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Sheltered Instruction: The Art of Making Content Comprehensible while Promoting English Language Development

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Subido el 12 de enero de 2011 por EducaMadrid

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Ponencia Dª.Pamela Wrigley (Senior Education Specialist en el Eastern Stream Center on Resources and Training, Virginia, EEUU): "Sheltered Instruction: The Art of Making Content Comprehensible while Promoting English Language Development" celebrada 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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All right, yeah, I think sheltered 00:00:00
instruction, or any instruction, there's an art to it, to do it well, and that's why I'm 00:00:29
calling it that. 00:00:35
And I'm very pleased to be here. 00:00:38
I do feel, after spending two years in Madrid, years and years ago, unconfessable years as 00:00:41
she says, that it's mi segunda casa. 00:00:45
I always feel welcome when I come here. 00:00:49
The first year I was here, I lived on la calle Huertas, con una señora, and Huertas is like 00:00:51
the happening place now, so I still go back. 00:00:58
I was there yesterday. 00:01:01
Okay, so I know I'll be using, and I'm going to, like a good teacher, I'm going to help 00:01:03
you with some terms I'm going to be using today, but it is all content-based instruction 00:01:09
that we've been talking about, and Fred Genesee referred to it this morning as well. 00:01:14
It's an international movement, really, which has been very successful, and the term, actually 00:01:19
I'm going to get to the vocabulary in a minute, but I want to give you, there's something 00:01:29
in the U.S. we do, and maybe you have the same in Spain, which is good news, bad news. 00:01:32
Do you have that kind of thing that you do here? 00:01:36
Do you want the good news first or the bad news? 00:01:40
I'll give you the bad news first, which is that bilingual education in the U.S. is not 00:01:43
well supported, and I'm not going to go into great detail about that. 00:01:52
Some of you probably read about it. 00:01:56
Some of the principal reasons are, in almost like England, we are a big island where most 00:01:59
people think that everybody else should learn English, and we have some states that actually 00:02:05
pass laws that are called English-only laws, so you get the picture. 00:02:10
So that's the bad news. 00:02:16
However, as Mr. Genesee mentioned this morning, we do have what are called dual-immersion 00:02:18
programs, limited but increasing, where mostly they start, and it's the 50-50 model, generally, 00:02:24
like your Madrid model, and they're very successful. 00:02:34
So there is support for those, you just can't call them bilingual. 00:02:37
So anyway. 00:02:41
The good news is that the U.S. is really, I think, at the forefront in many ways in 00:02:43
the content-based instruction area. 00:02:50
Those of us that have been supportive of bilingual over the years thought, okay, well, we still 00:02:52
are going to support bilingual and not say the word, but what we really want is for our 00:02:58
large immigrant population to learn English as quickly as possible. 00:03:04
Now one of the reasons that bilingual education really lost its reputation and such in the 00:03:08
U.S. was that in large states like California, they were having major issues with staffing, 00:03:16
which I have heard you all mention and your program administrators had mentioned. 00:03:23
It's a huge challenge to find that number of teachers that know both languages equally 00:03:27
well, and I know you all can understand that challenge. 00:03:35
So what happened was they would let bilingual programs go forward that weren't of the best 00:03:38
quality, and then you had students that were coming out of those programs with low levels 00:03:43
of English and low levels of Spanish, and then nobody could defend it because they couldn't 00:03:48
say that these programs were being effective. 00:03:53
So those are just a little background for you to understand the situation in the U.S., 00:03:55
and frankly, why content-based instruction is something everybody can support. 00:04:00
And it has a lot to do with CLIL, as we will point out throughout this, and we'll be hearing 00:04:06
really throughout the conference. 00:04:10
So bad news aside, and the good news is the content-based instruction. 00:04:13
Let's move on to, and there I am, hi, the workshop objectives. 00:04:18
We're going to analyze and understand, oh, I forgot to run you through the vocabulary. 00:04:25
Right. 00:04:28
I said I would do it like a good teacher. 00:04:29
So the term sheltered. 00:04:32
Raise your hand if you've heard the term sheltered instruction, besides from me, I mean. 00:04:35
Okay. 00:04:40
Kind of. 00:04:41
You know what shelter is in Spanish, okay? 00:04:42
And it really is like CLIL. 00:04:46
It's just what we're calling it in the U.S., and I looked, it's funny, I looked up the 00:04:48
various Spanish meanings for shelter, and it was proteger, abrigar, amparar, all of 00:04:53
that, but there is a sense of protecting the students from, what, the storms of the regular 00:04:59
curriculum, something like that. 00:05:06
But it is kind of a nice, when you think of sheltered, and when I ask teachers in the 00:05:08
U.S., what is the body language you use when you think of shelter, and they do this. 00:05:12
You know, it's like covering the student and protecting them. 00:05:18
So I like the term, but perhaps you haven't heard it before. 00:05:22
Another term that we use commonly in the U.S. is differentiated instruction. 00:05:26
You heard that term? 00:05:31
You can imagine what it means, but it's commonly used to help teachers understand that, yes, 00:05:33
you have your curriculum to teach, but you need to concentrate on the individual students 00:05:39
within your classroom and differentiate your instruction, in this case, for English language 00:05:47
learners. 00:05:53
You can't just do the same thing with them that you would for all of your students. 00:05:54
And that's a hard sell sometimes for mainstream teachers, but they like the term. 00:05:58
It makes sense to them. 00:06:03
And then scaffolding is another term that we'll be using, which I think you all are 00:06:04
familiar with, and that, again, is, we haven't been able to translate. 00:06:08
We talked about andamiaje, but anyway, it's not used the same in Spanish. 00:06:14
I think apoyo is probably the best Spanish term for what's scaffolding, but it's a term 00:06:20
that's used a lot in the U.S., again, when the students are at the beginning stages of 00:06:27
learning language, that you offer as much support as possible, and then as they learn, 00:06:32
you take the supports away until they are able to do things on their own. 00:06:37
It's a very long, years-long process, usually. 00:06:42
And then the other thing you'll see in my handouts and such are ELLs, which is our term 00:06:46
for students whose English is their second language. 00:06:52
They used to be called limited English proficient. 00:06:57
People thought that was too negative, so the research community started calling them English 00:07:01
language learners, and that has stuck pretty much. 00:07:07
So you'll see that terminology in my handouts as well. 00:07:09
So with that being said, now you have all your vocabulary that you need for today. 00:07:13
So that's great. 00:07:17
So let's go over the objectives. 00:07:19
So you're going to analyze, or we are going to analyze and understand the components of 00:07:21
the research-based, what is called the Shelter and Instruction Observation Protocol, and 00:07:25
we're not going to get hung up on the term, but I'll explain that when we get to it. 00:07:30
We are actually going to view a model teaching vignette, and I have an activity for you to 00:07:34
do while you're viewing the vignette, and then also identify techniques to scaffold 00:07:39
and use language objectives to promote different levels of understanding. 00:07:44
So here's a quote from a long time ago. 00:07:49
You can see 1982. 00:07:52
So CBI, CLIL, whatever you want to call it, has been around for many, many years, and 00:07:54
I've been around that long too, so I've seen the genesis of content-based instruction, 00:08:02
and it has taken a long time to reach the level that it has now, but everybody feels 00:08:08
very good about the research base, about the frameworks that are being developed, but it 00:08:13
took 20, 30 years to get here. 00:08:18
But notice this quote very much applies to what we're talking about today. 00:08:21
And what does the research say? 00:08:26
And there's all kinds of research. 00:08:28
I'm just giving you an overview here, and certainly Mr. Genesee and Jim Cummins will 00:08:30
give you much more of that. 00:08:35
But you can see here the different elements to what the research says, and this area really 00:08:38
shows a lot of advantages, as we saw this morning, to students being taught in this 00:08:46
manner. 00:08:51
They're making very good progress. 00:08:53
And the other thing that's a good sell in the U.S. for this approach is that it's an 00:08:55
approach that teachers can use, because in the U.S., the immigrant students are placed 00:08:59
in the classroom with all other students, and so the teacher has to modify their instruction, 00:09:05
but what they're finding, which is very interesting, is that the sheltered instruction techniques 00:09:12
are benefiting all their kids, not just their ELL kids, and that is kind of a revelation 00:09:17
to some of the teachers. 00:09:22
The other thing, I was talking to some colleagues yesterday, is a lot of the initiatives, I 00:09:24
don't know how you all have it, but in the U.S., there's a lot of school reform, a lot 00:09:31
of initiatives around reading, literacy, science, you name it, and the struggling schools have 00:09:36
all these initiatives that come to their school, and what's interesting is if you do a crosswalk 00:09:42
with all of the top initiatives, research-based initiatives, you'll find that we're coming 00:09:49
to agreement, and I think internationally as well, we're coming to agreement on what 00:09:55
is good teaching. 00:09:59
I've never seen that before in my career to this extent, and I think that's very exciting. 00:10:01
The fact that I can look at CLIL framework, look at the sheltered instruction framework, 00:10:05
and see incredible similarities, to me is a good thing. 00:10:12
It means that we're really on to what is good teaching and learning. 00:10:15
Okay, and not to mention what the brain research says about bilingualism. 00:10:20
This is what's so frustrating to me, that there isn't more support for it in the U.S., 00:10:27
because it simply makes kids smarter. 00:10:31
It really does, and this is an interesting article. 00:10:33
If you want to look it up on the internet, this Los Angeles Times article has a lot of 00:10:37
detail about what the latest brain research is showing on the advantages of especially 00:10:42
early bilingualism, finding that young kids deal much better with levels of abstraction, 00:10:46
ignore misleading information, focus attention, switch tasks easily, make connections that 00:10:52
the other kids wouldn't make. 00:10:59
I think that's also very exciting, and with the new brain imaging, they can show how the 00:11:01
brain is impacted by bilingualism, and it usually is very dramatic and very positive. 00:11:05
Okay, so let's look at SIOP for a moment. 00:11:11
As I said, and I don't want to go into this, it's a little odd, this observation protocol, 00:11:16
but the reason it's called that is that it began as a tool, an observation tool, and 00:11:21
it was a framework that was derived from observing practices of teachers who were scaffolding 00:11:29
and modifying and adapting their instruction to the needs of their second language learners. 00:11:33
The term sheltered instruction was used all over the country, and nobody agreed. 00:11:40
When the researchers started to ask people, well, what is sheltered instruction to you? 00:11:44
They all had a different story. 00:11:49
They thought, this is not good. 00:11:51
We need to find out what good sheltered instruction, what effective sheltered instruction is, and 00:11:53
then put it in a framework so that we can then pass along the information more effectively 00:11:59
to mainstream teachers, and that's what this is. 00:12:05
It really is among the most popular tools in the U.S. for training teachers in how to 00:12:09
do content-based instruction. 00:12:15
Okay, so sheltered instruction, this is the official definition, a means for making grade-level 00:12:18
academic content more accessible for English language learners while promoting language 00:12:27
development. 00:12:31
Not a surprise. 00:12:32
And also, one aspect of sheltered instruction, which I don't know that much about CLIL, 00:12:34
so it may be a key aspect as well, they really dwell a lot on what they call language objectives. 00:12:38
And I don't know if CLIL has that aspect. 00:12:47
I imagine they do. 00:12:49
Maybe they don't call it that. 00:12:50
But in the U.S., this is what is the biggest stumbling block for teachers that are being 00:12:52
trained in sheltered instruction. 00:12:57
They know about content objectives, but when they hear about language objectives, they're 00:13:01
kind of like, well, what do you mean? 00:13:05
Is that just grammar? 00:13:06
And actually, it isn't. 00:13:08
It could be grammar. 00:13:10
It could be if you're teaching about expository writing, for example, that you have a certain 00:13:11
model of how the students, or perhaps a verb tense that you want them to be learning. 00:13:19
Or it can also be the aspect of language, the domain of language that you would like 00:13:26
the child to be using to meet whatever content objective there is. 00:13:31
And I'll be giving you more examples of language objectives later. 00:13:36
But the key, the neat thing about language objectives with teachers is they have to start 00:13:39
asking themselves some serious questions about what is the language I need? 00:13:44
What is the language a student will need to comprehend this lesson and to produce what 00:13:50
they need to produce within the lesson? 00:13:56
And that's, to me, the real beauty of thinking and forcing teachers to think about, okay, 00:13:58
we have your content objective, but how are you going to get there? 00:14:04
And what kind of language are you going to be asking the students to practice and use 00:14:07
in getting to the objectives? 00:14:12
Okay, questions like, where are my students developmentally? 00:14:14
What vocabulary and content are they likely to need help with? 00:14:20
And this is where the differentiation comes in, too, because not all your students will 00:14:24
be at a level that is the same. 00:14:28
And how would I, and the other thing that's really key is how will I ensure that all the 00:14:33
language domains, listening, speaking, reading, and writing, are being practiced? 00:14:36
That's often, especially as the students move up the grades, the teachers start talking 00:14:42
more than they did in the lower grades. 00:14:47
And so a lot of the, especially the, well, the listening is, but again, listening, unless 00:14:50
it's scaffolded, is just gobbledygook for students that are listening to a lecture, 00:14:56
for example. 00:15:03
They don't know the vocabulary of the lecture, they don't know the context of the lecture. 00:15:04
Just hearing the teacher talk won't get them there. 00:15:07
So very important to really cue in on and focus on what exactly is the language that's 00:15:10
going to be needed for the lesson that we're doing today. 00:15:18
Okay? 00:15:22
Now, here are the, and in the handouts that I've given you, and those of you that did 00:15:23
not receive them, don't worry, there are more getting out as you leave the room. 00:15:27
So there, notice there are eight components. 00:15:34
And I think when you do look at the framework, you're going to be interested how close it 00:15:38
is to the CLIL materials, and how many, even sharing some language around what is good 00:15:43
content-based instruction. 00:15:49
But we don't have time to go over all eight elements today. 00:15:51
I've highlighted the two that I would like to focus on today. 00:15:55
The first one is building background, the second one is strategies. 00:15:59
But I invite you to also, one of the handouts that you received, or will receive, is this 00:16:04
one that has, I guess it's like PSYOP in a nutshell. 00:16:10
It has all of the PSYOP components nicely summarized, so that you'll be able to get 00:16:14
a sense for it yourselves. 00:16:18
Okay. 00:16:21
All right. 00:16:22
And then, notice I've done this on purpose, because I keep talking about how close CLIL 00:16:24
is to it. 00:16:28
And I've made specific examples here, where you have clearly defined content objectives 00:16:29
for students, and then the CLIL language specifies the planned content outcomes for each lesson. 00:16:35
Pretty much the same thing, right? 00:16:42
And then clearly defined language objectives for students, and CLIL talks about focusing 00:16:43
corrective responses on content and language outcomes based on the lesson, and then they 00:16:48
go on to talk about developmental levels of the learner. 00:16:52
So, you can see the similarities. 00:16:55
Again, in preparation, content concepts appropriate, supplementary materials used as much as possible, 00:16:57
adaptation of content to all levels of student proficiency, and then meaningful activities. 00:17:05
Basically, they're trying to encourage more hands-on, less textbook-oriented activities, 00:17:11
and having the students practice as much as possible in reading all of the domains, not 00:17:17
just one mostly listening, which is what a lot of students end up doing. 00:17:24
And the SIOP has a very high bar. 00:17:30
They talk about 90 percent, that the students should be engaged 90 to 100 percent, they 00:17:32
even say, of the time. 00:17:39
And that is a high bar. 00:17:41
In other words, it's the teacher really setting up as much as possible, facilitating the learning, 00:17:42
having the students practice among themselves, in groups, individually, in class discussions, 00:17:52
that is really, I think, part of the reason why this is so effective. 00:17:59
Okay, so let's look at building background for a moment. 00:18:03
Okay, this is the first component that we're going to go over, and again, this is just 00:18:08
the SIOP language, but you see concepts linked to students' background experiences, very 00:18:12
important, links explicitly made between past learning and new concepts, and then key 00:18:19
vocabulary emphasized. 00:18:24
Three key elements. 00:18:28
Now, this one is a quote that I like, because it's absolutely true, and we talk about vocabulary 00:18:29
and such, but students can't comprehend anything that they can't connect to in their own minds. 00:18:36
I thought of an example with some of our immigrant students, and as Rosalie said, I have worked 00:18:46
over the years with what are called migrant children in the U.S., and these are children 00:18:54
of migrant farm workers who travel from one place to another, and they're mostly Mexican, 00:18:59
picking crops. 00:19:05
And so, one of the most common activities, when you get back to school in the fall in 00:19:07
the U.S., they talk about summer, right? 00:19:14
And almost everybody, although we always hated it, was, what I did on my summer vacation, 00:19:17
right? 00:19:22
It's kind of like, oh, here it comes, you know, and then you have to write something 00:19:23
for the teacher about what you did. 00:19:27
And we talk about camp, and we talk about, you know, riding lessons, or we, you know, 00:19:28
whatever. 00:19:34
I mean, all those fun things we did. 00:19:35
We went to the pool, and it was amazing, because when I first started working with migrant 00:19:36
education, my kids would come to me, and they'd say, I don't know what the teacher 00:19:42
wants me to write. 00:19:46
What is vacation? 00:19:48
I worked all summer, right? 00:19:51
I was helping my parents, you know, 12 hours a day, and wow, that was a shocker for me. 00:19:53
You know, you have these aha moments as a teacher, and so that's what we're talking 00:19:59
about here, is not assuming, and of course, this is a different context. 00:20:04
You have, you know, you're very familiar, your students are in a setting that they're 00:20:08
familiar with, but you still have immigrant students, I know, in your schools, and also 00:20:13
students from varying backgrounds, you know, students that might not have the resources 00:20:19
that other ones have, and we should always be conscious when we're giving out assignments 00:20:23
and such that they're going to be meaningful assignments to the various students that we 00:20:26
have, and if they're not, then, and we help the teachers figure out a way to bridge this, 00:20:32
and then, yes, you could talk about what you did this summer, but not, you know, not 00:20:38
assume that everybody's out at camp at the pool. 00:20:42
Have them talk about their summer, sure, but let's, you know, talk in a broader context 00:20:45
about what you did during the summer, not all those fun things that you did, so that's 00:20:49
just an example. 00:20:55
Okay, and so vocabulary isn't enough, but vocabulary's very important, so once the students 00:20:57
have the concept, the vocabulary, of course, is absolutely key to understanding the lesson, 00:21:04
and I'm just showing you different evidence that you have, that vocabulary knowledge is 00:21:12
central to reading achievement, nothing that we don't know, I'm sure, and that vocabulary 00:21:19
knowledge is virtually indistinguishable from reading comprehension, okay, so some of you 00:21:24
that maybe have studied reading know that, and this surprised me when I saw it, was that 00:21:32
if a student knows 95% of the words in a given text, they can usually infer meaning. 00:21:38
Think about that, 95% is a lot, right, I assumed it would be, I don't know, when somebody asked 00:21:46
me that, I thought, well, 60%, maybe half, you know, and then they can kind of guess, 00:21:54
but not really, especially as they're moving into the academic area, so this gives you 00:21:59
pause and helps you to understand the importance of focusing, really, on vocabulary, and then 00:22:03
also that vocabulary will be easier, of course, for your students that have a concept in their 00:22:10
first language already, I'm just thinking in science, for example, the example of photosynthesis, 00:22:20
which is what in Spanish, photosynthesis, I thought so, yeah, and that's the thing that's 00:22:28
so interesting, especially between Spanish and English, the number of cognates in academic 00:22:33
language is incredible, so, yeah, I mean, there is so much cross-referencing and strengthening 00:22:38
really of vocabulary, it's almost like just a letter here or there, and certainly pronunciation 00:22:47
is different, but beyond that, you really have a good basis for that cross-referencing, 00:22:51
but the difference between that and a student who comes to you that knows nothing about 00:22:58
photosynthesis and also needs the vocabulary, so there's a huge difference between a student 00:23:03
who just needs to know the English for the Spanish that they already know versus having 00:23:09
to build background entirely on what photosynthesis is, so there's a tremendous amount of transfer 00:23:15
that also Mr. Genesee talked about this morning. 00:23:21
Okay, decoding, I'm just going to skip through these because it's more about reading, but 00:23:25
decoding is the term we use in the U.S. for being able to look at text and read it aloud, 00:23:31
for example, but as we know, and I don't know, this probably happens, I can't imagine it 00:23:38
wouldn't in every country, where you have students that will be able to read like this 00:23:44
paragraph here, and then you say, okay, what's this about? 00:23:49
And they look at you like, huh? 00:23:56
You mean I'm supposed to understand something here? 00:23:59
I read it for you. 00:24:01
I'm so proud. 00:24:02
I read it for you. 00:24:03
So decoding is only part of comprehending a text well. 00:24:04
Okay, and then the other thing that's also very important is establishing an affective 00:24:10
connection with language and books, that the student, you make those personal connections 00:24:16
that part of building background, linking to their own experiences makes it a much more 00:24:21
powerful experience for them. 00:24:27
Okay, now here are some overview conclusions based on synthesis of vocabulary instruction, 00:24:29
and I think these are just, I'll let you read them. 00:24:37
They're just very helpful. 00:24:40
You're probably using a lot of these yourself, but I thought it was a nice summary of vocabulary 00:24:41
instruction and what the students, what will help students in learning vocabulary. 00:24:47
This one about vocabulary self-collection strategy is the people that devised the SIOP 00:24:54
are extremely supportive of this particular technique, which is having the students, giving 00:25:01
them, modeling for them how to choose the important vocabulary in an academic text, 00:25:10
and they need some modeling at first, and some, you need to show them how to do it, 00:25:16
but once they get the knack and once they start to trust their judgment, it really is 00:25:20
a very powerful strategy, and then they can have their own personal dictionaries, and 00:25:25
they begin to work more independently, and instead of always saying to you, well, what 00:25:30
does this mean? 00:25:35
What's important? 00:25:36
What's important? 00:25:37
And they've just found it a very powerful strategy to use, and if you actually looked 00:25:39
up VSS on the internet, you would probably find a lot of great descriptions of how to 00:25:44
model that. 00:25:50
Mnemonic strategies and devices, anything that will help the students remember, and 00:25:52
then their own personal dictionaries, which they can also put their own stamp on. 00:25:55
Students should be immersed in words, as much practice as possible, word walls, comparing, 00:26:01
contrasting, cognates, we've already talked about cognates, and how powerful that is. 00:26:05
Okay? 00:26:11
And then lastly, students should build on multiple sources of information to learn words 00:26:12
through repeated exposures. 00:26:16
Okay. 00:26:17
All right. 00:26:18
So let's move on to strategies, which is the second area that I'm going to highlight, and 00:26:20
yeah, get a drink of water here. 00:26:25
So you see the PSYOP strategies here are ample opportunities for students to use the strategies, 00:26:32
scaffolding techniques throughout the lesson. 00:26:37
And then another thing that's very important is varying your question types. 00:26:40
Not just always basic, basic questions. 00:26:46
Having students, encouraging them to think, and you'll see in the video lesson that we're 00:26:50
going to see, you'll see a very artful way, ways that the teacher does this. 00:26:54
And what's hard to get across to some teachers is because the students have limited English, 00:26:59
they think that their thinking is limited as well. 00:27:06
And it takes some doing, but if you can model for the teachers and they can see how it has 00:27:11
an effect with the students, the students are able to think in deep ways, but for the 00:27:16
time being, they need scaffolding to express what they're thinking. 00:27:21
So they might be thinking in their first language, whatever, that's okay. 00:27:26
But what they need help with is how to tell you the complexity of what they know. 00:27:31
And that's often hard to get across, but very, very fruitful and really has, it's more interesting 00:27:37
for the students as well. 00:27:44
Instead of always the basic, what year was it, who was in the story, I mean, they can 00:27:45
answer those too, but you're not really asking them to think in sophisticated ways if you 00:27:50
do that all the time. 00:27:55
And just to go back to some of the, those of us that have studied education know about 00:27:57
Vygotsky, and he's, I just think this is so simple, but to me, this is the core to the 00:28:03
art of teaching. 00:28:14
It's called the zone of proximal development, and it's interesting where you, it's really 00:28:15
trying to, the best you can, figure out where the student is developmentally, and then you 00:28:23
do what is called plus one, you take them to the next level. 00:28:29
Now what happens often is, especially with immigrant students in the U.S., teachers, 00:28:33
they fall into kind of two camps where they expect too much perhaps, in other words, they 00:28:41
don't know how to differentiate, so they just say, well, no, I mean, these students will 00:28:47
get it if I just do the same thing with them that I do with everybody else. 00:28:51
So the students are left behind, especially, this especially occurs as they move up the 00:28:57
grades into high school. 00:29:00
Primary school, there's a little more of the hands-on that are, that is just kind of natural 00:29:02
for the, for the grades, but this is especially an issue as they move on in the grades. 00:29:07
And then the other issue, which often is not discussed, is teachers expecting too little. 00:29:13
And I almost find this more of an issue with immigrant students in the U.S. than the expecting 00:29:23
too much. 00:29:29
You know, the kind of, oh, I'll give them a break, you know, they just got here, they 00:29:31
don't know much English, you don't really have to do it that way, or, you know, just 00:29:35
not really expecting much of the student, which the student then, you can imagine how 00:29:42
they respond. 00:29:45
Oh, good, less work for me, right? 00:29:46
And so it just, either way is not good. 00:29:50
What we're looking for is that middle road, like the just right in teaching, we're always 00:29:53
looking for the just right. 00:29:57
Where are they, and how am I going to help them get to the next level, okay? 00:29:59
All right, so scaffolding I've already described. 00:30:08
This is an interesting way to think about scaffolding, I think, which is verbal scaffolding. 00:30:14
There are three terms, verbal, procedural, and instructional. 00:30:23
And that helped me a lot because there are different ways or filters to look at scaffolding 00:30:29
through. 00:30:34
And verbal scaffolding, examples of it are things like paraphrasing, using think alouds 00:30:35
where the teacher maybe is describing a process and talks about it while he or she is doing 00:30:41
it, and then the students get to not only see it, but they get to hear the teacher talking 00:30:50
about how they're doing it. 00:30:56
Providing correct pronunciation by repeating students' responses, and then slowing speech, 00:30:58
making sure that you're not talking too quickly and running sentences together. 00:31:04
Okay. 00:31:10
A lot of you will be familiar with sounds that are difficult for Spanish speakers. 00:31:11
And these are important to know, because they're any sound that is not equivalent, in other 00:31:18
words, they're, well, like when we were learning Spanish, the famous double R, right, it's 00:31:25
impossible for American kids, right? 00:31:32
They can't do the R. I can't even do it, I haven't been to Spain in so long. 00:31:36
But just like any language, you have your challenging sounds, and it's important to 00:31:42
have the students practice as much, the more they hear, the better they get. 00:31:50
And for a time, they're not going to be able to make the sounds, because their brain has 00:31:54
to get used to it, and then their mouth also has to get used to making the sounds. 00:32:00
So this is just important to know. 00:32:06
And of course, the big challenge for English is the small A, the long A, the vowels are 00:32:09
terrible. 00:32:17
You know, and the vowels are so much simpler in Spanish, so much clearer, that it's a shame 00:32:18
that the kids have to learn all the nuances of English. 00:32:25
Okay, procedural scaffolding. 00:32:31
Now this is interesting, because, and I hadn't thought of it this way, but so you have verbal 00:32:35
scaffolding where you're helping the students to understand with your directions and such. 00:32:40
Procedural scaffolding is more, how do I organize my classroom for instruction? 00:32:46
And I had never thought of scaffolding in that way, but I think that's actually very 00:32:51
interesting. 00:32:54
One of the key areas, I keep talking about the importance of practicing the different 00:32:56
domains. 00:33:00
One of the key ways to do that is setting up small group instruction, for example, cooperative 00:33:01
learning, and again, in the video we're about to see, you'll see quite a bit of that, partnering 00:33:07
and grouping students in different ways, not always the same. 00:33:12
But I thought that was a nice way to think about scaffolding, and as much variety as 00:33:16
you can, to have the students using the different domains. 00:33:23
And then instructional scaffolding is what we're usually most familiar with, in terms 00:33:27
of the term scaffolding. 00:33:31
Things like concept maps, graphic organizers, Venn diagrams, annotated maps, really, almost 00:33:33
anything visual that you can come up with, okay? 00:33:39
Alright, now I'm gonna set you up for our video. 00:33:44
And those of you that have the handout, and don't worry about it if you don't, let's see. 00:33:49
It's the one that's called Shelter and Instruction Additional Resources. 00:33:57
The first page has this chart, okay, Continuum of Strategies. 00:34:01
Alright, for those of you that don't have it, let's look at the chart for a second, 00:34:09
and those of you that do, you can look at it in front of you. 00:34:15
I find this very interesting, and this is contained in the SIOP materials, if you had 00:34:20
the book, because it shows the variety of recommended strategies, and there are a whole 00:34:25
range of them. 00:34:32
When you look at the continuum, you start with teacher-centered, teacher-assisted, peer-assisted, 00:34:35
and student-centered, okay? 00:34:42
Now oftentimes, I'll ask teachers, okay, what is the most teacher-centered class you've 00:34:46
ever been in, or educational experience you've ever been in? 00:34:53
And usually, they all say the same thing, which is university, lecture, classroom, right? 00:34:57
I see some heads nodding, so yes. 00:35:04
So that's, and not that teacher-centered isn't okay, but to do only that is going to 00:35:08
be a problem, especially when you have a lot of ELLs in your class. 00:35:16
Now going to the other extreme, student-centered, independent work only, can you think of examples 00:35:20
of that, that the students rule, or the students do everything independently? 00:35:26
Not really, although an example I guess you could come up with. 00:35:33
There are examples like this in early childhood. 00:35:38
Montessori, for example, is very student-centered. 00:35:41
Discovery learning approaches, where you set the students up for learning on their own, 00:35:45
but again, that's kind of an extreme. 00:35:53
So what you want is a mixture of all of this, and oftentimes, a mixture of all of this in 00:35:56
the same lesson. 00:36:03
So you have teacher-centered, yes, you introduce something as the teacher, and then you, it's 00:36:04
almost like, again, scaffolding, where then you have small group work, you have brainstorming, 00:36:10
you have discussions that the teacher leads, but the students participate. 00:36:15
Then you have the students helping each other, and then you have an activity where they have 00:36:19
to do it on their own. 00:36:24
I think that's a really interesting way of looking at it. 00:36:27
Now, what I would like you to do as you're watching, what you're going to do is watch 00:36:29
a, I think I have the instructions here. 00:36:33
You're going to be viewing a video lesson about ancient Mesopotamia, which actually 00:36:37
is present-day Iraq, just to give you a context for what you're seeing, and what I'd like 00:36:43
you to do is to put a check, as you see the teacher or a student using a strategy, put 00:36:50
a check by it, and it's only, it's not even a 10-minute lesson, and then we'll see how 00:36:57
many of the strategies you have observed in this, just a snippet of a lesson, okay? 00:37:03
And then we'll discuss that afterwards, so I'm, the big challenge here is if I can get 00:37:11
this video going, so here we go. 00:37:15
Alt, hmm? 00:37:17
Hey, what do you know? 00:37:18
Now, we'll see if we can hear it. 00:37:19
Does it start automatically or not? 00:37:20
Probably not. 00:37:21
Uh-oh, what have I done? 00:37:22
Did I just press enter or anything? 00:37:23
Okay. 00:37:24
Okay. 00:37:25
Oh, I don't know what the problem is. 00:37:27
Um, do it again. 00:37:47
Yeah, except no sound. 00:37:56
You don't have sound? 00:38:00
Woo! 00:38:02
Now the... 00:38:12
Whoops. 00:38:14
I'm trying to make it bigger, but it didn't work. 00:38:16
There he comes. 00:38:18
Did I do something wrong? 00:38:28
Okay. 00:38:38
How to be able to summarize and pull together information that has been read. 00:38:48
Teaching all of these metacognitive strategies are incredibly important. 00:38:52
First, because... 00:38:56
Not only for struggling readers and English learners... 00:38:58
Will step in and help with their first name. 00:39:00
That's a different teacher. 00:39:02
Let's go back to the beginning and see. 00:39:04
There we go. 00:39:08
Right. 00:39:10
Perfect. 00:39:12
Thank you. 00:39:14
I love you. 00:39:16
In working with English language learners, 00:39:20
teaching them strategies, metacognitive and cognitive strategies, is extremely important. 00:39:22
By that, we mean strategies such as predicting, summarizing, 00:39:26
being able to monitor your comprehension, 00:39:30
knowing when you understand it and when you don't. 00:39:32
We need to also scaffold appropriately for these youngsters. 00:39:34
Some of these children will need much more modeling. 00:39:38
After we teach something, we need to give them guided practice 00:39:40
with friends, with peers, with other kids in the class. 00:39:42
And we need to go back and do reteach 00:39:46
if they're not understanding the content concepts that we're teaching. 00:39:48
So the scaffolding is extremely important. 00:39:50
We also encourage the use of higher-order questions, 00:39:52
higher on the Bloom's Taxonomy, 00:39:54
so that youngsters have a chance to engage their critical thinking skills 00:39:56
at the same time that they are learning language. 00:40:00
For English learners, we need to model how to find out what's really important. 00:40:02
How to make predictions, how to ask questions, 00:40:06
how to be able to summarize and pull together information that has been read. 00:40:08
Teaching all of these metacognitive strategies are incredibly important, 00:40:11
not only for struggling readers and English learners, but for all students. 00:40:15
Now let's watch Randy Gibson 00:40:19
as she teaches a sheltered social studies lesson 00:40:21
to her 7th grade beginner and intermediate ESL students. 00:40:24
Today's lesson was a lesson on the achievements of the Sumerians 00:40:28
as we talk about ancient Mesopotamia and the beginnings of civilization. 00:40:32
Good afternoon, class. 00:40:38
Today we're going to be talking about the Sumerians, the ancient Sumerians, 00:40:40
and talking about the achievements that they had. 00:40:44
You're going to identify four achievements of the Sumerians. 00:40:47
That's going to be your history objective. 00:40:50
And for your language objective today, 00:40:52
you're going to be working in pairs to read about an achievement of the Sumerians. 00:40:54
Then you're going to write about one of those achievements, 00:40:59
come up to a tree map that we have on the board, 00:41:02
and you're going to share out loud with your classmates about those achievements. 00:41:05
Okay? 00:41:09
So you're going to be reading, writing, speaking, and listening. 00:41:10
Every one of you on your tables has a tree map. 00:41:13
It looks like this. 00:41:16
Tree maps are wonderful graphic organizers 00:41:18
to help students organize and classify information. 00:41:21
So I took information that I wanted them to know, 00:41:24
put it on strips of paper to give them the language background, 00:41:27
and put them in an envelope along with pictures for each achievement 00:41:32
and had them classify them and arrange the information. 00:41:36
So what we are going to do is you are going to organize these 00:41:40
and classify these on your tree map. 00:41:44
You're going to find something in capital letters. 00:41:47
That's the title of the invention or the achievement of the Sumerians. 00:41:51
And you're going to find all the words that match up with the words 00:41:56
and you're going to find all the words that match it 00:42:00
and the picture that goes with it. 00:42:03
And you will place that on your tree map. 00:42:05
Everybody should be working at one time. 00:42:08
Let's put the tree map the right direction. 00:42:11
There we go. Okay. 00:42:13
Can you reach, Jesus, to get over here? 00:42:15
Okay. 00:42:17
Line up the achievements 00:42:20
and then find the ones that you think match them and the pictures that go with it. 00:42:23
Ruled by kings. 00:42:26
A ziggurat was ruled by kings. What was a ziggurat? Do you remember? 00:42:28
A city and state. 00:42:31
Ah, you think it's a city-state? 00:42:33
Yeah, because they got people. 00:42:35
They got to have like a place for like their stuff or something. 00:42:38
Okay. Then tell your classmate. Tell Oscar where you think it might go. 00:42:44
Help them out. Help each other out. Good job, you guys. 00:42:48
And farmers could plant more land. 00:42:51
Farmers could plant more land. 00:42:55
Right here. 00:42:58
What do you think would help them plant more land? 00:43:00
This one? 00:43:02
Maybe. What's a plow do? 00:43:03
Plow. 00:43:05
What's a plow do? 00:43:06
It makes a straight line. 00:43:08
It does. 00:43:12
And you could be throwing the seeds where the land goes at. 00:43:13
Very good idea. 00:43:18
You guys are awesome. Look at this. 00:43:21
How are you guys doing over here? 00:43:24
Are you done? 00:43:27
Yeah. 00:43:28
All right. If you were going to put a title up here, what would you put? 00:43:29
Tree Map. 00:43:32
Tree Map. And what's a tree map about? 00:43:33
The Sumerians. 00:43:35
The Sumerians. Good. 00:43:36
The Sumerians Tree Map. 00:43:37
The Sumerians Tree Map. That would be an excellent title. 00:43:38
Which group would like to share with me one of their achievements? 00:43:41
You're going to give me the name of the achievement 00:43:45
and all of the information that goes underneath it. 00:43:47
We want to listen real carefully while others are speaking, 00:43:51
and you're going to double check to see if yours are correct. 00:43:54
And if we have some corrections to make, we can do that as well. 00:43:58
Read in a real strong voice for me. 00:44:01
One end for cutting into the earth. 00:44:03
One end for cutting into the earth. Good. 00:44:06
Farmers could plant more land. 00:44:09
Absolutely. Farmers could plant more land with the plow. 00:44:12
Keep going. 00:44:17
Grew more food. 00:44:18
Grew more food. Very good. 00:44:20
Are there any others? 00:44:22
So before we go on, let's go back and read these. 00:44:24
Religious statues. Say it with me. 00:44:27
Religious statues. Good. 00:44:30
To honor the gods. 00:44:33
Made of stone, wood, silver, and gold, Sumerians believe in many gods. 00:44:35
If I asked you to make a sentence out of these words that are all put together here, 00:44:43
look at it for a minute. 00:44:49
I want you to think about how you could make a sentence out of that. 00:44:50
So if I was looking at that and thinking in my mind, 00:44:56
I would think, a plow has one end for cutting into the earth. 00:44:58
Farmers could plant more land and grow more food. 00:45:04
Could I make some sentences out of that that tells about the Sumerians? 00:45:08
Okay. Let's try it with religious statues. 00:45:12
Sumerians believe in many gods. 00:45:15
The religious statues was made of stone, wood, silver, and gold, and to honor the gods. 00:45:19
Each person should have a picture card and a word card, right? 00:45:30
You're going to read this together as partners. 00:45:38
You're going to ask one partner to read it out loud to the other partner. 00:45:41
You're going to talk about it. 00:45:46
You're going to look at the picture, find out what you think is the most important thing about this achievement, 00:45:48
and I want you to write one or two sentences on your sentence strip. 00:45:54
Use marker so that it shows up very nicely. 00:46:00
Be really careful to make sure that the spelling is correct. 00:46:05
Use the words that are on the card. 00:46:08
Use the information from your tree map. 00:46:11
Use the information that we have up here. 00:46:14
All right? 00:46:18
When you're done, raise your hand and let me know so I'll know which groups are finished. 00:46:19
First written language. 00:46:24
Sumerians wrote cuneiform when creating tables. 00:46:26
They used their movements to make shapes. 00:46:32
A group of words and ideas. 00:46:37
Cuneiform means... 00:46:40
Working in partners, students were given the opportunity to read the information on the cards to each other out loud, 00:46:42
practicing their oral language skills and their listening skills, 00:46:49
and then speaking and discussing which they thought was most important, 00:46:53
what the main idea was about that particular achievement. 00:46:58
From that information, they needed to write down a sentence on a sentence strip, 00:47:01
practicing their written language and their oral language as well. 00:47:06
We're going to share our sentences and put them up on the board where they belong. 00:47:11
We're going to put it right above where the achievement is written. 00:47:17
All right? 00:47:22
Stand up. 00:47:23
Read your sentence. 00:47:24
Come up to the board. 00:47:25
Face the class in a big voice. 00:47:28
Read your sentence. 00:47:30
Ladies and gentlemen, let's remember to be really good listeners. 00:47:32
With more water, farmers could plant more crops on the land, 00:47:36
and more crops increase the food production. 00:47:40
Very good. 00:47:45
More water. 00:47:46
Farmers had more water, they could plant more crops and increase their food production. 00:47:48
Perfect. 00:47:52
Where does that go? 00:47:53
Irrigation? 00:47:58
Put it right above it. 00:47:59
There you go. 00:48:00
Canals were used to bring water from the rivers. 00:48:02
Very good. 00:48:07
Okay. 00:48:08
Go ahead and tape this up. 00:48:09
Now I want you to think, which do you think in your head, 00:48:10
which one do you think is the very, very most important? 00:48:14
Think it in your head. 00:48:18
I want you to think about why you think it's important. 00:48:23
Sarai, what's your idea? 00:48:26
I think irrigation is very important because it will help people to grow food, 00:48:27
and if they don't eat, they can die. 00:48:33
Very good answer. 00:48:37
It's important to remember when you're working with second language learners 00:48:38
that they also need to be asked questions that are higher level thinking. 00:48:42
And so my last question of the day was to ask them 00:48:47
which achievement they thought was the most important and why, 00:48:50
and it gives them a chance to try to express their reasoning. 00:48:53
Sometimes they don't have the language for it. 00:48:58
It makes it very difficult, 00:49:00
but they all have really great ideas about what achievement they think is best. 00:49:01
Okay. 00:49:07
I was given a mini lesson before. 00:49:26
We're running a little short on time, and I did want to allow time for questions, 00:49:29
but let's just go back to the here. 00:49:33
Would you all agree that you saw her 00:49:38
and the students using elements from each of these columns? 00:49:41
Well, we didn't see much teacher-centered because they already had a background. 00:49:48
This was an activity. 00:49:54
This was a lesson after they had been introduced to Sumerian culture, 00:49:55
but you did see her at least demonstrating what needed to be done, 00:50:00
and then you saw small group work, certainly, discovery learning, brainstorming, discussion. 00:50:04
Actually, we didn't see peer tutoring. 00:50:12
Reciprocal teaching is when you set it up that the students teach each other, 00:50:15
and that activity was when one student was reading, the other had the picture, 00:50:20
and one was reading to the other, but they worked together then after that. 00:50:27
And then cooperative learning. 00:50:32
I think this was a brilliant scaffolded lesson, 00:50:35
especially in the area of graphic organizers where she had the tree maps, 00:50:38
and notice how really effective she was at chunking the sentences. 00:50:42
They had to put the sentences together, but when they did do that, 00:50:49
they ended up having what they needed, 00:50:52
and the students themselves wouldn't have been able to generate that level or that complexity of sentence, 00:50:56
but she gave them the tools to get there, 00:51:03
and then, of course, all of those outlines to help them organize the information. 00:51:06
I think it just shows a lot of the elements that a good lesson should have. 00:51:10
Now, it takes a lot of preparation for a teacher to prepare for that, 00:51:15
and what I often tell teachers about the preparation aspect is once you have that lesson, 00:51:20
you've got it, and share it with other teachers. 00:51:26
You can use it next year. 00:51:29
It's not always that you have to keep repeating the same thing over and over 00:51:31
because you're not going to throw away those materials. 00:51:36
You'll have it in a packet for the next time that you teach the Sumerian, 00:51:38
so it's not like it won't be a bank of lessons and strategies that you will have. 00:51:41
It's definitely worth doing, but no question that when you're doing a lesson 00:51:46
or designing a lesson that's very student-oriented like that, 00:51:51
it's not as easy, certainly, as where the teacher does most of the talking 00:51:56
or you use only the textbook, 00:52:01
but the value of having all those supplementary materials and adapted materials and scaffolding, 00:52:03
you can't put a price on that. 00:52:08
It really, really is very helpful. 00:52:11
So with that said, if you have any questions, I guess the drill is that you will write them down, correct? 00:52:14
Also, just to let you know, in terms of the handouts, one other thing, 00:52:22
it's a single sheet that you'll get on your way out if you don't have it already. 00:52:27
I have put together a resource list of most popular websites in the U.S. 00:52:31
that would be used for teachers like you, 00:52:38
and I think you'll find some of them helpful, and probably you aren't familiar with a lot of them, 00:52:41
and a lot of free materials on there. 00:52:46
So it just gives you more things to work with as you work with your kids. 00:52:48
So I really appreciate your attention, and if you have any questions, let me know. 00:52:53
We are short of time. 00:52:59
Does anybody have a question? 00:53:18
If you want to just get up and ask, that would be fine, too. 00:53:20
Or ask me later. 00:53:23
You'll be seeing me for two days. 00:53:25
Pam's going to be here today, tomorrow, and the next day. 00:53:27
So if you have any questions, I think there's one over here. 00:53:31
There's one over here? 00:53:33
Okay. 00:53:34
They're all racing to get their handouts. 00:53:37
Yes, you have a question. 00:53:48
Please. 00:53:49
I'm sure I can hear you. 00:53:54
Yeah, my question is the following. 00:53:56
Yes. 00:53:57
Most people don't know about this here in Spain, because I also work in a bilingual public school. 00:53:58
How important is the textbook when it comes to shelter instruction? 00:54:02
Because a lot of times, when dealing with textbooks, especially in science, 00:54:09
there are direct translations in a systematic way. 00:54:13
Interesting. 00:54:16
So we do have to spend a lot of time on the Internet to find various resources. 00:54:17
Right. 00:54:21
How would you grade the textbook as being important to shelter students? 00:54:23
Good question. 00:54:28
Thank you. 00:54:29
The textbooks, there's no question, and in the U.S. as well, 00:54:30
the textbook is kind of the anchor text for the curriculum and such. 00:54:33
You mentioned that you didn't think that the textbooks – see, in the U.S., 00:54:41
what they've done with the textbooks almost too much is they've added a lot of these features, 00:54:44
sheltered instruction features, you might say. 00:54:51
They have little vocabulary asides. 00:54:53
They've got all kinds of visuals. 00:54:56
They've got maps. 00:54:59
What's happened in the U.S., to some degree, is they almost have done too much. 00:55:00
It's almost like the overworked PowerPoint that I was talking about earlier with some presenters, 00:55:05
that the students, especially if they're not proficient in the language of the textbook, 00:55:10
they don't even know where to direct their gaze. 00:55:15
I would say the best thing, because you're stuck with the textbook generally, 00:55:19
but what I usually advise teachers to do is to really scaffold the textbook in a way, 00:55:24
because every textbook has helpful features. 00:55:31
And to help the students – and also what you would do is to help the students do – 00:55:34
I often do a textbook walk with them. 00:55:40
In other words, whatever I find helpful in the textbook, 00:55:42
I'm thinking aloud about how to look at it, 00:55:45
and also I'm being honest about things that aren't terribly helpful, and let's use this instead. 00:55:48
So I would do a lot of think-alouds relative to the textbook, 00:55:53
and then have the students help you actually devise, well, what is helpful in this textbook? 00:55:55
How can I use this as a learning tool instead of taking it all 00:56:02
and having them be a little more critical about what's there? 00:56:06
Because no question there's valuable information there. 00:56:09
It's just not always presented in the most user-friendly way. 00:56:11
And also the language is often beyond what they're capable of. 00:56:14
And I hadn't even thought of the translation issue, which might make it a little awkward too, 00:56:18
but I hope that helps. 00:56:22
Question? 00:56:24
Okay, not much time. 00:56:25
Just one quick question that came up about sheltered instruction CLIL. 00:56:26
Do you think what works in Anglo-Saxon educational systems can also work in Spain? 00:56:31
Hmm. 00:56:37
Yes, I do, actually. 00:56:39
I think that the language is really incidental. 00:56:42
I think the strategies would work. 00:56:46
And that's why it's almost like a setup question, isn't it, for wrapping up? 00:56:49
Because the international aspect of when you go to any country now all over the world, 00:56:54
CLIL-like instruction is being recommended, content-based instruction. 00:57:01
And I think that speaks to how we have not just in the U.S. or in Spain, 00:57:06
but we actually have broad agreement around the world of what good instruction is for students 00:57:10
that are learning a different language or a second language. 00:57:17
So thank you for that, whoever had that set up. 00:57:19
Anyway, I will be around for the next couple of days. 00:57:22
I would love to, and I'll be also attending some of the workshops, 00:57:24
but I'd love to chat with some of you if I just run into you informally. 00:57:27
So thanks for coming. 00:57:30
Thank you. 00:57:31
Thank you. 00:57:32
Thank you. 00:58:02
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Idioma/s:
en
Etiquetas:
Miscelánea
Autor/es:
Dª.Pamela Wrigley
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
1796
Fecha:
12 de enero de 2011 - 11:02
Visibilidad:
Público
Enlace Relacionado:
Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid
Descripción ampliada:

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


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


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


Por estas razones, este I Congreso Internacional sobre Bilingüismo en Centros Educativos ha estado dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE.
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58′ 04″
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