Your SlideShare is downloading. ×
20_Group report_Barcelona 2012
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

20_Group report_Barcelona 2012

215

Published on

Presentation in Study Visit Grup.No. 192 (Barcelona), March 2012

Presentation in Study Visit Grup.No. 192 (Barcelona), March 2012

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
215
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
0
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Study visit group report Group NoTitle of the visit Social Dimension of Language Learning 192-ES Topic Language Teaching & Learning City, country Barcelona – Catalunya/Spain Type of visit General Education Dates of visit 19th March – 23rd March Group reporter Sarah Jane Rose Dear participants,The purpose of a study visit is to generate an exchange of experience and goodpractice between the country you visit and the countries you all come from. Thus,participating in a study visit can be an exciting experience and an importantlearning tool for you.During the visit you are invited to prepare a group report summarising yourdiscussions and learning. This will help Cedefop disseminate what you have learntto others, who share your interest but did not participate in this particular studyvisit.On the first day of the visit, you are to select a reporter who will be responsible forpreparing the final report and submitting it to Cedefop. Everybody shouldcontribute to the report by sharing their views, knowledge, and practices in theirrespective countries. Please start working on the report from the first day of thevisit.You will, of course, be taking your own notes during presentations and field visits;but the group report should highlight the result of the group’s reflections on whatwas seen and learnt during the entire visit and the different perspectives broughtby the different countries and participants. The report should NOT read as a traveldiary, describing every day and every session or visit.Cedefop will publish extracts of your reports on its website and make themavailable to experts in education and vocational training. When writing the report,please keep this readership in mind: make your report clear, interesting, anddetailed enough to be useful to colleagues throughout Europe.By attaching any photos to the report, you agree to Cedefop’s right to use them inits publications on study visits and on its website. Please prepare the report in the working language of the group. Please do not include the programme or list of participants. The reporter should submit the report to Cedefop (studyvisits@cedefop.europa.eu) within ONE month of the visit. 1
  • 2. I FINDINGSThis section summarises the findings of the group while visiting hostinstitutions, discussing issues with the hosts and within the group. You willbe reflecting on what you learnt every day. But to put them together andgive an overall picture, you need to devote a special session to prepare thefinal report on the last day of the visit.In this section, it is important that you describe not only things youlearnt about the host country but also what you learnt about thecountries represented by group members.1. One of the objectives of the study visits programme is to exchange examples of good practice among hosts and participants. Cedefop will select well-described projects/programmes/initiatives and disseminate them to former participants and a wider public, including potential partners for future projects. Therefore it is important that you identify and describe all aspects that, in your view, make these projects/programmes/initiatives successful and worth exploring.Many of us were drawn to this diverse capital because of the richness of theculture and languages used. In Catalunya the vast majority of pupils arebilingual, Catalan is their mother tongue and Castilian (Spanish) is alsospoken. In addition pupils are also taught at least one foreign language froma young age, add the influx of community languages and you have a meltingpot of diversity. 12 different European countries were represented by 16participants from all sectors of education, primary, secondary, further andhigher education.See grid below for details of good practice. 2
  • 3. Describe each of the good practices you learnt about during the visit (both from the hosts and from one another) indicating thefollowing:title of the project/ country name of the contact person (if whom the project/ what features of theprogramme/initiativ institution that possible) who programme/ initiative project/programme/initiative make it an e implements it (if presented the addresses example of good practice possible, provide a programme to the website) group English Day Catalunya Escola Montserrat Mirella All students Interactive Sharing to Learn Sant Just Desvern Hands on activities in target language Art & Crafts Creative Euromania Inclusive Scratch English Day French Community Ministry of Fabienne Denayer Children with special Social dimension and Language learning Programme “DYS” of Belgium Education (FWB) needs for students in Secondary schools (dyslexia in Language courses) Reading Project Italy IV Circolo didattico Alfio Russo Pupils of primary “The seagull and “A. Di Giovanni” Principal of the school Laboratories focused on the Key competences the cat” AGRIGENTO school Parents of pupils required by the UE (supported by UE www.quartocircoloa - competence in mother tongue through FSE) grigento.it - learning to learn - digital competence - sense of initiative and entrepreneurship - social and civic competences - cultural awareness and expression Priorities of Romania School County Laura Nadaban Teachers Romanian Ministry Inspectorates - Teaching focused on key competences 3 of Education - Language policies - ICT
  • 4. - Inclusion - Entrepreneurship Focus on French France Rectorat/inspection Olivier Massé Inspector (secondary - Language policies/when, whatEducational System académique Jacqueline school) languages/how/where Sacareau Primary school - ICT teacher adviser (for - first level second level foreign languages) - disabled pupils Student Poland The University of Jacek Romaniuk Students at the Inclusion Warsaw University of Warsaw 1. Each collective ruling body is to consist of 20% of students 2. Office for Persons with Disabilities at the University of Warsaw http://www.bon.uw.edu.pl/en/univ4all/inde x.html Inclusion of students into collective ruling bodies at the university; taking care of special needs students and students with disabilities -ICT Use of ICT for Turkey Ministry of National -Language policies Foreign Language Education,Samsun Murat Yavuz Pupils of primary, -Fatih Project (sponsored by the government) Teaching Anatolian High secondary, -How to use ICT(computer boards and e-tabs) school high school for language learning for all pupils of all teachers schools in Turkey Languages of Italy Ministry of Angiolina Ponziano Initial and continuous Schooling education, Inspector of Ministry training headmaster , Support for Italian and children from migrantItalian and Italian L2 University and of Education teachers background primary and lower secondary Research school , Minority languages and bilingualism (French & German)Nursery and Primary Catalunya Ministry of Joana Vidal Nursery and Primary schools initiatives Education Catalunya (elementary) schools -Programme focusing on the oral skills in the foreign language -Activities where children are involved (projects-films-reports –blogs etc) - exchange programmes , visits abroad, 4 contacts with natives:
  • 5. -Progressive Immersion from Nursery schools to Secondary schools (Continuum)Improving languages Italy Deutsches Schulamt Walter Markus Pupils of lower and School partnerships: and key Autonome Provinz Hilber upper secondary Training on a high level of communication in competences in Bozen/Bolzano schools foreign languages, exchange of traditions, projects and culture, history, geography “learning by doing” Practising foreign languages in commercial schools with training firms (obligatory), working together with sponsors of the real market, exchange of experience, international competitions on the fairs; focusing on key competences (especially entrepreneurship) Catalunya Comprodon Joan Vila Language learners Working on many languages focusing on similarities Celebrate language days Euromania* You can describe as many good practices as you find necessary. You can add rows to the table. 5
  • 6. 2. The study visits programme aims to promote and support policy development and cooperation in lifelong learning. That is why it is important to know what you learnt about such policies and their implementation during your visit. You are invited to describe your findings concerning the following: 2.1 APPROACHES TAKEN BY PARTICIPATING COUNTRIES (BOTH HOST AND PARTICIPANTS’) REGARDING THE THEME OF THE VISIT. ARE THERE ANY SIMILAR APPROACHES/MEASURES IN PARTICIPATING COUNTRIES? WHAT ASPECTS ARE SIMILAR AND WHY? WHAT ASPECTS ARE DIFFERENT AND WHY? • In some countries the concept of sharing to learn is implemented in school life. • There is no Euromania but it is substituted by other projects for example E-twinning, Comenius and cross border cooperation. • Welcoming classes are organised in countries with large numbers of immigrants, for example Norway, Belgium, Spain, UK and France and we feel it is a good way to involve a child in regular school life. In Hungary such classes are organised for children with speaking and learning difficulties. • The National Reading Plan here is implemented with the aim of enhancing the reading skill and promoting reading for pleasure, it is a cross curricular strategy involving activities organised by local authorities. 2.2 CHALLENGES FACED BY PARTICIPATING COUNTRIES (INCLUDING HOST) IN THEIR EFFORTS TO IMPLEMENT POLICIES RELATED TO THE THEME OF THE VISIT. WHAT ARE THE CHALLENGES? ARE THEY COMMON CHALLENGES? IF SO, WHY? IF NOT, WHY NOT? Challenges: • How to create an interactive community (social cohesion) • How to become an active citizen in plurilingual Catalunya: for both Spanish people (Catalan and Castilian speakers) and immigrants, by maintaining the language and the culture of each one, protect and preserve. • How to incorporate additional foreign languages in the curriculum in order to enrich the European dimension of future citizens. The realities are somewhat different in the participating countries, we could speak of a more multilingual situation (with a few exceptions) due to historical heritage and everyday reality. 6
  • 7. 2.3 NAME AND DESCRIBE EFFECTIVE AND INNOVATIVE SOLUTIONS YOU HAVE IDENTIFIED THAT PARTICIPATING COUNTRIES (BOTH HOST AND PARTICIPANTS) APPLY TO ADDRESS THE CHALLENGES MENTIONED IN QUESTION 2.2. PLEASE MENTION SPECIFIC COUNTRY EXAMPLES. The National Reading Plan – A project that promotes the implementation of key competences in the mother tongue and in foreign languages, and increases the level of literacy among the learners. Effective in boosting students´ cultural awareness and expression however it must be developed in such a way as to not hinder speaking skills. Welcoming classes/Inclusion programme – A project aimed at personalising the curriculum and adopting flexible ways to improve individual skills of the learners. Promoting community languages – Project that takes into account the existence of numerous ethnic minorities in Catalunya aimed at retaining their unique language and culture. At the same time the project makes them a basis on which competences in foreign languages are built and developed. 2.4 ASSESSMENT OF THE TRANSFERABILITY OF POLICIES AND PRACTICES. COULD ANY EXAMPLES OF GOOD PRACTICE PRESENTED IN THIS REPORT BE APPLIED AND TRANSFERRED TO OTHER COUNTRIES? IF SO, WHY? IF NOT, WHY NOT?CLIL – Content and Language Integrated LearningOne example we all agreed is good practice was CLIL, this project though still inits infancy, in some countries, is gaining popularity. Using immersionmethodology CLIL is particularly effective when started at an early age and havethe opportunity to continue with other curriculum subjects. Not only does CLILimprove student’s linguistic competence but simultaneously improves verbal andnon-verbal reasoning, creativity, cognitive processing and autonomy. We sawevidence of the learner voice in the form of written comments, these reflectedits benefits. On the other hand the degree of success relies heavily on the competence of theteacher in the target language. Therefore we foresee issues in other Europeancountries because the standardisation of teaching qualifications is not alwaysregulated.On balance we conclude that CLIL is an excellent programme to fostercontinuous professional development and increases the learner’s mobility andemployment opportunities throughout Europe.3. Creating networks of experts, building partnerships for future projects is another important objective of the study visit programme. 7
  • 8. Please state whether and which ideas for future cooperation have evolvedduring meetings and discussions.Jacqueline Sacareau spoke to Joana Vidal regarding a link between herschools and rural schools in here. In addition there are future plans toinitiate an exchange between classes of primary schools with Alfio Russo.Dr Margit Engelmann spoke to Nuria Batlle, they decided that when shereturns with her students they will visit Institut Montserrat and lessons.Laura Nadaban will be working with two other participants fostering aneducational exchange between Samsun and Schulsprengel Ritten,Klobenstein/Collalbo (headmaster Walter Markus Hilber).Jacek Romaniuk and Sarah Rose discussed a possible exchange.Angiolina Ponziano spoke to Joana to suggest a link on the ministerialwebsite at project languages of schooling-. www.istruzione.it. 8

×