2015 - knock, knock, knocking on slp's doors- alberto lanzat- ceta córdoba
DESCRIPTION
In this document I intend to offer a brief overview of what designing a school linguistic project in primary and secondary schools entails .TRANSCRIPT
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Knock, knock, knocking on School Linguistic Projects doors
Alberto Lanzat Garca [email protected]
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Cul sera nuestro punto de partida?
What would be our starting point?
Quel serait notre point de dpart?
Was wre unser Ausgangspunkt?
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Over the last ten years, our educational systems
backbone has undergone a series of important changes.
School Linguis-c projects
Key competences
Plurilingual programs
New legisla-on
ICT
New students proles
Diagnos-c tests
?
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Well, what do we already know
about School Linguistic Projects?
For this, Im going to need your help
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What subjects do you think should be integrated in a SLP?
What text types usually appear in language subjects?
narra-ve dialogic argumenta-ve exposi-ve instruc-onal Descrip-ve?
And in NLS?
And what text genres? e.g. News items Adver-sements Short stories Debates News ar-cles Manuals and tutorials
And in NLS?
What basic language skills have usually been priori-sed in Spanish Language and Literature?
reading listening wri@ng speaking And in foreign languages?
And in non-linguistic subjects:
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A school linguistic project is a systematic attempt to
put all the human and material resources of a school
at the service of the development of the students
Competence in linguistic communication.
F. Trujillo
Lets have a look at a more accurate definition
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Likewise, it is necessary to respond with a coordinated performance:
of all educa-ve agents of all available resources
Family
Community School
Competence in linguis-c
communica-on
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NLS
L1
L2
English
Physical Ed.
Science
Geography
Maths
History Technology French
Spanish language
Arts & crafts
ICT
The problem is that since the beginning of time
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What are the basic lines of ac-on in a SLP?
Integrated Language Curriculum
L1
Reading, wri-ng and research plan
Text genre map
L1- L2- L3 other
subjects
CLIL and European Programs
AVen-on to diversity and use of ICT
Inclusive and
globalizing approach
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Con-nuity
Commitment
Observa-on
Concre-on
And it must comply with the CCCO criterion.
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Communica-on Culture
Cogni-on
Coyle (2002)
CLIL
Knowledge Comprehension Applica-on
Analysis Synthesis Evalua-on
Wri-ng
Reading
Listening Geography
Music
Art
P.E.
Maths
Science
Content
L1 Culture
L2- L3 Culture
Community
History
L1 L2
L3
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SS enrolled during the
school year and foreign students
Special educational needs
Cognitively handicapped
Socially and economically
deprived Highly gifted
Linguistic Ethnic
Learning styles and multiple intelligences
Students diversity typology
Cultural
Serious behavioral disorders
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Linguistic and cultural diversity: q Students with Spanish as their MT:
Spanish, South-Americans & Central Americans.
q Students con English French German as their MT: British- Irish- French- German
q Students con English French German as L2-L3: Scandinavians- Dutch- Moroccan- Subsaharan
q Students with other languages as L1 and low competence in the school L2 / L3 : Chinese- Russian
Special cases: Romanian students Moroccan students born near Ceuta and Melilla British students brought up in Spain.
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Integrated language curriculum
qSpanish language
qSpanish language for foreigners
qEnglish/ French/ German--- Portuguese- Italian-Chinese
qEnvironmental languages
Learning outcomes/ Aims/ Contents/ Evaluation criteria/Methodology:
qSelection of a common set for all languages.
qSelection of specific ones for each language qSelection of specific linguistic aims for NLS.
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Linguis-c aims common to all NLS
Acquire both wriVen and oral, recep-ve and produc-ve skills,. Develop communica-on strategies in dierent skills (speaking and talking,
listening, reading and wri-ng).
Use dierent sociolinguis-c registers properly. Apply the grammar, vocabulary and spelling adequately to the linguis-c uses
and the rules that govern them.
Produce oral and wriVen messages accurately, coherently, and cohesively. Enable students to assess their own learning process and guide it with the
greatest possible autonomy.
Use the language as a tool for learning and access to the knowledge of the dierent curricular areas.
Dis-nguish formal uses of language in academic situa-ons. Value the cultural and linguis-c diversity of today's society and develop
favourable actudes toward the knowledge of other cultures.
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WriVen produc-on
Listening comp.
Reading comp.
SLP output
SLP input
Pertaining to the area of knowledge
Linguis-cally scaolded texts
Basic language skills
Adapted to the students needs, the
school and the loca-on
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Linguistic simplification by
means of
substitution periphrasis ellipsis
Text scaffolding through
comments short parallel texts synonyms
Visual scaffolding
through
images animations videos graphics
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Learning outcome / Final task
Language contents
WEATHER & CLIMATE
Subject contents
Weather- Climate- Weather symbols- Seasons- Geographical features Celsius and Farenheit systems
The students will make weather symbols and use them to present a TV channel- style weather forecast
Content subject aims
To identify vocabulary related to the weather and climate To describe the weather from a chart- To recognise and compare different types of climate- To describe different natural locations
Listening to a weather forecast and numbering pictures Listening to a song about the weather and comple-ng gaps
Singing a song about the weather Describing the weather from a chart
Asking & answering quest. about climates. Performing a weather forecast
Reading the weather terms and match Reading a weather forecast & number the pictures Reading a short text about the life of a girl in Finland
Write sentences about the weather Write a short text about the climate in your area
Language skills
Weather and climate: cold, snowing, cloudy, sunny, raining, - Mediterranean- oceanic- polar Geographical features: Mountain, jungle, desert, forest, Brazil, Spain, Africa, England, Antarctica. Seasons: Summer, autumn, winter, spring.
Whats the weather like in...? Its ____ Is it raining? Hows the weather today? Its cold, Its raining. Its colder in _____ - Its warmer in ____ I like summer- I prefer spring- I dont like winter
Units vocabulary- Words containing the sound /i/: raining, snowing.
Vocabulary
Structures
Pronuncia@on
Content subjects
Art: 2- L2: 4 Maths 2 Geography/Science: 4
TOPIC
Cogni@ve skills Identification, analysis, description, comparison
Science- Geography- Art- Maths
Timing Sessions
Cultural aspects Finding out about the influence of the climate on our lives and those of people around the world Different systems of measures
Course
Subject to the level of achievement of the aims detailed above and the completion of the final task.
Notebooks, activities, personal portfolio, final task, participation in class, spontaneous and planned oral production and interaction
Evalua@on criteria Evalua@on tools
Texts
Descrip-ve- Expository
Key competences: 8
2 weeks 4th
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Objetivo de aprendizaje/ Tarea final
Contenidos lingsticos
Tiempo y clima
Contenidos de ANL
El tiempo- El clima- Smbolos meteorolg.- Las estaciones- Accidentes geogrficos- Escalas Celsius y Farenheit
Disear smbolos meteorolgicos y usarlos para presentar un pronstico del tiempo al estilo de TV
Objetivos de ANL
Identificar vocabulario relacionado con el tiempo y el clima Describir el tiempo a partir de un grfico-Reconocer y comparar diferentes tipos de clima- Describir diferentes accidentes geogrficos
Audicin de un prons-co del -empo para numerar imgenes. Audicin de una cancin sobre el -empo para rellenar huecos.
Cantar una cancin sobre el -empo. Describir el -empo a par-r de un grco.
Hacer y responder preguntas acerca de diferentes climas. Presentar un prons-co del -empo.
Lecrura y emparejamiento de trminos meteorolgicos Lectura de un prons-co meteo. para numerar huecos Lectura de un texto breve sobre una nia nlandesa.
Redaccin de oraciones sobre el -empo. Redaccin de un texto breve sobre el clima en tu zona- pas.
Destrezas lingsticas
Tiempo y clima: fro, sol, lloviendo, nevando, nublado,,, - mediterrneo- ocenico- atlntico Accidentes geogrficos: montaa, desierto, bosque, Brasil, Espaa, frica, Reino Unido, Antrtica. Estaciones: Verano, otoo, invierno, primavera.
Cmo est el tiempo en .? Hace sol- Hace viento- Est lloviendo / nevando Est nublado. Hace mr fro en ___- Hace ms calor en ___ - Me gusta el verano- prefiero la primavera- No me gusta el invierno
Diferencia entre ll- y/ ga-gue-gui- go-gu- ja-je- ji- jo- ju
Vocabulario
Estructuras
Pronunciacin
ANL
Plstica: 2- L1: 4 Mate: 2- Conoc. Med: 4
Tema
Destrezas cognitivas Identificacin, anlisis, descripcin, comparacin
Conoc. Med.-Plstica- Matemticas
Temp. Sesiones
Aspectos culturales Influencia del clima en nuestra vida y en la de otros pueblos Sistemas de medidas de temper.
Curso
Nivel de consecucin de los objetivos marcados para la unidad y realizacin de la tarea final
Cuadernos, actividades, portfolio personal , tarea final, participacin in clase, produccin e interaccin oral espontneos y planificados
Criterios de evaluacin Instrumentos de evaluacin
Textos
Descriptivo- Expositivo
CCBB: 8
2 semanas 4
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What do we need to start implementing a SLP?
Preliminary data in relation to our students CLC
Whats their current level?
In what languages and ling. acts?
In what contexts and seXngs?
In what subjects?
How do they learn languages?
How do they use them?
What are their main problems?
Aims
Learning outcomes
Key competences
Contents
Methodology
Evalua-on
Evidence
Resources
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Unidad integrada 3 L1-L2-L3- ATAL- Mates- Sociales
IES Los Manantiales Curso 2010-2011
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http://www.ln.edu.hk/eng/genres/
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RWR sample ac-on
In-class Library Home reading
L1- L2- L3 reading/ listening
NLS texts WriVen produc-on
Research strategies
WriVen produc-on
WriVen comprehension and produc-on
Pos-ng a blog entry as a
review to the novel
Slideshow based on the previous
research
When was the novel wriVen, author, similar Spanish trends
Wri-ng a news item
Robinson Crusoe
Wildlife and plants in Robinson Crusoes island- Geographical
loca-on- Mathema-cal calcula-ons for
distances
Viewing of the lm Castaway, starring Tom
Hanks Design of a news report
on the Malaysian missing aircrao
Adapted from Consejera Ed. Navarra
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Recognition of active vocabulary Completing tables and diagrams Following instructions Matching elements Reordering - Sequencing Open-ended questions
Facilita-ng tasks
Listening and completing Distinguishing Drawing Guessing Labelling-matching- sequencing
Games: bingo, dominoes,, True-false questions Jeopardy Role-plays Photo-based descriptions Summarize a text orally Narrating personal experiences Slideshow- based oral presentation
Designing a mind-map Rearranging sentences to create a
paragraph
Rearranging paragraphs to create a text Inserting information in a text. Dividing a text into paragraphs.
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CEIP Ayalde, Navarra
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TV series summaries
Oral presentations on NLS topics
Narrations based on storyboards
Mistake-meter: Writing sentences with most common mistakes
Surveys and statistics design
Analysis of commercials, TV shows, art works for gender equality messages
SLP samples of integrated mul--skill tasks
T-shirt slogans design
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Dictations from sports figures, artists, etc
Printed and online dictionaries treasure hunts
Reporting news
Real everyday situations roleplays
Webtasks Lip dubs
Book, film and music reviews
Integrated mul--skill tasks
Information transfer
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Shall we put some of this into practice?
For this, again Im going to need your help
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Elderly women involved in latest scam
New romance in sight?
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Lets check your memory
Where does the story take place?
Whats the elevators make?
How old is the lady?
Why does the lady start getting worried?
Who does the little girl look like?
What is the little girl carrying?
What does the lady do first when she sees
the girl?
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And hows your blended learning?