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Good morning everybody. I'm very pleased to receive you in this modern and great university,

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Rey Juan Carlos University. Especially welcome for the people who is the first time that

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they arrive at this university, in particular in the case of the president of the community,

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Esperanza Aguirre, and especially in the case of the chancellor of education, Lucia Figaro.

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And thanks a lot for the dean of social and economic sciences, Camilo Prado, for you helpful.

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Sin genero de dudas, las materias que afectan al desarrollo de las lenguas forman parte

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de uno de los contenidos básicos de las políticas de gobierno y legislativas. No es una casualidad

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que la Unión Europea en el año 1995, al hilo de una resolución del mismísimo Consejo

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de Gobierno, estableciese ya la conveniencia y la pertinencia de implantar las mejores

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cotas de bilingüismo en los estados de la Unión Europea. Y que un año después, en

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1996, la propia Unión Europea aprobase al hilo del nudo blanco la importancia del bilingüismo

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en el desarrollo de las políticas legislativas educativas de los diferentes estados de la

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comunidad económica europea. Esta normativa de carácter internacional y comunitaria empezaría

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a desarrollarse sobre todo a partir del año 2004 por parte de las políticas de gobierno

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del Ministerio de Educación del Gobierno de España y posteriormente se recogería

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de forma específica la propia Ley Orgánica de Educación del año 2006, donde en uno

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de sus primeros artículos, en el artículo 2, se prescribe y además de forma explícita

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y clara la importancia del estudio de otras lenguas distintas de las maternas para el

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completo desarrollo y desenvolvimiento de los alumnos en cualquiera de sus fases educativas.

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Pero en ese sentido, y hemos de reconocerlo, todas las comunidades autónomas en los últimos

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años han desplegado un papel relevante y significativo en la línea auspiciada y apuntada

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hace un tiempo en la Unión Europea, tal y como he tenido ocasión de adelantarles.

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Quiero agradecer en ese sentido la presencia de diferentes directores generales y miembros

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de los consejos de gobierno de las comunidades autónomas que, me consta, han tenido la gentileza

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de acercarse, participar activamente en este Congreso Internacional de Bilingües que organiza

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la Comunidad de Madrid en esta Universidad Rey Juan Carlos que les acoge.

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Y en particular hay que señalarlo como uno de los rasgos específicos de lo que es la

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política educativa, la apuesta por el bilingüismo abierta y decididamente ha sido uno de los

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constantes del gobierno de la Presidenta de la Comunidad.

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En el año 2004 se empezaba de forma decidida una política muy decidida que con escasamente

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seis años ha llevado a que en la actualidad casi 50.000 estudiantes cursen estudios de

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forma bilingüe, más de 250 colegios en centros públicos y concertados con una atención

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a las lenguas extranjeras y en particular a la lengua inglesa de primerísimo nivel.

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Por lo demás, y con esto termino porque no quiero hacer este acto de bienvenido más

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extenso, la Universidad Rey Juan Carlos, que es una universidad moderna, que es una universidad

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dinámica, que es una universidad pujante, que quieren que yo les diga que soy su rector,

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que es una universidad excelente, acogió desde un primer momento la importancia de

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las materias de desarrollo en bilingüismo. Y así, al hilo del marco europeo de educación

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superior, con la modificación de las antiguas licenciaturas y reconversión en las titulaciones

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de grados, todos y cada uno de los alumnos de la Universidad Rey Juan Carlos estudien

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ciencias de la salud, ciencias tecnológicas o experimentales, ciencias jurídicas o sociales,

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periodismo, medios de comunicación audiovisual o turismo, todos y cada uno de ellos tendrán

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una formación en los primeros años en lengua inglesa. Y además, ya desde este curso 2010-2011,

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la Universidad Rey Juan Carlos ha apostado de forma decidida y franca por la implantación

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de titulaciones bilingües y, además, bilingües de verdad, de carácter transversal, y en

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todas y cada una de las asignaturas que se estudian en sus diferentes grados. Es el caso

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de las titulaciones de dirección y administración de empresa, es el caso de los estudios de

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marketing, es el caso de los estudios de economía, es el caso del turismo y es, asimismo, el

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caso de los estudios que se refieren a enseñanza secundaria.

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Y, además, hay encima de la mesa, a la espera de la aprobación por la Consejería de la

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Comunidad de Madrid, de dos másteres vinculados a la implantación del bilingüismo tanto

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en educación primaria como en educación secundaria. Como pueden ver ustedes, una vocación

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explícita, una vocación clara y una vocación abierta por hacer del bilingüismo uno de

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los rasgos identificativos de la educación superior y excelente que se brinda en esta

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universidad que les acoge a ustedes. Y algo más, en esta línea de reforzamiento

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del bilingüismo y, en particular, de la apuesta decidida por la lengua inglesa, en el año

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2002, Presidente, el Gobierno de la Universidad Rey Juan Carlos aprobaba la creación de un

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centro de idiomas que, con unos resultados francamente muy satisfactorios en estos ocho

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años de funcionamiento, ha permitido implantar de forma también abierta los mejores parámetros

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de excelencia en la búsqueda del bilingüismo para los alumnos de los programas Erasmus

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y Sócrates, ha brindado la mejor formación posible a los profesores jóvenes que investigan

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en esta universidad y ha abierto su aspecto educativo también a otros profesores de fuera

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de la universidad que han fortalecido e incrementado sus conocimientos.

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Y termino. Seguramente este rector y seguramente los profesores de esta casa y quizás los

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alumnos del primer curso no llegaremos nunca a superar las excelentes cuotas que Bernard

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Shaw contaba en su famoso Pygmalion del profesor Higgins. No conseguiremos que la fonética

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quizás de nuestros alumnos sea tan buena como él desarrollaba o intentaba desarrollar

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en el caso de la señorita Doolittle. Pero no tengan duda que esta es nuestra vocación,

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no tengan duda de que esta es nuestra apuesta y no tengan duda de que ya es una realidad

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y que en los próximos años la situación será mucho más satisfactoria. ¿Por qué

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tal el nuevo Bernard Shaw escribirá su Pygmalion II dentro de 20 años en la Universidad Rey

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Juan Carlos? Muchas gracias, querida presidenta, muchas gracias, querida consejera, señor

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decano, autoridades de otras comunidades autónomas y queridos amigos por su presencia en este

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creo excelente primer congreso internacional bilingüe que organizado por la Comunidad

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Autónoma de Madrid se va a desarrollar en la sede de esta Universidad Rey Juan Carlos.

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Good morning to all. As head of the language center at the University of Rey Juan Carlos,

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I want to welcome you to our university and especially to this first international conference

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on bilingual education in educational centers. Good morning. As director general for quality

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improvement in teaching, I want to welcome you on behalf of the Madrid Department of

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Education. This conference is the result of the collaboration between Madrid Department

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of Education and the language center of the University of Rey Juan Carlos. Both institutions

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are solidly committed to bilingual education in Madrid, especially in teacher training,

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which is definitely one of the keys of bilingual education. Therefore, the support of universities

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is essential to ensure a high level of competence leading to success. It's an honor and a pleasure

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to have with us here today in this opening ceremony the president of Madrid's regional

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government, Mrs. Esperanza Aguirre, our chancellor at the University of Rey Juan Carlos, Mr. Pedro

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González Trevijano, as well as Madrid's minister of education, Ms. Lucia Figar, and of course

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the dean of our faculty, Mr. Camilo Prado. I would also like to thank professors James

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Cummings, Fred Genesee, David Marsh, Pamela Wrigley, and Maria Jesus Fregos, experts in

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bilingualism who are also our plenary speakers that come from Canada, Finland, the United

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States, and Valencia to share their insights with us. In addition, I would like to thank

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all of those interested in bilingual education who are participating in this conference,

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whether students, teachers, researchers, or policy makers.

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I would also like to thank our very high-level participants, participants from Madrid's

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educational centers and from other regions of Spain, and numerous attendees attracted

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by the theme of the Congress, undoubtedly interested in bilingual education. Thank you

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all very much for being here.

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I would also like to thank the sponsors who have been decisive for the launch of this

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event, and also for their presence, which undoubtedly adds added value to it.

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I would also like to thank the sponsors who have been decisive for the launch of this

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event, which undoubtedly adds added value to it.

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I would also like to thank the sponsors who have been decisive for the launch of this

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event, which undoubtedly adds added value to it.

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All those who have prepared this Congress have done so with great enthusiasm.

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However, organizing a Congress of this type is not easy.

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Therefore, we hope that you will excuse any deficiencies that may arise.

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In order to offer everyone the possibility of accessing the conferences and communications,

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the plenary sessions will be broadcast live on the Internet.

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I would like to take this opportunity to greet all the Internet users who are following us.

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Subsequently, all the interventions will be available on the web page of EDUCA Madrid.

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Thank you all very much and happy Congress.

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Thank you very much.

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Thank you very much, Mr. Rector of the Universidad Rey Juan Carlos.

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Thank you very much for being here and contributing with your presence to enhance and enhance the importance of this Congress.

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Thank you very much.

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I would like to welcome all of you to Madrid.

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It is an honour and a satisfaction for us to host this first international bilingual education Congress

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in educational centres, which brings together the world's leading bilingual education experts

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here at the Universidad Rey Juan Carlos.

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And it does so because this is what the General Directorate for Improving the Quality of Teaching

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and the Council of Education of the Community of Madrid have wanted.

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And we organize this Congress because what we want is to underline the importance

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that bilingual education has for the Community of Madrid.

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Six years ago, the Community of Madrid launched the bilingual programme in public educational centres.

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And when we started the programme, we had to look for models in other parts of the world

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that had already implemented bilingual teaching in public schools.

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I have to say that bilingualism, the idea that bilingual teaching,

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which I consider to be of the highest quality,

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the one chosen by those who can afford it in private schools,

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that idea of moving it to the public school

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was something that I considered, from the first moment I arrived at the Presidency of the Community of Madrid,

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a challenge that would allow the citizens of Madrid to have the best education in the public school,

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in the school financed by the public funds, the Madrid taxpayers.

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That what until that moment was only within the reach of the most powerful families

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could also be within the reach of the families that take their children to public school

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and that, if they had been able to choose, they would have chosen bilingual teaching.

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And I was not wrong.

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It has been impressive the increase in the requests to register their children in the bilingual centres

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that have taken place in the Community of Madrid in these six years of operation.

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And not because we wanted, as the Rector has reminded us,

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that the children of Madrid would speak like Miss Doolittle,

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the rain in Spain falls mainly in the plains.

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No, we wanted the children of Madrid to be able,

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within the fact that the phonetics are not the same in a mother tongue than in another,

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to say correctly the rain in Spain falls mainly in the plains.

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We wanted it and we have achieved it.

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It was exciting to listen the other day to the first promotion of children

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who have already graduated in primary school,

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who have been studying all the subjects in English for six years,

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except Spanish and Mathematics.

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How they have, well, the mastery of the grammar that is acquired when one is small,

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without the least effort, but of course also the phonetics,

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an excellent accent and a normality in the use of English,

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which until then was only within the reach of those who could afford this type of teaching

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and which today is within the reach of the Madrilenian families who choose it.

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Well, in a few years, because there are six, those that have elapsed since 2004 until now,

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we have had the satisfaction of proving that our bilingual programme

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has been very well accepted in countries of the rest of the world

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and also in other Spanish regions.

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And that is why I want to express my gratitude to all the attendees to this Congress,

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which brings together some of the most reputable experts in the field,

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who come from the United States or from countries with a very long tradition of bilingual teaching,

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such as Canada or Finland.

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It is an immense fortune to have such high-ranking participants

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in the first edition of this Congress on Bilingualism in Education.

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And in a forum like this, in the morning of today,

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I have no other choice, and I do so with great satisfaction,

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than to mention the work that the Madrilenian teachers have done in recent years

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as they have joined the bilingual programme.

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The Madrilenian teachers have become authentic experts in the field.

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Every day they explain subjects in a language that is not theirs.

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Today we have 1,600 teachers trained and qualified by the Council of Education,

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that is, they have been able to acquire sufficient knowledge in English

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to teach their subjects in this language.

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Unfortunately, Spanish legislation has not changed,

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and despite the fact that we are part of the European Union,

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we have not been allowed to have teachers from other countries of the European Union

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trained and accredited in other countries of the European Union here in our schools,

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except as conversational assistants.

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We would like to have them as teachers or as teachers in high school,

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because, in addition, when it comes to teaching English,

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it is obvious that they could teach it wonderfully,

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but the Spanish law still has an obsolescence that, in my opinion,

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would make it worthy of being reformed as soon as possible.

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But in the meantime, 1,600 teachers

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spend part of their free time in these summer months

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to train in Spain and in the universities of the United Kingdom, the United States and Canada.

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In the coming weeks, these teachers will be transferred to Georgetown,

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as well as to the University of Boston,

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200 teachers and high school teachers

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from the first 32 bilingual institutes in the Madrid community.

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The bilingual programme began in the first year of primary school in 2004

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and has already completed the entire primary school

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and begins in the course 2010-2011 in the institutes,

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in some of the 32 institutes in Madrid.

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In primary school, bilingual teaching has been consolidated.

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250 Madrid schools teach in English,

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except for math and Spanish.

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206 public schools and 44 concerted schools.

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In total, 250.

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As I said, the first promotion of students from the schools that began in 2004 has just been graduated.

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1,400 students have already taken the six bilingual primary courses.

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In the next month of September, the 32 institutes that will continue

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and complete the bilingual teaching of these children will begin.

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And something very important.

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We are also working on children's teaching,

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on teaching prior to the age of six.

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180 children's schools are applying a programme of initiation in English

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for children from 0 to 3 years old.

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And from 3 to 6, all children have at least an hour and a half of English a week.

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Because it is at these ages that you can learn effortlessly.

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This is something that is only believed when it is seen,

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but it is so that children learn simply by listening to music,

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by writing letters in English, by singing songs in English,

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by having contact with another language, in this case with the English language.

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And I am convinced that all of you are aware of the enormously positive effect

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that bilingual teaching has on the educational system of the community in Madrid.

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And not only because, as Antonio Garrigues-Wolker said the other day,

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English is indispensable in a globalised world like the one we live in,

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it is the first language of international communication,

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but also because the effort that is required of the students in bilingual teaching,

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far from being a problem in the use in the rest of the subjects,

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it turns out to be a greater performance in those other subjects.

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This has been demonstrated by the test of knowledge and indispensable skills

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that we have done in sixth grade.

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When we went to the bilingual schools, we realised that the results of the test

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have been better comparatively than those of other public schools.

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Therefore, I think it is important to say that the teaching of English

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not only does not detract from the potential of the learning of the other subjects,

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but, on the contrary, according to the objective tests, it can even improve.

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Therefore, ladies and gentlemen, I conclude by saying that, in my opinion,

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this Congress cannot be more appropriate,

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that we have concrete data with which to evaluate the Madrid bilingual programme

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after six years, we have excellent quality speakers

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who will also help us to improve our bilingual programme,

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to whom I want to thank for wanting to come to Madrid.

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I don't need to say it in English because I am a bilingual teacher,

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but just in case, it is not Spanish-English, but Finnish-English.

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Welcome to Madrid. I hope you have a very nice day here.

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Unfortunately, we don't have this beautiful weather we normally have in Madrid in June,

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but apparently, according to ACU weather,

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in three days we are going to switch to this sunny and warm June we normally have in Madrid.

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Well, I want to finish by expressing my gratitude to the participants,

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my gratitude to the speakers, of course,

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my gratitude to the Universidad Rey Juan Carlos,

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here represented by its excellent rector, Don Pedro González Trevijano,

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re-elected by overwhelming majority for the next period,

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relatively recently,

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and, of course, to the dean of social and legal sciences

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and to the teachers of his department who help us so much.

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And to the education board, without a doubt,

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to the counsellor, the vice-counsellor, the general director of quality improvement in teaching,

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the director of children's and primary schools,

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to all those who, from the education board,

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have supported and promoted the implementation of a programme

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that, when it began, I want to remind you,

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was even used by the Ministry of Education.

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They considered that this was a programme

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that was not going to contribute to improving the quality of the teaching of children.

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Today, everyone supports it.

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And I want to show, for this reason,

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my congratulations to those who have made it possible

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and my gratitude to all those who work day by day on it,

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because what we have, without a doubt,

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is the purpose that bilingual education

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becomes, because we have the conviction that it is,

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an effective tool

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in the training of our children and our young people,

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that they are free and responsible citizens.

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Bilingual teaching, far from being a problem,

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is the opposite.

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It is a tool that promotes this educational process

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that will lead them to be free and responsible adult citizens in the future.

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Thank you very much.

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Thank you very much.