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Mesa de comunicación: Creative networks and building partnerships as a way to promote the foreign language outside the cl
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Mesa de comunicación "Creative networks and building partnerships as a way to promote the foreign language outside the classroom: a new city perspective in El Prat de Llobregat, Barcelona" por D.Ángel Raluy Alonso y Dª.Leticia Marfil Martín, 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)
Okay, initially, very briefly, let me outline what the session is going to be like.
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First, we're going to present a model, a cooperative and collaborative model we're using to promote
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the language English basically outside the classroom, okay?
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We'll present you with a model, our beliefs, and then I will present to you some of the
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activities that actually we're implementing in the class, okay?
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This is who we are.
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We are a working group.
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I was appointed by the school administrations, both Generalitat de Catalunya and El Prat
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City Council.
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And it's composed basically of primary school, secondary school teachers, university teachers
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like myself.
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Here, actually, we thought of showing you the pictures, putting the name to the face,
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starting from myself.
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The second one is the director of the local resource center.
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We have a primary school teacher right in the middle, a secondary school teacher.
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The best picture, in my opinion, is Leticia's right by the beach, okay?
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Actually, one picture is missing because we have a representative from the school board
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of education, the regional school board of education, which is part of the group.
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That person is part of the group, too, okay?
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Our beliefs, okay?
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As a working group, what are our beliefs?
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I mean, some of them are pretty obvious because it's just common sense.
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We believe that English learning should be enhanced outside the classroom.
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We believe that four or five hours a week, even if they have more instruction, time instruction
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in the class, is not enough for them to acquire a good command of the language.
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We also believe that all students have the right to study and to enjoy and to practice
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and to speak English.
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It's not just those that are good achievers, that are high achievers that should learn
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the language.
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Everybody needs to have that.
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Also, we believe that teachers are the key to our students' success.
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Definitely they are a very important part of the learning community, I mean, definitely
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the most important part.
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Also, we believe that cultural exchanges are essential for our students.
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We definitely live in a globalized world, and they need to know more.
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We have the feeling sometimes that they lack this experience of meeting people from different
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cultures, and that's why they might have negative reactions when they meet them.
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Of course, as a working group, we have a very big problem, which is lack of funding.
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I mean, that's another secret to everybody.
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But we believe, we honestly believe, otherwise we wouldn't be doing this, that if we are
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organized, if we are well-organized, if we are enthusiastic and we have imagination,
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we may overcome the obstacle of having no money, basically.
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And how can all this be done?
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We truly believe that networks between working together, between the administration, the
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school board, teachers, students, all the representatives of the learning community,
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it's truly essential, it's the only way to move on the project.
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As we mentioned before, to ensure our children come out of the language, we need to maximize
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exposure.
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Parents are not in position to organize after-school activities, so we are a link between providers
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and parents.
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Our city is located near an international airport and Barcelona harbour, so work opportunities
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are determined by fluency in English.
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Our experience intends to show that collaborative work produces a better result.
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Here you can see a diagram, you will be able to visualize a little bit better what our
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group structure looks like.
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Here you've got all the institutions that are involved.
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We were thinking to draw in arrows because it works in both ways, but finally we never
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came to it.
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We understand that all administrations, they have training courses for prospective schools,
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they talk about how European projects are organized, but basically what many schools
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lack is a person that's there to help them, to assist them with grant writing, for instance,
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finding partners.
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There are tools, but sometimes they're not clear enough, so what we do is we work very
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close to schools and we say, okay, you need to write, we have expertise in writing grants,
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so we help them with that.
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Then as Leti said before, hi, welcome, that's okay, we have started late anyway, we try
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to organize some activities, actually we hire a commercial theater company that what they
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actually do is they offer a play, they have a performance for our schools, and what we
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do is we contact them, we're somehow the link between the schools, the overwhelmed teachers
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and these companies, and we hire them, the city council offers the venue for free, and
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there we perform, and we tend to organize, we select plays and stuff like that.
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Okay, then one of the main, what the programs we're really proud of is this radio program,
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we have a radio program in English called Time for English.
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As you can see there, it's a weekly radio program at the local radio station.
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Actually who started the thing?
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They came to us and well, we would like to have students, high school students coming
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to a radio station, getting to know the place more, so why don't we do something in English,
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so we started with the idea of a weekly radio program.
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Initially we were a bit reluctant, we thought that was going to be really hard work on the
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teachers, and we understand that teachers are overwhelmed, so what we did was that yeah
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definitely teachers have to supervise somehow the contents of the radio program, but they
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don't have to go to radio station themselves, because the students, we have initial meeting
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at the beginning of the year, in which we establish the calendar, we set up the calendar,
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and then the staff at the radio station, they take care of them, okay, so they come once
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or twice a month to record the program, we supervise the context, but they go on their own.
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At first we're not sure how that was going to be like, because we thought well maybe
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some students will be too shy actually to go to radio and speak English, we thought
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we planned the activity for those high achievers that we'll have in the class, but believe
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it or not, what happened was that many students were not very good at English, but they liked
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going to the radio, it was a nice activity, so they joined in, and as you will see, some
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of the students that go there to record the program, their level of English is okay, just
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okay, but that has been tremendous motivation for them to do better in their regular English
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class. Okay, so as I wrote there, it's a mixed ability group, we don't have the best students
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at all, and of course some of the results are, I mean we're improving, but they need
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to get used to working in a professional environment, which is also an excellent experience for
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them, we're moving beyond the linguistic experience to offer them like a professional experience,
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and if that works, we will hear an excerpt. Fantastic. Doesn't work? No.
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Okay, maybe we can find a hyperlink.
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And we also have in some schools, we have language assistants that are of great help,
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because they are in charge of monitoring and actually supervising the activities.
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Well, we try to...
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Third question, how about books?
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We need books, because I thought this day is the day of the book too.
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The 23rd of April, two of the most important speakers of the literature book died in England
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and in Spain, William Shakespeare and Miguel de Cervantes.
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Okay, so other nine, what type of books do you like to receive on St. George's Day?
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I like the books of Loha Somborini, like Music for the Other Room, or the Domenico.
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I like the Domenico too. So Edgar, how about you? What books do you like to read?
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I love fantasy books, above all, Laura Gallego's books.
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Okay, so are the roses always red, or are they different colors?
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No, roses could be blue, yellow, pink, white, dark purple, everyone with a different meaning.
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The red roses represent the passion.
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Well, I think that's enough, you get an idea.
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The yellow ones represent a good look.
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Of what the prime is like.
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The white ones represent love.
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As you can see, it was the language assistant that asked the questions this time.
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And they were at the radio together, right?
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Okay, so sometimes the language assistants go vote with them, sometimes they don't.
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Okay, this is their own activity.
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In Ireland, Rush, and one from Spain, El Prat de Llobregat,
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one school of the Irish side, and four schools of our side.
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Good Baccalaureate students, both in English and other subjects,
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are offered the activity on the basis that they will have to host an Irish student in their homes.
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We have moved beyond cultural and tourist activities,
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although we do have a guided tour and a cultural evening with fireworks,
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which is typical in Catalonia.
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And we base the exchange on a music project, which ends in a final performance for families.
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The activity is crucial because it's carried out by music teachers,
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and it contributes to enhancing bonding between Irish and our students.
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The visit is the final outcome.
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Some of them have some musical knowledge, some of them don't at all.
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And what they do is when they meet for the visits,
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either here or in Ireland, then they have a joint performance, okay?
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And that's their opinion.
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We asked them their opinion about how the exchange was, and if they had enjoyed it or not.
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And it was really positive.
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This is meant to be for those...
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We do select the students, as you understand.
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For teachers who go with them, go along with them, they only take the best students.
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So this is just for those high achievers.
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It's a way to motivate those good students who always have in the class,
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and they need to strive, they need to soar, they need to have excellent grades.
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Otherwise, they are not allowed to go into this change, okay?
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So that's to motivate our top students.
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Now we are going to speak about the group activities organized for teachers.
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Well, this is a conference organization.
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The title is a bit misleading because it's an experience sharing day.
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We give our local primary and secondary teachers a chance to share an activity
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that they have successfully implemented in class.
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Simple sharing, no students attached, no certificate of attendance, no formalities so far.
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Okay, digital training.
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Of course, as I work here, we don't have the resources for the next training courses.
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So we work together, we collaborate with the local resource center,
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that unfortunately don't have a lot of money.
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So this past year, what we do, we try to organize as much as possible, bottom up,
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teacher training, which means we ask our teachers, we meet with them just once.
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I mean, we don't have a lot of meetings.
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And what we asked them this year, what would you like to do?
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And this year, they came up with a nice idea, which was act English.
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They wanted to have an acting class in English, okay?
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So we organized that.
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It was very successful because sometimes we have the feeling that
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we are overwhelmed with training.
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We have a lot of training on methodology.
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And sometimes what we want, many teachers, at least in our area,
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many primary and secondary teachers want,
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they just want to have a place where they could talk and use their English.
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And they have some conversation in English.
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And that's missing in many of the courses.
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I mean, they learn a lot of methodology,
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but they don't have that chance of learning grammar techniques,
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but at the same time, talking in English.
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We have had the school districts from Scotland and England
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to observe our language immersion system and our art programs.
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We see these visits as a chance to start future collaborations.
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And in fact, we have applied for a convenience ratio grant.
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So we had some teacher administrators that actually came to see us,
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and they interacted with the teachers.
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And some of the students here have actually started working together.
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The aim of these visits, which sometimes are difficult to organize,
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is that they get to know our teachers,
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and we establish more of a face-to-face collaboration.
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Okay, four minutes.
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Okay, we'll have it now.
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Then we talk about what we do for teachers, students in school,
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what we do for city, and what other after-school activities we organize.
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We have, for adults, we have a book club, an English book club.
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This is a pretty basic idea.
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There's nothing new about that.
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We hire a book club leader, a native speaker.
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Doesn't have to be a teacher at all.
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She's not actually a teacher.
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And they meet once a month,
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and they're just for adults who have a good command of the language,
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meaning they are at least B2, because we read original books,
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and we help select those books.
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Of course, we'll work together with the local librarian,
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but she's the one that tells us,
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no, that book is impossible because we don't have them.
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So those adults come once a month,
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and they, having read the book, and they share their experiences.
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It's basic activity, but they seem to enjoy that.
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Actually, we started with one group,
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and then we found that there were a lot of adults in our area
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that had learned English and were eager and anxious to practice it.
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So that worked, and it's not a lot of commitment on their side, really,
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because they only have to come once a month.
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Also, we have cinema that's organized by the city council.
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We have cinema in English once a month.
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It's a free session for everybody.
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It's mainly for adults as well.
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We just help with, well, that's a difficult thing
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because some of the films are not available,
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or they are too expensive.
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So definitely it's not the new release thing.
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Then we're planning for the next year.
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We're very excited about that.
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It's the English Day.
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We're planning to do, that's off-peak,
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of course, something we haven't invented, really.
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We're trying to organize different workshops between schools,
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between different primary and secondary schools,
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and for one day, there will be different workshops
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led by teachers or by us or by others that we will hire,
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which will have different activities,
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both for students at school, but also city activities,
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like we're planning to do a concert, some cookery classes.
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Actually, we're bringing the book club to the main city square, too.
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So it's making sure that it has an impact in the city,
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okay, that English is visible.
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For primary school from P3 to 6th grade,
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the activities are held at one school,
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and the city council funds the activity
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by offering the venue and equipment for free.
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And for secondary schools, we have just started this year.
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We are offering a song school creative English workshops,
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and we hope it's going to be a successful activity, too.
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And that's all.
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That's it.
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Thank you for your attention.
00:16:44
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- Idioma/s:
- Etiquetas:
- Miscelánea
- Autor/es:
- D.Ángel Raluy Alonso y Dª.Leticia Marfil Martín
- Subido por:
- EducaMadrid
- Licencia:
- Reconocimiento - No comercial - Sin obra derivada
- Visualizaciones:
- 277
- Fecha:
- 17 de enero de 2011 - 16:59
- Visibilidad:
- Público
- Enlace Relacionado:
- Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid
- Descripción ampliada:
La Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid acogió el I Congreso Internacional sobre Bilingüismo en Centros Educativos que se celebró en Madrid en la Universidad Rey Juan Carlos los días 14, 15 y 16 de junio de 2010.
En los últimos años, se ha observado una implicación cada vez mayor en los países europeos respecto a la educación bilingüe con el fin de preparar a sus alumnos para sus futuros estudios, trabajo y vida en una Europa cada vez más multilingüe. Si el objetivo es conseguir una Europa multilingüe, el Aprendizaje Integrado de Contenidos y Lengua (AICOLE) sería el instrumento necesario para conseguir esta meta. Como consecuencia, el AICOLE ha provocado un gran interés en los últimos años en Europa, y especialmente en España.
Por otro lado la Comunidad de Madrid se ha convertido en una región de referencia gracias a su decidida apuesta por el bilingüismo en los centros educativos. Un ambicioso proyecto iniciado en el año 2004 que cuenta en la actualidad con 242 colegios públicos en los que se desarrolla una enseñanza bilingüe de gran calidad. Este curso 20010-2011 el modelo alcanza a la enseñanza secundaria donde se extenderá con la puesta en marcha de 32 institutos bilingües. Estas políticas educativas están produciendo resultados muy apreciables y han generado un gran interés entre los profesores que se sienten cada vez más atraídos por este tipo de enseñanza.
Por estas razones, este I Congreso Internacional sobre Bilingüismo en Centros Educativos ha estado dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE.- Duración:
- 16′ 57″
- Relación de aspecto:
- 1.31:1
- Resolución:
- 480x366 píxeles
- Tamaño:
- 107.41 MBytes
