Presentation by Pere Mayans and Nuria Alba, about Ctalan Immersion program for Languages and Social Cohesion, 2011. Presented for a Comenius Study Visit group interested in social Cohesion, at the Department of Education. Includes teacher training trends and orientation for an implementation by the Inspectorate of Education .
Report and evaluation of the Development of CLIL Programs in CataloniaNeus Lorenzo
Article conjunt de Neus Lorenzo i Inmaculada Piqué sobre els programes internacionals i de llengua estrangera a Catalunya. (2013). Universitat de Barcelona. Ref: https://www.raco.cat/index.php/TempsEducacio/article/view/274640/362671
Report and evaluation of the Development of CLIL Programs in CataloniaNeus Lorenzo
Article conjunt de Neus Lorenzo i Inmaculada Piqué sobre els programes internacionals i de llengua estrangera a Catalunya. (2013). Universitat de Barcelona. Ref: https://www.raco.cat/index.php/TempsEducacio/article/view/274640/362671
Multilingualism versus Plurilingualism. Looking for collective empowermentNeus Lorenzo
European policies in education, strategies to deal with cultural diversity and immigration in Catalan schools. Empowering Catalonia with intercultural dialogue and plurilingualism. Presentation: New York, Catalan Center, November 2009.
Language Policy in Higher Education in CataloniaMarta Estella
Language policy in Higher Education in Catalonia: from Catalan ‘normalització lingüística’ to multilingualism
EUNoM Seminar. Linguamón – UOC Chair in Multilingualism
Barcelona, 7-8 September, 2009
A Pilot Didactic Unit as a Support to the History Subjectinventionjournals
Nowadays, there is a need to fit into a world increasingly globalized, for that reason English teaching should not be limited to the study of its structure, but to the use of the language in different contexts in order to be adapted to this new reality.These days, we can observe how English language lessons try to fulfil the students‟ needs for communication using different strategies and methodologies. The following provides some theoretical background about the methodologies used in the past and the way in which we can adapt them to the current English lessons in order to help students raise their English language level as well as their academic results.Students‟ need for communication is real but they also need improvement in some subjects, such as the History subject. This project has been created as a pilot project to the English lesson in order to help students achieve better results in their History marks and at the same time make them realise the importance that the English language has in their everyday life. A pilot didactic unit as a support to the History subject has been created to help the students.Several activities have been created to help students, but at this point we have to ask ourselves: are the students ready to attend these support English lessons to the History subject? And, what other support English lessons they would like to attend? Do they think that attending these support lessons can really help them?
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Lorraine de Matos talks about how TIRF can help improve language teaching and learning in Brazil. Please visit http://www.tirfonline.org for more information.
Multilingualism versus Plurilingualism. Looking for collective empowermentNeus Lorenzo
European policies in education, strategies to deal with cultural diversity and immigration in Catalan schools. Empowering Catalonia with intercultural dialogue and plurilingualism. Presentation: New York, Catalan Center, November 2009.
Language Policy in Higher Education in CataloniaMarta Estella
Language policy in Higher Education in Catalonia: from Catalan ‘normalització lingüística’ to multilingualism
EUNoM Seminar. Linguamón – UOC Chair in Multilingualism
Barcelona, 7-8 September, 2009
A Pilot Didactic Unit as a Support to the History Subjectinventionjournals
Nowadays, there is a need to fit into a world increasingly globalized, for that reason English teaching should not be limited to the study of its structure, but to the use of the language in different contexts in order to be adapted to this new reality.These days, we can observe how English language lessons try to fulfil the students‟ needs for communication using different strategies and methodologies. The following provides some theoretical background about the methodologies used in the past and the way in which we can adapt them to the current English lessons in order to help students raise their English language level as well as their academic results.Students‟ need for communication is real but they also need improvement in some subjects, such as the History subject. This project has been created as a pilot project to the English lesson in order to help students achieve better results in their History marks and at the same time make them realise the importance that the English language has in their everyday life. A pilot didactic unit as a support to the History subject has been created to help the students.Several activities have been created to help students, but at this point we have to ask ourselves: are the students ready to attend these support English lessons to the History subject? And, what other support English lessons they would like to attend? Do they think that attending these support lessons can really help them?
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Lorraine de Matos talks about how TIRF can help improve language teaching and learning in Brazil. Please visit http://www.tirfonline.org for more information.
Presented by Marta Dunach and Jordi Margeli for a Comenius Study Visit group, interested in social dimension of language learning, at the Department of Education. Include Catalan Programs for Teacher Training on CLIL and Languages Methodologies in Catalonia. Implementing Plurilingualism, effectiveness and Language Learning, 2011.
Each involved country in the Erasmus+ Hands On CLIL partnership presented a state of the art report about use of CLIL Methodology in Primary Schools in their country. Here's the final report.
Each involved country in the partnership Erasmus+ Hands On CLIL presented a state of the art report about use of CLIL Methodology in Primary Schools in their country. Here's the final report.
Presentació de la Montserrat Montagut, com a cap del Servei de Llengües Estrangeres de la SG Llengua i Plurilingüisme (Dept. Ensenyament), del nou programa Avancem, per impulsar un ensenyament i aprenentatge integrat de les llengües al sistema educatiu de Catalunya i, en especial, en els centres de secundària. El programa es va presentar als nous centres que hi participen en l'edició 2017-20.
Presentació de la formació de l'Avancem cap al Til. Trobada pedagògica dels centres de l'Avancem de primer any, del dia 20 d'octubre de 2016 a la Casa del Mar de Barcelona
Power point explicatiu de la formació GEP1 presentat en la Trobada pedagògica per als docents del GEP 1 del dia 3 d'octubre de 2016, al Caixaforum de Barcelona
Presentació de M. Pereña, subdirectora general de Llengua i Plurilingüisme del Dept. Ensenyament, del programa d'Experimentació del Plurilingüisme (GEP) als docents dels centres educatius que hi participaran en l'edició 2016-18. Trobada GEP 3 d'octubre de 2016
M. Montagut presenta, en nom de la SG Llengua i Plurilingüisme, el programa Avancem, de Tractament Integrat de les Llengües, en el sistema educatiu català. El programa es presenta als centres educatius que participaran en l'edició 201618 d'aquest programa.
Sessió d'obertura de la formació GEP de 2n any adreçada a docents. Edició 2015-17. M. Montagut, cap del Servei de Llengües Estrangeres del Dept. Ensenyament, recorda els objectius de l'acció i l'emmarca contextualment.
Presentació de M. Montagut, cap del Servei de Llengües Estrangeres del Dept. Ensenyament, als equips directius que participen per segon any consecutiu en el programa GEP d'Experimentació del Plurilingüisme. S'ofereixen reflexions, suggeriments i propostes per tal que els centres educatius puguin continuar avançant en el reforç de la competència plurilingüe del seu alumnat.
Presentació de M. Pereña, subdirectora general de Llengua i Plurilingüisme, del programa GEP d'experimentació del plurilingüisme als equips directius que hi participen per 2n any consecutiu (edició 2015_17).
L'inspector d'Educació J. Serarols presenta estratègies d'organització i gestió de centre als equips directius del Programa GEP d'Experimentació del Plurilingüisme de l'edició 2016-18.
M. Montagut, cap del Servei de Llengües Estrangeres del Dept. Ensenyament, presenta l'estructura organitzativa "Grup impulsor" per a la gestió del programa d'experimentació del plurilingüisme (GEP) en els centres de l'edició 2016_18.
Presentació de la Sra. M. Pereña, subdirectora general de Llengua i Plurilingüisme del Dept. d'Ensenyament, del programa Grups d'Experimentació per al Plurilingüisme als equips directius dels nous centres educatius que participaran en l'edició 2016-18.
Presentació de la SG de Llengua i Plurilingüisme, Sra. Mònica Pereña a la Jornada de presentació del programa Avancem Junts cap al Tractament Integrat de Llengües (TIL)
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. Speak Catalan Speak Catalan and Spanish Speak Spanish Speak neither Catalan nor Spanish, But speak other languages Know both official languages (Catalan & Spanish) and communicate, at least, in one foreign language Starting school: On finishing compulsory schooling: The School provides every student the linguistic skills needed to become competent and engaged citizens applying second language methodologies
5. Implementation of second language education methodologies for the pupils who do not speak the language of schooling.
6. Fully endorsed implementation of second language education methodologies: In Catalonia, since 1983, an action plan for bilingual education has been implemented to increase learning achievement of both official languages, Catalan and Spanish, as well as, at least, the learning of one foreign language. Italy ....... Applied elsewhere Quebec (Canadà) In some areas of the United States Finlànd Wales
7. Students’ competence in Spanish Our Education System guarantees the learning of Spanish at the same level of achievement as the other students in Spain. Source: Instituto Nacional de Evaluación y Calidad del Sistema Educativo (INECSE), 2003. (Quality & Evaluation Institute) Spanish language In Primary Education (12 years-old )
8. According to legislation: “ Catalan will normally be used as vehicular language in the teaching and learning process in non-university education” (Article 21) Act no.1, of 7th January 1998, on linguistic policy
9.
10. Language and social cohesion plan Environmental educational plan Inclusive school Insertion class
11.
12.
13.
14.
15.
16.
17.
18.
19. The school guarantees respect for all languages and knowledge of Catalan and Spanish. Many languages are spoken in Catalonia: http://www.xtec.cat/lic/intro/documenta/annex2_protocol.pdf
20.
21.
22.
23. Trainer’s functions: Conducts the seminar (one session, 2 hours per week) Trains the schools that attend the seminar: . Modelling . Observation: .Students linguistic level .The organization in the classroom .One task designed by the teacher (optional) ACHIEVEMENT OF 2007-2010 PLAN
24.
25.
26.
27.
Editor's Notes
Good morning, I’ll talk about what we have named PIL (p-i-l), that is to say, the plan for updating immersion methodology in the new sociolinguistic context
So, from this slide onwards, I’ll try to explain how is our approach to language teaching. First of all, we must consider that here in Catalonian schools, there are plenty of coexisting languages: two official languages (Catalan and Spanish), one or two foreign languages (usually, English;but it depends on school project) and an important variety of languages (familiar languages) that have arrived with the migrant population. In this situation, obviously, one of the basic axis of our educational system is the approach given to language learning and teaching.
Children arrive in school knowing their family language (whatever that is). Some of them are monolingual. Other pupils are bilingual in catalan and spanish or, in some cases, in other languages. For instance, students born in Pakistan: they usually speak urdu, but they often also know panjabi, patani, even english... The Linguistic Policy Act no. 1/1998 , orders that the catalan education system must assure the right to know both official languages. So, the role of the school is: providing every student the linguistic skills to reach the competence in our two official languages, regardless of their family language, ON FINISHING COMPULSORY SCHOOLING, at 16 (Competence means be able to use correctly and fluently catalan and spanish). In addition to catalan and spanish, students at 16 also must be able to communicate, at least, in one foreign language. In fact, knowing both official languages guarantees equal rights to the citizens in our country. So, teaching in catalan, is not only a way of teaching and learning: we are also talking about equity and social cohesion.
As we can see on this graph (from an official source), the number of foreign students in our system has been increasing year after year. Two courses ago, it had reached the 13,5 % (thirteen point five percent of the total). In some parts of Catalonia, this percent is considerably higher.
Implementation of second language methodologies Considering that many chlidren don’t speak catalan when they start school, logically we need to use second language methodologies to facilitate them a quick access to the school language, Catalan: the same methodologies as if we teach a foreign language to native children. To allow acquisition of a segond language, this language must become the main tool (vehicle) for the class group to build knowledge and specially to interact (for relationships). IT MUST BE THE LANGUAGE OF THE CLASS GROUP. So, if we want our pupils to acquire a new language (catalan in this case) by means of using it to communicate in real contexts , we must place it in a real context of use. From the very begginning! TARGET LANGUAGE MUST GO BEYOND THE CATEGORY OF SCHOOL SUBJECT AND MUST BECOME THE VEHICLE FOR RELATIONSHIPS. If we want our pupils to acquire a new language (catalan, in this case) by means of using it to communicate in it in real contexts, to experience rewarding situations and to learn new things, we must place the target language in a real context of use from the very begining and take it beyond the category of school subject.
In Catalonia, since 1983, an action plan for bilingual education has been implemented to increase learning achievement of both official languages, Catalan and Spanish, as well as, at least, the learning of one foreign language. That methodology has been widely essayed in different countries. The map only shows a few samples: Canada (French in Quebec), USA (English in areas with strong immigration from Spanish speaking origin), Finland (Finnish in areas with Swedish speaking minorities; Vaasa is a university of reference in this field), Wales (Welsch, United Kingdom), Italy ( Fri ulian or Romansch in Friule). But also: German : South Tirol ( in Italy ), Als ace ( in France ). • Irish Gaèlic : in Ir e land. • Bret on : western Br ittany ( in France ). • Bas que : Basque Country, Navarra ( in Spain ) and North of Euskadi ( in France ). • Catal an : in Catalonia, Valencia (Valencian strand schools), Balearic Islands (b asically in State schools), Catalan speaking area in the South of France ( La Bressola, Arrels and bilingual strands in some state schools) , in the infant school La Costura in the Alg hero ( isle of Sardinia, in Italy ) • Occit an : in Occit any ( France ), Vall d’Aran ( Spain ).
Between 1998 and 2003 the competence in Spanish of pupils in Spain was assessed through common and agreed tools by the Quality and Evaluation Institute (INECSE) of the Ministry of Education and the Catalan Assessment Board of the Education System of the Department of Education. This graph shows what that evaluation revealed: as we can see, it compares the competence in Spanish between catalan students (pink) and students of the rest of Spain (purple). We can see similar results: The first column shows global results The second column shows listening comprehension results The third column shows reading comprehension results And the last one shows written expression results We can see that the statistical results are similar showing that the pupils of Catalonia and those of the rest of Spain reach the same level in Spanish. So, it demonstrates that our methodology is not an impediment to reach good levels in Spanish.
We must mention here that this Act on linguistic policy, 1/1998, replaced a previous one, act 7/1983 (actually, second act is based on first one). Act 1/1998 was aproved in the Catalan Parliament with 133 votes in favour out of 135 members. So, the school linguistic model is a result of a democratic Act. I’m going to read the main points of this act: States that Catalan, as Catalonia’s own language, is also that of education, at all levels and types of schooling States the right of children to receive their initial education in their usual language States that students shall not be separated into different groups, on the grounds of language Guarantees that all the school population must be able to use normally and correctly both official languages by the end of their compulsory education, whatever their family language (or languages) is (or are) States that teaching staffs in educational establishments of Catalonia, at any level of non-university education, shall know both official languages and must be able to use them in their teaching tasks States that educational establishments at all levels shall make Catalan the vehicle of normal expression in their educational and administrative activities, both internally and externally.
As we have said, catalan is the language of education in Catalonia. Not only because it is Catalonia’s own language, but also because in contexts in which catalan is not the family language, nor even the language usually spoken in the area, it’s the only way to guarantee that all students will be able to learn and use both official languages correctly. Our students not only learn catalan: Spanish is also taught, and we have seen that students reach the same levels as in the rest of Spain, together with at least one foreign language (usually that language is English, but it depends on each school linguistic project). The linguistic educational target is that Catalan citizens become proficient in at least 3 languages, if not four. Finally, our system doesn’t forget to give importance to family languages that immigrant pupils bring along, considered an heritage, one more richness in today’s catalan society.
Immersion methodology fits in the language, interculturality and social cohesion plan (LIC), that considers three educational levels, that work togheter for social cohesion and language learning: The classroom, the natural space for insertion of the children The school, conceived as an inclusive and cosy space The environtment: neighbourhood, civil society, town, ... Each one of three levels contributing to the education from different angles
Let us take a look at the advanced plan for immersion methodology in the new sociolinguistic context, running from year 2007 to 2010
As we can read, this plan should: Update oral language teaching at infant and primary school. Systematize language teaching at all cycles Put into practice input linguistic strategies Improvement of organizational and methodological weaknesses Improvement of coherence in linguistic usages at school Blending (combining) of linguistic training and social environment - Intensify coordination between primary and secondary education
Between 2007 and 2010, the plan has provided to schools: initial and continuous training, didactic materials, and model schools with good practices.
To each particular linguistic situation (and we have plenty of them), there has been adapted the plan.
If we want to provide speaking opportunities (in other words: interaction), we ought to modify the classical form of the magistral class, where the teacher explains, and the students just listen and do individual tasks. So the plan includes spreading and explaining different ways of organising the classroom, specially the methodology of collaborative learning. Si volem generar oportunitats d’ús de la llengua, cal modificar el plantejament clàssic de la classe magistral, en el qual el professor explica i els estudiants escolten i fan tasques individuals, i fomentar la interacció entre els estudiants de l’aula, amb el treball cooperatiu.
We must try different forms of evaluating the students, in order to assess their real results in scholar context. Their lack of language competence can’t hide their improvements . And teachers must have it in mind. L'avaluació ha de mirar només els progressos de l'alumnat i de les seves capacitats . No ha de quedar emmascarada pel coneixement que l'alumnat té de la llengua de l'escola. S'ha de considerar una altra manera d'avaluar l'alumnat on tingui més pes la seva actuació real en el context escolar.
The plan is also favouring the use of new technologies, what we name TIC (information and communication techs), and TAC (learning and communication techniques). We use to joke with this nomenclature: tic-tac, as the sound of a clock…. And the plan is also promoting networking inside the school (beetween students, between levels, …) and outside: between different schools, even (sometimes) between schoolsfrom different countries.
Success with language changing programs (from home language to school language) is related to the way we consider family languages in the school context. We mean both its simbolic valoration as its incorporation on educational practice. L’èxit dels programes de canvi de llengua de la llar a la de l'escola es relaciona amb la manera de tractar la llengua familiar de l'alumnat. El tractament de la llengua familiar de l'alumnat en els programes de canvi de llengua de la llar a l'escola implica tant el seu reconeixement simbòlic en el context escolar com la seva incorporació a la pràctica educativa.
So, the school guarantees respect for all languages as well as knowledge of Catalan and Spanish The Department of Education promotes the inclusion in the schools linguistic project document (PLC) of the following principles: Respect for all languages Positive valoration of language diversity Actions to fight against linguistic prejudices inside the school And actions to inculcate the pupils the importance of learning a new language Many different languages are spoken in Catalonia today, and linguistic diversity mustn’t be a problem but a richness. Have in mind that, at present, we have students from 160 different countries and according to the linguist of the University of Barcelona, Dra. Carme Junyent, we can state that more than 250 different languages are spoken in our schools . For example, if we consider only Morocco, with around 25.000 pupils from that country in our schools, linguistic diversity is also present as Arabic is not the only language. Amazigh language is the language spoken at least by 50% of our migrant pupils coming from Morocco. Amazign is also spoken in Algeria, Tunisia, Libya, Egypt, Burkina Faso, Niger, Nigeria and Mali . Nowadays, Department of Education offers classes from some of these family languages, in collaboration with other institutions: Arabic, Amazigh, Romanian and Chinese language education. These classes are given to pupils in schools outside the compulsory curriculum, and after the school schedule. For more information you can visit the web where you can find information on different languages.
What is the task in each stage? The year before the first stage, inspectors select the schools that are going to take part in the seminar The first year, there’s a local training seminar, for all the schools involved. It’s a twenty hours seminar (10 sessions). And, during that first course, the school updates their school linguistic project (PLC), advised by LIC staff.
The second year, -teachers who have attended the seminar, helped by LIC advisors, transfer the contents of the seminar to the rest of the teachers in their school -the school makes a self-evaluation and decides the methodological changes it needs to do, -implements the linguistic plan, -and creates a working team in order to plan and implement every change Also, -some teachers of the school, voluntarily follow some specific training, such as: reading aloud, multimedia tools for oral language, content and language integrated treatment, teacher speech skills, and so on (some of them are telematic courses).
Working teams coordinate tasks in the pass from primary to secondary school, as well as -accord criteria around: curriculum, evaluation strategies, and teaching learning strategies, In order to assure the coherence and continuity of linguistic uses between primary and secondary education Specific seminars, as those we have seen in previous slides, are offered to teachers all along the process. At the end of the process, centers must pass a final evaluation from inspection. They will be asked to show the methodologic changes that have been implemented.
All along the process outside staff are working for the school, specially trainers, LIC advisors, and inspectors . On this slide we can see the role of the trainer, the person who Conducts the local seminar (ten two-hours sessions) Trains the schools that attend the seminar, modelling (doing a class with children in the presence of the teacher), and observing …..
The other person working to help the school in this process is the consultant or advisor (LIC), who advises the revising and updating of the linguistic project, to update curricular framework, linguistic usages and organization, and also to include an approach to treatment of linguistic diversity. It will result in proposals for improvement, that the advisor will help to monitor during the whole process .
During the second stage, the advisor: helps... Follows... Monitors... Detects... Monitors ... Helps...
And so on during the third stage…
Finally, the role of the Inspectorate of Education is to: Make the diagnosis .... Monitor... And .... Give ... And evaluate the whole process. THAT’S ALL. THANKYOU VERY MUCH FOR YOUR ATTENTION. I’M AFFRAID THERE’S NO TIME FOR QUESTIONS, BUT IF YOU HAVE A SMALL ONE, WE CAN TRY....