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I'm going to start, just standing up and then I'll see if I'm...

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Hello, how are you? Hello, how are...

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I have chosen these kinds of games to start my presentation

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because these sentences have been probably the most used

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occurred during the whole trip. They are also kind of appropriate because it's a good thing

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for our experiences, going abroad to another country, learning a language, making new friends.

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This slide represents the most important steps in the planning of the trip and how the community

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project has helped us to make it possible. As soon as I learned about the

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Comenius Regio, it came into my mind the idea of taking children abroad.

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As a teenager I participated in lots of exchanges to UK, States or France, so

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And they were really amazing experiences for me.

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So I thought it could be also for my students.

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But in order for this to become a reality,

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I needed help from others.

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It's not possible to work in isolation.

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I cannot write what somebody was saying about that before.

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So initially I found help in my school

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and I found people willing to help in Joaquin Blumen.

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And Monse, Alberto, Vicky, Silvia, Maite, Lisa and Sara were some of them.

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On the first Comenius project trip, Linh Anan visited our school and Shirley Dia with Linh at that time.

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And it was around this time that we started, that our students started to communicate with each other.

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It was on the second Comenius trip in Edinburgh that the possibility was confirmed, so once

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I returned to Madrid the trip planning started. In September, the following year, we had our

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first information meeting with the parents. On the next Comenius trip, which is our third

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trip on the other side lean and I also had the opportunity to meet with our

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parents and then all the last for many streets legend Rob the final

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arrangements were made a mix I'd like to talk about how the educational and

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cultural activities were planned first lean sent us there are proposed

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activities and schedule. And to wait for that was really important for us. One, because we

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didn't want to interact with their routine too much and two, because we really wanted

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to experience their school life as true as possible and that was our main

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concern. So what were some of the most striking things they learned about

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school life as talkers? Here are just a few examples. They were able to see a bake

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sale, what it looks like. The P2 class were raising money for a local charity.

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they also have the opportunity to have a packed lunch in the meters during sport

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day the children really enjoyed golden time with all the fun activities they

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could choose from and another great experience was to participate in the

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assembly school so the children delivered a presentation in English

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about our school in Madrid and each student had a part there. And I have some of the

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photos of things we did with talkers. So in the classroom, in the dining room, in the

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playground activities and here I have a short video which I think shows also

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what cooperative learning is and how important it is for any any type of

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of learning and why not for learning languages although this is more physical activity

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yeah it's what's moving on this

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sorry this is what happens when you switch from one

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It wasn't that necessary, the voice he meant.

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And after getting Dean's proposed activities, we completed the schedule with cultural activities

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that had also been suggested on one of the Comenius trips in Edinburgh.

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and I also counted on one of our language assistants who was from Edinburgh.

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So regarding the cultural activities, here are just a few examples.

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at the school where I am housed, on the bus tour, at the castle, at the carton hill, at the museum, at the botanical gardens.

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And finally I'm going to show some other things they learned.

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Shopping for breakfast and snack. They were given their own money and they had to decide what to buy.

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There were some kinds of rules they had to include maybe for the breakfast. Cereals, milk, right?

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But they were responsible for the buying. Ordering dinner, they did it on their own.

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And here we have a, I think that's a video, yes.

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Ask one ball, so you get one scoop each. So would you like a strawberry or something?

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Right, the students made a very good impression at Tallcross School with the teachers and students.

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we had many positive comments about their English and confidence. And also the staff

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at local restaurants were impressed and they can tell you in their own words, you don't

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have to go there. Oh, right, we have more, maybe, right, let's go for that, more activities.

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Having high tea, being responsible for the things. Oh, and the doctors, we also had to

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go to the doctors because a girl got a sphincter and it was really fun because while waiting in the

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waiting room she found a book which is in my classroom in Madrid and we're like what

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eating on your own and this is the inside

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You guys are very polite, very well behaved, and it's impressive that everybody knows what they wish you to serve.

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It's very polite.

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He really wants to point out that we have the privilege of having a family and one of

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the students that traveled to Edinburgh last week.

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So we would like to thank you for that.

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Maybe Potra could tell us something about the experience.

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Come up here.

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Stand here.

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It was a very nice experience to be there, we enjoyed a lot being with the Scottish children

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and they were very nice to us and we had lots of fun, everybody.

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Thank you.

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So young Aaron is just going to conclude.

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Thank you, young man.

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What was your favorite thing that you did,

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making an impression?

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Yeah, what was the impression you made

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on the Scottish people?

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Were you polite?

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Yeah, I think we were very nice to each other,

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and it was very comfortable.

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Excellent, excellent. Thank you.

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And I just wanted to say thank you to the teachers,

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and thank you very much.

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Two crazy dreamers. Let's have a hand for Lynn and Miriam and their two schools.

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Okay, so thank you so much for your patience. We know that we're slightly over time,

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so we're going to try to conclude briefly, and thank you to those who have been waiting.

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So the last, last thing is just we're going to give you some quick feedback from the different partners,

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just five minutes each, three minutes. So I would like to invite up here

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Edinburgh City Council, Edinburgh College, and Universidad Rey Juan Carlos, please.

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And as they're coming up here and taking a seat, there they are.

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So we're just going to share with you very briefly some of our conclusions as the different

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members who participated in this project.

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So first, Virginia is going to speak to you from Universidad Rey Juan Carlos.

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Well, it's nice to see our Scottish partners here, so we don't have time to say hello at the beginning, but we do have time to say hello afterwards.

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So, well, I've seen wonderful things here, and I think this project, apart from making us learn from one another,

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one of the most important things is all the relationships that arise from these kinds of projects.

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So the main objective of this project was not only to bring together teachers from Spanish and Scottish educational contexts,

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but also to create a common framework in which we could share materials, good practice and sometimes our expertise in the trading field of bilingualism and continental language integrated learning.

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I think this experience has achieved the goal of building bridges between two cultures thanks

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to the collaboration of teachers and organisers in this ambitious venture.

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Needless to say, all the institutions that took part in this Canadian's regular project

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approaches to content and language learning are highly committed to language learning

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and this is evidenced by the one-plus-two approach the Scottish Government has implemented

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in many schools, and whose main objective is to improve learners for our language learning

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and develop an awareness of the importance it has in today's global society.

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So on the one hand, the efforts the regional government of Madrid have been carrying out

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since 2004 in order to implement the Balibo program in more than 200 and something schools,

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primary schools and even at the secondary level, which has proved to be very successful.

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And we've got the results we've been saying about all the students having a B1 level.

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So we are really, really, really waiting for those students to come to the university,

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because they are going to make a difference.

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Then, on the other hand, Reykjavik University has been committed to bilingual education for years.

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Six degrees taught in English, among which pre-primary and primary education have a considerable number of students

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who are trained following very innovative methodologies, including CLIL.

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This university also offers a master's in bilingual education.

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Reykjavik Carlos University has also worked hand-in-hand with the regional

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government of Madrid in in-training and immersion courses for teachers working

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within its Mining World program. I think in general this project has provided all

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the participants with the opportunity to attend seminars, workshops and talks both

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in Spain and in Edinburgh, in Scotland, and it has also contributed to meet the

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program expectations since we have had the opportunity to visit schools in

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Edinburgh to see how all the teachers are working, how they work with their

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students, the methodology they use, the materials and as well as, that's

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something that really impressed us, the reaction when they had to face a lesson

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in Spanish that what we attended with Miriam and the way they reacted in a very

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natural way to that situation. So we have been able to learn from others and in

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many cases share our expertise in certain issues. All these has enriched

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and broadened our perspective about teaching and learning. As for our

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institution, Rey Juan Carlos University, we would have liked to have the

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opportunity to share some experiences with the Cotis University and we are really glad in

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way to to have met you but we are aware of the difficulties the council had to face and we are

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really grateful about their support and interest to make the most of our visits to the country

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um during uh the first scottish delegation visit from carlos university hosted a workshop

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with sessions about the importance of language assistance in the bilingual classroom and

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cooperative learning, what gave us the opportunity to have open discussions as

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well as exchange ideas about those issues and also we have a chance to have

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coffee all together. So now that the project is coming to an end, it is time

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for proposals. Taking into account the experience and commitment of our

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institution in the field of languages, we are prepared to go on collaborating with

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the Scottish Council and giving support to its ambitious language learning in

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Scotland A1-2 approach. We can provide them, and this is a proposal, with

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immersion courses and we can study the possibility of an internship for some of

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our pre-primary and primary students in Scottish schools which would benefit both sides.

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We would also want to remind not only the Spanish teachers who have been part

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of this project but also all the teachers involved in the bilingual

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program about our masters in bilingual education for primary schools whose main

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objective is to provide teachers and teachers-to-be with the necessary

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methodological and linguistic tools for quality instruction in any

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subject that has to be taught in English. The master has been now on for four

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years and we have students from all over Spain. Last but not least we would like

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to mention the courses the University Language Center organizes every academic

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here to all those teachers interested in improving their linguistic competence so

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they are open for all the teachers interested in that and just once more we

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want to highlight how fruitful this project has been for all of the

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partnerships and respect this will just be the beginning of the productive

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collaboration I don't know if I have time for something which is very great

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which is a summary of all the things we've seen in the video

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he's four minutes I don't know well or whether perhaps at the end at the end

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hi there my name is Sarah Gore I'm from Edinburgh College and I'm also

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representing my colleagues Sarah Dollar and Susan Redd who have participated in

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this project of Unable to Be Here Today. Edinburgh College has had a very

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successful relationship with Comunidades Ingrid for nearly ten years now

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providing CLIL courses and language development courses and we've actually

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trained over 450 of Madrid teachers over the years so we've been working together really well

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for a long time but taking part in this project has been really

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exciting to have so much opportunity to spend time with our partners in Madrid

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with Pablo and Oscar, Isabel and Mercedes and Gretchen to have so much time for

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face-to-face interaction, whether it's via Skype, but also on the mobilities to

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spend time and really strengthen that relationship. Personally, for me, I've

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been working on these projects for seven years in a non-academic context, but work

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with all the teachers, and for me it's been really exciting to come over here

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and go into the schools and see the bilingual programme in action and to see how

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successful it is. And also going around the schools and being in Madrid, seeing so

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many familiar faces because there's so many of your teachers here who have been

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in Edinburgh and who I've worked with there so that's been really nice.

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So this project has been an opportunity for us to deepen our relationship with

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Comunidad de Madrid but also to extend it in a slightly different direction and

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it was an opportunity for us to share the benefit of our close relationship

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with Comunidad de Madrid with the city of Edinburgh because we are a

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community college and we this project gave us the opportunity to share that

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relationship with the schools and the teachers and the pupils of the City of

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Edinburgh and allow them to benefit from that as well we have previously worked a

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great deal with the City of Edinburgh Council so this project's been really

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interesting for us to get to know each other get to know what we do and for me

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to get to know Liz and Anne to spend a lot of time with them either at the

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college or at the council or in the schools and learn a bit more about what

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each other do and I hope that that will continue. The Communists project is

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coming to an end but the relationship certainly between Edinburgh College and

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Côte d'Ivoire will continue for a long time and I hope your teachers will still

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hopefully be coming for a while to every summer to Edinburgh and I hope that we

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can continue the partnership with Edinburgh City Council to allow the teachers in

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Edinburgh to benefit from those visits as well. They are usually during summer holidays,

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but even in a social situation, you might be able to get together and share experiences

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and build new partnerships. And that could be the teachers in the classes that took part

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in this project, but also in the rest of the city, to be able to take advantage of this

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strong relationship between Edinburgh and Madrid. And also, I hope that I will be able

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to build on the relationship with Edinburgh City Council and on some of the other projects

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that we work on. For example, we work with Chinese teachers as well, and that's another

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important language in Edinburgh. So hopefully it's the start of lots of new opportunities.

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It's also been really great to build a relationship with Virginia and Maria at the university.

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So our teachers, Sarah and Susan, have taken part in the bilingual conference quite a few

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times, but it's fantastic to be able to host the human area at Edinburgh College as well.

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So hopefully that's also the start of new opportunities for everyone.

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So I just want to say thank you to everyone, all the partners in the project, for really

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embracing this opportunity and really enjoying it and making it a really rewarding experience

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for everyone involved. Thank you very much, everyone.

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Thank you Sarah. So I just want to leave you with a reflection we were talking about this

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morning when we were meeting with our Scottish regional partner, which is that

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as the regional member of the policymakers, the administration, right,

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central administration, we realize the importance of four T's. I have to find a

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T because I have to work on this, all right. The first T is commitment. The

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The administration had to be committed to this project because it took practically a

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year to join and then two years to carry out.

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So that commitment built trust among the two regions, between Liz and Ann and Sarah and

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ourselves.

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That trust allowed us to build an understanding of where we wanted to go and provide stability

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for our teachers.

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And from that stability and that understanding grew a vision.

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And vision was something we wanted to come out from the teachers.

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So every step we took as planners, as regional planners, was based on feedback from the teachers,

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their impressions from the real classroom practice, and it was therefore legitimated.

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When we proposed something, they had immediate ownership because it came from them.

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And lastly, I want to leave you with, going back to our motto, vivendo dissimus, by living

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we learn.

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We believe that this motto, which we use for our project, not only reflects the more recent

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constructivist thinking, it also reflects the practical, teacher-based, praxis-oriented

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approach that emerged from our regional visits and our visits to the schools.

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It also seems to us that this motto is reflected in many of the aims and values that we encountered

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with the Scottish National Curriculum for Excellence.

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Among these, responsible citizenry, effective contributors,

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successful learners, and confident individuals.

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And these are many of the things

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that our teachers brought back

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and are now stimulating their schools with.

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So we thank Scotland for, as we used to say

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among the administrators, inviting us to this dance.

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Thank you very much.

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So I won't take too much time, I'm aware it's getting quite late.

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I'm amazed at the patience actually, we were talking about the patience of Spanish teachers

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being able to stay in so late after a day at work.

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I just want to start by saying that this is, and I'm sure you'll agree, there's a lot of

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really, really rich activity and practice that you'll have seen from the PowerPoint

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presentations tonight from the project.

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And this is really just a snapshot of some of the work that's been going on throughout

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this project. It really has been such a massive, massive learning experience for us all. And

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through our partnerships, through our partnerships with Edinburgh College, through our partnerships

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with Madrid, through the partnerships with University of Rewind Carlos, and then with

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the partnerships with the schools themselves, having parents involved, and then having partnerships

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with the pupils, and actually having pupils meet each other, teaching each other in their

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own language is incredible. We've been astonished at how much we've actually learnt from this

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whole experience, much more than we actually anticipated learning. We knew we would learn

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a lot, but it's been much, much richer than we actually ever thought it would be. We just

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want to say thank you to all the partners that we've worked with throughout this time,

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and thank you to the schools in particular, to the teachers who've done so much work to

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take this forward and really make what Bethan called a big noise about languages in their

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schools because it really is very valuable and it's helped take us forward a great deal

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in Scotland. So thank you.

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I'm sure you don't want me to add anything. But I'm an English teacher so we never use

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50 words but we can use 500 words. But just to add my thanks to Anne, this has been an

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project, the intended outcomes and the unintended consequences have been much greater than we

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all anticipated. We did not dance our whole way through it, although it seemed like we

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danced and ate and drank all our way through it, but that has been an important part of

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it as well. I said at the beginning, it's about the people, it's about the teachers,

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it's about that commitment, that learning together, collaboration, and it shows you

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that it works. For us, 1 plus 2 is scary for lots of our teachers, really scary because

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they don't come to it with background necessarily in a second or a third language. And I think

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that a project like this has shown just how rich and exciting learning languages and learning