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Mesa de comunicación: How encouraging are the short-term effects of CLIL instruction?

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Subido el 13 de enero de 2011 por EducaMadrid

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Mesa de comunicación "How encouraging are the short-term effects of CLIL instruction?" por Dª.Mª Teresa Naves Nogués, 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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First of all, anything that sort of I'm about to say is going to be available in this website, 00:00:00
okay? 00:00:23
This is the GRAL website. 00:00:24
This is the GRAL website. 00:00:26
This stands for, which they don't ask permission for, okay? 00:00:28
And I don't mind this being recorded, but I don't mind this being recorded in work in 00:00:39
progress. 00:00:46
Okay. 00:00:47
GRAL stands for Second Language Acquisition in Catalan, okay, and it's a research group. 00:00:48
It's a consolidated, an excellency sort of research group coordinated by Karma Muñoz. 00:01:05
We spent a lot of time sort of investigating the age factor, and basically, as an introduction, 00:01:12
what we found that contrary to what is commonly believed, those who started earlier did not 00:01:17
sort of in the long term outperform those who started late. 00:01:22
And the research that I'm going to report is using some of the GRAL database, okay? 00:01:26
So we already know what is CLIL. 00:01:33
I just sort of pointed out the definition of CLIL, because she sort of raises high expectations, 00:01:35
okay? 00:01:41
There is a very strong claim here that says that CLIL raises the overall proficiency in 00:01:42
the target language, okay? 00:01:48
We've got as antecedents, okay, the work that has been conducted and beautifully described 00:01:53
this morning, okay, in Canada and in the States, and what I like about something that 00:02:00
has also been mentioned this morning is that there is a lot of potential of integrating 00:02:09
content and language, not just for sort of the mainstream learners, but also for those 00:02:14
who are low achievers or at risk. 00:02:18
Muñoz has got a 2007 presentation, article, in which she describes the psychological principles 00:02:22
underlying CLIL, okay? 00:02:30
And what she basically sort of points out is beyond sort of besides describing the rationale, 00:02:31
why is it that it works, why is it, why does it make sense sort of to integrate content 00:02:38
and language? 00:02:44
She also sort of has a final remark, which is CLIL, okay, or integrating content and 00:02:45
language has got a lot of potential, okay? 00:02:52
It's got, it sort of provides the necessary conditions that second language acquisition 00:02:55
has suggested are necessary for successful language learning, but does not warranty them, 00:03:00
okay? 00:03:06
So this is something that I would like to sort of come up later, okay? 00:03:07
The empirical research on CLIL, okay, in our context, I could have sort of cited many other 00:03:11
studies, okay? 00:03:16
We have divided them into writing performance and EFL proficiency. 00:03:18
Writing performance, because there is this hypothesis or this suggestion being put forth 00:03:24
by Dalton Puffer, 2008, in which she sort of expected CLIL to be much sort of successful 00:03:31
in all the other skills, but not in writing, okay? 00:03:38
Which is something that it makes a lot of sense, okay, if sort of we follow and we trust 00:03:43
the results coming from the Canada Immersion Program, okay, it was clear this morning, 00:03:48
that everything else being equal, those students that sort of, the areas in which they outperformed 00:03:53
were the receptive skills, okay, but not the productive skills. 00:03:59
So we'll see in the short term, okay, what it is like, and before I go on, okay, I should 00:04:03
sort of give you a little bit of context in the Catalan community, okay, which is different 00:04:08
from the Andalusian and the Madrid one, okay? 00:04:13
You are very lucky in the sense that there are a lot of sort of schools that have been 00:04:16
implementing what you regard as bilingual education for a long time, what we regard 00:04:20
as bilingual education basically involves our native languages, okay, but we keep CLIL 00:04:25
for the teaching and learning of English as a foreign language through, okay, the teaching 00:04:30
of other subjects. 00:04:36
Sort of, it started and I was involved in at the beginning of sort of setting up some 00:04:39
of the CLIL experiences a long time, but nowadays, okay, we do not have the equivalent of, I 00:04:43
wish we had, okay, and I wish we had this in Spain or in Europe in general, a picture, 00:04:50
okay, that sort of would allow us as the morning presentation say, all right, those that are 00:04:57
sort of early, early, partial, early partial, okay, total, early total, okay, or the late 00:05:03
exit or something like that, unfortunately, okay, we're going to report is what was available 00:05:11
in our community, okay, and with sort of very little generalisation. 00:05:17
Okay, Muñoz and Naves, 2007, sort of review the research studies, the empirical research 00:05:22
studies that had been published, okay, until 2007, of course, okay, and what we found was 00:05:30
that generally speaking, okay, there was a gain of up to two years, okay, but our major 00:05:37
criticism, including my own studies, okay, mine included, okay, so I'm also sort of the 00:05:44
one to blame, those studies have some sort of methodological, I wouldn't say flaws, okay, 00:05:51
but limitations, okay, one of the most important limitations of those type of studies is that 00:05:58
we are comparing, okay, students from state-funded schools with sort of semi-private schools, 00:06:03
for example, or students that sort of studied at different ages or after different amount 00:06:08
of instruction. 00:06:13
Those studies were necessary, okay, we needed to see the extent to which it may work, okay, 00:06:14
to then sort of come up with much more refined, okay, and finely tuned sort of subtle and 00:06:21
more sophisticated research designs, but what we're going to report here, okay, is basically 00:06:26
what we did, okay, and as I said, Dalton Pafford, 2007 and also 2008, predicted that CLIL would 00:06:31
be beneficial in sort of many domains, but in writing, okay, she didn't expect writing 00:06:40
sort of to have some gains. 00:06:46
Something that, this is a PhD student of ours, okay, and this is part of his MA thesis, which 00:06:50
he defended last year, and I would like you to concentrate on the green side, okay, research 00:06:59
question number two, in which he was compared great students at grade nine, okay, this is 00:07:04
grade nine versus grade 10 on the one hand, okay, and students from grade seven versus 00:07:10
those at grade nine, okay, the younger ones, okay, or the lower grade ones having sort 00:07:18
of had one course of CLIL, and what I mean by one course is basically one asignatura, 00:07:23
okay, and everything within that subject was taught in English, but with just for one year, 00:07:29
okay, so this is very short term, okay. 00:07:36
So grade seven students, okay, versus grade nine, so sorry, grade seven versus grade nine, 00:07:39
and then grade nine versus grade 10, and he analysed writing, and the way he analysed 00:07:45
writing was using the Jacobs band scale that sort of classifies writing, it's a band scale 00:07:51
into mechanics, language use, vocabulary, organisation, and content, okay, and we see 00:07:57
that when grade nine, thank you, grade nine and grade 10 students were compared, okay, 00:08:03
basically no significant differences were found except for the area of guess what, vocabulary, 00:08:09
okay, what did I do? 00:08:16
Vocabulary, okay, and language use, okay, or grammar, whereas there were no significant 00:08:22
differences between those CLIL learners, okay, and the grade 10, okay, we'll go back 00:08:29
to that. 00:08:39
I'm going to skip, okay, László Gabáster, okay, is one of sort of the antecedent pieces 00:08:40
of work that we looked at, because he has used a very similar methodology as we have, 00:08:48
which is they also, at the Basque Country, they have also administered English proficiency 00:08:55
sort of battery of tests, and they have analysed writing both holistically and analytically. 00:09:03
What I mean by holistically and analytically is, okay, you either have a band scale, and 00:09:09
you say, all right, this is a six out of 10, okay, or if it's an analytical band scale 00:09:14
like the one I have just mentioned, Jacobs et al., okay, you look at the different patterns 00:09:21
and say, okay, as far as vocabulary, as far as grammar, as far as mechanics, as far as 00:09:25
organisation, as far as ideas, all right, and because of that, okay, we thought that 00:09:31
it was interesting. 00:09:36
What he did was he compared the overall proficiency and the four language skills, okay, of three 00:09:37
groups of learners, okay, and he also found, okay, that those that had attended either 00:09:42
one, this is 2008, but in 2009, he also compared after two years of having had, of having studied 00:09:48
a subject through CLIL, okay, those were the ones who significantly outperformed those 00:09:58
that had not received any CLIL, okay, and this is not after the same amount of hours 00:10:05
of instruction, okay. 00:10:10
So our methodology, okay, we've got four proficiency tests, the Michigan multiple choice grammar 00:10:11
test, we've got a listening, which consists of 30 items, a dictation of 50 words, okay, 00:10:18
and a listening comprehension of 30 items, which is, which are exactly the same battery 00:10:25
of tests that we administered to those 2,000 students, okay, that we sort of researched 00:10:31
for the BAF project, for the H-Factor project, okay, and in addition to that, okay, we've 00:10:37
got a time composition task that was assessed both using a bunch of measurements for accuracy, 00:10:43
for fluency, for syntactic complexity, and lexical variety, and we also used a holistic 00:10:51
band scale, and this is an article that has already been published, and it's a chapter 00:10:59
in a book, Naves and Victoria, 2010, and it's got two different studies, because the groups 00:11:07
were slightly different, okay. 00:11:14
We had 800, 837 learners altogether from grades 5, 7, okay, this is primary, 8, and 9, okay, 00:11:16
and study one focuses on proficiency, and to summarize the finding, learners that had 00:11:29
taken one subject of CLIL at grade 7, okay, sort of there were no significant differences 00:11:38
with those who were two or three grades ahead, okay, this is non-CLIL, grade 9, and non-CLIL, 00:11:45
grade 10, okay, so looking at that, okay, there is some hope, okay, it's sort of promising, 00:11:54
it's very short term, it's just after one subject, and when I say promising, okay, I 00:12:00
know that I'm sort of anticipating some of the discussion, otherwise I find it sort of 00:12:05
boring. 00:12:08
So for you to think, okay, I mean, I could sort of do it more academically saying, okay, 00:12:09
wait, okay, the suspense, but okay, so no significant differences, those two as well 00:12:14
as those learners who are two and three grades ahead, but this is a very short term, okay, 00:12:19
research, okay, it's after just having received one subject, okay, in English. 00:12:26
What I see as promising is that if we compare this type of research with sort of stay abroad 00:12:33
research, okay, with a few exceptions, for example, Yannis and Munoz 2009 or 2010, I 00:12:38
think it's 2010, okay, in which they found differences after a very short period of staying 00:12:46
abroad, okay, the vast majority of studies that have sort of looked at how much improvement 00:12:52
is there for students that sort of travel abroad, okay, and study abroad for a month, 00:12:57
a month and a half, three months, and even six months, okay, those students that sort 00:13:03
of have not spent at least, okay, more than six months, okay, it doesn't seem to work. 00:13:08
So that came as a shock because we didn't expect, okay, then I'll tell you the limitations, 00:13:13
okay, and some confounds that we may have. 00:13:17
And then the CLIL group who were at grade eight, okay, sort of did better than those 00:13:20
who were just one grade ahead, okay, those learners from grade nine. 00:13:28
Is that clear? 00:13:34
Thank you. 00:13:35
Thank you. 00:13:38
So those results, okay, these are standardized sort of tests that are not difficult to grasp 00:13:40
because, I mean, so let's go to the more intuitive ones, okay, and the second study focuses on 00:13:45
writing, okay, in this one we had more grades, grades five, seven, nine, 10, 11 and 12, okay, 00:13:53
but we didn't have all the possible comparisons because we didn't have, okay, CLIL groups 00:14:01
for grades 11 and 12, okay. 00:14:07
And this is as far as writing, so almost 700 learners. 00:14:10
And what we found, for example, okay, this is much more intuitive. 00:14:14
This is S-length, okay, this is in writing. 00:14:17
In writing what we see is that every time, okay, this is CLIL, EFL, CLIL, non-CLIL, CLIL, 00:14:20
non-CLIL, CLIL, non-CLIL, all right? 00:14:27
So every time the CLIL one has a longer line, okay, that's better, and those differences 00:14:29
are significant, okay? 00:14:36
But the most interesting thing for me is that, for example, it allows us to see that 00:14:38
those learners that are at grade five, okay, sort of do better as far as fluency in writing, 00:14:43
okay, than their peers at grade seven. 00:14:51
Are you with me? 00:14:54
As far, okay, so this is a summary, okay, so no significant differences between CLIL 00:14:58
learners at grade five and those who are two grades ahead, okay, at grade seven, okay? 00:15:05
And CLIL learners at grade seven, okay, again, no significant differences with those, okay, 00:15:11
that are two grades ahead as far as syntactic complexity. 00:15:17
And please notice that sort of I'm cheating here, because I'm telling you where there 00:15:21
are no differences, okay, or where sort of they outperform. 00:15:25
So, for example, CLIL learners at grade nine, okay, do better than those that are two grades 00:15:29
ahead, okay, as far as syntactic complexity. 00:15:36
Syntactic complexity was assessed by means of computing the number of subordinate clauses 00:15:39
per clause, the number of clauses per sentence, among others, okay? 00:15:44
Okay. 00:15:51
So, basically, what we found was what we also sort of had reviewed in 2007, okay, that there 00:15:53
is usually a gain of up to two school years. 00:15:59
Limitations, okay, and this is serious, okay? 00:16:03
Which are the limitations, okay? 00:16:07
I wish we had sort of comparable groups as sort of Professor Genesee was talking this 00:16:09
morning, okay, everything else being equal, that is, sort of from the same economical 00:16:14
background, okay, with sort of the similar teachers. 00:16:18
We didn't, okay, and I'm not sort of lying to you, I'm telling you in advance, okay, 00:16:21
this is what we had, okay? 00:16:25
So, we sort of used the GRAL database as sort of the baseline, okay, and we could compare 00:16:26
those that had not taken any CLIL classes with those that had taken one single subject, 00:16:34
okay, in CLIL. 00:16:41
But there is a major difference, okay? 00:16:43
Those that had CLIL, okay, CLIL provision was usually sort of provided within non-state 00:16:45
funded schools, okay, semi-private, what we call concertada, which as we know, okay, tend 00:16:55
to be slightly better. 00:16:59
The neighbourhoods that we sort of selected the schools from, okay, were not the most 00:17:01
privileged, okay, and we sort of made the effort to select those that were closer to, 00:17:06
but not identical, okay, and we didn't sort of check that, okay, so this is something. 00:17:12
But something that I like sort of to suggest is, all right, research seems to suggest that 00:17:18
there are statistical significant differences, which means basically that we can't claim 00:17:26
that it is at random, okay, that this group behaves completely different from that group, 00:17:31
okay, and this group seems to be better. 00:17:36
But if we think why is it that we wanted to introduce CLIL in schools, okay, at least 00:17:40
the Council of Europe suggested that CLIL should be introduced in order to sort of, 00:17:45
in order to change drastically the level of our students by the time sort of they finish 00:17:52
secondary school, non-compulsory education, okay, by the time they finish bachillerato. 00:17:57
So which is the level that in your communities learners tend to achieve by the time they 00:18:02
reach university? 00:18:06
A2, B1, the good ones B2 maximum. 00:18:08
So what does it really mean sort of to show that at those levels, okay, in which probably 00:18:13
because they involve sort of primary school kids, okay, we are talking about A1 among 00:18:19
the sort of, you're familiar with sort of the A1, okay, A1 which is sort of the low 00:18:25
beginners, okay, in the Common European Framework. 00:18:32
What does it mean, okay? 00:18:35
So this group sort of does better than this one, but this does not say anything about 00:18:36
sort of the ultimate goal that, the ultimate sort of level that they may end up by the 00:18:42
time they enter university. 00:18:49
In Canada they are really lucky because they've got sort of these long stable programs, okay, 00:18:51
that have allowed them to follow them longitudinally on the one hand and sort of make the necessary 00:18:56
comparisons. 00:19:01
And sort of having in the short run, okay, sort of significant differences in favour 00:19:03
of CLIL, well it's good news, okay, but sort of the fear that I've got is that the administration 00:19:09
may be too pleased with those results saying, okay, we did it, okay, it works. 00:19:19
No, if in Canada after sort of so many years of sort of having school children, okay, for 00:19:25
more than, I mean, if we think of sort of the early total immersion, it takes how many 00:19:31
years, 12, 10, okay, and yet, okay, the results are pretty good, but they have sort of been 00:19:36
pointed out some sort of not such successful areas. 00:19:43
So, and I think that I'd like to conclude with this one, okay, so I'm going to skip 00:19:48
this one, which is basically. 00:19:52
So, the results are in line with sort of those found in sort of previous results, okay, and 00:19:54
I've mentioned the limitations, okay. 00:20:01
And I would like to sort of finish with this idea that a finding might be relevant from 00:20:05
a research point of view, but not necessarily from an educational and from a language policy 00:20:11
point of view. 00:20:17
Thank you very much. 00:20:18
Thank you. 00:20:19
Okay, we still have five minutes for questions or any doubts. 00:20:24
Let's start here. 00:20:37
I have one question. 00:20:38
At the end of secondary, what is the expectation in the CEFR? 00:20:39
I could sort of, I mean, I would turn the question to you, okay. 00:20:46
I mean, in Catalonia, the teachers, okay, in Catalonia, the teachers were required to 00:20:50
have the fifth of Escuela Oficial de Idiomas, which is my understanding, it is the equivalent, 00:20:59
correct me if I'm wrong, okay. 00:21:04
Thank you. 00:21:06
It is the equivalent of B2, okay. 00:21:07
So, these are the teachers of C1, okay, between B2 and C1, okay. 00:21:09
But nevertheless, okay, so the teachers, this was what was required up to now, okay. 00:21:18
Now, they are encouraged to, but not required to have the Quinto de Escuela Oficial de Idiomas. 00:21:25
So, if the teachers who teach the subject, okay, in English, okay, are at B2 or C1 maximum, 00:21:32
maximum, okay, which is it that you can expect learners to have. 00:21:43
And to my knowledge, okay, learners are, by the time they finish secondary education, 00:21:46
compulsory education, Bachillerato, okay, they are either at A2 or B1, most of them. 00:21:52
Of course, you've got sort of the high achievers, but most of them sort of have those. 00:21:59
And the point I was trying to make is that, well, if we want this to work, okay, we may 00:22:05
need sort of to look at the research that has been conducted in Canada, that it is in the long 00:22:12
run, okay, and after massive exposure, semi-emergent programs, okay, and sort of, 00:22:17
just sort of increasing the amount seems to work to a given extent. 00:22:22
Okay, Mr. Diniz? 00:22:28
Just a question of clarification. 00:22:30
How much, what do the non-kill experience consist of? 00:22:32
How many hours? 00:22:38
It's, roughly speaking, it's three and a half, okay? 00:22:40
Three and a half. 00:22:44
And the students who kill? 00:22:45
In addition to the three and a half, okay, they've got an entire subject, which is three 00:22:47
hours being taught in English. 00:22:51
So, this is another limitation of this type of study, okay, in which those that have 00:22:55
the kill groups, okay, have received great amount of hours of instruction. 00:23:03
But that's normal, okay, at least in sort of, say, abroad studies. 00:23:07
Any more questions, please? 00:23:15
Well, just in defense of your own research, I think the comparison you make, it's hard to 00:23:18
do this kind of comparison because it's hard to assess language no matter what you do because 00:23:24
we don't have an established, absolute measurement. 00:23:29
It's not like a measurement, right? 00:23:34
But what's useful about doing what you did is you're able to say from a practical point 00:23:35
of view that students in this program kill are doing as well, better than students in 00:23:41
the regular program. 00:23:46
And most people will understand what that means. 00:23:47
When you get into other kinds of metrics, like even this, people have trouble understanding 00:23:50
outside the, the Council of Europe have trouble understanding what a C1 and an E2 is. 00:23:56
So, there is the advantage of what you're doing is it's relating their achievement to 00:24:01
a known level of achievement within the system that you're looking at. 00:24:06
Thank you. 00:24:10
Hi, thank you very much. 00:24:19
I just want to clarify that you are testing their abilities in English? 00:24:20
Yep. 00:24:24
Not across the board, English. 00:24:26
No, I mean the next PhD dissertation I'm going to talk about, okay, she aims sort of at sort 00:24:28
of assessing not just English as a foreign language or English as a second or whatever 00:24:33
we want to call it, okay, but also science because she's a teacher of science at primary 00:24:42
school. 00:24:47
Okay, thank you very much. 00:24:52
Thank you. 00:24:53
We have now one minute for Teresa to change the presentation. 00:24:54
If anybody wants to change the room, please go ahead. 00:24:58
Looking at the age factor, was looking at the age factor in writing, okay, the effects 00:25:09
on, in, in the effects on writing, okay, because it was, 00:25:14
it, it was, it was expected as the research on, on the age factor, okay, has looked mostly 00:25:19
at sort of the, the oral proficiency, okay, and sort of communicative sort of activities, 00:25:29
but not so much writing, okay, and I, I got interested in, in writing, so it's because 00:25:35
they sort of followed me, sorry, yeah, and I don't have a better answer to that. 00:25:41
But also because, I mean, in, in Murcia, okay, I mean from a theoretical point of 00:25:45
view, in Murcia, for example, something that we have started sort of looking at is the 00:25:51
potential of writing as a learning tool, okay, because most of the time we sort of look at 00:25:56
writing has been the sort of the most neglected skill ever since the communicative language 00:26:02
oriented learning was, was spread, okay, both in research, okay, and also because of SLA 00:26:09
research, okay, we have looked at emergency in sort of the domains of conversations, but 00:26:15
not in writing. 00:26:20
In the early presentation of the results, you found no difference between, if I remember 00:26:24
correctly, the CLIL students and the non-CLIL students on some of the more mechanical, technical, 00:26:29
and you gave an explanation for that, which I can't remember, but an alternative explanation 00:26:36
is that, possibly, is that those are the areas that are a focus of attention, including 00:26:43
the traditional foreign language program, and even in immersion, we sometimes find that 00:26:48
the control students sometimes do quite well compared to immersion students, but it's in 00:26:53
areas that are kind of technical and mechanical as opposed to more content, like, so you found 00:26:58
advantages of content in organization, and you might expect that in a, an approach where 00:27:04
the emphasis on communication of content, whereas in less teaching, and this is one 00:27:10
of the things we're looking at more and more, is that maybe we need to be spending more 00:27:14
attention to more technical and mechanical things, like verb tenses and punctuation, 00:27:18
because they're not always getting that when we let them do it on their own, do you see 00:27:24
what I'm saying? 00:27:29
Yeah, yeah, thank you very much for the tip, okay, yeah, I'll, I'll, I'll think about it, 00:27:29
but I, I mean, I, I might be wrong, okay, but I think that the emphasis in most of our 00:27:34
context, okay, tends, I mean, the only sort of experience I've got, the direct experience 00:27:40
I've got from, from Canada is thanks to two colleagues of ours who collaborated with us 00:27:46
for a while, Joanna, Joanna White and Laura Collins, okay, and it seemed to me, okay, 00:27:52
that sort of the, the observations that she, they, they reported, okay, and sort of the 00:28:01
data that we looked at, okay, the teachers were paying much less attention to forms in 00:28:07
general than sort of the average teacher here, okay, I mean, this is the, yeah, yeah, it 00:28:13
might be, and this is anecdotal, anecdotal sort of, for example, when I set up one of 00:28:21
sort of the pioneer projects in, in, of, that was called at that time content-based 00:28:27
in, in Barcelona for the Generalitat of Catalonia, what we found was that there were sort of experiential 00:28:33
hands-on activities and they had to, to perform experiments, but if there was this group that 00:28:41
sort of finished earlier, the science teacher, either the science teacher or the language 00:28:48
teacher, but most of the time it's the science teacher because it was co-teaching at that 00:28:52
time, okay, could sort of stop and then review from a language or from a grammar point of 00:28:56
view, and I said, why are you doing this? I said, oh, you know, I mean, I thought that 00:29:02
I had time, okay, and I wanted to help, and the way they thought that they should help 00:29:06
was sort of, and I, that's sort of the anecdote, okay, and I, no claims can be made, I know, 00:29:10
but yeah, I'll, I'll think about it. 00:29:16
you 00:29:26
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Idioma/s:
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Dª.Mª Teresa Naves Nogués
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13 de enero de 2011 - 11:04
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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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