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Taller: El programa de auxiliares de conversación de la Comunidad de Madrid

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Subido el 20 de enero de 2011 por EducaMadrid

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Taller "El programa de auxiliares de conversación de la Comunidad de Madrid" por Dª.Magdalena Custodio Espinar, celebrado en el I Congreso Internacional sobre Bilingüismo en Centros Educativos el 14 de junio de 2010 dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE (Aprendizaje Integrado de Contenidos y Lengua)

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My colleague is going to help me. 00:00:00
So here I have made a summary for you explaining the number of public funded schools, private 00:00:20
schools and total number of schools at different stages on education and the number of bilingual 00:00:29
schools within this state school this year has been 206 at the primary level and 28 at 00:00:37
the secondary level. 00:00:45
In brackets you will be able to see 242 for next year at primary and 54 at secondary. 00:00:46
This is because a large number of secondary schools have been elected to start implementation 00:00:54
of the bilingual programme for next year to give continuity to the students who have ended 00:01:06
primary this year for the first time since the implementation started in 2004 I think. 00:01:12
So I just wanted to give you an impression, a general perspective why the Comunidad de 00:01:23
Madrid decided to start such a challenging programme in state schools and it is related 00:01:29
with the year 2001 when the European framework was developed, when the portfolio was developed 00:01:37
and when following laws were passed at different levels, national, regional, in order to try 00:01:45
to introduce at the different levels of education the learning of foreign languages as a vehicle 00:01:53
for communication between the different citizens of different countries within the European 00:02:00
Union and therefore in the Comunidad de Madrid in 2004 they started this programme which 00:02:06
is really growing and being more and more complex and making not only an improvement 00:02:14
in terms of educational, improvement of education but also an improvement in terms of teachers 00:02:24
training, language skills development, school resources and many other aspects I will try 00:02:32
to summarise later. 00:02:40
Well the key elements in general of the programme were explained very well, much better than 00:02:47
me this morning by the Director General in the plenary session we attended this morning. 00:02:51
However I wanted to give you an idea where the language and cultural system programmes 00:02:57
can be placed within the programme. So the main elements of the bilingual programme both 00:03:03
at primary and secondary level is the training which is compulsory for all the teachers, 00:03:08
those teachers who must be qualified and for this qualification they need a training which 00:03:16
is compulsory. This training is also aimed to improve the role of the language assistants 00:03:24
within the schools and therefore we decided to make compulsory the training for our language 00:03:35
assistants as well. Then the coordinator is really a very important element within the 00:03:41
organisation of a bilingual school because he is the person in charge of coordinating 00:03:47
both within the school and between the school and the administration that is with us. So 00:03:53
it's a very difficult role those people have to develop and to carry out within the schools 00:03:59
but I think it's really interesting and it's really important in relation with the language 00:04:05
and cultural assistant programme. Then the planning and the evaluation is nothing I'm 00:04:09
going to talk about today but I think it's important to be pointed out. 00:04:15
More specifically I wanted to let you know how a language and cultural assistant can 00:04:22
arrive to one of our classrooms. So first of all they apply, they are native countries, 00:04:28
an American, a British citizen must go to an institution, for instance in Great Britain 00:04:36
they go to the British Council, in the USA they go to different programmes run by the 00:04:44
universities in coordination with the different consulates and each country, there are a wide 00:04:51
variety of countries collaborating with us. So what they do is to ask for participating 00:04:57
at these local institutions and then the Ministry of Education is in charge of collecting all 00:05:05
these candidates and then doing the first selection of candidates and those who are 00:05:11
able to participate, who feel all the requirements for participating in the programme are sent 00:05:18
by an agreement of collaboration with the different regions in Spain and we are sent 00:05:25
the number of language assistants we have previously communicated via this agreement 00:05:32
which is revised yearly by the regional authorities. 00:05:39
So within the Comunidad de Madrid the bilingual programme belongs to the Department of Innovative 00:05:47
Programmes and this programme, the Language and Cultural Assistant Programme belongs to 00:05:54
this department too. This department is connected within the Dirección General de Mejora de 00:05:59
la Calidad de la Enseñanza, within the Consejería de Educación and el Gobierno de la Comunidad 00:06:07
de Madrid. I say that because some people, particularly the language and cultural assistant 00:06:12
define really difficult to distinguish whether they are belonging to a regional administration 00:06:20
or a national administration. They have no clear idea about if they have to ask to the 00:06:25
Ministry of Education or to the Consejería de Educación about different problems or 00:06:32
different kinds of information they may require during their stay. So we are in charge of 00:06:38
the whole development of the programme, however we have to sign the agreement with the Ministry 00:06:45
of Education in order to be able to have the number of candidates required for every year. 00:06:52
So there is a step, we are at the third step. So when the language assistants come to us 00:06:59
they have passed through two different administrations. One at their destination and a second one 00:07:06
at the national level in the country, Spain, and then they arrive to the Comunidad de Madrid 00:07:13
and they are lost. They don't know where they belong to. So that's why the language assistant 00:07:18
is connected both with the Ministry, with the Comunidad de Madrid and with the school. 00:07:27
And it's necessary to keep this relationship because we cannot act straight ahead with 00:07:33
the countries where they come from, right? We need the Ministry of Education who is 00:07:38
able to sign these bilateral agreements between the governments and then we can, through the 00:07:43
Ministry of Education, connect this language assistant to the schools where they are required. 00:07:50
Well the key elements of this programme, especially this programme, this is a really brief summary 00:07:58
about it but I try to be very brief. So it is a grant, it's not a salary. This is very 00:08:06
important. Some teachers and some principals and some language assistants they tend to 00:08:14
think that they are earning money as a salary and this is not true. They are here as students. 00:08:20
This is a student programme and the money they earn is a grant and this is why the possibility 00:08:26
of renewing this grant is just once. There is a very long list in the USA of candidates 00:08:32
really keen on coming here to enjoy this grant which is really interesting because 1,000 00:08:39
euros per month for 16 hours a week is really a very interesting amount of money to have 00:08:45
here and to enjoy living in Spain as a student and even family members. We live a very critical 00:08:53
situation at the moment and I think it is a very attractive option for many people and 00:09:01
that's why we decided not only Madrid but in general, in general, many other regions 00:09:08
in Spain and the Ministry of Education too because they run a specific national programme 00:09:13
too to just allow renewing one year. Then we provide with medical assistance to the 00:09:19
non-European language assistants and as I said before, they are obliged to be trained to assist 00:09:28
to a training session along the year, three times a year. One at the very beginning of the programme, 00:09:37
before the first day, the 1st of October, then before the first day of the second term and 00:09:44
finally at the end of the second term or the beginning of the third term. At this time, 00:09:50
what we try to do is just to kind of assessment of how it goes and things to improve for the next 00:09:56
year, their impressions, their claims or their positive criticism, everything. One thing I wanted 00:10:04
to point out here in this presentation is that only in Madrid, the allocation of language 00:10:17
assistants to a school is proportional. The rest of language and culture assistant programmes, 00:10:24
they are organised according to a particular number of people, of candidates and they are 00:10:30
distributed with a fixed number of candidates without connection with the real number of 00:10:37
students being affected by this assistance and I think it is really interesting that what we do 00:10:44
is to adapt a proportional number of language assistants according to the real number of 00:10:51
students participating in the bilingual programme each year, each school. So it is a very complex 00:10:57
way to allocate the language assistants and that's why some schools enjoy four language 00:11:03
assistants, others a half, eight hours language assistant or even six language assistants. It 00:11:11
depends on the year of implementation of the programme, when the school started implementing 00:11:19
the programme. It depends on the number of groups affected by the programme, that is, it's not the 00:11:25
same as school with three groups in each level multiply and you will see what a big number of 00:11:31
a student it makes and it's different a school with just one group per grade. It's absolutely 00:11:38
different. So we have information every year, we update this information and we try to adapt the 00:11:46
number of assistants allocated at this particular school according to the increasement of students 00:11:54
for the next year. And it is very complicated work and it takes a long time. We start doing 00:12:01
this in November and we are about to finish this procedure right now. So when our language 00:12:08
assistants participate for the whole appointment from the first of October until the 38th of June 00:12:17
and when they have attended our training sessions the three times along the year, we provide them 00:12:23
with a certification of this attendance and we allow them to participate for one more year as I 00:12:29
said before. Apart from this being said, there is a small group of language assistants called 00:12:37
Fulbrighters and they are the only group of language assistants under our absolute control. 00:12:44
This is an agreement, a bilateral agreement between two institutions, not two countries or two regions. 00:12:50
It's the Fulbright Commission and the Comunidad de Madrid who signed an agreement for collaboration 00:12:56
and they sent us a number of candidates, Fulbrighters, all of them, and they are very, very 00:13:05
valued. Sorry, they are, how can I say, I mean, they have a great value within the school because 00:13:11
they are people brilliant somehow on education, on research, and they are really able to contribute 00:13:19
to the improvement of maybe resources, ideas, so they are, well, sometimes we find these kinds of 00:13:28
language assistants in the whole group, in the big group, but it's a sort of warranty, okay? 00:13:35
And well, the participation, just to summarize, they apply via their institutions and then we 00:13:40
provide them with an appointment, an official appointment, and if they are non-European citizens, 00:13:52
we provide them with a visa reference letter for them to be able to obtain the visa to come here 00:13:57
for the student grant, and this is a Schenken visa, which is a visa only for students. This is 00:14:02
important because sometimes they ask you, Maria, I have decided to work at an academy or, no, 00:14:12
they are not able to work, to receive a salary, to make a contract, they are not able to work in 00:14:19
this sense. They are students, they are able to participate in another student programs, but 00:14:25
they are not allowed to work. The visa they have obtained with our official documents is not the 00:14:30
one required for working, and then other documents required by the consulates. For this year, as you 00:14:38
saw this morning in the presentation of Javier Gisbert, the number of language assistants will 00:14:47
be 884. The distribution of this large number is 708 language assistants at the primary schools, 00:14:52
121 in the secondary schools, and the rest of 55 is a group of language assistants participating 00:15:01
in the Ministry of Education program. It's not our program, but since they are in schools, 00:15:12
in secondary schools in our region, we invite them for training, etc. Okay, so we try to include 00:15:20
them always in the general group of language assistants. Just very brief, the language 00:15:28
assistant is connected within the school with the director, who is the most important and the 00:15:38
responsible person for the language assistant, more than the coordinator or any other person in 00:15:44
the school. So the language assistant has to be clear that they have to communicate anything, 00:15:50
especially concerning absence or permissions or whatever their situation at the school is. They 00:15:57
must be connected with the principal of the school. Then for pedagogic questions and aspects, 00:16:05
with the coordinator, with the qualified teachers within the program, and for money and residence 00:16:11
cards, etc., with the secretary of the school. Well, basically the functions have been explained 00:16:19
this morning, so I just wrote here the most important things they are expected to do at 00:16:26
school. And well, just you can read through them. And summarising, they are expected to 00:16:31
reinforce the English learning at school, not only in an academic aspect, but also in the 00:16:38
cultural aspect. They are really sometimes cultural ambassadors from their countries, 00:16:46
and if they really want to, they can really be a window for these children. They can offer them 00:16:52
the opportunity to travel without flying to their countries, explaining them their, you know, 00:16:57
costumes and food, and such a silly thing like notes. It's something very attractive for children 00:17:06
and can be really a great experience for them to report as family and to connect the program 00:17:13
with the family, with the parents, with the grandparents, neighbourhood, etc. So I think 00:17:19
their role is bigger than only the academic reinforcement of the English teaching and 00:17:25
learning, right? As I said, they have compulsory training. They must start the 1st of October and 00:17:31
the 38th of June and be punctual, do whatever they have been expected to do and asked to do, 00:17:43
and well, as everybody, justify or write an excuse note from the doctor when you are not able to 00:17:50
attend your work. This is important. I would like to remark here that language assistants are not 00:17:57
teachers, so you are not able to ask them to run a lesson, to be, you know, to ask for, you know, 00:18:04
control of the classroom. Classroom management is not something expected from them, and it's 00:18:12
really a dangerous situation when you ask a language assistant to be alone within the school, 00:18:20
within the class, with 20 children. Maybe this person is really able to do it. Maybe they are 00:18:27
even better than you. Sometimes you may think, because they have studied education, they are 00:18:33
native speakers, young, they control very well these devices like, you know, interactive blackboards, 00:18:38
etc., and you may think like they are really able and there is nothing wrong with doing this, 00:18:45
but they are not responsible for what may happen with a child, and our children are very young, 00:18:51
sometimes suddenly, out of the blue, something can happen, and who is responsible of this situation? 00:18:57
They are not responsible for anything but supporting the teacher, always supporting the 00:19:04
teacher, and this is very important to keep in mind, and when the teacher is not able to attend 00:19:11
the lesson because of something happened, an illness or whatever, then there must be another 00:19:16
teacher, maybe not an English teacher, but another teacher in the classroom permanently when this 00:19:23
language assistant wants to assume running the lesson, okay? I don't know if I was clear enough, 00:19:28
but this is really something I wanted to communicate. Well, here you've got, there are 00:19:34
different links where you can find information about the programme. The problem is that if you 00:19:42
find information about the language and cultural system programme run by the Comunidad de Madrid 00:19:50
in the links by the Ministry of Education, what you get to know is general information about the 00:19:55
programme that the Ministry of Education runs in Spain. Do you remember the 55 language assistants 00:20:00
I told you? These work for 12 hours a week, earn 700 euros a month, etc. So the conditions, the 00:20:06
organisation of the national programme is different from the programme run in each different Comunidad 00:20:14
Autónoma, in each different region, so you must be careful when entering for getting information 00:20:21
to the different links because you can get confused. And every single year I receive messages, 00:20:27
Magdalena, next year we're going to earn only 700 euros because they have entered the information, 00:20:33
the page run by the Ministry of Education. Our information is in this page. We have created a 00:20:39
virtual community last year to allow our language assistant to get, okay, thank you very much, to get 00:20:47
information and resources as well as we, as civil servants, teachers do. So I think it's 00:20:56
interesting. If you visit this page you will be able to find updated, permanently updated 00:21:04
information about what is going to happen within the language and cultural system programme in Madrid. 00:21:11
And that's all. Thank you very much. 00:21:16
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Idioma/s:
en
Etiquetas:
Miscelánea
Autor/es:
Dª.Magdalena Custodio Espinar
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
803
Fecha:
20 de enero de 2011 - 10:23
Visibilidad:
Público
Enlace Relacionado:
Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid
Descripción ampliada:

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


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


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


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