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Secciones Bilingues English


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Introducción a los centros educativos con modalidad de enseñanza bilingüe

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Secciones Bilingues English

  1. 1. 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)
  2. 2. 03/17/10 Basic Information <ul><li>Created by Andalucía’s Department of Education in the 2004-05 school year </li></ul><ul><li>In addition to New Technologies, Bilingual Programs are top priority </li></ul><ul><li>Can be primary and secondary schools </li></ul><ul><li>Similar experiences exist in other Spanish regions (Extremadura, Valencia, Asturias...) </li></ul><ul><li>Follow guidelines of the European Union linguistic policies </li></ul>
  3. 3. 03/17/10 Basic Information <ul><li>Bilingual Programs by language: English (625) > French (52) > German (12) </li></ul><ul><li>Request from school board (support from faculty and families) </li></ul><ul><li>Normally one bilingual group per school </li></ul><ul><li>There are currently 694 bilingual schools in Andalucía </li></ul><ul><li>Focus on CLIL </li></ul>
  4. 4. 03/17/10 Nonlinguistic Areas <ul><li>Main focus area of bilingual program </li></ul><ul><li>The teachers (mainly in social studies and science but also music, technology, etc.) teach their subject partially in L2 </li></ul><ul><li>Content in L2 : 30%-50% </li></ul><ul><li>Receive training in methodology </li></ul><ul><li>Collaboration with language assistants </li></ul><ul><li>Contents : selection/creation of materials… </li></ul><ul><li>Work through tasks and projects (students learn by doing) </li></ul>
  5. 5. 03/17/10 Integrated Languages Curriculum <ul><li>Native + 1 st + 2 nd foreign languages </li></ul><ul><li>Importance of language competence as the basis for all subjects </li></ul><ul><li>Coordination of the three languages present in the curriculum (projects, terminology, linguistic skills) </li></ul><ul><li>Teachers receive training in methodology </li></ul><ul><li>Reinforcement thanks to new Reading class </li></ul><ul><li>Work with communication skills </li></ul><ul><li>Emphasis on the oral component </li></ul><ul><li>Work through tasks and projects </li></ul>
  6. 6. 03/17/10 Faculty <ul><li>For nonlinguistic areas is demanding </li></ul><ul><li>Methodology training (teacher courses, university courses, group work, research projects, travel abroad...) </li></ul><ul><li>Training in L2 (language classes for teachers, online, immersion courses, shadowing program, assistants...) </li></ul><ul><li>Coordination and teamwork </li></ul><ul><li>Creation of materials </li></ul><ul><li>Use of new technologies </li></ul>
  7. 7. 03/17/10 Coordinator <ul><li>Must have good management skills </li></ul><ul><li>Tasks : coordinates teachers and language assistants, keeps families informed, plans future of the program, evaluates progress of program </li></ul><ul><li>Serves as support and resource for teachers in the program </li></ul><ul><li>Works to build international connections through special projects </li></ul>
  8. 8. 03/17/10 Students and Families <ul><li>As it grows, the bilingual program will provide a transition from primary to secondary school </li></ul><ul><li>Open to everybody but... </li></ul><ul><li>Advisable for those who have done well in primary education and don’t need educational reinforcements </li></ul><ul><li>Bilingual students combine with mainstream groups in non-bilingual subjects </li></ul><ul><li>Profile : participative, active, open... </li></ul>
  9. 9. 03/17/10 Language Assistants <ul><li>Who are they? Mostly young university students and recent graduates </li></ul><ul><li>Come through a variety of programs : CIEE, Comenius Project, Ministry of Education, Regional Departments of Education </li></ul><ul><li>Currently more than 1,000 in Andalucía </li></ul><ul><li>Diverse origin , especially: USA, United Kingdom, Ireland, France and Germany. </li></ul><ul><li>Help with the creation of materials </li></ul><ul><li>One per school (exceptionally 2) </li></ul><ul><li>Cultural reference </li></ul><ul><li>Linguistic model </li></ul>
  10. 10. 03/17/10 Language Assistants <ul><li>Apply online and can indicate location preference, but do not get to choose </li></ul><ul><li>Assistantship is from October-May </li></ul><ul><li>Provincial welcome meeting </li></ul><ul><li>Important to network with other LAs </li></ul><ul><li>Coordinator develops work schedule (12-16 hours a week) </li></ul><ul><li>Receive monthly stipend of €700 </li></ul><ul><li>May apply for renewal of assistantship </li></ul>
  11. 11. 03/17/10 Language Assistants <ul><li>Hours spent in class with students, planning classes and preparing materials, working with teachers to improve the L2... </li></ul><ul><li>LAs may cooperate throughout the school </li></ul><ul><li>Work in language and content area classes </li></ul><ul><li>May also participate in after-school L2 classes for teachers </li></ul>
  12. 12. 03/17/10 Difficulties <ul><li>Something new in our schools…still working things out </li></ul><ul><li>Results are seen over the long term </li></ul><ul><li>Faculty still have a low competence in L2 </li></ul><ul><li>Various organizational conflicts (space, schedules...) </li></ul><ul><li>Lack of appropriate materials </li></ul><ul><li>Limit to number of students that can participate </li></ul><ul><li>Time consuming </li></ul>
  13. 13. 03/17/10 Advantages <ul><li>Methodological reform in the schools </li></ul><ul><li>Provides more opportunities </li></ul><ul><li>Opening of schools to the community </li></ul><ul><li>Better coordination among faculty </li></ul><ul><li>Student motivation </li></ul><ul><li>Collaboration with language assistants </li></ul><ul><li>Incentives for participating teachers (schedule reduction, merits...) </li></ul><ul><li>Priority in certain programs/projects </li></ul>
  14. 14. 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)