in our students is we have a lot of big classes and a lot of diversity, 101 00:10:04,080 --> 00:10:09,080 and children's background are also different, and some of them, they struggle with their 102 00:10:09,080 --> 00:10:13,080 first language, with the second language of English, but also because English is the 103 00:10:13,080 --> 00:10:19,080 third language, and sometimes we struggle with the use of Spanish in the classroom. 104 00:10:19,080 --> 00:10:26,080 In the atmosphere, as we said, the big classes don't allow a lot of interaction, so interaction 105 00:10:26,080 --> 00:10:27,080 is not real. 106 00:10:27,080 --> 00:10:31,080 Sometimes they just reproduce what they have learned by heart. 107 00:10:31,080 --> 00:10:37,080 The teacher has some class management problems, may have some discipline problems, or may 108 00:10:37,080 --> 00:10:44,080 have some problems because children don't follow what she says, and there is a lot of 109 00:10:44,080 --> 00:10:49,080 time consuming when planning, and also talking about the difficulties preparing the tasks, 110 00:10:49,080 --> 00:10:54,080 is that the syllabus and evaluation, there is a pressure from outside. 111 00:10:54,080 --> 00:11:03,080 We have to bear in mind that we are focusing on content and fluency rather than on form. 112 00:11:04,080 --> 00:11:11,080 As Maria-José said, the actors in our project are second cycle, third and fourth classes, 113 00:11:11,080 --> 00:11:16,080 and there are both of us teaching them and one language assistant. 114 00:11:16,080 --> 00:11:20,080 The experiencing class, we want them to speak, but how? 115 00:11:20,080 --> 00:11:26,080 We introduce them an interesting topic with purpose activities, and instructions have 116 00:11:26,080 --> 00:11:31,080 to be very clear and very simple. 117 00:11:31,080 --> 00:11:38,080 We have divided our project outline in three stages, individual presentations, group presentations. 118 00:11:38,080 --> 00:11:43,080 We wanted to show you a video of a week of students, and at the end, feedback from the 119 00:11:43,080 --> 00:11:48,080 language assistants, but we won't be able to listen to it. 120 00:11:48,080 --> 00:11:55,080 The activity follows doing a presentation from an animal or historical character or 121 00:11:55,080 --> 00:11:58,080 a book, so how can they present it? 122 00:11:58,080 --> 00:12:04,080 We give them an outline, and we've got some photocopies. 123 00:12:04,080 --> 00:12:09,080 They have to describe an animal, or maybe children, they can ask them questions. 124 00:12:09,080 --> 00:12:14,080 Have you got, what have you got, what are you, have you got a skeleton? 125 00:12:14,080 --> 00:12:19,080 Because we are connecting science and language, so it is a clear activity. 126 00:12:19,080 --> 00:12:25,080 Through asking questions, the students have to fill in either a chart, or they have to 127 00:12:26,080 --> 00:12:33,080 fill a worksheet, and at the end of the presentation, they have to assess the student who is presenting, 128 00:12:33,080 --> 00:12:35,080 so we are giving a lot of importance. 129 00:12:35,080 --> 00:12:40,080 The students who present orally in front of the class, they receive a feedback from the 130 00:12:40,080 --> 00:12:41,080 students who are listening. 131 00:12:41,080 --> 00:12:42,080 Why? 132 00:12:42,080 --> 00:12:44,080 First, because we make sure everybody is listening. 133 00:12:44,080 --> 00:12:49,080 Second, because they are assessing each other, and they are learning from errors, because 134 00:12:49,080 --> 00:12:54,080 correction is a very important stage in learning, and third, because they also can learn how 135 00:12:54,080 --> 00:12:57,080 to improve their artist's presentations. 136 00:12:57,080 --> 00:13:01,080 We know that speaking in front of a group is very hard, and sometimes they feel scared, 137 00:13:01,080 --> 00:13:06,080 so we give them this opportunity that they can assess each other with, okay, good, very 138 00:13:06,080 --> 00:13:11,080 good, excellent, so there is nothing bad, and about comprehension, about use of English, 139 00:13:11,080 --> 00:13:13,080 and understanding, and interest. 140 00:13:13,080 --> 00:13:18,080 If the presentation the children did was interesting, or if they could follow it, and it was very 141 00:13:18,080 --> 00:13:23,080 well done, and they can assess each other saying why, so they are reasoning, they are 142 00:13:23,080 --> 00:13:30,080 using their thinking skills to present why they have thought it was interesting, or why 143 00:13:30,080 --> 00:13:35,080 it was boring, and they can present, for example, whether as we have it here, with the Spanish 144 00:13:35,080 --> 00:13:40,080 community, so they are using content in language as well, talking about the north of Spain, 145 00:13:40,080 --> 00:13:45,080 in the south of Spain, Canary Islands, in the Balearic Islands, so they are connecting 146 00:13:45,080 --> 00:13:51,080 also content with language, and it is very difficult also to manage doing while speaking, 147 00:13:51,080 --> 00:13:57,080 because we usually speak face to face without moving our hands, but when children have to 148 00:13:57,080 --> 00:14:01,080 interact, choosing the pictures they want, they are also doing thinking skills, so this 149 00:14:01,080 --> 00:14:07,080 is the aim we are looking for, that they can choose what they prefer, in Spain, in Madrid 150 00:14:07,080 --> 00:14:12,080 can be wet, or in Barcelona can be sunny, and they come in, oh, no, we want good weather 151 00:14:12,080 --> 00:14:17,080 in Madrid, so they interact and they follow the presentation, which is our aim. 152 00:14:17,080 --> 00:14:22,080 Also about, this is about whether an animal, also with historical characters, they are 153 00:14:22,080 --> 00:14:27,080 asking questions, where were you born, or why were you famous, talking about any kind 154 00:14:27,080 --> 00:14:33,080 of character, we did Napoleon, Madame Curie, any research they would like to make on. 155 00:14:35,080 --> 00:14:41,080 They are also, another activity we have been doing is Let's Go Shopping, which was focused 156 00:14:41,080 --> 00:14:46,080 on clear content, and as Maria Jose said, we did a pre-scaffolding, presenting the structures 157 00:14:46,080 --> 00:14:53,080 on the wall, like, good morning, what would you like, so all the stages in a shop, in 158 00:14:53,080 --> 00:15:00,080 a real life, and we also introduced them vocabulary like, never mind, I don't have, don't worry, 159 00:15:00,080 --> 00:15:04,080 anything else, so these kind of questions keep going on the presentation, and it is 160 00:15:04,080 --> 00:15:09,080 quite interesting how they use these questions in another different context, and you say, 161 00:15:09,080 --> 00:15:14,080 oh, they are matching, they are connecting the experiences in English, in science, and 162 00:15:14,080 --> 00:15:21,080 from science to English language, and we also believe that this, we want memorable 163 00:15:21,080 --> 00:15:28,080 activities, and in the video we wanted to present about weakest students, she was reading 164 00:15:28,080 --> 00:15:33,080 one of these pictures, one of these little books, which are readers, and she was reading 165 00:15:33,080 --> 00:15:38,080 this page, and she was a bit of a struggle, she is a Chinese girl, and it was funny because 166 00:15:38,080 --> 00:15:42,080 she could interact with the assistant, and she would say, like, Sarah and Jack are in 167 00:15:42,080 --> 00:15:47,080 the park, it's sunny, and is it sunny today, and the Chinese girl was, no, no, no, and 168 00:15:47,080 --> 00:15:52,080 they are happy, are you happy, yes, yes, yes, so she was interacting at her level, so we 169 00:15:52,080 --> 00:15:56,080 tried to adapt their different activities to different students' skills. 170 00:15:56,080 --> 00:16:01,080 We had got some results from this, we did, like, an assessment from all their speaking 171 00:16:01,080 --> 00:16:06,080 skills, and this is English, English has been raising up from the first term to the third 172 00:16:06,080 --> 00:16:11,080 term, and also science, so it is quite impressive how students actually improve their academic 173 00:16:11,080 --> 00:16:18,080 achievements in both areas, in science and as a consequence in language, in second language. 174 00:16:18,080 --> 00:16:24,080 And the progress in science has been also, been a progress, so this is English, English 175 00:16:24,080 --> 00:16:29,080 in the second term, English in the third term, science in the first term, which was six, 176 00:16:29,080 --> 00:16:34,080 science in the third term, almost seven, and science in the third term went up, so both 177 00:16:34,080 --> 00:16:37,080 of them are connected to the same direction. 178 00:16:37,080 --> 00:16:42,080 And as a conclusion, we can say that Clean Methodology implies a lot of work, but we 179 00:16:42,080 --> 00:16:47,080 still feel it is worth to use it, and we have got... 180 00:16:47,080 --> 00:16:53,080 We can talk about other activities we do when we do the role plays, and they prepare a casting 181 00:16:53,080 --> 00:16:56,080 with the dialogues, and they do themselves. 182 00:16:59,080 --> 00:17:00,080 Five minutes. 183 00:17:00,080 --> 00:17:05,080 Yeah, five minutes, so the important things about the feedback is when, how, why we do 184 00:17:05,080 --> 00:17:10,080 it, so when, not until the end, we don't stop the presentations while they are speaking, 185 00:17:10,080 --> 00:17:15,080 how, carefully, and in a soft way, that means praising them, never rudely. 186 00:17:15,080 --> 00:17:20,080 So we have a good behaviour chart, anytime they speak in English, can I have a silver 187 00:17:20,080 --> 00:17:22,080 star, please, can I have a silver star? 188 00:17:22,080 --> 00:17:24,080 Yeah, of course you can. 189 00:17:24,080 --> 00:17:29,080 So we are also challenging them, but they feel very proud of their efforts, seeing that 190 00:17:29,080 --> 00:17:32,080 they are having silver stars anytime they speak. 191 00:17:32,080 --> 00:17:35,080 Children need to shine, this is our idea. 192 00:17:35,080 --> 00:17:39,080 And how can we give solutions to our problems in class? 193 00:17:39,080 --> 00:17:42,080 Fastest students can help weakest students. 194 00:17:42,080 --> 00:17:45,080 We can adapt contents to a student's abilities. 195 00:17:45,080 --> 00:17:51,080 We have to establish very clear rules and instructions at the beginning, and of course 196 00:17:51,080 --> 00:17:54,080 this is our conclusion, big dreams leading to big results. 197 00:17:54,080 --> 00:17:59,080 And the class rules, they usually take part in the class rules. 198 00:18:00,080 --> 00:18:07,080 They make suggestions all the time, and we refer to them all the time. 199 00:18:07,080 --> 00:18:14,080 We continue working, because teachers need to learn every day as we teach, so the project 200 00:18:14,080 --> 00:18:20,080 next year will be systematic video recording and transcribing them and how they continue 201 00:18:20,080 --> 00:18:27,080 with making efforts, how their academic achievements are going on, so we have to collect more data. 202 00:18:27,080 --> 00:18:32,080 And we are providing them more activities, as Maria Jose said, projects, oral descriptions, 203 00:18:32,080 --> 00:18:38,080 role plays, simulations, interactions, because what we have seen is that they are very good 204 00:18:38,080 --> 00:18:43,080 at presenting, but they lack questions, making questions. 205 00:18:43,080 --> 00:18:48,080 So we want them to ask questions so there is a natural interaction between them. 206 00:18:48,080 --> 00:18:55,080 And of course we have to analyze the external results from the fourth class exams and how 207 00:18:55,080 --> 00:18:58,080 well they have improved. 208 00:18:58,080 --> 00:19:01,080 So I would really appreciate your attention. 209 00:19:01,080 --> 00:19:02,080 Thank you very much. 210 00:19:02,080 --> 00:19:03,080 And we apologize for not having... 211 00:19:03,080 --> 00:19:04,080 Thank you very much. 212 00:19:04,080 --> 00:19:05,080 Thank you. 213 00:19:05,080 --> 00:19:05,080 214 00:19:25,080 --> 00:19:26,080 Thank you. 215 00:19:55,080 --> 00:19:57,080 Thank you. 216 00:20:25,080 --> 00:20:26,080 Thank you. 217 00:20:26,080 --> 00:20:26,080 218 00:20:56,080 --> 00:20:57,080 Thank you. 219 00:20:57,080 --> 00:20:58,080 Thank you. 220 00:20:58,080 --> 00:20:58,080 221 00:21:25,080 --> 00:21:26,080 Thank you. 222 00:21:26,080 --> 00:21:27,080 Thank you. 223 00:21:27,080 --> 00:21:27,080 224 00:21:55,080 --> 00:21:56,080 Thank you. 225 00:21:56,080 --> 00:21:57,080 Thank you. 226 00:21:57,080 --> 00:21:58,080 Thank you. 227 00:21:58,080 --> 00:21:58,080 228 00:22:25,080 --> 00:22:26,080 Thank you. 229 00:22:26,080 --> 00:22:27,080 Thank you. 230 00:22:27,080 --> 00:22:28,080 Thank you. 231 00:22:28,080 --> 00:22:28,080 232 00:22:55,080 --> 00:22:56,080 Thank you. 233 00:22:56,080 --> 00:22:57,080 Thank you. 234 00:22:57,080 --> 00:22:58,080 Thank you. 235 00:22:58,080 --> 00:22:58,080 236 00:23:25,080 --> 00:23:26,080 Thank you. 237 00:23:26,080 --> 00:23:27,080 Thank you. 238 00:23:27,080 --> 00:23:28,080 Thank you. 239 00:23:28,080 --> 00:23:28,080 240 00:23:55,080 --> 00:23:56,080 Thank you. 241 00:23:56,080 --> 00:23:57,080 Thank you. 242 00:23:57,080 --> 00:23:58,080 Thank you. 243 00:23:58,080 --> 00:23:58,080 244 00:24:25,080 --> 00:24:26,080 Thank you. 245 00:24:26,080 --> 00:24:27,080 Thank you. 246 00:24:27,080 --> 00:24:28,080 Thank you. 247 00:24:28,080 --> 00:24:28,080 248 00:24:55,080 --> 00:24:56,080 Thank you. 249 00:24:56,080 --> 00:24:57,080 Thank you. 250 00:24:57,080 --> 00:24:58,080 Thank you. 251 00:24:58,080 --> 00:24:58,080 252 00:25:25,080 --> 00:25:26,080 Thank you. 253 00:25:26,080 --> 00:25:27,080 Thank you. 254 00:25:27,080 --> 00:25:28,080 Thank you. 255 00:25:28,080 --> 00:25:28,080 256 00:25:55,080 --> 00:25:56,080 Thank you. 257 00:25:56,080 --> 00:25:57,080 Thank you. 258 00:25:57,080 --> 00:25:58,080 Thank you. 259 00:25:58,080 --> 00:25:58,080 260 00:26:25,080 --> 00:26:26,080 Thank you. 261 00:26:26,080 --> 00:26:27,080 Thank you. 262 00:26:27,080 --> 00:26:28,080 Thank you. 263 00:26:28,080 --> 00:26:29,080 Thank you so much. 264 00:26:29,080 --> 00:26:29,080 265 00:26:55,080 --> 00:26:56,080 Thank you. 266 00:26:56,080 --> 00:26:57,080 Thank you. 267 00:26:57,080 --> 00:26:58,080 Thank you. 268 00:26:58,080 --> 00:26:58,080 269 00:27:55,080 --> 00:27:56,080 Thank you. 270 00:27:56,080 --> 00:27:57,080 Thank you. 271 00:27:57,080 --> 00:27:58,080 Thank you. 272 00:27:58,080 --> 00:27:58,080 273 00:28:25,080 --> 00:28:26,080 Thank you. 274 00:28:26,080 --> 00:28:27,080 Thank you. 275 00:28:27,080 --> 00:28:28,080 Thank you. 276 00:28:28,080 --> 00:28:28,080 277 00:31:55,080 --> 00:31:56,080 Thank you. 278 00:31:56,080 --> 00:31:57,080 Thank you. 279 00:31:57,080 --> 00:31:58,080 Thank you. 280 00:31:58,080 --> 00:31:58,080 281 00:32:25,080 --> 00:32:26,080 Thank you. 282 00:32:26,080 --> 00:32:27,080 Thank you. 283 00:32:27,080 --> 00:32:28,080 Thank you. 284 00:32:28,080 --> 00:32:28,080 285 00:32:56,080 --> 00:32:57,080 Thank you. 286 00:32:57,080 --> 00:32:58,080 Thank you. 287 00:32:58,080 --> 00:32:59,080 Thank you. 288 00:32:59,080 --> 00:33:00,060 Thank you. 289 00:33:25,080 --> 00:33:26,080 Thank you. 290 00:33:26,080 --> 00:33:27,080 Thank you. 291 00:33:27,080 --> 00:33:27,080 292 00:33:55,080 --> 00:33:56,080 Thank you. 293 00:33:56,080 --> 00:33:57,080 Thank you. 294 00:33:57,080 --> 00:33:58,080 Thank you. 295 00:33:58,080 --> 00:33:58,080 296 00:34:25,080 --> 00:34:26,080 Thank you. 297 00:34:26,080 --> 00:34:26,080 298 00:34:55,080 --> 00:34:56,080 Thank you. 299 00:34:56,080 --> 00:34:56,080 300 00:35:25,080 --> 00:35:26,080 Thank you. 301 00:35:26,080 --> 00:35:27,080 Thank you. 302 00:35:27,080 --> 00:35:28,080 Thank you. 303 00:35:28,080 --> 00:35:28,080 304 00:35:55,080 --> 00:35:56,080 Thank you. 305 00:35:56,080 --> 00:35:56,080 306 00:36:25,080 --> 00:36:26,080 Thank you. 307 00:36:26,080 --> 00:36:27,080 Thank you. 308 00:36:27,080 --> 00:36:28,080 Thank you. 309 00:36:28,080 --> 00:36:28,080 310 00:36:55,080 --> 00:36:56,080 Thank you. 311 00:36:56,080 --> 00:36:57,080 Thank you. 312 00:36:57,080 --> 00:36:58,080 Thank you. 313 00:36:58,080 --> 00:36:58,660 Thank you. 314 00:37:25,080 --> 00:37:26,080 Thank you. 315 00:37:26,080 --> 00:37:27,080 Thank you. 316 00:37:27,080 --> 00:37:28,080 Thank you. 317 00:37:28,080 --> 00:37:28,080 318 00:38:25,080 --> 00:38:26,580 Thank you. 319 00:38:26,580 --> 00:38:27,580 Thank you. 320 00:38:27,580 --> 00:38:28,580 Thank you. 321 00:38:28,580 --> 00:38:29,080 Thank you. 322 00:38:55,080 --> 00:38:56,080 Thank you. 323 00:38:56,080 --> 00:38:57,080 Thank you. 324 00:38:57,080 --> 00:38:58,080 Thank you. 325 00:38:58,080 --> 00:38:58,080 326 00:39:25,080 --> 00:39:25,580 Thank you. 327 00:39:55,080 --> 00:39:56,080 Thank you. 328 00:39:56,080 --> 00:39:56,080 329 00:40:25,080 --> 00:40:26,080 Thank you. 330 00:40:26,080 --> 00:40:27,080 Thank you. 331 00:40:27,080 --> 00:40:28,080 Thank you. 332 00:40:28,080 --> 00:40:28,080 333 00:41:25,080 --> 00:41:26,080 Thank you. 334 00:41:26,080 --> 00:41:27,080 Thank you. 335 00:41:27,080 --> 00:41:28,080 Thank you. 336 00:41:28,080 --> 00:41:28,080 337 00:41:55,080 --> 00:41:56,080 Thank you. 338 00:41:56,080 --> 00:41:57,080 Thank you. 339 00:41:57,080 --> 00:41:58,080 Thank you. 340 00:41:58,080 --> 00:41:58,080 341 00:42:25,080 --> 00:42:28,080 Thank you. 342 00:42:55,080 --> 00:42:58,080 Thank you. 343 00:43:25,080 --> 00:43:28,080 Thank you. 344 00:43:55,080 --> 00:43:58,080 Thank you. 345 00:44:25,080 --> 00:44:28,080 Thank you. 346 00:44:28,080 --> 00:44:31,080 Thank you. 347 00:44:53,080 --> 00:44:56,080 Thank you so much, Paula, Maria-José. 348 00:44:56,080 --> 00:44:59,080 We've got a very short period of time for questions. 349 00:44:59,080 --> 00:45:02,080 You can raise your hand if you want, if you've got questions. 350 00:45:02,080 --> 00:45:04,080 I've got one question. 351 00:45:04,080 --> 00:45:07,080 I know that your methodology is so practical as you are speaking. 352 00:45:07,080 --> 00:45:11,080 How do you deal with grammar in the second cycle? 353 00:45:11,080 --> 00:45:14,080 Because the contents are very high. 354 00:45:14,080 --> 00:45:17,080 How do you deal in grammar in English classes? 355 00:45:17,080 --> 00:45:20,080 In language classes, to me, 356 00:45:20,080 --> 00:45:23,080 we use the grammar book 357 00:45:23,080 --> 00:45:27,080 and we try to introduce the grammar by context. 358 00:45:27,080 --> 00:45:30,080 For instance, if we are tackling a text, 359 00:45:30,080 --> 00:45:33,080 we can have the comparatives. 360 00:45:33,080 --> 00:45:36,080 Also, we try to use the comparatives with the students. 361 00:45:36,080 --> 00:45:40,080 They come to the front and one of them says, 362 00:45:40,080 --> 00:45:44,080 Pedro is taller than me, you are taller than Maria. 363 00:45:44,080 --> 00:45:46,080 Then we are using the comparatives. 364 00:45:46,080 --> 00:45:49,080 We always try to relate it to real things 365 00:45:49,080 --> 00:45:52,080 and something which is meaningful to them. 366 00:45:52,080 --> 00:45:55,080 But we also have to deal with the grammar. 367 00:45:55,080 --> 00:45:59,080 They don't study the grammar by heart, the concepts. 368 00:45:59,080 --> 00:46:03,080 And that's the grammar that you use in the presentations? 369 00:46:03,080 --> 00:46:05,080 Yes, it is always connected. 370 00:46:05,080 --> 00:46:07,080 The students, for example, 371 00:46:07,080 --> 00:46:10,080 they are presenting their book and it's about Cinderella 372 00:46:10,080 --> 00:46:13,080 and they said and they went and at the end it's like, 373 00:46:13,080 --> 00:46:15,080 it's not they, it's she. 374 00:46:15,080 --> 00:46:18,080 But just at the end, they can take notes. 375 00:46:19,080 --> 00:46:21,080 It's the language assistant 376 00:46:21,080 --> 00:46:23,080 who makes a feedback on their presentation. 377 00:46:23,080 --> 00:46:25,080 So we leave them to speak. 378 00:46:25,080 --> 00:46:28,080 We are focusing on fluency, not on accuracy. 379 00:46:28,080 --> 00:46:32,080 We try to give more importance to accuracy than fluency. 380 00:46:33,080 --> 00:46:35,080 I just wanted to ask two questions. 381 00:46:35,080 --> 00:46:37,080 The first question is, you said that 382 00:46:37,080 --> 00:46:40,080 the major importance for the kids at that age 383 00:46:40,080 --> 00:46:42,080 is how to ask questions, right? 384 00:46:42,080 --> 00:46:44,080 So how do you teach them asking questions, 385 00:46:44,080 --> 00:46:48,080 especially the word order, right, auxiliary verbs, et cetera. 386 00:46:48,080 --> 00:46:51,080 And the second question is that you said that 387 00:46:51,080 --> 00:46:53,080 for us what's the most important, that's fluency. 388 00:46:53,080 --> 00:46:56,080 So what type of mistakes do you correct? 389 00:46:57,080 --> 00:46:59,080 Yes, we try to correct a lot of mistakes, 390 00:46:59,080 --> 00:47:00,080 but sometimes at the end, 391 00:47:00,080 --> 00:47:03,080 and we give them a scaffolding with the structure. 392 00:47:03,080 --> 00:47:05,080 Sometimes we write it on the board. 393 00:47:05,080 --> 00:47:08,080 No, I mean, grammar mistakes, phonetic mistakes, 394 00:47:08,080 --> 00:47:10,080 word order mistakes, I mean, 395 00:47:10,080 --> 00:47:12,080 what mistakes for you are important 396 00:47:13,080 --> 00:47:14,080 and worth correcting? 397 00:47:14,080 --> 00:47:16,080 Because not all of them are worth correcting. 398 00:47:17,080 --> 00:47:19,080 They use self-correctness as well. 399 00:47:19,080 --> 00:47:20,080 Yeah, of course. 400 00:47:20,080 --> 00:47:23,080 The third person, the past tense. 401 00:47:25,080 --> 00:47:26,080 A lot of things. 402 00:47:26,080 --> 00:47:28,080 The concordance of subject and verb, 403 00:47:28,080 --> 00:47:29,080 usually the third person. 404 00:47:29,080 --> 00:47:30,080 And we are focusing. 405 00:47:30,080 --> 00:47:31,080 Yes, we look at them. 406 00:47:31,080 --> 00:47:33,080 It's like, hmm, there is something wrong. 407 00:47:33,080 --> 00:47:34,080 And they self-correct. 408 00:47:34,080 --> 00:47:36,080 Whenever you give them time 409 00:47:36,080 --> 00:47:38,080 and you don't interrupt their speech 410 00:47:38,080 --> 00:47:40,080 and there is something wrong, 411 00:47:41,080 --> 00:47:43,080 just change the order. 412 00:47:43,080 --> 00:47:45,080 Do the S of the third person 413 00:47:45,080 --> 00:47:47,080 and they get used to it. 414 00:47:49,080 --> 00:47:51,080 This is more the language assistant 415 00:47:51,080 --> 00:47:54,080 who takes them out maybe sometimes. 416 00:47:54,080 --> 00:47:55,080 This is the next stage. 417 00:47:55,080 --> 00:47:57,080 We have to focus on pronunciation, 418 00:47:57,080 --> 00:47:59,080 which is quite different to speaking. 419 00:47:59,080 --> 00:48:01,080 So this is another, 420 00:48:01,080 --> 00:48:03,080 it would be like another purpose, 421 00:48:03,080 --> 00:48:04,080 a different study, 422 00:48:04,080 --> 00:48:06,080 how to focus on pronunciation. 423 00:48:06,080 --> 00:48:08,080 But as long as they are being understood 424 00:48:09,080 --> 00:48:11,080 and they understand each other, 425 00:48:11,080 --> 00:48:12,080 this is the aim. 426 00:48:12,080 --> 00:48:14,080 Because the language assistant says, 427 00:48:14,080 --> 00:48:15,080 I understood it. 428 00:48:15,080 --> 00:48:16,080 It was perfect. 429 00:48:16,080 --> 00:48:18,080 I mean, when I correct them, 430 00:48:18,080 --> 00:48:19,080 I take notes, 431 00:48:19,080 --> 00:48:20,080 I take more mistakes, 432 00:48:20,080 --> 00:48:21,080 I write more mistakes 433 00:48:21,080 --> 00:48:23,080 than what the language assistant, 434 00:48:23,080 --> 00:48:25,080 the native speaker writes. 435 00:48:25,080 --> 00:48:26,080 And it's like, oh look, 436 00:48:26,080 --> 00:48:28,080 I have wrote the S in the person, 437 00:48:28,080 --> 00:48:29,080 the past, 438 00:48:29,080 --> 00:48:31,080 and you say, no, that was fine. 439 00:48:31,080 --> 00:48:32,080 I understood it. 440 00:48:32,080 --> 00:48:34,080 So it's not important. 441 00:48:34,080 --> 00:48:36,080 They are becoming fluent 442 00:48:36,080 --> 00:48:40,080 and they don't have to be scared of talking. 443 00:48:40,080 --> 00:48:42,080 They are aware that correcting 444 00:48:42,080 --> 00:48:44,080 is part of the learning 445 00:48:44,080 --> 00:48:47,080 and assessment is also part of the learning. 446 00:48:47,080 --> 00:48:49,080 We try to praise them 447 00:48:51,080 --> 00:48:52,080 and to feel them confident 448 00:48:52,080 --> 00:48:54,080 that they are improving. 449 00:48:54,080 --> 00:48:55,080 Even the Chinese, 450 00:48:55,080 --> 00:48:59,080 it's amazing how she has improved so much 451 00:48:59,080 --> 00:49:01,080 in the last term. 452 00:49:01,080 --> 00:49:03,080 We try not to interrupt them 453 00:49:03,080 --> 00:49:05,080 when they are talking. 454 00:49:06,080 --> 00:49:07,080 Okay, I'm so sorry, 455 00:49:07,080 --> 00:49:08,080 but we don't have more time. 456 00:49:08,080 --> 00:49:09,080 Thank you very much, 457 00:49:09,080 --> 00:49:10,080 Ms. Ryan. 458 00:49:10,080 --> 00:49:11,080 Thank you. 459 00:49:11,080 --> 00:49:12,080 Thank you. 460 00:49:12,080 --> 00:49:14,080 We have got some time now 461 00:49:14,080 --> 00:49:16,080 to do the slides we shared. 462 00:49:16,080 --> 00:49:18,080 And at the end of the day, 463 00:49:18,080 --> 00:49:21,080 we've got a self-assessment for our talk, 464 00:49:21,080 --> 00:49:23,080 if you wouldn't mind. 465 00:49:23,080 --> 00:49:25,080 If you wouldn't mind to read us 466 00:49:25,080 --> 00:49:27,080 about the presentation. 467 00:49:27,080 --> 00:49:28,080 Thank you. 468 00:49:28,080 --> 00:49:29,080 Thank you. 469 00:49:29,080 --> 00:49:30,080 Thank you. 470 00:49:30,080 --> 00:49:31,080 Thank you. 471 00:49:31,080 --> 00:49:32,080 Thank you. 472 00:49:32,080 --> 00:49:33,080 Thank you. 473 00:49:33,080 --> 00:49:34,080 Thank you. 474 00:49:34,080 --> 00:49:35,080 Thank you. 475 00:49:35,080 --> 00:49:36,080 Thank you. 476 00:49:36,080 --> 00:49:37,080 Thank you. 477 00:49:37,080 --> 00:49:38,080 Thank you. 478 00:49:38,080 --> 00:49:39,080 Thank you. 479 00:49:39,080 --> 00:49:40,080 Thank you. 480 00:49:40,080 --> 00:49:41,080 Thank you. 481 00:49:41,080 --> 00:49:42,080 Thank you. 482 00:49:42,080 --> 00:49:43,080 Thank you. 483 00:49:43,080 --> 00:49:44,080 Thank you. 484 00:49:44,080 --> 00:49:45,080 Thank you. 485 00:49:45,080 --> 00:49:46,080 Thank you. 486 00:49:46,080 --> 00:49:47,080 Thank you. 487 00:49:47,080 --> 00:49:48,080 Thank you. 488 00:49:48,080 --> 00:49:49,080 Thank you. 489 00:49:49,080 --> 00:49:50,080 Thank you. 490 00:49:50,080 --> 00:49:51,080 Take care. 491 00:49:51,080 --> 00:49:52,080 Bye bye. 492 00:49:52,080 --> 00:49:53,080 See you later. 493 00:49:53,080 --> 00:49:54,080 Thank you, 494 00:49:54,080 --> 00:49:55,080 auntie. 495 00:49:55,080 --> 00:49:56,080 Yeah, 496 00:49:56,080 --> 00:49:57,080 see you later. 497 00:49:57,080 --> 00:49:58,080 All right. 498 00:49:58,080 --> 00:49:59,080 Bye. 499 00:49:59,080 --> 00:50:00,080 Goodbye. 500 00:50:00,080 --> 00:50:01,080 Bye. 501 00:50:01,080 --> 00:50:02,080 Well, 502 00:50:02,080 --> 00:50:03,080 at least we have some other things 503 00:50:03,080 --> 00:50:04,080 I could share with you that we'll get to 504 00:50:04,080 --> 00:50:05,080 see more of. 505 00:50:05,080 --> 00:50:06,080 I'll put more information in the description below. 506 00:50:06,080 --> 00:50:07,080 And yeah, 507 00:50:07,080 --> 00:50:08,080 lots of information. 508 00:50:08,080 --> 00:50:09,080 All right, 509 00:50:09,080 --> 00:50:10,080 we'll see you later. 510 00:50:10,080 --> 00:50:11,080 Bye bye. 511 00:50:11,080 --> 00:50:12,080 Bye bye. 512 00:50:12,080 --> 00:50:13,080 Bye bye. 513 00:50:13,080 --> 00:50:14,080 All right, 514 00:50:14,080 --> 00:50:15,080 bye bye. 515 00:50:15,080 --> 00:50:16,080 Bye bye. 516 00:50:16,080 --> 00:50:17,080 Bye bye. 517 00:50:17,080 --> 00:50:18,080 All right, 518 00:50:18,080 --> 00:50:19,080 bye bye. 519 00:50:19,080 --> 00:50:20,080 Bye bye. 520 00:50:20,080 --> 00:50:20,080 521 00:53:05,080 --> 00:53:08,080 Bye bye. 522 00:53:08,080 --> 00:53:11,080 Bye bye. 523 00:53:35,080 --> 00:53:43,080 The scientific method that has been used to carry out this study and the repercussions it has had and will have in the future. 524 00:53:43,080 --> 00:53:46,080 Well, I start then directly. 525 00:53:46,080 --> 00:53:57,080 As I was saying, this paper collects information from a larger study that has been carried out by this author in a high school education institute of the community of Madrid, 526 00:53:57,080 --> 00:54:08,080 which was part of an ambitious development project of an innovation program to improve the educational offer in a public institute with a bilingual projection and give it an international dimension. 527 00:54:08,080 --> 00:54:13,080 Until now, theater has been used as a tool for the transmission of feelings and emotions, 528 00:54:13,080 --> 00:54:18,080 but from the experience that the author has had with bilingual productions carried out previously, 529 00:54:18,080 --> 00:54:28,080 he intended to show that theater can also be a tool to achieve a probable improvement in the acquisition of the language through formal teaching. 530 00:54:28,080 --> 00:54:41,080 The pedagogy used in language teaching is in need of innovation, and the author of this study intends to present alternative methods to the already existing methodological practices. 531 00:54:41,080 --> 00:54:50,080 The scientific study that we will now see, on which this paper is based and on which a general vision is intended, 532 00:54:50,080 --> 00:55:00,080 aims to test the effectiveness of the use of theater in English teaching as a second language or vehicular language in contrast to traditional pedagogical methods, 533 00:55:00,080 --> 00:55:06,080 especially in the improvement of oral skills, mainly pronunciation and fluency. 534 00:55:07,080 --> 00:55:15,080 Well, let's start to see a little the background of all this, the germ and how it originated. 535 00:55:15,080 --> 00:55:27,080 Well, obviously everything starts from the personal interest of a group of people and mine for the theater and want to test the effectiveness of the use of theater in the classes, 536 00:55:27,080 --> 00:55:33,080 not only as an extracurricular activity or out of the classroom, but integrate it into the daily practice. 537 00:55:33,080 --> 00:55:44,080 And well, starting from that premise, obviously, of the personal interest of all of us, we decided to test, to demonstrate scientifically and not based on subjective impressions, 538 00:55:44,080 --> 00:55:53,080 to prove that theater can be an effective tool, both in primary and especially in this case in secondary, which is the object of the study. 539 00:55:53,080 --> 00:56:00,080 So, starting from all this, we are going to see a series of elements on which this project was built. 540 00:56:00,080 --> 00:56:05,080 First of all, as you can see, we are going to see a series of places, the environment where this project was developed. 541 00:56:05,080 --> 00:56:11,080 Well, as I told you before, the research was developed in a public institute of the community of Madrid, 542 00:56:11,080 --> 00:56:18,080 which offers teachings from primary to secondary to high school, in addition to professional training in shifts of morning and afternoon. 543 00:56:18,080 --> 00:56:27,080 It is a school located in a neighborhood in the southeast of the city of Madrid, an area surrounded by industrial areas and a complex road system. 544 00:56:27,080 --> 00:56:36,080 Well, as for the students who are in that center, I will tell you briefly that it has a population of around a thousand students, 545 00:56:36,080 --> 00:56:43,080 who come from very varied origins and, as most of you will know, they tend to be of medium-low social condition, working class, 546 00:56:43,080 --> 00:56:52,080 and from the point of view of their origin, around 40% of them are emigrants from South America, countries in Eastern Europe and North Africa, 547 00:56:52,080 --> 00:57:01,080 while 15% of them belong to the gypsy community. The rest of them would be students born in Spain. 548 00:57:01,080 --> 00:57:07,080 There is a high degree of mobility among that school population of the center, since many of its students, 549 00:57:07,080 --> 00:57:12,080 coming from other countries, enter the school throughout the school year, something that sounds to you, I suppose, 550 00:57:12,080 --> 00:57:18,080 quite of your centers too, and join existing groups, in addition to students who leave throughout the course, 551 00:57:18,080 --> 00:57:23,080 as was the case of the time during which the study took place, which we are going to comment. 552 00:57:23,080 --> 00:57:32,080 Well, I would like to move on to comment on a series of reasons why it was decided to produce, to originate this study. 553 00:57:32,080 --> 00:57:39,080 Well, the director of the center, where the author was, asked him to design and launch an innovation project 554 00:57:39,080 --> 00:57:46,080 to improve the conditions of the center, which were in line with the requirements of the regional authorities in terms of education, 555 00:57:46,080 --> 00:57:54,080 to finally transform a degraded environment into a more international center and finally turn it into a bilingual center. 9,480 as a second language 602 00:54:59,480 --> 00:55:01,480 or vehicular language 603 00:55:01,480 --> 00:55:03,480 in contrast 604 00:55:03,480 --> 00:55:05,480 to traditional pedagogical methods, 605 00:55:05,480 --> 00:55:07,480 especially in the improvement 606 00:55:07,480 --> 00:55:09,480 of oral skills, 607 00:55:09,480 --> 00:55:11,480 mainly pronunciation and fluency. 608 00:55:11,480 --> 00:55:13,480 Well, let's start 609 00:55:13,480 --> 00:55:15,480 to see a little 610 00:55:15,480 --> 00:55:17,480 the background 611 00:55:17,480 --> 00:55:19,480 of all this, 612 00:55:19,800 --> 00:55:21,800 the personal interest 613 00:55:21,800 --> 00:55:23,800 of a group of people 614 00:55:23,800 --> 00:55:25,800 and mine for theater 615 00:55:25,800 --> 00:55:27,800 and want to test the effectiveness 616 00:55:27,800 --> 00:55:29,800 of the use of theater 617 00:55:29,800 --> 00:55:31,800 not only as an extracurricular activity 618 00:55:31,800 --> 00:55:33,800 or out of the classroom 619 00:55:33,800 --> 00:55:35,800 but integrate it 620 00:55:35,800 --> 00:55:37,800 in daily practice. 621 00:55:37,800 --> 00:55:39,800 Starting from this premise 622 00:55:39,800 --> 00:55:41,800 of the personal interest 623 00:55:41,800 --> 00:55:43,800 of all of us, 624 00:55:43,800 --> 00:55:45,800 we decided to prove 625 00:55:45,800 --> 00:55:47,800 scientifically 626 00:55:48,120 --> 00:55:50,120 both in elementary school 627 00:55:50,120 --> 00:55:52,120 and especially in secondary school, 628 00:55:52,120 --> 00:55:54,120 which is the object of the study. 629 00:55:54,120 --> 00:55:56,120 Starting from all this, 630 00:55:56,120 --> 00:55:58,120 we will see a series of elements 631 00:55:58,120 --> 00:56:00,120 on which this project was built. 632 00:56:00,120 --> 00:56:02,120 First, as you can see, 633 00:56:02,120 --> 00:56:04,120 we will see the place, 634 00:56:04,120 --> 00:56:06,120 the environment where this project was developed. 635 00:56:06,120 --> 00:56:08,120 Well, as I mentioned before, 636 00:56:08,120 --> 00:56:10,120 the research was developed 637 00:56:10,120 --> 00:56:12,120 in a public institute 638 00:56:12,120 --> 00:56:14,120 of the community of Madrid 639 00:56:14,120 --> 00:56:16,120 that offers teaching from primary to secondary 640 00:56:16,440 --> 00:56:18,440 in shifts of morning and afternoon. 641 00:56:18,440 --> 00:56:20,440 It is a school that is located 642 00:56:20,440 --> 00:56:22,440 in a neighborhood in the southeast of the city of Madrid, 643 00:56:22,440 --> 00:56:24,440 an area surrounded by industrial areas 644 00:56:24,440 --> 00:56:26,440 and a complex system of roads. 645 00:56:26,440 --> 00:56:28,440 Well, 646 00:56:28,440 --> 00:56:30,440 as for the students 647 00:56:30,440 --> 00:56:32,440 who are in this center, 648 00:56:32,440 --> 00:56:34,440 I will briefly tell you 649 00:56:34,440 --> 00:56:36,440 that it has a population of around 1,000 students 650 00:56:36,440 --> 00:56:38,440 who come from very varied origins 651 00:56:38,440 --> 00:56:40,440 and as most of you will know, 652 00:56:40,440 --> 00:56:42,440 they tend to be social condition, 653 00:56:42,440 --> 00:56:44,440 low average, working class 654 00:56:44,760 --> 00:56:46,760 and from the point of view of their origin, 655 00:56:46,760 --> 00:56:48,760 around 40% of them are emigrants 656 00:56:48,760 --> 00:56:50,760 from South America, 657 00:56:50,760 --> 00:56:52,760 countries in Eastern Europe and North Africa, 658 00:56:52,760 --> 00:56:54,760 while 15% of them 659 00:56:54,760 --> 00:56:56,760 belong to the gypsy community. 660 00:56:56,760 --> 00:56:58,760 The rest of them 661 00:56:58,760 --> 00:57:00,760 would be students born in Spain. 662 00:57:00,760 --> 00:57:02,760 There is a high degree of mobility 663 00:57:02,760 --> 00:57:04,760 among that school population 664 00:57:04,760 --> 00:57:06,760 of the center, 665 00:57:06,760 --> 00:57:08,760 since many of its students 666 00:57:08,760 --> 00:57:10,760 from other countries 667 00:57:10,760 --> 00:57:12,760 enter the school throughout the school year, 668 00:57:13,080 --> 00:57:15,080 and join the already existing groups, 669 00:57:15,080 --> 00:57:17,080 in addition to students 670 00:57:17,080 --> 00:57:19,080 who leave throughout the course, 671 00:57:19,080 --> 00:57:21,080 as was the case of the time 672 00:57:21,080 --> 00:57:23,080 during which the study took place, 673 00:57:23,080 --> 00:57:25,080 which we are going to comment on. 674 00:57:25,080 --> 00:57:27,080 Well, I would like to comment on a series of reasons 675 00:57:27,080 --> 00:57:29,080 for which 676 00:57:29,080 --> 00:57:31,080 it was managed to produce, 677 00:57:31,080 --> 00:57:33,080 to originate this study. 678 00:57:33,080 --> 00:57:35,080 Well, the director 679 00:57:35,080 --> 00:57:37,080 of the center, where the author was, 680 00:57:37,080 --> 00:57:39,080 asked him to design and launch 681 00:57:39,080 --> 00:57:41,080 an innovation project 682 00:57:41,400 --> 00:57:43,400 to make the conditions of the center 683 00:57:43,400 --> 00:57:45,400 in line with the requirements 684 00:57:45,400 --> 00:57:47,400 of the regional authorities 685 00:57:47,400 --> 00:57:49,400 in terms of education, 686 00:57:49,400 --> 00:57:51,400 to finally transform 687 00:57:51,400 --> 00:57:53,400 a degraded environment 688 00:57:53,400 --> 00:57:55,400 into a more international center 689 00:57:55,400 --> 00:57:57,400 and finally convert it 690 00:57:57,400 --> 00:57:59,400 into a bilingual center.