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Mesa de comunicación: CLIL and Complexity Theory

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Subido el 25 de enero de 2011 por EducaMadrid

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Mesa de comunicación "CLIL and Complexity Theory" por Dª.Krista Ireland, 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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Okay, thank you very much for being with me here today. 00:00:00
I appreciate your presence. 00:00:16
And I'm so pleased that there are so many of you here, because when I actually turned 00:00:18
in this publication, I thought, oh my goodness, this is going to be really theoretical and 00:00:23
difficult for everyone. 00:00:29
And to a certain sense, yes, it is theoretical. 00:00:32
When you look at this and you think clearly in complexity theory, or what does complexity 00:00:34
gain your sympathy? 00:00:40
I am mainly used to doing teacher training for the most part, meaning that I like standing 00:00:42
up. 00:00:47
I like moving around. 00:00:48
I like giving examples and demonstrations. 00:00:49
So these are new waters that I'm moving in that I have only done once before. 00:00:51
So that being the case, I'd like to move ahead and explain to you a little bit what 00:00:56
I have been doing with my research and doctoral theses. 00:01:02
Why have I presented this? 00:01:07
Because I'm very excited about where we are moving with learning theory and all of the 00:01:08
implications it has, and also because I think it is a perfect model for CLIL settings. 00:01:14
My main objective today is to encourage you to investigate, to be interested in finding 00:01:22
out more about complexity theory or dynamic systems theory. 00:01:29
I think you will find there are a lot of similarities in this with your everyday life. 00:01:34
Why is that? 00:01:40
How many of you do yoga? 00:01:41
Anybody do yoga out there? 00:01:43
Raise your hand. 00:01:44
Okay. 00:01:45
We have a total of four of you. 00:01:46
Five. 00:01:48
Okay. 00:01:49
That's very good. 00:01:50
One of the interesting things of that is that everything is connected. 00:01:51
Yes? 00:01:53
No? 00:01:54
Okay. 00:01:55
Dynamic systems has the same idea, that everything is connected. 00:01:56
So when we look at our students and we study what they're doing, how do we get to that 00:01:59
point of understanding that everything is connected, all right, instead of fragmenting 00:02:04
it? 00:02:08
So let's move ahead with the slides so I can talk you through this, all right? 00:02:09
So I've started off with a quote, and I think this is a quote which is applicable to both 00:02:13
CLIL and also to dynamic systems or complexity theory, which is, do not go where the path 00:02:19
may lead. 00:02:26
Go instead where there is no path and leave a trail. 00:02:27
And that is precisely what you as educators in bilingual settings are doing. 00:02:30
Yes, you're trailblazing, which is such an important part of advancing and creating new 00:02:35
paradigms which we can work in and not stagnate in the old, right? 00:02:42
So you'll see some parallels in complexity theory and the work that you're doing. 00:02:46
All right. 00:02:50
A complex systems approach to second language acquisition in CLIL, all right? 00:02:51
Why is complex systems of interest to CLIL? 00:02:55
Because it prescribes, first of all, a more holistic view, a more holistic view which 00:02:59
takes into account a variety of factors, all right? 00:03:03
What are those varieties of factors? 00:03:08
Well, we'll look at the features in just a second. 00:03:10
The parts studied have not always equaled the sum. 00:03:14
And I'm sure when you look at your students and you think, ooh, we're doing assessment 00:03:18
and language, but what is going on with content? 00:03:23
That's been one of the questions that has come up, right? 00:03:26
That's something we need to attend. 00:03:30
Yet, we do not have a framework, do we? 00:03:31
Exactly. 00:03:35
So that is what I am looking at today. 00:03:36
How are we going to get a framework? 00:03:38
How are we going to get there? 00:03:39
What are the instruments we're going to use, the materials, in order to actually be able 00:03:40
to assess effectively? 00:03:45
And when we look at Cummins' model of an iceberg, that whole area underneath, which is cognition, 00:03:47
what is going on? 00:03:55
How do we find out what is going on underneath, right? 00:03:56
And that is what complexity theory is interested in, finding out how that is interconnected 00:03:59
beneath. 00:04:04
All right? 00:04:05
I'll give you a demonstration in a minute to illustrate this, all right? 00:04:06
Okay. 00:04:10
Linear models provide fragmented understanding many times, and they do. 00:04:11
Linear models are helpful. 00:04:16
They have been very, very helpful, all right? 00:04:17
Linear models, when we go back to the Enlightenment, all right, and we look at Newton's work, those 00:04:21
of you that are scientists, they're very important because we see that a lot of progress has 00:04:27
been made, specialization in the 18th century and the 19th century of different areas. 00:04:32
But what has happened in the last 20, 30 years? 00:04:39
We see that there's a focus on basically having interdependence inside of our studies. 00:04:42
And that interdependence shows up in science. 00:04:50
It shows up in having double majors, for instance, which is more of a feature. 00:04:53
So in order for learning to advance in linguistics, it can no longer be linguistics. 00:04:57
It must be psycho-linguistics, for instance, studying all the neurological aspects as well. 00:05:01
All right? 00:05:06
Okay. 00:05:07
So I'm not asking you to do that. 00:05:09
Just putting forth there the fact that getting out of these boxes of, I'm a linguist, I am 00:05:10
a scientist, as you know, as teachers, you're doing both. 00:05:16
You're doing content and you're doing science. 00:05:19
You're doing content and you're doing art, for instance, okay? 00:05:22
It allows integration of new advances by permitting a multi-discipline approach, all right? 00:05:27
That's another point. 00:05:34
I'd like to say at this point that we will look a little bit at the tools at the end 00:05:38
of this session. 00:05:44
There have been very few instruments and tools which have been developed. 00:05:45
We see a little work being done in the United States and also here in Europe, but we'll 00:05:49
get to that later on. 00:05:54
But there's no blueprint, right, at the moment. 00:05:55
Okay. 00:05:59
So when did complex systems develop, is our first question. 00:06:00
Modern scientific study of complex system is relatively young. 00:06:05
The area of mathematics that is strongly related to non-linearity, all right? 00:06:09
The notion of self-organizing systems is tied up to work in a non-equilibrium thermodynamics, 00:06:15
all right? 00:06:20
Yes, I know. 00:06:21
You're thinking, oh my goodness, what is she saying? 00:06:22
Well, the whole base of complex systems, you probably have heard of the butterfly effect. 00:06:26
Does that ring a bell? 00:06:34
Yes, because you've heard the song by Kokei Maia and all that kind of thing, yes? 00:06:35
Okay, right. 00:06:38
So bringing it down a level and abstraction, what we're looking at is the fact that sometimes 00:06:39
there are things that affect learning or that affect weather patterns that we don't think 00:06:45
initially are going to affect that learning or the weather patterns, all right? 00:06:52
And if you remember, looking at complex theory, that it does come from, that idea of thermodynamics 00:06:57
complexity theory comes from studying weather patterns, right? 00:07:03
You know about El Nino and La Nina, yes, no? 00:07:06
Go like this. 00:07:10
Respond. 00:07:11
Okay, right. 00:07:12
You're still connected. 00:07:13
That's very good. 00:07:14
Okay. 00:07:15
So that is really the foundation of where this is coming from, okay? 00:07:16
So what have been mainstream research methods in LSA? 00:07:20
The identification and examination of factors in isolation, which imitate experimental sciences. 00:07:26
Now with this, what we're doing is, have you been to Emma Defoe's, for instance, presentations 00:07:32
or other people's presentations? 00:07:39
Yes? 00:07:40
Okay, right. 00:07:41
So what we do when we research, we imitate what linguistics does and learning theory, 00:07:42
we imitate to a great extent what is done in hard sciences, in chemistry, right? 00:07:48
So there's been a push to make linguistics, right? 00:07:53
Think about Chomsky. 00:07:57
Chomsky was a mathematician, wasn't he? 00:07:58
Yes, that lovely man, right? 00:08:00
And he's done so many other things, but the long and the short of it is that we try and 00:08:01
imitate models that replicate science in order to show that progression is being made. 00:08:06
There is a link now between linguistics and of course science and studies of intelligence 00:08:12
that are being done by Gardner or Sternberg, right? 00:08:18
So that's our meeting point that we're looking at, okay? 00:08:22
Okay, right. 00:08:26
How has research changed physical science, or sorry, how has research in physical sciences 00:08:29
have changed? 00:08:33
Now they're exploring items in turn of their internal connectivity. 00:08:34
Now what does that mean, internal connectivity? 00:08:39
It means that inside of you, think about you scientists out there, right? 00:08:42
Think about you have your respiratory system, don't you, okay? 00:08:47
You have your circulatory system. 00:08:52
You teach them to students as two separate parts, don't you? 00:08:54
Yet, are they connected? 00:08:59
Are they? 00:09:03
They are, all right? 00:09:04
So that is the internal connectivity, how they fit together. 00:09:06
But you teach them to students as two separate items, right? 00:09:09
So what complexity theory intends to do is to bring together those two elements and see 00:09:13
how they interact. 00:09:19
Just as in the sciences, we know that information, how they interact, how, well, through anatomy 00:09:20
and other discoveries that were made about the human body, right, okay? 00:09:26
So that's the intention, figuring out what is going on? 00:09:31
How are those students actually building knowledge? 00:09:34
How is that scaffolding taking place, right, inside? 00:09:39
So what changes in perspective are provided then? 00:09:42
Through the study of unpredictable interactions of whole systems, structures take on new meanings, okay? 00:09:47
So imagine when, during the Greek times, anatomy was being studied secretly, where you had 00:09:56
basically autopsies that were taking place in the dark, right? 00:10:07
Yes, but I want you to situate yourself there. 00:10:12
The understanding of the whole system was very limited, wasn't it? 00:10:15
Exactly. 00:10:19
So what we're moving towards is trying to understand that whole system by looking at the parts, 00:10:20
but also looking at the whole. 00:10:26
Very good, okay. 00:10:28
So let's see, in order to, let's see, what does complex system offer SLA learning theory and CLIL? 00:10:30
Well, an extensive explanatory power as a comprehensive approach. 00:10:38
It aims to interrelate, and this is so important for us in our bilingual settings, so important 00:10:45
for us, because we need to interrelate that language and that content and what is going 00:10:52
on with regards to the construction of knowledge with the students, right? 00:10:55
We know that it works, as we have seen with so many, so much research that has gone on 00:11:00
in exterior type fashion, but what's of interest to us is how it's working. 00:11:05
Now, this interrelation, right, that we're looking at, a lot of research has been done 00:11:10
by Diane Larson Freeman, does that ring a bell? 00:11:18
Or Lynn Cameron. 00:11:22
Now, you might know Lynn Cameron. 00:11:23
Lynn Cameron wrote the Cambridge book, Teaching Young Learners. 00:11:25
You might have a copy of this. 00:11:30
I love Lynn Cameron. 00:11:32
I think she's just fabulous. 00:11:33
She does just about everything. 00:11:35
She works with metaphors, she works with learning theory, she works with genres and functions. 00:11:36
She is an amazing professional. 00:11:40
And the work that she has been doing with Larson Freeman is looking at what they call, 00:11:42
inside of the center relatedness, connected growers. 00:11:49
Let me repeat, connected growers. 00:11:53
So when you teach one aspect, another aspect or content helps both of those to grow. 00:11:55
Let me explain. 00:12:06
Think about your third person S, that horrid third person S, right? 00:12:07
Does it grow? 00:12:13
Does it stick? 00:12:16
It's horrible, isn't it? 00:12:18
Yes. 00:12:20
So it does not have a transferable aspect to begin with. 00:12:21
But secondly, we see that when we stimulate students with periodical reminders in the 00:12:24
classroom, perhaps a little S and saying, snake. 00:12:31
So they remember. 00:12:36
And we try to, it helps with retention, doesn't it? 00:12:37
And eventually we get them there by insisting and by consistent error correction that is 00:12:40
going on, right? 00:12:46
So that would be interrelated, those two aspects, right? 00:12:47
What we're looking at the moment would be inside of the development. 00:12:52
My research is looking specifically at the density and complexity of sentences moving 00:12:58
from what would be a B1 level into a C1 level in a written sense, in not only a spoken fashion, 00:13:04
but also in a written fashion. 00:13:13
So the study that I have been looking at and am working on at the moment is looking 00:13:16
at students who are at a tertiary level. 00:13:21
They are learning how to do an oral presentation. 00:13:25
I have not looked at conversation because I think it is so complex in and of itself 00:13:28
that it's very difficult to study and do innovative research with variables. 00:13:32
So we're looking at a presentation. 00:13:38
I have over 180 videos of these students who have been so lovely and so wonderful, and 00:13:40
I thank them from the bottom of my heart, that have allowed me to video their progress 00:13:46
during a year of the actual learning how to do a presentation from the start, where many 00:13:50
of them are reading a piece of paper and trembling, till they get to the end and they're actually 00:13:58
doing a presentation using visual support, explaining, and walking through it. 00:14:03
As you know, this is part of the curriculum. 00:14:11
It's something very important for our students to learn as a skill inside of academia and 00:14:13
what might be future work context. 00:14:17
In addition to that, the written document is that they are giving a record of the presentation 00:14:20
that they're making, and the record must be in formal English. 00:14:28
So they've moved from a very simple, shall we say paradigm, some of them, not all of 00:14:32
them, because of course different learners come with different packaging, don't they? 00:14:40
Yes, all of us do. 00:14:45
So some of them have come with a very simple subject-verb usage when they were originally 00:14:47
speaking, and they have transformed into what we might call dependent clause users, where 00:14:53
we have followed the paradigm which is offered by Marimar Luque. 00:15:04
I'm not sure if you're familiar with her. 00:15:10
Marimar Luque works at the Politecnica. 00:15:11
She has done wonderful research in academic writing and standards in academic writing 00:15:14
for formal language. 00:15:18
So we have used her recommendations and paradigm of what would be a typical acceptable text 00:15:22
inside of academic writing for a presentation, which is two subject-verb sentences, simple 00:15:30
sentences, and then one that contains a dependent clause or some kind of connector, but a formal 00:15:36
connector like however, moreover, not and and but. 00:15:43
They're not going to work for us. 00:15:47
So we're using connectors in order to dress up the language, shall we say. 00:15:49
That is what we're studying as far as what are the interrelated aspects or the connected 00:15:56
growers inside of those students. 00:16:01
Okay, well, not inside of them, but it's rather outside, shall we say. 00:16:04
In addition to that, some of you that are more familiar with studies, you might be saying 00:16:10
to yourself, goodness, well, this sounds like a typical linear study. 00:16:15
They're looking at writing and they're looking at speaking. 00:16:18
In this study, there is also included, we're looking at the linguistic aspect, which we 00:16:22
just spoke about, a paralinguistic aspect. 00:16:27
Why? 00:16:30
Because there's an actual, there are videos of all these students doing their presentations. 00:16:31
Not only are there videos, but also there's a cognitive aspect, which are the interviews 00:16:36
afterwards. 00:16:41
So fortunately, each of the students has a 10-minute, five-minute session afterwards 00:16:43
where they have agreed to sit down and talk about the process. 00:16:49
How do they feel? 00:16:52
How much had they studied beforehand? 00:16:54
What were the techniques or the strategies that they used to actually get there? 00:16:56
And that is what interests me. 00:17:01
And we're finding some very exciting things about presentations that has come up in all 00:17:02
of those students about learning to do that type of genre that is repeated in all of their 00:17:06
presentations, right? 00:17:14
I must say, I came across this idea and wanted to study it due to students that I had beforehand 00:17:15
and the excellent results that they had had. 00:17:22
And it's just very exciting to see people grow and to, as Sternberg says, I think it's 00:17:25
actually when you develop your cognition, you are gaining intelligence, and I am convinced 00:17:32
of that. 00:17:37
So to a certain extent, it's also demonstrating his triarchic theory, right? 00:17:38
Okay. 00:17:43
Also, when we look at the cognitive and then the subject content information, the subject 00:17:44
content information area has been covered by doing a questionnaire of the students. 00:17:50
So it's looking at their background. 00:17:55
This was not a preliminary needs analysis. 00:17:58
Rather, it is a collection of data to look at what was their learning experience beforehand. 00:18:01
Because when you're dealing with older learners, of course, they can come with a lot of different 00:18:09
baggage, shall we say. 00:18:13
Learning baggage. 00:18:16
Now, I was quite fortunate because most of these were, you know, you're looking at successful 00:18:17
learners that their area of speciality, you know, if you've reached a B1 level, well, 00:18:20
it means that you have been quite successful in language learning, obviously. 00:18:24
But I also think it's a very challenging place to be. 00:18:29
Don't you? 00:18:32
I mean, the hardest thing is to go from B1 to a C1 or a C2. 00:18:33
Yes, a lot of you are going like this. 00:18:37
It's horrible because many times you have finite type grammar or collocations that you're 00:18:39
dealing with, which when I may be getting too technical, but when Chomsky talks about 00:18:44
the native speaker knowing, I mean, that's really what you're trying to access, aren't 00:18:51
you? 00:18:54
Yes, you're going like this. 00:18:55
Thank you for shaking your heads and saying yes. 00:18:56
I don't want to bore you to death with this. 00:18:57
Okay. 00:19:01
I'll carry on. 00:19:02
Obviously, what it can also do inside of CLIL is that it mirrors human communication, the 00:19:03
model itself or what they're trying to do with it, how. 00:19:10
Because in reality, human communication has a complex system of variables, doesn't it? 00:19:14
It really does. 00:19:20
All of these that we have just mentioned here. 00:19:21
Also, it influences our view of learning and teaching. 00:19:25
Many times we change terminology in education, don't we? 00:19:31
We change terminology and we don't just talk about evaluation. 00:19:35
Now, we talk about assessment. 00:19:38
Well, why? 00:19:40
Because the whole procedure is, all right, now it's diagnostic, it's formative, it's 00:19:41
summative. 00:19:46
It's no longer the test and that's it. 00:19:47
Exactly. 00:19:48
We change our terminology and here it's the same. 00:19:49
We're trying to change the paradigm of how we see that learners are learning in order 00:19:52
to access that information. 00:19:56
How am I doing on time? 00:19:58
Five, six minutes. 00:20:02
Okay. 00:20:04
Right. 00:20:05
Good. 00:20:06
I've lost track of... 00:20:07
Okay. 00:20:08
Okay. 00:20:09
Very good. 00:20:10
Okay. 00:20:11
Here, the next point about what it can offer us in CLIL. 00:20:12
The development of new tools to track and analyze the development of language learners 00:20:17
is a very exciting prospect. 00:20:24
Looking at that, most of the research that has been done at the moment with new tools 00:20:26
is by Kees de Bott as well as Fierspoor and Loewe here working in Europe. 00:20:31
They have published some research and some tools that they're developing. 00:20:41
Many of them deal with statistics, all right? 00:20:45
In a first instance, the work that they're doing in SLA, it is related to corpus data. 00:20:48
Using a corpus and actually calculating that now. 00:20:58
Depending on the corpus and the way it's crunched, you're looking at me funny. 00:21:02
Okay. 00:21:06
What's a corpus? 00:21:07
No, I want to get you there. 00:21:08
I'm not interested in doing a wholly academic publication. 00:21:09
I am interested in, as William Butler Yeats once said, it's not about filling a bucket. 00:21:12
It's about lighting a fire. 00:21:19
What I'm interested in is lighting your fire. 00:21:22
All right? 00:21:25
Let's see if I can get you there. 00:21:27
A corpus is a lot of words that have been put into a database in order to see the frequency 00:21:29
of language use. 00:21:41
Now, some of you use Collins Co-Build. 00:21:42
Do you use Collins Co-Build? 00:21:44
Raise your hand if you use the Collins Co-Build dictionaries. 00:21:45
Collins Co-Build dictionaries, I mean, they're amazing. 00:21:48
Why? 00:21:53
Because together with the University of Birmingham, they went ahead and lots of fortunate students 00:21:54
that were working in the program got to type in text and create a corpus. 00:22:01
They created a corpus that they counted the frequency of those words in order to come 00:22:05
up with what are the most words that are most frequently used in English. 00:22:11
And that's very important for us when we're doing language teaching, isn't it? 00:22:17
Because sometimes we guess through an intuitive fashion. 00:22:20
Okay? 00:22:23
Yes? 00:22:24
No? 00:22:25
And many times you're right, aren't you? 00:22:26
But you always have that niggling little doubt of, was it really right or is it just my intuition? 00:22:28
Yes or no? 00:22:35
Yes. 00:22:36
That's when we look at how linguistics tries to get closer to science. 00:22:37
Well, people like Chomsky or Brown and Yule, what they have done is gone through and spent 00:22:40
loads of time counting words. 00:22:47
It's not an exciting prospect for those of us that love teaching. 00:22:50
Yes, I know you're going, I don't, I really respect those people because it just seems 00:22:53
so difficult to actually sit down and do that. 00:23:00
It is a labor of love, most definitely, right? 00:23:02
So one must have a mathematician's heart, I think, to be able to do that. 00:23:05
But it gives us such interesting materials and foundations in which to base our work 00:23:09
and to feel secure with what we're doing. 00:23:16
So when we have that Chomskyian focus of, all right, it is going to be an infinite number 00:23:19
of possibilities, yet a finite number of uses, well, what are those finite numbers of uses 00:23:24
that we're looking at, right? 00:23:31
So a corpus tries to access that. 00:23:33
It looks at what's the frequency and in certain types of genres or text, because you all work 00:23:36
with scientific genres, don't you? 00:23:42
Many of you. 00:23:44
What is going on inside of that text? 00:23:45
And at the moment, that is what we're looking at, trying to determine what's the structure 00:23:48
of the text, not only verbal tenses and the vocabulary, but in addition to that, also, 00:23:52
what is the frequency of certain types of words and certain types of text that are related 00:23:59
with certain areas, such as the human body or perhaps a geography, history, et cetera, 00:24:03
et cetera. 00:24:08
So there is quite a lot of exciting work out there to do, shall we say. 00:24:09
Now, in my last two minutes, do I have two minutes? 00:24:14
Two minutes? 00:24:17
Okay, right, good. 00:24:18
I'd just like to show you a demonstration, okay, that I brought along with me in order 00:24:19
to at least send you home with a visual image that I hope ignites a desire to look into 00:24:23
this a little bit more in-depthly, all right? 00:24:33
Whereas, when we look at fragmented models, sometimes the studies are very small. 00:24:36
Sometimes they're actually in the in-between slide, right? 00:24:43
So when we look at students receiving knowledge, imagine that me as a teacher, all right? 00:24:48
This is my knowledge, right? 00:25:00
What is this? 00:25:02
It's sand. 00:25:03
It's sand, okay, right, good. 00:25:04
So if I put it here, is there a lot or a little going in? 00:25:06
A lot. 00:25:10
A lot, okay. 00:25:11
If I put it in here, exactly, and I'm going to mess up the table if I continue, so I'm 00:25:12
probably going to have to spill it over the chair. 00:25:17
Exactly. 00:25:20
But it's not going in, you know. 00:25:21
Exactly, okay? 00:25:23
And then, of course, here, right? 00:25:24
Ooh, right, there's a little bit more. 00:25:26
Again, my hand is closer, right, which I would call looking at chunking or actually analyzing 00:25:28
the ZPD, which means analysis. 00:25:34
If I get my hand closer, obviously I can put it in there, right? 00:25:36
So when we look at the whole process, I might add in this knowledge, right, that I have, 00:25:39
and then in addition to this, right, I have a bottle of what? 00:25:44
Competence. 00:25:51
Competence, thank you for bringing that up. 00:25:52
It looks like everyday water, yet it is actually competence, right, that we have here, meaning 00:25:55
that if I take my competence and I mix it together with my sand, and I have a little 00:26:00
bit of cement because we want the Romans there to say thank you very much for helping with 00:26:09
our building efforts, right, then what happens is the better I can put the mixture together, 00:26:13
we see that in different students what happens is that the sand, where there's a certain 00:26:19
amount of sand that might go in, there's a certain amount of competence or water to create 00:26:24
that mixture and actually construct. 00:26:28
So what we're interested in looking at is having a model that will allow us to look 00:26:31
at all the different aspects of adding in that sand. 00:26:37
I could add in other elements, right, and define them or I contemplate for them and 00:26:41
you think, oh, she's mad. 00:26:46
It's a mad American, I just can't resist. 00:26:48
Okay, so, but here, if you look at the whole idea of, okay, well, this could be linguistic 00:26:50
knowledge, this might be my content knowledge, my myths. 00:26:56
So a little goes in, a little goes in, depending on how it's actually received by the students. 00:27:00
So what we're interested in is seeing how the student is receiving this information, 00:27:06
trying to track it over a long period of time. 00:27:11
A long period of time is important. 00:27:15
It can't just be a couple of papers and then, of course, looking through the note. 00:27:17
It needs to be a year-long, a two-year-long study. 00:27:20
And seeing the development of that student and those four levels that we've looked at, 00:27:23
the linguistic, the paralinguistic, as well as the knowledge, all of these that we have 00:27:27
looked at here, and the cognitive as well, which is very important for us, bringing together 00:27:33
that idea of Bloom's Taxonomy and stimulating what would be the higher-order thinking skills 00:27:37
and how we're stimulating them, taking them all into account. 00:27:43
I know what I have given you today is probably asking a lot, right? 00:27:47
I know you're not ready for this at the moment. 00:27:52
You have so much going on with your own schools and your own research and perhaps just trying 00:27:54
to put bilingualism into effect. 00:28:01
But what I did want to do was to at least share with you something that I find amazing 00:28:04
as far as a theoretical tool can be developed. 00:28:12
And basically, when you pick up perhaps a book on bilingualistics or that you are looking 00:28:15
at some type of publication that in the future you'll feel interested, you'll get closer 00:28:23
to it, and that perhaps someday in the future that we'll be able to start doing our own 00:28:28
studies with schools here on bilingualism once we have the tools and be able to study 00:28:32
the progress of our students. 00:28:38
That is my hope for the presentation today. 00:28:39
So, thank you very much for your time. 00:28:42
Thank you for your patience. 00:28:44
And it's been lovely to have you as an audience. 00:28:46
Thank you for... 00:28:48
Thank you. 00:28:49
Thank you. 00:28:50
Thank you. 00:28:51
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Idioma/s:
en
Etiquetas:
Miscelánea
Autor/es:
Dª.Krista Ireland
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
647
Fecha:
25 de enero de 2011 - 16:23
Visibilidad:
Público
Enlace Relacionado:
Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid
Descripción ampliada:

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:
28′ 58″
Relación de aspecto:
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