Departamento de Filologías Inglesa y Alemana Máster 2008-2009 Inglés para la cualificación profesional Módulo: Inglés para profesores ESL Profesor: Dr. Antonio R. Roldán Tapia

Departamento de Filologías

Inglesa y Alemana

Máster 2008-2009

Inglés para la cualificación profesional

Módulo: Inglés para profesores ESL

Profesor: Dr. Antonio R. Roldán Tapia

From ELT to plurilingual education

From ELT to plurilingual education

Why?

Evolution of ELT Language policies from the Council of Europe. Common European Framework of Reference Decisions taken by Education Authorities.

Evolution of ELT

Language policies from the Council of Europe.

Common European Framework of Reference

Decisions taken by Education Authorities.

Communicative approach (1980s) Weak version (learning to communicate) Strong version (communicate to learn)

Weak version (learning to communicate)

Strong version (communicate to learn)

Communicative approach (1980s) Weak version (product syllabuses) Strong version (process syllabuses)

Weak version (product syllabuses)

Strong version (process syllabuses)

Communicative approach (1980s) Weak version (EFL in school settings) Strong version (task-based, ESP, project work, content-based)

Weak version (EFL in school settings)

Strong version (task-based, ESP, project work, content-based)

What is going on in the Spanish ecudational system? Secciones bilingües Centros bilingües Acuerdos con British Council L2 Ciclos Formativos Anticipación L2 en EI y 1CEP Anticipación L3 en 3CEP. Lenguas co-oficiales

What is going on in the Spanish ecudational system?

Secciones bilingües

Centros bilingües

Acuerdos con British Council

L2 Ciclos Formativos

Anticipación L2 en EI y 1CEP

Anticipación L3 en 3CEP.

Lenguas co-oficiales

Recommendation 1383 (1998) Council of Europe: “ Europe’s linguistic diversity is a precious cultural assesst” “… a knowledge of English alone, seen as the international language of communication, appears insufficient if Europe is to stand its ground in the face of international economic competition and preserve its cultural diversity.” “ make linguistic diversification a priority of language policy.” “ promote knowledge by students of at least two foreign languages by the time they leave school…”

Recommendation 1383 (1998) Council of Europe:

“ Europe’s linguistic diversity is a precious cultural assesst”

“… a knowledge of English alone, seen as the international language of communication, appears insufficient if Europe is to stand its ground in the face of international economic competition and preserve its cultural diversity.”

“ make linguistic diversification a priority of language policy.”

“ promote knowledge by students of at least two foreign languages by the time they leave school…”

Recommendation 1539 (2001) Council of Europe: “ The Assembly recommends…” “… to maintain and develop further the CE’s language policy intiatives for promoting plurilingualism…” “… to encourage all Europeans to acquire a certain ability to communicate in several languages…” “… to encourage the relevant institutions to use the CEFR drawn up by the CE to develop their language policies…” “… the acquisition of satisfactory skills in at least two Eurpoean or world languages by all school-leavers…”

Recommendation 1539 (2001) Council of Europe:

“ The Assembly recommends…”

“… to maintain and develop further the CE’s language policy intiatives for promoting plurilingualism…”

“… to encourage all Europeans to acquire a certain ability to communicate in several languages…”

“… to encourage the relevant institutions to use the CEFR drawn up by the CE to develop their language policies…”

“… the acquisition of satisfactory skills in at least two Eurpoean or world languages by all school-leavers…”

COUNCIL OF EUROPE Common European Framework of Reference PLURILINGUALISM PORTFOLIO

COUNCIL OF EUROPE

Common European Framework of Reference

PLURILINGUALISM PORTFOLIO

PLURILINGUALISM It is an integrative approach It is the element that makes the CEFR coherent. It is a concept proposed by the Language Policy Division of the CE

PLURILINGUALISM

It is an integrative approach

It is the element that makes the CEFR coherent.

It is a concept proposed by the Language Policy Division of the CE

DEFINITION Plurilingualism is an approach that favours the development of a citizen’s communicative competence, within the European context, in the languages this person learns or acquires along his/her life, with independence of the diversity of levels, skills and purposes the languages are used for.

Objectives of a plurilingual approach Prepare citizens for mobility. Maintain linguistic diversity in Europe. Satisfy the needs and expecations of a multilingual and multicultural Europe. Foster tolerance, mutual respect and understanding. Avoid situations of linguistic and social “marginación”.

Objectives of a plurilingual approach

Prepare citizens for mobility.

Maintain linguistic diversity in Europe.

Satisfy the needs and expecations of a multilingual and multicultural Europe.

Foster tolerance, mutual respect and understanding.

Avoid situations of linguistic and social “marginación”.

Language across the curriculum BICS (Basic Interpersonal Communication Skills) CALP (Cognitive Academic Language Proficiency)

The first wave of content . In the 1990s LOGSE DCB proposed project work content based but language-focus language teachers only lack of training lack of response elsewhere The second wave of content Different CLIL types depending on regions content and language integrated language and content teachers in teams impact training long-term training response elsewhere

The first wave of content .

In the 1990s LOGSE DCB proposed project work

content based but language-focus

language teachers only

lack of training

lack of response elsewhere

The second wave of content

Different CLIL types depending on regions

content and language integrated

language and content teachers in teams

impact training

long-term training

response elsewhere

Plan de Fomento del Plurilingüismo Consejería de Educación (Andalucía) 1. CENTROS BILINGÜES 2. ESCUELAS OFICIALES DE IDIOMA 3. PLURILINGÜISMO Y PROFESORADO 4. PLURILINGÜISMO Y SOCIEDAD 5. PLURILINGÜISMO E INTERCULTURALIDAD

“ Bilingual schools” in Andalusia Piloting phase (1998-2005): 27 schools First phase (2005-2009): 400 schools

“ Bilingual schools” in Andalusia

Piloting phase (1998-2005): 27 schools

First phase (2005-2009): 400 schools

2% 12,5% 85,5% 400 8 50 342 TOTAL 85 2 12 71 Sevilla 64 3 7 54 Málaga 40 0 5 35 Jaén 41 0 4 37 Huelva 37 0 5 32 Granada 32 0 6 26 Córdoba 63 3 6 54 Cádiz 38 0 5 33 Almería TOTAL GERMAN FRENCH ENGLISH Province

“ Bilingual schools” Selected after an application among several candidates A set of requirements to apply. Acquire the compromise to develop an integrated curriculum.

“ Bilingual schools”

Selected after an application among several candidates

A set of requirements to apply.

Acquire the compromise to develop an integrated curriculum.

REGULAR SCHOOL CURRICULUM (1 ESO) Spanish ( 4 ) Social Studies ( 3 ) Technology ( 3 ) P. E. ( 2 ) L2 ( 4 ) L3 ( 2 ) Maths (3) Science (3) Arts (2) INTEGRATED CURRICULUM (1 ESO) Spanish ( 4 ) Social Studies ( 2 + 1 ) Technology ( 2 + 1 ) P.E. ( 1 + 1 ) L2 ( 3+1 ) L3 ( 2+1 ) Maths (3) Science (3) Arts (2)

REGULAR SCHOOL CURRICULUM (1 ESO)

Spanish ( 4 )

Social Studies ( 3 )

Technology ( 3 )

P. E. ( 2 )

L2 ( 4 )

L3 ( 2 )

Maths (3)

Science (3)

Arts (2)

INTEGRATED CURRICULUM (1 ESO)

Spanish ( 4 )

Social Studies ( 2 + 1 )

Technology ( 2 + 1 )

P.E. ( 1 + 1 )

L2 ( 3+1 )

L3 ( 2+1 )

Maths (3)

Science (3)

Arts (2)

TESOL-SPAIN 2006 Subject teachers Language teachers Teachers L1, L2 and L3 At least two content subjects Subjects CLIL methodology Methodology Integrated curriculum Curriculum Plurilingual approach Approach

An integrated curriculum helps us… Understand that learning a language can not be restricted to the foreign language classroom. Perceive the learning of languages as a process in a continuum. Promote learner’s autonomy, by fostering learning to learn strategies. Understand that learning a non-linguistic content is independent of the language used for that purpose.

An integrated curriculum helps us…

Understand that learning a language can not be restricted to the foreign language classroom.

Perceive the learning of languages as a process in a continuum.

Promote learner’s autonomy, by fostering learning to learn strategies.

Understand that learning a non-linguistic content is independent of the language used for that purpose.

TASK TYPOLOGY IN THE DIFFERENT LEARNING STAGES INPUT Comprehension tasks INTAKE Assimilation tasks OUTPUT Production tasks

APPROPRIATE TASKS IN EACH STAGE Written production. Oral production (individually or in interaction, etc.) Projects Grammatical activities (controlled practice). Vocabulary activities (controlled practice). Reading comprehension Listening comprehension Brainstorming, vocabulary nets, etc. OUTPUT INTAKE INPUT

Written production.

Oral production (individually or in interaction, etc.)

Projects

Grammatical activities (controlled practice).

Vocabulary activities (controlled practice).

Reading comprehension

Listening comprehension

Brainstorming, vocabulary nets, etc.

References Byram, M. (2003): “Politics and policies of, and in, language teaching”, in Luque, G.; Bueno, A. & Tejada, G. (eds.) Las lenguas en un mundo global-Languages in a global world. Servicio de Publicaciones de la Universidad de Jaén, pp. 69-83. Council of Europe (1998): Recommendation 1383: Linguistic diversification. Parliamentary Assembly. Council of Europe (2001): Recommendation 1539: European Year of languages. Parliamentary Assembly. Kolodziejska, E. & Simpson, S. (eds.) (2000): Language across the curriculum: network processing and material production in an international context. Strasbourg: Council of Europe Publishing.

Byram, M. (2003): “Politics and policies of, and in, language teaching”, in Luque, G.; Bueno, A. & Tejada, G. (eds.) Las lenguas en un mundo global-Languages in a global world. Servicio de Publicaciones de la Universidad de Jaén, pp. 69-83.

Council of Europe (1998): Recommendation 1383: Linguistic diversification. Parliamentary Assembly.

Council of Europe (2001): Recommendation 1539: European Year of languages. Parliamentary Assembly.

Kolodziejska, E. & Simpson, S. (eds.) (2000): Language across the curriculum: network processing and material production in an international context. Strasbourg: Council of Europe Publishing.

Marsh, D. (2001): “CLIL- A framework for implementing plurilingual education originating from models of bilingual education”, in Proceedings of the 3rd colloquy of the European Centre for Modern Languages. Strasbourg: Council of Europe Publishing, pp. 51-57. Marsh, D. (2002): “Languages across the curriculum: curricular integration of foreign language teaching”, in Moniz, A. (coord.) Millennilang . Universidade Nova de Lisboa, pp. 495-522. Marsh, D.; Maljers, A. & Hartiala, A. (eds.) (2001): Profiling European CLIL classrooms: languages open doors. Jyväskylä: University of Jyväskylä and European Platform for Dutch education. Tinsley, T. (2003): “Language policies for a multicultural society”, in Heyworth, F. et alii (eds.) Facing the future: language educators across Europe. Strasbourg: Council of Europe Publishing, pp. 39-49.

Marsh, D. (2001): “CLIL- A framework for implementing plurilingual education originating from models of bilingual education”, in Proceedings of the 3rd colloquy of the European Centre for Modern Languages. Strasbourg: Council of Europe Publishing, pp. 51-57.

Marsh, D. (2002): “Languages across the curriculum: curricular integration of foreign language teaching”, in Moniz, A. (coord.) Millennilang . Universidade Nova de Lisboa, pp. 495-522.

Marsh, D.; Maljers, A. & Hartiala, A. (eds.) (2001): Profiling European CLIL classrooms: languages open doors. Jyväskylä: University of Jyväskylä and European Platform for Dutch education.

Tinsley, T. (2003): “Language policies for a multicultural society”, in Heyworth, F. et alii (eds.) Facing the future: language educators across Europe. Strasbourg: Council of Europe Publishing, pp. 39-49.