plurilingüismo: contextos y metodologías (plurilingual contexts and methodologies)
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Plurilingüismo: contextos y metodologías (Plurilingual contexts and methodologies). - PowerPoint PPT PresentationTRANSCRIPT
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Plurilingüismo:Plurilingüismo:contextos y metodologíascontextos y metodologías(Plurilingual contexts and (Plurilingual contexts and
methodologies)methodologies)
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What is a bilingual person?What is a bilingual person?
What are the factors that What are the factors that influence/affect influence/affect
bilingual/plurilingual people?bilingual/plurilingual people?
Is it possible to Is it possible to becomebecome bilingual in bilingual in a monolingual society? a monolingual society?
Is there any approach, technique or Is there any approach, technique or method to facilitate it?method to facilitate it?
Contents (1)1. Towards a better knowledge of the phenomena of bilingualism1. Towards a better knowledge of the phenomena of bilingualism
1.1. Several definitions1.1. Several definitions 1.2. Sequence of development in bilingual/multilingual 1.2. Sequence of development in bilingual/multilingual
childrenchildren 1.3. Phenomena connected to bilingualism1.3. Phenomena connected to bilingualism 1.4. Factors affecting bilingualism1.4. Factors affecting bilingualism 1.5. Different contexts: FL vs. SL1.5. Different contexts: FL vs. SL
tasks: tasks: readings 1 & 2readings 1 & 2group discussion: conclusionsgroup discussion: conclusions
2. Bilingual/plurilingual educative models (I,II)2. Bilingual/plurilingual educative models (I,II)2.1. Several examples2.1. Several examples2.2. The SIOP model: Carlitos’ case2.2. The SIOP model: Carlitos’ case
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Contents (2)3. Bilingualism in monolingual societies: conditions, possible 3. Bilingualism in monolingual societies: conditions, possible
outcomes, methodological models and resourcesoutcomes, methodological models and resources Task: individual bilingual profileTask: individual bilingual profile
Task: group discussion about age-related mattersTask: group discussion about age-related matters-The question of age-The question of age
3.1. Bilingualism and content-based teaching3.1. Bilingualism and content-based teaching3.1. Models3.1. Models3.2. Methodological differences3.2. Methodological differences3.3. Advantages and disadvantages3.3. Advantages and disadvantages 3.2. Primary & Secondary teachers’ tasks (add st 3.2. Primary & Secondary teachers’ tasks (add st
yourselves)yourselves)3.4. Characteristics of successful CLIL programes3.4. Characteristics of successful CLIL programestask: reading 3task: reading 3
3.2. Examples of activities 3.2. Examples of activities 4.1. Primary teaching4.1. Primary teaching4.2. Secondary teaching4.2. Secondary teaching4.3. More examples4.3. More examples
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Contents (3)3.3. Resources3.3. Resources
tasks: reading 4 & internet resourcestasks: reading 4 & internet resources Task: Individual presentationsTask: Individual presentations
3.4. The situation in Spain: the case of Catalonia3.4. The situation in Spain: the case of CataloniaTask: reading 4 Task: reading 4
3.5. The situation in Andalucía. 3.5. The situation in Andalucía. Task: individual/group presentationsTask: individual/group presentations
What is happening? outcomes, problems and What is happening? outcomes, problems and solutionssolutions
4. References4. References
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1. What is bilingualism/plurilingualism?1. What is bilingualism/plurilingualism?
‘‘The phenomena of competence and communication in The phenomena of competence and communication in two two or moreor more languages’(Lam, 2001:93) languages’(Lam, 2001:93)
… …Competence?...Competence?...
……Does the bilingual learn a set of meanings with Does the bilingual learn a set of meanings with two two different linguistic representationsdifferent linguistic representations or does he learn or does he learn two two different languagesdifferent languages, as if he was the sum of two , as if he was the sum of two monolinguals? monolinguals?
……Are there drawbacks (i.e. Are there drawbacks (i.e. language misunderstandings language misunderstandings and difficultiesand difficulties) being a bilingual or are there ) being a bilingual or are there cognitive cognitive advantagesadvantages??
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1.1. Definitions1.1. Definitions
1. Complete competence in both languages in all the situations1. Complete competence in both languages in all the situations2. Continuum: abilities in both languages2. Continuum: abilities in both languages
dominant/equilibrated bilingualsdominant/equilibrated bilinguals3. According to use:3. According to use:
coordinated/compoud bilingualscoordinated/compoud bilinguals4. According to the age:4. According to the age:
early/late bilingualsearly/late bilinguals5. According to the order of acquisition5. According to the order of acquisition
simultaneous/consecutive bilingualssimultaneous/consecutive bilinguals6. According to socio-cultural factors6. According to socio-cultural factors
Additive/subtractive bilingualsAdditive/subtractive bilinguals7. According to the context and parents’ strategies7. According to the context and parents’ strategies
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1.1. Definitions (II)1.1. Definitions (II)
7. According to the context and parents’ strategies7. According to the context and parents’ strategies
Type 1: ‘One-person-one-language’Type 1: ‘One-person-one-language’
Type 2:’Non-dominant home language’ / ‘one language-one-Type 2:’Non-dominant home language’ / ‘one language-one-environment’environment’
Type 3: ‘Non-dominant home language without community Type 3: ‘Non-dominant home language without community support’support’
Type 4: ‘Double non-dominant home language without Type 4: ‘Double non-dominant home language without community support’community support’
Type 5: ‘Non-native parents’Type 5: ‘Non-native parents’
Type 6: ‘Mixed languages’Type 6: ‘Mixed languages’
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1.2. Bilingual development in children
1.3. Phenomena connected to bilingualism:interesting research facts (1)
Accents: the human brain is capable (before some critical or Accents: the human brain is capable (before some critical or sensitive period) of developing two or more different sets of sensitive period) of developing two or more different sets of instructions for the organs of articulation, even though children instructions for the organs of articulation, even though children lose their ability to distinguish sounds at the end of first year lose their ability to distinguish sounds at the end of first year (Usually the phonological system is more unitary than separate)(Usually the phonological system is more unitary than separate)
Lexicons: 1 or 2 separate systems?Lexicons: 1 or 2 separate systems? Synonyms & equivalent words: do not function as Synonyms & equivalent words: do not function as
equivalents for children (diff. Contexts)equivalents for children (diff. Contexts) with stroop task: high degree of accuracy but slower reaction with stroop task: high degree of accuracy but slower reaction
times in colour namingtimes in colour naming With cognates: false cognates with neutral L1 connotations With cognates: false cognates with neutral L1 connotations
rated negatively by bilinguals (embarrassed/embarazada). rated negatively by bilinguals (embarrassed/embarazada). The two systems (L1/L2) influence each other.The two systems (L1/L2) influence each other.
Calqueing: reorganization of mental dictionary (i.e.: Calqueing: reorganization of mental dictionary (i.e.: run/correr) run/correr)
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1.3. Phenomena connected to bilingualism:interesting research facts (2)
The question of verbal memory & bilateral brain organization: The question of verbal memory & bilateral brain organization: L2 learning ability is independent of general intellectual abilityL2 learning ability is independent of general intellectual ability
Lateral dominance: right hemisphere involvement in language Lateral dominance: right hemisphere involvement in language processing for late bilingualsprocessing for late bilinguals
The case of bilingual aphasics. Three alternative explanations:The case of bilingual aphasics. Three alternative explanations: The first learned languageThe first learned language The most used language around the aphasia-producing The most used language around the aphasia-producing
incidentincident ‘‘psychological factors’psychological factors’
‘‘alternate antagonism’: limited cognitive resourcesalternate antagonism’: limited cognitive resources
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1.4. Factors affecting bilinguism. Code switches and attrition
“Sabes, mi school bus no tiene un stop sign”“Hoy yo era line leader en mi escuela”“Ponemos cranberries y marshmallows y después se pone el glitter con glue”
(Snow, 1999:482)
Interaction styleInteraction style Quality and quantity of Quality and quantity of inputinput Attitudes towards both languagesAttitudes towards both languages Socio-cultural contextSocio-cultural context
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1.5. Different contexts
Tasks:Tasks: Readings 1, 2 & 3Readings 1, 2 & 3 Group discussion: conclusionsGroup discussion: conclusions
FL vs SLFL vs SL
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2. Bilingual education programs: characteristics
Task: reading 4 (Ovando, Combs & Collier, Task: reading 4 (Ovando, Combs & Collier, 2006:8-10)2006:8-10)
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2.1. Pluri/Bilingual educative models in L2 contexts - I
Weak models Weak models
Type of Type of programprogram
Child typeChild type Classroom Classroom languagelanguage
Social aimSocial aim Language aimLanguage aim
SUMERSIONSUMERSION MinorityMinority majoritymajority assimilationassimilation monolingualmonolingual
MAINSTREAMMAINSTREAM MajorityMajorityMajority with Majority with
L2 lessonsL2 lessonsLimited Limited
enrichmentenrichmentLimited Limited bilingualbilingual
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2.1. Bilingual educative models in L2 contexts - II
‘‘Strong’ models Strong’ models Type of Type of
programprogramType of Type of
childchildClassroom Classroom languagelanguage
Social aimSocial aim Linguistic Linguistic aimaim
IMMERSIONIMMERSION MajorityMajorityBilinual with Bilinual with
initial L2 initial L2 emphasisemphasis
Plurality & Plurality & enrichmentenrichment
Bilinguism & Bilinguism & literacy literacy (L1/L2)(L1/L2)
L1 VALUEDL1 VALUED MinorityMinorityBilinual with Bilinual with
initial L1 initial L1 emphasisemphasis
Maintenance, Maintenance, Plurality & Plurality & enrichmentenrichment
Bilinguism & Bilinguism & literacy literacy (L1/L2)(L1/L2)
TWO LANGUAGESTWO LANGUAGESCombination Combination of Majority & of Majority &
minorityminority
Minority & Minority & majoritymajority
Maintenance, Maintenance, Plurality & Plurality & enrichmentenrichment
Bilinguism & Bilinguism & literacy literacy (L1/L2) (L1/L2)
MAINSTREAMMAINSTREAM
BILINGUISMBILINGUISMMajorityMajority
Two lg. Two lg. MajorityMajority
Maintenance, Maintenance, Plurality & Plurality & enrichmentenrichment
Bilinguism & Bilinguism & literacy literacy (L1/L2)(L1/L2)
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2.2. An example: the SIOP model (1) Task: reading (5) about the SIOP model (Echevarría, Vogt & Short, 2007)Task: reading (5) about the SIOP model (Echevarría, Vogt & Short, 2007)
FeaturesFeatures1.1. Lesson preparationLesson preparation
1.1. Content objectives clearly defined, displayed Content objectives clearly defined, displayed and reviewed with stsand reviewed with sts
2.2. Language obj…Language obj…3.3. Content concepts appropriate for age and Content concepts appropriate for age and
educational backgroundeducational background4.4. Supplementary materials used to high degreeSupplementary materials used to high degree5.5. Adaptation of content to all levels of student Adaptation of content to all levels of student
proficiencyproficiency6.6. Meaningful activities that integrate lesson Meaningful activities that integrate lesson
concepts & lgg practice opportunitiesconcepts & lgg practice opportunities
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2.2. An example: the SIOP model (2)
2. Building background2. Building background Concepts explicitly linked to sts’ background Concepts explicitly linked to sts’ background
experiencesexperiences Links explicitly made btw past learning and new Links explicitly made btw past learning and new
conceptsconcepts Key vocabulay emphasizedKey vocabulay emphasized
3.3. Comprehensible inputComprehensible input1.1. Speech appropriate for students’ proficiency levelsSpeech appropriate for students’ proficiency levels2.2. Clear explanation of academic tasksClear explanation of academic tasks3.3. Various techniques used to make content concepts Various techniques used to make content concepts
clearclear
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2.2. An example: the SIOP model (3)3. Strategies3. Strategies
Ample opportunities provided for students to use learning Ample opportunities provided for students to use learning strategiesstrategies
Scaffolding techniques consistently used, assisting and Scaffolding techniques consistently used, assisting and supporting student understandingsupporting student understanding
A variety of questions or tasks that promote higher-order A variety of questions or tasks that promote higher-order thinking skillsthinking skills
3.3. InteractionInteraction1.1. Frequent opportunities for interaction and discussionFrequent opportunities for interaction and discussion2.2. Grouping configurations support language and content Grouping configurations support language and content
objectives of the lessonobjectives of the lesson3.3. Sufficient wait time for student responses consistently Sufficient wait time for student responses consistently
providedprovided4.4. Ample opportunity for students to clarify key concepts in Ample opportunity for students to clarify key concepts in
L1L14.4. Integration of all language skillsIntegration of all language skills5.5. Activities provided for students to apply content and language Activities provided for students to apply content and language
knowledgeknowledge
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Can we become bilingual in a monolingual community?
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3. Bilingualism in monolingual communities
Task: Individual bilingual profile (reading 6)Task: Individual bilingual profile (reading 6)
… Measuring linguistic competence
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3. Bilingualism in monolingual societies
Tarea: group discussion about age-related Tarea: group discussion about age-related mattersmatters
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Age - I: general assertions
The younger the better: critical periodThe younger the better: critical period
Second languages foreign languagesSecond languages foreign languages
Age learning speedAge learning speed
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Age - II: conclusions In contexts where the L2 is used.In contexts where the L2 is used. (Objetive: bilinguism) (Objetive: bilinguism)
The younger the better in the long run, particularly for pronounciation and difficult The younger the better in the long run, particularly for pronounciation and difficult grammatical structures.grammatical structures.
Explicit linguistic instruction is needed to avoid fossilization phenomena.Explicit linguistic instruction is needed to avoid fossilization phenomena. In monolingual contexts.In monolingual contexts. (Objetive: sufficient competence in L2) (Objetive: sufficient competence in L2)
Not so young is faster, and being L1 literate would be better if there is linguistic Not so young is faster, and being L1 literate would be better if there is linguistic instruction and extended L2 exposition and input. To avoid accents, intensive instruction and extended L2 exposition and input. To avoid accents, intensive phonetic instruction is recommended.phonetic instruction is recommended.
The process of acquisition is the same regardless of the age The process of acquisition is the same regardless of the age
For an early start to suceed in FL contexts:For an early start to suceed in FL contexts:
Quality teachingQuality teachingTimeTime
Type of teaching adapted to learners’ ageType of teaching adapted to learners’ age
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3.1. Bilingualism and content-based teaching3.1.1. Models
Task: CLIL reading (Deller & Price, 2007; Tejada, Pérez & Luque, Task: CLIL reading (Deller & Price, 2007; Tejada, Pérez & Luque, 2005)2005)
Definition: The L2 is used as a medium of instruction of other contents Definition: The L2 is used as a medium of instruction of other contents (L2 teachers + other specialist teachers)(L2 teachers + other specialist teachers)
Theme-based linguistic Theme-based linguistic instructioninstruction
The language curriculum is built around The language curriculum is built around selected topics or themesselected topics or themes
Sheltered subject matter Sheltered subject matter teachingteaching
It is carried out in the L2 by a content area It is carried out in the L2 by a content area specialist to a separated class of L2 learnersspecialist to a separated class of L2 learners
Adjunct language instructionAdjunct language instruction The learner is enrolled in two The learner is enrolled in two complementary related courses: an L2 complementary related courses: an L2 course and another content coursecourse and another content course
Skills-based approachSkills-based approach Within it, specific subject matter teaching is Within it, specific subject matter teaching is carried out through the focus on a concrete carried out through the focus on a concrete academic skill area. academic skill area.
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3.1.2. Methodological differences: L2 vs. EBCL2L2 CLILCLIL
ProgramProgram Focus on languageFocus on language Focus on contentFocus on content
DurationDuration
According to textbookAccording to textbookShort and varied activitiesShort and varied activities
Language objectivesLanguage objectives
Longer units focused on:Longer units focused on:TopicsTopicsTasksTasksSkillsSkills
UnitsUnits
Focus on:Focus on:LenguageLenguageOral workOral work
Controlled InputControlled Input & practice & practice
Objectives oriented towards contentObjectives oriented towards contentAnalysis of the language of the unitAnalysis of the language of the unit
Linguistic supportLinguistic supportEmphasis on skills (except speaking)Emphasis on skills (except speaking)
Task/act. Task/act. designdesign
emphasize:emphasize:Oral workOral work
Productive skillsProductive skillsControlled practiceControlled practice
Content tasksContent tasksEmphasis on diagrams & visual materialEmphasis on diagrams & visual material
With linguistic supportWith linguistic supportMore reading and writingMore reading and writing
Language Language selectionselection
Ideally:Ideally:Teacher-model always using L2Teacher-model always using L2
Students use the L2 whenever they canStudents use the L2 whenever they can
Sts can use the L1Sts can use the L1The teacher can also use the L1 for certain The teacher can also use the L1 for certain
aimsaims
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3.1.3. Advantages & disadvantages
++ Multiple contextsMultiple contexts ComprehensibleComprehensible Input Input Meaningful context, better Meaningful context, better
cognitive processing and cognitive processing and learninglearning
Realistic (lgg as a means to Realistic (lgg as a means to an end)an end)
Improves the development of Improves the development of cognitive and learning cognitive and learning strategiesstrategies
Add more yourselves…Add more yourselves…
-- Cognitive challenge for Cognitive challenge for
learnerslearners Cognitive challenge for Cognitive challenge for
teachersteachers Enforced cooperation Enforced cooperation
between L2 teachers and between L2 teachers and other specialist teachersother specialist teachers
Risk of using the L1Risk of using the L1 Lack/shortage of materialLack/shortage of material Evaluation (?)Evaluation (?) Add more yourselves…Add more yourselves…
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3.1.4. Primary teachers’ tasks
Speak fluentlySpeak fluently Be familiar with the vocabulary of the subject/topic/themeBe familiar with the vocabulary of the subject/topic/theme Express him/herself with simple vocabulary & grammarExpress him/herself with simple vocabulary & grammar Simplify or paraphrase new vocabulay and conceptsSimplify or paraphrase new vocabulay and concepts Understand textbooks for young learnersUnderstand textbooks for young learners Understand L2 CDs and DVDs Understand L2 CDs and DVDs Be familiar with semi-technical vocabularyBe familiar with semi-technical vocabulary Know simple grammatical constructionsKnow simple grammatical constructions Identify constructions appropriate for young learnersIdentify constructions appropriate for young learners Understand written texts dealing with specific Understand written texts dealing with specific
subjects/topics subjects/topics Know how to write working sheetsKnow how to write working sheets Simplify written texts for learnersSimplify written texts for learners Add more yourselves……Add more yourselves……
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3.1.5.Secondary teachers’ tasks
Speak fluentlySpeak fluently Write/spell correctlyWrite/spell correctly Simplify new terminology/ paraphrase conceptsSimplify new terminology/ paraphrase concepts Create working sheetsCreate working sheets Understand specialised written textsUnderstand specialised written texts Be familiar with specific or technical vocabularyBe familiar with specific or technical vocabulary Write instructions on the blackboard/computer… Write instructions on the blackboard/computer… Understand L2 CDs, DVDsUnderstand L2 CDs, DVDs Understand students’ attempts at speaking using the L2Understand students’ attempts at speaking using the L2 Know the L2 grammar and correct the students’ oneKnow the L2 grammar and correct the students’ one Identify essential structures and ask support to the L2 specialistIdentify essential structures and ask support to the L2 specialist Hand out partly-written sheets with a format to fill inHand out partly-written sheets with a format to fill in Add more yourselves…Add more yourselves…
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3.1.6. Characteristics of successful CLIL programs
1. Use the L2 at least for part of 1. Use the L2 at least for part of the contents (including the the contents (including the evaluation process)evaluation process)
2. Select ‘specialist’ teachers (1) 2. Select ‘specialist’ teachers (1) with a higher level of with a higher level of linguistic competence (2)linguistic competence (2)
3. Foster visits/exchanges with 3. Foster visits/exchanges with the L2 communitythe L2 community
4. Create and mantain a positive 4. Create and mantain a positive attitude to both languagesattitude to both languages
5. Start early (???)5. Start early (???)
High Economic and High Economic and personnel resourcespersonnel resources
¿?¿?LEARNING OF TWO LEARNING OF TWO
LANGUAGES A THE LANGUAGES A THE COST OF LEAVING COST OF LEAVING
BEHIND OR BEHIND OR REDUCING OTHER REDUCING OTHER
CONTENTS CONTENTS
Task: reading (Langé, 2002)
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3.2. CLIL Techniques & activities3.2. CLIL Techniques & activities
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3.2.1.Techniques for Primary teaching
Material:Material: interesting, estimulating, visual and more exagerated interesting, estimulating, visual and more exagerated Vocabulary:Vocabulary: show it before and/or give paralinguistic or show it before and/or give paralinguistic or
situational cluessituational clues
Presenting materialPresenting material o Active (Total Physical Response)Active (Total Physical Response)o Concrete (lots of illustrations)Concrete (lots of illustrations)o Mime/gestureMime/gestureo Repetition/redundancyRepetition/redundancy
Emphasis on receptive skillsEmphasis on receptive skills (listening & reading)(listening & reading)
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3.2.2. Techniques for secondary teaching More complex topics/themes More complex topics/themes
More reading and writingMore reading and writing Students face denser/deeper textsStudents face denser/deeper texts
SOLUTIONSSOLUTIONS Carefully structured tasksCarefully structured tasks
Methodologically appropriate readings (before/while…): Methodologically appropriate readings (before/while…): work the sub-skills (skimming, scanning…)work the sub-skills (skimming, scanning…)
Glossary with vocabulary. Hand it out before the taskGlossary with vocabulary. Hand it out before the task Use material with a lot of visual support, or adapt it visually Use material with a lot of visual support, or adapt it visually
(graphics, charts, maps, conceptual schemas…)(graphics, charts, maps, conceptual schemas…) Facilitate written models giving useful functions, grammar, Facilitate written models giving useful functions, grammar,
expressions, etc: controlled writingexpressions, etc: controlled writing Check whether the lesson is being understoodCheck whether the lesson is being understood
Use paraphrase and be redundantUse paraphrase and be redundant Emphasize receptive skills (Listening & reading)Emphasize receptive skills (Listening & reading)
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3.2.3. Examples3.2.3. Examples
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3.3. Resources (1) Any subject: www.Any subject: www.
oup.com/elt/teacher/rbtoup.com/elt/teacher/rbthowstuffworks.comhowstuffworks.comletts-education.comletts-education.combiography.combiography.combbc.co.uk/schools/teachersbbc.co.uk/schools/teachersonestopenglish.comonestopenglish.comeuroclic.neteuroclic.netfactworld.infofactworld.infothinkquest.org/librarythinkquest.org/libraryteachersnetwork.orgteachersnetwork.orghomeworkelephant.co.ukhomeworkelephant.co.ukteacher.scholastic.comteacher.scholastic.comeducation.leeds.ac.ukeducation.leeds.ac.ukarmoredpenguin.comarmoredpenguin.com
iearn.org/iearn.org/abcteach.comabcteach.comwebquest.sdsu.eduwebquest.sdsu.eduprimaryresources.co.ukprimaryresources.co.uk
ArtArt::Impressionism.org/Impressionism.org/Poster-und-kunstdrucke.de/imagesPoster-und-kunstdrucke.de/images
Business StudiesBusiness StudiesBusinessweek.comBusinessweek.comHttp://news.bbc.co.ukHttp://news.bbc.co.uk
Design and TechnologyDesign and TechnologyDesign-technology.orgDesign-technology.org
Food TechnologyFood TechnologyFoodtech.org.uk/Foodtech.org.uk/Projectgcse.co.uk/food/Projectgcse.co.uk/food/
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3.3. Resources (2) Geography (www.)Geography (www.)http://library.thinkquest.org/11922/habitats.htmdiscovery.com/exp/exp.htmlnationalgeographic.com/resources/nationalgeographic.com/resources/
ngo/education/ngo/education/ HistoryHistoryhistoryworld.nethistoryworld.nethistorytoday.comhistorytoday.combbc.co.uk/history/historic-figuresbbc.co.uk/history/historic-figuresSchoolHistory.co.ukSchoolHistory.co.uk LiteratureLiteraturebibliomania.com Mathematicsmathgoodies.comcut-the-knot.comallmath.commathworld.wolfram.com
Music (www.)Music (www.)::lyrics.comlyrics.comReggaefusion.comReggaefusion.comessentialsofmusic.com/composeressentialsofmusic.com/composer Physical Education Physical Education netfit.co.uknetfit.co.uk SciencesSciencesplanet-science.complanet-science.comphschool.com/science/planetdiary/archivephschool.com/science/planetdiary/archivehttp://whyfiles.org/http://whyfiles.org/Scienceacross.orgScienceacross.orgbbc.co.uk/science/spacebbc.co.uk/science/spacespartechsoftware.com/reeko/spartechsoftware.com/reeko/schoolscience.co.ukschoolscience.co.ukwastewatch.comwastewatch.com
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3.3. Resources: theory on CLIL (3)
(http://www.)(http://www.)
ub.es/filoan/CLIL.html
ecsu.ctstateu.edu/depts/edu/ecsu.ctstateu.edu/depts/edu/textbooks/bilingual.htmltextbooks/bilingual.html
euroclic.neteuroclic.net
http://lada.fil.ub.es/Angles/Milanohttp://lada.fil.ub.es/Angles/Milano//
bilingualeducation.org/bilingualeducation.org/
Euroclic.net/english/english.htmEuroclic.net/english/english.htm
tieclil.orgtieclil.org
nabe.org/nabe.org/
ncbe.gwu.edu/ncbe.gwu.edu/
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3.4. The situation in Spain:the case of Catalonia
Task: reading (lange, 2002:**)Task: reading (lange, 2002:**)
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3.4. The case of Andalucia
Task: individual/group presentationsTask: individual/group presentations
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Summary
DECISIONSDECISIONS Starting ageStarting age Percentage of teaching hoursPercentage of teaching hours Classroom ratioClassroom ratio Teachers: proficiency levelTeachers: proficiency level Total/partial immersion…Total/partial immersion… Subjects/contents using the L2Subjects/contents using the L2 Materials & methodologyMaterials & methodology Type of evaluation and Type of evaluation and
language of/under evaluationlanguage of/under evaluation
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5. Conclusions??5. Conclusions??
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Except for pathological cases and cases of extreme social deprivation, human beings can learn more than one L1 (...) they can add additional ones throughout their entire lifespan (...) they can forget languages and relearn them. From the biological point of view, the language learning abilities of humans are not restricted in any principled way as to (a) the number of languages that can be learned (b) the types of languages and the kinds of linguistic structures that can be acquired (c) any age ranges during which this has to happen and (d) the learning situations, as long as sufficient language input is available (Wode, 1994:326-7).
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4. References (1)4. References (1)Berk, L. 1991. Berk, L. 1991. Child DevelopmentChild Development. London: Allyn and Bacon.. London: Allyn and Bacon.Cenoz, J. & J. Perales. Cenoz, J. & J. Perales. 2000. “Las variables contextuales y el efecto de la 2000. “Las variables contextuales y el efecto de la instrucción en la adquisición de segundas lenguas”. In C. Muñoz, C. (ed.) instrucción en la adquisición de segundas lenguas”. In C. Muñoz, C. (ed.) Segundas lenguasSegundas lenguas. Barcelona: Ariel. 109-126.. Barcelona: Ariel. 109-126.Deller, S. & C. Price. 2007. Deller, S. & C. Price. 2007. Teaching Other Subjects Through English.Teaching Other Subjects Through English. Oxford: Oxford University Press.Oxford: Oxford University Press.Echevarría, J., M.E. Vogt & D. Short. 2007. Echevarría, J., M.E. Vogt & D. Short. 2007. Making Content Making Content Comprehensible for English Learners. The SIOP Model.Comprehensible for English Learners. The SIOP Model. London: Allyn and London: Allyn and Bacon.Bacon.Gómez Parra, E & Roldán Tapia, A. 2004. ‘Language learning and Gómez Parra, E & Roldán Tapia, A. 2004. ‘Language learning and acquisition. Theories and methods of teaching and learning’. In D. Madrid & acquisition. Theories and methods of teaching and learning’. In D. Madrid & N. McLaren: N. McLaren: TEFL in Primary EducationTEFL in Primary Education. Granada: Universidad de Granada. . Granada: Universidad de Granada. 73-101.73-101.Langé, G. 2002. Langé, G. 2002. TIE-CLIL Professional Development CourseTIE-CLIL Professional Development Course. Direzione . Direzione Regionale della Lombardia. Milan: Italy.Regionale della Lombardia. Milan: Italy.Ovando, C., M.C. Combs & V. Collier. 2006 (4th ed.) Ovando, C., M.C. Combs & V. Collier. 2006 (4th ed.) Bilingual & ESL Bilingual & ESL ClassroomsClassrooms. London: MCGraw Hill.. London: MCGraw Hill.Marinova-Todd,Marinova-Todd, SS.,., D. Marshall, D. Marshall, & & C. Snow C. Snow. 2000.. 2000. ““Three Misconceptions Three Misconceptions about Age and L2 Learningabout Age and L2 Learning””.. TESOLTESOL QuarterlyQuarterly, , 3434//11: : 9-349-34..
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4. References (2)4. References (2)
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