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Bilingual Education: Where do we stand and where do we go?

Research
by

Ruth García

on 3 June 2014

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Transcript of Bilingual Education: Where do we stand and where do we go?

-> low level of proficiency in L2 (T & Ss):
50% admit to have deficiencies that affect the use of the L2 during the class time .





-> lack of pre-service training:
FL acquisition.
Bilingual methodologies.
-> in-service training:
40% insists on the importance of training
in CLIL teaching techniques.
Bilingual Education:
Where do we stand and where do we go?

Máster en Estudios Ingleses - 2011/12
Ruth García Carrasco
1.- Introduction
2.- Theoretical framework:
evolution of the bilingual programme
3.- Field work:
SWOT study
questionnaire
4.- Discussion of the results
5.- Conclusions
TABLE OF CONTENTS
(cc) photo by theaucitron on Flickr
(cc) photo by theaucitron on Flickr
Major achievements in
Bilingual Education

Methodology
(cc) image by nuonsolarteam on Flickr
Field work
To determine the
Strengths
,
Weaknesses
,
Opportunities
and
Threats
of
Bilingual
Education.

To understand the teachers' thoughts and feelings regarding Bilingual Education, their needs and suggestions around the target matter.

To detect areas for improvement and boost new lines of development.
Aims
The development of oral skills
CLIL
lesson planning techniques
Teachers
Discussion of the results
Introduction
Conclusions
Revision of the role of language assistants to design an action protocol that really contributes to advice and support bilingual school teachers.
Attention
to Ss with SEN or
low achievements. Facilitate them a more successful and rewarding experience in the bilingual programme.
http://www.eyl2001.org.uk
Source: "European Year of Languages 2001",
European Commission
2001
European Year of Languages
Common European Framework
European Language
Portfolio
Anticipation
Generalization
Teacher
Training
Tw
o
f
o
ld

1. To describe the main
achievements in
Bilingual Education
2. To detect some
areas for
improvement

Introduce FL at a very early age
Increase of number of hours
CLIL: Content & Language
Integrated Learning
CLIL
(...)there is a focus not only on content, and not only on language. CLIL is not a new form of language education. It is not a new form of subject education. It is an innovative fusion of both (Coyle, Hood & Marsh 2010).
Source: Council of Europe
The 4Cs framework
for CLIL
4Cs model
(Coyle, Hood & Marsh 2010)
Third generation
tasks
Communicative
competence
1st gen.
Cognitive strategies
2nd gen.
Attitudinal
aspects
3rd gen.
It offers the brain the possibility to do what it does best: make connections to solve problems.
Illustration: Chad Hagen
CLIL materials: Junta de Andalucía
Teacher Training
Programmes for CLIL
QUAL + QUANT
Participants
Instruments
http://psychologyface.com
Questionnaire
SWOT analysis
- Useful tool for industry.
- Becoming popular in the academic field.
- It is an invitation to collective reflection.
- The protagonists undertake changes and improvements.
- Neither cumbersome nor time-consuming.
- Collaborative and creative method.
Procedure
10
Results
- Effectiveness of CLIL.

- Benefits for both teachers and learners:
Ts: positive change in classroom planification and promotion of teamwork culture.
Ss: personal, sociocultural, curricular and professional advantages.
Areas for
improvement
- Teacher Training Centres:
more practical direction.
promote exchange of good practices.
lesson planning and teaching techniques in CLIL.
- LOCIT: Lesson Observation and Critical Incident Technique (Coyle 2010)
identify moments of a lesson when learning has taken place. -> Feedback
- Lesson Study (Elliot 2010)
collaborative development of a lesson plan. Teachers observe each other.
Students' motivation
through ICT activities,
specially in Secondary Education.
This paper has offered...
A novel interpretation of the CLIL approach.
Practical resources to face the demanding tasks associated with Bilingual Education
Two effective pedagogical strategies with a double impact:
improving professional development,
repercussion in the classroom and Ss learning.
http://ceiplaesperanza.blogspot.com.es/2011/11/una-clase-magistral-de-joseph-maria.html
www.cepejido.es
CLIL materials
ELP levels
-AGAEVE.
-Palliative measures:
CAL courses.
Immersion + training periods abroad.
Teacher Training activities:
e.g.: Literary circles.
- Preventive measures:
Initial training at University.
Postgraduate course on teacher training
on Bilingual Education.
Students
- Insist on the development of 3rd generation tasks or project-based approach.
- Take advantage of the support of language assistants.
- Pay attention to classroom arrangement.
The author of this work 2012
Many other
issues of similar relevance might
be mentioned which demonstrate the
great potential Bilingual Education
has for researchers.
FIRST ATTEMPTS
(cc) photo by medhead on Flickr
Teachers' level of English according to the CEFR levels
Oral skills
CLIL techniques
Adam&Biddle 1970
Full transcript