Activa JavaScript para disfrutar de los vídeos de la Mediateca.
Taller: A CLIL experience in physical education: a study of the oral competence proficiency of our students
Ajuste de pantallaEl ajuste de pantalla se aprecia al ver el vídeo en pantalla completa. Elige la presentación que más te guste:
Taller "A CLIL experience in physical education: a study of the oral competence proficiency of our students" por Dª.Remedios Charcos Bueno, Dª.Isabel López Cirugeda y D.Onofre Contreras Jordán, 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)
So, first of all, I am a physical education teacher and I teach on a secondary school
00:00:00
in Albacete. Albacete belongs to Castilla-La Mancha region and they are developing the
00:00:26
Secciones Europeas programme, the European Sections programme, where the students, apart
00:00:32
from the English subject, they have to study two more subjects through English, okay?
00:00:38
More or less, I am going to talk first about physical education and CLIL, because I think
00:00:45
this subject has a lot of possibilities to teach a second language. In second place,
00:00:49
I am going to talk about movement and second language acquisition. Finally, I am going
00:00:57
to talk briefly about my fieldwork that is in the initial year steps, okay? As I said,
00:01:02
I am also working on my doctoral thesis about physical education and CLIL at Albacete University,
00:01:09
okay? Physical education has not usually been a traditional subject to be taught bilingually,
00:01:15
but I think it offers a wide range of possibilities to be taught bilingually. And why I think
00:01:21
that? Because it has a lot of different teaching environment as more formal class subjects,
00:01:33
okay? It is more informal and then you can use a lot of daily and often speech situation.
00:01:39
Why is it different? Because I think, for example, lower achiever students, as yesterday
00:01:46
was said, can be good students, for example, at our subject. Students are normally in maths
00:01:54
or science are not very good at. When they arrive to my class, they are quite good because
00:02:01
they are really good at physical skills and then I have to take profit of it and make
00:02:07
with them the most of the thing with English. For example, some of my students, when I told
00:02:15
the English teacher, oh, show him the work they have made or some recording I have made,
00:02:22
oh, I can't believe it that this student, for example, can do this because in my class,
00:02:30
in my English class, they do not anything at all, okay? And also, I can help with the
00:02:34
verbal explanation. I can use natural opportunities to make physical demonstration that it is
00:02:43
very good when you are learning a language. I can also make them a lot of visual aids
00:02:51
like gestures and also use a lot of my body language, okay? That is very important. And
00:02:55
also, it is very important for my students to express themselves through their bodies
00:03:01
because they have a lot of lack of vocabulary. So, it is very important while they are moving,
00:03:06
they can tell me a lot of things. And one main thing that I want to tell you, in the
00:03:13
whole curriculum, physical education has only two hours a week in first, second, third and
00:03:19
fourth of secondary school. So, I think it is very, very important that the two hours
00:03:27
that they have to move, I cannot be all the time making them writing and making them reading
00:03:33
because the rest of the week, they are all the time sitting in their chairs. So, I think
00:03:41
it is in these two hours, I have to make them learning a language but learning while they
00:03:46
are moving and while they are making exercise. So, I cannot forget this. It is that I can
00:03:52
think, I have put this sentence in the gym, I hear and I forget, I see and I remember,
00:04:00
I do and I understand, okay? I think they have to understand the things but while they
00:04:07
are doing the things, okay? Learning by doing. And in my case, it is learning by moving,
00:04:13
okay? So, I think the skills, the language skills, I have to work more, it is listening
00:04:19
and speaking skills because as I have said, in these two hours, I try to make them all
00:04:29
the time moving, nearly all the time, it is obvious, okay? It doesn't mean that I don't
00:04:35
work literacy but as homework or as other extra work, okay? For example, some of my
00:04:42
students make this year some webpages about, each pair of students have to make a webpage
00:04:51
about a sport, a specific sport and they have made a connection with technology subject
00:04:58
because it is part of their curriculum to know how to make a webpage. So, I have talked
00:05:04
with the technology department and we have made a dictionary of sport terminology in
00:05:11
pairs, okay? It is quite nice, okay? And also, I think we have physical education teachers,
00:05:16
we can contribute a lot through language development, okay? And sometimes, our actions have been
00:05:27
underestimated, okay? Why I think that? Because this subject is not so teacher oriented, okay?
00:05:37
It is more interactive, they can have more interaction than in more formal class. When
00:05:44
you are in a class, they are not have the same atmosphere, the same active atmosphere
00:05:50
as I think they have in my class, okay? And also, I think they can see the things that
00:05:58
has more reality and I think it is important to be, for them, it has to be very meaningful,
00:06:06
okay? Another aspect is that movement is fun, okay? And why is it fun? Why I think is it
00:06:13
fun? What does it mean? That a fun atmosphere is created, okay? And students are more relaxed
00:06:21
than in normal class, okay? I can use with them a more spontaneous and more colloquial
00:06:28
structures than in more academic subjects, okay? It is very, very important. And also,
00:06:34
the learner's affective filters are lower, okay? They haven't so much anxiety and in
00:06:39
normal class because I am not asking all the time and checking writing or checking grammar
00:06:44
rules or anything. So they can progress, also they have lack of verbal production, okay?
00:06:50
And they can physically improve at the same time, but I am not checking all the time if
00:06:57
they are progressing or not in these rules or structures, okay? Some practical things
00:07:02
I do in my class as an example. For example, I always have at the beginning, in the first
00:07:09
year of ESO, I have always the same routine when I begin the class, just to say hello,
00:07:16
the same warm-up, and while the year is following, each week one of the students have to make
00:07:22
the warm-up. He has to give me previously and I check all the writing and everything
00:07:31
of the warm-up and the next session they have to make the warm-up for the whole class, okay?
00:07:39
Another thing, they have to be always around for a language, English language in this case,
00:07:45
atmosphere. What does it mean? That they have to see, for example, in the gym, we have put
00:07:52
all the terminology and everything in English. It's just an example, but for example, this
00:08:00
female and male changing room, okay? I have this and put it in the doors and in everything.
00:08:06
All the material I have, formal force, they have to see for the first day. We have this
00:08:14
and it's like an answer, but everything is useful for creating this language atmosphere.
00:08:20
I never, never answer them, try to never answer them in Spanish, okay? I try to make examples,
00:08:27
repeat and make also a lot of explanation with my gestures and my body, but I try not
00:08:36
to speak in Spanish with them, okay? I think it's more or less, it's possible, okay?
00:08:42
And movement and second language acquisition, why I think it's so important. Why movement?
00:08:50
I think movement is not only a physical participation or an action, okay? Everyone, I think,
00:08:56
know the total physical response method. You can't learn a language through the whole body,
00:09:03
but I think it's more than this. It's the medium of my instruction, okay? It's also interpretation
00:09:09
through the active use of our body, okay? And our students are transforming something
00:09:16
that we are telling them, something verbal, into something real, that it's physical activity,
00:09:22
and also into something vital, okay? And as I have said before, it's in a non-threatening environment.
00:09:27
I think they are more relaxed, most of them are more relaxed, okay?
00:09:36
And from the very beginning, since we were born, language and movement are really interlinked, okay?
00:09:41
And also, why I think movement is so important, because as Bruner says in 1983,
00:09:48
language can be placed in a context naturally and meaningfully, okay?
00:09:54
And as we are going to see, their impact is going to last longer, okay?
00:10:00
It's not going to be so brief to go, okay?
00:10:06
As I have said, I believe in action and activity, okay, as Garner says.
00:10:12
The brain learns best and retains most when the organism is actively involved in exploring physical sites and materials.
00:10:17
Merely passive experiences tend to attenuate and have little lasting impact, okay?
00:10:24
I think physical education and active experiences in all our subjects have a more lasting impact.
00:10:29
It lasts longer, okay?
00:10:37
And also, Garner says in their multiple intelligences theory that our students have a lot of different learning styles,
00:10:40
and a lot of them have a kinesthetic learning style.
00:10:49
So I think it's also very, very important for them to achieve these language skills, okay?
00:10:53
As I have said before, I think since our very beginning, movement is our preferred way of communication, okay?
00:11:00
Now, I'm going to tell you what I am beginning to do.
00:11:07
I have, okay, two groups, one clear group and one non-clear group, okay, first year of ESO.
00:11:11
And I'm going to make this group, I teach just the bilingual ones, okay, in this clear group,
00:11:20
and I teach them through a specific sport initiation approach, okay?
00:11:27
I'm going to explain to you in a minute.
00:11:33
It's teaching games for understanding.
00:11:35
It came from the U.S., okay?
00:11:37
And also, they are receiving a bilingual PE teaching, okay?
00:11:39
Two hours per week, and there are 75 students from two public high schools in Albacete.
00:11:44
It's just the part of my study, okay?
00:11:49
I also teach second, third, and fourth year of ESO students,
00:11:51
but this study I'm beginning, it's just with these students, okay?
00:11:55
And the non-clear group, it's receiving the traditional PE teaching, okay?
00:12:00
Also Spanish teaching, not bilingual teaching.
00:12:04
Two hours per week, and it's 65 students from two public high schools in Albacete.
00:12:07
Of course, both of them have the same English teaching, normal English teaching, okay?
00:12:12
They are with the same English teacher three hours a week, okay?
00:12:19
And what I'm going to explain, I think this, when you are learning a game or a sport, okay,
00:12:24
I think this approach has a lot to be, and has a lot to do with clear dimensions and clear theories,
00:12:31
because this tactical approach is skills, usually, for example, in physical education,
00:12:39
when you learn, for example, volleyball, you learn first, you learn the finger touch, okay?
00:12:44
In isolation of other abilities.
00:12:50
Later, the forehand serve, another thing.
00:12:52
And then, at the end of the didactic unit, you, at the end, one or two session,
00:12:56
you are playing the whole game, the game, the real game played with the real rules.
00:13:01
But in this approach, the skills, first, you have to touch their tactical game and the real game played
00:13:06
in the first session, so as the students can see where this skill situated, okay?
00:13:16
And then, after the whole game played, have been played, okay, you can learn skills little by little, okay?
00:13:21
After the students have practiced, they have the opportunity to apply their improved skills
00:13:31
and tactical understanding in the real game played, okay?
00:13:36
Because I think the skills in my subject have been usually taught in isolation, okay?
00:13:39
Out of their tactical context.
00:13:44
So, with this approach, you increase the probability that the students will understand the value of skills
00:13:47
in the relevant game context, okay?
00:13:53
So, the fieldwork again.
00:13:56
I'm sure that it's not only the contribution of my subject and my physical tactical games approach that is working.
00:13:58
Also, it's working the English subject teaching and also the science teaching.
00:14:06
But I have to focus just on the oral parts.
00:14:13
I am assessing their speaking and listening skills, okay?
00:14:17
And I have made an initial test at the beginning of this academic year in October.
00:14:23
And I have made the Young Learners Cambridge English Test.
00:14:28
I think you know, but the first one is the beginners, the starters.
00:14:32
The second one is the movers and the third is the flyers.
00:14:38
They are moving from A1 to A2, okay?
00:14:43
This is just Young Learners Cambridge English Test.
00:14:46
I have only measured these two of the four competencies.
00:14:50
I just measured speaking and listening from both the clear students and the non-clear ones, okay?
00:14:53
Then, now I'm making the test.
00:14:59
I haven't finished yet.
00:15:02
The control test, okay, the same test, but some of them are passing a superior one, okay?
00:15:03
Some of the bilingual groups at the beginning, they have the starters.
00:15:10
Young Learners Cambridge English Test and now pass from the A1 to the A2.
00:15:17
But I'm going just in the first step of my study and I have to finish this
00:15:22
and try to make it a longitudinal study in June next year, okay?
00:15:28
But I think it's quite hard because I'm just doing just on myself
00:15:34
and just I have the help of this doctor, Isabel Lopez-Tirujeda.
00:15:39
And I think, above all, I want to focus in the power of my subject
00:15:44
and I think it's very useful and it has a wide range of possibilities to learn a foreign language, okay?
00:15:52
Thank you, everyone.
00:16:00
- Valoración:
- Eres el primero. Inicia sesión para valorar el vídeo.
- 1
- 2
- 3
- 4
- 5
- Idioma/s:
- Etiquetas:
- Miscelánea
- Autor/es:
- Dª.Remedios Charcos Bueno, Dª.Isabel López Cirugeda y D.Onofre Contreras Jordán
- Subido por:
- EducaMadrid
- Licencia:
- Reconocimiento - No comercial - Sin obra derivada
- Visualizaciones:
- 633
- Fecha:
- 20 de enero de 2011 - 10:20
- 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:
- 99.95 MBytes
