This document provides an overview of a curriculum for preschool bilingual education using CLIL (Content and Language Integrated Learning) methodology. It was developed by preschool institutions in Greece, Poland, Romania and Turkey as part of an Erasmus+ project. The curriculum contains 9 chapters covering topics like educational systems, bilingual preschool education approaches, second language acquisition, and teaching methods. It is intended to provide preschool teachers with resources for implementing high-quality bilingual programs where English is taught for 30-60 minutes per day through games, songs, stories and hands-on activities. The goal is to help young children start developing proficiency in both their native language and English.
Original article from the Flevy business blog can be found here:
http://flevy.com/blog/leadership-can-you-master-it/
Michaelangelo’s masterpiece – the Sistine Chapel, Rome
Great leadership is fine art, not painting by numbers.
During a recent conversation, I asked one of my closest colleagues, an outstanding leader: “Do you know the secret of great leadership?” His response was an excellent one, “Humility?” I said, “No, that’s important but not it. It’s the willingness to work with people better than you and not feel threatened by them”.
One could argue that such willingness stems from humility. This blog explains what humility really means in the context of strong leadership, and what it means to lead people who are “better than you.”
Everyone has a different idea of what makes a great leader, but in my experience most views are somewhat one-dimensional. There are two common and apparently irreconcilable camps – the “strong leader” or the “selfless, empowering leader”.
Actually great leaders are all of the above – strong, though not the way most people think, selfless, empowering, and yes, humble . They are more besides because great leadership is fine art, not painting by numbers. Every leader is different, and mastering leadership takes a lifetime of learning. Hopefully each piece of art you produce is better than the one before – richer in meaning, a reflection of your unique personality, unfolding experiences and insights. After all Michaelangelo was not Van Gogh, who was not Picasso.
Masterpieces of art are rare and invaluable. Likewise, how many great leaders can you think of, either in public life or whom you know personally? Not enough, most people would say. Too many leaders in all walks of life are obviously flawed, so much so that we may question whether they are fit to be there. However, no leader comes remotely close to perfection and paradoxically this is hugely encouraging. We need to reboot our expectations.
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.
Original article from the Flevy business blog can be found here:
http://flevy.com/blog/leadership-can-you-master-it/
Michaelangelo’s masterpiece – the Sistine Chapel, Rome
Great leadership is fine art, not painting by numbers.
During a recent conversation, I asked one of my closest colleagues, an outstanding leader: “Do you know the secret of great leadership?” His response was an excellent one, “Humility?” I said, “No, that’s important but not it. It’s the willingness to work with people better than you and not feel threatened by them”.
One could argue that such willingness stems from humility. This blog explains what humility really means in the context of strong leadership, and what it means to lead people who are “better than you.”
Everyone has a different idea of what makes a great leader, but in my experience most views are somewhat one-dimensional. There are two common and apparently irreconcilable camps – the “strong leader” or the “selfless, empowering leader”.
Actually great leaders are all of the above – strong, though not the way most people think, selfless, empowering, and yes, humble . They are more besides because great leadership is fine art, not painting by numbers. Every leader is different, and mastering leadership takes a lifetime of learning. Hopefully each piece of art you produce is better than the one before – richer in meaning, a reflection of your unique personality, unfolding experiences and insights. After all Michaelangelo was not Van Gogh, who was not Picasso.
Masterpieces of art are rare and invaluable. Likewise, how many great leaders can you think of, either in public life or whom you know personally? Not enough, most people would say. Too many leaders in all walks of life are obviously flawed, so much so that we may question whether they are fit to be there. However, no leader comes remotely close to perfection and paradoxically this is hugely encouraging. We need to reboot our expectations.
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.
Instructional Programs for English Language Learners (ELL)Ezr Acelar
Used for PEDA 213 (Language Programs for Secondary Schools)
Includes Introduction to English Language Learner Programs, Phases of EL Instructions, the different types of ELL Programs and discussions for each.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
3. Curriculum for Preschool Bilingual Education
CLIL is produced by Bilingual education: a step ahead
Project co-funded by the Erasmus+ programme of the
European Union.
It is a comprehensive collection of knowledge-
building and daily practice resources that explains the
what, how, and why of teaching English as a Second
Language to preschool speakers of other languages, using
CLIL Methodology.
4. It brings together the experiences and
knowledge gained through the Erasmus+
Bilingual education: a step ahead Project and
focused on the implementation of CLIL in Early
Childhood Education.
This Framework has been developted by all
the preschool institutions from Greece, Poland,
Romania and Turkey.
5. It contains useful information preschool
teachers need to know in order to build and
implement a high-quality preschool bilingual
program.
It is designed to offer a great support for
preschool teachers working in classrooms where
other language is spoken, but they want to
implement bilingual education.
6. A good bilingual preschool program is an
excellent way to support the development of
preschoolers in their native language and also
jump-start them toward a future of fully bilingual
professional adults.
7. Content and Language Integrated Learning
(CLIL) represents the best framework in terms of a
content-based bilingual approach. CLIL may be the
best-fit methodology for language teaching and
learning in a multilingual Europe.
CLIL promotes a natural and holistic approach.
Using CLIL in kindergarten may have success
because at preschool level the methodology is
holistic and preschoolers learn in real experiences
and tasks.
8. The typical models for preschool level are
language showers and totally early immersion.
Language showers represent daily
lessons/activities and totally early immersion
starts in kindergarten or in the first primary grade.
Language showers for preschool education
are aimed at boosting natural use of English and a
good attitude towards English learning.
9. For Bilingual education: a step ahead
Erasmus+ project, the CLIL model used is
language showers.
Language showers are about 30 to 60 minutes
expose a day, using games, nursery rhymes,
songs, visuals, animated stories for children,
handling objects/toys, movement.
10. The Curriculum for Preschool Bilingual
Education CLIL contains nine chapters which reffer to:
Educational System
Preschool Educational System
The Curriculum Content
11. Bilingual Preschool Education focused on:
Why English? 10 Reasons to Learn English
CLIL Method on Bilingual Teaching
Five Steps to have an Exceptional Bilingual
Space and a Successful Bilingual Preschool
Program
Daily Routine
Parent Involvement in Bilingual Education
12. Second Language Acquisition Development
in Early Years
English Language Acquisition as a Second
Language Steps
Comprehension of Second Language
Communication in Second Language
Teaching Methods, Techniques, Procedures
13. On long term, the qualitative development of
educational services for early education,
including learning English at early ages, will
ensure all children a successful school start.
Turn every minute of the day into English
learning opportunities for your preschoolers!
