1 00:00:00,000 --> 00:00:26,900 Spanish, English, I'd like to know first how many primary teachers are here, how many primary 2 00:00:26,900 --> 00:00:41,900 teachers, and secondary teachers, and university teachers, and others? Administration, or freelance? 3 00:00:41,900 --> 00:00:46,900 Materials. Materials, okay, great. 4 00:00:46,900 --> 00:00:55,900 Well, thank you very much for the introduction. Well, yes, we came down from Madrid to Andalusia, 5 00:00:55,900 --> 00:01:01,900 Víctor Pavón and I. We are the two Andalusians from Córdoba. I am from the line of Cádiz, further south, 6 00:01:01,900 --> 00:01:14,900 although I work at the University of Huelva. And, well, we have set two goals for this talk. 7 00:01:14,900 --> 00:01:24,900 You see, this is Spanglish, really. Okay, we want to show some of the uncertainties and worries that teachers 8 00:01:24,900 --> 00:01:32,900 experience when starting a CLEO project, okay? As I will say later, we have gathered a lot of information 9 00:01:32,900 --> 00:01:39,900 from many, many teachers, and what we are going to try to do here is to kind of communicate to you 10 00:01:39,900 --> 00:01:47,900 their concerns about, can I do this, or that, or whatever? And also, because of the results that we have already 11 00:01:47,900 --> 00:01:56,900 in Andalusia, to motivate you to carry on with the work that you are doing. 12 00:01:56,900 --> 00:02:05,900 Okay, so it is really, you know, clearly, I think it's a revolution, you know, in the world, for many parts of the world. 13 00:02:05,900 --> 00:02:08,900 And Spain is really waking up now. 14 00:02:35,900 --> 00:02:42,900 In this case, we speak multilingual languages, which is a disaster, we all know that. And it is an opportunity. 15 00:02:42,900 --> 00:02:53,900 So, Andalusia had the courage, together with Andalusia, to promote the Plurilinguism Promotion Plan. 16 00:02:53,900 --> 00:03:00,900 All this information about the Plurilinguism Promotion Plan can be found on Google, 17 00:03:00,900 --> 00:03:06,900 the Andalusian Plurilinguism Promotion Plan. It was in 2005 when it started. 18 00:03:06,900 --> 00:03:13,900 After five years, we already have results to be able to say how it has gone, what the problems have been, 19 00:03:13,900 --> 00:03:19,900 what the situation is, right? And part of those results we bring here. 20 00:03:19,900 --> 00:03:24,900 Actually, I have here a photocopy of some colleagues who are right now in another session, 21 00:03:24,900 --> 00:03:29,900 who are Juana María Sáenz and Aurora Carretero. They are also speaking. 22 00:03:29,900 --> 00:03:33,900 So, there are many Andalusians who are involved in this. 23 00:03:33,900 --> 00:03:40,900 And they say that the Plurilinguism Promotion Plan was the second modernization of Andalusia. 24 00:03:40,900 --> 00:03:44,900 Well, I haven't met the first one, Víctor, I don't know, but well. 25 00:03:44,900 --> 00:03:47,900 At the Stone Age, maybe, right? 26 00:03:48,900 --> 00:03:55,900 Well, yes. I am not a politician, but I can tell you that the board has made a strong commitment. 27 00:03:55,900 --> 00:04:02,900 And, well, at the moment, I think that we are getting some questions that we are going to see. 28 00:04:04,900 --> 00:04:16,900 If you are interested in knowing the results of Andalusia, there is an article by Lorenzo Casali-Moore, 29 00:04:16,900 --> 00:04:18,900 who I also bring here because they are my colleagues, 30 00:04:18,900 --> 00:04:20,900 Fran Lorenzo, Sonia Casali from my research group, 31 00:04:20,900 --> 00:04:23,900 The Affective Dimension in Language Learning. 32 00:04:23,900 --> 00:04:26,900 And then they have just published in November 2009, 33 00:04:26,900 --> 00:04:31,900 The Effects of Content and Language Integrated Learning in European Education, 34 00:04:31,900 --> 00:04:36,900 Key Findings from the Andalusian Bilingual Sections Evaluation Project. 35 00:04:36,900 --> 00:04:38,900 So, they have evaluated all of Andalusia. 36 00:04:38,900 --> 00:04:44,900 So, if you are interested in Applied Linguistics, you can find this article. 37 00:04:44,900 --> 00:04:51,900 Basically, apart from many results, I have extracted only two. 38 00:04:51,900 --> 00:04:59,900 First one is the confirmation that CLIL learners show greater gains than their monolingual peers. 39 00:05:00,900 --> 00:05:05,900 I mean, the results of CLIL learners, AICLE, 40 00:05:05,900 --> 00:05:08,900 in Andalusia, well, we say AICLE, not AICOLE, 41 00:05:12,900 --> 00:05:15,900 well, really, they have been the best results. 42 00:05:15,900 --> 00:05:17,900 There have also been criticisms to these results, 43 00:05:17,900 --> 00:05:22,900 because, of course, in Andalusia, the CLIL learners are better learners. 44 00:05:22,900 --> 00:05:24,900 Somehow, they are somewhat selected, 45 00:05:24,900 --> 00:05:33,900 but it cannot be denied that the results are beginning to be demonstrated. 46 00:05:33,900 --> 00:05:36,900 And another one, I mean, I have only two results. 47 00:05:36,900 --> 00:05:43,900 The evidence regarding incidental learning and positive transfer through content-focused instruction. 48 00:05:43,900 --> 00:05:51,900 I mean, at the methodological level, at the level of acquisition of content and language, 49 00:05:51,900 --> 00:05:53,900 positive results have been obtained. 50 00:05:53,900 --> 00:05:55,900 And these are in this journal. 51 00:05:55,900 --> 00:05:59,900 Well, if you are interested in a more academic level, you can find it. 52 00:06:01,900 --> 00:06:05,900 Well, really, what Víctor Pavón and I bring here 53 00:06:05,900 --> 00:06:09,900 is something that is going to be published now in the journal Portalinguarum. 54 00:06:12,900 --> 00:06:18,900 In the journal entitled Teachers, Concerns and Uncertainties about the Introduction of CLIL Programs. 55 00:06:19,900 --> 00:06:28,900 And, as I said at the beginning, we have gone to many centres, 56 00:06:28,900 --> 00:06:33,900 we have had many workshops around Andalusia gathering information. 57 00:06:33,900 --> 00:06:37,900 And it's going to be published in July, I think. 58 00:06:37,900 --> 00:06:39,900 In June. 59 00:06:39,900 --> 00:06:41,900 So it's fresh made. 60 00:06:43,900 --> 00:06:47,900 But you don't have to read it, because we are going to say everything about that here. 61 00:06:49,900 --> 00:06:50,900 Okay. 62 00:06:50,900 --> 00:06:58,900 So, what we did is like a journal recording voices from teachers in workshops all around Andalusia. 63 00:06:58,900 --> 00:07:02,900 We have thought of how many teachers have been in those presentations, 64 00:07:02,900 --> 00:07:05,900 and we have more than 40 workshops. 65 00:07:05,900 --> 00:07:08,900 It's more than 1,000 teachers. 66 00:07:08,900 --> 00:07:14,900 And what we have done, we have categorized the content according to categories, 67 00:07:14,900 --> 00:07:16,900 and we have quantified them. 68 00:07:16,900 --> 00:07:25,900 And we have chosen the most quantified topics of discussion and uncertainties and concerns. 69 00:07:30,900 --> 00:07:32,900 Before talking about those concerns, 70 00:07:32,900 --> 00:07:35,900 and that's going to be the most difficult part of this presentation, 71 00:07:35,900 --> 00:07:37,900 that is why Victor is going to do it, 72 00:07:38,900 --> 00:07:40,900 I'd like to... 73 00:07:40,900 --> 00:07:44,900 We have brought this paragraph about flexibility. 74 00:07:44,900 --> 00:07:49,900 What is certain is that there is no single model for CLIL, 75 00:07:49,900 --> 00:07:54,900 and that for approaches to be effective, they have to be contextualized, evaluated, 76 00:07:54,900 --> 00:07:58,900 and understood in zero and owned by all those involved. 77 00:08:00,900 --> 00:08:03,900 And many of the questions that I think may arise here 78 00:08:03,900 --> 00:08:09,900 are about how many hours are necessary to do this, right? 79 00:08:09,900 --> 00:08:13,900 And we have to start as a philosophy. 80 00:08:13,900 --> 00:08:16,900 When a CLIL project is started, or when it is already in place, 81 00:08:16,900 --> 00:08:18,900 flexibility is one of the aspects, 82 00:08:18,900 --> 00:08:21,900 and adaptation to the context and human resources. 83 00:08:22,900 --> 00:08:25,900 But there is a piece of warning, Victor. 84 00:08:27,900 --> 00:08:31,900 There is something that should be warned, right? 85 00:08:31,900 --> 00:08:34,900 Before starting a CLIL project. 86 00:08:40,900 --> 00:08:43,900 In schools, whatever the variable is, 87 00:08:43,900 --> 00:08:45,900 for example, it could be methodology, 88 00:08:45,900 --> 00:08:47,900 it could be the linguistic competence of students, 89 00:08:47,900 --> 00:08:49,900 the linguistic competence of teachers, 90 00:08:49,900 --> 00:08:51,900 we try to adapt what we do. 91 00:08:51,900 --> 00:08:55,900 And this is the main focus of our presentation, 92 00:08:55,900 --> 00:08:58,900 together with what the teachers think they are doing, 93 00:08:58,900 --> 00:09:01,900 what the teachers think they should be doing, 94 00:09:01,900 --> 00:09:04,900 and the training, for example, that they should receive. 95 00:09:06,900 --> 00:09:08,900 He said something about the stereotypes. 96 00:09:08,900 --> 00:09:09,900 I like these two guys. 97 00:09:09,900 --> 00:09:11,900 I don't know if you know them. 98 00:09:11,900 --> 00:09:13,900 So they have a very funny, crazy program 99 00:09:13,900 --> 00:09:17,900 about breaking myths and stereotypes in education. 100 00:09:17,900 --> 00:09:18,900 And this is something that we have. 101 00:09:18,900 --> 00:09:20,900 If we are implementing a program, 102 00:09:20,900 --> 00:09:22,900 the first thing is, what are we doing, really? 103 00:09:22,900 --> 00:09:26,900 Sometimes there is an educational policy, 104 00:09:26,900 --> 00:09:29,900 which says, hey, we have to do that. 105 00:09:29,900 --> 00:09:32,900 Sometimes it is common sense. 106 00:09:32,900 --> 00:09:34,900 This is the way it should be carried out. 107 00:09:34,900 --> 00:09:37,900 This is the way teachers should do it in the classes. 108 00:09:37,900 --> 00:09:40,900 But I think that sometimes both or either one side, 109 00:09:40,900 --> 00:09:43,900 one group of people or the other group of people, 110 00:09:43,900 --> 00:09:44,900 sorry, may be wrong. 111 00:09:44,900 --> 00:09:47,900 Just one example, bilingualism. 112 00:09:47,900 --> 00:09:49,900 I'm very sorry, I'm not a politician. 113 00:09:49,900 --> 00:09:50,900 He's not, I'm not. 114 00:09:50,900 --> 00:09:52,900 We were working in our universities 115 00:09:52,900 --> 00:09:54,900 and I received a telephone call. 116 00:09:54,900 --> 00:09:56,900 Would you like to join us in this project? 117 00:09:56,900 --> 00:09:57,900 I said, of course. 118 00:09:57,900 --> 00:09:59,900 Of course, I'm a teacher of English. 119 00:09:59,900 --> 00:10:00,900 I'm interested. 120 00:10:00,900 --> 00:10:03,900 I think this has a lot of potentiality. 121 00:10:03,900 --> 00:10:04,900 But I'm not a politician. 122 00:10:04,900 --> 00:10:05,900 I have my own perspective. 123 00:10:05,900 --> 00:10:06,900 I have my own view. 124 00:10:06,900 --> 00:10:07,900 Come on. 125 00:10:07,900 --> 00:10:08,900 Hello. 126 00:10:08,900 --> 00:10:11,900 So there are a lot of things that, from my perspective, 127 00:10:11,900 --> 00:10:15,900 are not being carried out properly in Andalusia, 128 00:10:15,900 --> 00:10:17,900 as well as they are not being carried out properly 129 00:10:17,900 --> 00:10:20,900 in Madrid, in the Basque Country, in wherever. 130 00:10:20,900 --> 00:10:23,900 And because we are independent, somehow. 131 00:10:23,900 --> 00:10:26,900 For the first time, Junta Andalucía, Consejería de Educación, 132 00:10:26,900 --> 00:10:30,900 they decided to hire, to select people, 133 00:10:30,900 --> 00:10:33,900 a committee of experts, all of them except me, obviously, 134 00:10:34,900 --> 00:10:37,900 to help them to organize and to support 135 00:10:37,900 --> 00:10:40,900 and to give the guidelines, to write guidelines 136 00:10:40,900 --> 00:10:42,900 of what people should be doing. 137 00:10:42,900 --> 00:10:44,900 But we are not politicians. 138 00:10:44,900 --> 00:10:46,900 I just want to state this very clearly. 139 00:10:46,900 --> 00:10:47,900 Right? 140 00:10:47,900 --> 00:10:48,900 Not yet. 141 00:10:48,900 --> 00:10:49,900 Not yet. 142 00:10:49,900 --> 00:10:50,900 That's right. 143 00:10:50,900 --> 00:10:52,900 Because sometimes, for example, regarding 144 00:10:52,900 --> 00:10:54,900 the word bilingualism. 145 00:10:54,900 --> 00:10:55,900 So I'm very sorry. 146 00:10:55,900 --> 00:10:57,900 We don't do bilingualism. 147 00:10:57,900 --> 00:10:59,900 The only possibility for bilingualism 148 00:10:59,900 --> 00:11:01,900 is when students get out of the classes 149 00:11:01,900 --> 00:11:04,900 and they're exposed, to a minimum of hours, 150 00:11:04,900 --> 00:11:07,900 to the language they are learning in a classroom 151 00:11:07,900 --> 00:11:09,900 as a means of instruction. 152 00:11:09,900 --> 00:11:11,900 This is bilingualism. 153 00:11:11,900 --> 00:11:13,900 We could be doing additive bilingualism. 154 00:11:13,900 --> 00:11:16,900 Or we could, for example, our goal could be, 155 00:11:16,900 --> 00:11:18,900 and it is, functional bilingualism, 156 00:11:18,900 --> 00:11:20,900 but not bilingualism. 157 00:11:20,900 --> 00:11:23,900 In Andalusia, schools are called bilingual schools. 158 00:11:23,900 --> 00:11:24,900 I'm very sorry. 159 00:11:24,900 --> 00:11:25,900 This is not true. 160 00:11:25,900 --> 00:11:27,900 So we are doing plurilingualism, but we are not 161 00:11:27,900 --> 00:11:29,900 doing bilingualism. 162 00:11:29,900 --> 00:11:31,900 Another stereotype, for example, that, 163 00:11:31,900 --> 00:11:34,900 just to move on to the next slide, 164 00:11:34,900 --> 00:11:37,900 is that people in Andalusia, people say, 165 00:11:37,900 --> 00:11:39,900 the authorities, they say, if we want 166 00:11:39,900 --> 00:11:41,900 to implement a good program, we need 167 00:11:41,900 --> 00:11:44,900 to enlarge the numbers of hours. 168 00:11:44,900 --> 00:11:47,900 Students, pupils, are exposed to the language. 169 00:11:47,900 --> 00:11:50,900 But they don't pay attention to the crucial thing, 170 00:11:50,900 --> 00:11:54,900 is that who are exposing these students to the language? 171 00:11:54,900 --> 00:11:56,900 Because they are asking for those teachers 172 00:11:57,900 --> 00:11:59,900 for just a B1 in primary. 173 00:11:59,900 --> 00:12:00,900 This is crazy. 174 00:12:00,900 --> 00:12:02,900 It should be the other way around. 175 00:12:02,900 --> 00:12:04,900 So the best linguistic qualification 176 00:12:04,900 --> 00:12:07,900 should be for the teachers who are exposing pupils 177 00:12:07,900 --> 00:12:09,900 at early stages. 178 00:12:09,900 --> 00:12:12,900 Because these children, these pupils, they acquire. 179 00:12:12,900 --> 00:12:13,900 They don't learn. 180 00:12:13,900 --> 00:12:15,900 They don't use a hypothesis. 181 00:12:15,900 --> 00:12:16,900 They don't use comparison. 182 00:12:16,900 --> 00:12:18,900 They don't use memoristic resources. 183 00:12:18,900 --> 00:12:20,900 They just acquire. 184 00:12:20,900 --> 00:12:24,900 These are the three blocks that the planet Andalusia 185 00:12:24,900 --> 00:12:26,900 is heading to. 186 00:12:26,900 --> 00:12:28,900 And these are the three main sources 187 00:12:28,900 --> 00:12:31,900 of concerns for teachers. 188 00:12:31,900 --> 00:12:33,900 What is really content and language 189 00:12:33,900 --> 00:12:35,900 integrated learning? 190 00:12:35,900 --> 00:12:37,900 Well, what is the curriculum we are following 191 00:12:37,900 --> 00:12:39,900 and the methodological aspects? 192 00:12:39,900 --> 00:12:42,900 As Nuria pointed out, this is the key issue. 193 00:12:42,900 --> 00:12:46,900 So we do it correctly, we have a possibility 194 00:12:46,900 --> 00:12:47,900 that our students will learn. 195 00:12:47,900 --> 00:12:51,900 We don't do it correctly, we will fail automatically. 196 00:12:51,900 --> 00:12:53,900 What is content and language integrated learning? 197 00:12:53,900 --> 00:12:55,900 Well, it could be, for example, we 198 00:12:55,900 --> 00:12:58,900 could talk about that for ages. 199 00:12:58,900 --> 00:13:02,900 But there are two opposite views. 200 00:13:02,900 --> 00:13:05,900 One of the main sources, which is a very important decision, 201 00:13:05,900 --> 00:13:10,900 first decision, is are we doing content-based instruction 202 00:13:10,900 --> 00:13:13,900 or are we doing language-sensitive instruction? 203 00:13:13,900 --> 00:13:17,900 Are the content teachers who are teaching their subjects 204 00:13:17,900 --> 00:13:20,900 through English or are language teachers who 205 00:13:20,900 --> 00:13:22,900 are teaching or are incorporating content 206 00:13:22,900 --> 00:13:24,900 topics in their classes? 207 00:13:24,900 --> 00:13:28,900 Both sides, both radical opposite extreme sides, 208 00:13:28,900 --> 00:13:30,900 they are CLIL too. 209 00:13:30,900 --> 00:13:32,900 They are under the umbrella of CLIL. 210 00:13:32,900 --> 00:13:34,900 It all depends on what you can do, 211 00:13:34,900 --> 00:13:37,900 what you can do regarding specifically 212 00:13:37,900 --> 00:13:40,900 the competence of your students and your own competence. 213 00:13:40,900 --> 00:13:42,900 And it's something very important. 214 00:13:42,900 --> 00:13:45,900 If students, that program, the school, parents, 215 00:13:45,900 --> 00:13:48,900 all the stakeholders involved, they are used to doing that. 216 00:13:49,900 --> 00:13:51,900 Because this is a question of habit. 217 00:13:51,900 --> 00:13:53,900 We are breaking, we are doing something very new. 218 00:13:53,900 --> 00:13:56,900 As Nuria pointed out, this is a new methodology. 219 00:13:56,900 --> 00:13:59,900 So we need a new context. 220 00:13:59,900 --> 00:14:02,900 Let's move on. 221 00:14:02,900 --> 00:14:06,900 It's very funny because I was dying to meet Jim Cummings 222 00:14:06,900 --> 00:14:08,900 personally. 223 00:14:08,900 --> 00:14:10,900 Yesterday I had the opportunity to talk to him. 224 00:14:10,900 --> 00:14:13,900 He was very interested in what we are doing in Andalusia 225 00:14:13,900 --> 00:14:16,900 with respect to the curriculum of the languages, 226 00:14:16,900 --> 00:14:18,900 bilingual schools in all schools in Andalusia. 227 00:14:18,900 --> 00:14:20,900 And we were talking for a long time. 228 00:14:20,900 --> 00:14:24,900 And I said, you cannot imagine how I was so excited 229 00:14:24,900 --> 00:14:26,900 that I could meet you personally. 230 00:14:26,900 --> 00:14:28,900 Because I talk about you to my students in English 231 00:14:28,900 --> 00:14:30,900 theology, in methodology classes. 232 00:14:30,900 --> 00:14:32,900 I talk about you every single session 233 00:14:32,900 --> 00:14:34,900 I have training bilingual teachers. 234 00:14:34,900 --> 00:14:36,900 Hey, this is like, I'm very sorry. 235 00:14:36,900 --> 00:14:38,900 I don't want to offend anybody. 236 00:14:38,900 --> 00:14:40,900 This is the word of God in bilingualism. 237 00:14:40,900 --> 00:14:43,900 Because it has a lot, a lot of effect 238 00:14:43,900 --> 00:14:45,900 in what we do in our classes. 239 00:14:46,900 --> 00:14:49,900 Something very, very different to what you do in Madrid 240 00:14:49,900 --> 00:14:52,900 is that you separate clearly, so classes in Spanish 241 00:14:52,900 --> 00:14:54,900 and classes through English, or in English. 242 00:14:54,900 --> 00:14:56,900 We don't. 243 00:14:56,900 --> 00:14:59,900 We permit to have some sort of real bilingualism 244 00:14:59,900 --> 00:15:00,900 in the classes. 245 00:15:00,900 --> 00:15:03,900 For example, we have a zero year. 246 00:15:03,900 --> 00:15:06,900 They receive training, methodological and linguistic 247 00:15:06,900 --> 00:15:08,900 training in official language schools, 248 00:15:08,900 --> 00:15:10,900 Colosio de Idiomas, and methodological training 249 00:15:10,900 --> 00:15:13,900 by people like Sagrario, who's here, sorry, 250 00:15:13,900 --> 00:15:16,900 and Fernando and many other people in Anzalucía. 251 00:15:16,900 --> 00:15:23,900 But what we emphasize is that we can use both languages 252 00:15:23,900 --> 00:15:24,900 in the class. 253 00:15:24,900 --> 00:15:26,900 Because it's a gradual decision. 254 00:15:26,900 --> 00:15:28,900 So zero year, first year. 255 00:15:28,900 --> 00:15:30,900 Sorry, zero year and first year, they 256 00:15:30,900 --> 00:15:34,900 can go up to a 30% of a subject through English. 257 00:15:34,900 --> 00:15:37,900 For many of you, maybe, oh, we need to separate. 258 00:15:37,900 --> 00:15:41,900 I'm very sorry to say that they are not opposite visions. 259 00:15:41,900 --> 00:15:42,900 They're complementary. 260 00:15:42,900 --> 00:15:45,900 So we can do that, which is perfectly all right. 261 00:15:45,900 --> 00:15:47,900 And we can do what we do, which I think 262 00:15:47,900 --> 00:15:48,900 is perfectly all right. 263 00:15:48,900 --> 00:15:52,900 Because we have scientific, tons of scientific data 264 00:15:52,900 --> 00:15:55,900 supporting that this way of working 265 00:15:55,900 --> 00:15:58,900 has a lot of benefits too, or may give way 266 00:15:58,900 --> 00:16:00,900 to a lot of benefits too. 267 00:16:00,900 --> 00:16:02,900 And what we do is this. 268 00:16:02,900 --> 00:16:04,900 For example, one of the first decisions is, OK, 269 00:16:04,900 --> 00:16:06,900 so what do we do in English? 270 00:16:06,900 --> 00:16:08,900 And what do we do in Spanish? 271 00:16:08,900 --> 00:16:11,900 Conversational language always in English. 272 00:16:11,900 --> 00:16:13,900 It is untouchable. 273 00:16:13,900 --> 00:16:14,900 May I come in? 274 00:16:14,900 --> 00:16:15,900 I have a question. 275 00:16:15,900 --> 00:16:17,900 How do you say that? 276 00:16:17,900 --> 00:16:20,900 So this type of English in the class, the language in the class 277 00:16:20,900 --> 00:16:22,900 is, as I said, untouchable. 278 00:16:22,900 --> 00:16:24,900 It should be always 100% in English. 279 00:16:24,900 --> 00:16:28,900 But academic, it all depends on, again, 280 00:16:28,900 --> 00:16:31,900 the linguistic competence of teachers 281 00:16:31,900 --> 00:16:33,900 and the linguistic competence of students. 282 00:16:33,900 --> 00:16:38,900 It doesn't matter from our perspective that, for example, 283 00:16:38,900 --> 00:16:40,900 we can shift and change. 284 00:16:40,900 --> 00:16:44,900 And we can use a presentation or a video from YouTube 285 00:16:44,900 --> 00:16:51,900 or whatever that we are showing the water cycle, for example. 286 00:16:51,900 --> 00:16:55,900 And then we can do an activity in order to support that, 287 00:16:55,900 --> 00:16:58,900 to make clear that students are getting the content, 288 00:16:58,900 --> 00:17:00,900 we may use Spanish. 289 00:17:00,900 --> 00:17:02,900 So this is our starting point. 290 00:17:02,900 --> 00:17:05,900 This is box number one for us in Andalusia. 291 00:17:05,900 --> 00:17:09,900 We can do it in what is BICS covering. 292 00:17:09,900 --> 00:17:14,900 And we cannot do that, what is that? 293 00:17:14,900 --> 00:17:16,900 Sorry, I think I made a mistake. 294 00:17:16,900 --> 00:17:17,900 What is that? 295 00:17:17,900 --> 00:17:19,900 BICS is always in English. 296 00:17:19,900 --> 00:17:21,900 And CALP, we can do that. 297 00:17:21,900 --> 00:17:23,900 We can shift, and we can do that, the very famous, 298 00:17:23,900 --> 00:17:25,900 as you know very well, cold shifting. 299 00:17:28,900 --> 00:17:30,900 This is what people do in Europe. 300 00:17:30,900 --> 00:17:34,900 This is taken from a very nice book by Carmen Perez Vidal. 301 00:17:34,900 --> 00:17:38,900 And she gathered information from all the bilingual programs, 302 00:17:38,900 --> 00:17:40,900 bilingual, multilingual programs in Europe. 303 00:17:40,900 --> 00:17:41,900 And she made a summary. 304 00:17:41,900 --> 00:17:44,900 There are normally three models. 305 00:17:44,900 --> 00:17:48,900 I can tell you that because Fernando pointed out flexibility. 306 00:17:48,900 --> 00:17:52,900 And I have to use that concept again. 307 00:17:52,900 --> 00:17:56,900 We can find, we find schools in Andalusia 308 00:17:56,900 --> 00:17:59,900 that they are doing, for example, a cross-curricular approach. 309 00:17:59,900 --> 00:18:02,900 And they are doing a reinforcement approach. 310 00:18:02,900 --> 00:18:04,900 Some people are doing just this. 311 00:18:04,900 --> 00:18:06,900 Some people are doing just this. 312 00:18:06,900 --> 00:18:08,900 I mean, they change because they are 313 00:18:08,900 --> 00:18:10,900 adapting to the necessities and what 314 00:18:10,900 --> 00:18:12,900 they find with the students. 315 00:18:12,900 --> 00:18:16,900 Maybe, I'm sure, probably, even myself, when I saw that, 316 00:18:16,900 --> 00:18:18,900 I was, oh, god, this is crazy. 317 00:18:18,900 --> 00:18:20,900 So there's a lot of different models 318 00:18:20,900 --> 00:18:23,900 working together at the same time, different schools. 319 00:18:23,900 --> 00:18:26,900 That's right, but this is a long run. 320 00:18:26,900 --> 00:18:27,900 We're investing. 321 00:18:27,900 --> 00:18:30,900 So we are, it's just like, we are doing something 322 00:18:30,900 --> 00:18:33,900 that we will not see the results. 323 00:18:33,900 --> 00:18:36,900 Exceptionally, we did a beautiful study 324 00:18:36,900 --> 00:18:41,660 by Lorenzo Moore and Casal, but we will see the results, 325 00:18:41,660 --> 00:18:44,020 I don't know, probably in 10 years. 326 00:18:44,020 --> 00:18:46,340 Not only when people from primary 327 00:18:46,340 --> 00:18:49,580 will get into secondary, even beyond that. 328 00:18:49,580 --> 00:18:52,900 So it is a long run. 329 00:18:52,900 --> 00:18:55,700 Many people get very anxious about results, especially 330 00:18:55,700 --> 00:18:56,820 politicians. 331 00:18:56,820 --> 00:18:59,940 And it's very funny because they set up 332 00:18:59,940 --> 00:19:02,860 a program, terribly ambitious. 333 00:19:02,860 --> 00:19:04,700 Data, data, we want to support. 334 00:19:04,700 --> 00:19:05,940 We are doing the right thing. 335 00:19:05,940 --> 00:19:06,820 Hey, hold up. 336 00:19:06,820 --> 00:19:10,420 So you cannot do that, because this is a very, 337 00:19:10,420 --> 00:19:12,500 I don't want to repeat that again, because I will. 338 00:19:12,500 --> 00:19:13,580 It's a long run. 339 00:19:13,580 --> 00:19:16,860 It's a very long run. 340 00:19:16,860 --> 00:19:19,500 This is very simply, this is what we do. 341 00:19:19,500 --> 00:19:23,140 We have a gradual increase of schools every year, 342 00:19:23,140 --> 00:19:25,300 and we have a gradual increase of hours every year. 343 00:19:25,300 --> 00:19:27,460 Zero year, no teaching, just training. 344 00:19:27,460 --> 00:19:28,580 First year, second year. 345 00:19:28,580 --> 00:19:33,220 So the percentage devoted to English, 346 00:19:33,220 --> 00:19:37,140 teaching through English, is increasing. 347 00:19:37,140 --> 00:19:39,860 They don't have the same subjects in all schools. 348 00:19:39,860 --> 00:19:41,220 They decide. 349 00:19:41,220 --> 00:19:43,500 They decide because we want motivated teachers. 350 00:19:43,500 --> 00:19:45,900 If teachers are not motivated, if teachers do not 351 00:19:45,900 --> 00:19:47,460 want to do it, it's just because they 352 00:19:47,460 --> 00:19:49,580 are in the program, in the plan, because the school 353 00:19:49,580 --> 00:19:51,700 is in the plan, it will not work. 354 00:19:51,700 --> 00:19:52,940 You know that very well. 355 00:19:52,940 --> 00:19:54,660 But this is true. 356 00:19:54,660 --> 00:19:57,100 I mean, so languages are not harmed. 357 00:19:57,100 --> 00:20:00,580 It is obvious that there will be interferences, of course. 358 00:20:00,580 --> 00:20:02,780 In bilingual education, they have interferences, 359 00:20:02,780 --> 00:20:04,380 but we don't know. 360 00:20:04,380 --> 00:20:07,180 Nobody knows how exactly or when exactly 361 00:20:07,180 --> 00:20:08,740 there's something like that. 362 00:20:08,740 --> 00:20:13,860 And children, they get rid of those interferences. 363 00:20:13,860 --> 00:20:14,780 It is safe. 364 00:20:14,780 --> 00:20:16,380 It is just a question of time. 365 00:20:16,380 --> 00:20:17,340 They will have problems. 366 00:20:17,340 --> 00:20:20,380 They will use a word where they should be using another word. 367 00:20:20,380 --> 00:20:23,300 They will have a mistake in using syntax, for example, 368 00:20:23,300 --> 00:20:26,420 even in Spanish, but it will disappear. 369 00:20:26,420 --> 00:20:27,260 Don't panic. 370 00:20:27,260 --> 00:20:29,540 It will disappear totally. 371 00:20:29,540 --> 00:20:33,380 And that's why, as I write, I really want to stress that. 372 00:20:33,380 --> 00:20:36,220 Not only because Jim Cummings was very interested in knowing 373 00:20:36,220 --> 00:20:38,020 about this, but because it works. 374 00:20:38,020 --> 00:20:40,580 And we have a lot of evidence in schools 375 00:20:40,580 --> 00:20:43,220 that working with the three languages or two languages 376 00:20:43,220 --> 00:20:46,340 together is extremely beneficial, 377 00:20:46,340 --> 00:20:49,620 not to mention that it is the first stage, first step, 378 00:20:49,620 --> 00:20:51,540 if you are carrying out a bilingual, 379 00:20:51,540 --> 00:20:55,260 prolingual, multilingual project in your school. 380 00:20:55,260 --> 00:20:57,460 Very quickly, we don't have a curriculum. 381 00:20:57,460 --> 00:20:59,100 We don't have materials. 382 00:20:59,100 --> 00:21:00,700 We do didactic units. 383 00:21:00,700 --> 00:21:01,820 Oh, God, more work. 384 00:21:01,820 --> 00:21:02,700 Yes. 385 00:21:02,700 --> 00:21:03,980 Yes, but we have to plan. 386 00:21:03,980 --> 00:21:04,900 We have to sequence. 387 00:21:04,900 --> 00:21:06,100 We have to decide. 388 00:21:06,100 --> 00:21:08,780 We have to make the material ourselves. 389 00:21:08,780 --> 00:21:11,380 There's a lot available in the internet. 390 00:21:11,380 --> 00:21:13,900 And nowadays, publishing companies 391 00:21:13,900 --> 00:21:18,260 are offering, wow, this is a fantastic sort of materials, 392 00:21:18,260 --> 00:21:23,580 as you have seen, for example, in the you haven't. 393 00:21:23,580 --> 00:21:24,080 You have. 394 00:21:24,080 --> 00:21:24,900 Good, good. 395 00:21:25,900 --> 00:21:29,220 And this is, to me, when I am, for example, 396 00:21:29,220 --> 00:21:32,780 invited to give a training course for a zero year 397 00:21:32,780 --> 00:21:35,300 bilingual schools, this is what I do. 398 00:21:35,300 --> 00:21:36,780 Let's try to decide. 399 00:21:36,780 --> 00:21:40,900 Let's learn how to decide an integrated didactic unit. 400 00:21:40,900 --> 00:21:43,980 Let's get together, because this is a way for teachers 401 00:21:43,980 --> 00:21:45,900 to get together, to gather together, 402 00:21:45,900 --> 00:21:49,500 and to decide together. 403 00:21:49,500 --> 00:21:50,380 We have training. 404 00:21:50,380 --> 00:21:52,720 We have methodological training and linguistic training, 405 00:21:52,720 --> 00:21:53,500 as I told you. 406 00:21:54,100 --> 00:21:56,540 For example, now, we have two masters 407 00:21:56,540 --> 00:21:58,700 in bilingualism in Andalusia, one 408 00:21:58,700 --> 00:22:01,620 run by the Pablo Labide University, which is online, 409 00:22:01,620 --> 00:22:03,420 and ours at the University of Cordoba. 410 00:22:03,420 --> 00:22:04,460 And we are very lucky. 411 00:22:04,460 --> 00:22:05,300 We are very proud. 412 00:22:05,300 --> 00:22:08,340 We have some of the best teachers in, well, 413 00:22:08,340 --> 00:22:10,940 probably in Spain, Emma Dafoe, for example, 414 00:22:10,940 --> 00:22:13,460 from the Complutense, or Sagrario, or Fernando Trujillo, 415 00:22:13,460 --> 00:22:15,380 someone that probably you have heard of, 416 00:22:15,380 --> 00:22:19,260 or the same Francisco Lorenzo. 417 00:22:19,260 --> 00:22:21,580 Nevertheless, all the universities now, 418 00:22:21,580 --> 00:22:24,340 they say, oh, we need to have one. 419 00:22:24,340 --> 00:22:26,700 Are we running a program of bilingualism? 420 00:22:26,700 --> 00:22:29,300 We need a tertiary study. 421 00:22:29,300 --> 00:22:30,380 We need masters. 422 00:22:30,380 --> 00:22:33,420 They are now starting to do it everywhere, 423 00:22:33,420 --> 00:22:36,020 which is the future, obviously. 424 00:22:36,020 --> 00:22:38,060 And now, uncertainties. 425 00:22:38,060 --> 00:22:39,780 I'll try to do it in five minutes. 426 00:22:39,780 --> 00:22:43,220 Uncertainty number one. 427 00:22:43,220 --> 00:22:44,500 This is what teachers tell us. 428 00:22:44,500 --> 00:22:47,900 So this is the bulk, the core of our ideas. 429 00:22:47,900 --> 00:22:50,340 That was just a presentation, just a presentation. 430 00:22:50,380 --> 00:22:54,580 So our teachers worry about something, worry number one. 431 00:22:54,580 --> 00:22:56,220 So will it happen? 432 00:22:56,220 --> 00:22:57,860 Of course it will happen. 433 00:22:57,860 --> 00:23:02,460 So for a student, it may be frustrating 434 00:23:02,460 --> 00:23:05,860 if he's good at history, or mathematics, or whatever, 435 00:23:05,860 --> 00:23:09,420 but his competence, her competence in English is poor. 436 00:23:09,420 --> 00:23:13,220 Of course, but if we use the right methodology, 437 00:23:13,220 --> 00:23:17,660 we can bridge the gap between that inconsistency 438 00:23:17,660 --> 00:23:20,900 between the competence and which competence they have. 439 00:23:20,900 --> 00:23:24,460 If we are using, for example, the distinction between what 440 00:23:24,460 --> 00:23:27,340 we do BICs and what we do CALP in our classes, 441 00:23:27,340 --> 00:23:31,700 it would help us to avoid that particular danger. 442 00:23:31,700 --> 00:23:35,620 Another thing that students are very anxious is about this. 443 00:23:35,620 --> 00:23:38,180 I said politicians and teachers, too. 444 00:23:38,180 --> 00:23:38,820 The results. 445 00:23:38,820 --> 00:23:39,540 Results. 446 00:23:39,540 --> 00:23:43,500 I don't know if you had the opportunity to attend a talk. 447 00:23:43,500 --> 00:23:45,540 Yesterday, this morning, I think, 448 00:23:45,540 --> 00:23:47,980 there were teachers from my university. 449 00:23:47,980 --> 00:23:50,660 There were people who are very good at education matters, 450 00:23:50,660 --> 00:23:53,500 but they were not very involved in bilingualism. 451 00:23:53,500 --> 00:23:56,220 And they wanted results. 452 00:23:56,220 --> 00:23:59,940 They wanted to show that a student, for example, 453 00:23:59,940 --> 00:24:02,220 learning history or geography, they 454 00:24:02,220 --> 00:24:07,260 will acquire the same amount and quality of contents 455 00:24:07,260 --> 00:24:10,700 in a CLIP program compared to a student 456 00:24:10,700 --> 00:24:13,700 outside of a CLIP program, a regular, normal student. 457 00:24:13,700 --> 00:24:16,900 But I don't think, to me, although even though this 458 00:24:16,900 --> 00:24:20,180 is crucial, because we need to convince people 459 00:24:20,180 --> 00:24:26,020 that this works, that particular type of data is crucial, yeah. 460 00:24:26,020 --> 00:24:29,020 But I don't think now it is the time 461 00:24:29,020 --> 00:24:31,180 to try to do it at least this way. 462 00:24:31,180 --> 00:24:34,180 Because, for example, if this is a new methodology which 463 00:24:34,180 --> 00:24:36,580 requires a new evaluation tools, if we 464 00:24:36,580 --> 00:24:39,220 use the traditional evaluation, what will happen? 465 00:24:39,220 --> 00:24:41,620 So it will be shown clearly that they 466 00:24:41,620 --> 00:24:44,260 will perform much poorer. 467 00:24:44,260 --> 00:24:48,620 If we use the evaluation tools that this new methodology is 468 00:24:48,620 --> 00:24:51,300 offering, so the situation maybe will be different. 469 00:24:51,300 --> 00:24:53,260 But to me, it is very soon. 470 00:24:53,260 --> 00:24:57,660 And we cannot do a study by just using, for example, one school 471 00:24:57,660 --> 00:24:59,580 or something that's so obvious. 472 00:24:59,580 --> 00:25:02,820 And I don't need to mention it. 473 00:25:02,820 --> 00:25:04,940 More uncertainties. 474 00:25:04,940 --> 00:25:07,620 So what is this problem in our classes? 475 00:25:07,620 --> 00:25:10,940 Because students, we are explaining 476 00:25:10,940 --> 00:25:14,540 or we are using material, a presentation, or an activity 477 00:25:14,540 --> 00:25:16,580 about, I don't know, again, the watch cycle. 478 00:25:16,580 --> 00:25:17,460 I didn't understand. 479 00:25:17,460 --> 00:25:19,620 What happens if they don't understand? 480 00:25:19,620 --> 00:25:23,380 What happens if they do not comprehend what I'm saying? 481 00:25:23,380 --> 00:25:25,220 I always use the same anecdote. 482 00:25:25,220 --> 00:25:29,780 By a teacher from California, all his students 483 00:25:29,780 --> 00:25:32,020 were Spanish, speakers of Spanish. 484 00:25:32,020 --> 00:25:33,100 Sorry, not Spanish. 485 00:25:33,100 --> 00:25:35,860 From Mexico, normally, speakers of Spanish. 486 00:25:35,900 --> 00:25:40,100 And he explained, at some point in his class, 487 00:25:40,100 --> 00:25:44,380 about fifth primary, could be a good correspondence 488 00:25:44,380 --> 00:25:51,020 to Spanish, Spain, and why there were no trees in the desert. 489 00:25:51,020 --> 00:25:54,940 And he showed five outputs of students, 490 00:25:54,940 --> 00:25:58,380 so all of them with lots of kicks to the dictionary 491 00:25:58,380 --> 00:26:01,780 for saying Spanish, lots of mistakes, vocabulary, syntax. 492 00:26:01,780 --> 00:26:06,180 But he said, all of them, five, totally right. 493 00:26:06,180 --> 00:26:06,660 Why? 494 00:26:06,660 --> 00:26:09,860 Because all of them are saying, in a comprehensible way, 495 00:26:09,860 --> 00:26:10,980 what I wanted to know. 496 00:26:10,980 --> 00:26:13,500 If they understand that there are no trees, 497 00:26:13,500 --> 00:26:15,220 because there is no rain. 498 00:26:15,220 --> 00:26:16,060 So simple. 499 00:26:16,060 --> 00:26:18,560 And this is something that, for many teachers, is, oh, God. 500 00:26:18,560 --> 00:26:20,140 So are you suggesting that we could 501 00:26:20,140 --> 00:26:23,380 use poor, incorrect English? 502 00:26:23,380 --> 00:26:28,180 You can call it whatever you want to call that. 503 00:26:28,180 --> 00:26:28,740 I don't know. 504 00:26:28,740 --> 00:26:31,220 I don't like that, poor, incorrect English. 505 00:26:31,220 --> 00:26:34,740 But what you need to get from your students 506 00:26:34,740 --> 00:26:37,140 is just the proof that they understood, 507 00:26:37,140 --> 00:26:40,460 not the proof that they can perform brilliantly in English. 508 00:26:40,460 --> 00:26:41,740 That will come later. 509 00:26:41,740 --> 00:26:45,260 And this is the benefit of coordination. 510 00:26:45,260 --> 00:26:48,380 Language teachers, they get information, 511 00:26:48,380 --> 00:26:51,220 and they do the measures, the current measures, 512 00:26:51,220 --> 00:26:52,980 the appropriate measures in the classes, 513 00:26:52,980 --> 00:26:57,340 in order to avoid, to prevent these mistakes from happening 514 00:26:57,340 --> 00:26:58,020 again. 515 00:26:58,020 --> 00:27:00,940 So that's the issue. 516 00:27:00,940 --> 00:27:03,180 Will quality and quantity of contents 517 00:27:03,180 --> 00:27:04,620 reduce quantity? 518 00:27:04,620 --> 00:27:05,500 Of course. 519 00:27:05,500 --> 00:27:08,220 So they ask me, oh, it means that we 520 00:27:08,220 --> 00:27:10,260 will teach less contents? 521 00:27:10,260 --> 00:27:11,380 Yes. 522 00:27:11,380 --> 00:27:11,900 Concepts? 523 00:27:11,900 --> 00:27:13,220 Yes, of course. 524 00:27:13,220 --> 00:27:15,540 Because you need more time to do it through English. 525 00:27:15,540 --> 00:27:17,340 But it's something that you have to accept. 526 00:27:17,340 --> 00:27:18,260 It's like a contract. 527 00:27:18,260 --> 00:27:19,740 Are you signing a contract? 528 00:27:19,740 --> 00:27:22,700 You are accepting the circumstances. 529 00:27:22,700 --> 00:27:23,900 And this is one of them. 530 00:27:23,900 --> 00:27:29,980 So don't get anxious, because the quality will be different 531 00:27:30,020 --> 00:27:31,380 and will be much better. 532 00:27:31,380 --> 00:27:32,820 You know that very well. 533 00:27:32,820 --> 00:27:35,740 So there's, again, plenty of scientific data 534 00:27:35,740 --> 00:27:39,100 supporting the fact, not the idea, 535 00:27:39,100 --> 00:27:42,900 the fact that bilingual, real bilingual students perform 536 00:27:42,900 --> 00:27:46,500 much better in many areas. 537 00:27:46,500 --> 00:27:49,060 So I don't want to bother you with the theory 538 00:27:49,060 --> 00:27:50,580 of multiple intelligences, but you 539 00:27:50,580 --> 00:27:52,260 know that this is very true. 540 00:27:52,260 --> 00:27:57,340 So there are intelligences that they outperform, by far, 541 00:27:57,340 --> 00:28:01,540 bilingual students, regular, non-bilingual students. 542 00:28:01,540 --> 00:28:02,620 I don't want to call them. 543 00:28:02,620 --> 00:28:03,120 I don't. 544 00:28:03,120 --> 00:28:04,180 I didn't. 545 00:28:04,180 --> 00:28:06,660 Our students, in clear settings, bilingual students. 546 00:28:06,660 --> 00:28:08,300 But there are some sort of heading 547 00:28:08,300 --> 00:28:12,580 to a way of bilingualism or pre-bilingualism. 548 00:28:12,580 --> 00:28:15,740 And they will benefit from pre-benefits in the same way 549 00:28:15,740 --> 00:28:18,300 that bilingual students benefit from doing that. 550 00:28:22,540 --> 00:28:24,700 The training program, our teachers 551 00:28:24,700 --> 00:28:26,540 in Andalusia are very worried about that. 552 00:28:26,540 --> 00:28:29,260 Because they say, and they think, and they say, 553 00:28:29,260 --> 00:28:32,100 and this is very true, that, for example, 554 00:28:32,100 --> 00:28:34,660 the courses run by the Escuelas Oficiales de Idiomas, 555 00:28:34,660 --> 00:28:37,340 the official language schools, are not very good. 556 00:28:37,340 --> 00:28:38,620 And I agree with that. 557 00:28:38,620 --> 00:28:44,100 I tutorized a project in our master's degree 558 00:28:44,100 --> 00:28:47,980 about the quality of these courses in Andalusia. 559 00:28:47,980 --> 00:28:50,180 And the result was disastrous. 560 00:28:50,180 --> 00:28:51,540 I mean, it was horrible. 561 00:28:51,540 --> 00:28:54,180 Because teachers at the Escuelas Oficiales de Idiomas, 562 00:28:54,180 --> 00:28:56,700 they don't teach what they should be teaching. 563 00:28:56,700 --> 00:28:59,100 It's like not, they just teach English. 564 00:28:59,100 --> 00:29:00,940 In the same way, they are teaching English 565 00:29:00,940 --> 00:29:03,380 in first level or second level. 566 00:29:03,380 --> 00:29:06,380 And clearly, teachers will have been trained. 567 00:29:06,380 --> 00:29:07,220 Hello, how are you? 568 00:29:07,220 --> 00:29:07,720 How are you? 569 00:29:07,720 --> 00:29:08,220 Good. 570 00:29:08,220 --> 00:29:09,540 Good. 571 00:29:09,540 --> 00:29:11,220 Very nice to see you here. 572 00:29:11,220 --> 00:29:13,220 Are you going to make a criticism or something? 573 00:29:13,220 --> 00:29:13,720 Yeah. 574 00:29:13,720 --> 00:29:15,980 Good. 575 00:29:15,980 --> 00:29:18,580 I'm very sorry. 576 00:29:18,580 --> 00:29:20,420 We are very good friends. 577 00:29:20,420 --> 00:29:23,440 And the things that they criticize these courses, 578 00:29:23,440 --> 00:29:26,600 because these teachers are not teaching 579 00:29:26,600 --> 00:29:27,800 what they should be teaching. 580 00:29:27,800 --> 00:29:28,760 And this is the point. 581 00:29:28,760 --> 00:29:30,200 They just teach language. 582 00:29:30,200 --> 00:29:33,680 And they should be teaching those teachers in clear schools 583 00:29:33,680 --> 00:29:35,880 how to use the English that you already 584 00:29:35,880 --> 00:29:40,200 have in an appropriate way in your classes, which 585 00:29:40,200 --> 00:29:41,640 is not methodology. 586 00:29:41,640 --> 00:29:43,640 But it has to do with methodology. 587 00:29:43,640 --> 00:29:45,600 How to use the language you have, 588 00:29:45,600 --> 00:29:48,200 not teaching just the language. 589 00:29:48,200 --> 00:29:52,160 The methodological area, well, I think it's covered. 590 00:29:52,160 --> 00:29:54,320 But it is a question of money. 591 00:29:54,320 --> 00:29:55,360 They have a lot of money. 592 00:29:55,360 --> 00:29:57,480 And they can hire very good experts. 593 00:29:57,480 --> 00:30:00,640 They can hire experts from Madrid, from everywhere. 594 00:30:00,640 --> 00:30:02,560 And they bring them to Andalusia. 595 00:30:02,560 --> 00:30:04,000 But this is good if there is money. 596 00:30:04,000 --> 00:30:07,520 Now, unfortunately, the methodological program 597 00:30:07,520 --> 00:30:10,080 is going down, down, down, and down. 598 00:30:10,080 --> 00:30:11,520 And this is terrible. 599 00:30:11,520 --> 00:30:14,280 A sensible thing they are doing is that they are reducing, 600 00:30:14,280 --> 00:30:16,280 they are stopping somehow the number 601 00:30:16,280 --> 00:30:18,200 of schools that are getting incorporated 602 00:30:18,200 --> 00:30:19,920 to the program every year. 603 00:30:19,920 --> 00:30:23,160 In the past, it was 200 schools per year. 604 00:30:23,160 --> 00:30:24,920 Now they are slowing down. 605 00:30:24,920 --> 00:30:28,000 And they will slow down 200 per year. 606 00:30:28,000 --> 00:30:29,480 That's right. 607 00:30:29,480 --> 00:30:36,120 In four years, they had 800 schools in four years. 608 00:30:36,120 --> 00:30:38,480 More, closed curriculum, open curriculum. 609 00:30:38,480 --> 00:30:42,160 Now it's time to fight with Madrid. 610 00:30:42,160 --> 00:30:44,840 In Madrid, you have a closed curriculum. 611 00:30:44,840 --> 00:30:47,400 So this is what you have to do, which is perfect. 612 00:30:47,400 --> 00:30:50,040 To me, it's perfect, because teachers 613 00:30:50,040 --> 00:30:54,840 know what they should be doing from day one to day, 614 00:30:54,840 --> 00:30:56,960 I don't know, 150. 615 00:30:56,960 --> 00:30:59,800 In Andalusia, we don't. 616 00:30:59,800 --> 00:31:04,120 And I personally don't think this is the best idea. 617 00:31:04,120 --> 00:31:06,200 I think this is good, but it's not the best idea. 618 00:31:06,200 --> 00:31:06,700 Why? 619 00:31:06,700 --> 00:31:10,000 Because the degree of heterogeneity among students 620 00:31:10,000 --> 00:31:16,680 is so varied, is so wide, that a program, a section, a unit, 621 00:31:16,680 --> 00:31:20,320 a lesson, whatever that you are doing in school A 622 00:31:20,320 --> 00:31:24,000 will not work in school B. It will work in school A 623 00:31:24,000 --> 00:31:27,240 with group one, but it will not work with group two, 624 00:31:27,240 --> 00:31:30,240 because we need to have some measures, 625 00:31:30,240 --> 00:31:33,560 to design measures first to get students more 626 00:31:33,560 --> 00:31:35,160 homogeneous in the competence. 627 00:31:35,160 --> 00:31:37,480 And then we can have a closed curriculum. 628 00:31:37,480 --> 00:31:39,280 In Andalusia, I don't want to have. 629 00:31:39,280 --> 00:31:42,360 Probably Madrid, students are more homogeneous, probably. 630 00:31:42,360 --> 00:31:42,920 I don't know. 631 00:31:42,920 --> 00:31:44,520 In Andalusia, they're not. 632 00:31:44,520 --> 00:31:45,520 They're not. 633 00:31:45,520 --> 00:31:48,160 So we have students in the same class, 634 00:31:48,160 --> 00:31:50,600 or not to mention other classes in other schools 635 00:31:50,600 --> 00:31:51,760 in other provinces. 636 00:31:51,760 --> 00:31:53,200 There are eight provinces. 637 00:31:53,200 --> 00:31:56,760 We're now approximately more than 1,000 schools, 638 00:31:56,760 --> 00:31:58,000 which is a lot. 639 00:31:58,000 --> 00:32:00,480 So you can see the degree of variety 640 00:32:00,480 --> 00:32:01,920 that we have in Andalusia. 641 00:32:01,920 --> 00:32:04,640 So we are for an open curriculum. 642 00:32:04,640 --> 00:32:07,720 An open curriculum is doing didactic units, what 643 00:32:07,720 --> 00:32:10,440 you can do with your students in your classes, 644 00:32:10,440 --> 00:32:14,760 and try to get to move to head to something 645 00:32:14,760 --> 00:32:19,120 called integrated curriculum of all content areas, 646 00:32:19,120 --> 00:32:20,880 but in the future. 647 00:32:20,880 --> 00:32:25,160 What I tell teachers, the first day bilingual training, 648 00:32:25,160 --> 00:32:26,240 they say, wow. 649 00:32:26,240 --> 00:32:28,280 So the authorities have told us that we 650 00:32:28,280 --> 00:32:30,920 have to do the integrated curriculum. 651 00:32:30,920 --> 00:32:32,880 I say, you don't? 652 00:32:32,880 --> 00:32:33,960 Are you a teacher of music? 653 00:32:33,960 --> 00:32:34,240 Yes. 654 00:32:34,240 --> 00:32:35,720 How many hours do you have a week? 655 00:32:35,720 --> 00:32:36,320 Two. 656 00:32:36,320 --> 00:32:38,000 How many hours a year? 657 00:32:38,000 --> 00:32:40,080 I'm not very good at mathematics. 658 00:32:40,240 --> 00:32:41,880 35. 659 00:32:41,880 --> 00:32:45,120 First year, you have to design materials, 660 00:32:45,120 --> 00:32:48,040 to design one or two or three didactic units 661 00:32:48,040 --> 00:32:53,560 to teach first year, the following year, 35%, 30%, 662 00:32:53,560 --> 00:32:55,160 12 hours. 663 00:32:55,160 --> 00:32:57,120 And this will be your didactic unit. 664 00:32:57,120 --> 00:32:59,280 Sorry, your integrated curriculum. 665 00:32:59,280 --> 00:33:00,040 You do it. 666 00:33:00,040 --> 00:33:01,920 Your colleague does it. 667 00:33:01,920 --> 00:33:03,840 All the people are doing the same thing. 668 00:33:03,840 --> 00:33:07,080 In five years, a school will have 669 00:33:07,360 --> 00:33:14,120 80% of all the subjects totally covered by these didactic units, 670 00:33:14,120 --> 00:33:17,320 and then that will be called an integrated curriculum. 671 00:33:17,320 --> 00:33:19,680 And teachers get, they experience a sense of relief. 672 00:33:19,680 --> 00:33:20,720 Oh, wow. 673 00:33:20,720 --> 00:33:24,120 I thought we need to plan and to make a program for all. 674 00:33:24,120 --> 00:33:25,640 No, no, no. 675 00:33:25,640 --> 00:33:28,280 12 hours, if you're a teacher of music, with two hours. 676 00:33:28,280 --> 00:33:30,080 And then they gain confidence. 677 00:33:30,080 --> 00:33:31,160 They feel more motivated. 678 00:33:31,160 --> 00:33:34,440 They see that this works, because it does work. 679 00:33:34,480 --> 00:33:38,920 And students get habitualized to this new way of teaching, 680 00:33:38,920 --> 00:33:40,440 and things are more comfortable. 681 00:33:43,720 --> 00:33:45,120 And now the conclusions. 682 00:33:45,120 --> 00:33:46,080 We can see that. 683 00:33:46,080 --> 00:33:46,640 Good. 684 00:33:46,640 --> 00:33:49,840 We'll be waiting for you. 685 00:33:49,840 --> 00:33:53,240 I don't know if you know her, Isabel Perez. 686 00:33:53,240 --> 00:33:55,880 So we are very proud that we're friends of her, 687 00:33:55,880 --> 00:33:58,800 because she's like an icon, an idol everywhere she goes. 688 00:33:58,800 --> 00:34:02,400 So she's my friend. 689 00:34:02,400 --> 00:34:02,900 Good. 690 00:34:02,900 --> 00:34:05,340 So should I start? 691 00:34:05,340 --> 00:34:06,900 Conclusions. 692 00:34:06,900 --> 00:34:11,460 So these are the three things that teachers are very worried. 693 00:34:11,460 --> 00:34:15,860 And I think that the program is giving some way of, 694 00:34:15,860 --> 00:34:17,940 I don't want to say the solution, 695 00:34:17,940 --> 00:34:22,140 but there's an open door to find the solution yourself. 696 00:34:22,140 --> 00:34:25,700 Which is, we have a problem with the teachers, 697 00:34:25,700 --> 00:34:27,660 linguistic competence, methodological competence. 698 00:34:27,660 --> 00:34:28,740 We have the program. 699 00:34:28,740 --> 00:34:31,260 It may be, it should be much better, of course. 700 00:34:31,260 --> 00:34:32,700 But we have something. 701 00:34:32,700 --> 00:34:36,100 Students, we need to do it in a way 702 00:34:36,100 --> 00:34:39,460 that we are making them more homogeneous. 703 00:34:39,460 --> 00:34:42,660 For example, just by, I'm very dogmatic about that, 704 00:34:42,660 --> 00:34:46,900 by bringing to your classes the bigs and cup difference. 705 00:34:46,900 --> 00:34:51,020 And the cognitive demands of subjects evolves. 706 00:34:51,020 --> 00:34:53,660 In my opinion, you know that there's a lot of data about 707 00:34:53,660 --> 00:34:54,500 that. 708 00:34:54,500 --> 00:34:57,260 Many experts suggest that mathematics should not 709 00:34:57,260 --> 00:35:00,620 be taught through English, especially at early stages. 710 00:35:00,620 --> 00:35:02,500 There's a lot of scientific data about that. 711 00:35:03,340 --> 00:35:05,700 There's a big controversy about that. 712 00:35:05,700 --> 00:35:10,020 Well, to me, it is that, together with, 713 00:35:10,020 --> 00:35:11,420 are we motivated to do it? 714 00:35:11,420 --> 00:35:13,140 Do we think that our students will do it? 715 00:35:13,140 --> 00:35:14,540 OK, let's join the program. 716 00:35:14,540 --> 00:35:17,420 Or let's put that subject in the program. 717 00:35:17,420 --> 00:35:19,020 If you're not sure about that, if we 718 00:35:19,020 --> 00:35:24,180 think that students will have a lot of problems, don't do it. 719 00:35:24,180 --> 00:35:26,660 And the final. 720 00:35:26,660 --> 00:35:31,620 Oh, just an idea that maybe is not there. 721 00:35:31,980 --> 00:35:36,620 Just to encourage that this is a program considered 722 00:35:36,620 --> 00:35:40,500 for to be made in the long run. 723 00:35:40,500 --> 00:35:44,460 And it takes time for teachers to learn about the methodology. 724 00:35:44,460 --> 00:35:48,820 It takes time for trainers to see what's going on, 725 00:35:48,820 --> 00:35:50,740 the demands on the teachers. 726 00:35:50,740 --> 00:35:53,580 And we have seen many angry teachers. 727 00:35:53,580 --> 00:35:56,220 You know, like, why do I have to do this or that, you know? 728 00:35:56,220 --> 00:35:56,740 Very angry. 729 00:35:56,740 --> 00:35:59,700 But I think that they are angry because they 730 00:35:59,700 --> 00:36:03,500 want to do it in a very professional way. 731 00:36:03,500 --> 00:36:06,700 Because this is new for us in our context in Spain. 732 00:36:06,700 --> 00:36:10,100 But we just need to have time and see what's going on, 733 00:36:10,100 --> 00:36:12,220 what's going to happen in five years' time. 734 00:36:12,220 --> 00:36:14,300 But I think we are on the right track. 735 00:36:14,300 --> 00:36:15,220 I believe that. 736 00:36:15,220 --> 00:36:18,820 And as far as we can say in Andalusia, 737 00:36:18,820 --> 00:36:23,340 we have many experiences and isolated cases 738 00:36:23,340 --> 00:36:25,660 that maybe they are not working very well. 739 00:36:25,660 --> 00:36:29,100 But I think we can generalize that it is working 740 00:36:29,100 --> 00:36:31,060 and it's going in the right direction. 741 00:36:31,060 --> 00:36:32,660 In our opinion, everybody is. 742 00:36:32,660 --> 00:36:34,780 The community of Madrid is. 743 00:36:34,780 --> 00:36:36,420 The MEC project is. 744 00:36:36,420 --> 00:36:37,620 The Basque country is. 745 00:36:37,620 --> 00:36:43,260 We have chosen several different starting points, for example. 746 00:36:43,260 --> 00:36:46,140 But whatever you do, it will be good. 747 00:36:46,140 --> 00:36:48,140 So I'm not saying, hey, all you're talking about, 748 00:36:48,140 --> 00:36:51,500 you're starting just by doing glossary or a glossary 749 00:36:51,500 --> 00:36:53,060 of terms in your classes. 750 00:36:53,060 --> 00:36:54,180 Why not? 751 00:36:54,180 --> 00:36:56,860 You didn't do it, and you'll do it the following day. 752 00:36:56,860 --> 00:36:59,300 So you're introducing something good to your classes. 753 00:36:59,300 --> 00:37:00,220 So everybody's doing. 754 00:37:00,220 --> 00:37:00,720 Thank you. 755 00:37:00,720 --> 00:37:02,260 OK.