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Taller: Training and updating of teachers working in bilingual educational environments

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Subido el 19 de enero de 2011 por EducaMadrid

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Taller "Training and updating of teachers working in bilingual educational environments" por Dª.Teresa Gerdes, 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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Thank you, Iris. 00:00:00
And thank you for attending this talk, and I would just like to say it's a great pleasure 00:00:11
to be here with all of you. 00:00:16
I think we've all been experiencing lots of really interesting talks, and I think that 00:00:18
we can probably say that most roads, or all roads, lead to CLIL, and what I'd like to 00:00:24
do today is to show you what we're doing at the Universidad Pontificia Comillas, where 00:00:31
I work, where I think we are the first ones to actually train future CLIL teachers. 00:00:36
We're the first ones to start this program, so it's all very new. 00:00:44
This is the second year, and I was the first teacher to set this up, and now it's very 00:00:50
exciting because now we have six teachers, and it's growing. 00:00:54
So let me just begin by showing you our university. 00:00:58
Now if you're not familiar with Comillas, it's a private Jesuit university located in Madrid. 00:01:07
We have our main campus in Alberto Aguilera, and that's the picture. 00:01:15
It's gone away now, though. 00:01:19
And we also have a campus in Canto Blanco, a small campus in Quintana, which is where 00:01:21
I work, and also Rey Francisco. 00:01:27
So that's the university. 00:01:30
And like I said, we are preparing future CLIL teachers, and we also are preparing future 00:01:37
CLIL secondary teachers, too. 00:01:44
So we have the Grado en Educacion de Infantil y Primaria, and that is basically what I'm 00:01:46
going to be talking about today, because we've been working with this new program for two 00:01:52
years now. 00:01:59
And we have also been doing the master's, but this is the first year of the master's, 00:02:00
so I will just briefly go over this program, too. 00:02:06
Okay, so we've got the Pillars of the Primary Infant Education Degree Plan, and this is 00:02:13
kind of the overall plan of the whole degree program, and as you can see, the first thing 00:02:19
on the list, high level of English for future CLIL teachers. 00:02:24
So for us, it's a big priority, practical training in ICT. 00:02:30
We all have whiteboards. 00:02:35
It's a challenge for us teachers. 00:02:37
We all have to adapt to using the whiteboards, the new technologies. 00:02:38
I'll probably be mentioning a little bit about using Twitter. 00:02:43
We're using Twitter with our students, too. 00:02:47
And I will even invite some of you to join me on Twitter if you'd like to follow. 00:02:50
Training and attention to diversity, it's very important in the program. 00:02:57
Extensive theoretical and hands-on training in methodology. 00:03:04
And the methodology part of our training will be the last two years in English language 00:03:09
methodology, more CLIL methodology. 00:03:13
Preparation and collaboration with families and the utilization of social networks. 00:03:17
This is a big priority for COMIAS, too, to work with families and the new social networks. 00:03:21
Strong emphasis in culture and scientific training. 00:03:33
Training in religious and humanistic values. 00:03:39
It is, like I said, Catholic University, Jesuit University, but also in humanistic values. 00:03:41
There are lots of different programs, cooperation, solidarity. 00:03:47
Training in group collaboration in the context of the school environment, which I find fascinating 00:03:54
to be working to learn how to work in groups. 00:04:01
And that's something that we're also doing in the English language program, talking about 00:04:05
how to work cooperatively. 00:04:10
And we're big proponents of cooperative learning. 00:04:12
And a high level of practical teacher training. 00:04:18
We do have a lot of schools that they want our students to go and do teacher training 00:04:22
or future CLIL training. 00:04:28
And also with the possibility of training in different areas, not just English. 00:04:32
So preparing future CLIL infant and primary teachers. 00:04:39
Our first and second years of the degree program are devoted to the English language development. 00:04:43
And that's something that we had to really take into consideration when we first started. 00:04:49
What we were going to do, and I will show you in just a minute, the model that we're 00:04:53
using or framework. 00:04:58
And the third and fourth years of the degree program is devoted to CLIL methodology. 00:05:00
So it's a four year program. 00:05:04
First two years of getting their English up to par, and then the CLIL methodology. 00:05:06
And so it's using English language again, but then teaching methodology directly. 00:05:13
And I should say, and you'll be seeing this too, part of the English language development, 00:05:20
we are also going to be doing CLIL, some sorts of CLIL methodology, infant and primary methodology, 00:05:25
but at an implicit level. 00:05:33
So our groupings of our first year students by levels, and it might look a little surprising 00:05:39
to you that our levels are rather low, because these students haven't had the opportunity 00:05:46
to be in these great bilingual programs. 00:05:52
So they're coming from public and the concertado schools, and they have just had regular English. 00:05:55
And so this is what we're seeing, that their level of English is very low, A2, B1. 00:06:03
This is last year's grouping. 00:06:10
This is this year's. 00:06:12
This year we had two groups of A2. 00:06:13
So one group of B1, and here we do have some higher groups here. 00:06:16
In today's presentation I'll be mainly talking about the A2 and B1 groupings. 00:06:21
Those are the groups that I really work with mainly. 00:06:27
And the class size is very small, so as you can see, we have the possibility to do a lot 00:06:31
of things with them. 00:06:39
And that's really positive. 00:06:41
So many of the beliefs that learners hold about learning another language must be constantly 00:06:45
addressed, and this is one of the first things that we started to see. 00:06:51
This has been, for the teachers, a big challenge, and what I'm talking about here is, well, 00:06:55
we did a little survey, 92% of our A2 and B1 students indicated that their English language 00:07:03
instruction followed a grammar approach. 00:07:08
And so what we really have had to do is kind of convince them that grammar is not the only 00:07:12
way to learn a language. 00:07:17
And we have told them, taught them about the five different skills, the Common European 00:07:20
Framework, that they will always be evaluated with those five skills. 00:07:26
And we try to make that very apparent in our teaching. 00:07:31
And because of this, we give also a big priority to the speaking skills. 00:07:35
85% of students surveyed stated that they did not have an active role in their English 00:07:40
language learning. 00:07:45
So again, we were up against our students who were very, very passive. 00:07:46
They wanted us to spoon feed them everything. 00:07:52
And we said, no, can't do that. 00:07:54
And then I'll be showing you what we've made them do to become more active. 00:07:58
So this is our model that we're using. 00:08:05
This is for the first two years of our language development. 00:08:08
So you can see, and I've used a Venn diagram here because there is a lot of overlapping. 00:08:12
Because I'm sure everybody's familiar with a communicative approach, you have elements 00:08:18
of a thematic approach in it too. 00:08:22
And then of course there are always elements of a holistic approach. 00:08:25
But this is basically the way that we are approaching our language development the first 00:08:28
two years. 00:08:33
Through a strong communicative approach, using a communicative-based textbook, and I'll show 00:08:34
you in just a moment. 00:08:40
Also with a very strong thematic approach, those themes from the coursebook, we try to 00:08:43
exploit them as much as possible. 00:08:50
In whatever books we have a really nice theme about career breaks, gap years, and we try 00:08:53
to exploit that as much as possible. 00:09:01
One section on a student going to, for a gap year, going to Thailand, going to the Elephant 00:09:04
Nature Park. 00:09:12
At the Elephant Nature Park you have a list of elephants that have been taken in. 00:09:13
The students then had to give PowerPoint presentations about each elephant. 00:09:18
And we'll see some other practical ideas. 00:09:24
Holistic, getting our students to feel comfortable with using the language. 00:09:27
And always supporting them and encouraging them the whole time. 00:09:33
And taking into account the different ways of how our students learn. 00:09:39
Actually diversity. 00:09:45
And we'll be looking at the multiple intelligences diagram that we have here. 00:09:46
And also we are using infant and primary activities for a dual purpose. 00:09:51
To help them with their own language development, but at the same time to expose them to these 00:09:59
activities that they're going to be using as future infant and primary teachers. 00:10:05
We have some nice videos of that too, but I think that you'll get an idea of all of 00:10:13
this. 00:10:18
This is our framework that we're using, communicative, holistic, thematic, and the simulation of 00:10:20
these activities. 00:10:25
And of course, going back to our learner's beliefs, there was a lot of resistance at 00:10:27
first, especially with the first year students. 00:10:32
Second year students, they all know what it's all about now. 00:10:34
But the first year students are like, I'm going to do what? 00:10:37
No. 00:10:40
Me? 00:10:41
Yes, you. 00:10:42
Okay, so we'll have a look. 00:10:43
Communicative, 82%, and this is really startling, of our students claim that they did not use 00:10:46
English as a primary means of communication in their English classes. 00:10:54
So these are students who have just, they just came out of high school or instituto 00:10:58
last year and the year before. 00:11:03
And we are still getting reports in our teacher training too that this is a problem. 00:11:05
So this is probably the thing that we have to, we really lay down the law. 00:11:10
We have to say, no, we have to use English 24 summer, all the time. 00:11:15
And finally, like I said, second year students are okay. 00:11:22
The first year students, this is a big thing that they have to really change the way they 00:11:26
see English and the way they see that they're learning English. 00:11:31
Another big surprise is they come in, they're at university, and they think that they're 00:11:37
going to have really academic English now, and it's going to be very academic. 00:11:41
And we really kind of throw them off with this. 00:11:47
I really enjoyed what Fred Janisse said yesterday, that he thinks that the training of future 00:11:49
teachers has to be as practical as possible. 00:11:55
And I believe this, and this is what we're trying to do at Clemias. 00:11:59
Okay, so, using English as a means to communicate, adapting to an immersion-style situation requires 00:12:05
a great deal, a great deal of concentration and listening skills. 00:12:13
A lot of them are just completely exhausted after the first couple of minutes, because 00:12:17
they're just not used to it. 00:12:21
Special emphasis on the two oral skills, speaking and speaking interaction are priority. 00:12:23
And there is a big difference between speaking, as we know, and speaking interaction. 00:12:29
So when they're up there giving their PowerPoint on their elephant from the Elephant Nature 00:12:33
Park, then it's question time. 00:12:37
And then they have to react, and that's what a lot of them find to be so difficult. 00:12:40
Reading and writing are integrated into our English language program in meaningful ways, 00:12:46
both explicitly and implicitly. 00:12:51
So we're always trying to find ways of connecting, and not just doing the plain old, you know, 00:12:54
grammar activity. 00:13:02
It's sometimes they want that. 00:13:03
They want that because that feels good to them, because it's what they had before, that's 00:13:05
how they learned. 00:13:10
But we're trying to stretch them and make them see that this is something that makes 00:13:12
the learning of English just that much more real. 00:13:16
In A2 and B1, we're using two textbooks as our core curriculum. 00:13:20
And so these two books are benchmarked, the Common European Framework, and from there, 00:13:25
like I said, we go off and we do more using, for example, major themes that might be in 00:13:29
the books. 00:13:36
Go ahead. 00:13:37
This is my book that we use. 00:13:38
Go ahead, two for A2. 00:13:39
And Jeremy Harmer's Just Write B1. 00:13:41
Each year, we're adding more and more, and we exploit themes more and more. 00:13:44
Just very similar in the way that we exploit themes in infant and primary education, we're 00:13:51
doing the same thing at the university level. 00:13:56
And yes, when I talk about themes also, I will also be including holidays and cultural 00:14:01
celebrations too. 00:14:07
But like I said, this is the communicative approach with also heavy emphasis in themes. 00:14:09
Everything benchmarked to Common European Framework. 00:14:16
And here we have an example of the story, the classic of Eugene Onegin. 00:14:19
I don't know if you're familiar with Pushkin's masterpiece. 00:14:25
Let me just give you a little synopsis, because I'm going to be showing you two videos of 00:14:33
a dramatization that the students did. 00:14:37
So Eugene Onegin, Alexander Pushkin's masterpiece and novel is set in Russia in the 1800s. 00:14:40
It is a story of love and betrayal, which unfolds in the home of Madame Lorena and her 00:14:48
two daughters, Olga and Tatiana. 00:14:53
Onegin, a jaded character, finds Tatiana's infatuation with him comical and refuses to 00:14:55
read her letters. 00:15:02
Moreover, Onegin provokes Lenski's jealousy due to his overtly flirtatious behavior with 00:15:04
Olga, and the two men end up in a duel. 00:15:10
Onegin kills Lenski, and Onegin must then go into exile. 00:15:14
It is only then that he realizes his love for Tatiana, but by this time it is too late. 00:15:18
She is now married to Prince Gremlin. 00:15:23
This is a story, a condensed summary in the Just Write workbook, that in the first year 00:15:26
we did these little dramatizations. 00:15:34
Naturally, also we did some reading discussion of the major themes, the character. 00:15:37
They were encouraged to use character descriptions that were presented, adjective descriptions 00:15:46
in the book. 00:15:53
And then the post-reading workbook exercises, they did picture sequencing, WH questions, 00:15:55
vocabulary and idiomatic expressions. 00:16:01
And then they were placed into small groups and were asked to then summarize in the form 00:16:04
of a dramatization. 00:16:13
And I'd like to share this with you right now. 00:16:14
I have, there are two. 00:16:17
One is kind of a classic dramatization, and I'm just going to show you a little bit of 00:16:19
that one. 00:16:23
And then the second one is quite entertaining because it's a hip-hop version of Onegin. 00:16:24
Onegin then goes into exile after he kills Lenski, and then I think this group had him 00:16:32
going into exile in Brazil. 00:16:36
So, and I think it's a good time to watch something like this too. 00:16:39
So, let's just see what they do. 00:16:43
Lenski, please engage to Olga, bring to the house a red robe, a red orange. 00:17:14
Please go to the trap. 00:17:22
Oh, who's there? 00:17:24
Who's there? 00:17:26
It's me, Lenski. 00:17:28
Can I come in? 00:17:30
Yes, certainly. 00:17:31
Come in. 00:17:32
How do you do? 00:17:33
This is my friend, Evgenia Levin. 00:17:35
How do you do? 00:17:37
Nice to meet you. 00:17:38
These are my daughters. 00:17:39
They are Olga. 00:17:40
Oh, they are very beautiful, aren't they? 00:17:41
I know. 00:17:43
They are my daughters. 00:17:44
Oh, thank you. 00:17:45
Thank you. 00:17:46
This is me. 00:17:47
Tatiana falls in love with Onegin and decides to write a poem. 00:17:48
However, his heart does not belong to her. 00:17:53
Okay, that's the first one. 00:17:57
Let's have a look at the second one, the adaptation. 00:18:14
Once upon a time, in a very far away village called Pripyat, there was a very beautiful 00:18:18
and hospitable widow, whose name was Madame Larina. 00:18:27
She had two daughters, Olga and Natalia. 00:18:32
Olga, the older, was the Lenski's fiancée. 00:18:36
One day, Madame Larina and her two daughters went to the town of Pripyat, when suddenly 00:18:41
the two cheerful men knocked at the door. 00:18:48
We can't see anything. 00:18:51
Who is it? 00:18:55
It's me, my darling. 00:18:57
Hi. 00:18:59
Hi. 00:19:00
You are very beautiful today. 00:19:01
Thank you. 00:19:03
I am so glad to see you. 00:19:04
Who is your friend? 00:19:06
Hi, my name is Regina Levin. 00:19:07
She is back. 00:19:09
Everybody's now... 00:19:10
Then they went to the living room where Madame Larina and Natalia were sitting. 00:19:13
Sorry about this. 00:19:17
And they started gossiping. 00:19:19
Marie. 00:19:22
Once upon a time, in a very far away village called Pripyat, there was a very beautiful 00:19:26
and hospitable widow, whose name was Madame Larina. 00:19:32
She had two daughters, Olga and Natalia. 00:19:36
Olga, the old lady, was the namesake here. 00:19:40
One day, Madame Larina and her two daughters were chilling out in the garden, when suddenly 00:19:46
the two George's men knocked at the door. 00:19:53
Who is it? 00:20:00
It's me, my darling. 00:20:02
Hi! 00:20:04
You are very beautiful today. 00:20:06
Thank you. 00:20:08
I'm so glad to see you. 00:20:09
Who is your friend? 00:20:11
Hi, my name is Regina de Lima. 00:20:12
Everybody calls me Regina de Lima. 00:20:14
Hi. 00:20:16
Come in together. 00:20:17
Then they went to the living room where Madame Larina and Natalia Nauberg were sitting empty. 00:20:18
And they started gossiping. 00:20:23
This is Madame Larina and this is Natalia. 00:20:25
Hi. 00:20:28
Oh, hello. 00:20:34
Tatiana fell in love with Onegis and after this, she was in a spell. 00:20:40
Now you'll see, instead of writing a letter, she writes a text message. 00:20:48
Tatiana was in her room, thinking about him, and decided to start texting Onegis. 00:20:52
Hi. 00:21:00
I'm Tatiana, Olga's sister. 00:21:01
I can't help thinking about you. 00:21:04
You got me going crazy. 00:21:06
I need you right now. 00:21:08
What's wrong? 00:21:16
What are you thinking about? 00:21:19
I don't want anything with you. 00:21:22
Forget me. 00:21:24
Forget me. 00:21:29
Tatiana was enraged. 00:21:40
I need you. 00:21:47
A few days later was Tatiana's birthday. 00:21:51
Happy birthday. 00:21:55
This is Tatiana's birthday party. 00:21:59
Happy birthday. 00:22:03
Happy birthday, Tatiana. 00:22:06
Come on, daddy. 00:22:07
Come on, daddy. 00:22:08
Kiss your brother. 00:22:09
Kiss your brother. 00:22:10
Come on, everybody. 00:22:12
Come on. 00:22:21
Come on. 00:22:29
Hey! 00:22:33
What's happening here? 00:22:34
What are you doing to my birthday? 00:22:35
Come on out. 00:22:38
I want to see you. 00:22:39
Go out! 00:22:40
This is the jewel. 00:22:42
Bitch! 00:22:45
On every night, let's see how the time will last. 00:22:56
Oh. 00:23:00
Again. 00:23:01
Technical problems. 00:23:02
Well, I think that you get a feel for that anyway. 00:23:04
I think we'll just probably move on. 00:23:07
Okay. 00:23:10
Okay. 00:23:15
All right. 00:23:16
Sure. 00:23:17
Okay. 00:23:31
So, also, this was under the section of communicative, 00:23:32
but obviously we can see that there are lots of implications 00:23:38
that the multiple intelligences is being used here in this sense. 00:23:41
And it's not just logical, mathematical, verbal, linguistic, 00:23:46
but we're involving all the different types of intelligences. 00:23:49
And for those students who do not feel that comfortable 00:23:53
with the verbal linguistic, 00:23:56
we can use the other intelligences to go on and support them in that way. 00:23:58
Also, this poster demonstrates our attempt to make them feel comfortable 00:24:04
to always encourage them the personal intelligences. 00:24:10
Thematic. 00:24:15
Using the different holidays, Halloween, St. Valentine's Day, Easter, 00:24:17
and I have some examples here. 00:24:22
Many of our students don't know anything about these celebrations. 00:24:24
And to think that they're going to be future teachers, 00:24:28
this is very, very important. 00:24:30
And one of the examples was the St. Valentine's Day 00:24:32
that they have created murals. 00:24:36
And with the classic roses are red, violets are blue, 00:24:38
pigs are pink, frogs are green, 00:24:43
you're the best prince I've ever seen. 00:24:45
And we've encouraged and then writing a letter 00:24:50
to a special secret Valentine's Day person. 00:24:53
And then going on to, let's see if we have more luck with this video. 00:24:58
Where is Duncan? Where is Duncan? 00:25:03
Here I am. Here I am. 00:25:07
How are you today, sir? Very well, I thank you. 00:25:11
Run and hide. Run and hide. 00:25:15
The simulation of these type of activities, 00:25:19
especially at the beginning of our class time period, 00:25:22
called circle time that we call it, 00:25:25
in order to make them feel comfortable, confident, 00:25:27
and willing to take risks and also give them the opportunity 00:25:30
to see some of the more traditional nursery rhymes. 00:25:35
There's another video of Hickory Dickory Dock. 00:25:39
Then the use of classic stories from children's literature, 00:25:41
like It Looked Like Spilt Milk, 00:25:47
that can be used across the curriculum, 00:25:49
used to promote divergent thinking. 00:25:52
Again, doing bulletin boards or murals. 00:25:55
Okay, where they had to do creative exercises. 00:26:02
And then using, again, Stuart Little, Charlotte's Web, 00:26:06
classics of children's literature as their own reading material. 00:26:13
And we have some examples of Stuart Little, again, 00:26:18
using pictures to summarize major chapters. 00:26:23
This is when Stuart became ill with bronchitis 00:26:29
and when he met Marvolo, who he was madly in love with, 00:26:32
the sailboat race. 00:26:36
These are pictures that were used in small groups 00:26:38
in order to describe or to summarize the main chapter. 00:26:42
And then the groups had to give their own presentations 00:26:47
using the visuals. 00:26:50
Also, this is a way of showing them 00:26:52
how to make input more comprehensible 00:26:54
by using visual aids. 00:26:58
And then the written summaries that they had to turn in. 00:27:05
And one of my colleagues, Anna Steele, 00:27:11
wanted to add something, and she said, 00:27:14
the importance of discovering generally how we learn, 00:27:16
and specifically how we acquire language 00:27:18
through an eclectic approach, 00:27:20
are keys to entering the realm of bilingualism. 00:27:22
Application of creative activity-based learning 00:27:24
stimulates the early childhood primary learning context. 00:27:27
Consciousness of our learning acquisition processes 00:27:31
opens a window of communication and empathy 00:27:34
to our students and their learning processes. 00:27:36
This lays the foundation for effective 00:27:38
and effective future teachers. 00:27:40
So, that is the undergraduate degree program, 00:27:44
and I'll just briefly say that our module in CLIL 00:27:48
aims to provide theoretical background 00:27:52
and also a guided practical experience 00:27:56
in designing and teaching CLIL units. 00:28:00
And here at Comillas, we use the SIOP model. 00:28:03
Some of you attended Pamela's presentation yesterday. 00:28:07
I've been using the SIOP model for many years now, 00:28:11
and so, for me, this is a fantastic way to have... 00:28:14
a fantastic tool for students 00:28:21
to know how to structure their lesson 00:28:24
in terms of lesson preparation, 00:28:27
building background, comprehensible input, 00:28:29
how to make our input more comprehensible 00:28:32
with nonverbal verbal communication, 00:28:35
strategies, what strategies we can use, 00:28:39
interaction, practical application, 00:28:42
practice and application, lesson delivery, 00:28:46
and finally, review and assessment. 00:28:49
So, these are all slides courtesy of Jenna Echevarria, 00:28:52
who is one of the creators of SIOP, 00:28:57
and this summarizes a little bit about the SIOP model. 00:29:00
So, I'm just now finishing. 00:29:05
Like I said, I'm on Twitter. 00:29:08
There are a lot of educators, 00:29:11
ELT educators and CLIL educators on Twitter. 00:29:13
If you happen to be on Twitter, 00:29:17
if you'd like to get on Twitter, 00:29:20
please follow me, and then you can follow other people. 00:29:22
We do exchange a lot of ideas on Twitter, 00:29:25
and it's a fantastic way to keep in touch 00:29:27
and to know more about what's going on in education. 00:29:30
And thank you so much for attending, 00:29:33
and I'm sorry it had to be so short and so hurried. 00:29:35
Thank you. 00:29:37
applause 00:29:39
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Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid
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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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