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Mesa de comunicación: Speaking skills

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Subido el 17 de enero de 2011 por EducaMadrid

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Mesa de comunicación "Speaking skills" por Dª.Paula López Cabello y Dª.María José Pedraja Fuentes, 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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Good morning, everybody, and welcome. 00:00:00
We are going to talk about the CLIL method we use in our school. 00:00:17
We teach in a primary school, and we center in the second cycle, children from eight to 00:00:21
ten years old. 00:00:28
We try to explain why we adopted the CLIL methodology in our school, because we aim 00:00:31
to make the children to talk more, to speak more, because we think sometimes we think 00:00:40
the children write a lot but they don't speak enough. 00:00:52
Because this CLIL method, one of the things, the method, sorry, okay, sorry, well, what 00:00:57
we try is to give the students more opportunities to talk, as I was telling you, and the notion 00:01:22
of speaking is the process of building and sharing meaning through the use of verbal 00:01:29
and non-verbal symbols in a variety of contents. 00:01:34
Speaking is the mess of language. 00:01:39
This means that speaking is the first children acquire when they are born in order to communicate 00:01:41
with the external world. 00:01:46
The acquisition can be used to learn the second language. 00:01:48
It is defined as the acquisition but individual children to be within the critical period 00:01:53
but yet with the first language already learned. 00:01:59
We try to think, as Chosky said, the children learn the language by their parents, and then 00:02:04
what we think is we focus and we try to speak slowly and with well-articulated words, and 00:02:11
we give importance to the pace we speak during the classes, and also we try to create a good 00:02:17
atmosphere to give them confidence to make them talk. 00:02:27
We think it is important that they can help among themselves. 00:02:32
We try to work into pairs sometimes and sometimes into groups, and we try to give them always 00:02:37
meaningful contents, and we try to relate the activities to their own lives. 00:02:47
So the content is meaningful for them. 00:02:53
For instance, when we are talking about food and science, what we do is we connect it with 00:02:56
the menu in the school. 00:03:03
We translate the menu for a week, and then they ask questions because we think it is 00:03:05
very important to use questions during the class. 00:03:12
We try to use open questions, not closed questions. 00:03:16
Then we use the menu and we ask them to prepare questions, and then they ask, what did you 00:03:19
have for first course yesterday, or what are you going to have for second course on Tuesday, 00:03:28
and then they are using questions, using the past and the present continuous as well. 00:03:36
Also, we increase the challenge. 00:03:42
We think that we have to start with non-demanding tasks, and we go to tasks that are more demanding. 00:03:52
We also try to build respect, to encourage them to talk and to ask them to be respectful 00:04:03
for their mates. 00:04:10
This methodology of content-integrated learning is a tool for teaching and content and language 00:04:17
learning, and then what we use is scaffolding. 00:04:23
When we construct a building, we need something to be support, to be secure, and then the 00:04:29
scaffolding, we use the same, we can compare in the language, it's a metaphoric term. 00:04:35
As scaffolding, what we use sometimes are charts, graphic organisers, list of words, 00:04:42
because when we present something we are going to deal with, for instance, a text, what we 00:04:51
do is to prepare some vocabulary or some list of words, if it contained verbs in the past, 00:04:59
what we do is to put a chart with the verbs in the past on the board or in the walls. 00:05:07
It is important in clear methodology to display a lot of things in the walls, and we try to 00:05:13
give a period of time to stay on the walls, these charts or posters we use. 00:05:20
We also focus to know the level of the students, because we have to start, our point of starting 00:05:30
is the level of the knowledge of a student, and we try to go further, step forward. 00:05:38
How we know the level of the students before starting an activity, what we do is to make 00:05:46
questions to them, to know what they know about that, and also to do a brainstorming 00:05:52
on the wall. 00:05:58
And from the brainstorming or asking questions, we know the level of them, and then it helps 00:05:59
us to prepare, to plan the activity we are going to do. 00:06:05
And when we are thinking about the scaffolding, we can sometimes give them in different periods 00:06:09
of time. 00:06:16
Sometimes we think it is good at the beginning, or in the middle, at the end, it depends what 00:06:17
we think. 00:06:22
Sometimes the children ask a demand for some vocabulary, and then is when we give them 00:06:23
some list of vocabulary as scaffolding. 00:06:30
And also, what we do, when the scaffolding is not permanent, it is a temporary support. 00:06:34
We also try to shorten the sentence, to break the text in chunks, not create confusion, 00:06:52
and to give them clear tasks. 00:07:03
And we think it is very important to have a personal engagement in the learning process 00:07:10
and to create a special atmosphere. 00:07:17
They have to feel free to talk. 00:07:19
We don't have to threaten, and we always have to appreciate and to let them know that 00:07:23
we take into account the effort they are doing when they talk. 00:07:28
And sometimes with the questions, because we think the questions are very important 00:07:34
to try to talk, but sometimes we don't give them enough time. 00:07:38
What we do is we ask the question and we try to get the answer in the very moment. 00:07:42
What we have to do is to be patient and to give them a silent time. 00:07:49
Sometimes the weakest students don't have the opportunity to answer, because always 00:07:54
the fastest students answer. 00:07:58
Then what we do to be useful for the fast students is we ask the fastest students to 00:08:00
try, when we ask an answer, to try to write it at the end. 00:08:09
We check with them, and we give opportunity to the weakest students to answer the questions. 00:08:13
Because sometimes we know they have grasped the content, but they don't know how to express 00:08:18
and then they need some help, and we try to give them more time. 00:08:23
Sometimes we think it's good to count one elephant, two elephants, three elephants, 00:08:29
four elephants. 00:08:35
It is said it's the time we have to give them to be able sometimes to answer the questions. 00:08:36
We also take advantage of the... 00:08:47
When we go outside of the school, for instance, to see a palace or to see a museum, what we 00:08:50
do is we try to connect it to the classroom. 00:08:55
When we come back, they have to do a summary, and they have to work in groups, and in the 00:08:59
groups they prepare questions, and we give much importance to the best questions, questions 00:09:05
to ask among themselves. 00:09:11
For instance, if they have been to the Royal Palace, how many lamps, crystal lamps do you 00:09:13
think have been seen? 00:09:20
I don't know. 00:09:24
A lot of different questions. 00:09:25
I am changing the program, because we are going to talk with the presentation in the 00:09:33
PowerPoint, and she couldn't find it. 00:09:40
The pen drive, so I was changing. 00:09:44
Okay. 00:09:47
What the problems we face, or you want to talk the problems? 00:09:48
We are going to present the activities in an oral way, since we are talking about the 00:09:51
speaking. 00:09:56
The real life we have in our students is we have a lot of big classes and a lot of diversity, 00:09:57
and children's background are also different, and some of them, they struggle with their 00:10:04
first language, with the second language of English, but also because English is the 00:10:09
third language, and sometimes we struggle with the use of Spanish in the classroom. 00:10:13
In the atmosphere, as we said, the big classes don't allow a lot of interaction, so interaction 00:10:19
is not real. 00:10:26
Sometimes they just reproduce what they have learned by heart. 00:10:27
The teacher has some class management problems, may have some discipline problems, or may 00:10:31
have some problems because children don't follow what she says, and there is a lot of 00:10:37
time consuming when planning, and also talking about the difficulties preparing the tasks, 00:10:44
is that the syllabus and evaluation, there is a pressure from outside. 00:10:49
We have to bear in mind that we are focusing on content and fluency rather than on form. 00:10:54
As Maria-José said, the actors in our project are second cycle, third and fourth classes, 00:11:04
and there are both of us teaching them and one language assistant. 00:11:11
The experiencing class, we want them to speak, but how? 00:11:16
We introduce them an interesting topic with purpose activities, and instructions have 00:11:20
to be very clear and very simple. 00:11:26
We have divided our project outline in three stages, individual presentations, group presentations. 00:11:31
We wanted to show you a video of a week of students, and at the end, feedback from the 00:11:38
language assistants, but we won't be able to listen to it. 00:11:43
The activity follows doing a presentation from an animal or historical character or 00:11:48
a book, so how can they present it? 00:11:55
We give them an outline, and we've got some photocopies. 00:11:58
They have to describe an animal, or maybe children, they can ask them questions. 00:12:04
Have you got, what have you got, what are you, have you got a skeleton? 00:12:09
Because we are connecting science and language, so it is a clear activity. 00:12:14
Through asking questions, the students have to fill in either a chart, or they have to 00:12:19
fill a worksheet, and at the end of the presentation, they have to assess the student who is presenting, 00:12:26
so we are giving a lot of importance. 00:12:33
The students who present orally in front of the class, they receive a feedback from the 00:12:35
students who are listening. 00:12:40
Why? 00:12:41
First, because we make sure everybody is listening. 00:12:42
Second, because they are assessing each other, and they are learning from errors, because 00:12:44
correction is a very important stage in learning, and third, because they also can learn how 00:12:49
to improve their artist's presentations. 00:12:54
We know that speaking in front of a group is very hard, and sometimes they feel scared, 00:12:57
so we give them this opportunity that they can assess each other with, okay, good, very 00:13:01
good, excellent, so there is nothing bad, and about comprehension, about use of English, 00:13:06
and understanding, and interest. 00:13:11
If the presentation the children did was interesting, or if they could follow it, and it was very 00:13:13
well done, and they can assess each other saying why, so they are reasoning, they are 00:13:18
using their thinking skills to present why they have thought it was interesting, or why 00:13:23
it was boring, and they can present, for example, whether as we have it here, with the Spanish 00:13:30
community, so they are using content in language as well, talking about the north of Spain, 00:13:35
in the south of Spain, Canary Islands, in the Balearic Islands, so they are connecting 00:13:40
also content with language, and it is very difficult also to manage doing while speaking, 00:13:45
because we usually speak face to face without moving our hands, but when children have to 00:13:51
interact, choosing the pictures they want, they are also doing thinking skills, so this 00:13:57
is the aim we are looking for, that they can choose what they prefer, in Spain, in Madrid 00:14:01
can be wet, or in Barcelona can be sunny, and they come in, oh, no, we want good weather 00:14:07
in Madrid, so they interact and they follow the presentation, which is our aim. 00:14:12
Also about, this is about whether an animal, also with historical characters, they are 00:14:17
asking questions, where were you born, or why were you famous, talking about any kind 00:14:22
of character, we did Napoleon, Madame Curie, any research they would like to make on. 00:14:27
They are also, another activity we have been doing is Let's Go Shopping, which was focused 00:14:35
on clear content, and as Maria Jose said, we did a pre-scaffolding, presenting the structures 00:14:41
on the wall, like, good morning, what would you like, so all the stages in a shop, in 00:14:46
a real life, and we also introduced them vocabulary like, never mind, I don't have, don't worry, 00:14:53
anything else, so these kind of questions keep going on the presentation, and it is 00:15:00
quite interesting how they use these questions in another different context, and you say, 00:15:04
oh, they are matching, they are connecting the experiences in English, in science, and 00:15:09
from science to English language, and we also believe that this, we want memorable 00:15:14
activities, and in the video we wanted to present about weakest students, she was reading 00:15:21
one of these pictures, one of these little books, which are readers, and she was reading 00:15:28
this page, and she was a bit of a struggle, she is a Chinese girl, and it was funny because 00:15:33
she could interact with the assistant, and she would say, like, Sarah and Jack are in 00:15:38
the park, it's sunny, and is it sunny today, and the Chinese girl was, no, no, no, and 00:15:42
they are happy, are you happy, yes, yes, yes, so she was interacting at her level, so we 00:15:47
tried to adapt their different activities to different students' skills. 00:15:52
We had got some results from this, we did, like, an assessment from all their speaking 00:15:56
skills, and this is English, English has been raising up from the first term to the third 00:16:01
term, and also science, so it is quite impressive how students actually improve their academic 00:16:06
achievements in both areas, in science and as a consequence in language, in second language. 00:16:11
And the progress in science has been also, been a progress, so this is English, English 00:16:18
in the second term, English in the third term, science in the first term, which was six, 00:16:24
science in the third term, almost seven, and science in the third term went up, so both 00:16:29
of them are connected to the same direction. 00:16:34
And as a conclusion, we can say that Clean Methodology implies a lot of work, but we 00:16:37
still feel it is worth to use it, and we have got... 00:16:42
We can talk about other activities we do when we do the role plays, and they prepare a casting 00:16:47
with the dialogues, and they do themselves. 00:16:53
Five minutes. 00:16:59
Yeah, five minutes, so the important things about the feedback is when, how, why we do 00:17:00
it, so when, not until the end, we don't stop the presentations while they are speaking, 00:17:05
how, carefully, and in a soft way, that means praising them, never rudely. 00:17:10
So we have a good behaviour chart, anytime they speak in English, can I have a silver 00:17:15
star, please, can I have a silver star? 00:17:20
Yeah, of course you can. 00:17:22
So we are also challenging them, but they feel very proud of their efforts, seeing that 00:17:24
they are having silver stars anytime they speak. 00:17:29
Children need to shine, this is our idea. 00:17:32
And how can we give solutions to our problems in class? 00:17:35
Fastest students can help weakest students. 00:17:39
We can adapt contents to a student's abilities. 00:17:42
We have to establish very clear rules and instructions at the beginning, and of course 00:17:45
this is our conclusion, big dreams leading to big results. 00:17:51
And the class rules, they usually take part in the class rules. 00:17:54
They make suggestions all the time, and we refer to them all the time. 00:18:00
We continue working, because teachers need to learn every day as we teach, so the project 00:18:07
next year will be systematic video recording and transcribing them and how they continue 00:18:14
with making efforts, how their academic achievements are going on, so we have to collect more data. 00:18:20
And we are providing them more activities, as Maria Jose said, projects, oral descriptions, 00:18:27
role plays, simulations, interactions, because what we have seen is that they are very good 00:18:32
at presenting, but they lack questions, making questions. 00:18:38
So we want them to ask questions so there is a natural interaction between them. 00:18:43
And of course we have to analyze the external results from the fourth class exams and how 00:18:48
well they have improved. 00:18:55
So I would really appreciate your attention. 00:18:58
Thank you very much. 00:19:01
And we apologize for not having... 00:19:02
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Thank you so much, Paula, Maria-José. 00:44:53
We've got a very short period of time for questions. 00:44:56
You can raise your hand if you want, if you've got questions. 00:44:59
I've got one question. 00:45:02
I know that your methodology is so practical as you are speaking. 00:45:04
How do you deal with grammar in the second cycle? 00:45:07
Because the contents are very high. 00:45:11
How do you deal in grammar in English classes? 00:45:14
In language classes, to me, 00:45:17
we use the grammar book 00:45:20
and we try to introduce the grammar by context. 00:45:23
For instance, if we are tackling a text, 00:45:27
we can have the comparatives. 00:45:30
Also, we try to use the comparatives with the students. 00:45:33
They come to the front and one of them says, 00:45:36
Pedro is taller than me, you are taller than Maria. 00:45:40
Then we are using the comparatives. 00:45:44
We always try to relate it to real things 00:45:46
and something which is meaningful to them. 00:45:49
But we also have to deal with the grammar. 00:45:52
They don't study the grammar by heart, the concepts. 00:45:55
And that's the grammar that you use in the presentations? 00:45:59
Yes, it is always connected. 00:46:03
The students, for example, 00:46:05
they are presenting their book and it's about Cinderella 00:46:07
and they said and they went and at the end it's like, 00:46:10
it's not they, it's she. 00:46:13
But just at the end, they can take notes. 00:46:15
It's the language assistant 00:46:19
who makes a feedback on their presentation. 00:46:21
So we leave them to speak. 00:46:23
We are focusing on fluency, not on accuracy. 00:46:25
We try to give more importance to accuracy than fluency. 00:46:28
I just wanted to ask two questions. 00:46:33
The first question is, you said that 00:46:35
the major importance for the kids at that age 00:46:37
is how to ask questions, right? 00:46:40
So how do you teach them asking questions, 00:46:42
especially the word order, right, auxiliary verbs, et cetera. 00:46:44
And the second question is that you said that 00:46:48
for us what's the most important, that's fluency. 00:46:51
So what type of mistakes do you correct? 00:46:53
Yes, we try to correct a lot of mistakes, 00:46:57
but sometimes at the end, 00:46:59
and we give them a scaffolding with the structure. 00:47:00
Sometimes we write it on the board. 00:47:03
No, I mean, grammar mistakes, phonetic mistakes, 00:47:05
word order mistakes, I mean, 00:47:08
what mistakes for you are important 00:47:10
and worth correcting? 00:47:13
Because not all of them are worth correcting. 00:47:14
They use self-correctness as well. 00:47:17
Yeah, of course. 00:47:19
The third person, the past tense. 00:47:20
A lot of things. 00:47:25
The concordance of subject and verb, 00:47:26
usually the third person. 00:47:28
And we are focusing. 00:47:29
Yes, we look at them. 00:47:30
It's like, hmm, there is something wrong. 00:47:31
And they self-correct. 00:47:33
Whenever you give them time 00:47:34
and you don't interrupt their speech 00:47:36
and there is something wrong, 00:47:38
just change the order. 00:47:41
Do the S of the third person 00:47:43
and they get used to it. 00:47:45
This is more the language assistant 00:47:49
who takes them out maybe sometimes. 00:47:51
This is the next stage. 00:47:54
We have to focus on pronunciation, 00:47:55
which is quite different to speaking. 00:47:57
So this is another, 00:47:59
it would be like another purpose, 00:48:01
a different study, 00:48:03
how to focus on pronunciation. 00:48:04
But as long as they are being understood 00:48:06
and they understand each other, 00:48:09
this is the aim. 00:48:11
Because the language assistant says, 00:48:12
I understood it. 00:48:14
It was perfect. 00:48:15
I mean, when I correct them, 00:48:16
I take notes, 00:48:18
I take more mistakes, 00:48:19
I write more mistakes 00:48:20
than what the language assistant, 00:48:21
the native speaker writes. 00:48:23
And it's like, oh look, 00:48:25
I have wrote the S in the person, 00:48:26
the past, 00:48:28
and you say, no, that was fine. 00:48:29
I understood it. 00:48:31
So it's not important. 00:48:32
They are becoming fluent 00:48:34
and they don't have to be scared of talking. 00:48:36
They are aware that correcting 00:48:40
is part of the learning 00:48:42
and assessment is also part of the learning. 00:48:44
We try to praise them 00:48:47
and to feel them confident 00:48:51
that they are improving. 00:48:52
Even the Chinese, 00:48:54
it's amazing how she has improved so much 00:48:55
in the last term. 00:48:59
We try not to interrupt them 00:49:01
when they are talking. 00:49:03
Okay, I'm so sorry, 00:49:06
but we don't have more time. 00:49:07
Thank you very much, 00:49:08
Ms. Ryan. 00:49:09
Thank you. 00:49:10
Thank you. 00:49:11
We have got some time now 00:49:12
to do the slides we shared. 00:49:14
And at the end of the day, 00:49:16
we've got a self-assessment for our talk, 00:49:18
if you wouldn't mind. 00:49:21
If you wouldn't mind to read us 00:49:23
about the presentation. 00:49:25
Thank you. 00:49:27
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Thank you. 00:49:47
Thank you. 00:49:48
Thank you. 00:49:49
Take care. 00:49:50
Bye bye. 00:49:51
See you later. 00:49:52
Thank you, 00:49:53
auntie. 00:49:54
Yeah, 00:49:55
see you later. 00:49:56
All right. 00:49:57
Bye. 00:49:58
Goodbye. 00:49:59
Bye. 00:50:00
Well, 00:50:01
at least we have some other things 00:50:02
I could share with you that we'll get to 00:50:03
see more of. 00:50:04
I'll put more information in the description below. 00:50:05
And yeah, 00:50:06
lots of information. 00:50:07
All right, 00:50:08
we'll see you later. 00:50:09
Bye bye. 00:50:10
Bye bye. 00:50:11
Bye bye. 00:50:12
All right, 00:50:13
bye bye. 00:50:14
Bye bye. 00:50:15
Bye bye. 00:50:16
All right, 00:50:17
bye bye. 00:50:18
Bye bye. 00:50:19
Bye bye. 00:53:05
Bye bye. 00:53:08
The scientific method that has been used to carry out this study and the repercussions it has had and will have in the future. 00:53:35
Well, I start then directly. 00:53:43
As I was saying, this paper collects information from a larger study that has been carried out by this author in a high school education institute of the community of Madrid, 00:53:46
which was part of an ambitious development project of an innovation program to improve the educational offer in a public institute with a bilingual projection and give it an international dimension. 00:53:57
Until now, theater has been used as a tool for the transmission of feelings and emotions, 00:54:08
but from the experience that the author has had with bilingual productions carried out previously, 00:54:13
he intended to show that theater can also be a tool to achieve a probable improvement in the acquisition of the language through formal teaching. 00:54:18
The pedagogy used in language teaching is in need of innovation, and the author of this study intends to present alternative methods to the already existing methodological practices. 00:54:28
The scientific study that we will now see, on which this paper is based and on which a general vision is intended, 00:54:41
aims to test the effectiveness of the use of theater in English teaching as a second language or vehicular language in contrast to traditional pedagogical methods, 00:54:50
especially in the improvement of oral skills, mainly pronunciation and fluency. 00:55:00
Well, let's start to see a little the background of all this, the germ and how it originated. 00:55:07
Well, obviously everything starts from the personal interest of a group of people and mine for the theater and want to test the effectiveness of the use of theater in the classes, 00:55:15
not only as an extracurricular activity or out of the classroom, but integrate it into the daily practice. 00:55:27
And well, starting from that premise, obviously, of the personal interest of all of us, we decided to test, to demonstrate scientifically and not based on subjective impressions, 00:55:33
to prove that theater can be an effective tool, both in primary and especially in this case in secondary, which is the object of the study. 00:55:44
So, starting from all this, we are going to see a series of elements on which this project was built. 00:55:53
First of all, as you can see, we are going to see a series of places, the environment where this project was developed. 00:56:00
Well, as I told you before, the research was developed in a public institute of the community of Madrid, 00:56:05
which offers teachings from primary to secondary to high school, in addition to professional training in shifts of morning and afternoon. 00:56:11
It is a school located in a neighborhood in the southeast of the city of Madrid, an area surrounded by industrial areas and a complex road system. 00:56:18
Well, as for the students who are in that center, I will tell you briefly that it has a population of around a thousand students, 00:56:27
who come from very varied origins and, as most of you will know, they tend to be of medium-low social condition, working class, 00:56:36
and from the point of view of their origin, around 40% of them are emigrants from South America, countries in Eastern Europe and North Africa, 00:56:43
while 15% of them belong to the gypsy community. The rest of them would be students born in Spain. 00:56:52
There is a high degree of mobility among that school population of the center, since many of its students, 00:57:01
coming from other countries, enter the school throughout the school year, something that sounds to you, I suppose, 00:57:07
quite of your centers too, and join existing groups, in addition to students who leave throughout the course, 00:57:12
as was the case of the time during which the study took place, which we are going to comment. 00:57:18
Well, I would like to move on to comment on a series of reasons why it was decided to produce, to originate this study. 00:57:23
Well, the director of the center, where the author was, asked him to design and launch an innovation project 00:57:32
to improve the conditions of the center, which were in line with the requirements of the regional authorities in terms of education, 00:57:39
to finally transform a degraded environment into a more international center and finally turn it into a bilingual center. 00:57:46
or vehicular language 00:54:59
in contrast 00:55:01
to traditional pedagogical methods, 00:55:03
especially in the improvement 00:55:05
of oral skills, 00:55:07
mainly pronunciation and fluency. 00:55:09
Well, let's start 00:55:11
to see a little 00:55:13
the background 00:55:15
of all this, 00:55:17
the personal interest 00:55:19
of a group of people 00:55:21
and mine for theater 00:55:23
and want to test the effectiveness 00:55:25
of the use of theater 00:55:27
not only as an extracurricular activity 00:55:29
or out of the classroom 00:55:31
but integrate it 00:55:33
in daily practice. 00:55:35
Starting from this premise 00:55:37
of the personal interest 00:55:39
of all of us, 00:55:41
we decided to prove 00:55:43
scientifically 00:55:45
both in elementary school 00:55:48
and especially in secondary school, 00:55:50
which is the object of the study. 00:55:52
Starting from all this, 00:55:54
we will see a series of elements 00:55:56
on which this project was built. 00:55:58
First, as you can see, 00:56:00
we will see the place, 00:56:02
the environment where this project was developed. 00:56:04
Well, as I mentioned before, 00:56:06
the research was developed 00:56:08
in a public institute 00:56:10
of the community of Madrid 00:56:12
that offers teaching from primary to secondary 00:56:14
in shifts of morning and afternoon. 00:56:16
It is a school that is located 00:56:18
in a neighborhood in the southeast of the city of Madrid, 00:56:20
an area surrounded by industrial areas 00:56:22
and a complex system of roads. 00:56:24
Well, 00:56:26
as for the students 00:56:28
who are in this center, 00:56:30
I will briefly tell you 00:56:32
that it has a population of around 1,000 students 00:56:34
who come from very varied origins 00:56:36
and as most of you will know, 00:56:38
they tend to be social condition, 00:56:40
low average, working class 00:56:42
and from the point of view of their origin, 00:56:44
around 40% of them are emigrants 00:56:46
from South America, 00:56:48
countries in Eastern Europe and North Africa, 00:56:50
while 15% of them 00:56:52
belong to the gypsy community. 00:56:54
The rest of them 00:56:56
would be students born in Spain. 00:56:58
There is a high degree of mobility 00:57:00
among that school population 00:57:02
of the center, 00:57:04
since many of its students 00:57:06
from other countries 00:57:08
enter the school throughout the school year, 00:57:10
and join the already existing groups, 00:57:13
in addition to students 00:57:15
who leave throughout the course, 00:57:17
as was the case of the time 00:57:19
during which the study took place, 00:57:21
which we are going to comment on. 00:57:23
Well, I would like to comment on a series of reasons 00:57:25
for which 00:57:27
it was managed to produce, 00:57:29
to originate this study. 00:57:31
Well, the director 00:57:33
of the center, where the author was, 00:57:35
asked him to design and launch 00:57:37
an innovation project 00:57:39
to make the conditions of the center 00:57:41
in line with the requirements 00:57:43
of the regional authorities 00:57:45
in terms of education, 00:57:47
to finally transform 00:57:49
a degraded environment 00:57:51
into a more international center 00:57:53
and finally convert it 00:57:55
into a bilingual center. 00:57:57
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Idioma/s:
en
Etiquetas:
Miscelánea
Autor/es:
Dª.Paula López Cabello y Dª.María José Pedraja Fuentes
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
398
Fecha:
17 de enero de 2011 - 17:06
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:
00′ 29″
Relación de aspecto:
1.31:1
Resolución:
480x366 píxeles
Tamaño:
245.89 MBytes

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