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CLIL in Spain: Catalonia and Andalusia

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Brandi Brittain

on 11 November 2014

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Transcript of CLIL in Spain: Catalonia and Andalusia

Focus Autonomous Regions
Catalonia


Andalusia


Galicia
Andalusia
-The southernmost autonomous region in Spain

-Most populated autonomous region.

-It is known as a monolingual region unlike Catalonia or The Basque Country.

CLIL Introduction
Andalusia:
The Plurilingualism Promotion Plan was created in April of 2005 due to globalization and spurred the need for a program such as CLIL.
141 million Euros were budgeted to help install a new language acquisition plan in Andalusia. This money was to be spent on implementing the CLIL program, training the teachers and creating a curriculum.
CLIL Methodology
Andalusia:
Up to 40% of the curriculum can be taught in the L2.
Primary schools are asked to offer at least two subjects such as Math, Art, PE, or Music in the L2 while secondary schools can offer it in any subject .
The balance between language and content is fairly even.

Professional Development
Andalusia:
There are many in-service trainings offered both in class and online. These are over both the language and the methodology. CLIL teachers in Andalusia can be funded by the government to participate in training courses outside of Spain.
Catalonia
Catalonia:
In 1978 Catalan regained its status as an official language of Catalonia,
t
he implementation of CLIL has been ongoing ever since. CLIL has integrated into the schools Catalonia through the use of projects that improve the teaching of foreign languages. Schools teach in Spanish, Catalan, and English and in many schools also in French or German or another useful foreign language. Catalonia encourages the concept of speaking a variety of languages, even though they currently actively use two languages (Catalan and Spanish).
CLIL in Spain: Catalonia, Andalusia and Galicia
CLIL Application
Andalusia
: Over 4 years, 400 schools were created that were considered bilingual with the CLIL program. A near 600 native speaking teaching assistants were hired and 50 training centers were created to maintain and enhance the teachers. The hiring of native speaking teachers was vital to the CLIL instillation process.
Assessment
Andalusia:
Language assessment is done using the Common European Framework of Reference.
In primary school, the content learning is assessed by the content teacher.
In secondary, CLIL subjects are assessed using the same criteria as non CLIL subjects.

Galicia
References
RUIZ DE ZAROBE, Y., & LASAGABASTER, D. (Eds.). (2010). CLIL IN SPAIN: IMPLEMENTATION, RESULTS, AND TEACHER TRAINING. David Lasagabaster and Yolanda Ruiz de Zarobe (Eds.). Newcastle upon Tyne, UK: Cambridge Scholars Publishing, 2010. Pp. xvii 299. Studies in Second Language Acquisition, 30-30. Retrieved November 6, 2014, from http://www.unifg.it/sites/default/files/allegatiparagrafo/20-01-2014/lasagabaster_and_ruiz_de_zarobe_clil_in_spain.pdf

Jesús Frigols Martín, M. (n.d.). CLIL Implementation in Spain: An Approach to Different Models, 11-11. Retrieved November 6, 2014, from http://www.uic.es:8000/moodle/file.php/9380/CLIL_IN_SPAIN.pdf

Brandi Brittain, Yazmine Choudry, Avril King
Catalonia:
1st Year:
Compulsory course
2nd Year and 3rd Year:
Online course including designing materials for up to 35 CLIL classes
Other optional training:
Erasmus like year (or agreed period of time) in the UK. During the stay teachers will complete projects including activities, worksheets and guidelines for other teachers on CLIL
Advanced CLIL teachers using previous knowledge and experience, teaching new CLIL teachers

Catalonia
: In Catalonia English must be taught by the age of eight but generally it is taught from the age of three, when children begin nursery and from then on English is integrated into their lessons.
The hours and method of teaching varies from Primary to Secondary (illustrated below) and from public to private, where private schools tend to have more focus on foreign languages but the access to native speakers is limited..
Catalonia:
The curriculum in secondary and primary schools are cleverly split up to ensure all three languages are actively used. The use of the different languages in various subjects varies from Primary to Secondary school.
CLIL in Catalonia: An Overview. Francesca Vidal Santallusia of the Department of Education.
Available: http://www.onestopenglish.com/clil/clil-teacher-magazine/your-perspectives/clil-in-catalonia-an-overview/500983.article.
Last accessed 29th October 2014.
CLIL implementation in Spain: An approach to different models. María Jesús Frigols Martín Consellería de Educación de la Generalitat Valenciana, Valencia, Spain.
Available: http://arca.unive.it/bitstream/10278/1013/1/13Frigols.pdf
Pages 222 & 231.
Report on the implementation of CLIL in Spain by Teresa Navés and Carmen Muñoz, Univeristy of Barcelona. http://www.ub.edu/filoan/addendumen.html

Catalonia (Cataunya) is an autonomous community of Spain made up of four provinces: Girona, Lleida, Tarragona and Barcelona. Barcelona is the capital city of Catalonia and the second largest city in Spain.
They have two official languages: Spanish and Catalan.
Galicia is an autonomous region of northwest Spain.

 The population is just shy of 3 million.

 The government body is known as the Xunta De Galicia.

 Bilingual community with the two official languages being Galician and Spanish.
Galicia:
According to CLIL Practice: Perspectives from the field, what exists in Galician educational system is
subjects that are taught on a bilingual basis rather than wholly integrated curriculum bilingual schools. CLIL in
Galicia took off in 1999 with its methods starting in 12 primary schools only. Currently, over 200 secondary and primary schools use the CLIL methods in their curriculum teaching. Certainly, visiting the website
www.edu.xunta.es you can see the different programmes being extended to students and teachers to further CLIL in this region.


Galicia:
David Gonzalez Gandara raises an interesting point in relation to methodology in this region. Because of the desire to keep Galician preserved, there have been many debates among political parties about splitting the 25 teaching hours in primary, for example, to include teaching in English. Galician and Spanish are the main languages of instruction but as one study shows in the academic year 2010/2011 83 primary schools had one or more working English CLIL classroom.
Galicia:
The Xunta governing body website
www.edu.xunta.es has information about professional development in particular the PALE programmes. For
teachers there are opportunities to go on training schemes abroad for weeks at a time and to be immersed in the language of instruction. The CUALE programmes, while more aimed at students, are extra-curricular classes offered also to school-leavers.
Galicia
: Language assessment in also done in accordance with the Common European Framework of Reference. Because the Galician education system does not at the moment have complete bilingual schools, individual subjects are taught through CLIL and therefore are assessed according to each school's system and the recommendations of the CEFR and the details of CLIL set out in the Linguas Estranxeiras programme of the Xunta website.
CLIL in Galicia:

Gandara, David Gonzalez, CLIL n Galicia: Repercussions on Academic Performance. Available
file:///C:/Users/Admin/Downloads/CLIL_in_Galicia(2)-libre.pdf. Last accessed 9th November 2014.

CLIL Practice: Perspectives from the Field (2009) eds., David Marsh and Peeter Mehisto; Dieter Wolff, Rosa Aliaga, Tuula Asikainen, María Jesús Frigols-Martin, Sue Hughes, & Gisella Langé. Last accessed 9th November 2014.

Xunta de Galicia. (2011b). P´agina web de la asesor´ıa de lenguas extranjeras del Gobierno de Galicia. Retrieved from http://www.edu.xunta.es/linguasestranxeiras Last accessed 9th November 2014..
Galicia
: In Galicia, English is taught as the L3 from primary through to secondary education. The Xunta has in place several initiatives to increase the fluency of English among students through CLIL and these include the CUALE programmes (extra-curricular English lessons), hiring of language assistants (agreements with universities to encourage Erasmus students to work in local schools) and Summer Immersion Programmes for students. In addition, there is a high focus of teacher training and development (PALE programme).
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