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Mesa de comunicación: Implementation of CLIL programmes in higher education: a case study
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Mesa de comunicación "Implementation of CLIL programmes in higher education: a case study" por D.Víctor Pavón Vázquez y Dª.Sagrario Salaberri Ramiro, 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)
So if you, while, if you please, can you, thank you very much, meanwhile, I just want to introduce
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the purpose of the talks. Our idea is that probably you read the abstract. In the abstract we try to
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explain that that talk was really intended to show what we do in Andalusia, but at the university
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level, in higher education. There are not many examples in Spain, or at least there are not many
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examples from my perspective, that are well organized and they have a purpose, they have an
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objective, and they have a clarification in terms of our objectives, structure, measures, and outcomes.
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And what we are going to show you is not the ideal situation, obviously, is our perspective. And our
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perspective is based, obviously, on what many other people do in Europe. So we are not inventing the
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wheel, right? So we're just showing what we are doing in our universities. My part of the talk
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will be trying to show why there is a necessity. Everybody knows that we have the agenda of the
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policy, educational policy, in all communities in Spain. There's the increase of the level of English
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at all levels. So regarding university, we have to consider several aspects, which are very similar,
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for example, what people are doing in primary and secondary education. To my view, sometimes what we
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need, it's obvious, but we need a plan. But sometimes we need to let's see inside what we have, the human
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resources we have, and the conditions and the context that we have. Everybody knows, sorry, can we?
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I'm trying to do it in the Fernando Alonso way, because we're running out of time. Yes, that's right. So this is
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something very obvious, that we need to go for that, because all Europe is going for that. So we need a lot of
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reasons why we need to implement a program of plurilingualism or bilingualism in higher education. The challenges,
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the new challenges for university students are pretty clear too. It's obvious that we need to go for
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internalization. There's a lot of movement towards offering titles, probably at the master's degree level. But for
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example, we have seen a pretty good example of what people do in law, for example. There are necessities, or
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challenges, which are associated to the necessity to exchange students, which is basic. We want them to increase
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their level, to have people from other countries, and they will be a very nice source for motivation for our own
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students. Everybody knows that in university, we are teaching whatever you are teaching. If you have Erasmus students
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in your classes, the level is increasing dramatically, because they are moving forward to a kind of lesson that our
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students are not very used to. Sorry. With respect to, for example, the materials, we have the claim of our previous
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colleague about the necessity. But for example, there are many areas in which we have a lot of materials available in
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terms of providing students the possibility to have, not possibly to have a course book, but to have additional
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material to be used in these classes. Not to mention research, which is basically 90% in English. Staffability. Even if
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this is a horrible picture of mine there, but it's a good example. For example, I've been in Turkmenistan. We have a
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program with the Turkmenistan government implementing bilingual education at university level. So for them, for example,
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it's a pretty good opportunity to see what other people do in other countries, and we have the opportunity to see what they do
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in our university, because they are bilingual. They speak Turkmen and Russian. They are perfect, complete, not functional.
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They are real bilinguals in both languages, so they have a lot to offer to our teachers when telling about their experience
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now incorporating a third language. Graduate employability is based on the level of English students have. This is basic,
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and everybody knows. And the market of international students. This is what students are looking for. They need to have a
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better level of English in order to go to wherever they are applying to in Europe. Okay, so what is higher education offering?
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So this is, by the way, it was stated from a newspaper, a national newspaper in Spain, one month ago approximately. So all the
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universities are running towards that objective. So they're starting to offer bilingual studies, bilingual titles. For example, at the
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University of Cordova, two years ago, we started a master's degree in which one of the itineraries is about bilingualism. So we train
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teachers to do what, for example, as I mentioned before, the example of a colleague at the university level or primary education,
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secondary education. So we are very lucky. We have the opportunity to have in our master's degree a lot of very nice and with a lot of
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expertise of very nice teachers. But I think that we have to move on to offer in our master's degree and in many other studies to move
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on to offer more content on university education. In terms of the famous proficiency gap, because we are teaching law or medicine or
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anatomy or whatever through English, we need to bridge this gap. This is a problem, a real problem with our students. They don't have the
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capacity to understand 100% class through English, at least at the very high level that is normally offered at university education. So we need to
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carry out several measures, which are summarized here. We need to select the contents very carefully. We need to give the opportunity to get
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access to that content by doing these measures. Other things to bridge the gaps, we will have the opportunity to see Cummings in this
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conference. He established a basic extension in using English in academic classes, which is dividing what is conversational language and
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academic language. This is something that, for example, many teachers are very afraid of. I don't have the knowledge to, for example, to master
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all the aspects associated to conversational English, but you don't have to. Your objective will be to provide your students with academic
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content, so you will have to be able to be good at passing that knowledge on to your students, but not be a native-like teacher.
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And it's very funny, because in the year that Noam Chomsky, that very famous linguist, played Manchester United in the 70s, Chomsky did not write a lot
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about education, but it's something which is terribly interesting for our purposes. If you make your content interesting, your students will learn.
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If the materials are not interesting, your students will not. And this is something that we have to apply like a dogma at the University of Education
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or at any other level. Concerns about doing this or implementing a program at the University of Education. It is the level of teachers, the level of
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students, and the demands of the subjects involved. Again, I'm very sorry to refer to you so often, because if you are talking about law, for example,
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or whatever, it's a problem, because you need to deal with syntactic problems, with vocabulary problems, and then either you do implement some
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soft measure, or you will fail. That will be a complete disaster.
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Five minutes? Two, on my part. So our idea, we don't share the same ideas 100%, but our ideas in helping people to think about the possibility to do something
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at the University of Education is that we need to take some very important decisions. For example, the first one is graduation. So we are not advising teachers
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at the University to do all the class, 100% of the class, through English. We advise them to do it gradually. So we can start by, for example, if we run a program,
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a five-year program, it is very easy. It could be 20%, 40%, 60% every year. So we are giving time to students to gain more proficiency in English, and we are giving time to teachers
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to gain more proficiency in English, as well as to gain more methodological training.
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Second decision is obviously training. We need to create a program to train teachers in this particular methodology. It's not saying what you say in Spanish, but now you say it through English.
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It's doing something else. It's doing creative. It's promoting creative use of the language in class. It's very similar to what our colleagues explained about the Anglo-Saxon model.
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It's a case study, so they think, they reflect, they deduce, they make hypotheses, they compare, and they reach conclusions. But they are using the language in that process.
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So training is obviously one of the cornerstones of these decisions.
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Coordination. So our suggestion is to appoint a person in each faculty or school who is a specialist in this particular methodology, obviously a specialist in English,
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who will coordinate all the teachers who are deciding to incorporate part of their subject through English. So that will be a coordinator, but that will be like a coach,
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helping them to organize material, to organize the class, to do class management properly, to look for appropriate sources, to decide materials, to implement some sort of didactic units.
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And the language support for students that could be carried out in two different ways. It could be, for example, the traditional English subject within the studies,
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or it could be, for example, carried out, or both measures at the same time, carried out by the language school that every university has.
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But specifically for those students, specifically for law students, specifically for doctors, for physicians, specifically for technology teachers.
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And the final decision, which is a bunch of decisions, is that of course we need to select teachers very carefully.
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But not only the basis of, can you speak English correctly, but on the basis of, are you motivated, for example, do you want to do it.
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We will give you some sort of help. We will recognize your effort by giving you credit, for example, or whatever.
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But we need motivated teachers. We need teachers who will be able to enter this training program.
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Motivation is the key question to ask a teacher if you want them to get incorporated into this program.
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And obviously, an increasing number of education and research projects with universities abroad.
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And to establish what is called a quality assurance committee or mechanism in which there is a group of experts.
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I don't want to say controlling, but checking that all the mechanisms, all the system is working properly.
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And this is the end of my part.
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Okay, well, I'm going to continue now.
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And in fact, what I'm going to do is to talk about the experience that we have at the University of Almeria.
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And when I started as a vice president for international relations, and because of my background,
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I really felt that one of the first things I had to do is to implement a program that we call plurilingualism,
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and not bilingualism.
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So I'm going to talk about it as quickly as I can.
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So before last year, there were some teachers, very few teachers, who were teaching spontaneously in English.
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But there was no plan at all, so they did what they wanted.
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And there were only like three or four teachers doing that.
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So we designed a plurilingualism promotion plan that was approved in Consejo de Gobierno in January 2009,
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and it was implemented the first year in this current academic year.
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Okay, now, first of all, I think it's quite important if we want to start according to our experience there,
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there are some keys to success, which I consider really important.
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One of them is that the academic community needs to be involved in the project.
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The other is that it's quite important to design a plan of communication,
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otherwise teachers or students or the community doesn't know about it,
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and then they don't know what's happening, you know.
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Also motivation, and teachers need to receive something, as Maria said before, and also quality control.
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So these have been guidelines for the project.
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Now, why did we think that it was important to start this plan?
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Well, first of all, in many autonomous communities, and in Andalusia, of course,
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we have a plurilingualism promotion plan.
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So it was a pity really for the students to get to the university and stop it,
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or find something that was unstructured, not planned at all.
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So we decided that we needed to offer a continuation to what students were doing in high school,
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primary and secondary school as well.
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Also, of course, to foster academic mobility and professional mobility,
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and to make our university more attractive to international students.
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We know that now that we are offering this, when we want to sign, for example,
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Erasmus agreements with British universities, it's much easier for us,
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because we have something to offer, and it was very difficult before.
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But other objectives include mobility, not just of teachers, but also administrative staff,
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and to increase the opportunities for double degrees,
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and also provide students with opportunities to, of course, improve foreign language use,
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and also knowledge through CLIL programmes.
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Now, the actions that we started in order to implement the programme are summarised here.
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Well, first of all, we started with a campaign to inform teachers about the programme,
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and we called them to participate so that they had to apply,
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and there were a few requirements that they had to fulfil.
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We asked teachers to have qualifications in English, Italian or French,
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because we call that plurilingualism plan, and in fact, in law, they do Italian.
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I mean, they don't teach any subject in English, they teach the subject in Italian.
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Also, we had to promote the CLIL academic offer among the students,
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because students tend to choose what they've been doing before,
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and it's quite difficult for them at the beginning.
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They find that it can be very difficult, more difficult for them to pass the exam,
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to pass the subject, and so on.
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And so we've been working on the design of language courses,
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and also we've been helping teachers to prepare and adapt teaching materials,
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and the guides for the subjects, and so on.
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Now, requirements to implement the plan.
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First of all, we could do that with optional subjects,
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and compulsory subjects when at least we had a group in Spanish, okay?
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So because we couldn't ask the students to do a compulsory subject
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in English, French, Italian or whatever.
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And so we also asked the teachers to commit themselves
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to teach the subject for a minimum period of three years,
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and that had to be approved in the department, okay?
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So that even if that teacher doesn't continue with that,
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there is one teacher in that department that will continue with the program.
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So that was something important.
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But here we have a schedule of what we've been doing since we started in October 2008,
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but this is what we've been doing.
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So it's quite important to have a schedule, an agenda to fulfill.
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And now I think it's quite important to talk about keys to motivation.
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Maria talked about that as well.
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First of all, it's really essential to inform the community
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about the benefits of CLIL programs,
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because many teachers, many families, many students
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don't believe in that or haven't heard of that.
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Also, I mean, this includes for teachers, for example,
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access to mobility programs.
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So we have facilitated teachers participating in this project
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to access mobility programs.
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So, for example, Erasmus teaching staff activities and so on.
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There is a teaching load reduction of two credits.
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And there are scholarships for teachers to improve their language
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and CLIL competencies.
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And we help them with materials.
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And we have included this in the docentia
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so that there is a certificate of recognition
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for their teaching in a foreign language.
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Now, scholarships.
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Teachers, we give them an amount of money
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that depends on the number of credits
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that they teach in a foreign language.
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And they need to invest that scholarship
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in teacher training in the field of language
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and also in the field of CLIL methodology.
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Okay, so sometimes language for specific purposes.
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And they can choose to receive scholarships
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or they can choose to use that in a period of three years.
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Now, as regards students,
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it's quite important to inform them.
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This year, we are going to give them some priority
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to get an Erasmus scholarship
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so they will get extra points for that.
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Also, we tell them about the benefits
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for their future academic and professional mobility
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and also the opportunities that they will have
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to get a double degree.
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It's really important to communicate the plan,
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to tell all the different sectors
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like faculties, teachers, students, administrative staff,
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and even press.
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We've been involved in that for months,
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working intensively.
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So we have a follow-up committee
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with representation of all sectors involved,
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which means faculties, teachers, and all of them.
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And we have made a press campaign,
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and we want to continue with that,
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I mean, for the society, local society.
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Okay, now, once the programme started,
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we analysed the needs on the part of the teachers.
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So we passed them a questionnaire,
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and these are the results we got.
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But mainly, the teachers said
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that they wanted to have some teacher training
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in these four aspects.
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So oral understanding,
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it's mainly oral skills on the one hand,
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classroom language was something
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they were very interested in,
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and also on some help training
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for the design and adaptation of teaching materials.
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Quality for us is really important,
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so we have designed a quality programme
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so that we make a follow-up of this project.
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And here, for example,
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on the one hand, we've made an analysis
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of linguistic quality of programmes,
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and also virtual materials offered by the teachers.
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Also, we do an annual report
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with a satisfaction survey,
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and we want to carry out
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a deep evaluation of the programme
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every three years,
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apart from the annual evaluation.
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Now, here you can see
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that we started last year with 85 credits,
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taught mainly in English,
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some of them in Italian,
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and we have just finished the application form.
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Teachers have been applying for next year,
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and we hope to have
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250 or 260 credits.
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So the involvement of teachers has been really high.
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Here you can see how we have grown business.
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In business, we've been working closely with the faculty,
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and they want to have a bilingual degree,
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so this year the offer is 59 credits in English.
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And engineering, they are also very interested,
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and we have some masters
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which are now offered more than 50% in English.
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So you can see here the expectations.
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And now, as a conclusion,
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I would like to say that with the European space
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for higher education,
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the implementation of degrees, in fact,
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allows for more flexibility,
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so rather than just offering a whole subject,
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we can offer groupings.
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It facilitates work a lot.
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Also, the dynamic participation of the community
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is essential for success,
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and also to work on the attaching importance
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to languages for internationalization,
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and make a campaign for the whole community.
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And that's all.
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Thank you.
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Thank you.
00:24:02
- Valoración:
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- Idioma/s:
- Etiquetas:
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- Autor/es:
- D.Víctor Pavón Vázquez y Dª.Sagrario Salaberri Ramiro
- Subido por:
- EducaMadrid
- Licencia:
- Reconocimiento - No comercial - Sin obra derivada
- Visualizaciones:
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- Fecha:
- 17 de enero de 2011 - 17:03
- Visibilidad:
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- 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:
- 24′ 04″
- Relación de aspecto:
- 1.31:1
- Resolución:
- 480x366 píxeles
- Tamaño:
- 165.36 MBytes
