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Mesa de comunicación: The third component in the learning iceberg

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Subido el 17 de enero de 2011 por EducaMadrid

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Mesa de comunicación "The third component in the learning iceberg (External factors influencing bilingualism)" por D.Francisco Arcos García, celebrado en el I Congreso Internacional sobre Bilingüismo en Centros Educativos el 14 de junio de 2010 dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE (Aprendizaje Integrado de Contenidos y Lengua)

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I'm going to give my presentation in English, ever since I thought everyone here managed 00:00:00

English quite well. 00:00:26

Is that right? 00:00:27

Okay. 00:00:28

The social-cultural processes, the green circle on the top, it's the individual student going 00:00:29

through the process of acquiring a second language in school, and central to that student's 00:00:38

acquisition of language are the surrounding social and cultural processes occurring through 00:00:43

everyday life with the student's past, present and future context, at home, school, community 00:00:48

and the broader society. 00:00:56

These factors can strongly influence the student's response to the new language, affecting 00:00:57

the process positively only when the student is in a social-cultural supportive environment. 00:01:02

Now, this is a key thing we have to bear in mind when we enter in a bilingual education 00:01:07

or a bilingual program, is to set up the social-cultural environment adequately, otherwise we'll be 00:01:15

much like in the past, if we don't support our learning, teaching with the social-cultural 00:01:25

aspects taken into account, there'll be no good. 00:01:31

The academic development, the more circle on the right, is the academic development 00:01:35

includes all schoolwork in the second language, arts, mathematics, the science, the social 00:01:41

science, the level they have and beyond that. 00:01:46

With each succeeding grade, academic work dramatically expands the vocabulary, sociolinguistic 00:01:51

and discourse dimension of language to higher cognitive levels. 00:01:57

Academic knowledge and conceptual development transfer from the second language to the first 00:02:02

language occurs automatically, as long as the student knows the first language well. 00:02:08

So that's why it is essential that the student knows the first language, his mother tongue, 00:02:19

really, really well. 00:02:26

In an information-driven society that demands more knowledge processing with each succeeding 00:02:28

year, students cannot afford the lost time of learning a second language the way we're 00:02:33

doing it today, because they hardly have any meat on their plate, if you know what I mean. 00:02:38

We must combine it with other subjects. 00:02:47

Cognitive development is the fourth component there, the light and the darker green circle 00:02:52

on the left, has been mostly neglected by second language educators in Spain for years, 00:02:59

until very recently with the introduction of CLEO. 00:03:07

In language teaching, we simplified structured and sequenced language, curricula, and watered 00:03:10

down, we did not take into account the academics, into the second language learning. 00:03:15

We also too often neglected the crucial role of cognitive development in the first language. 00:03:23

We've been for many years learning Spanish, analyzing sentences, learning about linguistics 00:03:28

without any bearing at all on the other subjects. 00:03:35

Too often we found teachers in mathematics or in social science complaining that the 00:03:38

first language was not good enough, complaining about the mistakes, and that's because they 00:03:48

did not work hand-in-hand with all the other subjects. 00:03:52

And this is what we should do if we implement CLEO into our bilingual classes, to work hand-in-hand 00:03:56

with all the other teachers. 00:04:05

The interdependence of these four components is essential. 00:04:09

The social, cultural, academic, cognitive, and linguistics have to be interdependent, 00:04:14

they depend on one another, that's why the circles blend to form this axis in the middle 00:04:19

that contributes to language learning. 00:04:28

The current state of affairs is that a lot of bilingual schools have been implementing 00:04:32

bilingualism. 00:04:38

The community of Madrid, 242 for next year, Andalusia, 642 for next year, Castilla León, 00:04:39

325 for next year, and in the Valencian community where I come from, we only have three. 00:04:48

So the process of introduction is quite different from all the other communities ever since 00:04:57

we are introducing bilingualism right from the early years of infant school at the age 00:05:03

of three. 00:05:11

And the percentage, according to what the authorities say, is that it would be 80% in 00:05:12

English and only 10% in all the other languages, Spanish and Valencian. 00:05:20

So as you can imagine, the support that these children might have as far as the sociocultural 00:05:27

aspect or environment I was talking about earlier on is much, much greater. 00:05:32

It's of great importance in that respect. 00:05:38

Alongside this approach to multilingualism, the Department of Education in the Valencian 00:05:42

community through a program called PALE, which he mentioned earlier on, of which I am responsible 00:05:46

in the area of Alicante, is updating teachers' foreign language skills in English, basically. 00:05:53

This program includes an immersion period in the UK once a certain level has been reached. 00:06:02

Also, and just recently, a new act has been issued by the Generalitat Valenciana whereby 00:06:07

teachers can obtain a certificate on foreign languages in order to teach their subjects 00:06:12

in English. 00:06:17

So there's a certificate that has to be certified to do that. 00:06:18

Presumably, this is part of the same plan which will eventually absorb all these little 00:06:22

kids who are beginning to learn English now in the secondary education later on. 00:06:28

The learning iceberg of bilingualism, at a recent conference on the European portfolio 00:06:40

held in Alicante, I pointed out the fact that all about language learning is related with 00:06:46

the number of hours a person is in contact with the language he is learning, either formally, 00:06:52

in class, private class, school of languages, academics, compulsory readings or whatever, 00:06:57

or informally, browsing the net, listening to a song, watching a film, so on and so forth. 00:07:06

As you can see on this right-hand side is the class time devoted to, this refers to 00:07:13

languages learned in a foreign country, not the place where the language is spoken. 00:07:20

The class time here, on the right, is always the same. 00:07:29

If you have a look at the timetable for the Escuela de Llamas, you will find that they 00:07:33

have three hours all throughout the different levels. 00:07:38

However, the demands, as the level increases, are much, much greater. 00:07:44

That's one of the frustrations of language teachers, is that we feel that there's not 00:07:51

enough time as the level goes up. 00:07:55

So what happens? 00:08:01

How do learners learn the second language? 00:08:02

If we need more time, and on the other hand we have the same number of hours, this does 00:08:07

not correspond. 00:08:11

What happens? 00:08:13

This is what I include, this triangle here, which is the silent learning. 00:08:14

We have to give students something else, more meat to learn, and it's very difficult because 00:08:21

we still have the same number of hours. 00:08:30

Now, how can we do that? 00:08:32

We haven't found any solution to that. 00:08:37

People go abroad, they do different things, but we do not, we in our classes cannot increase 00:08:38

that time. 00:08:46

They have to do it on their own, and that is what I call silent learning. 00:08:47

Some people say that silent learning accounts for more than 80% or more of all human learning. 00:08:51

This is the iceberg, this is the waterline, the silent learning occupies just a little 00:09:00

bit. 00:09:18

We only see it. 00:09:19

As the level goes up, silent learning, as you can see, increases, and when we come here, 00:09:20

it's even greater than formal learning. 00:09:26

As the level increases, then silent learning would have to be greater and greater and greater. 00:09:30

Having this in mind, this is what happens to athletes. 00:09:39

When they reach a certain level, a high jump athlete can jump a metre and a half in the 00:09:48

first try, but then to increase one centimetre, he has to train a lot, and this is what happens 00:09:54

with foreign languages. 00:10:02

As you increase learning, you learn less, however, you have to train more. 00:10:03

Isn't that what happens? 00:10:10

Yes. 00:10:11

And what happens if you don't train? 00:10:12

You forget it. 00:10:15

You lose it altogether, so it's not only the job of increasing, but to maintain it, and 00:10:16

that's even harder. 00:10:23

So it's time-consuming and it's very hard. 00:10:25

How can we account for all this, including other subjects, into the school curriculum 00:10:30

and make it meaningful? 00:10:37

And that's where CLIL comes about. 00:10:40

We have to sort of implement a three-pronged attack to increase this and to account for 00:10:49

this silent, unconscious learning. 00:11:00

First, when children are very young, introducing the language in the school and supported by 00:11:04

families, the institutions, and in the institutions, I mean the school. 00:11:12

So what we can do is encourage the high-ranking institutions to implement programmes to increase 00:11:21

this silent learning I was talking about, the schools and the family milieu. 00:11:32

The institutions should be able to include CLIL in school and bilingual programmes, as 00:11:39

well as many other things. 00:11:49

Very recently, we're quite familiar with the terrestrial television, where we can listen 00:11:52

to the programmes in English if you switch it. 00:11:57

In Croatia, where I've been for some time, they do it the other way around. 00:12:00

If the person wants to watch it in Croatian, he has to look for the language or the subtitles 00:12:05

in Croatian, not the other way around. 00:12:15

I think this should be done like that and not as it is today. 00:12:16

And many other things. 00:12:21

I have to go quickly. 00:12:23

Then in schools, we should provide new things like games in the breaks, competitions between 00:12:24

students in the foreign language, having these board games that you can include, computer 00:12:35

games and all this sort of thing in the school for children to work with. 00:12:45

And as far as the family, as some people pointed out, we need the support of parents 00:12:52

and the parents who take active interest in the learners learning the second language. 00:12:57

And if the parent doesn't know anything about the second language, we can let the students 00:13:03

be the facilitators, the teachers of parents, which is quite fun in a way. 00:13:08

Again, games in the house, board games that can play with the parents and so on and so forth. 00:13:14

I'm going to go quickly. 00:13:21

So what is the third component of the learning iceberg? 00:13:23

But all this I said, and all the support we get from institutions, the school, the families, 00:13:27

it is all the unconscious, silent learning of the second language taking place formally 00:13:38

or informally at home, at school, in a foreign country, during work hours, in your leisure 00:13:43

time and bearing in mind at all times that the transfer of information for meaningful 00:13:49

purposes is essential. 00:13:53

And this is what we did not have in our language classrooms. 00:13:55

That's it. 00:13:58

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Autor/es:

D.Francisco Arcos García

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EducaMadrid

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319

Fecha:

17 de enero de 2011 - 16:42

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Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid

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La Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid acogió el I Congreso Internacional sobre Bilingüismo en Centros Educativos que se celebró en Madrid en la Universidad Rey Juan Carlos los días 14, 15 y 16 de junio de 2010.

En los últimos años, se ha observado una implicación cada vez mayor en los países europeos respecto a la educación bilingüe con el fin de preparar a sus alumnos para sus futuros estudios, trabajo y vida en una Europa cada vez más multilingüe. Si el objetivo es conseguir una Europa multilingüe, el Aprendizaje Integrado de Contenidos y Lengua (AICOLE) sería el instrumento necesario para conseguir esta meta. Como consecuencia, el AICOLE ha provocado un gran interés en los últimos años en Europa, y especialmente en España.

Por otro lado la Comunidad de Madrid se ha convertido en una región de referencia gracias a su decidida apuesta por el bilingüismo en los centros educativos. Un ambicioso proyecto iniciado en el año 2004 que cuenta en la actualidad con 242 colegios públicos en los que se desarrolla una enseñanza bilingüe de gran calidad. Este curso 20010-2011 el modelo alcanza a la enseñanza secundaria donde se extenderá con la puesta en marcha de 32 institutos bilingües. Estas políticas educativas están produciendo resultados muy apreciables y han generado un gran interés entre los profesores que se sienten cada vez más atraídos por este tipo de enseñanza.

Por estas razones, este I Congreso Internacional sobre Bilingüismo en Centros Educativos ha estado dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE.

Duración: