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Mesa de comunicación: Promoting the CLIL Dimensions via Collaborative Teaching

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Subido el 17 de enero de 2011 por EducaMadrid

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Mesa de comunicación "Promoting the CLIL Dimensions via Collaborative Teaching" por Dª.Abbie Hibler, 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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Okay, so welcome. 00:00:00
Thank you everyone for coming. 00:00:17
And before I get started, I'd like to know a little bit about who I'm talking to. 00:00:19
Primary teachers, can I get a hand? 00:00:25
Primary teachers, secondary teachers, teachers who have worked with a language assistant 00:00:28
in the past. 00:00:34
Okay, great. 00:00:35
Just to know a little bit about who I'm talking to. 00:00:38
So today what I'm going to be talking about is the role of the language assistant working 00:00:40
with the teacher in the classroom. 00:00:45
First I'm going to talk a little bit about the roles that teachers take on together and 00:00:49
the challenges of team teaching together. 00:00:54
Then I'm going to talk a little bit about the methodology I used to do a study, about 00:00:57
this very large study, about team teaching within the bilingual schools. 00:01:01
Then I'm going to talk a little bit about how the best practice scenarios of team teaching 00:01:07
directly relate to promoting CLIL dimensions. 00:01:12
And I'll review CLIL dimensions before we get into it. 00:01:17
So let's get started. 00:01:19
Okay, so if anyone's unaware of who's team teaching in Madrid, who's working together, 00:01:21
we have head teachers and language assistants, right? 00:01:30
From now on you'll see HTs referred to as head teachers, the teachers, and LAs as language 00:01:36
assistants. 00:01:41
Head teachers are content teachers trained in the L2, L2 teachers trained in the content. 00:01:43
As most of us know, science, physical education, arts and crafts, music and English are the 00:01:47
subjects taught in English, right? 00:01:52
I'm going to go down to the auxiliares de conversacion. 00:01:55
So in Madrid, over 800 assistants. 00:01:58
Next year it'll be more than that. 00:02:01
Majority are North American college graduates in their 20s. 00:02:04
The program budget requires over 6.5 million euros annually and a staff to manage these 00:02:07
language assistants. 00:02:13
The language assistants receive three informational training sessions a year, okay, three. 00:02:16
And the LA can work for only two years in the CAM schools. 00:02:25
I think many of you know that language assistants are in the schools for two years and then 00:02:27
many go on and work in concertados. 00:02:31
So basically in the CAM we're training them and then a lot of times they go on and work 00:02:34
in the concertados. 00:02:38
LAs can work for 16 hours a week in a school, right? 00:02:40
So many times these 16 hours are divided into, can be up to 10 teachers, okay? 00:02:44
So let's get into it. 00:02:51
These are the LA functions according to the language assistant guide, the guidebook. 00:02:54
Help teachers plan lessons, follow the indications of the teacher and collaborate with them, 00:02:58
reinforce fundamental oral strengths of the students and promote cultural understanding, 00:03:04
encourage and promote students' motivation and interest in both the LA's native language 00:03:10
and country of origin. 00:03:14
This as language assistants is all that you get. 00:03:16
This as teachers is basically all you get too. 00:03:21
One of the problematic areas within this is if someone tells you, follow the indications 00:03:24
of the teacher and collaborate with them. 00:03:29
What exactly does this mean? 00:03:32
I'm going to collaborate with you. 00:03:34
I'm going to reinforce your oral strengths. 00:03:35
What does it mean to do this kind of stuff? 00:03:37
You can't tell a person, this is what I want you to do. 00:03:40
I want you to work on oral strengths. 00:03:42
Whose oral strengths? 00:03:45
How? 00:03:46
How do we do this, right? 00:03:47
That's what I wanted to study. 00:03:48
Just so you know, this idea of putting a native speaker and a non-native speaker together 00:03:53
is not new. 00:03:57
It's happening in Slovenia. 00:03:58
It's happening as a huge, huge program in Japan where, called the JET program, where 00:03:59
it's over 20,000 native speakers are put in the classroom with the non-native speaking 00:04:06
teacher. 00:04:14
Interestingly, though, in Slovenia, in Greece, in Japan, most of these native speakers are 00:04:15
working in the English classroom. 00:04:23
The English classroom, like EFL classroom, right? 00:04:26
They're not working in CLIL classrooms. 00:04:28
In the Madrid context, we're really unique in that the language assistants are working 00:04:31
in science, or physical education, or music. 00:04:36
Let's just talk about, first, a little bit of the challenges, no? 00:04:42
Roles. 00:04:47
Any time you're team teaching, there's going to be an issue of roles. 00:04:48
Who does what, when, and how? 00:04:56
How do we put two adults in the same classroom together and make it work, right? 00:05:03
Integration. 00:05:11
How do we make the language assistant an integral and beneficial part of our classroom? 00:05:11
How do we do this? 00:05:17
Planning time. 00:05:19
We don't have enough planning time as it is, and now we're planning for another person? 00:05:21
How can we do this? 00:05:25
Language issues, right? 00:05:27
I'm more comfortable. 00:05:29
I'm not a native Spanish speaker. 00:05:30
I'm always going to be more comfortable teaching Spanish without all of you listening to me. 00:05:31
That's just the way it goes. 00:05:37
I'm going to mess up on my por empara every time. 00:05:38
I'm going to use the subjunctive probably incorrectly 95% of the time. 00:05:40
There's this issue that having a native speaker in the classroom is a bit nerve-wracking. 00:05:45
Our students aren't going to notice our errors. 00:05:50
A language assistant is going to notice our errors. 00:05:53
Then we've got cultural differences, right? 00:05:57
Educational context. 00:06:01
The first time I was in the classroom, and one of the students was like, 00:06:02
Oye, profe, ven. 00:06:06
Oh my gosh. 00:06:07
That's how they, you know, that first name basis. 00:06:09
In the U.S., where I'm from, we don't call our teacher by their first name. 00:06:12
It's Mrs. or Miss, however it may be. 00:06:16
These kind of issues, for someone who's not been trained on this and don't know, 00:06:19
they instantly think, oh my, what a lack of respect here. 00:06:23
What's going on here? 00:06:27
Why is a student calling the teacher by their first name, right? 00:06:28
It's simple training issues, though. 00:06:31
Just telling that this is the educational context here. 00:06:33
It's natural, normal for students to call the teachers by their first names. 00:06:35
Learning styles, right? 00:06:41
Group learning, pair learning, project-based learning is not a typical, let's say, norm 00:06:44
here in Spain. 00:06:51
You know, in the British, students and teachers are used to doing almost everything in groups. 00:06:52
So here it's kind of shocking when you see that there's not a lot of group work going 00:06:59
on, right? 00:07:03
Okay. 00:07:05
And then, like I said before, the student-teacher relationship, it's a bit more informal. 00:07:06
There's not the Mrs., Mr., etc. 00:07:11
It's much better. 00:07:14
Group work. 00:07:16
We can do group work. 00:07:17
We've got two adults in the classroom. 00:07:18
Two adults. 00:07:20
Higher levels of motivation. 00:07:22
If any of you have worked with an auxiliar in the past, you know that students are motivated 00:07:24
to work with the auxiliar most of the time. 00:07:28
Authentic language, models of cooperation, lower student-teacher ratios, and more comprehensible 00:07:32
input. 00:07:37
The language assistance. 00:07:38
I'm not going to talk about it in this presentation, but I've also looked at the discourse of the 00:07:39
language assistance and how they are not just saying what the teacher says, but recasting 00:07:43
and repeating it. 00:07:48
So the kids are getting two inputs for everything going on in the classroom, if the language 00:07:49
assistant is repeating and recasting. 00:07:54
Okay, so these challenges and benefits, maybe you've all seen them in your classrooms. 00:07:56
But they're universal, basically, when we have team teaching with a native and non-native 00:08:03
speaker. 00:08:08
These ones, these two studies that come from here are from Japan. 00:08:09
So although they're really relative to us here in Madrid, they're from Japan. 00:08:13
So this is universal when we're putting people together to teach. 00:08:17
So quickly what I did for this study, because this doesn't really interest you. 00:08:23
First I did a questionnaire, and I sent it around to as many language assistants and 00:08:26
as many teachers as I possibly could. 00:08:30
I got, there were 60 language assistants and 60 teachers who filled out this survey. 00:08:33
Next I went and did observations and interviews. 00:08:38
I was looking for styles of team teaching, didactic activities, eliminatory examples 00:08:41
or brexit practice, and how best practice could. 00:08:47
This is what I did for the whole study. 00:08:52
It took me two years to get all this information and go through it. 00:08:53
More about it. 00:08:59
All right, so this is from the pilot questionnaire. 00:09:01
These are some of the results from the pilot questionnaire. 00:09:06
Like I said, 60 language assistants and 60 head teachers. 00:09:08
So as we can see here, most teachers enjoy working with a language assistant, and most 00:09:16
language assistants enjoy the program. 00:09:25
I think this is a positive thing. 00:09:32
This is saying that both head teachers and language assistants want that the language 00:09:33
assistant be more involved, but maybe we're just not sure how to get there, right? 00:09:38
But both parties want this. 00:09:43
And then, this I think is just extremely telling. 00:09:46
The last category we see, the head teacher has explained the expectations of the language 00:09:50
assistant, what they want them to do. 00:09:56
Yes. 00:09:59
Over 80% saying that, right? 00:10:01
Over 90% saying. 00:10:06
Over 90% saying that they have explained what they want the language assistant to do, where 00:10:08
about 65% of the language assistants are saying, I still feel lost. 00:10:15
I'm not sure what to do in class. 00:10:19
So somehow we're getting kind of a communication crossing, where someone's explaining what 00:10:21
they want, but the language assistants are still not feeling that they know what to 00:10:25
do. 00:10:29
Okay? 00:10:30
So. 00:10:31
Here's a little qualitative data from these. 00:10:32
In the questionnaire, kind of about opinions, and then the participants could write more. 00:10:36
So I think these are some of the interesting quotes from some of the participants. 00:10:44
For a language assistant saying, sometimes I get bored and feel the teacher didn't plan 00:10:51
well to incorporate me, that the language assistant wants to be involved. 00:10:55
Another language assistant saying that I have to improvise the class on the fly, true of 00:11:00
all seven teachers they work with. 00:11:03
Improvise on the fly. 00:11:05
You know, they get there, they're not sure of what's going to go on in class, and the 00:11:06
teacher's giving them a book saying, the water cycle, a la. 00:11:09
And the language assistant, not sure how to teach the water cycle. 00:11:12
Then, on the other hand, some head teachers saying, I think that only some are lazy. 00:11:16
So there's this kind of, there's this kind of idea that the language assistants are lazy, 00:11:22
they're here for a gap year, you know, woohoo, we're going to Seoul to have some beers. 00:11:26
Not the case all the time. 00:11:30
Maybe sometimes, but not always. 00:11:32
So I think that only some are lazy. 00:11:34
In many cases, teachers don't know what to do with them, and they're part of the furniture. 00:11:36
What a pity. 00:11:39
Another teacher saying, they're essential for children to listen to a native speaker, 00:11:42
and for teachers, a great help in terms of language. 00:11:45
Right? 00:11:48
Teachers do see the benefit of them, that they're helping students' language and their 00:11:49
own language. 00:11:52
And they're not prepared to deal with kids. 00:11:54
Right? 00:11:57
That a lot of these language assistants are right out of college, and they haven't had 00:11:58
any kind of educational experience since they were in school themselves as students, right? 00:12:01
So, okay. 00:12:07
From there, I moved on to what I did in the observation was I wanted to see, I should 00:12:12
say this first before I go on. 00:12:19
When I did the pilot study, the questionnaire, and sent it around to as many teachers as 00:12:22
I possibly could, it wasn't at all focused, right? 00:12:25
As many as, if you've got a friend and you can send it to 10 of them, send it to 10 friends. 00:12:31
However many you can, just to collect data. 00:12:34
Then when I did the observation, I observed classes of teachers that had been in a training 00:12:37
session that I had conducted the summer before, who had said that they had had fabulous experiences 00:12:44
with the language assistant program, and that they really enjoyed having the language assistant, 00:12:49
and that they used the language assistant in what they thought were innovative ways. 00:12:53
So it was a really, the observation was really quite focused. 00:12:57
Okay, so when I was there, what I saw. 00:13:00
Standard team teaching is the majority of what was going on. 00:13:04
Standard team teaching is that the language assistant and the head teacher are interchanging 00:13:07
roles all the time. 00:13:12
You're talking, then I'm talking. 00:13:14
You're talking, then I'm talking. 00:13:15
This is what I would consider ideal team teaching. 00:13:17
Right? 00:13:19
Again, these are best practice scenarios. 00:13:20
So standard team teaching was supportive. 00:13:24
It's like standard team teaching that both teachers are together in the classroom, but 00:13:29
there's one that definitely has the leader role, and there's one that has the supporter 00:13:34
role. 00:13:39
And they don't interchange, right? 00:13:40
The one is always leading. 00:13:42
The one is always supporting, okay? 00:13:43
Parallel team teaching. 00:13:47
This would be that you guys are one group, you guys are another group. 00:13:49
You're going to be in charge of this group, you're in charge of this group. 00:13:55
In the same activities, in the same classroom, but in two different groups. 00:13:58
Each teacher responsible for their group. 00:14:03
Okay. 00:14:07
Differentiated and reinforcement out of the class. 00:14:09
This is what I call pull-out style. 00:14:12
I'm sure a lot of you who have worked with language assistants are aware of this style. 00:14:14
You give the language assistant the material and out to the hall, right? 00:14:18
This happens a lot during trinity testing, or whatever the testing may be. 00:14:23
That the language assistant takes the students out into the hall and works with them, okay? 00:14:28
Sometimes differentiated would mean that the groups are just at random. 00:14:34
You four together. 00:14:37
Sometimes with reinforcement, the groups are divided by level, right? 00:14:39
That the students go in leveled groups, basically. 00:14:45
Okay. 00:14:49
And then, fabulous, wonderful results. 00:14:50
Slim piece of the pie, in peach, inactive. 00:14:53
That the language assistant is inactive, you know, standing off to the side. 00:14:58
One of these kind of numbers, waiting to find out what to do. 00:15:02
Very little of that in these cases, which is wonderful. 00:15:05
Okay. 00:15:09
Didactic methodology. 00:15:10
I'm going to quickly run through this so I can get to more. 00:15:11
The typical frontal teaching, yesterday in the, what was her name? 00:15:14
The woman from the U.S., Pam Wrigley. 00:15:21
When she was talking about teacher-fronted to student-fronted activities, right? 00:15:25
People would be totally teacher-fronted. 00:15:32
Down to individual, totally student-fronted, right? 00:15:36
The majority of what was observed in the science class was frontal interactive. 00:15:41
Because it didn't fit in frontal teaching. 00:15:46
It's not just me lecturing to you. 00:15:47
It's one of these, me talking a bit, you asking a question. 00:15:50
Or you, me asking you a question. 00:15:53
Or someone with their partner quickly talking about something. 00:15:55
This was really, really common in the science class. 00:15:58
Okay? 00:16:01
Commenting on pictures. 00:16:02
Commenting on the information. 00:16:03
And then group and pair work. 00:16:06
And then individual work. 00:16:08
Okay. 00:16:10
So, like I said, the majority is frontal interactive, is what's going on in the science class. 00:16:11
Now, I'm going to skip this for a minute. 00:16:16
I have five minutes. 00:16:22
Okay. 00:16:23
I'm going to quickly go through this. 00:16:24
So, if anyone wants, you can send me an email and I will give you the whole PowerPoint so 00:16:25
you can read it in a more relaxed way. 00:16:29
What I came to the conclusion is that the didactic activity, right, is probably the 00:16:32
most important thing in the classroom. 00:16:37
If you're doing pair work or group work, these are the two key points in integrating the 00:16:39
language assistant. 00:16:45
So, the didactic activity basically dictates the team teaching style, right? 00:16:46
If you're doing group work, you're most likely going to be doing standard team teaching. 00:16:52
Both teachers are going to have an equal role in revolving, in circulating, in making sure 00:16:58
the students are on task, doing what they needed to be doing during group and pair work. 00:17:03
Conversely, if the students, if it's totally frontal teaching, that's when we have a lot 00:17:09
of inactivity. 00:17:17
Because one teacher talking doesn't, I mean, what is the other teacher going to do? 00:17:19
Right? 00:17:24
With these kind of activities that were totally teacher-fronted, that's where I saw a lot 00:17:26
of the inactivity with language assistants. 00:17:30
Which then, once the language assistant is integrated in the class, we've seen that they 00:17:33
want that from the pilot study, you have the language assistant happy. 00:17:37
Then you have both stakeholders, the teacher and the language assistant, even happier. 00:17:42
Which then, from there, we can start promoting the CLIL dimensions, which I'm going to quickly 00:17:46
run through. 00:17:51
The CLIL dimensions, just to quickly say, culture, language, content, learning, environment. 00:17:53
Typical CLIL dimensions. 00:17:59
Okay? 00:18:00
Like I said, if you want this, you can have it. 00:18:01
I'm going to go quickly. 00:18:02
These were, to promote those four dimensions, like I said, you can have this PowerPoint 00:18:04
and I have to go quickly. 00:18:08
Those dimensions, right, I took those to see how to use those dimensions with using a language 00:18:11
assistant to promote these CLIL dimensions. 00:18:17
One of the most wonderful examples I saw was what I consider promoting the language, culture, 00:18:22
and learning dimensions. 00:18:29
What the teacher and the language assistant had done, they had made a library. 00:18:32
Not a library, but a library. 00:18:38
Meaning the language assistant and head teacher had created a library, an English library. 00:18:40
Students go to the library once a week. 00:18:45
They take their library book, their library card, and book report form. 00:18:47
The LA reads with the students. 00:18:52
Students read with the LA. 00:18:53
For the older kids, the LA corrects written language. 00:18:54
The key point of this was that the LA needed to have individual space, and most importantly, 00:18:58
the teacher thought that for the kids to take it seriously and not goof off with the LA 00:19:04
and do whatever, like woohoo, we're going to the library to have fun. 00:19:10
This needed to be included in the curriculum. 00:19:13
The students, once they left the library, they had a piece of paper that they had to 00:19:16
give to their teacher that reported how they did in library. 00:19:20
That was part of their grade in class. 00:19:24
It wasn't just going to go. 00:19:27
It was that they actually had to go, and they got something out of it. 00:19:31
I think both ways, for the language assistant, it made them feel like, hey, I'm really doing 00:19:35
something here. 00:19:38
What I'm doing counts. 00:19:39
For the students, they enjoyed doing it. 00:19:41
For the teacher, they actually got something out of it. 00:19:44
The language assistant was really doing something with the students. 00:19:46
How am I doing on time? 00:19:50
Two minutes. 00:19:52
All right. 00:19:53
Okay. 00:19:54
The next one, so that's one example. 00:19:55
The next one was for content and learning. 00:20:00
In this example, the LA was the LA scientist. 00:20:04
Every unit, the language assistant was in charge of creating a science experiment. 00:20:09
The teacher gave them the material, not the materials. 00:20:15
The teacher gave them the content. 00:20:17
We're working with the water cycle, whatever it may be. 00:20:20
We're working with materials. 00:20:23
Google search it, wherever you can, to find an experiment we can use in class and create 00:20:24
that actual experiment. 00:20:30
The day that I was observing, they were doing a materials test where the language assistant 00:20:32
had created different tables, water on the table, checking if things were breakable, 00:20:36
if they were waterproof. 00:20:42
The language assistant had created the whole thing. 00:20:44
The students watched as the language assistant and the teacher together demonstrated how 00:20:47
to do it. 00:20:52
Then, they modeled their behavior with both teachers then as the students were doing the 00:20:53
experiment, walking around, making sure the students were on task, helping with language. 00:20:57
All right. 00:21:04
The last one, electronic PALS, was that one of the language assistants, this is head, 00:21:08
students had pen PALS. 00:21:17
The students prepare ICT-related projects for their PALS. 00:21:19
All the correspondence took place virtually. 00:21:22
The language assistant had used their contacts in the UK to make these connections with schools 00:21:25
so that they could have these interactive PALS. 00:21:31
Promoting the dimensions of CLIL, I mean ICT, cross-cultural and personal reflection. 00:21:35
I love this. 00:21:40
The day that I was there, they were thinking of making PowerPoints about Spain. 00:21:41
The students said, well, I don't know what to write about. 00:21:45
I don't know what to talk about of Spain. 00:21:47
We always think of promoting cross-cultural, but we never think respectively about ourselves. 00:21:48
The students were like, what did we do here that they don't do there? 00:21:54
They came up with all kinds of fabulous ideas, bullfighting, Real Madrid, the tortilla batata, 00:21:57
how to make it, the language of how to do it, how to flip it and put the plate on top. 00:22:02
They gave these full instructions on how to do it. 00:22:06
Language. 00:22:11
In this aspect, authentic written language. 00:22:12
Their pen PALS are writing to them with this authentic language. 00:22:15
Hey, how are you? 00:22:18
Not just the, how are you today? 00:22:21
I am fine today. 00:22:22
It's really authentic language, but written informal language. 00:22:23
And technical vocabulary. 00:22:28
During these presentations, the kids are doing PowerPoints. 00:22:30
They're making videos. 00:22:33
During this time, they're learning words like, put the USB in and upload the file. 00:22:35
Right? 00:22:42
Very, very specific technical vocabulary, which can be used later on in life. 00:22:43
And, yeah, okay. 00:22:48
My last thing I want to say is about language. 00:22:56
A lot of times we think that the language assistant is there for the student's language. 00:22:59
From what I've observed, in classes where the language assistant is really active and 00:23:04
taking part in the classroom, from the interviews also, the teachers have said that they feel 00:23:08
that maybe the language assistant scheme won't be forever. 00:23:15
At some point the government might say, this is costing us too much money. 00:23:18
We don't know. 00:23:22
What the teachers feel is that, first of all, the language assistant is helping their language 00:23:23
development. 00:23:28
How do I say that the kid, me acordado, o sea, whatever they say in class, the teacher's 00:23:29
asking the language assistant, how do I make them say that in English? 00:23:37
Right? 00:23:40
How do I say he cut the line? 00:23:41
Right? 00:23:42
These words that are always in Spanish. 00:23:43
How do I say this? 00:23:45
Esta mola un monton. 00:23:46
How do I say that? 00:23:48
How do I say that so the kids can actually say that in English? 00:23:49
Then to student's language, which is what the language assistant does do, definitely. 00:23:53
The last thing about cultural information, I put it in the pyramid at the top like that 00:23:58
because having the language assistant in the classroom is not enough to say that just me 00:24:01
being American standing here doesn't make me promote to you any kind of my culture. 00:24:08
There has to be set objectives for us to know how to incorporate culture into our content 00:24:13
classes, especially in science. 00:24:20
One of the examples I saw in this was that when they were doing the temperature graphs, 00:24:23
they had the temperature graph for Spain and one of the language assistants was from Wisconsin 00:24:27
and they had the temperature graph from Wisconsin so that they could use these cultural ideas 00:24:32
in the science class. 00:24:38
Like I said, I don't have enough time to talk about the whole study. 00:24:41
If you want a copy of the PowerPoint, just email me. 00:24:44
You have my email and you can read it having a coffee, relaxed. 00:24:48
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Idioma/s:
en
Etiquetas:
Miscelánea
Autor/es:
Dª.Abbie Hibler
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
558
Fecha:
17 de enero de 2011 - 16:33
Visibilidad:
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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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