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Realizing personal and professional potential through CLIL

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Subido el 21 de enero de 2011 por EducaMadrid

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Ponencia D.David Marsh (Especialista en Lenguas y Comunicación en el UNICOM, Continuing Education Centre, University of Jyväskylä, Finland): "Realizing personal and professional potential through CLIL" celebrada en el I Congreso Internacional sobre Bilingüismo en Centros Educativos el 15 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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Hwylfa Ddiwolfe 00:00:26

So it really is true. 00:00:30

It really is true. 00:00:34

That the rain in Spain falls mainly on the plain, 00:00:37

and also in Madrid. 00:00:40

A very warm thanks to our hosts today for inviting me, 00:00:42

and to the speakers that I've been able to enjoy 00:00:47

and have much appreciated being in the sessions during today 00:00:51

and hopefully tomorrow as well. 00:00:55

To you, the audience, for still being here, 00:00:57

when by now it could be time to have gotten home. 00:00:59

And particularly to the cameraman, 00:01:03

because as you know, this is being filmed, 00:01:05

and camera operators have immense hidden power. 00:01:07

So I'd like to say a very warm thank you. 00:01:10

Thank you to you as well. 00:01:12

Thank you. 00:01:14

Now, it's not often that we have big opportunities 00:01:17

for change in education. 00:01:22

Education tends to be a slow-moving creature, 00:01:25

like a tortoise, as opposed to a fox. 00:01:29

But it does seem to myself that when we look at 00:01:33

the experience of teaching through another language, 00:01:37

a la bilingual education, 00:01:42

it provides a range of opportunities 00:01:44

for personal and professional success, 00:01:48

enhancement for the students that we teach, 00:01:51

and for ourselves as teachers. 00:01:55

And what I want to do today is really to, 00:01:58

in a way, lead a celebration talk 00:02:02

during the course of this next hour, 00:02:06

and to look at certain milestones 00:02:08

which have come about during the last 10 years, 00:02:11

or in the case here in Madrid, 00:02:15

in the last six or seven years in particular, 00:02:17

which relate directly to the impact 00:02:20

of offering some of the curriculum 00:02:23

through the medium of another language. 00:02:26

Now, when you look at this list, 00:02:28

please don't look at your clocks and say, 00:02:30

hey, it's five o'clock, 00:02:32

how many miles am I gonna run, is this a marathon? 00:02:34

Because actually, a milestone could be 00:02:38

every 10% of a mile. 00:02:40

So think of this as a gentle stroll 00:02:42

through the plains of Spain. 00:02:47

And what I'd like to do is to simply give you an idea 00:02:49

of how I see each of these vis-a-vis 00:02:53

the experience of the work 00:02:57

that you've been doing here in Madrid. 00:02:59

The first one is to do with mainstreaming opportunity. 00:03:02

Mainstream's a curious word in English. 00:03:08

It basically is linked to equality of opportunity, 00:03:10

egalitarianism. 00:03:15

What we've seen today is that from 1994 here in Madrid, 00:03:17

we have some 50,000 children 00:03:22

who have experienced this exciting, 00:03:25

innovative, and different way 00:03:30

of developing not just English language, 00:03:32

but as we'll see later, 00:03:35

also themselves as people, 00:03:37

and that really the expansion of up to 2015 00:03:40

is really quite extraordinary. 00:03:44

Back in the early 1990s, 00:03:48

when people, including myself and many others, 00:03:50

were looking at, is it possible 00:03:53

to take really good methodological practice 00:03:57

when we teach through another language 00:04:00

from the private elite schools of this country, 00:04:03

from the very special border regions of this country, 00:04:07

is it possible to replicate this experience 00:04:11

in one of the toughest and most deprived schools 00:04:15

in an inner city in Germany, 00:04:19

in Spain, in Britain, and so on? 00:04:21

And so the whole movement 00:04:24

towards providing this opportunity to learn in this way 00:04:26

was driven at the European level 00:04:31

by wanting to provide the opportunity 00:04:34

for more young people to experience the education. 00:04:37

And I think what we're seeing here now 00:04:41

is a very, very fine example of that 00:04:44

because we have schools in the Madrid area 00:04:47

which are reaching the target of 30% 00:04:51

teaching through English. 00:04:54

Maybe they're at 10%. 00:04:56

Maybe they're at 20%. 00:04:58

Maybe they're even more at 50%. 00:04:59

All of those matter in terms of reaching out 00:05:02

and providing a very special opportunity 00:05:06

for Millie, Molly, and Mandy. 00:05:10

I can't think of those names in Spanish, I'm sorry. 00:05:12

All right, Tom, Dick, and Harry, and so on. 00:05:16

So mainstreaming is, I think, one of the key issues 00:05:19

which is number one to look at tonight. 00:05:23

And if we look at some statistics from 2000, 2004, 2005, 00:05:27

just look at the left-hand side, will you? 00:05:34

And look at the words here, 00:05:37

political, socioeconomic, sociocultural, and educational. 00:05:39

Each of the European Union members were asked 00:05:45

why are you involved with bilingual learning? 00:05:48

Why are you interested in providing 00:05:54

some of your education in another language? 00:05:56

And the blue here, oops, sorry. 00:06:00

She's not supposed to be there. 00:06:03

The blue here is the provision of bilingual learning 00:06:05

in regional, minority, or other languages. 00:06:09

And the purple is foreign languages like English. 00:06:13

Back in 2004, 2005, the main reason for providing education 00:06:17

in a regional minority language was said to be political. 00:06:24

And the main reason for providing education in English 00:06:28

was said to be educational. 00:06:31

There are no statistics from 2010, 2009, 00:06:34

but my guess now when we go through these milestones 00:06:38

is that actually if the question were asked now 00:06:42

to the right people, the argument would be 00:06:45

both educational and socioeconomic. 00:06:48

That the main reason why this is a powerful phenomenon 00:06:53

to bring into our school system 00:06:57

is led by a whole load of factors, 00:07:00

including money and good quality education. 00:07:02

And what's interesting about bilingual education 00:07:07

of this type is how the two come together 00:07:10

in the form of a perfect marriage. 00:07:13

Okay, the second one that I'd like to bring to you, 00:07:16

the second milestone is very much to do 00:07:19

with the new generation. 00:07:21

And I'm gonna sit down for a moment here. 00:07:23

And I'd like to ask you a question if I may. 00:07:30

There are some recent studies done on looking at 00:07:33

how many young people in our societies 00:07:38

use the internet or game consoles in their weekly lives. 00:07:41

And I'd like you to turn to the person next to you please. 00:07:45

Now I know this is Spain 00:07:48

and I might lose control of my audience, 00:07:49

but I'm gonna try it anyway, 00:07:52

because you've had a long day. 00:07:53

Turn to the person next to you please 00:07:55

and agree on this answer to this question. 00:07:57

How many hours a week does a Madrid region 00:08:00

15, 16 year old boy or girl spend on the internet 00:08:04

or using interactive game consoles 00:08:08

or even handheld devices? 00:08:12

You have 30 seconds, please. 00:08:14

Now to the person next to you. 00:08:16

A lot. 00:08:17

And thank you. 00:08:48

And if we think of the number 00:08:50

which we were hearing over here, 00:08:52

my chairperson gave me the correct answer 00:08:55

so I know what it is. 00:08:58

But can I just get some number from you please? 00:08:59

Four or five hours a day. 00:09:03

Six, seven. 00:09:08

Okay. 00:09:10

How many hours a week does a Madrid region 00:09:13

Okay. 00:09:16

Even whether you're a parent 00:09:18

or whether you're an educator, 00:09:20

you know that it's actually quite a lot 00:09:22

and you also know that television viewing has declined. 00:09:24

But the fact of the matter is 00:09:27

that the children we now have in our schools 00:09:28

are quite significantly different 00:09:31

to those that we had 10, 15 years ago. 00:09:34

All generations are different. 00:09:37

Those of us who are over let's say 35 years old 00:09:39

and there aren't many people like that in the audience, 00:09:43

those of us who have been teaching for a long time 00:09:46

know that the kids change. 00:09:48

But this generation, due to the access 00:09:50

and the interface with the new technologies 00:09:53

does appear to be significantly different. 00:09:57

And I'm gonna come back to that in a minute. 00:09:59

My argument here is that when you look 00:10:01

at good bilingual education methodologies, 00:10:05

they suit very well the preferred learning styles 00:10:08

of this new younger digital generation. 00:10:12

Or what do you call it in Spanish, this generation? 00:10:16

Is it net generation? 00:10:19

What? 00:10:24

Mimi? 00:10:25

All right, the Mimi generation or whatever. 00:10:27

We have reports from some European countries 00:10:31

that we have more ADD, 00:10:36

more hypertension amongst certain age groups 00:10:43

in our schools. 00:10:47

And people say, well maybe it's because 00:10:48

parents are driving their kids too much 00:10:50

or maybe it's because the diet is becoming 00:10:52

more and more full of monosodium glutamate 00:10:55

or whatever tomato ketchup has in it. 00:10:57

But another maybe is that maybe these kids 00:11:00

who are so used to that sort of navigation logic 00:11:04

of PlayStation, internet, Xbox 00:11:08

are actually getting even more frustrated 00:11:11

with bad teaching practice. 00:11:14

And I think that is a factor which has not been studied, 00:11:17

it's very difficult to study, 00:11:21

but it's very, very interesting when you look at 00:11:22

the evidence of good bilingual education programs 00:11:25

which we'll come to in a minute. 00:11:29

Use as you learn, learn as you use 00:11:31

is the mantra of this generation. 00:11:35

Not learn now for use later, 00:11:38

which was what I had to tolerate 00:11:43

when I was a child at school. 00:11:45

Chunking information into smaller bites 00:11:48

does not mean dumbing down the curriculum, 00:11:51

it means doing things differently. 00:11:53

And when we look at the good methodological practice 00:11:56

which we can see with the good teaching through English, 00:11:59

then we can see that actually it does appear 00:12:03

to be in itself a modern way of providing education. 00:12:06

So the second milestone says, 00:12:10

hey, there's some good news, 00:12:12

which is that actually what we're dealing with here 00:12:14

is rather modern and modernistic. 00:12:17

The third milestone is to do with curricular convergence 00:12:19

or to do with marrying parts of the curriculum together 00:12:23

in new ways. 00:12:28

One subject has arrived on the curriculum, 00:12:30

particularly in the last 10 years 00:12:36

in most of the European countries as a distinct subject. 00:12:39

This subject has all, the elements of this subject 00:12:43

have always been taught, or most of them, 00:12:46

in different subjects before, 00:12:49

but the issue became so significant 00:12:52

that educators decided to take this bit from physics, 00:12:54

this bit from geography, this bit from chemistry, 00:12:59

and this bit from economics and create a new subject. 00:13:01

What subject is it? 00:13:05

Please tell the person next to you. 00:13:06

Technology? 00:13:20

Okay. 00:13:29

You know, there's a joke about the singer Bob Dylan. 00:13:42

I actually asked my wife 00:13:47

if she would come to a Bob Dylan concert with me 00:13:49

a year or two ago and she said 00:13:51

she would rather go to an agricultural festival 00:13:53

and listen to the sheep 00:13:56

than listen to Bob Dylan singing. 00:13:57

And one of the jokes about Bob Dylan 00:14:00

is he can't do two things at once. 00:14:02

He can't play the guitar and sing, or he can't do this. 00:14:04

And I feel a bit like this here 00:14:07

because the technology is fantastic, 00:14:09

but I need four hands in order to remember 00:14:10

where everything goes. 00:14:13

Environmental sciences was on my mind. 00:14:16

Environmental sciences as a newly emerged, 00:14:19

integrated subject in the curriculum, 00:14:22

but actually social sciences has become very integrated, 00:14:26

particularly in certain parts of Spain 00:14:31

over the course of the last few years. 00:14:33

In the primary level, 00:14:36

we have new curricula in some countries 00:14:38

where children are learnt to be streetwise 00:14:42

or to be smart in using the internet from primary grade two. 00:14:46

This is an integrated subject 00:14:51

which runs along the curriculum 00:14:54

in the form of technology. 00:14:55

Now, this business about integration 00:14:58

is very much to do with not reinventing the wheel, 00:15:02

but it's very much to do with taking good elements 00:15:09

that may have existed for many, many years 00:15:12

and putting them into a slightly different package. 00:15:15

It's like taking the saffron and the other ingredients 00:15:19

that you might make to make a great meal. 00:15:22

And when I said saffron, 00:15:25

I suddenly couldn't think of anything 00:15:26

you'd cook with saffron, but anyway. 00:15:27

Thank you. 00:15:30

And recreating it in a different way. 00:15:31

Now, CLIL, Content and Language Integrated Learning, 00:15:34

is very much this kind of innovation. 00:15:43

And I think this is really, really an important thing 00:15:46

that I have learned as I have watched the CLIL moving. 00:15:51

Somebody once asked me, 00:15:54

quite a senior person in the commission, 00:15:56

how is it possible out of all these language initiatives 00:15:58

that we've poured all this money into, 00:16:02

how is it possible that CLIL has been so successful? 00:16:05

Yeah? 00:16:10

And the answer to that was, 00:16:11

it should have been because of the people 00:16:13

who were working on it like you, 00:16:15

but the answer that I gave was 00:16:17

because it was happening already. 00:16:19

Parents wanted it, educators wanted it, 00:16:22

people wanted a better education. 00:16:24

And actually, when you look at CLIL carefully, 00:16:27

it's not just about language education. 00:16:31

It's not just about English. 00:16:34

It's about teaching through another language, 00:16:37

which happens to be English, 00:16:40

in order to achieve a different set 00:16:42

or a wider set of advantages. 00:16:45

It is about good education, 00:16:47

and it's about changing bad or boring educational practice. 00:16:51

The tortoise is a beautiful creature. 00:16:57

What's tortoise in Spanish? 00:16:59

Tortula. 00:17:01

I thought you... 00:17:02

Tortuga. 00:17:04

That sounds like dinner, but anyway. 00:17:04

The tortoise is a beautiful creature, 00:17:06

but we don't have time. 00:17:08

We don't have time for 15 years 00:17:11

to change teaching practice. 00:17:14

We know there are problems, 00:17:15

and in order to support all of those involved, 00:17:17

we need rapid action. 00:17:21

We need some form of innovation. 00:17:23

CLIL is precisely that type of innovation. 00:17:25

I found myself on a Saturday morning 00:17:33

in a foreign country with my daughter. 00:17:35

She said, can we go to the circus? 00:17:37

And I, like a loving father, said no, 00:17:38

because I never liked the circus when I was a child. 00:17:41

And she said, dad, you're gonna really enjoy this circus. 00:17:44

And then, of course, like a normal father, 00:17:47

I said, yes, okay, let's go. 00:17:49

The tickets were astronomically expensive. 00:17:50

I mean, you know, you're in a foreign country, 00:17:53

and it feel like you've gotta go and get a bank loan 00:17:55

just to get tickets. 00:17:56

It wasn't a normal circus. 00:17:59

It was Cirque du Soleil. 00:18:01

It was sensational. 00:18:03

It was the most incredible experience 00:18:05

worth every penny of the many, many euros 00:18:07

that the tickets cost. 00:18:09

Cirque du Soleil is not circus, 00:18:11

but it's called circus. 00:18:13

CLIL is not language teaching. 00:18:15

It's not subject teaching, but it's called CLIL. 00:18:17

Cirque du Soleil brings in the very finest elements 00:18:19

of what? 00:18:23

Of drama, of gymnastics, of art, 00:18:24

of singing, of costume, 00:18:28

and it brings those longstanding ingredients 00:18:30

into a different package, 00:18:33

and that is precisely where we are with CLIL. 00:18:34

We've seen this morning 00:18:37

that there are different ways of doing it, 00:18:39

and in all these 50-odd schools 00:18:41

in the bilingual, in the Madrid region, 00:18:43

there will be quite different ways of doing it 00:18:45

because one of the most important factors 00:18:48

for how we introduce teaching through English is 00:18:51

who is gonna do it? 00:18:56

Who has the English? 00:18:58

Or which teams, which partnerships 00:19:00

are actually going to cooperate 00:19:02

in order to work in this way? 00:19:03

We've got across Europe now 00:19:06

dedicated teachers who say, 00:19:09

I believe that a certain amount of teaching, 00:19:12

of learning through another language 00:19:16

is having a very positive impact on my kids. 00:19:18

I don't really know why, 00:19:22

but I know that this is working well. 00:19:25

We have special needs schools 00:19:27

in some countries which are focused 00:19:31

on the most difficult children 00:19:34

who are taken away from their homes 00:19:36

and put into basically boarding schools 00:19:38

to protect them and to protect them 00:19:42

from others and from themselves 00:19:44

that are using CLIL 00:19:46

because it is providing such positive results 00:19:48

in terms of the children. 00:19:52

Sometimes it's because children from deprived homes, 00:19:53

if they're English and they learn French, 00:19:58

and they learn it in a fast, hands-on way, 00:20:01

they're learning something that their parents never had. 00:20:04

They're learning something 00:20:06

that the people who abuse them, 00:20:07

they can't identify it with. 00:20:09

There are many, many ways of doing 00:20:11

this teaching through English. 00:20:13

There is 50% of the curriculum 00:20:15

down to 3% of the curriculum or more. 00:20:18

And all of these ways are very, very different. 00:20:22

And the teamwork, the ways in which 00:20:24

the language and the content are mixed, 00:20:27

it is complicated at first, 00:20:30

but there are various, various mechanisms 00:20:33

which have the same element. 00:20:36

And the evidence is only now beginning to kick in 00:20:37

because this thing started as a grassroots 00:20:43

and as an educator, as a professional phenomenon, okay? 00:20:46

And that meant that actually the practice 00:20:51

came before the research. 00:20:54

Now this morning, I listened to a couple of people 00:20:57

reporting on research, 00:21:00

people who have done important research here in Spain. 00:21:01

Across Europe now, 00:21:05

there's an increasing amount of research coming through. 00:21:07

Sometimes it's very hard to generalize 00:21:10

the results of research from one school to another 00:21:12

or from one classroom to another, you know? 00:21:16

This is a messy business. 00:21:19

But innovation itself is also, 00:21:21

tends to be quite a messy business. 00:21:23

But one of the nicest pieces of research 00:21:26

that's come out in the last two years 00:21:28

is from Germany. 00:21:31

And it's from the north of Germany, 00:21:33

North Rhine-Westphalia, 00:21:35

where the conclusion was that actually 00:21:36

if you provide good quality English 00:21:39

plus a module, 00:21:43

a module, a certain amount of a subject 00:21:46

through English, geography, 00:21:50

and you compare those young people, 00:21:53

I forget the age, I believe it was 13, 00:21:56

with kids who only have English, 00:21:58

the kids who have the English plus, 00:22:01

the CLIL, the bilingual learning, 00:22:04

are three years ahead in terms of the English 00:22:06

and at the same level in terms of the content. 00:22:09

So the research and the evidence base 00:22:11

is in its infancy. 00:22:14

It's hard to generalize. 00:22:16

But here in Spain, 00:22:18

we have actually more and more researchers 00:22:19

who have more and more important things to say. 00:22:23

And they are saying things that are directly relevant 00:22:25

here to the work that you're doing. 00:22:28

I work internationally quite a lot 00:22:34

and I'm working in countries 00:22:36

which are taking up the teaching of, 00:22:38

teaching through the medium of English. 00:22:41

And the teachers that I'm seeing 00:22:44

are becoming a little bit like, 00:22:47

I don't know, like globe trotters? 00:22:50

Or would you call them CLIL trotters? 00:22:52

I'm not sure. 00:22:54

But the teachers who get involved 00:22:55

with teaching through English, 00:22:58

whether they are language teachers 00:23:00

or the teachers of other subjects 00:23:02

or classroom teachers, 00:23:04

are actually now increasingly in a good position. 00:23:07

And that's why I wanted to mention this to you tonight. 00:23:11

They are in a good position 00:23:15

because we now know more than we ever did before 00:23:16

as to what the competencies are 00:23:20

that are required of a good bilingual education teacher, 00:23:22

whether they're coming from the language side 00:23:27

or from the other side. 00:23:30

And also because the opportunities for these teachers 00:23:31

to actually work abroad, 00:23:36

be it through physical mobility or virtual mobility, 00:23:39

is growing all the time. 00:23:42

What we heard yesterday, last night, 00:23:46

from the lecture on teacher training 00:23:49

by Maria Jesus-Friggles, 00:23:51

was about this framework here. 00:23:54

This is just one example 00:23:56

of bringing together a knowledge base 00:23:58

of what is it I need to know 00:24:01

in order to know that I'm good enough to do this task. 00:24:03

So I think in terms of the teacher training 00:24:08

and the development, we've actually come a long way. 00:24:11

Let's move on now to the fourth milestone. 00:24:13

Boom, perfect. 00:24:18

English language attracts a lot of money, 00:24:22

and it has done for at least 30 years. 00:24:24

Because it attracts a lot of money, 00:24:27

a lot of money has been invested 00:24:29

in developing the methodologies for teaching English. 00:24:31

CLIL, or the kind of bilingual education 00:24:35

that we're looking at here, 00:24:38

invites quite a big sea change in the old idea 00:24:40

of what is good English teaching 00:24:45

and who should actually be doing it. 00:24:47

The milestone that we see now 00:24:49

is that the real, the core of really good methodologies, 00:24:52

which has been described in books 00:24:57

by actually some of the people in this room and others, 00:25:01

the actual core of really good 00:25:05

teaching through another language 00:25:08

applies to any language. 00:25:10

And so what's happened now 00:25:14

is that the teachers of French as a foreign language 00:25:16

in Germany, or German as a foreign language in Italy, 00:25:19

are increasingly looking at what is happening 00:25:25

in these CLIL classrooms with a view 00:25:28

to upgrading how they teach language. 00:25:31

It's a little bit like once you've tasted a fine wine, 00:25:35

it's very difficult to go back to a, 00:25:40

do you have bad wine in Spain? 00:25:45

I was gonna say Austrian plonk just to be safe 00:25:48

because I have a feeling we're far enough away 00:25:50

from that part of the world. 00:25:52

And this is very true of young people. 00:25:55

If they experience really good teaching 00:25:57

and learning through English, 00:26:00

they can become quite resistant 00:26:01

to more traditional methods 00:26:04

for the teaching of other languages. 00:26:05

So one thing that we're seeing is this, 00:26:07

is that the teaching of languages is being influenced 00:26:09

by the very good practice in the CLIL classroom. 00:26:13

But the other one relates very much to the reality 00:26:15

that we're finding in our classrooms 00:26:19

relating to migration and linguistic diversity. 00:26:21

Teaching Spanish to recently arrived children 00:26:26

from, for example, North Africa, 00:26:31

the methods that we use thereby are very, very close 00:26:33

to the core CLIL methods which we can see 00:26:39

in the CLIL practice. 00:26:42

They're very, very close. 00:26:45

So now there's a dialogue opening up 00:26:46

between all these different educators 00:26:50

who are dealing with languages. 00:26:52

And that's a very good thing. 00:26:55

And it makes sense. 00:26:56

It makes perfect sense. 00:26:58

Because CLIL or this bilingual methodology 00:26:59

is not a new special thing that was created 00:27:03

as a product to sell the DVDs and the records 00:27:07

and the da, da, da. 00:27:09

It's actually a very solid language-based 00:27:11

educational approach which provides quality education. 00:27:16

And at this given time, in 2010, 00:27:20

there's probably no decade as important as this 00:27:23

in our lives where language and communication 00:27:27

has been so important. 00:27:30

I was reading a paper on the flight here yesterday 00:27:32

about the head of BP, 00:27:36

which the Americans call British Petroleum, 00:27:38

with a very, very clear slant. 00:27:42

And somebody was saying, how on earth 00:27:44

does somebody in such a powerful corporation 00:27:46

not know how to speak his own language, yeah? 00:27:49

Not know how to basically communicate. 00:27:53

The importance of communication for working life, 00:27:56

for socioeconomic gain has never been higher. 00:27:59

And it's never actually been higher 00:28:03

in terms of something to do with digital literacy, 00:28:04

which I'll come to in a minute. 00:28:08

Now, I don't know what's been happening 00:28:11

in the schools represented in this room, 00:28:13

but one of the aspects of good bilingual teaching, 00:28:15

good CLIL, has been to rethink 00:28:20

how we test children's language. 00:28:23

Now, in Finland, which I often call Funland 00:28:26

because I'm so happy to live there, 00:28:29

in Funland, when they introduced this phenomenon, 00:28:32

there was one trade union that was very hostile to it, 00:28:36

and that was the English Language Teachers Union, 00:28:39

because they said, how can you possibly 00:28:42

let Pekka, Sari, and Yulia 00:28:46

teach geography through English to my precious students? 00:28:49

Do you know, have you heard their English? 00:28:53

You know, they are the most terrible models of English. 00:28:55

This is destroying all my work, 00:28:58

prima donna, prima donna, prima donna. 00:29:00

They then set up tests where they said, 00:29:03

aha, the children who study 20% through English 00:29:06

at the age of nine are doing worse in the English tests 00:29:10

than the children who only had English language teaching, 00:29:15

because what is it about tests? 00:29:19

Tests can be made to measure all sorts of different things. 00:29:21

I used to live in a country where they didn't want 00:29:25

any foreigners to get passports, 00:29:27

so they had a language test. 00:29:29

The language was actually dead easy to learn, 00:29:33

but it was a language test, 00:29:35

and it would have questions like, 00:29:36

what is straight and narrow? 00:29:38

The answer was ruler, apparently, 00:29:43

but you would never know that. 00:29:45

So a fifth milestone is how this methodology 00:29:48

works in a way like a Trojan horse 00:29:53

when it comes into the school, 00:29:57

whether it's very small or whether it's quite significant, 00:29:59

it actually invites change, 00:30:03

and it invites change across a whole range 00:30:05

of different issues, including assessment. 00:30:08

Another change that we've seen, 00:30:13

another milestone, has been to do 00:30:14

with stakeholder awareness, 00:30:16

all the people who matter in terms 00:30:18

of making something work and so on. 00:30:21

Politicians sometimes jump on things 00:30:26

in order to get gain, we know that. 00:30:31

And there's been a lot of examples in many countries, 00:30:35

not of course in Spain, I stress that, 00:30:38

not of course in Spain, where bilingual education 00:30:41

has been used to get votes, all right? 00:30:44

To curry favor, not to flavor curry. 00:30:47

And that was actually quite good, 00:30:52

where did that come from, I don't know. 00:30:53

Must be because I was thinking about Malaysia, but anyway. 00:30:56

European statistics show that the reading skills 00:31:05

of 15, 16-year-old boys is going down 00:31:09

very, very fast indeed in our national languages. 00:31:14

Girls? 00:31:18

Girls are sloping down, but boys are nosediving. 00:31:20

What they don't do is that at the moment 00:31:28

we don't have tests in what we call digital literacy, 00:31:31

what the European Commission calls electronic literacies. 00:31:36

Literacy is actually a word that has expanded 00:31:41

in relevance and importance right across education 00:31:46

because of going back to the power of Generation C, 00:31:50

Generation Cyber, and the importance of being able 00:31:54

to read and work using the new consoles and so forth. 00:31:57

Now, the importance of literacy is seen 00:32:03

as an economic factor, and so I would argue now 00:32:06

that there are more and more key people 00:32:09

who understand the importance of the work 00:32:12

which you, we, do, because they understand 00:32:16

that this is more than about English, 00:32:19

and that there are some gains to be had 00:32:23

from a bilingual or a trilingual educational experience 00:32:25

which are seriously important for the well-being 00:32:30

of society and so on, and so that sixth milestone 00:32:33

is something that really has happened. 00:32:37

You may not feel it, you may not actually feel 00:32:39

that your voice is recognized, but actually, 00:32:42

when you look at discussion on education, 00:32:46

languages are very, very, very important, 00:32:49

and the good news is that the power of English 00:32:53

is supporting the power for the learning 00:32:57

of other languages, whereas 10 years ago, 00:33:00

people were either English haters or English lovers. 00:33:03

No, they weren't English lovers. 00:33:07

They liked English very much, okay? 00:33:08

Or they were like me. 00:33:10

They were Australian, and they were just permanently rude 00:33:13

about the British, but basically, 00:33:15

this milestone is very important. 00:33:17

Another one which is extremely important 00:33:19

for the reasons that I'm going to explain in a moment 00:33:22

to do with the impact of language learning on the brain 00:33:24

is a very, very hot issue at the moment in Europe. 00:33:29

There's been a lot of fear that introducing 00:33:33

a second language too early would hurt the first language. 00:33:37

There's been a lot of emotional and powerful discussion 00:33:41

on that issue for many reasons in many different societies 00:33:44

for many highly complex reasons. 00:33:49

Language is not an easy issue, as we well know, 00:33:51

but the impact of early exposure 00:33:55

to the different sounds of languages 00:34:00

and to the naturalness of language 00:34:04

are now hot on the European agenda, 00:34:06

and at the European level, there is a very powerful movement 00:34:09

to encourage the take-up of learning by doing 00:34:13

through another language at preschool, kindergarten. 00:34:17

Milestone eight, competence-based education. 00:34:23

You've been discussing the key competences from Europe 00:34:26

and their adaptation into the Spanish Autonomous Regions 00:34:29

until you don't want to ever hear the word competence again. 00:34:33

Is it a nice word, competence? 00:34:36

Not really, no, it's pretty horrible. 00:34:38

We had 2009, we had our year of creativity, 00:34:41

and we have the eight competences. 00:34:45

Now, think about Madrid, 00:34:48

think about the work that you're doing. 00:34:51

When you look at the eight key competences from Europe, 00:34:55

which in Spain are nine, is that big? 00:34:58

It's eight. 00:35:03

Because I think in Finland it's five now, 00:35:08

but that's because they're just born natural competent people, 00:35:10

but anyway... 00:35:12

LAUGHTER 00:35:13

If you look at these eight key competences, 00:35:15

at least five of them are developed 00:35:18

as a result of good quality learning 00:35:21

through an additional language. 00:35:24

I don't want to say any more about that because of time tonight, 00:35:26

but CLIL, or Good Bilingual Education, 00:35:30

directly supports competence-based education 00:35:33

and the results from the evidence base 00:35:37

of what happens with boys towards learning languages 00:35:40

and the attitude change from, 00:35:46

I hate English, to, yeah, OK, I'll do it, 00:35:48

and the attitude of young girls towards science is smelly stuff, 00:35:52

it's for boys, because boys are smelly stuff. 00:35:58

The attitude of girls moving towards taking up science subjects, 00:36:00

this gender balance, is very, very interesting indeed. 00:36:04

And I think there's an awful lot to be said 00:36:08

that actually this bilingual education 00:36:11

is one of those bricks or blocks 00:36:14

which helps develop competence-based education. 00:36:17

Milestone nine is to do very much with what we have now 00:36:22

and the immediate future in terms of the technologies. 00:36:26

And I put it in because of discussions, 00:36:30

partly with one or two people in this room, 00:36:34

about what's happening now with the new technologies. 00:36:37

Last night, a couple of us were trying to work out 00:36:41

where there was a restaurant. 00:36:45

I know there are lots of restaurants in Madrid, 00:36:46

but we had to meet somebody in a restaurant, 00:36:48

so we needed to find a restaurant. 00:36:50

And the chap behind the hotel reception, what did he do? 00:36:52

Did he get out a map, like a paper map? 00:36:56

No. 00:36:59

Did he say to us, look, forget it, just find any restaurant? 00:37:00

No. 00:37:03

What he did was he pulled out an iPad. 00:37:04

Yeah, he pulled out a tablet, iPad, machine, and so on. 00:37:08

We have found that when we teach through English 00:37:14

in the north of Europe, 00:37:18

it encourages the children to do more homework. 00:37:20

But they only do more homework if they are empowered to do it 00:37:24

and if they have access to the internet. 00:37:28

So what we're seeing is a tripling, 00:37:31

a tripling of the number of hours spent doing homework 00:37:34

from adolescents, young adolescents, from 12 onwards, 00:37:40

if they are empowered to do it. 00:37:45

So if there is a module on something to do with the environment 00:37:47

and they are asked by their teacher who says, 00:37:52

look, actually, guys, I'm not very good at using computers, 00:37:55

which means I'm very tired and I don't want to do this job. 00:37:57

Can you do it tonight? 00:38:01

The youngsters are working through another language 00:38:03

in order to retrieve the information which they bring to school 00:38:06

and which helps to serve the things and so on. 00:38:10

The use of the internet is directly linked to the teaching through English. 00:38:13

And English is the easiest one in the world to use. 00:38:19

I mean, if you're teaching through French here or through German, 00:38:23

it would be a different ballgame. 00:38:26

It would be much tougher. 00:38:27

Not impossible, but tougher. 00:38:29

But with English, it's very, very easy. 00:38:31

So milestone nine is that actually this bilingual learning 00:38:32

is really, really suitable for the new wave of iPad-type equipment 00:38:38

that is going to come into our lives soon. 00:38:45

Some people say this won't happen. 00:38:47

I have colleagues who say, David, David, David, 00:38:50

did the computers really have an impact on education? 00:38:55

Do you want me to replace this teacher with a computer? 00:39:00

Do you think that's going to make a better classroom? 00:39:03

And I'm saying, John, John, John. 00:39:06

The point is, one, the children are using these things in their real lives. 00:39:10

And two, the new wave is going to be so profound and so powerful 00:39:15

and so cheap and so accessible that it will have an impact. 00:39:20

Ergo, teaching now through CLIL is preparing for this next wave, 00:39:24

whether it's called learning two or learning three or learning Mickey Mouse, 00:39:31

it doesn't really matter. 00:39:35

But it is very much an integrated approach 00:39:36

which reflects an integrated technology in an integrated society. 00:39:40

Number 10. 00:39:44

Now, this is the 10th milestone. 00:39:47

What was the original number of the list? 00:39:49

10. So the good news is this presentation is coming to an end. 00:39:52

Wow, OK. Breathe deeply. 00:39:57

For many years, educators have been in privileged environments 00:39:59

encouraging children to learn languages 00:40:16

and actually to learn through languages 00:40:19

without calling it bilingual anything, right? 00:40:21

The European schools, I interviewed a couple of people for jobs recently 00:40:25

and they both worked in Brussels in the European school 00:40:30

and they said, in the European school, the French teachers sit there, 00:40:33

the German teachers sit there, the Finnish teachers sit there, 00:40:36

and the English teachers sit there. 00:40:40

That is the people teaching through these languages, 00:40:41

but they never actually talk to each other. 00:40:44

And there's hardly any real integration within the environment of what they're doing. 00:40:47

But the kids are super bright. 00:40:52

Ah, the kids are bright, they say. They're so bright. 00:40:54

They're bright, bright, bright. They sparkle. 00:40:57

So the question is, why are they bright? 00:41:01

Are they bright because they are privileged, bright kids 00:41:03

or because they have European Commission muesli for lunch or what? 00:41:06

Or is there some feeding of the brain? 00:41:11

Is there some nourishment of the brain which is happening 00:41:14

as a result of every day or every second day 00:41:17

of having this opportunity to learn through a second language? 00:41:22

And last year, there was a study completed for the European Commission. 00:41:26

It's very easy to find, and I will show you where to find it later, 00:41:30

called CREAM, which actually summarized part of what is found 00:41:34

when people have the opportunity to think in a different language 00:41:41

for some part of the day, the week, or whatever, 00:41:46

or that people who have a foreign language. 00:41:49

I spent many, many years learning French, 00:41:53

but I never actually learned how to think in French. 00:41:56

I knew a lot about French grammar, and I knew a lot about French words, 00:41:59

and I knew quite a lot about French civilization, 00:42:05

because actually that was probably the most important thing we were taught. 00:42:08

We were also taught that civilization came from Britain. 00:42:15

Were you taught that here in Spain? 00:42:18

Because they say in Australia, 00:42:20

yeah, civilization, culture came from Britain, but it never went back. 00:42:24

But anyway, I'm sorry. 00:42:28

And if you're here from Britain, yeah, actually I'm British, 00:42:32

so I'm just a make-believe Australian, 00:42:35

so forgive me for the cheap laughter. 00:42:37

Neuroplasticity, very, very important word, a very exciting word, 00:42:41

worth Googling just to find out what it means. 00:42:46

It talks about the impact on the brain of the right stimulus. 00:42:48

It talks about sparking brains. 00:42:52

And there are people who say, 00:42:55

and a direct quote from somebody, I've forgotten his name, 00:42:57

you know, why is it when I go into schools, 00:43:00

I see lots of really motivated six-year-olds 00:43:02

and lots of really bored 16-year-olds? 00:43:06

And I have been in Spain long enough to know that actually, 00:43:10

like in many other countries, 00:43:14

an awful lot of teaching time is spent in lower-order thinking 00:43:17

or in actually not really sparking the brain much at all. 00:43:22

And when you go into a good bilingual education classroom, 00:43:27

which is using socioconstructivist methodologies, 00:43:31

where the children themselves, the students, 00:43:34

are cooperating with each other to achieve higher-order learning goals, 00:43:37

you know that those brains, or more of those brains, 00:43:42

are sparking for more of the time. 00:43:45

Now, from the neuroscientific point of view, 00:43:47

the argument would be this. 00:43:50

Because they're having to think in English very quickly, 00:43:52

which the seven years of learning French did not achieve for me, 00:43:55

because they're trying to focus on why is it that the bottle weighs more 00:43:59

with the water in it than with the empty bottle. 00:44:05

Because they're trying to do that, there's a tension. 00:44:08

There's a tension in the brain. 00:44:11

But because they're doing it in a good Madrid bilingual education school, 00:44:13

they have the linguistic scaffolding and the content scaffolding 00:44:17

to enable them to achieve the task. 00:44:22

And so there's quite a lot of argument that actually, 00:44:25

what we're doing here is we're providing an impact 00:44:27

which is very hard to provide in a lot of lessons, 00:44:31

because kids are difficult and kids get bored very easily. 00:44:34

And we used to call this the honeymoon factor 00:44:37

with teaching through another language, 00:44:40

because we couldn't really fully understand 00:44:43

why the results that we were getting are so good. 00:44:45

If you're interested, 00:44:49

I'd like to suggest that you take a look at this CREAM report. 00:44:51

And as I say, I'll show you what the address is. 00:44:54

But here's a summary of what it has to say. 00:44:56

Children who have two languages are faster at gaming. 00:45:05

They're faster at making complicated decisions to do with gaming 00:45:10

using internet consoles and others. 00:45:14

I know a load of teachers now who have used that as an excuse 00:45:17

for convincing boys they should learn English. 00:45:21

It's good for your gaming skills. 00:45:23

The decision-making skills are heightened 00:45:27

in the youngsters who have the two languages. 00:45:32

There's no real research on three languages, 00:45:34

but it's almost certainly the case 00:45:36

that trilinguals are even more enhanced. 00:45:38

Now, what's interesting about the research is this. 00:45:41

We used to think that an advantage from two languages 00:45:43

would only really kick in when we were bilingual. 00:45:47

What does bilingual mean? 00:45:52

If I asked you to turn now and define bilingual, 00:45:53

or if I asked you to stand up, 00:45:57

all of those who think they are bilingual in the room, 00:45:59

we would have chaos. 00:46:02

And we can't have chaos 00:46:04

because we're coming to the end of the lecture. 00:46:05

All right? 00:46:07

So what is interesting about the research 00:46:09

is to do with that word neuroplasticity. 00:46:12

And it's to do with that the right teaching methodology 00:46:15

through another language can actually have an impact 00:46:19

so that the changes may kick in much earlier 00:46:23

than we might think. 00:46:27

So the results from CREAM are very much to do 00:46:28

with people who have two languages, 00:46:31

but it may be this much Spanish and this much French, 00:46:33

or this much Spanish and this much French. 00:46:38

And that's why I think this is perhaps 00:46:41

the most exciting study that I've seen, 00:46:44

which indicates why this integrated type of methodology 00:46:47

that we're using is having such good results. 00:46:53

Filtering out information quickly, 00:46:56

being able to go through a mess 00:46:59

to see what the information that I want 00:47:01

is one of the advantages. 00:47:04

Short term memory, better. 00:47:05

The working memory, enhanced. 00:47:08

And the working memory, if that is better, 00:47:11

in the kids who have the two languages, 00:47:14

what does it mean? 00:47:17

Does it make them happier? 00:47:18

Don't know. 00:47:21

More depressed? 00:47:22

Don't know. 00:47:22

What it means is that they can retain information 00:47:23

for problem solving for longer. 00:47:26

So there seems to be a power charge on the memory 00:47:28

coming about from bilingualism. 00:47:31

And of course, that has an impact on learning, 00:47:34

whatever you're learning in whatever language. 00:47:37

So then we go back in time and we say, 00:47:40

aha, were we learning Latin and Greek 00:47:42

in those elite schools? 00:47:46

Was it really to understand the roots of our languages? 00:47:49

Or was it because at that time, 00:47:53

people knew that it was a way of nourishing the mind? 00:47:54

It was a way of exercising the brain 00:47:59

as if it were a muscle. 00:48:02

The perception and the thinking skills 00:48:04

appear to be enhanced by those that have the two languages. 00:48:07

And that means, ladies and gentlemen, 00:48:13

that achieving the higher order goals, 00:48:16

which Klil tries to embed into the methodologies 00:48:19

and the materials, may be linked 00:48:24

to a saying in Hungarian, 00:48:27

which is that the palm, the palm trees, 00:48:29

they grow faster if they're under pressure, 00:48:33

but they must be secure. 00:48:36

And I think that is very, very true 00:48:39

of our bilingual classrooms. 00:48:41

We are getting more energy from the plant 00:48:43

because there is a constraint, 00:48:47

and the constraint is language, 00:48:48

but they're having excellent teachers and teaching. 00:48:51

You are excellent teachers, aren't you? 00:48:54

Okay. 00:48:56

You must be either excellent or mad 00:48:58

to be here on an evening like this, but anyway. 00:48:59

Who are able to achieve these functions. 00:49:02

So thinking creatively, interpreting information, 00:49:06

problem solving, all of these appear to be enhanced, 00:49:10

including this one, 00:49:14

which is developing interpersonal skills. 00:49:15

And now, as I come towards the end, 00:49:17

in the countries where this is being studied, 00:49:23

and it's very hard to do scientific research on this, 00:49:25

you can only really have anecdotal research from teachers. 00:49:28

Teachers say, hey, this is strange, 00:49:30

that my kids have been learning 30% through French 00:49:33

for a year, but their first language communication skills 00:49:35

are now much better. 00:49:40

They're actually somehow more smart. 00:49:42

They may be more manipulative, 00:49:45

but then I don't know what is communication, 00:49:47

but they're smarter, 00:49:49

and their interpersonal self-confidence is greater. 00:49:50

And from the neuroscientific point of view, 00:49:54

it's because of this process of being able to reflect back 00:49:56

on the different language resources that we have. 00:50:00

So there's even evidence of the development 00:50:03

of the interpersonal dimension here, 00:50:06

which I think is very, very important. 00:50:09

So the brain research is perhaps the 10th milestone, 00:50:10

and it's perhaps the most exciting one, 00:50:14

because it's like for over 2,000 years, 00:50:16

we've been trying to work out what happens in the brain, 00:50:20

or when we teach people, 00:50:24

how do we actually make it work as best as possible? 00:50:25

But now, in the last five years in particular, 00:50:29

more and more of the equipment, 00:50:33

the previously very expensive equipment, 00:50:35

which was spent on researching drugs and so on, 00:50:37

and disorders of the brain, 00:50:40

are being used on research a la languages, et cetera. 00:50:42

And that now is feeding us with very, 00:50:46

very interesting information. 00:50:49

There's no eureka here, 00:50:51

but actually CREAM represents the first pulling together 00:50:54

of something that may help us understand why 00:50:58

we can stretch children more 00:51:02

when they're learning through English, 00:51:04

and we can actually achieve quite a lot when we do it. 00:51:06

As I say, I'm working a lot with teachers 00:51:11

who got involved with teaching in English, 00:51:13

and who then found that it opened doors for them. 00:51:16

And I think this is very, very true. 00:51:20

You don't need to leave, 00:51:22

what's a village outside Madrid called? 00:51:25

Aranjuez. 00:51:29

You don't actually have to leave your school in Aranjuez 00:51:32

in order for the world to come into the school. 00:51:37

With English, we have a fantastic opportunity 00:51:40

to actually link the world 00:51:43

without going anywhere near an airport. 00:51:44

But what does seem to be happening 00:51:47

is that the teachers who get involved 00:51:49

with teaching through the medium of another language 00:51:51

say, you know, at the beginning, I thought I was crazy. 00:51:55

And at the beginning, you know, 00:51:58

my husband complained all the time 00:51:59

because I really did have to work. 00:52:01

At the beginning, you know, 00:52:03

I really didn't think I had the language skills to do this, 00:52:05

and I thought the children would laugh at me, and they did. 00:52:07

But I'm really glad I did it 00:52:10

because I've been teaching for seven years, 00:52:13

and like Marilyn Monroe, 00:52:15

I had the seven-year itch and I wanted to change, 00:52:17

and I got it through teaching through English. 00:52:19

So actually, the news out there 00:52:22

is actually very positive indeed, 00:52:24

and I'd like to say thank you for this evening. 00:52:26

Muchas gracias, and thank you. 00:52:30

Thank you. 00:52:32

cinco minutos 00:52:33

Well, thank you very much 00:52:47

for this interesting, amazing, and impressive talk. 00:52:48

I hope that we would enrich our knowledge after your talk. 00:52:51

And I have some questions, 00:52:58

although we have just five minutes left. 00:53:00

So I would select, I have one, two, three, four, 00:53:03

maybe we have time for the four questions. 00:53:05

Ah, the dreaded question cards. 00:53:07

Okay, this is the big test. 00:53:09

They're easy, they're easy. 00:53:11

Okay, very quick, yeah. 00:53:13

Okay, so let's go for the first one. 00:53:15

How do we know that CLIL works? 00:53:17

Couldn't it be the case that the higher number of hours 00:53:20

of exposure to the second language in CLIL programmes 00:53:23

is actually what explains improvement? 00:53:29

There is no one CLIL, 00:53:37

and we need to look at the operation in situ, 00:53:38

school by school, 00:53:41

and I think there is an increasing amount of evidence 00:53:44

which is linked to cognition. 00:53:47

It was Do Coil in the United Kingdom 00:53:49

who popularised in Spain the idea of the four Cs. 00:53:53

She said, you know, 00:53:56

if you want to boil down good CLIL methodology, 00:53:57

you have, you know, the content, and the communication, 00:54:00

and the culture, and something else, community. 00:54:03

It's the cognition, I think, 00:54:07

where the answers are to this thing, 00:54:08

because it's not just more English. 00:54:11

This is more, the evidence is there, 00:54:13

but it is hard to generalise. 00:54:16

Okay, now let's go to our second question. 00:54:19

What's your opinion about the same teacher 00:54:22

giving two different subjects, 00:54:26

both in different languages, 00:54:27

to the same group of students? 00:54:29

Do you think that if a teacher speaks English and Spanish 00:54:32

to the same children, it would be a mess for them? 00:54:34

For example, teach Spanish language classes 00:54:37

and English classes? 00:54:40

You know, it's a mess anyway, 00:54:42

but actually, the world is a mess. 00:54:43

Uh... 00:54:45

Um... 00:54:46

When, you know, what you need to do out there, 00:54:49

if you're working in teaching, 00:54:51

as I think most of us are here, 00:54:54

you need to know what the others have done 00:54:55

who have gone before you. 00:54:58

And that's why you need to be part 00:54:59

of this community of teachers. 00:55:01

And what the Germans are very good at, 00:55:04

and the Dutch, is forming, you know, 00:55:06

geographies to teachers through English science, 00:55:08

to teachers through English. 00:55:12

And these are very powerful networks, 00:55:13

because quickly, you get in your hands 00:55:14

really good materials and really good solutions. 00:55:16

And you get answers to questions like this. 00:55:19

And one of the questions here 00:55:22

is to do with a learner contract. 00:55:23

What is the student's understanding 00:55:25

of why we're doing this thing in English? 00:55:27

So my answer would be there's no problem. 00:55:28

There's no problem. 00:55:31

There is a solution to be found here, 00:55:32

but you need to know which buttons to press 00:55:34

in order to find the solution. 00:55:36

You know, and the other thing is to do with language. 00:55:38

This is a controversial issue in Spain, 00:55:40

because so many of us are teaching English 00:55:42

through Spanish at secondary level. 00:55:45

Okay. 00:55:48

Colin Baker is a very important name 00:55:50

in bilingual education based in Wales, 00:55:53

an immense international reputation. 00:55:56

It was Colin Baker who introduced the term translanguaging, 00:56:00

translanguaging, which in academic speak 00:56:03

used to be code switching. 00:56:07

And he used that term to say that actually 00:56:09

you can have both languages active in the classroom 00:56:11

without it deteriorating, the quality deteriorating, 00:56:15

but it needs to be systematic. 00:56:19

So that is not a huge problem. 00:56:21

I hope. 00:56:25

Okay, let's go for the third one. 00:56:28

Don't look very happy with my answer. 00:56:30

No, I'm joking. 00:56:32

Well, one of the approaches that we have here 00:56:35

in the region of Madrid is that we think 00:56:38

that it is extremely important that teachers identify, 00:56:41

children identify the language with the teacher 00:56:44

so that things become much easier for a child 00:56:48

if he or she knows which language to use. 00:56:51

You mean at primary level mainly? 00:56:55

Yes, mainly. 00:56:57

Primary level, early primary, yeah, yeah, yeah, okay. 00:56:58

I don't know if you agree with that or not. 00:57:02

Yeah, I do. 00:57:04

You do, okay. 00:57:05

I'm very happy because that's what we are saying 00:57:06

to our teachers, so it is, you stress our position. 00:57:09

My mindset was secondary. 00:57:12

Okay, let's go for the third one. 00:57:16

CLIL is defined as an approach. 00:57:17

Many teachers consider it a method. 00:57:20

What's your opinion about this? 00:57:22

Can't it be dangerous to consider that CLIL 00:57:24

is an already designed step-by-step lesson plan framework? 00:57:26

Yes. 00:57:31

It's not, there's, you know, there was a quote 00:57:32

from a speech from one of the planners yesterday 00:57:35

about there's no real blueprint for export. 00:57:38

It's not a step-by-step approach. 00:57:40

There is a philosophy, there's a theoretical underpinning, 00:57:42

and there are a set of methods that best suit 00:57:46

this age group, this subject, and so forth. 00:57:49

So yeah, it's not a A, B, C thing. 00:57:51

And that's why the people who are doing this 00:57:55

are the people who are doing this 00:57:57

are the people who are doing this. 00:57:58

A, B, C thing. 00:58:00

And that's why the people who get involved with it 00:58:01

need to be themselves empowered to a large extent 00:58:03

and fairly innovative. 00:58:07

Okay, so let's go for the last one. 00:58:10

From your experience, what tips could you provide us with, 00:58:12

teachers and politicians, in order to carry out 00:58:16

a solid and successful bilingual project in Spain? 00:58:19

What would the key aspects of a bilingual educational 00:58:23

project be, in your opinion? 00:58:27

Oh. 00:58:30

Oh. 00:58:31

Oh. 00:58:32

Oh. 00:58:33

Oh. 00:58:34

You know, in the World Cup, when you don't get a score, 00:58:34

you end up with zero, zero, 00:58:39

and you have this horrible penalty, penalty kicking. 00:58:40

I feel as though I've just had the big ball kicked at me. 00:58:43

Take time, start slow. 00:58:51

We can't do this within a framework 00:58:55

of a political life. 00:58:58

This is not gonna be done within five years. 00:59:01

So start, start slow, start small. 00:59:03

Talk. 00:59:06

Look at what's going on in the other autonomous regions 00:59:07

for a start, and look at what's going on there, 00:59:11

and tread very slowly. 00:59:14

But really, teachers are overworked, 00:59:15

and they are underpaid. 00:59:18

And in some countries, they've become underappreciated 00:59:20

due to, actually, sometimes the actions 00:59:24

of white authorities. 00:59:26

And this really does seem to bring out the very best 00:59:31

of the very best of teachers, 00:59:34

but they do actually need to be doing it voluntarily, 00:59:36

and they need to have the support mechanism 00:59:39

in order to do it. 00:59:41

So I think, really, it's those, 00:59:43

it's the teaching staff that need to have, 00:59:45

need to be upfront in terms of consultation 00:59:50

and in terms of nurturing and so on. 00:59:52

And that would be the recommendation that I would give, 00:59:56

because top-down orders on something as sensitive 00:59:58

as language are not actually the way forward. 01:00:03

It needs to be a consensus approach. 01:00:08

And by the look of the people in this room, 01:00:11

I don't know how many years you've had of experience 01:00:14

of teaching through English. 01:00:16

It may be two, it may be one, it may be five, 01:00:17

but it seems that you've got some interest in it, 01:00:20

and that's the power that will make this thing successful. 01:00:22

Okay, thank you very much. 01:00:25

Thank you. 01:00:27

Thank you. 01:00:28

Thank you. 01:00:29

Thank you. 01:00:30

Thank you so much. 01:00:31

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Fecha:

21 de enero de 2011 - 12:19

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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: