El model català d’aprenentatge  de llengües estrangeres Berga, 26 Juny 2009 Neus Lorenzo Galés [email_address] L’ús de les...
The Catalan model  of language teaching and learning  Berga, 26 June 2009 Neus Lorenzo Galés [email_address] Use and appli...
Content  <ul><li>1- The Catalan Model:  Language for personal development and social cohesion. </li></ul><ul><li>2- The We...
L’escola catalana ...Is there a Catalan model? <ul><li>Active  school </li></ul><ul><li>Collaborative work </li></ul><ul><...
The growing pains of the Catalan Model, building diversity
Past educational context:   Language policy at school -1. PAST: 1940’s 1970’s SPANISH Latin - Greek- French ( School subje...
Two societies ? One society? Looking for an educational system   1970’s & 1980’s: Debate on family language path path path...
Nowadays context: Language  policy at school -2. PRESENT: Immigration 2000’s - 2010’s Bilingual school Extra curricular  L...
(PISA results related to immigrant students) Changes between first and second generation <ul><li>http://www.pisa.oecd.org/...
Building identity, Building sustainability PLURILINGUALISM Family School Friends Work Society Media Environment Family L. ...
Becoming active citizens in a  Common core (sharing)   State Legislation Belonging  to Private spaces (keeping)   Cultural...
The Plurilingual Project :   Common aims and shared challenges in Europe   <ul><li>Identity building </li></ul><ul><li>-Ac...
Languages for personal development   Lifelong learning <ul><li>Creating European identity and citizenship ( plurality, div...
Building knowledge, Building Community
 
The Plurilingual Project in Catalonia: bridging the future together Every day we set the conditions  that will make our fu...
Formal, non-formal and  informal spaces
A practical exercise …. Chose one of these cards: don’t say it aloud!!!. Just look at it and try to fix it in your mind...
A practical exercise... Think of your card for 10 second  without saying it to anybody...
A practical exercise…. Now I will hide your letter!!!  Great! How have I done it? Am I right??
And what is happening now?... <ul><li>People here have started an informal “emergent”  network to get information from the...
know how & resources? sensitivity & complicities Looking for balance  and commitment
Working collaboratively  is much more than just adding ideas  Quality factors: Sharing Values, Mission, Vision, Planning, ...
 
Moodle http://moodle.vaniercollege.qc.ca/
Blocs http://blocs.xtec.cat/
Wikis http://www.wikispaces.com
Video http://youtube.com
Podcasting http://clickcaster.com
 
Sequences Negotiation Information gathering Data process Outcomes Feedback
European Projects:  transversality, plurilingualism and interculturalism Virtual garden Simultaneous  Art  Exhibit Multicu...
  Virtual, physical and intellectual mobility PAP-  Lifelong Learning Program Associations and Training:    Comenius, Gund...
A quality CLIL activity provides… choose the 3 main benefits <ul><li>Linguistic improvement </li></ul><ul><li>Content lear...
CLIL, Integrated methodology for developing life competencies 4-C:   Mehisto, Marsh, Frigols, 2005, 2008 5-C:   Leonard Or...
CLIL-Paradigm:   individual & social improvement Neus Lorenzo, 2009: Global Consciousness in Europe CLIL for proactive cit...
Learning by doing: Multimodal
Teamwork... Network... Teamnets. Kowledge society
A knowwledge worker… Data Information Knowledge Wisdom Action Vision Mision Values
Strategies for good practices Network requires...   <ul><li>To have specific and defined aims </li></ul><ul><li>To share c...
Story I : Conflicts at Vision level Error at sharing aims -Mistake at identifying common needs, mismatching aims Solution:...
Story II : Conflicts at planning Error at design levels -Mistake at planning: aesthetic priorities instead of  praxis Solu...
Story III : Conflicts at communicating  Message or communication error -Mistake at expressing or understanding (code, lang...
Story IV : Conflict when using tools Procedural error -Mistake at changing tools, mismatching previous knowledge Solution:...
Doing  European Projects using CLIL and ICT:  tools for attaining the future   Neus Lorenzo i Galés [email_address] We sho...
The Catalan model  of language teaching and learning  Berga, 26 Juny 2009 Neus Lorenzo Galés [email_address] Use and appli...
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Catalan Model for Language Learning in Plurilingual contexts

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Teacher training matterial for developing the Catalan Model for Language Learning in Plurilingual contexts (Jornada d'educació a Europa. Berga 2009, Catalonia)

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  • ALTE : ‘Association of Language Testers in Europe’ ALTE fou fundada al 1990, després d’una reunió preliminar a Catalunya al 1989. Originalment fou una idea de la Universitat de Salamanca i la University of Cambridge Examination Syndicate Hi havia 8 membres fundadors. Ara hi ha 20 membres de ple dret i 8 membres associats, que representen 24 llengües. Tots els membres de ple dret de l’ALTE són institucions i organitzacions educatives, com ara ministeris i conselleries, universitats i instituts de recerca o altres organitzacions no lucratives. Membres Basc /Govern Basc Català /Generalitat de Catalunya Danès /Consorci d’Avaluació de Llengua Danesa Holandès /CITOgroep /Certificaat Nederlands als Vreemde Taal (CNaVT ) Anglès /University of Cambridge ESOL Finlandès /Universitat de Jyväskylä Francès /Alliance Française/ Centre international d’études pédagogiques Alemany/Goethe-InstitutInter Nationes /WBTWeiterbildungs Testsyteme GmbH Conferències de l’ALTE : Krakow 21st-23rd April 2004 Bilbao November 10-12 th 2004 Berlin May 19 th -21 st 2005 (major public ALTE event on language testing) Cardiff November 2005
  • A B C D En grups de 4: (2 min.) TOTS:
  • Catalan Model for Language Learning in Plurilingual contexts

    1. 1. El model català d’aprenentatge de llengües estrangeres Berga, 26 Juny 2009 Neus Lorenzo Galés [email_address] L’ús de les tecnologies i la seva aplicació als programes de cooperació internacional
    2. 2. The Catalan model of language teaching and learning Berga, 26 June 2009 Neus Lorenzo Galés [email_address] Use and application of ICT at International Collaborative Projects
    3. 3. Content <ul><li>1- The Catalan Model: Language for personal development and social cohesion. </li></ul><ul><li>2- The Web 2.0 Lifestyle: </li></ul><ul><li>Are we ready for social networking? </li></ul><ul><li>3- International collaborative projects: </li></ul><ul><li>CLIL for crosscurricular learning </li></ul>
    4. 4. L’escola catalana ...Is there a Catalan model? <ul><li>Active school </li></ul><ul><li>Collaborative work </li></ul><ul><li>Plurilingualism </li></ul><ul><li>Inclusion </li></ul><ul><li>Values and Traditions </li></ul><ul><li>Culture and heritage </li></ul><ul><li>Quality </li></ul><ul><li>Participation </li></ul>
    5. 5. The growing pains of the Catalan Model, building diversity
    6. 6. Past educational context: Language policy at school -1. PAST: 1940’s 1970’s SPANISH Latin - Greek- French ( School subjects) CATALAN ENGLISH FRENCH, GERM. ITAL. 1979 Estatutd’Autonomia; 1983 & 1998: Llei de Normalització Lingüística. Llei de Política Lingüística Bilingual society Monolingual school SPANISH CATALAN Debate Democracy Bilingual school Bilingual society
    7. 7. Two societies ? One society? Looking for an educational system 1970’s & 1980’s: Debate on family language path path path path path
    8. 8. Nowadays context: Language policy at school -2. PRESENT: Immigration 2000’s - 2010’s Bilingual school Extra curricular LANGUAGES SPANISH CATALAN School subject ENGLISH FRENCH. GERM. ITAL. CATALAN SPANISH Calo (Roman) Plurilingual society Debate
    9. 9. (PISA results related to immigrant students) Changes between first and second generation <ul><li>http://www.pisa.oecd.org/findDocument/0,2350,en_32252351_32235731_1_119669_1_1_1,00.html </li></ul><ul><li>http://www.pisa.oecd.org/pages/0,2966,en_32252351_32235907_1_1_1_1_1,00.html </li></ul>Stable results Positive results Negative results
    10. 10. Building identity, Building sustainability PLURILINGUALISM Family School Friends Work Society Media Environment Family L. Environmental L. School L. Professional L. International L.
    11. 11. Becoming active citizens in a Common core (sharing) State Legislation Belonging to Private spaces (keeping) Cultural singularities Dynamic Educational Model Managing diversity for social cohesion SGLiC, Departament d’Educació Generalitat de Catalunya
    12. 12. The Plurilingual Project : Common aims and shared challenges in Europe <ul><li>Identity building </li></ul><ul><li>-Accepting diversity </li></ul><ul><li>and cultural differece </li></ul><ul><li>as collective richness </li></ul><ul><li>and shared opportunity </li></ul><ul><li>Community building </li></ul><ul><li>-Facing immigration and growth with social cohesion and active citizenship </li></ul><ul><li>Knowledge building </li></ul><ul><li>-Developing skills for lifelong learning in a global context, and acquiring key competencies relevant to the labour market. </li></ul>Adapted from: Leonard Orban, Comissionate for Multilingual Portfolio, EU international complicities Adapted from: Leonard Orban, Commissioner for Multilingual Portfolio, EU, 2007
    13. 13. Languages for personal development Lifelong learning <ul><li>Creating European identity and citizenship ( plurality, diversity ) </li></ul><ul><li>Lifelong learning (flexible curricula ) </li></ul><ul><li>ICT tools & e-learning for knowledge building </li></ul><ul><li>Academic convergence ( comparable degrees ) </li></ul><ul><li>European Plurality ( mother tongue +2 ) </li></ul>Dead line: 2010 ____ 2015 ____ 2045 ? <ul><li>Market access ( relevant to the labour market ) </li></ul>29 països : Joint declaration European Ministers of Education ( Terry Mitchell, promoter of EHEA: European Higher European Area, Bologna 1999, Berlin 2003, Bergen 2005 http://www.bologna-berlin2003.de/pdf/bologna_declaration.pdf Also: Acord de Lisboa 2001, revised London 2007) Europe of Knowledge
    14. 14. Building knowledge, Building Community
    15. 16. The Plurilingual Project in Catalonia: bridging the future together Every day we set the conditions that will make our future possible... But... is it the future we wish for?
    16. 17. Formal, non-formal and informal spaces
    17. 18. A practical exercise …. Chose one of these cards: don’t say it aloud!!!. Just look at it and try to fix it in your mind...
    18. 19. A practical exercise... Think of your card for 10 second without saying it to anybody...
    19. 20. A practical exercise…. Now I will hide your letter!!! Great! How have I done it? Am I right??
    20. 21. And what is happening now?... <ul><li>People here have started an informal “emergent” network to get information from the group... </li></ul><ul><ul><ul><li>Teamwork and networking strategies become natural and useful when a group is focused on solving the same problem and sharing aims, trying to find out new ideas, thinking aloud, and processing verbally. </li></ul></ul></ul>
    21. 22. know how & resources? sensitivity & complicities Looking for balance and commitment
    22. 23. Working collaboratively is much more than just adding ideas Quality factors: Sharing Values, Mission, Vision, Planning, Acting, Assessing
    23. 25. Moodle http://moodle.vaniercollege.qc.ca/
    24. 26. Blocs http://blocs.xtec.cat/
    25. 27. Wikis http://www.wikispaces.com
    26. 28. Video http://youtube.com
    27. 29. Podcasting http://clickcaster.com
    28. 31. Sequences Negotiation Information gathering Data process Outcomes Feedback
    29. 32. European Projects: transversality, plurilingualism and interculturalism Virtual garden Simultaneous Art Exhibit Multicultural concert Chirldren's intercultural library Collaborative portal European traditions on Webs Virtual Maths Race What do these projects provide schools with? Radio program in several languages
    30. 33. Virtual, physical and intellectual mobility PAP- Lifelong Learning Program Associations and Training: Comenius, Gundtvig, Erasmus, eTwinning… Content and Language Integrated Learning (CLIL-EMILE-AICLE) Virtual & communicative mobility Physical mobilility Intellectual Mobility
    31. 34. A quality CLIL activity provides… choose the 3 main benefits <ul><li>Linguistic improvement </li></ul><ul><li>Content learning </li></ul><ul><li>Autenticity </li></ul><ul><li>Real interaction </li></ul><ul><li>Developing competencies </li></ul><ul><li>Building cognitive processes </li></ul><ul><li>Cultural exploration </li></ul><ul><li>Educational socialization </li></ul><ul><li>Collaborative techniques </li></ul><ul><li>Attitudinal orientation </li></ul><ul><li>… … … </li></ul><ul><li>… … … </li></ul>Integrating activities provides new added value... CLIL Language Content
    32. 35. CLIL, Integrated methodology for developing life competencies 4-C: Mehisto, Marsh, Frigols, 2005, 2008 5-C: Leonard Orban, Comissionat UE,2007 6-C Diamant competencial de les 6-C, 2009 Neus Lorenzo & Group Sys.6, 2009 Criteria, creativity for decision making (judgement, evaluation and action) (Bloom’s Pyramid) Complexity (plurality, global diversity, multilingualism) 6-C CLIL-MC Content (knowledge building, learning things) Communication (projecting, interacting, doing) Community (being with others) Cognition (being oneself, thinking)
    33. 36. CLIL-Paradigm: individual & social improvement Neus Lorenzo, 2009: Global Consciousness in Europe CLIL for proactive citizenship: participation, creativity, responsibility, innovation, involvement... transformation sharing learning Competition to Have things, information, friends ... Competencies for Being competent, able, useful, happy ...
    34. 37. Learning by doing: Multimodal
    35. 38. Teamwork... Network... Teamnets. Kowledge society
    36. 39. A knowwledge worker… Data Information Knowledge Wisdom Action Vision Mision Values
    37. 40. Strategies for good practices Network requires... <ul><li>To have specific and defined aims </li></ul><ul><li>To share commitments and follow collective rules </li></ul><ul><li>To learn about the context and the territory </li></ul><ul><li>To use emotional strategies and easy relationship </li></ul><ul><li>To delegate in colleagues when necessary </li></ul><ul><li>To count on a good opperational (technical) team </li></ul><ul><li>To share information and evidence with users </li></ul><ul><li>To alternate functions and tasks when needed. </li></ul>
    38. 41. Story I : Conflicts at Vision level Error at sharing aims -Mistake at identifying common needs, mismatching aims Solution: -Teams should find shared fields for common visions Cardiff: Investigating language attitudes: Social meanings of dialect, ethnicity and performance. (1994)
    39. 42. Story II : Conflicts at planning Error at design levels -Mistake at planning: aesthetic priorities instead of praxis Solution: -Teams should include diverse profiles and final users at all steps Barcelona, Forum 2004
    40. 43. Story III : Conflicts at communicating Message or communication error -Mistake at expressing or understanding (code, language, culture...) Solution: -Teams should include feedback techniques and double checking How many times can you sustract 3 from 25 ? Only once!! 25-3= 22 Literal answers in an exam
    41. 44. Story IV : Conflict when using tools Procedural error -Mistake at changing tools, mismatching previous knowledge Solution: -Teams should include training for using new tools and resources
    42. 45. Doing European Projects using CLIL and ICT: tools for attaining the future Neus Lorenzo i Galés [email_address] We should cultivate today the landscape of tomorrow … because only the trees that take root will be able to change the environment. Let’s start now !!!
    43. 46. The Catalan model of language teaching and learning Berga, 26 Juny 2009 Neus Lorenzo Galés [email_address] Use and application of ICT at International Collaborative Projects

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