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Nadeen Ruiz, University of California at Davis
The OLE Project: Creating Optimal Learning Environments for Language and Content
Integration in the Second Language
Nadeen Ruiz currently serves as a bilingual teacher educator at the University of California at Davis. She was previously Chair of the Bilingual Multicultural Education Department at California State University Sacramento, and Director of Elementary Education at Stanford University. A recipient of two outstanding teaching awards at Stanford, and one at CSU Sacramento, Dr. Ruiz has over 30 years of experience as a bilingual teacher, teacher educator, and researcher. She is co-‐founder and co-‐director of the Optimal Learning Environment (OLE) Project, a research and professional development program that focuses on effective literacy instruction for bilingual students in both general and special education classrooms. Dr. Ruiz received her Master’s and Ph.D. from Stanford University in Language, Literacy and Culture with a Ph.D. minor in linguistics. She is author of numerous books and articles in the area of effective education for Latino students, and is regularly invited to speak on this topic at both national and international venues.
James Cummins,
Ontario Institute for Studies in Education, University of Toronto.
Pedagogies of Powerful Communication in CLIL and Bilingual Education
Dr. James Cummins is a Professor with the department of Curriculum, Teaching, and Learning at OISE, University of Toronto. Dr. Cummins holds a Canada Resarch Chair (Tier 1) and has been a recipient of the International Reading Association's Albert J. Harris award (1979). He also received an honorary doctorate in Humane Letters from the Bank Street College of Education in New York City (1997). In recent years, he has been a co-‐investigator on a large-‐scale SSHRC-‐funded project entitled "From Literacy to Multiliteracies: Designing Learning Environments for Knowledge Generation within the New Economy." He is currently involved in a project to validate the Ontario Ministry of Education's Steps to English Proficiency assessment tool. He is also conducting a research review on English Language Learners' academic trajectories. Dr. Cummins has co-‐authored several books on literacies in education, and has seen his work translated into Japanese and Spanish.
PRESENTERS AND ABSTRACTS
Ahern, Aoife and García Parejo, Isabel.
Universidad Complutense de Madrid.
Aoife Kathleen Ahern, PhD in Hispanic Linguistics (UNED), Senior Lecturer at the Faculty of Education, Universidad Complutense de Madrid since 2005, develops research in the fields of cognitive pragmatics, focusing on the role of grammatical units in explicit and implicit communication; and on the other hand, in applied linguistics, related to second language acquisition, teaching and learning, particularly L2 English and Spanish. She has participated in a number of competitively funded research projects related to semantics and pragmatics, as well as in numerous educational innovation projects and is a member of the Forum for Multilingualism and Literacy in Education (ForMuLE) at the UCM.
Isabel García Parejo, PhD in Hispanic Linguistics (UCM), MA in Education (Open University), MA in Educational Research (UAB), teaches at the Faculty of Education, Universidad Complutense de Madrid. She is coordinator of the research group Foro de Multilingüismo, (multi)Literacidad y Educación (ForMuLE). Her research focuses on L1/L2 Spanish teaching and learning in contexts of linguistic and cultural diversity, especially academic and social writing and intercultural discursive competences, a topic on which she has published various articles and book chapters. She was a member of the Comenius Project Teacher Learning for European Literacy Education (TeL4ELE), following on from which she has coordinated several innovation and dissemination projects related to teaching discursive genres.
Teacher Education for Bilingual Literacy: The Reading to Learn Model.
This presentation reports an experience in teaching and development of reading and writing across the curriculum model, specifically, Reading to Learn – R2L (Rose & Martin, 2012) – within a Madrid primary school teacher education programme of studies. Genre pedagogies like the R2L model acknowledge the essential role of the ability to recognise text types, or discursive genres, in order to effectively understand, interpret and communicate through both spoken and written language. However, at least in our context, explicit instruction focused on building up this ability is very rare, thereby relegating its presence within educational practices to implicit and intuitive domains. As a response to this challenge, and thanks to the impact of the TEL4ELE project (Whittaker, 2016), the R2L model has been introduced to a range of educational practitioners in Spain. The particular context of Spanish bilingual schools is one of the first settings in which the model is starting to be applied in both L1 and foreign language-‐learning situations, in contrast to its more prevalent applications in second, rather than foreign, language contexts. The student teachers received instruction on the theoretical aspects of the model, as well as practical development opportunities; one of the groups (N=21) worked on it in both Spanish and English didactics course modules, while another group (N=37) followed a similar learning process only through English. Data on the student teachers’ reactions to the experience and perceptions on the R2L model will be reported. The participating future teachers, on one hand, are receptive to the principles of the model; but on the other, encounter challenges in the preparation required and in taking on board the need to scaffold reading and writing work strongly enough to support every learners’ understanding sufficiently. The clearly proven educational advantages this model offers to students, however, make it worthwhile.
20 minutes
Aikin Araluce, Helena.
Universidad de Castilla la Mancha
Helena Aikin is Associate professor (profesor contratado doctor) at the Department of Modern Languages of Universidad de Castilla la Mancha, Spain. Her area of expertise lies within the field of intercultural education in bilingual schools. She is currently working on project-‐based educational models to explore the interdisciplinary dimension of CLIL with special attention to establishing relational links between the different school subjects and learners´ lives and communities at local, national and international levels.
She has conducted teacher training seminars and workshops on CLIL methodology, intercultural education and creative learning in several Spanish universities as well as at ITESO University (Guadalajara, Mexico) and Manipal University (Karnataka, India), where she was a visiting researcher in 2013 and 2015 respectively.
Content-‐Related and Methodological Issues in CLIL: The Case of Three Bilingual Schools in Castilla la Mancha
In the last decades CLIL programs have been implemented in a large number of private and mainstream Spanish schools as a means of promoting foreign language proficiency and fostering multilingualism and language diversity in order to meet the new demands of our globalized societies. Although Spain is considered one of the European leaders in CLIL practice and research, it nevertheless faces many challenges caused by teachers´ insufficient training both in the target language and in CLIL methodology. While the language-‐related shortcomings have been identified and to a certain extent remedied through language immersion courses and language assistant programs, the content-‐related and methodological issues are still being largely neglected in spite of the fact that there exists considerable CLIL literature where these issues have been addressed rather extensively. Renowned CLIL authors such as Do Coyle and David Marsh stress the importance of high quality teaching as key to the success of the CLIL approach; they claim that good CLIL practice not only broadens conceptual mapping resources by boosting cognitive development and metacognitive skills, but it also encourages active, meaningful, “deep” learning, critical thinking and creative thought with the help of scaffolding techniques that address both language and content learning difficulties. Another priority in the CLIL classroom is to develop students´ intercultural competence whereby they reach higher levels of understanding and appreciating other cultures while developing greater capacity for intercultural communication and embracing constructive attitudes towards diversity.
As part of the multi-‐team linguistic ethnography carried out in three secondary schools in Ciudad Real, this paper examines the language practices of students and teachers in the bilingual programs. In particular it will analyze a corpus of audiotaped classroom interactions in different CLIL content subjects in year 1 and 4 of Spanish Compulsory Secondary Education (ESO) with a view to checking to what extent CLIL-‐specific methodology is being implemented and learner intercultural communication competence prioritized.
20 minutes
Arco-‐Tirado, Jose L.
Universidad de Granada
Professor at the Universidad de Granada Dpt. of Developmental and Education Psychology for the last 18 years. Coordinator of the Primary Education Teacher Training Degree (bilingual group) since 2011. Author of more than a dozen publications on indexed journals. Investigator of the project AGCEPESA (P12-‐SEJ-‐ 1588). Principal investigator of the European project CUPESSE (No 613257).
Reporting High Quality Research in Secondary Research: The Case of Higher Bilingual Education Programs
The aim of this paper is to describe the elaboration process of a systematic review protocol to synthetize information on effective bilingual programs in higher education. Globalization forces and the changing economy are triggering the demand of a labor force able to command, among other skills, at least two languages. As a consequence, governments from all around the world are implementing bilingual education programs at all educational levels. However, the availability of cumulative scientific knowledge on effective bilingual education programs, including higher education, that guides more efficient policy, practice and causal research depends on the quality of previous educational primary research. By quality indicators we mean the extent to which publications on the different topics in the field satisfy international reporting standards set by international organizations developing those standards. Those standards are set for the main research methods and study types like random trials, observational studies, systematic reviews, case reports, qualitative research, and study protocols. Our paper focuses on the design and development process of one example of protocol applied to the topic of bilingual higher education programs and practices. The decisions made by an interdisciplinary team on each one of the stages of development of such protocol including and following the standards set by The Campbell Collaboration (2015) will be provided and justified. The result is a protocol that meets the international high quality and transparency standards for conducting and reporting secondary research on evidence-‐based practices and programs in higher education.
20 minutes
Baird, Peter
California State University Sacramento
Peter Baird, Ed.D. is Professor Emeritus of Bilingual, Multicultural and International Education at California State University Sacramento (CSUS). His passion is for preparing bilingual and multicultural teachers for our diverse national and international community. He was a 3rd and 4th grade bilingual (Spanish-‐English) classroom teacher for ten years in rural and urban schools
in California and enjoyed using all of the arts to engage and support his dual-‐language students and their families. Born in the United States, he became immersed in the Spanish language and Mexican culture in his early adolescence when his family emigrated to México City. He is a life-‐long musician and song-‐leader with a particular love of social-‐justice oriented folk music and popular culture. Dr. Baird is co-‐author of Beyond the Border: México and the U.S. Today (NACLA 1979), is the lead editor of the textbook, Bilingual Education; Introduction to Educating English Learners (Pearson, 2016), author of articles and a doctoral dissertation on teaching through the arts, as well as journal articles on transnational teacher education co-‐authored with Dr. Nadeen Ruiz.
Teaching K-‐6 Children Language and Content through the Visual, Performing and Media Arts (VAPA)
The arts are among the most powerful and effective means to teach children language, content and culture itself. Teaching with, about and through the arts can also be downright fun for teachers, peer models and students alike. This workshop is based on a one unit (15 hour) class that I teach for Kinder-‐8th grade teacher-‐candidates in Sacramento, California, Curriculum & Instruction for Elementary Bilingual/Multicultural Classrooms: Teaching Thru the Visual and Performing Arts. In this shortened workshop we will (1) Summarize and reference some current research which clarifies the key role of engaging VAPA-‐rich teaching, especially for the Dual Language learners; (2) Review the California VAPA Standards for Music, Drama, Movement/Dance, Visual and Media Arts for K-‐8 children; (3) Explore the artistic skills, resources, experiences and questions of the workshop participants; (4) Model and engage participants in several VAPA-‐rich oral language strategies, including: Teaching Simple Songs and Chants; Total Physical Response (TPR); Guided Drawing for content vocabulary and expression; Cognate Connections with Cognitive Content Dictionaries; and a few Acting Skills for Teachers. Come prepared to sing, move and share.
100 minutes
Beddow, Maggie
California State University, Sacramento.
Maggie Beddow, Ph.D., is a former Bilingual Elementary/Secondary Teacher and University Bilingual Education Associate Professor at Sacramento State and the University of California, Davis. She was a former middle school administrator where she chaired the Bilingual Department and evaluated bilingual teachers. Dr. Beddow has taught numerous courses on bilingual education and social studies methods to credential students. She served as a High School Equivalency Program Director, supporting Spanish-‐speaking migrant laborers to earn their General Education Diploma. Dr. Beddow has presented at the California Association for Bilingual Education, and has studied and traveled to Spain, Mexico, Guatemala, Peru, Cuba, and Portugal.
Effective Instruction for English Learners in the Social Studies: Reading Like a Historian.
Social studies concepts are routinely abstract and often difficult for second language learners to comprehend. To fully understand social studies concepts, teachers need to build upon students’ prior knowledge and skills in their first language to help them learn concepts in a second language (Cummins, 1981). Students need to be taught specific reading and writing strategies to access informative texts while using investigative inquiry and research skills to think like a historian. In this workshop, the presenter will provide an overview of a powerful, evidence-‐based curriculum developed by Dr. Sam Wineburg of Stanford University called “Reading Like a Historian.” According to Wineburg’s Stanford colleague, Reisman, he claimed in 2012 that, “Students using the Reading Like a Historian curriculum showed statistically significant gains in historical thinking, mastery of factual historical knowledge, and general reading comprehension” (http://sheg.stanford.edu/node/521). Powerful tools to help students evaluate historical claims that are backed by evidence will be shared, including sourcing, contextualizing, corroborating, and close reading of primary documents. The presenter will share sample history-‐social science model lessons about historical inquiry from “Reading Like a Historian,” focusing on themes related to United States History and World History. Participants will learn how to teach the curriculum, following a three-‐part structure: 1) Establish relevant background knowledge and pose the central historical question. 2) Students read documents, answer guiding questions or complete a graphic organizer; and, 3) Whole-‐class discussion about a central historical question. The presenter will engage participants in strategies such as Opening Up the Textbook (OUT); Cognitive Apprenticeship; Inquiry; and, Structured Academic Controversy (SAC).
100 minutes
Breeze, Ruth
Universidad de Navarra
Sancho Guinda, Carmen
Universidad Politécnica de Madrid
Ruth Breeze has a Ph.D. in Applied Linguistics and has published widely in the area of discourse analysis applied to media language and specialised language. She combines her activities as Senior Lecturer in English at the Universidad de Navarra, Spain, with research as a member of the GradUN Research Group in the Instituto Cultura y Sociedad. Her most recent books are Corporate Discourse (Bloomsbury Academic, 2015) and the edited volumes Interpersonality in Legal Genres (Peter Lang, 2014) and Essential Competencies for English-‐medium University Teaching (Springer, 2016). She has been PI of several research projects funded by Cambridge English Language Assessment and IELTS, and is currently involved in a Spanish ministry project on bilingual teaching at the Universidad Complutense de Madrid.
Carmen Sancho Guinda is a Senior Lecturer in the Department of Applied Linguistics at the Universidad Politécnica de Madrid, where she teaches English for academic purposes, professional communication and in-‐service seminars for engineering teachers undertaking English-‐medium instruction. Her research focus is the interdisciplinary analysis of academic and professional discourses and genres and innovation in the learning of academic competencies. She is currently engaged in projects dealing with language and emotion in
professional settings and fostering critical thought among engineering students. Her most recent publication is Essential Competencies for English-‐medium University Teaching (Springer 2016), co-‐edited with Ruth Breeze.
Pulling Key-‐Competence Strings in the English-‐Medium Classroom: An Integrated Pedagogy for Secondary and Higher Education.
We know that EMI/CLIL means updating our methodology. But what kind of updating should we be doing? Drawing on Breeze & Sancho Guinda (2016), Casal (2016), Dalton-‐Puffer (2013) and Lasagabaster & Doiz (2016), this workshop proposes four key competences for English-‐medium environments: critical thinking, creativity, autonomy, and motivation. We clarify these concepts, show how they link to other frameworks such as Bloom's taxonomy and the Bologna reforms, provide examples of each competence applied to university and high school subject teaching, and suggest helpful tasks and activities that integrate all four skills (i.e. reading, listening, speaking and writing), genre literacy, disciplinary discourse and procedures, and various styles of learning. We will then organise workgroups in which participants can share ideas to evaluate the potential of these activities in their own educational settings and develop class plans which incorporate some or all of these competences within a similar approach, combining task-‐based and genre-‐based learning and fostering a higher-‐order cognitive diversity.
100 minutes
Brophy-‐Sellens, Heather
California State University, Sacramento
Dr. Heather Brophy-‐Sellens has been a bilingual educator since 1978. She is a faculty member at California State University, Sacramento. She co-‐authored an ELD/SDAIE teacher-‐training program for California teachers and trained thousands of teachers in the USA. She consults with teachers, administrators, and parents in school districts, State Departments and Universities with research-‐based, best practices. She has trained hundreds of educational stakeholders in Asia, Europe, and South America. She speaks Spanish and has a reasonable understanding of Portuguese. For fun, she plays the Venezuelan cuatro, dances salsa and is hosting twin Korean girls this academic year.
Strategic Strategies that Foster Success in Content Area/ English Language Classrooms.
Being able to converse in English is not enough for students whose education hinges upon communicative competence in English. Spanish students must complete core subjects in a non-‐dominant language: English. For students to be able to handle the double demands of learning rigorous content in core courses and a second language, evidence-‐based instructional strategies are essential. A consistent set of instructional/engagement routines, steps, and language targets maximizes student engagement and second language development (Gersten & Baker, 2000; Goldenberg, 2008). In this almost two hour participatory workshop, academic
language strategies (Kinsella, 2010) will be demonstrated, and SIOP strategies will be modeled (Echevarria, J. Vogt, M. & Short, D. (2007). Participants will learn to implement Anticipation, Active Learning and Reflection strategies that solidify both the new language and the subject being studied. Participants will experience Anticipation Guide, Sentence Frames, Vocabulary Frontload, Academic Questioning, Graphic Organizers, and Productive Collaborations. The presenter will share work samples from U.S. bilingual classrooms and provide a substantial booklet of strategies presented. The presenter, Dr. Heather Brophy-‐Sellens, is a Bilingual/Multicultural Teacher Educator at California State University, in Sacramento, California. She developed a California State Teacher Training Program for all teachers with English Language Learners in their classroom. She vividly remembers learning content, while learning Spanish, when she studied in Madrid!
100 minutes
Brualla Luelmo, Belén
Colegio Internacional Kolbe
Head of Modern Languages Department at Colegio Internacional Kolbe. English teacher in Secondary Education in different Charter and Private schools in Madrid. She has worked as an English teacher for more than ten years in different bilingual schools in Madrid. She has also taught World Literature to sixteen and seventeen year old students.
A Toolbox for Rookie Teachers.
The talk will cover the different methodologies used in my classroom. The idea of my talk will be to give as many tools as possible to rookie teachers who still haven't had enough time for training but have to deal with classes on a daily basis. I will share the most relevant information I have gathered from taking many courses in the recent past, trying to provide the attendees clear and specific examples so as to give as many resources as possible for the teachers to implement in class as soon as they get back from the Conference. These ideas can be applied both to Primary and Secondary classrooms and I have found them useful for any age. Furthermore, I will provide bibliography, links, websites, relevant people and any other source of information I have found interesting throughout my years of teaching.
20 minutes
Castro García, Damaris
Universidad de Salamanca
Castro García is a PhD candidate at Universidad de Salamanca. From 2003 to 2015 she has
been Professor at the Literature and Languages School, Universidad Nacional, Costa Rica. Has
published over fifteen articles in national and international journals in second language and
bilingualism studies, linguistics, and aboriginals’ languages. She has also participated in
multiple seminars and conferences in these areas of studies.
Productive Vocabulary Measures in two Costa Rican High Schools and their Role in Connection to Bilingualism
This paper reviews the current situation of Bilingualism in Costa Rica from the perspective of
productive vocabulary samples collected in two different secondary schools. Bilingualism in
this Costa Rican context is analyzed based on vocabulary measures from these two schools
which follow Content Based Teaching and traditional, Foreign Language Teaching instruction.
These productive vocabulary levels were calculated using Laufer & Nation’s (1995) Productive
Vocabulary Levels Test. Considering the key role that has been assigned to vocabulary in the
process of learning a second language (Nation (2006), Laufer & Nation (1999), Laufer (1998))
the paper aims at describing the influence that said vocabulary profiles may have as building
blocks in the process of Second Language Acquisition. Descriptive statistics were calculated
and the data shows statistically significant differences that favor the vocabulary measures of
the Content Based Teaching school in connection to total word counts. The data is also
analyzed in terms of gender performance and the results fit into the ongoing discussion which
still points at inconclusive findings in this subject area. While the Content Based school exhibits
statistically significant differences that favor male students (along the lines of Lynn et al (2005)
and Lin & Wu (2003), the Foreign Language school shows no statistically significant differences
amongst gender groups ( as in Grace (2000) and Canga Alonso & Arribas García (2013)). Some
general conclusions are drawn as to the impact these vocabulary levels may exert in
connection to the writing capabilities of the participants and their subsequent effect on
general language production. Overall, the paper sheds some light on the undeniable role that
vocabulary knowledge serves as a cornerstone for Second Language Acquisition and its bearing
on the students’ path towards bilingualism.
Chaiesberras, Zahra
Universidad de Jaén
Zahra Chaiesberras has a degree in Philology (Fundamental Studies of English and Linguistics). She also holds a master's degree "English as vehicle for intercultural communication in Spain". She is currently working towards her PhD on bilingualism and CUL. She worked as an English teacher in Spain for many years. She has always been interested in education, linguistics, translation, communication and culture as an important issue for progress and integration.
CLIL´s effects from the perspective of bilingual secondary teachers in Madrid.
This article´s purpose is to shed some light on the topical issues of biligual sections of secondary schools in the region of Madrid from the perspectives and experiences of bilingual teachers. The scope of this qualitative empirical research is to promote an overview of the
effects of CLIL in Madrid as a new educational approach in a monolingual setting. Thus, the focus, above all, is on the new linguistic experiences of bilingual teachers. Wherein, their viewpoints are very important to understand the emergence of profound analysis of the strengths, weaknesses, opportunities, and threats concerning the teaching and learning of a second language in the CLIL stream. The methods for gathering data employed two important instruments: qualitative questionnaires, and interviews that contained both related and homogeneous block issues.
I did the study in 18 bilingual secondary schools, during the second term of the 2015-‐16 academic year in the Comunidad de Madrid. The study base included more than 100 bilingual participants, visiting the schools and discussing the distribution with the directors and sometimes with bilingual head teachers. I then personally distributed or gave the head teachers the survey to distribute.
20 minutes.
Conde Ballesteros, Lara.
Universidad Complutense de Madrid
Lara Conde is currently a PhD student at Universidad Complutense de Madrid. Her background includes an English teaching degree and two master degrees, one on legal translation and the other a Master of Research. She works as an EFL and CLIL teacher in a bilingual school and she has also experience working as a teacher in South Carolina (US) and United Kingdom.
The Weakest Link: Improving English through Music.
Improving Spanish students' pronunciation skills has become a major challenge for Educational policy in Madrid, and has led to the prescription of new measures in legislation in order to palliate primary school pupils’ weakness in this area. Although many studies have reported a strong correlation between musical ability and pronunciation skills in L2 (Fonseca, 2000; Milonov et al., 2008), they seldom account for whether this musical ability is innate or acquired. The purpose of this research, currently in progress, is to explore the impact on children’s L2 English pronunciation skills of explicit musical instruction. One hundred 9-‐year-‐old students of school EFL lessons who demonstrated low pronunciation abilities have been selected and pretested to measure listening, speaking, reading and writing, as well as pronunciation, intonation and auditory discrimination; and then, the pupils were randomly assigned to the experimental or control group. The intervention programme consists of two weekly lessons of explicitly teaching solfeggio and singing, provided in the children’s L1 by the music teacher at school. A z-‐test will be conducted to determine whether differences between the groups of pupils’ attainments in English are statistically significant. No conclusions have been reached yet, but the improvement of the target group is expected to be much greater than the control group's, as previous studies have tended to show. This would imply that the correlation of music and pronunciation abilities is not exclusive of innate gifted students, but all of those that receive musical instruction can take advantage of its benefits, suggesting thereby that English teachers should implement key solfeggio techniques in their instruction repertoire as an evidence-‐based strategy for improving students' general pronunciation skills,
in addition to providing an opportunity to take advantage of the many other cognitive benefits of music education (Billhart, Bruhn y Olson, 1999; Schellenberg, 2005; Kraus et al., 2014).
20 minutes.
Durán Martínez, R. & Beltrán Llavador, F.
Universidad de Salamanca
Ramiro Durán Martínez is a Lecturer at Universidad de Salamanca. He currently trains ESOL teachers in Primary and Secondary education. He collaborates in international teaching placements and in postgraduate courses in the areas of English Language Teaching, Bilingual Programmes, Communication and Advertising. He has published books and papers in these areas.
Fernando Beltrán Llavador, Ph. D., is a teacher at Universidad de Salamanca and teacher trainer. He has co-‐authored books, written articles and presented papers on the interface of language, society and culture in teacher education. He has translated a number of books from English into Spanish.
A Teacher Education Perspective on School Bilingual Programmes in Spain: Perceptions and Performance.
Twenty years ago a Spanish Ministry of Education-‐British Council bilingual project was piloted as a novelty in the Spanish education system. Today, bilingual education is well established to the extent that Spain is regarded as a reference of the zeal and enthusiasm with which both bilingual education and content and language integrated learning (CLIL) have been received within Europe.
Our role as educators, researchers and mediators between agents, countries, subjects and languages is being reshaped as we try to promote school changes towards a CLIL approach. In our presentation we will share, discuss and illustrate some of our findings in the area of teachers’ perceptions and their overall assessment of bilingual programmes and some salient outcomes of the actual implementation of bilingual education in pre-‐service and in-‐service learning scenarios.
In the first part, different teachers’ perceptions of bilingual programs in primary education regarding training, teaching resources, school organization and overall impact of the bilingual programmes are analysed from a quantitative perspective. We will establish a distinction between the views of novice and expert CLIL teachers in primary schools. We will also discuss, from a qualitative approach, their comments on the strengths and weaknesses of the program and their suggestions for improvement.
In the second part, we will share our experience as teacher educators by showing an example of a joint international CLIL project between primary schools from the UK and from Spain and some samples of CLIL lessons designed by our teacher trainees as part of their required assignments.
50 minutes
Fernández Barrera, Alicia & Losa Ballesteros, Ulpiano José.
Universidad de Castilla-‐La Mancha
Alicia Fernández Barrera is a Predoctoral Fellow on bilingualism, language ideologies and language policies in educational CLIL contexts. (Dept. of English Studies, Faculty of Arts and Humanities). She teaches part-‐time in the Dept. of English Studies (2013-‐2015). MA in Arts and Humanities Research. MA in Teacher Training. BA in English Studies.
Ulpiano José Losa Ballesteros is a Predoctoral Fellow on competing linguistic markets, language ideology and language policy in Catalan and Castilian CLIL settings (Dept. of English Studies, Faculty of Arts and Humanities). He teaches part-‐time in the Degree of Labour Relations and Human Resources (2016). MA in Teacher Training. BA in English Studies.
We’ve Got the Best Bilingual Classes: Identities, Attitudes and Positioning Towards Bilingualism and Bilingual Programmes in Secondary Schools in Castilla-‐La Mancha.
This presentation addresses bilingual education from the perspective of identity construction, language attitudes and positioning of the participants involved in a sociolinguistic ethnography in Castilla-‐La Mancha, mainly in two prestigious ‘bilingual’ secondary schools which have recently implemented the ‘Linguistic Programmes’, regulated by the regional ‘Plan of Plurilingualism’ (amended in 2014). Particularly, the study relies on data collected in the ongoing team critical sociolinguistic ethnography (2014-‐present) conducted in La Mancha City (pseudonym). The analysis will focus on the recurrent interactional patterns found in CLIL classrooms in the 3rd and 4th grade of Compulsory Secondary Education, as well as dominant discourses emerging in interviews with teachers, families and local/regional authorities in the bilingual education arena. By drawing on Rymes’ Classroom Discourse Analysis (2009) and Goffman’s approach on Participation Frameworks and Footing (1981, 1992), this study aims at scrutinizing students’, teachers’ and families’ attitudes towards bilingualism and bilingual programmes. Furthermore, nuances of such analysis will provide a deep insight on what types of social positioning (Kroskrity, 2000b) participants take towards this ‘bilingualism craze’ or ‘English fever’ (Park, 2009), and to what extent those standpoints influence the co-‐construction of participants’ identities as ‘bilingual selves’ (Pavlenko, 2006).
Therefore, the focus of this analysis will illustrate 1) which types of language practices are considered ‘appropriate’ in these bilingual education settings; 2) which identities are socially co-‐constructed through discourse and deemed as more valued than others; and 3) how the (re)production of attitudes, positioning and identities is negotiated and/or contested from the language policy level down to the institutional site.
20 minutes
Fernández Sanjurjo, Javier; Arias Blanco, José Miguel & Fernández Costales, Alberto.
Universidad de Oviedo
Javier Fernández Sanjurjo is a PhD student in Education and Psychology at the Universidad de Oviedo. He works under the supervision of Dr. Alberto Fernández Costales and Dr. José Miguel Arias Blanco, and their primary research line is the impact of bilingual programmes on content subjects and the development of students’ key competences. Additionally, he is also interested in Content and Language Integrated Learning, bilingual education, language teaching, research tools design, and research methodology.
Alberto Fernández Costales is a Lecturer at the Universidad de Oviedo, where he teaches applied linguistics, foreign language teaching and methodology. His research interests lie in teaching English as a foreign language, content and language integrated learning, bilingualism, multilingualism, and translation studies. In the last 5 years, he has published in the areas of CLIL, language attitudes, sociolinguistics, and audiovisual translation, and he has been engaged in 15 international research projects. he has been a visiting scholar at the University of Melbourne (Australia), the Imperial College of Science and Technology (UK), and the University of Leuven (Belgium). Currently, he is the Director of the Master in Content and Language Integrated Learning at the University of Oviedo.
José Miguel Arias Blanco is a Lecturer at the Universidad de Oviedo (Department of Educational Sciences, Area of Research Methods and Educational Diagnosis). He was Dean of the Faculty of Educational Sciences of the Universidad de Oviedo between November 2008 and June 2010. Previously, he was Secretary of this Faculty between 1997 and 2000. He was the Director for European Convergence (Vice-‐Rectorate for Academic Affairs and European Convergence) between November 2005 and May 2008, and Director for Academic Management (Vice-‐Rectorate for Academic Planning and Teaching) between June 2000 and October 2005 at. He has published in the areas of research methods, research tool design, teaching methodology in higher education, and the acquisition of key competences. He referees for a good number of national and international journals and he is also engaged in the evaluation of university degrees in Spain. He has also participated in research projects related to Higher education, the European convergence process, the evaluation of the quality of university studies and teacher training.
Content and Language Integrated Learning (CLIL) in Spanish Primary Education. Content Acquisition in Science through the L2.
This paper is intended to investigate the efficiency of CLIL in Spain by focusing on its possible impact on the development of non-‐language skills developed in the L2 by students of Primary Education. The research objective is the following: assess the impact of learning through the L2 (English) in the acquisition of non-‐linguistic competences (Science). One of our main goals is to contribute to international research about students’ progress in content-‐subjects in bilingual provisions in Spain, as content investigation in CLIL is still very limited (Cenoz, 2015; Pérez-‐
Cañado, 2012). The sample of the study is composed of 800 students enrolled in public schools of Primary Education in Asturias. Participating schools have been selected from the two main schooling modalities in the region: mainstream schools and educational establishments offering ‘bilingual streams’ (5 hours of English per week, and two content-‐subjects taught through the L2). The research tools were context questionnaires for students (focusing on Socioeconomic Status) and a test to evaluate students’ competence in Science. Data were analysed with SPSS and HLS using multivariate models. The paper also discusses the implications for the academic and educational community and prospective research lines will be presented.
20 minutes
Fleta, M. Teresa and García Bermejo, M. Luisa.
Universidad Complutense de Madrid
Dr. Teresa Fleta is a teacher and teacher trainer. She holds a PhD in English Philology. She has taught at the British Council School of Madrid, in the Master’s Degree Programme on TEFL at Universidad de Alcalá de Henares and currently, she is a collaborator at the School of Education of the Universidad Complutense de Madrid and at the International University of La Rioja.
Dr. M. Luisa García Bermejo is an Associate Professor at the School of Education, Universidad Complutense de Madrid, Spain. She holds a PhD in English, an MA and M.Ed. in Teaching English to Speakers of Other Languages (TESOL) and an MA in Spanish. She conducts seminars in English, didactics and the teaching of literature. Her research focuses on Second language Acquisition (SLA), Information and Communication Technology (ICT) and language and literature teaching.
From motivation to creativity through music for CLIL contexts.
One of the intelligences that first develops in humans is the Musical Intelligence. Neurological and linguistic research has demonstrated that there is a close correlation between language, music and brain development. In the past, education has focused more on the ability to recall and retell stories accurately than on preparing students to become creative themselves, but the relationship between teaching creatively and teaching for creativity is an integral one. One way in which teachers and students can become creative in the classroom is by having the opportunity to test ideas out in their own ways through creative story writing. Stories are ideal language and content facilitators and children and adults can benefit from creating their own stories in a great number of ways.
The aim of this workshop is to present teaching methodologies that promote language and content through the production of stories by motivating learners through musical experiences; create a rich linguistic environment; improve the four skills; and stimulate learners’ imagination and creativity involving all sensory channels. In doing so, we attempt to answer questions such as why teachers should consider integrating musical activities and stories in
their lesson planning for holistic learning. Here, the pedagogical experience will be fully justified by showing how to make teaching and learning more interesting by taking music as a springboard for inspiration.
In this workshop, attendants will participate in the process of making picturebooks in groups; in addition, they will tell their stories to the audience. The attendants will be encouraged to interact and to work in groups. Finally, the session will conclude by evaluating where the outcomes of this pedagogical experience lead us in terms of pedagogical implications.
100 minutes
Galán Rodríguez, Noelia Mª
Universidade da Coruña
Noelia Mª Galán Rodríguez is a research scholar in the English Department in the Faculty of Philology (Universidade da Coruña, Spain) where she also got her undergraduate degree in English: Linguistic and Literary Studies. During her undergraduate experience, she spent an academic year at the University of Worcester (United Kingdom), got an internship in the department of English (UDC) and based her undergraduate thesis on intertextual studies. After getting her masters degree in High-‐School Education, she is currently working on her PhD thesis (use of English in bilingual sections) and working as a teacher at UNED.
‘I’m not an English teacher’: the Challenge of Content-‐Experts in CLIL Classrooms.
It was in the year 1994 when the term CLIL was coined by Marsh and Maljers. Understood at the beginning as an umbrella term to refer to educational programmes focused on the teaching and learning of academic content throughout a language other than the mother tongue, CLIL (Content and Language Integrated Learning) has evolved from its theoretical background to a more hands-‐on approach in recent years. Primary and secondary schools all over Europe have seen how CLIL sections have been introduced into their curricula, most of them encouraged by the multilingual vision of Europe the European Commission has promoted in the last decades. In Spain this has resulted in changes at school level such as new resources (e. g. textbooks, technological equipment, native language assistants) and adaptations to the curriculum. However, a closer look needs to be taken at classroom level and the figure of the subject teacher in high-‐school: in general terms, their profile could be defined as a subject expert with some years of teaching experience who has a good grasp of the foreign language (usually English) with a language certificate to prove it. Nevertheless, those are not the sole requisites for a fully-‐fledged CLIL expert teacher, but some training is needed to adapt previous knowledge to the CLIL methodology and the new learning framework. Herein lies a possible factor that could make any CLIL section sink or swim. This paper analyses the challenges that subject teachers face when confronting the CLIL methodology. In order to do so literature on the topic is reviewed as well as interviews with CLIL teachers.
20 minutes
Garcia Esteban, Soraya.
Centro Universitario Cardenal Cisneros.
Modern Philology, Universidad de Alcalá, Madrid, Spain.
M Camino Bueno-‐Alastuey.
Philology and Didactics of Languages, Public University of Navarre, Pamplona, Spain.
Izaskun Villarreal.
Philology and Didactics of Languages, Public University of Navarre, Pamplona, Spain.
Izaskun Villarreal is a Lecturer at the Public University of Navarra, where she has been teaching courses on Content and Language Integrated Learning (CLIL), Teaching English to Very Young Learners, English for Primary and Early-‐Childhood Teachers, and Research and Innovation in Education. Her main research interests focus on foreign language acquisition in instructional environments and specifically on CLIL learning contexts and on how interaction facilitates the learning of a foreign language. She is currently carrying out research on the effects virtual exchanges exert on the TPACK knowledge of early childhood and primary teacher trainees and on how such interactions can boost their knowledge about CLIL. In addition, she is working on research which aims to explore the extent to which collaboration can facilitate the learning of a foreign language among primary and secondary CLIL and non-‐CLIL learners.
M. Camino Bueno-‐Alastuey is a Lecturer at the Public University of Navarra, where she has been teaching English for Specific Purposes, English for Primary Teachers and New Technologies for Language Learning. Her main area of research is the use of ICT for language teaching and learning, with a special focus on course design in virtual platforms, and the use of simultaneous voice-‐based computer mediated communication for language learning and for teacher training purposes. She is currently carrying out research on the effect telecollaboration exerts on the TPACK knowledge of early childhood and primary teacher trainees and on their “learning to learn” and technological competences. She has published nationally and internationally about those topics.
Soraya Garcia Esteban holds a Ph.D. in Modern Languages, Literature and Translation from Universidad de Alcalá and an M.A. from University of the West of England, Bristol. She is an undergraduate and postgraduate lecturer in English for Specific Purposes and ELT Methodology at C.U Cardenal Cisneros & Alcalá University (Spain). She is currently involved in international research projects related to competence development through Microteaching practices and the use of ICT (Telecollaboration) in Teacher Training by integrating technology, pedagogy and content in a foreign language (CLIL).
Virtual collaboration for content and language learning in Teacher Training: a new challenge.
In spite of the evidence pointing to the beneficial outcomes of virtual collaboration in terms of motivation and increased teaching expertise (Dooly & Sadler, 2013; Jauregi, et al., 2012), studies that document how computer supported collaborative learning can develop content and language learning are still scarce.
The present paper is based on some CLIL frameworks (Coyle, Hood & Marsh 2010; Coyle, 2005) and tries to illustrate how content and language integrated learning principle can serve as a practical tool for pre-‐service teachers who need to develop lesson plans in bilingual
environments. This theoretical approach is put into practice with the use of virtual collaboration following Bueno-‐Alastuey & Garcia Esteban (2016) considering the positive effects that integrating online collaboration in the classroom can provide as a challenging teaching-‐learning method to develop foreign language competence (Vinagre, 2005; 2007; González-‐Lloret, 2011).
The participants were two groups of student teachers doing a BA (Hons.) in Primary Education at Universidad Pública de Navarra and Centro Universitario Cardenal Cisneros (Spain), who carried out virtual collaboration exchanges for the discussion of contents according to Bentley (2010). To achieve this, students created some CLIL units and uploaded them to collaborative websites to be analysed and rationalised telecollaboratively by their counterparts following Bloom´s taxonomy.
The study applied a pre/post questionnaire methodology to gather data on whether virtual collaboration can help in the development of content and language learning. Despite the technical constraints, the quantitative and qualitative analyses revealed that following a CLIL approach with the use of virtual collaboration can be considered effective as it facilitates not only learning another language and curricular contents but also cognitive development, critical thinking and real communication. Further research is being carried out to evaluate the integration of virtual collaboration for the development of key competences for lifelong learning as part of the I+D project TELNETCOM.
20 minutes.
García Turiel María
Česke Budějocive in Biskupské Gymnázium
María García Turiel started her professional career as a scientist. She got a chemistry degree from the Universidad of Salamanca and a Master’s degree in Secundary education, and in bilingual education from the University of Salamanca. She then worked as a researcher at the University of Salamanca. She then worked as a teacher at the Colegio Maria Inmaculada in Zamora. At present she works as a teacher in Česke Budějocive in Biskupské Gymnázium.
Experiments as a tool to teach Physics and Chemistry in a bilingual school.
Bilingual teaching is understood as the teaching of non-‐linguistic disciplines using a foreign language. Some experts argue that students exposed to multiple languages are more creative and develop problem-‐solving skills better. The inclusion of the experimental sciences in bilingual education programs enhances learning of a foreign language.
In order to master a language, it is important to work in that language in different fields of knowledge. On the other hand, the teaching of a language cannot be made empty of content, and the knowledge, skills and attitudes that are involved in the teaching and learning process of sciences can activate a great number of linguistic competences.
Physics and Chemistry are considered to be very difficult subjects for the secondary school students, especially when they are explained in bilingual school. However, based on the CLIL method, these subjects can be more comprehensive and more challenging.
On the other hand, recent studies have shown that the intake of the material given in class can be up to 90% when the experiments are carried out by the students themselves. It encourages them to be active and self-‐confident. Both physics and chemistry teaching can be based on the method of classroom experiments and simple lab activities.
An attempt of this work is to present a didactic method based on simple experiments, which facilitate the student’s comprehension of the main concepts.
“Socrative” will be used with an aim of evaluating if our students have understood all concepts explained by the experiments performed in the methodology.
In addition, a rubric has been designed to complete the evaluation process.
20 minutes.
Garrido Pastor, Belén
Universidad de Barcelona
Belén Garrido started her professional career as a scientist. She got an engineering degree from the Universidad Politécnica de Madrid and a Master’s degree in Plant Science from the University of California at Davis. She then worked as a researcher at the University of California at Berkeley. Next she shifted her focus towards bilingual education and got a Bilingual Emphasis Teaching Credential from the California State University at Hayward. She has over 20 years of experience in the bilingual education field. She worked for many years in the U.S. as a school teacher, coordinator and evaluator of bilingual programs. She has taught at the university level here in Spain. At present she works as a consultant, writer, translator and editor of educational materials, and as teacher trainer for primary and secondary bilingual education programs. She has been collaborating with the ENGAGE project through the Universidad de Barcelona for the last three years.
ENGAGE: Promoting Responsible Research and Innovation in Secondary Education.
This workshop will introduce the ENGAGE project (www.engagingscience.eu), which is part of the EU Science in society agenda to promote Responsible Research and Innovation (RRI). The ENGAGE CONSORTIUM includes 14 institutions from 12 countries with extensive experience in Inquiry Based Science Education, Responsible Research and Innovation, teacher training and curriculum design.
ENGAGE focuses on an inquiry based model for science education that promotes Responsible Research and Innovation in Secondary Education. Its materials are designed to teach science concepts within the context of their implications to society.
Students work on dilemmas about contemporary science issues and applications, and are required to use and develop the essential skills involved in Responsible Research and Innovation. These abilities will provide students with a strong foundation for active engagement in current science.
The ultimate goal is to equip students to make sense of the cutting edge technology and science that affects our lives, as well as to be able to integrate science knowledge with ethical values in order to make informed decisions throughout their lives.
In addition, ENGAGE uses teaching strategies that really get students talking and thinking. Through dilemma discussions, problem-‐solving learning, scientific reasoning, argumentation and debates, students reach higher levels of scientific understanding and are empowered to develop evidence based solutions.
Finally, ENGAGE also provides support for teachers to become experts with Responsible Research and Innovation through a three-‐stage path: Adopt, Adapt and Transform, including online courses.
This workshop will focus on an overview of the ENGAGE project, followed by a practical session with one of the modules.
100 minutes.
Gejo Santos, Isabel and Usobiaga, Isabel
IES Francisco Salinas, Salamanca.
M. Isabel Gejo-‐Santos is a teacher of Geography and History in the British Council/MEC Project at IES Francisco Salinas. She is also a teacher in the Master in Bilingual Education, Universidad de Salamanca. She holds a PhD in History at the Universidad de Salamanca and a Master’s degree in Teacher Training for Adult Education at UNED, Madrid. She has received the Special Award of Doctorate in Arts and Humanities in 2015. She has also been part of several I+D projects financed by the Ministry of Economy and Competitiveness.
Isabel Usobiaga has been teaching English Language in the British Council bilingual project, IES Francisco Salinas for ten years and has been responsible for coordinating the project in Salamanca. She teaches in the Master in Bilingual Education at Universidad de Salamanca. She also taught English at the Escuela Oficial de Idiomas of Bilbao. In 2007, she was awarded a Fulbright Scholarship.
British Council /MEC Project: a gateway to bilingualism. An enquiry-‐based study about new challenges for the future.
In February 1996, the Ministry of Education and the British Ambassador in Spain signed a joined cultural agreement “to provide pupils from the age of three to sixteen with a bi-‐lingual, bi-‐cultural education through an integrated Spanish/English curriculum.” This innovative experience was launched in forty three state schools located in economically and socially unprivileged areas in Spain.
It is our intention to state the singular features of this pioneer project in our public education system. Ten years after it was implemented, it still proves to be successful in the academic
field. The results of the students who took their IGCSE (95% in 2015) have been very satisfactory. The entry exams for the English advanced level of the Escuela Oficial de Idiomas or the university entrance exams (PAU) in the subject of English have also been excellent.
The purpose of this paper is to explain the characteristics of the project in secondary education in order to analyze its strengths and weaknesses, and preview the challenges that teachers and students face for the future. Our study is based on interviews and surveys with CLIL and English teachers and students involved in the bilingual project.
20 minutes.
Genis Pedra, Marta
Universidad de Nebrija.
Marta Genis holds a degree in Spanish Philology (UAM), an M.A. in Applied Linguistics and a PhD in English Philology (UCM). She has been coordinator of the Modern Languages Institute, director of the Department of Applied Languages, and International Relations co-‐ordinator at Universidad de Nebrija. President of ACLES and Secretary General of CercleS, her research interests are CLIL Approach, Intercultural Communication and Teacher Training.
Threshold Concepts and Teacher Training: Bilingual Teacher Preparation.
In introducing the idea of what they called threshold concepts Meyer & Land (2003) suggested that there are crucial points in learning that, once grasped, have a transformational power, making students understand key areas of the matter they are studying, making connections before unknown, and thus, achieving a greater insight into the subject. These concepts are usually connected to what Perkins (1999) called troublesome knowledge, i.e. knowledge that is difficult at first sight but that opens one’s mind when understood. Given the importance of these concepts for teaching and learning, it is essential that teachers begin working on ways of identifying them with the aim of designing successful learning strategies and practice within curricular disciplines, specifically those subjects taught in English at University. As Graddol (1997) suggests, English is becoming the language of Higher Education, and it is imperative that students learn key terminology related to specific domains along with general academic English, so threshold concepts of these areas become a requisite (Meyer & Land, 2006).
Meyer & Land (2006) also suggest that when students are learning, they are in a liminal space. This concept of liminality (van Gennep, 1960; Turner, 1969) is essential for language teaching and learning in particular, as language learning is, by itself, a liminal space in which the students want to acquire a new language and culture (Walker, 2013).
The aim of this workshop is to help teachers (a) to be aware of the importance of the theoretical constructs of threshold concepts and liminality, (b) to appreciate their potential for the transformation of the students’ learning experience within their discipline, and (c) to identify these conceptual gates in order to re-‐design the course that will allow students to get through these challenging transitions.
50 minutes.
Gerena, Linda
City University of New York-‐York College.
Dr. Linda Gerena is a tenured Full Professor in the Department of Teacher Education, at York College, a four year College in the City University of New York-‐CUNY, the largest urban public University system in the United States. At York College Dr. Gerena teaches courses on second language acquisition, L1 and L2 literacy, and effective practices for English Language Learners in elementary and secondary instruction. Dr. Gerena also supports, supervises, and mentors pre service interns to teach in the New York City Department of Education (NYCDOE), the largest PreK-‐12 public school system in the United States. Dr. Gerena’s research, both in The US and Spain, has focused on effective teaching practices in bilingual education, bilingual program professional development, and L2 literacy instruction and language acquisition. For a complete review of Dr. Gerena’s background and experiences, view her attached Professional CV and visit her web site at http://www.york.cuny.edu/portal_college/lgerena
Researching Bilingual Education: Identifying Effective Practices, Constructive Pedagogy, and Positive Student Attitudes.
This session will present two aspects of a research study conducted in Madrid, Spain, which focused on effective practices and pedagogy in bilingual classes, as well as student beliefs and perceptions towards bilingual education. Over a series of 5 months bilingual schools were visited in Madrid Spain, and teachers and students were observed in their classroom settings. After extensive observations using a field-‐tested observation protocol and follow up analysis tool that were developed for this study, a compendium of effective practices was developed. These effective practices have been published in the professional literature and will be discussed in this session. Other research on effective practices in bilingual education will also be presented.
The second aspect of this research study was students’ attitudes toward bilingual education. Using an interview protocol that was designed to assure consistency of questions, secondary students who had participated in a bilingual primary school program were asked to respond in writing to a set of six reflective questions that focused on their experiences and learning in a bilingual program. Responses were analyzed and a previously untapped corpus of student voices emerged which provided insightful and compelling perceptions and beliefs towards bilingual education. These student voices are a powerful insight into the main stakeholders’ beliefs and perceptions, and can be used as an additional resource when planning and developing future bilingual programs.
100 minutes.
González y Fernández-‐Corugedo, S.
Universidad de Oviedo.
Professorial chair of English Philology at the University of Oviedo since 1996.
Previously professor of English Language & Linguistics at the Universidade da Coruña and first Dean of its Arts Faculty.
Consul of Education (Consulate General of Spain in Miami); and Counsellor for Education (Spanish Embassies in Australia, New Zealand and the Philippines).
Postdoctoral research fellowship and a visiting fellowship from the Oxford University Humanities Computing Services. Visiting Fellow at the University of Toronto Centre for Medieval Studies, and Visiting Professor at Whitman College, Washington.
He usually teaches courses in English Language, English Historical Linguistics, Comparative Linguistics and Medieval Studies and postgraduate courses on Research Methodology, Historical Linguistics, Applied Linguistics and IT and Philology. He has been visiting professor at 26 different European Universities, including PhD programmes in Translation Studies, Textual and Cultural Studies, Intercultural Studies and English Language and Linguistics.
The Spanish Ministry of Education's bilingual and multilingual programmes abroad. Education and language policies from the viewpoint of applied linguistics and professional careers in education.
The session will be devoted to analysing, discussing and commenting the Spanish Ministry of Education's international programmes (with bilingual or multilingual aspects) in the present century, with special insistence on those in the USA, Canada, the UK and other English-‐speaking countries with which we cooperate. Recent developments in such programmes (such as the Visiting Teachers Programme) may foresee a brighter panorama for bilingual education (Spanish-‐English) in the coming years. In the US, Miami-‐Dade County Public Schools District International Studies Programs, pioneered the later Spanish International Academies (ISAS) that are now in full expansion both in the US and Canada since they were first launched in 2004.
Support for the extension of immersion and dual-‐way programmes in primary and secondary education can be adequately derived from such initiatives together with other experiences in Eastern European countries (Poland, Bulgaria, Hungary...) and their counterparts in the Spanish education systems.
50 minutes.
Guadamillas, María Victoria, Ana Martín-‐Macho, Gema Alcaraz & Fátima Faya.
Faculty of Education, Universidad de Castilla-‐La Mancha.
Mª Victoria Guadamillas Gómez holds a PhD in English Philology. She works as a lecturer and researcher for the Department of Modern Languages of the Universidad de Castilla-‐La Mancha. Victoria teaches English and Didactics at the Faculty of Education in Toledo. Her main research areas are Children’s Literature, English as a Foreign Language Teaching and Learning, and CLIL. She is the coordinator of the Language Centre English Programs in the Campus of Toledo.
Ana Martín-‐Macho Harrison holds an MA in Linguistics (UNED) and a degree in Translation and Interpreting (UCM). She currently lectures at the Faculty of Education in Toledo (UCLM), where she teaches English and children’s literature. Her main research areas are translated children’s literature and language teaching and learning.
Gema Alcaraz Mármol obtained her PhD in Applied Linguistics at the Universidad de Murcia in 2011. She currently works as a lecturer and researcher for the Department of Modern Languages of the Universidad de Castilla-‐La Mancha, where she teaches several subjects in the Faculty of Education. Her main research interests are vocabulary acquisition, second language teaching and learning, and CLIL.
Fátima Faya Cerqueiro holds a PhD in English Philology. She has been working for the Universidad de Castilla-‐La Mancha since 2009, where she teaches English courses at the Faculties of Sports Science and Education, in the Campus of Toledo. Her main research areas focus on the History of the English Language and Pragmatics, English for Specific Purposes and English Learning and Teaching.
Methodology and Evaluation in CLIL Settings.
Research carried out in recent years has shown a scarcity in studies focussing on evaluation practices in CLIL settings. Studies such as these by Pérez Cañado (2016) and Gutiérrez and Fernández (2014) evidence CLIL practitioners’ needs in terms of methodological aspects.
According to Kiely (2011:55), “the CLIL classroom is a classroom of two languages, L1 and L2. The challenge for the teacher is managing the roles these play”. Considering that legislation does not specify how to handle both languages or how evaluation should be implemented in CLIL settings, a study was designed with the objective of gaining some insight into how primary school teachers in Castilla-‐La Mancha were dealing with these issues.
Teachers answered an anonymous questionnaire including items on methodological aspects and evaluation procedures. Among other questions, they were asked about the weight given to language and to content in both written and spoken tasks; about the language used to evaluate and their reasons to use or to penalize L1; and whether pronunciation, vocabulary, fluency, written and oral production and comprehension are taken into account.
50 minutes.
Lorenzo, Francisco.
Universidad Pablo de Olavide.
Francisco Lorenzo is an associate professor at Universidad Pablo Olavide (Sevilla). He has published on bilingualism and bilingual learning in impact journals like Applied Linguistics, Language and Education, Language Policy, Linguistics and Education, System, Journal of Bilingual Education and other research publishers. He coauthored the monograph Educación Bilingüe (2009, Editorial Síntesis). He is the project leader of the I+D research project “BIMAP: A cognitive-‐linguistic map of bilingual learning” (2017-‐2020) funded by the Spanish Excellence Programme. He has held visiting research positions at Harvard University (Polinsky Language
Lab), Center for Applied Language Studies (Finland) and University of London (Institute of Education).
Historical Biliteracy: Evidence of Academic Language Growth (CALP) in Bilingual History Programs (English/Spanish).
Language competence has proven to vary substantially across school disciplines. Of them all, this presentation will focus on History, a field which depends heavily on the complex rhetorics of academic language (CALP). The presentation will specifically focus on the interface of historical content and historical language. To this end, we will present results of a corpus study of the bilingual historical narratives of secondary school students and provides evidence of the major cognitive discourse functions (CDFs) that appear in the literature (hypothesizing about history, explaining history, describing historical events, expressing causality, taking an ideological stance, etc.). The results are tabulated and discussed, providing conclusions that may prove useful for L2 and history learning and curriculum development in bilingual education and CLIL settings both in Europe and the USA. Some of these are (a) the evidence that major academic functions bloom in bilingual programs and that students may develop a full analytical mind to explore and understand the past (historical facts when taught in a second language), (b) that historical functions are shapened in particular language structures which will be revised and discussed, (c) that there are cognitive and linguistic limitations for the age group in the sample which may affect content learning, (d) evidence of Cognitive Academic Language Proficiency (CALP) consolidation in an L2. Thus, this paper intends to provide empirical support for second language historical literacy classifications (biliteracy) and to describe the integration of history content and language (L2) by the end of compulsory schooling in secondary education.
20 minutes.
Lozano-‐Martínez, Laura
Universidad Nacional de Educación a Distancia
Laura Lozano-‐Martínez is both a PhD student of English Philology (UNED) and a CLIL teacher at Primary level and Coordinator of the Bilingual Programme of her school. She started as a Spanish Language Assistant in England in 2003. She returned to Spain in 2005 to become a Teacher of English, French and Spanish. She fulfilled her Grade in English Studies in 2013 followed by a Master in Planification and Language Policy of English in Europe, focused on the Evaluation of Bilingual Programmes. She has always been interested in studying diverse areas related to languages, including Spanish Sign Language and German.
Teachers’ Perceptions of Bilingual Programs in Primary Education.
Bilingual programs in Spain have proliferated state-‐wide especially in the last few years. However, there is little research which considers teacher's perceptions of bilingual programs, even less focused on teachers in primary schools (Mellado, 2013; Travé, 2013; Vega, 2013).
Our study is based on the teachers' perceptions of their training, use of teaching materials and organizational challenges that have to be faced when working in a Bilingual Program at a Primary School level in Spain. Is linguistic policy in tune with teachers’ perceptions of bilingual programs? Are teachers ready to face the proliferation of such programs? Do bilingual and non-‐bilingual teachers share perceptions? Do teachers think that families' expectations are adjusted to the actual results that can be achieved with a 27% of the curriculum taught in English? Are there adequate and enough resources to put a bilingual program into practice?
We try to answer these and some other questions by gathering and analysing data collected from 50% of the bilingual schools in the Autonomous Community of Cantabria (Spain). After the schools were visited by the research worker in person, 80 teachers participated as informants. A descriptive analysis of the data collected from questionnaires as well as statistical tests of significance using SPSS help us to draw some conclusions about challenges in bilingual programs in Spain and to provide some proposals for their improvement. Results indicate that teachers need to be consulted since they can contribute with their knowledge and experiences to the improvement of bilingual programs. This data from teachers provides specific proposals for improvement, in relation to the facilities as well as organisational and training needs. In this way, both human and material sources can be optimised for an effective bilingual program.
20 minutes.
Martín Pescador, Fernando.
EOI Valdemoro
Fernando Martín Pescador has worked on the field of Bilingual Education for over 30 years. He has taught English and Spanish as a second language in Spain; he has been a bilingual teacher in the US for three years; he has worked as a school administrator and as an education advisor in Spain, New Mexico, Utah and Arizona.
21st Century Bilingual Teachers for 21st Century Bilingual Schools in 21st Century Multicultural Communities serving 21st Century Bilingual students.
The 21st century is posing some new challenges to our current School Systems. Most present jobs will disappear in the next 15 years and we have to prepare our students for a transforming/transformed world. Some innovation projects are being implemented at present and, in most of them, languages play a very important role. In our transition from EFL to immersion language learning, it seems difficult to fit the new programs into the traditional school templates.
It will be important to revisit some concepts and reflect on the role and nature of our teachers, our schools, and our communities; it will be crucial to decide what is really important to learn and, above all, which skills should be acquired by our students. We should redefine our expectations. Teachers and administrators should be sensitive to these social issues and be prepared academically and emotionally to face them successfully. School buildings and facilities should be adapted to the new needs. Teachers, administrators, parents and students
should take part in this new education model and learn how to advocate for it actively. Policy makers should listen to experts and read recent research from the field.
Participants in this workshop will be invited to join in this reflection. We’ll analyse what has been done regarding the teaching and learning of languages in the different regions of Spain and we will talk about some of the programs that have been implemented in the United States. Some solutions to the new situation might have already been found. We will also study the exchange programs that exist between both countries.
50 minutes.
Martín del Pozo, María Ángeles
Universidad de Valladolid
María Ángeles Martin del Pozo is a full time permanent lecturer in the Department of Language Didactics at the Universidad de Valladolid (Spain). She has also taught in Dublin City University (Ireland, 1997-‐2001), where she obtained a Master of Science in Computer Applications for Education. In 2000 she was awarded the European Label for Innovative Language Teaching. Her Doctoral thesis in the field of CLIL teacher training was presented in 2014 at Universidad Complutense de Madrid. Her publications and research interests include CLIL, EMI, teacher training, ESP and language teaching.
Evidence based didactic proposal to improve academic language in English medium instruction: the case of definitions.
English medium instruction (EMI) is an increasing practice at European higher education. Implementation has outpaced theoretical conceptualization and lecturer education. This paper aims to contribute to both by shedding some light on the language required for effective lecturing in EMI contexts. Six EMI lecturers at a School of Computer Engineering in Spain were videotaped. The 50 definitions found in their discourses were analyzed following Flowerdew´s (1992) taxonomy: formal, semi-‐ formal, non-‐ formal and ostensive. The findings show a rich frequency of this academic function in contrast to previous studies in CLIL classrooms (Dalton-‐Puffer, 2007). Bar graphs of frequencies and distribution of types per lecturer are presented. Regarding qualitative aspects, the samples found offer insights about how defining is performed in content lectures. The form of these definitions and the metalanguage signaling them are analyzed and illustrated with numerous examples from the corpus.
The lack of stylistic variation and the simplicity of formal features denote a dimension of teachers’ language competence which requires reinforcement. The learning needs and the pedagogical implications derived from the discussion of the results could be summarized in two main points:
1) EMI lecturers show Cognitive Academic Language Competence (CALP), as expected in a content expert, which could be further exploited for lecturing in English.
2) These lecturers could autonomously enhance the competence if provided with two instruments: awareness of academic functions and linguistic tools for the expression of these functions in English. The paper concludes with a didactic proposal to foster the academic function of definition in prospective or in-‐service EMI lecturers.
20 minutes.
Martínez Serrano, Leonor María
Universidad de Córdoba
Leonor María Martínez Serrano works as a Lecturer in the Department of English and German Philology at the Universidad de Córdoba (Córdoba, Spain), where she pursued her doctoral studies and gained a PhD in Canadian Literature. She teaches English courses at undergraduate level, as well as modules on CLIL and bilingual education as part of the Master’s Degree on Advanced English Studies. Currently she is also working as a Teacher Training Advisor at Priego-‐Montilla Teacher Training Centre. Her research interests include language teaching and learning, CLIL and bilingual education, teacher education, and bilingualism from a diachronic perspective, and literature.
Bilingual Education and In-‐Service Teacher Training: Pushing the CLIL Agenda Forward in Andalusia.
Since 2005, one of the priorities of the Andalusian government has been to promote the teaching and learning of several languages at school. Over the last ten years, teachers have been doing their best to stand up to the big challenge of bilingual education, which means teaching at least 50% of the curriculum of certain content subjects through a foreign language (English, French or German). In the meantime, the Consejería de Educación has produced a mass of helpful documents, resources and materials for bilingual schools: CLIL lessons, ELP communicative activities (based on the European Language Portfolio and the CEFR), the so-‐called Integrated Language Curriculum (CIL or Currículo Integrado de Lenguas) and the School Language Project (PLC or Proyecto Lingüístico de Centro). In the realm of teacher education, the challenge for the Andalusian Network of Teacher Training Centres has been twofold: to improve teachers’ linguistic competence in the L2 (functional, everyday language and academic language) and to provide them with the right methodological updating (i.e., skills and strategies to teach their subjects creatively through CLIL). In this paper, we will look at the kind of elemental professional competences that teacher training initiatives designed and implemented by the Teacher Training Centres in the province of Córdoba should ideally develop in bilingual teachers. In addition, we will dwell on how a competence-‐based in-‐service teacher training model should aim at empowering teachers to enhance bilingual education in their classes and to optimize their impact on their students’ learning.
20 minutes.
Mingo García, Ángel de
Universidad Complutense de Madrid
Ángel de Mingo is currently doing his PhD at the Universidad Complutense de Madrid. His background includes an English teaching degree and two master degrees, one on legal
translation and the other a Master of Research. He works as an EFL and CLIL teacher in a bilingual school and he has also experience working as a teacher in South Carolina (US) and United Kingdom.
Enhancing Reasoning Skills through L2 Dialogic Interactions.
Cooperative learning has been suggested as an effective means for achieving high standards in terms of academic results and in terms of developing social, communicative and cognitive skills. However, in order for this methodology to succeed, children must be taught explicitly how to interact effectively (Littleton & Mercer, 2013). In this sense, exploratory talk, which engages children in critical but constructive conversations, has been reported not only to enhance cooperation in small groups but also to increase individual reasoning on standardized non-‐verbal tests (Mercer & Littleton, 2007). However, the studies providing evidence of the educational efficacy of exploratory talk have been conducted, to date, in L1 settings. The present talk will describe research into the impact of teaching 11-‐year-‐old children how to use this type of talk in a CLIL context. Two target groups of students (N=53), in two different local schools, were matched with two control classes of the same age. The intervention program consisted of 15 lessons (two per month): five lessons designed to teach target students the exploratory talk ground rules and basic communication skills; next, five further lessons introduced an argumentation scheme to scaffold communicative competence in the L2; and finally, five more sessions providing children with ample opportunities to practice exploratory talk and the argumentation scheme. After the intervention, discourse analysis will be used to test whether target children internalize the argumentation scheme of exploratory talk in their groups and an independent-‐sample t-‐test will be conducted on individual reasoning scores to check the impact of dialogue on individual reasoning. Preliminary results will be discussed, indicating that children have started using the argumentation scheme to mediate the use of exploratory talk in CLIL sessions, which may lead to create statistical significant differences between the target and control groups on Raven’s Matrices test.
20 minutes.
Moliner Bernabé, María.
Universidad Pontificia de Salamanca
María Moliner has a PhD in Bilingual Education and has also been granted the Doctorate Special Award with "excellent" at the Universidad Pontificia of Salamanca where she works as a professor of English methodology for Infant as well as Primary Education stage. She spent six years in USA working in bilingual schools where she specialized in Literacy Development and Early Age at the University of Houston. She worked for five years in bilingual schools within the Integrated Bilingual Project British Council/MEC as a language consultant. She is also a trainer and co-‐author of educational material for Oxford University Press, and a regular speaker at national and international conferences on bilingual education. Likewise, she is a regular teacher trainer in CLIL methodology in the regions of Extremadura, Castilla y León and La Rioja, where she is currently conducting projects to improve linguistic-‐communicative competence as whole school programmes.
Adding New Dimensions to the EFL Teacher Education. Facing the Challenges of CLIL from a New Perspective.
As classroom research shows, there is an urgent need to address the problems that the implementation of bilingual programmes in many Spanish schools is bringing to the surface. The non-‐existence of a systematic literacy approach that can help our students break the code of the language they are learning through, and the scarce and necessary support from the English curricular time, are among other crucial factors which are having a strong impact in the development of effective content learning through a second language. In addition to this, there is an existent mismatch between traditional foreign language teaching methodology and the pedagogical foundations of the CUL approach, which is causing many professionals in the field to become quite skeptical in this new methodological trend in education.
Through this workshop, it will be shown how to structure the EFL time by meeting students´needs to face the challenge of learning through a language they cannot master yet. Participants will learn how to develop students´ functional language and how it can be articulated throughout the primary courses so as to enrich and extend the linguistic repertoire of our pupils in a communicative way. They will also learn how to implement effective and sistematic literacy strategies from the start so that students can finally break the code to achieve full comprehension and learning through the second language. Finally, participants will be shown how to support the learning of concepts and vocabulary in the CLIL areas in different contexts.
100 minutes.
Montes Granado, Consuelo.
Universidad de Salamanca
Consuelo Montes Granado is Associate Professor in the Department of English Philology, Universidad de Salamanca. She teaches in the fields of Pragmatics and Sociolinguistics, and lately she is also involved in the teaching of English.
She has published in the fields of dialectology, stylistics, sociolinguistics applied to literature, and pedagogy in ELT. Her current concerns are: the spread of English as a lingua franca and its implications for ELT and the teaching of content subjects; the transformative pedagogy of Project-‐based learning; and the pedagogical advantages of blended learning.
Strategies to teach content through the medium of English.
This paper will present some strategies that I have implemented in academic linguistics subjects to teach subject matter using English as the medium of instruction. First, attention is paid to the difficulty of metalanguage and the advantage of powerpoint presentations as visual support to aid undertanding. In this regard, special focus is placed on the relation between students’ processing ability and the cognitive load of different powerpoint layouts as keys to enhance comprehension. Secondly, another strategy that has been proved effective to complement teaching in the class setting is the interaction with e.learning designs using moodle. Blended learning combines face-‐to face teaching with virtual learning spaces for
students to engage in the content. Different designs are possible to accommodate to students’ pace and learning styles.
This emphasis on pedagogical strategies seeks to avoid considering the English language as a foreign language. Conveying a sense of English as a lingua franca that gives access to the knowledge they need is the philosophy that students should perceive. In harmony with this spirit, the last strategy that will be presented is the use of Project-‐Based Learning and Team-‐Based Learning. Articulating the subject around a motivating project, with students working in teams, has proved to be a strong driving force that leads them to naturalize English as a medium of instruction. These pedagogical strategies have been explored in my classes and the evidence of its effectiveness is attested in the highly positive reflective appraisals of students, appraisals that they have to submit as feedback at the end of the teaching period.
20 minutes.
Nieto Moreno de Diezmas, Esther.
Universidad de Castilla-‐La Mancha (UCLM).
Esther Nieto Moreno de Diezmas holds a BA in English Philology, a BA in French Philology, a BA in Spanish Philology, a BA in Law and a PhD in English Studies, and she is currently coordinator of the MA in Secondary Education, Bachillerato, Vocational Training and Official School of Languages English Teacher of the UCLM.She has got wide experience as a secondary education teacher for 18 years, and since 2009 she has been a lecturer at the Faculty of Education of Ciudad Real (UCLM).Her main line of research is second language acquisition, and specifically, policy and implementation of bilingual programmes in primary and secondary education and the development of language skills and key competences by the students enrolled in them.
How can bilingual education contribute to the development of the competence of learning to learn?
Bilingual education is based on the integration of content and language, and this integration requires a teaching methodology more focused on the construction of learning than traditional approaches. Therefore, the development of cognition is one of the key goals for the integrated curriculum together with communication, content and culture, according to the 4C’s framework (Coyle, 1999), since it provides students with learning strategies which may compensate for the difficulty of assimilating and processing new concepts by means of a second language.
In addition, the double cognitive effort bilingual students do to integrate new content through a new language seems to deploy a positive impact on their cognition and on their learning strategies, because “rather than being a hindrance, L2 processing actually has a strong potential for the learning of subject-‐specific concepts” (Dalton-‐Puffer, 2008: 143), so that they become better learners (De Jabrun 1997).
Furthermore, there are empirical studies conducted in Spain that support the idea that bilingual students are better equipped with cognitive strategies and easily acquire learning to learn competence (Grisaleña et al., 2009; Mendez, 2014; Nieto Moreno de Diezmas, 2016).
In this presentation, we will discuss the contribution of bilingual education to the development of cognition along with learning to learn competence, in light of the specific cognitive conditions that entails the integrated learning of content and second language for students and their implications for teaching methodology.
20 minutes.
Núñez-‐Perucha, Begoña.
Universidad Complutense de Madrid.
Begoña Núñez-‐Perucha is associate teacher at the Universidad Complutense de Madrid. She holds a PhD with Distinction in English Language and Linguistics. She has extensive teaching experience at undergraduate and postgraduate levels on Applied Linguistics, Pragmatics and Discourse, Critical Discourse Analysis, English as a Foreign Language, and Academic Writing. She has lectured in teacher-‐training courses and in seminars on teaching strategies, on the piloting of the European Language Portfolio, and on bilingual/CLIL education. She is also a member of the UCM Teacher Education Programme. Her research interests include discourse studies and foreign language teaching/learning from an interdisciplinary perspective: discourse and ideology, discourse, identity and culture, and the discursive effects and methodological challenges of implementing CLIL in Higher Education.
Teaching and assessing writing in Bilingual Higher Education: An integrated approach.
This presentation focuses on strategies for teaching and self-‐assessing writing in university courses where English is the language of instruction. Although the Common European Framework (CEF) offers illustrative scales for overall written production (CEF, 2001: 61) and for essays and reports (CEF, 2001: 62), the descriptors do not integrate the discourse and functional competences that students need to master in order to produce the text types characteristic of their fields of study. Drawing on an integrated methodology that combines the CEF competences and a genre based-‐approach to the teaching of writing (Swales, 1990; Bhatia, 2004; Hyland, 2007; among others), this presentation will provide strategies for helping students write effective essays and business case studies and for helping teachers evaluate the written production of these two genres. In this sense, the assessment descriptors suggested in this presentation support raising awareness of the process of academic writing on the basis of rubric-‐articulated supervision (Gustafsson et al., 2015) and criterion-‐reference grading (Biggs and Tang, 2007: 61).
The teaching/learning activities and strategies presented here are partially based on an innovation project conducted at the Universidad Complutense de Madrid during the year 2015 and supported by the Vicerrectorate for Quality Assurance.
20 minutes.
Pavón Vázquez, Víctor.
Universidad de Córdoba (Spain).
Víctor Pavón Vázquez holds a PhD. in Modern Languages. As an academic at the Universidad de Córdoba (Spain), he has had a long experience of examining how English is developed and used in academic contexts. He is a member of the Commission for Linguistic Policy and member of the Commitee of Linguistic Accreditation, both for the CRUE (the national board of Rectors of Spanish universities). He has participated in the elaboration of the Integrated Curriculum of Languages for Compulsory Secondary Education and Bachillerato in Andalusia, and also in the elaboration of the Linguistic Project for State Schools in Andalusia. Current co-‐Director of the European Master’s Degree “Advanced English Studies and Bilingual Education” at the University of Córdoba, and Coordinator of Linguistic Policy, responsible of the implementation of the Bilingual programme at the same University. As an author, researcher and lecturer, he is active in education development programmes in Europe and beyond, having recently been engaged with assignments in Cape Verde, Turkmenistan, Russia, Italy and Finland.
Forces and counterweights in the implementation of bilingual studies in higher education: an analysis of the challenges and possible solutions.
The development of the international dimension of universities, as well as the aspiration to provide students with specific competences for a globalised world, are pushing universities to offer studies in a foreign language, mainly English. Whether taking the form of English-‐medium instruction (EMI) or programmes for the integration of content and language in higher education (ICLHE), universities seek to improve the students’ language competence and to increase the number of credits in the foreign language with the creation of bilingual studies Spanish-‐English or through the design of studies exclusively taught in English.
In order to achieve the target, it would be necessary to define carefully the objectives of the programme and to choose the adequate initiatives and strategies. But, above all, it would be advisable to elaborate a global language policy for the whole university due to the dimensions that have to be addressed equally, for example the regulations for recruiting teachers, and if necessary for training them, or for providing attractive incentives for teachers and students. This global policy should be based on the principle of homogeneity for all schools and studies, should provide the required resources to ensure quality teaching, and should guarantee the sustainability of the bilingual studies. During this presentation we will deal with the characteristics of the several models available, their most significant differences, and the diverse solutions to face the challenges.
50 minutes.
Pérez García, Elisa and Sánchez Manzano, Mª Jesús.
Universidad de Salamanca.
Elisa Pérez García is a graduate student in English Studies at the University of Salamanca. Now, she is conducting her postgraduate studies about Second Language Acquisition and Learning at the Department of English in Salamanca.
María Jesús Sánchez got a Master´s degree at the University of Wisconsin (USA) and her PhD at the Universidad de Salamanca (Spain). She teaches graduate and undergraduate courses at the English Department, Universidad de Salamanca. Her academic research focuses on the teaching and learning of English as a foreign language within a cognitive perspective and the purpose of her research is to apply it to teaching environments.
Communication strategies to express emotions in an L2.
Recent research on language and emotion in Second Language Acquisition (SLA) show that emotion free language classes do not prepare second and foreign language (L2) learners to become competent users in such a language (Dewaele, 2010, 2016; Gabrys-‐Barker & Bielska, 2013). In line with the current literature, this study aims at assessing our students’ ability to decode and express linguistically basic emotions in English since both skills are crucial for the development of all areas of their communicative competence. Moreover, it aims at identifying the main communication strategies used by them in the verbalisation of these emotions. Subjects are first-‐year undergraduate students, at B2 level according to the Common European Framework of Reference for Languages (CEFR), taking a degree in English Studies at the Universidad de Salamanca (Spain) during the academic course 2016-‐2017. The instrument of data collection is a questionnaire written in English, with 20 different emotionally loaded situations adapted from Piasecka (2013). Firstly, students identified the main emotion: joy, fear, anger or sadness aroused in each situation; secondly, they wrote what they would say in English if they experienced such a situation. The data are analysed quantitatively and qualitatively. The results reveal to what extent our students are able to recognise these emotions as well as what kind of linguistic resources they use to express them linguistically. Furthermore, the main communication strategies used by our students to verbalise these emotions are carefully explored.
20 minutes.
Pérez Murillo, Mª Dolores & Custodio Espinar, Magdalena.
Universidad Complutense de Madrid.
María D. Pérez Murillo is Associate Professor at the School of Education, Universidad Complutense de Madrid, where she is involved in undergraduate and postgraduate courses of training for prospective teachers. She holds an M.A. and a PhD from Lancaster University, UK. She has been a visiting scholar at the School of Education, University of Wales, Aberystwyth and the Institute of Educational Research and Service, at ICU (Tokyo). Her research interests include bi/multilingual classroom interaction, bi/multilingual teacher development and CLIL.
She has published on multilingual literacy and the evaluation of the joint British-‐Council/Spanish Ministry of Education National Bilingual Project.
Magdalena Custodio Espinar is an English teacher. She graduated with honors from Universidad Complutense de Madrid, School of Education, and holds a Master’s Degree in Management and Leadership of Schools at Universidad Internacional de la Rioja (UNIR) and another one in Teaching Spanish as a Second Language at Universidad Camilo José Cela (UCJC). She is currently a PhD Candidate and member of a CLIL Teacher Education Innovation Project, both at School of Education, UCM. She is an English teacher at UCJC and in the Bilingual Education M. A. at UNIR. She also works as a Pearson Education consultant, teacher trainer and author.
Initial Teacher Education for CLIL: A cross-‐curricular approach with ICT support.
Interdisciplinary collaboration across academic disciplines through joint planning, decision-‐making, and goal-‐setting becomes essential in Spanish Faculties of Education. Despite the wide implementation of bilingual programs nationwide, there still exists the need for Pre-‐service and In-‐service Teacher Education for CLIL (Coyle et al., 2010; Escobar, 2011; Madrid & Pérez Cañado, 2012; Marsh & Langé, 2000; Navés, 2006). Bearing this in mind and following the implementation of Bilingual Groups at the Undergraduate Degree in Primary Education in our university, three Projects for Innovation and Teaching Quality Improvement have been set up in the last few years. The main aims were twofold: 1) to familiarise students who are enrolled in bilingual education groups with the CLIL approach, through cross-‐curricular tasks in some of their Degree subjects, and 2) to provide a forum for the exchange of ideas and experiences among university professors who instruct in these groups, to enhance the practice of each discipline. In this paper, we will explore the nature of this collaboration, together with some of the activities that have been put into practice with ICT support and the TPACK framework as a reference for teachers’ lesson planning so as to effectively integrate digital competences and tools in the bilingual classroom (Mishra y Koehler, 2006). Finally, we will draw some conclusions about the implications of a collaborative approach to teachers’ professional development.
Key words: Interdisciplinarity-‐CLIL-‐Teacher collaboration, ICT-‐Material Design.
50 minutes.
Pozo Manzano, Elena del.
Secondary School Teacher (Madrid).
Elena del Pozo is a History and Geography teacher in a secondary school in Madrid. She has degrees in English Language, Geography & History (UCM) and holds a Master´s degree in International Education (Endicott College, Massachussetts). She is currently a PhD researcher at the UAM. Her interests include research on bilingual programmes evaluation and CLIL teaching. She writes articles and does teacher training based on her teaching experience and co-‐operates with some publishers engaged in bilingual education.
Beyond borders: to what extent do students learn history through English in bilingual classrooms?
New teaching and learning scenarios like CLIL require innovative approaches and studies that have, in fact, highlighted the creative nature of CLIL methodology compared to other approaches to foreign language teaching and learning (Coyle, Hood & Marsh, 2010). However, few studies have compared the teaching of content subjects, like history (Coffin, 2006), through CLIL and the teaching methods used when these are taught in the L1. This study tries to convey the differences in learning about Modern History using a textbook-‐based methodology versus a CLIL model. The target students studied are 150 Y3 ESO Spanish students in two public settings: a bilingual school where history is taught in English and a CLIL methodology is used; and a non bilingual one where history is taught in Spanish following a textbook methodology. The design of the tests follows Dalton-‐Puffer cognitive discourse functions (CDF) for conceptualizing content and language in CLIL (Dalton-‐Puffer, 2013). The model of study of students’ production in Llinares, Morton & Whitakker (2012) will be used for the analysis of the outcomes in the two different languages and the learning of the content subject.
Ramirez Delgado, Jorge.
Chula Vista Elementary School District. San Diego. California.
Dr. Jorge Alberto Ramirez Delgado is the Executive Director of a kindergarten through 12th grade charter school in the Chula Vista Elementary School District (San Diego, California). His role comprises working with the faculty in the area of leadership, cognitive strategies, and multicultural perspectives. Dr. Ramirez Delgado is also a part-‐time lecturer for San Diego State University and the University of San Diego. His courses range from educational psychology, cognitive theory, multicultural education, and teaching strategies that promote intellectual development for emergent bilingual students. Dr. Ramirez Delgado has presented in educational conferences that promote language theory and multicultural perspective to empower global awareness.
Connecting Theory into Practice in a Dual Language Setting.
Intellectual development begins with the study of theorists that have shaped our educational system. Through the lens of mindset, prospective educators gain the effective tools to work with emergent bilingual students by challenging fixed institutionalized ways of thinking and integrating psychological theory into the classroom learning environment. Participants gain the tools necessary to plan, implement and disseminate an evidence-‐based program that promotes language diversity through the lens of teaching strategies. Participants will gain knowledge of an effective dual language program that has exemplified high academic results that prepare students to know and understand the world.
The session begins with knowledge of theorists related to cognition, social emotional development, and behaviorism to describe intellectuality as it relates to mindset. Through this lens, program structures that promote academic and social achievement as it relates to language will be shared to begin to challenge traditional educational paradigms. The session will end with effective strategies that engage students in the development of language to
examine historical, philosophical, cultural, political, and legal dimensions of current United States and international educational issues, particularly as issues relate to human rights.
50 minutes.
Ramirez, Lettie.
California State University, East Bay.
Dr. Lettie Ramirez has been in education for 35 years. She grew up in the border of Mexico and United States. Currently, she is Assistant to the Provost at California State University, East Bay. She enjoys teaching ESL to teachers and future teachers. She was Director of International Programs in Mexico and currently is directing several US Department of Education grants for teachers and undergraduate students.
ETT: Easy To Teach: Effective ESL Strategies.
Participants will explore different strategies that can be implemented the following day. It is a hands-‐on teacher friendly presentation. A thematic lesson using different grade levels will be shared. These strategies promote academic language and literacy. Examples of how the same lesson can be adapted to different proficiency levels as well as different grade levels will be explained. Fun lessons will be shared so that participants will have the opportunity to develop their own lessons for their students.
100 minutes.
Relaño Pastor, Ana M.
Universidad de Castilla-‐La Mancha.
Ana María Relaño Pastor is Associate Professor of Applied Linguistics at the Department of Modern Philology (English Studies), Universidad de Castilla-‐La Mancha (UCLM) in Spain. She was a visiting professor at the Department of Spanish and Portuguese at the University of Arizona and a postdoctoral fellow at the Department of Ethnic Studies at the University of California, San Diego. Her research interests include narrative, emotion and identity; language socialization of Latino communities in the U.S.; sociolinguistic ethnography; bi/multilingual education in Spain. She is the principal investigator of the MINECO project: ‘The Appropriation of English as a Global Language in Castilla-‐La Mancha Schools: A multilingual, situated and comparative approach’ (APINGLO-‐CLM)-‐Ref.: FFI2014-‐54179-‐C2-‐2-‐P-‐, funded by the Spanish Ministry of Education (2015-‐2018) and one of the two sub-‐projects of the Coordinated Project MUEDGE (‘Multilingual education in the global era: Markets, desire, practices and identities among Spanish adolescents in two autonomous communities’), in collaboration with the Universitat Autònoma de Barcelona (UAB). She has published her work in the Journal of Language Policy, International Journal of Bilingual Education and Bilingualism, Spanish in Context, Narrative Inquiry, and Linguistics and Education, among other prestigious journals.
She is the author of Shame and Pride in Narrative: Mexican Women's Experiences at the U.S.-‐Mexico Border (2014), Palgrave MacMillan.
Understanding Bilingualism in La Mancha Schools: Emotional and moral stancetaking in parental narratives.
This presentation discusses narratives of bilingualism told in parental group interviews conducted as part of the linguistic ethnography carried out in two bilingual schools in La Mancha city (pseudonym), one public and one state-‐subsidized semi-‐private school (2014-‐2016). Despite the rapid implementation of Spanish-‐English bilingual programs in the central region of Castilla-‐La Mancha (CLM), Spain in the last decade (e.g. ‘MEC/British’; ‘Linguistic Programs’ regulated by the regional ‘Plan of Plurilingualism’, last amended in 2014), school stakeholders are still adapting to the implementation of bilingual programs. Among them, families are trying to reconcile their language desires and aspirations for English (Piller 2002, Piller and Takahashi, 2006) and bilingualism with their understanding of the type of bilingual education their children are receiving. By taking a social interactional approach (SIA) to narrative (De Fina and Georgakopoulou, 2008, 2012) combined with anthropological approaches to the study of conversational narrative (Ochs and Capps, 2001), this paper analyzes parents’ emotional and moral stancetaking in narratives of bilingualism elicited in group interviews. The narrative analysis will shed light on how families in La Mancha are appropriating English and bilingualism as ideology and practice in their everyday lives while coming to terms with the highly commodified “global market of English” (Park and Wee, 2012).
20 minutes.
Rubio Alcalá, Fernando; Pavón Vázquez, Víctor.
Universidad de Huelva; Universidad de Córdoba.
Fernando Rubio (Ph.D.) is Vice Dean Of Mobility and Plurilingualism at the Faculty of Education and a lecturer at the Universidad de Huelva. He is the main researcher in ‘Project Analysis and Quality assurance in Andalusian plurilingual programs in Higher Education’ (Proyecto de Excelencia Ref. P12-‐SEJ-‐1588; 2014-‐2018). He has published Teachers' concerns and uncertainties about the introduction of CLIL programmes (Pavón y Rubio, 2010); Creencias, rendimiento académico y actitudes de alumnos universitarios principantes en un programa plurilingüe (Toledo, I., Rubio, F.D. y Hermonsín, M., 2012), and Implantación de un programa de plurilingüismo en el Espacio Europeo de Educación Superior: Análisis de contexto y detección de necesidades (Rubio, F.D. y Hermosín, M., 2010).
Víctor Pavón Vázquez holds a PhD. in Modern Languages. As an academic at the Universidad de Córdoba (Spain), he has had a long experience of examining how English is developed and used in academic contexts. He is a member of the Commission for Linguistic Policy and member of the Commitee of Linguistic Accreditation, both for the CRUE (the national board of Rectors of Spanish universities). He has participated in the elaboration of the Integrated Curriculum of Languages for Compulsory Secondary Education and Bachillerato in Andalusia, and also in the elaboration of the Linguistic Project for State Schools in Andalusia. Current co-‐
Director of the European Master’s Degree “Advanced English Studies and Bilingual Education” at the Universidad de Córdoba, and Coordinator of Linguistic Policy, responsible of the implementation of the Bilingual programme at the same University. As an author, researcher and lecturer, he is active in education development programmes in Europe and beyond, having recently been engaged with assignments in Cape Verde, Turkmenistan, Russia, Italy and Finland.
Analysis and quality assurance of plurilingual Higher Education programs in Andalusia.
‘Analysis and quality assurance of plurilingual Higher Education programs in Andalusia’ is a research project (Proyecto de Excelencia Junta de Andalucía; Ref. SEJ-‐2012-‐1588) which aims to set scientific-‐based evidence indicators of quality measures to organize and run plurilingual programs in Higher Education. The main aim of this presentation is to show preliminary results of a systematic review which pursues to gather, summarize and integrate empirical research around the topic of evidence-‐based practices in plurilingual higher education settings. To identify relevant work an extensive primary search of studies have been conducted including different databases, once inclusion and exclusion criteria have been debated by a group of experts to determine search terms and syntax. Also, the primary search has been supplemented by a complementary search to include further studies for inclusion, such as grey literature, relevant websites, or literature snowballing. Three screening processes have made to refine the search, and data tabulation of empirical evidence have been recorded to assess quality of the studies. Results indicate that there is a considerable shortfall of evidence-‐based practice in this field of study. The presentation will also include a discussion to analyze the rationale for the state of the art, such as the newness of these types of programs in monolingual settings and the lack of research training of foreign language researchers. Finally, a list of quality indicators will be shown and commented with respect to the systematic review results.
50 minutes.
Ruiz Cano, Enrique
CEIP Andrés García Soler.
Enrique Ruiz Cano is currently working for CEIP Andrés García Soler in Lorca as the head of the CLIL and English department. He gained an English teaching training degree in Education at the Universidad de Murcia as well as a degree in Primary Education. He also holds a Master´s degree in CLIL and Bilingual Primary and Secondary Education. It is worth pointing out he has also passed the CPE from Cambridge and the GESE Grade 12 from the Trinity College. He now also works as a teacher trainer and is starting to publish articles and materials about CLIL and Bilingual Education. What is more, at this moment in time, he has successfully led two Erasmus+ projects which revolved around CLIL as well as an e-‐twinning Project and is now co-‐ordinating two new Erasmus+ projects about ‘Inclusive Education in CLIL’, and training other European teachers in CLIL who come to his school through Erasmus+ KA1 projects.
CLILing within a European schools network.
Throughout this talk, I will lay out how to use soft CLIL or CELT ("Content Enhanced Language Teaching") to teach English as a FL through the implementation of common projects with other European schools. I will highlight the prime importance of working in a European schools network for CLIL Education and I will give evidence of the benefits Erasmus+ & e-‐twinning have for CLIL Education. As a result of a full CLIL programme for both English as a FL and non-‐linguisitc areas such as Natural Science from Year 1 until Year 6, plus working with other European schools within our lessons, many of children in our school reached B1 in Year 6 Primary.
20 minutes.
Ruiz de Zarobe, Yolanda and Zenotz, Victoria.
Universidad del País Vasco and Universidad Pública de Navarra.
Yolanda Ruiz de Zarobe is Associate Professor in Language and Applied Linguistics at the Universidad del País Vasco. Her research interests focus on the acquisition of English as a second and third language, multilingualism and Content and Language Integrated Learning (CLIL). Her work has appeared in books, edited books and international journals. Her latest publications include the co-‐editions Content and Language Integrated Learning: Evidence from Research in Europe (Multilingual Matters, 2009), CLIL: Contributions to Multilingualism in European Contexts (Peter Lang, 2011), and several special issues: Content-‐based instruction and CLIL: Moving forward in the 21st Century (Language, Culture and Curriculum) and Multilingualism and L2 acquisition: New Perspectives in Current Research (International Journal of Multilingualism).
Victoria Zenotz is a lecturer at the Universidad Pública de Navarra where she teaches both in the Primary Education Degree and in the Master Course in Secondary Education. She also works as a Foreign Language Teacher at Akatasuna BHI in Burlata. She has experience as an Official Language School English teacher and as an Advisor at the “Centro de Apoyo del Profesorado” in Pamplona/Iruña, training foreign language teachers from all over Navarra. Her research interests include Technology Enhanced Language Learning, Strategies and Metacognition, Reading Skills and Multilingualism. Her latest publications include the co-‐editions of Minority Languages and Multilingual Education (Springer, 2013) and the coauthoring of Reading strategies and CLIL: the effect of training in formal instruction (Language Learning Journal, 2015).
Today a Strategic Reader, Tomorow Still a Strategic Reader?
Many authors have pointed out at the value need of developing reading strategies as a tool to develop reading competence. The rationale behind is that good readers use some reading strategies naturally and those strategies should be identified and taught to those learners who do not use them. Thus, different strategy instruction programs have been implemented in L1 reading and in the second/foreign reading contexts with generally satisfactory results (Plonsky,
2011). Yet, there are very few strategy trainings specifically developed for reading in the CLIL context. Besides one of the unsolved questions in strategy interventions is if their effects are long-‐lasting or just fade after some time, as most studies measure their effectiveness only immediately after the end of the treatment .
In the first part of the presentation we will examine the impact of reading strategies training on reading competence both in the different contexts (SL/FL and CLIL, in particular) and the duration of that impact. The second part presents a reading strategy training programme, specifically designed for CLIL learners. It was aimed at developing young learners’ reading strategies at English as a third language (L3) in a multilingual (Spanish-‐Basque-‐English) context in the Basque Country. We will describe this study, which involved 50 learners in the control group and 50 in the experimental in a 7-‐week strategy training. We will show the results on reading comprehension and strategy used. In addition, we will analyse if these outcomes lasted over a two-‐year period. The implications of the study in the different fields involved will also be discussed.
20 minutes.
Ruiz, Nadeen.
University of California at Davis.
García Obregón, Andrea.
Biliteracy Consultant, Querétaro, México
Dr. Andrea García Obregón is professor emerita of Hofstra University where she taught graduate classes in bilingual education, biliteracy, and second language acquisition. She also directed the university Reading Clinic. Currently, Dr. García Obregón is co-‐founder of Pädi (Querétaro, México), a clinic that provides language, learning, and psychological services to children and adolescents.
Dr. Nadeen Ruiz is a long-‐time bilingual educator and teacher educator, author of over 40 articles regarding optimal learning environments for bilingual children in general and special education classrooms.
Effective Writing Instruction for English Learners Across the Content Areas.
In Spain and across Latin America, the number of English-‐Spanish bilingual classrooms has sky-‐rocketed. A unique characteristic of these classrooms is what Jim Cummins has referred to as “restricted input in the second language” (L2). Essentially, restricted input refers to the limited number of peer models who are native speakers of English in the classroom, and the wider community. In these contexts, instructional strategies must be the most powerful, evidence-‐based practices available for L2 through content. This two-‐hour, participatory workshop focuses on several instructional strategies for developing writing skills in English Learners at the primary level. The instructional strategies form part of the Optimal Learning Environment (OLE) Project, a research-‐based program of language and literacy for English-‐Spanish bilingual students in both general and special education classrooms (Ruiz, 2013; Ruiz, Vargas & Beltrán, 2002; Ruiz, García & Figueroa, 1996.) Participants will learn to implement Shared Writing and
Guided Writing as essential parts of a literacy curriculum for English Learners. Specific strategies include Daily News, Morning Message, Creating Text with Wordless Books, Interactive Journals, Personal Narratives, and Informative Writing. The presenter, co-‐founder of the OLE Project, will share work samples from students and teachers in U.S. bilingual classrooms.
100 minutes.
Sáez de Albéniz Berzal, Carolina.
Escuela Oficial de Idiomas, Miranda de Ebro.
She has Degrees in English Philology and in Translation and Interpreting, both from Universidad de Salamanca. Master in Applied Linguistics (UNED) with a final dissertation that has the title: El programa de aprendizaje bilingüe (PAI) en la Comunidad Foral de Navarra: necesidades formativas del profesorado. She has been a Pronunciation and English teacher at UPNA (2012-‐15). She has also been a member of the selection board in proficiency tests for teacher accreditation for bilingual programmes, years 2014 and 2015. She has been an English teacher in Official School of Languages for the last nine years, and currently is Head of the English Department in EOI Miranda de Ebro.
Teacher Training Needs in Early Immersion Programme in English.
Linguistic immersion plans, usually early immersion having English as vehicular language, are commonplace in all Spanish regions. Globalization together with the melting pot of languages and cultures the EU is, has led regional governments towards planning bilingual immersion programmes.
Obviously, these plans have been subject to research, the focus of which has mainly been the evolution of students in terms of curriculum fulfilment and plans themselves as far as enrolment figures are concerned, keeping attention to professional teachers, their role in the programmes and their training needs to a minimum.
This presentation reports on teacher training needs in bilingual programmes, more specifically in the northern Spanish region of Navarre, where the ‘Programa de Aprendizaje en Inglés’ (PAI) has been implemented during the last 10 years. Data have been gathered from teachers who are or have been part of the early partial immersion programme designed and implemented in the region for the last 10 years. Participants gave feedback on several issues, such as the objectives and design of the plan, the difficulties it posed, students’ performance, training needs and overall opinion on the plan.
Thus, it is the goal of this presentation to analyse the degree of involvement allowed to teachers in the design of the plan and deepen in the potential training needs of those who are at the core of the implementation of the programme, that is, teachers.
20 minutes.
Sánchez Ruiz, Raquel and López Campillo, Rosa María.
Universidad de Castilla-‐La Mancha
Dr. Raquel Sánchez Ruiz is an assistant professor with tenure track at the Faculty of Education in Albacete (Universidad de Castilla-‐La Mancha), where she has been teaching for nine years. She teaches both in the bilingual group and the English Minor in the Degree in Primary Education. Dr. Rosa María López Campillo is a Senior Lecturer and the Dean of the Faculty of Education in Albacete, where she has been teaching for twenty-‐six years. She teaches English, Methodology and English Phonetics to Primary and Pre-‐Primary teachers. Both are interested in English as a Second Language, particularly CLIL.
Designing CLIL Materials: An Innovation Project in the Bilingual Programme of the Faculty of Education in Albacete.
Since the start of the bilingual programme in the Faculty of Education in Albacete, many teachers have been involved, including the areas of Maths, Music, Pedagogy, Physical Education, Physics and Chemistry, Psychology and Sociology, apart from English. However, while much work and materials have been created for Sociology, Music and Natural Sciences since 2005, Maths and Physical Education since 2009 and Pedagogy since 2010, there is a dearth of information regarding Arts and Social Sciences in the Faculty.
Taking this into account, it is the aim of this proposal to show the evolution and results of an innovation project carried out in the bilingual programme at the second grade of the Degree in Primary Education. This consisted in the creation of CLIL materials for both Arts and Social Sciences, including the title of the activity, the topic, area and grade; the contents, methodology, key competences (European Recommendation 2006/962/EC and Resolution 11/03/2015), evaluation criteria and assessable learning standards under LOMCE and the Decree 54/2014, establishing the curriculum of Primary Education in Castilla-‐La Mancha. The students also had to present their proposal in class and do the activities with their partners.
Through this experience, the trainee teachers were offered the opportunity to investigate on CLIL and create their own teaching material as well as to deal with the type of resources that future CLIL teachers will use in bilingual Primary Education.
20 minutes.
Sánchez-‐García, Davinia.
Universidad a Distancia de Madrid
Davinia Sánchez-‐García earned her doctorate on Applied Linguistics at Universidad Complutense de Madrid (UCM). She is currently a lecturer at Universidad a Distancia de Madrid (UDIMA) and a researcher in the European Erasmus+ Project ‘Educational Quality at Universities for Inclusive International Programmes’ (EQUiiP). Her research interests lie on EMI, CLIL, and bilingualism.
An evidence-‐based study on teacher questioning practices in bilingual university contexts.
Since the implementation of English-‐medium instruction (EMI) at tertiary education is already a reality (Doiz, Lasagabaster & Sierra, 2013; Fortanet-‐Gómez, 2013; Dafouz, Hüttner & Smit, 2016), classroom discourse research throwing light on the linguistic and pragmatic implications of this educational approach is called for (Nikula, 2010; Martín del Pozo, 2014).
This paper sets out to analyze the use of teacher display and referential questions as discourse strategies with the potential to trigger classroom interaction and promote students’ cognitive engagement with academic content. To this aim, two sets of eight lectures within the discipline of Business Administration, one conducted through participants’ L1 (Spanish) and the other one through participants’ L2 (English), have been examined.
Findings unveil that the majority of questions asked by lecturers often tend to go unanswered and usually do not seem to expose students to cognitively demanding situations, which signals plenty of missed opportunities regarding negotiation of knowledge and academic learning challenges. Evidence discloses possible reasons lying behind these results and suggests some measures that could help teachers become aware of and ultimately work towards improving their questioning strategies to enhance the teaching and learning processes.
20 minutes.
Thomson, Donal and Willy Cano.
[email protected]‐sm.com
Ediciones SM, Spain.
Willy Cano is a CLlL teacher trainer and a qualified bilingual teacher who worked in the Bilingual Program of the Community of Madrid from its establishment. He has prepared Community of Madrid teachers and language assistants. He developed CLIL approach as a coordinator of the Program at 'Daniel Martin' Primary School. He is an advisor for several School Associations improving a CLIL development of Bilingualism. He is coordinating CUL materials for SM-‐UDP. He is a CLIL expert for the International University of La Rioja, UNIR. He wrote a CLIL Handbook for Spanish Bilingual Schools. He posts all his contributions on his blog CLILforsuccess.
Donal Thompson worked in community theatre and theatre-‐in-‐education before coming to Spain 24 years ago to teach English. He has experience of a diverse range of teaching environments from preprimary playgroups and university seminars to online language coaching and immersive residential courses with the Spanish Armed Forces. He has imparted practical courses for teachers in the Madrid local education authority on how to use English poetry in their classroom. He now Works as an independent editorial consultant working on CLIL materials for SM-‐UDP.
CLIL: From myths to modules.
This is a practical workshop aimed at exploring how the theory of CLIL can be tranformed into practical stategies. At the end of this session teachers will have a clear idea of how to build CLIL modules around the content their students are learning in bilingual schools.
There is much uncertainty and inaccurate perception about CLIL. We will begin by dispelling some of the myths and coming to a shared understanding of what CLIL is and what CLIL is not.
Learning English in a bilingual school environment produces different linguistic needs from the learning of the language in other settings. We will consider why this is and what implications there are for the choice of learning materials. Approaching non linguistic content from a CLIL perspective requires strategies for extracting linguistic elements in a manner which provides support and coherence for the pupil and the teacher. We will look at ways of adapting materials from other corriculum subjects for the use in a language classroom. This workshop will look at what practical steps can be applied to ensure that a language course in a bilingual school meets the specific needs of the pupils. Participants will see how to build a complete CLIL module which can be used as a template for their work in the classroom.
100 minutes.
Villafañe Fraile, Noelia and Sejas del Piñal, Gema.
I.E.S. ÁNGEL CORELLA.
Noelia Villafañe Fraile has been teaching English for seventeen years. She holds a BA in English at the Universidad de Salamanca and is presently reading for a PhD at the UNED. She has been working at the English department in a bilingual secondary school in Madrid. She has been searching the influence of emotions in CLIL and how to integrate different disciplines in English teaching.
Gema Sejas del Piñal has been teaching Geography, History and Art in Secondary Education and Bachillerato in different public schools for seventeen years. The last six years she has been teaching these subjects in English at the IES Ángel Corella in Madrid where she has applied the advantages of teaching Social Studies through CLIL.
CLIL TIMES!
This presentation is of special interest to teachers or prospective teachers working in CLIL. Participants will have the opportunity to see how to manage CLIL classrooms and will be provided with new strategies, activities and materials to achieve real and successful results.
Bilingual education in Madrid has grown considerably since it started in 2004/5 in Primary Education. It was extended into Secondary Education in 2010/11 with 32 High Schools. Our school was among these and since then we have been developing new strategies to implement this dual educational approach successfully.
Our school has also experienced a growth, which resulted in the necessity of more teachers and more importantly it led to a rise in our motivation. We have been designing new classroom materials, including multimedia and visual organizers to make the teaching-‐learning process more meaningful, more authentic and attractive.
Content and Language Integrated Learning (CLIL) offers more relevant methodologies and a higher level of authenticity. Moreover, it involves the learners being active participants, which increases their motivation. Students seem to adapt well to learning a language when it is integrated in other types of learning.
CLIL teachers need to engage their students to develop “learning to learn” skills and apply creative and critical thinking. Interactive CLIL classrooms are characterized by group work, student questioning and problem solving. Students need to cooperate with each other and work effectively in groups. New technologies are used not only to support their education but also to engage in authentic communication in the CLIL language.
There should also be a focus on affective factors since they have an impact on our thinking. Therefore, we give special importance to cultivating a positive classroom climate.
This is a practical talk that will allow participants to manage the features of CLIL.
100 minutes.
Whittaker, Rachel & Blecua, Isabel.
Universidad Autónoma de Madrid & IES La Senda, Getafe.
Rachel Whittaker is a lecturer in the English Department at the Universidad Autónoma de Madrid. She works in literacy in L2, with publications like The Roles of Language in CLIL (CUP 2012), a book on language use and development in CLIL classes (author of the chapters on text structure and language and writing development), Language and Literacy: Functional Approaches (Continuum 2006) and Advances in Language and Education (Continuum 2007) (co-‐editor). She recently coordinated Spain's team in the project: ‘Teacher Learning for European Literacy Education’ (tel4ele.eu), and organized the conference: Literacy across the curricula in different languages and contexts (telcon2013).
Isabel Blecua teaches at IES La Senda, Getafe, where she has been School Head, and is now Coordinator of the Bilingual Program. She holds a degree in English and a Masters in Applied Linguistics. She has been Education Councellor for the Spanish Embassy in Brasilia, and lecturer at the Departamento de Didáctica de la Lengua y la Literatura at Universidad Complutense in Madrid, where she is an active member of the research group ForMuLE-‐UCM. As a central member of the Spanish team of the Comenius Multilateral project Tel4ELE (Teacher learning for European Literacy Education) she has given lectures and run seminars on literacy pedagogy.
An approach to literacy in CLIL classrooms in Spain: evidence from a European Project.
This paper presents a project which introduced, implemented and evaluated a linguistic-‐based pedagogy for literacy education in Europe, focusing on work with teachers in bilingual schools in Spain at late primary and early secondary school. In the cascade-‐structured action research project (Teacher Learning for European Literacy Education, tel4ele.eu), teachers were introduced to the principles of the programme for reading and writing across the curriculum, Reading to Learn (R2L) (Rose 2015, Rose & Martin 2012 etc.). The pedagogy is based on an analysis of a text from the curriculum -‐its structure of and the way its language makes meaning in that subject-‐, and on scaffolding/ modelling the processes of reading and writing with the whole class. After introducing the pedagogy, we discuss the results of the external evaluation of the project (Coffin 2013), before focusing on the way this pedagogy opened up possibilities for teachers participating, leading them to select and exploit different genres for their classes.
Examples are shown of application of the pedagogy: teachers' analyses of texts and preparation for interaction around it following the R2L model, and of texts written by students. The paper discusses teachers' perceptions of the implications of using a genre-‐based approach to text, discovered as they worked together on subject texts, and student production in different areas, including teacher feedback on their students' writing based on their newly-‐acquired knowledge of the genres and registers of their areas. The linguistic model on which the TeL4ELE project is based is shared by other EU projects for teacher development for CLIL, such as the ‘European Core Curriculum for Mainstreamed Second Language’, in which Mohan, author of the classic Content and Language (1986) was involved; and, more recently, the ‘Multiliteracies project’ led by Do Coyle and Oliver Meyer (Coyle 2016, Meyer et al. 2016), as well as by work in the US (eg. Schleppegrell 2004, Schleppegrell et al. 2004 etc.). In sum, this paper shows teachers in bilingual classes in the Spanish context one way to address the conveners' call for powerful integration of language and content area instruction in the target language.
50 minutes.
Keynote speakers and presenters index:
Keynote speakers:
Nadeen Ruiz
James Cummins
Presenters:
Ahern, Aoife
Aikin Araluce, Helena.
Arco-‐Tirado, Jose L.
Arias Blanco, José Miguel
Baird, Peter
Beddow, Maggie
Beltrán Llavador, F.
Blecua, Isabel
Breeze, Ruth
Brophy-‐Sellens, Heather
Brualla Luelmo, Belén
Bueno-‐Alastuey, M. Camino
Cano, Willy
Castro García, Damaris
Chaiesberras, Zahra
Conde Ballesteros, Lara
Durán Martínez, R.
Espinar, Custodio
Fernández Barrera, Alicia
Fernández Costales, Alberto
Fernández Sanjurjo, Javier
Fleta, M. Teresa
Galán Rodríguez, Noelia Mª
Garcia Esteban, Soraya
García Obregón, Andrea
García Parejo, Isabel
García Turiel María
Garrido Pastor, Belén
Gejo Santos, Isabel
Genis Pedra, Marta
Gerena, Linda
González y Fernández-‐Corugedo, Santiago
Guadamillas, María Victoria
Lorenzo, Francisco
Losa Ballesteros, Ulpiano José
Lozano-‐Martínez, Laura
Martín Pescador, Fernando
Martín del Pozo, María Ángeles
Martínez Serrano, Leonor María
Mingo García, Ángel de
Moliner, María
Montes Granado, Consuelo
Nieto Moreno de Diezmas, Esther
Núñez-‐Perucha, Begoña
Pavón Vázquez, Víctor
Pérez García, Elisa
Pérez Murillo, Mª Dolores
Pozo Manzano, Elena del
Ramirez Delgado, Jorge
Ramirez. Lettie
Relaño Pastor, Ana M.
Rubio Alcalá, Fernando
Ruiz Cano, Enrique
Ruiz de Zarobe, Yolanda
Ruiz, Nadeen
Sáez de Albéniz Berzal, Carolina
Sánchez Ruiz, Raquel
Sánchez-‐García, Davinia
Sancho Guinda, Carmen
Thompson, Donal
Usobiaga, Isabel
Villafañe Fraile, Noelia
Villarreal, Izaskun
Whittaker, Rachel
Zenotz, Victoria
![Pppp proyecto bilinguismo [autoguardado]](https://img.pdfslide.net/doc/110x75/55a0b2cb1a28ab866b8b45ea/pppp-proyecto-bilinguismo-autoguardado.jpg)
