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The evolution of the Andalusian Plurilingual Programme

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Pilar Torres

on 27 February 2017

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Transcript of The evolution of the Andalusian Plurilingual Programme


Coordination team
Language assistants
Continuity from primary to secondary education
Immersion programmes (teachers & students)
Teacher training programmes (linguistic & methodological)

Actions that support
bilingual school projects

Language assistants
Teacher Linguistic Inmersion Programme.
Student Inmersion Programme
European projects
Teachers learning languages at EOIs.
Teacher training at CEPs.
CLIL Approach: Content and Language Integrated Learning

and among all ...

Second phase: 2005-2008
Plan de Fomento del Plurilinguismo
en Andalucía
Experimental phase:
27 (French and German) Schools in Andalusia
The evolution of the plurilingual programme in Andalusia
402 bilingual schools
51 Language Schools in Andalusia
Plurilingualism programme figures:

State Language Schools
Language proficiency
Teaching training centres
Language courses and Methodology....
Attention to teachers and schools
Educative administration, coordination....
Standard language courses
Inmersion courses in our community and E.P.
CLIL Methodology
Cross curricular integration: Linguistic and non-linguistic areas (AL-ANL).
Language assistants

For content areas: AICLE Didactic Sequences
135 units
452 activities
Human resources
Language command of CLIL teachers.
Inclusion: The whole school bilingual
Plurilingual schools: English&French. English&German.
"Bilingual education is about getting education not about getting bilingual"

Baetens-Beardsmore, H. in D. Marsh, 2002:24
Actions in
bilingual schools

Sequencing the contents of each stage.
Design, experimentation, validation and dissemination of innovative teaching materials:
Training programmes.
Materials developed by teachers.
Assessment criteria adapted to the
Innovation in methodology
Actions in bilingual schools

used to teach areas of the curriculum (min. 2).
Elaboration of the
integrated curriculum (CLIL)
Language integrated curricula based on the principle of the
plurilingual competence.
Language assistants
(Conversation, curricula design).
Provision of
technological equipment
to digitalise bilingual schools (specialised language classrooms, computers, wiring of the school...).
Support the teachers in
CLIL metholodogy & the use of ICT
'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language'. (Marsh, 1994)

This approach involves learning subjects such as history, geography or others, through an additional language. It can be very successful in enhancing the learning of languages and other subjects, and developing in the youngsters a positive ‘can do’ attitude towards themselves as language learners. (Marsh, 2000)

No es trabajar lo mismo pero en L2

Implica cambios en la metodología de trabajo y preparación y en la metodología en el aula
"El Aprendizaje Integrado de Lenguas Extranjeras y otros Contenidos Curriculares implica estudiar asignaturas como la historia o las ciencias naturales en una lengua distinta de la propia. AICLE resulta muy beneficioso tanto para el aprendizaje de otras lenguas (francés, inglés,...) como para las asignaturas impartidas en dichas lenguas.

El énfasis de AICLE en la “resolución de problemas” y “saber hacer cosas” hace que los estudiantes se sientan motivados al poder resolver problemas y hacer cosas incluso en otras lenguas." (Navés y Muñoz, 2000)




Other bilingual programmes in Andalucía:
Chinese language programme
José Saramago Portuguese language programme

CLIL Approach
What is CLIL?
1. CLIL is new
2. CLIL is structured around the content/topic.
3. Teachers need to have a strong background in science, geography, history, etc. as well as ELT for teaching CLIL.
4. CLIL uses English as a medium to teach other subject areas
5. There is no predetermined language syllabus in CLIL.
6. CLIL focuses on fluency and communication
What is CLIL?
1. CLIL is new
2. CLIL is structured around the content/topic.
3. Teachers need to have a strong background in science, geography, history, etc. as well as ELT for teaching CLIL.
4. CLIL uses English as a medium to teach other subject areas
5. There is no predetermined language syllabus in CLIL.
6. CLIL focuses on fluency and communication


Canadian immersion model,
but a more flexible approach within our European context that presents a variety of models that respond to different situations and demands.

An approach which pursues
to strengthen the teaching of specific contents of particular areas
already taught in the first language, but an approach whose first objective is to get students to learn new contents through L2.

A methodology which focuses on
learning a language taking advantage of curricular
of other areas.


A threat for content subject teachers. Although in some schools they have understood so, the ideal CLIL teacher is the one who is both, a specialist in a given subject and in language teaching = Content subject + Language command.

An approach that aims at teaching what students already know in their mother tongue, now in the foreign language.

A passing fad

A bilingual program, in its traditional sense.

An elitist program aimed to the most outstanding students. On the contrary, as it emphasizes both language and content, it is suitable for all types of students.
417.150 students
11000 teachers
What are
bilingual schools?
1. Percentage of European countries, CLIL
within pilot projects'
2. Unique CLIL model?
3. What´s "learning by construction"
in this context?
Eurydice report: http://www.indire.it/lucabas/lkmw_file/eurydice/CLIL_EN.pdf
Evolution 2006-12
2016-17 Córdoba
Bilingual Projects:
Bilingual Projects:
Bilingual Projects:
Plurilingual Projects

108 Public Bilingual Schools in Córdoba
Other resources:

Guide for bilingual schools in Andalucía

Other resources:
Manual for coordinators

Vocational training
Centros bilingües públicos en Andalucía: 1020
Promote students communicative competence
50% Students in bilingual schools.
Primary A2
Secondary B1
Bachillerato B2
30% Students in non bilingual schools.
Primary A1
Secondary B2
Bachillerato B1
Improve methodological teacher training for bilingual programmes

AICLE Training courses
11 languages:
German, Arab, Chinese, French, Greek, English, Italian, Japanese, Portuguese, Russian and Spanish for foreigners
Language training courses (B1, B2, C1 y C2) in different languages (Language schools and CEPs).

Linguistic Inmersion programmes for teachers
Eramus+ projects
eTwinning projects collaboration
Ellaboration of Didactic resources
Collaborative work
Interculturalism online materials and training
Research projects with Universities.
Study leave for teachers
Reactivation of the Linguistic Policy Advisory Commitee

TEACHERS involved
in the programme
Full transcript