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Fostering multilingualism in the Basque Country
BILBAO STUDY VISIT 2013
Loli Iglesias
Bego Iturgaitz
BILBAO STUDY VISIT 2013
Agents and programmes in this process Country (Bego)
SPANISH
ENGLISHBASQUE
ASPANISH
BASQUE
ENGLISH
B
BASQUE
ENGLISHSPANISH
D
BILBAO STUDY VISIT 2013
STUDY VISIT: Bilbao, 23rd April 2012 – 27th April 2012
Immersion Program
Different subjects in English + Language
Language classes
Past. Present and Future
Language classes through topics and subject content
INEBI & BHINEBI(English subject: 3 hours per week)
MULTILINGUAL EXPERIENCE
TRILINGUAL FRAMEWORK
English as a foreign
language
International Schools
Content- driven Language- driven
BILBAO STUDY VISIT 2013
Preceding steps
1996: Plurilingual experience
3 Primary (P3) + 4 Secondary (S1) Schools
Agents in this process
Advisory centersberritzeguneak inspectorate
Institute of Research and Evaluation
Isei-ivei
PROFESSIONAL DEVELOPMENT-Training
-- Counselling
FOLLOW-UP-Check out initial -conditions and through out -the proces
ASSESSMENT
BILBAO STUDY VISIT 2013
Follow up and assessment
reflection on practice at seminars
Joint follow up of process by Berritzegunes and Inspectorate (initial conditions nº of hours) together with school committee
Initial/mid/final evaluation of students taking part in the project, by the Institute of Research & Evaluation
BILBAO STUDY VISIT 2013
Training and counselling
COURSES• GARATU• Talks on diverse topics closely
related to teachers' needs organised by Berritzegunes and delivered by experts
SEMINARS (by advisors from Berritzegunes)
o OBJECTIVESo ORGANIZATIONAL ISSUES
COUNSELLING AT SCHOOL (by advisors from Berritzegunes)
CONFERENCES ON LANGUAGE TEACHING PRACTICE (Berritzegunes)
BILBAO STUDY VISIT 2013
CLIL essentials in our context * Economical conditions: schools need sufficient funding for project implementing
* Organizational conditions:
Teachers need to be qualified to be CLIL practitioners. How?
The key lies in training and coordination. What for?
Among other goals, to plan and develop CLIL units
A successful CLIL lesson should combine elements of the 4 Cs (an example of a CLIL template using the 4 Cs) (an example of a CLIL Unit Checklist for the teacher)
Choose a limited number of subjects at Primary and at Secondary levels
BILBAO STUDY VISIT 2013
CLIL essentials in our context Learners need scaffolding while their language system is “under construction. Some examples:
Art at Secondary: language scaffolding
Science at Primary - the Photosynthesis
- Audiovisual scaffolding
- Visual scaffolding
- Activity
Science at Secondary- Making a food web
- Visual and linguistic scaffolding
In a CLIL lesson all language skills should be combined(support strategies for all skills)
Giving schools the possibility of choosing the subject(s) they will implement in English has both good and bad sidesBILBAO STUDY VISIT
2013
CLIL benefits in our contextCoordination between subject and language teachers is increasing
Teachers are sharing what they are doing with other teachers
CLIL is helping reduce the gap between school and society (through Web 2.0 tools and the use of authentic materials)
oWeb 2.0 tools are being included in CLIL contexts and thanks to them school is adapting to students’ reality outside the school
oLearner styles are being taken into account
oTeacher’s role is changingoLearner is becoming the protagonist of the learning process
BILBAO STUDY VISIT 2013
CLIL benefits in our context
Students’ motivation is increasing mainly due to the following reasons:
- Learner styles are being taken into account
- Authenticity is the basis of a CLIL classroom
- CLIL fosters active learning and cooperation
Learner is becoming the protagonist of the learning process and teacher’s role is changing
BILBAO STUDY VISIT 2013
“You live a new life for every new language you speak. If you know only one language, you live only once."
A Czech proverb
BILBAO STUDY VISIT 2013
BILBAO STUDY VISIT 2013
