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The IES Valle de Camargo school began offering an English-Spanish bilingual program in 2007-2008 across various departments including foreign languages, mathematics, and technology. The program structure allocates time for English and French language instruction at different levels, and utilizes CLIL methodology for teaching non-language subjects in the target languages. Conversation assistants are employed to help develop communication skills and cultural interest. The school organizes trips to England and France, as well as exchanges with other European schools. Students also participate in the Global Classrooms program which simulates United Nations conferences on topics like human rights and the environment.
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The document discusses European policies around language learning and multilingual education. It promotes plurilingualism, the learning of three languages, and the use of Content and Language Integrated Learning (CLIL). CLIL aims to improve language skills and subject learning while fostering greater intercultural understanding and economic competitiveness through education in additional languages. The policy seeks to provide equal opportunities for learning all European languages and reduce social exclusion.
Report comparative
This document provides an overview of the state of foreign language teaching and transition between primary and secondary education in several European countries. It describes key issues around FL teaching policies, curricula, starting ages, languages taught, methodologies used, and teacher training in countries like Austria, France, Germany, Hungary, Spain, Sweden, and Switzerland. National reports within the document analyze transition from different perspectives of teachers, students, parents and more. Each report also identifies specific needs within that country's educational system to help make the transition between primary and secondary school smoother for foreign language learning.
Catalan Model for Language Learning in Plurilingual contexts
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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7 11-14 a
This document discusses bilingual education programs in Spain. It outlines the different models used in the Basque Country, Catalonia, and Galicia to teach Basque, Catalan, and Galician respectively alongside Spanish. It also describes foreign language teaching (FLT) programs in primary and secondary schools that teach at least 40% of the curriculum in a second language, usually English. Overall the document provides an overview of the legal framework and variety of approaches used to promote regional languages while integrating immigrant populations through Spanish instruction.
California
This document discusses bilingual education and bilingualism. It provides background on topics like the bilingual child, the USA, and California. California has a highly diverse population, with over 25% of children speaking a language other than English, most commonly Spanish. The document also outlines some of California's policies around bilingual education over time. It discusses two bilingual education models and provides examples of two schools implementing these models: San Fernando Elementary and Joseph Gascon Elementary. Both schools saw progress in students' English language learning through solid, consistent instruction in their bilingual programs.
Finland
Finland has a population of over 5 million people concentrated in the southern region. One of the keys to Finland's success is its high-quality education system, which provides public investment in education and training. Finland's education system is among the best in the world and emphasizes learning multiple languages starting from an early age, with most students learning at least two additional languages besides their native Finnish or Swedish. The education system also offers various immersion and bilingual programs that teach subjects in languages like English.
Switzerland
Switzerland has a federalist parliamentary system with 26 Cantons and four national languages. The country's linguistic policy is established in its Federal Constitution and Federal Law on Languages. Education is compulsory through 9th grade, with students learning two national languages and a foreign language. In post-compulsory education, there are bilingual programs where some subjects are taught in German or French. Teachers are required to have strong subject skills as well as skills in teaching additional languages through content-based instruction. The educational system aims to produce students who are efficient users of language while maintaining linguistic diversity and unity.
Portugal
This document discusses language education in Portugal. It notes that Portugal is a monolingual country where Portuguese is the official language, spoken by around 10 million people. While Portuguese is dominant, there are nine recognized minority languages. The education system makes the learning of foreign languages compulsory, with students required to learn English and French in primary school, and additional languages in secondary school. The document also describes a pilot project using Content and Language Integrated Learning to teach subjects like history in English, finding it improved students' language skills and motivation. However, teachers faced challenges with lack of training and resources for this educational approach.
Ireland
Ireland has two official languages: Irish and English. Students in Ireland learn Irish and English as well as studying three additional languages as second languages including French, German, and Spanish. Bilingual education is compulsory in Ireland with elementary schools teaching both Irish and English. At high school, Irish can be studied as a second language or students can choose to study other languages like French, German, or Spanish. Parents choose to send their children to Irish-medium schools where education is through Irish in order to help their children become fluent in Irish and develop a stronger sense of cultural identity.
Italy
This document provides an overview of bilingual education in Italy. It begins with the sociodemographic context, noting Italy's location in Southern Europe and linguistic diversity. It then discusses Italy's linguistic policy, including recognizing 12 minority languages. The document outlines various bilingual programs in Italy, noting a lack of foreign language competence and teacher training. It highlights the Lizeo Internazionale Franchese program, a French-Italian bilingual secondary school program begun in 1994 now with 22 sections. The document concludes that while bilingual programs show promise, more work is needed, including improved teacher training and evaluation of results.
Finland
Finland has a population of over 5 million people concentrated in the southern region. One of the keys to Finland's success is its high-quality education system, which provides public investment in education and training. Finland's education system includes 9 years of compulsory primary education, after which students can choose between general and vocational secondary programs. It also has a bilingual focus, with most students learning two additional languages starting in third grade, and some schools offering content instruction in other languages through immersion or CLIL programs to further improve students' language skills. Recent international assessments show Finland remaining among the top countries in reading and science, though its math scores have declined slightly.
Czech republic
This document provides an overview of bilingual education programs in the Czech Republic. It discusses the country's linguistic policies which protect minority languages like German, Polish, Roma, and Slovak. The Czech education system requires learning two foreign languages, usually English and another. In recent decades, some secondary schools have implemented bilingual programs using French, German, Spanish, Italian or English as the language of instruction for subjects like math, history, and science. However, bilingual education is still only available in a small number of schools and more research is needed to fully evaluate the programs.
Catalonia
This document analyzes linguistic policies and outcomes in Catalonia, Spain. It finds that while Catalan is primarily used in schools and local administration, Castilian Spanish is also widely spoken. Survey results show students perform as well in Castilian as the Spanish average, and bilingual education has no negative impact on learning. However, efforts to promote Catalan use have not increased its use among younger generations or boosted knowledge of the language compared to 15 years ago.
Denmark presentation
Denmark has experienced increased immigration which has changed its traditionally monolingual society. While Danish remains the official language, about 11% of the population are immigrants who speak various other languages. The education system in Denmark focuses on assimilating immigrant students through teaching Danish as a second language. There are some international basic schools that provide instruction in other languages, as well as mainstream schools that teach foreign languages like English, French, and German. Evaluation of bilingual students' PISA test results show they often perform below their Danish peers, with many not completing further education.
Beps in spain bueno
The document discusses Spain's Bilingual Education Project (BEP). It operates in state schools starting at age three, introducing reading, writing, listening and speaking to promote language competence. Schools are selected based on socioeconomic factors, background, location, size and diversity. Teachers involved are both permanent teachers and native/near-native English speakers. The project aims to develop both languages and cultures while facilitating teacher and student exchanges. Students, parents, and teachers generally perceive the program positively, seeing benefits for students' English skills, personal development, and career prospects.
Colloquia
This document discusses cross-curricular projects and activities in education. It begins by defining cross-curricular as relating to an approach that includes contributions from several different disciplines and viewpoints. It then describes several sample classroom activities and projects that aim to incorporate multiple subject areas and skills. The first activity combines language, science, and technology skills around a news article. The second involves a history and nutrition lesson on dinosaurs. Key competencies like communication, digital skills, collaboration, and critical thinking are identified as being developed through these cross-curricular lessons.
Power coloquia 2
This document discusses assessment strategies in Content and Language Integrated Learning (CLIL). It notes that CLIL assessment is complex as it must assess both language and subject content. It emphasizes the importance of formative assessment and using assessment to support student learning. Some key challenges in CLIL assessment include determining if poor performance is due to lack of language proficiency or content knowledge. The document provides examples of support strategies teachers can use for CLIL students, such as simplifying language, allowing extra time, and using visuals. It stresses the importance of considering individual student needs and differentiating instruction.
Portfolio
This document provides information about the European Language Portfolio (ELP). It is composed of 3 sentences:
The ELP allows language learners to document their language skills and cultural experiences over time in a passport, biography, and dossier. It is intended to support language learning throughout one's life and can be used to validate skills. The portfolio has 3 main sections - the language passport provides an overview of skills, the biography describes experiences, and the dossier contains work samples demonstrating abilities.
Colloquia 12
This document discusses competencies developed through Content and Language Integrated Learning (CLIL). It outlines four types of language competencies: linguistic, sociolinguistic, discourse, and strategic. The document then lists common goals of CLIL, including developing intercultural skills, improving target language competence, and increasing learner motivation. It describes positive outcomes of CLIL on both content learning and language acquisition, noting especially gains in receptive skills, vocabulary, and risk-taking. The document stresses the importance of teacher qualifications for successful CLIL instruction.
Cross curricular projects
This document discusses different types of activities that can be used in CLIL (Content and Language Integrated Learning) classes. It identifies four basic types of activities: 1) activities for communicating subject content orally, 2) activities to develop listening and reading strategies, 3) activities to guide student production (oral, written, physical), and 4) activities to engage higher cognitive skills. For each type, an example activity is provided and the cognitive skills targeted are identified. The examples include an activity on the water cycle, endangered animal leaflets, role plays, and a map activity. The document emphasizes that activities should be meaningful, relevant, and help students improve both content knowledge and language skills.
Cross curricular projects
This document discusses different types of activities that can be used in CLIL (Content and Language Integrated Learning) classes. It identifies four basic types of activities: 1) activities for communicating subject content orally, 2) activities to develop listening and reading strategies, 3) activities to guide student production (oral, written, physical), and 4) activities to engage higher cognitive skills. For each type, an example activity is described along with the cognitive skills it targets. The examples included an activity on the water cycle, endangered animal leaflets, role plays, and a map activity. The document emphasizes that activities should be meaningful, relevant, and help students improve both content knowledge and language skills.
Outcomes and language learning
This document discusses learning outcomes and supporting language learning. It lists several purposes of learning outcomes, including providing focus for instruction, guidelines for learning, and targets for assessment. It also discusses tips for supporting language learning in content classes, such as creating a safe environment, using the target language consistently, speaking clearly, and providing repetition and opportunities to practice all language skills. The goal is to build equal status for the language used in school and recognize student effort.
Colloquia 2
This document discusses bilingualism and CLIL (Content and Language Integrated Learning) in Spain. It defines different levels of bilingualism from speaking two languages to thinking in two languages. It also describes individual bilingualism, which can be composed/coordinated or dominant/balanced depending on language knowledge, and simultaneous/consecutive depending on acquisition age. Social bilingualism exists when a society contains two language groups that may be separate, bilingual, or with one monolingual group. The document also notes the growth of bilingual schools in Spain from 2012 and both the problems and benefits of bilingual education. It concludes by reviewing clothing vocabulary in English.
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Case study
- 1. Case Study Bilingual Programme IES VALLE DE CAMARGO
- 2. IES Valle de Camargo: Bilingual School Beginnings in 2007-2008 with an English-Spanish Programme Three departments involved: Foreign Languages Mathematics(1º, 2º, 3º, 4º) Technology(2º, 3º) English-Spanish bilingual programme in Vocational Training: Administration and Finance
- 3. Structure 1st cycle ESO: English: 2 morning sessions + 2 seventh period sessions French: 3 morning sessions + 1 seventh period session 2nd cycle ESO: English: 3 morning sessions + 2 seventh period sessions French: 2 morning sessions + 1 seventh period session Bachillerato: 2 seventh period enrichment sessions No CLIL subjects – 2nd FL not compulsory
- 4. Methodology Based on the Common Framework of Reference DNLs (Disciplinas No Lingüísticas) use CLIL/AICLE (Content and Language Integrated Learning/Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) English-medium instruction Strengthening of Communicative Competence
- 5. Conversation Assistants Communication skills Encourage interest in the culture and customs of French and English speaking countries Increase student motivation
- 6. European Projects School trips to England 2008-2009 Eastbourne (1º ESO) 2009-2010 Londres (3º ESO) 2010-2011 Exeter (2º ESO) 2011-2012 Hastings (2º ESO) Cultural trips to France Poitiers, la Ruta de los Cátaros, Paris . . . Exchanges Etwinning: Exchange of letters and experiences on-line with schools in Denmark and Poland (1º ESO) Project and Trips: C.S. Vincent van Gogh in Assen, Hollanda(4º ESO)
- 7. School trip to England 2008-2009
- 8. What’s Global Classrooms?What’s Global Classrooms? • International, innovative programme • Secondary schools • Students learn to research and debate in English • Current topics: human rights, poverty, global warming Students participate in conferences simulating the United Nations
- 9. Where is Global Classrooms? In cities all over the world: Beijing Beirut Berlin Boston Chicago Hong Kong Houston Johannesburg London Los Angeles Madrid Mexico City Miami Minneapolis New Delhi New York City San Juan Sao Paulo Seoul Tampa Bay Tel Aviv Tokyo Washington, DC In Bilingual High Schools in Cantabria IES Cantabria IES Foramontanos IES Lope de Vega IES Marismas IES Marques de Manzenedo IES Miguel Herrero IES Montesclaros IES Nª Sra. De los Remedios IES Ría del Carmen IES Valle de Camargo IES Valle de Saja IES Villajunco Colegio Sagrados Corazones (Torrelavega)
- 11. What do we do? Simulate the General Assembly and other organisms of the United Nations. Students take the role of ambassadors Student “delagates” Prepare resolutions Negociate with delegates from other schools Follow model UN conference procedure Solve problems affecting countries around the world.
- 16. NUEVA YORK