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Introducción a los centros educativos con modalidad de enseñanza bilingüe

Introducción a los centros educativos con modalidad de enseñanza bilingüe

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Secciones Bilingues English Secciones Bilingues English Presentation Transcript

  • 03/17/10 Secondary School Bilingual Programs José A. Alcalde, Bilingual Program Coordinator Elizabeth Therese Gaughan, English Language Assistant IES La Arboleda, Lepe (Huelva) in Andalucía (Spain)
  • 03/17/10 Basic Information
    • Created by Andalucía’s Department of Education in the 2004-05 school year
    • In addition to New Technologies, Bilingual Programs are top priority
    • Can be primary and secondary schools
    • Similar experiences exist in other Spanish regions (Extremadura, Valencia, Asturias...)
    • Follow guidelines of the European Union linguistic policies
  • 03/17/10 Basic Information
    • Bilingual Programs by language: English (625) > French (52) > German (12)
    • Request from school board (support from faculty and families)
    • Normally one bilingual group per school
    • There are currently 694 bilingual schools in Andalucía
    • Focus on CLIL
  • 03/17/10 Nonlinguistic Areas
    • Main focus area of bilingual program
    • The teachers (mainly in social studies and science but also music, technology, etc.) teach their subject partially in L2
    • Content in L2 : 30%-50%
    • Receive training in methodology
    • Collaboration with language assistants
    • Contents : selection/creation of materials…
    • Work through tasks and projects (students learn by doing)
  • 03/17/10 Integrated Languages Curriculum
    • Native + 1 st + 2 nd foreign languages
    • Importance of language competence as the basis for all subjects
    • Coordination of the three languages present in the curriculum (projects, terminology, linguistic skills)
    • Teachers receive training in methodology
    • Reinforcement thanks to new Reading class
    • Work with communication skills
    • Emphasis on the oral component
    • Work through tasks and projects
  • 03/17/10 Faculty
    • For nonlinguistic areas is demanding
    • Methodology training (teacher courses, university courses, group work, research projects, travel abroad...)
    • Training in L2 (language classes for teachers, online, immersion courses, shadowing program, assistants...)
    • Coordination and teamwork
    • Creation of materials
    • Use of new technologies
  • 03/17/10 Coordinator
    • Must have good management skills
    • Tasks : coordinates teachers and language assistants, keeps families informed, plans future of the program, evaluates progress of program
    • Serves as support and resource for teachers in the program
    • Works to build international connections through special projects
  • 03/17/10 Students and Families
    • As it grows, the bilingual program will provide a transition from primary to secondary school
    • Open to everybody but...
    • Advisable for those who have done well in primary education and don’t need educational reinforcements
    • Bilingual students combine with mainstream groups in non-bilingual subjects
    • Profile : participative, active, open...
  • 03/17/10 Language Assistants
    • Who are they? Mostly young university students and recent graduates
    • Come through a variety of programs : CIEE, Comenius Project, Ministry of Education, Regional Departments of Education
    • Currently more than 1,000 in Andalucía
    • Diverse origin , especially: USA, United Kingdom, Ireland, France and Germany.
    • Help with the creation of materials
    • One per school (exceptionally 2)
    • Cultural reference
    • Linguistic model
  • 03/17/10 Language Assistants
    • Apply online and can indicate location preference, but do not get to choose
    • Assistantship is from October-May
    • Provincial welcome meeting
    • Important to network with other LAs
    • Coordinator develops work schedule (12-16 hours a week)
    • Receive monthly stipend of €700
    • May apply for renewal of assistantship
  • 03/17/10 Language Assistants
    • Hours spent in class with students, planning classes and preparing materials, working with teachers to improve the L2...
    • LAs may cooperate throughout the school
    • Work in language and content area classes
    • May also participate in after-school L2 classes for teachers
  • 03/17/10 Difficulties
    • Something new in our schools…still working things out
    • Results are seen over the long term
    • Faculty still have a low competence in L2
    • Various organizational conflicts (space, schedules...)
    • Lack of appropriate materials
    • Limit to number of students that can participate
    • Time consuming
  • 03/17/10 Advantages
    • Methodological reform in the schools
    • Provides more opportunities
    • Opening of schools to the community
    • Better coordination among faculty
    • Student motivation
    • Collaboration with language assistants
    • Incentives for participating teachers (schedule reduction, merits...)
    • Priority in certain programs/projects
  • 03/17/10 Secondary School Bilingual Programs José A. Alcalde, Bilingual Program Coordinator Elizabeth Therese Gaughan, English Language Assistant IES La Arboleda, Lepe (Huelva) in Andalucía (Spain)