Language and Society Conference€¦ · Critical perspectives in intercultural language learning Anthony J. Liddicoat, [email protected] University of Warwick ! Intercultural

Language and Society Conference

Bilingualism and Interculturality: Challenges, limits

and solutions UNED Madrid, Spain 29-30 November, 2018

Book of Abstracts (Compiled by Raymond Echitchi)

UNED, Senda del Rey, 7 28040 Madrid Spain

Copyright © 2018

All rights reserved. No part of this work may be reproduced, stored in retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior written permission of the Publisher.

Scientific Committee

Dr Christián Abello Contesse, Universidad de Sevilla, Spain Dr Thomai Alexiou, Aristotle University of Thessaloniki, Greece Dr Kate Beeching, University of the West of England, UK Dr Emma Dafouz Milne, Universidad Complutense de Madrid, Spain Dr María del Pilar García Mayo, Universidad del País Vasco, Spain Dr Marta Genis Pedra, Universidad Antonio de Nebrija, Spain Dr Cristina Isabelli-García, Gonzaga University, USA Dr Nils Langer, Europa-Universität Flensburg, Germany Dr Jim Lantolf, Penn State University, USA Dr Robert Lawson, Birmingham City University, UK Dr Cristóbal Lozano, Universidad de Granada, Spain Dr Ignacio Palacios, Universidad de Santiago de Compostela, Spain Dr María Dolores Pérez Murillo, Universidad Complutense de Madrid, Spain Dr Carmen Pérez Vidal, Universidad Pompeu Fabra, Spain Dr Rogelio Ponce de León, Universidade do Porto, Portugal Dr María del Mar Torreblanca López, Universidad de Sevilla, Spain

Organising Committee Dr Rubén Chacón Beltrán. Department of Foreign Languages and Linguistics, UNED. (coordinator) Dr Olga Borik. Department of Foreign Languages and Linguistics, UNED. Dr Raymond Echitchi. Department of Foreign Languages and Linguistics, UNED. Dr M. Ángeles Escobar. Department of Foreign Languages and Linguistics,UNED. Dr María García Lorenzo. Department of Foreign Languages and Linguistics, UNED. Dr Beatriz Pérez Cabello de Alba. Department of Foreign Languages and Linguistics, UNED. Dr Nuria Polo Cano. Department of Spanish Language and Linguistics, UNED. Dr Alicia San Mateo Valdehíta. Department of Spanish Language and Linguistics, UNED. Dr Inmaculada Senra Silva. Department of Foreign Languages and Linguistics, UNED.

Acknowledgements

Organising bodies and sponsors

Department of Foreign Languages and Linguistics, UNED

Department of Spanish Language and Linguistics, UNED

Con la participación de la Consejería de Educación, Juventud y Deporte de la Comunidad de Madrid y del Fondo Social Europeo mediante la Iniciativa de Empleo Juvenil (YEI), contrato postdoctoral PEJD-2017-POST/HUM-4689

1

Table of Contents

Introduction .................................................................................................................... 6 Plenary Sessions…………………..………………………………………………………….…..7 Critical perspectives in intercultural language learning

Anthony J. Liddicoat ................................................................................................................. 8 Bilingual Education in Minority Language Contexts ................................................. 9

Pádraig Ó Duibhir ..................................................................................................................... 9 Translanguaging Education: Critiquing language and bilingual education ... 10

Li Wei, [email protected] ........................................................................................................ 10 Oral Presentations….…………………………………………………………………………11 Literacy, a core skill in bilingual education: Reading to Learn for first and second language comprehension and writing across the curriculum

Aoife Kathleen Ahern, Isabel Blecua Sánchez, Isabel García Parejo, Rachel Whittaker .................................................................................................................................................. 12

English-‐Spanish bilinguals: What language teachers need to know about their students’ linguistic profiles

Irma Alarcon .......................................................................................................................... 14

The development of oral multilingual skills by means of a trilingual didactic sequence

Ana Aldekoa, Ibon Manterola, Itziar Idiazabal ................................................................ 16

Addressing Interculturality in a multilingual context: a web-‐based model for primary teacher development

Isabel Alonso-‐Belmonte, Maria Fernández-‐Agüero, Idoya Pérez-‐Martín .................... 18 El español como puente: hacia una escuela global, plurilingüe y multicultural

Albano De Alonso Paz, María del Cristo Rodríguez Gómez ............................................ 20

Language attrition in translingual and multimodal educational contexts: multilinguals' multicompetence

Juan Antonio Alonso Santillana ........................................................................................... 22

The effects of bilingual educational policies on teacher (de)motivation in Spain

Maite Amondarain Garrido .................................................................................................. 24 Impact of student emotions and attitudes in L2 Spanish and English/Spanish bilingual students in an American community college

Imelda Katherine Brady, Arancha Garcia Pinar ............................................................... 26

2

Bilingualism and interculturality in Canada: The more things change, the more they remain the same? Shawn Bullock, Cécile Sabatier ........................................................................................... 28

El contacto lingüístico en contextos migratorios: educación plurilingüe en Génova Daniela Carpani, Angela Maltoni ........................................................................................ 30

Whose English to teach in bilingual contexts?

Rubén Chacón Beltrán .......................................................................................................... 32 When bilingualism goes beyond one’s expectations: the learning of cognates amongst adult efl students Maria Lorena Colombo Lopez ............................................................................................. 34

French Immersion in Canada Fifty Years Later: Successes, Challenges and Current Issues Lesley Doell, Chantal Bourbonnais ..................................................................................... 36

Countering monoculturalism and constructing plurilithic interculturality in a glocal multicultural EU. The multifaceted challenge of bi/multilingual education

Salvatore Le Donne ............................................................................................................... 38 When colonial education overshadows ancestral heritage: An analysis of Cameroon’s system of education

Raymond Echitchi .................................................................................................................. 41 Doing CLIL in the science classroom: a critical sociolinguistic ethnography in La Mancha secondary schools Alicia Fernández Barrera ..................................................................................................... 43

The possibilities of elective bilingualism

Ovidio Garcia .......................................................................................................................... 45 Teaching communicative skills and accuracy elements through culture in the EFL classroom. A pedagogical proposal

Sara García Cuevas ................................................................................................................ 47 The role of mediation in bilingual education

Marta Genis ............................................................................................................................. 49 An inclusive development of bilingual programmes: students with specific learning differences

Fulgencio Hernández García ............................................................................................... 51 Creating a Translingual Curriculum at a Hispanic Serving Institution: Trials and Transformations Nicole Houser ......................................................................................................................... 53

Challenges of an Immersion Program, a Teacher’s Perspective

3

Sabrina Kalin Martinez ........................................................................................................ 55

An insight on semantic and pragmatic views in writing tasks Eri Kondo ................................................................................................................................ 57

Barriers to Teaching Interculturality in Algeria

Khadidja Kouicem, Amal Alouache ..................................................................................... 59 English Impact: The bilingual effect?

Mark Levy ................................................................................................................................ 61

Opinions versus research: challenging the myths about bilingual education and CLIL

Ana Llinares, Thomas Morton ............................................................................................. 63 Contenidos LGBTI en los libros de texto de inglés: una inclusión silenciada y necesaria

Esteban Francisco López Medina ........................................................................................ 65 Language growth and content learning achievement in bilingual school network in present Spain: results from a longitudinal study Francisco Lorenzo ................................................................................................................. 67

Retos y mitos sobre la crianza bilingüe español-‐inglés por no nativos

Laura Lozano Martínez ........................................................................................................ 69 Estudio piloto de cursos en línea AICLE para profesorado en Castilla y León

Mª Mercedes Marcos Morales .............................................................................................. 71

Gender differences in Social Science learning: a comparative study in bilingual and non-‐bilingual settings

Esther Nieto Moreno De Diezmas, Thomas Matthew Hill ............................................... 73 Bilingualism in secondary and tertiary education in Spain: analysis of the differences in aims, needs and implementation

Elena Orduna Nocito ............................................................................................................. 75 Making English Bilingual in non-‐native contexts through culture

Ana M. Pérez Cabello ............................................................................................................. 77

Gamification as a second language teaching method Ana Pérez Cabello, Carmen Ruiz Gutiérrez ....................................................................... 79

Mejora del rendimiento académico en lengua inglesa para primaria a través del método role learning

Elena Pérez Callejas .............................................................................................................. 81

Initial Teacher Education for CLIL: Developing intercultural competence through teacher collaboration

María Dolores Pérez Murillo, Katherine Sara Smith Souter ........................................... 83

4

Policing, appropriating and resisting communicative competence in Castilla-‐La Mancha bilingual schools’ teaching partnership David Poveda, Ana María Relaño Pastor ........................................................................... 85

Questioning Assumptions: Learning History through English in Spanish Secondary Education Elena del Pozo ........................................................................................................................ 87

Is CLIL beneficial for the acquisition of reference? A corpus-‐based study of L1 Spanish-‐L2 English Teresa Quesada, Cristóbal Lozano ...................................................................................... 88

Family Bilingualism: an English-‐Spanish case study in Madrid (Spain) Arancha Ruiz Martín ............................................................................................................. 90

An analysis of the communicative effectiveness of teacher discourse strategies in Spanish-‐ and English-‐medium instruction at university Davinia Sánchez García ........................................................................................................ 92

Bilingüismo en las aulas: un estudio de caso etnográfico en un centro de Sevilla

Raquel Sarmiento Alvarez .................................................................................................... 94

What we can learn from oral second language development during study abroad for bilingual education at home

Luzia Sauer ............................................................................................................................. 96

CLIL high school teachers in Spain: views, concerns and needs Inmaculada Senra Silva ........................................................................................................ 98

The teaching-‐learning of English and critical interculturality: a study of teacher narratives in Brazil

Josibel Silva, Marta Monteiro ............................................................................................... 99

Does knowledge predict acceptance of bilingual education in the Comunidad Autónoma de Madrid?

Thomas Somers .................................................................................................................... 101

CLIL and the quality of its criticism: a rejoinder Thomas Somers .................................................................................................................... 103

Culture outside the box Marie Alice Soriero .............................................................................................................. 104 Author Index..…………………………………………………………………………………….106

5

6

Introduction Over the last decade an array of bilingual programmes has been implemented in Spain and other European countries, each of them with different approaches and in different contexts. At the same time a number of conferences and research seminars have analysed the advances in and advantages of bilingual education regardless of cost. Despite the foregoing, few critical voices have been raised in academic contexts to analyse the real impact of bilingualism in schools and its repercussions for student and teacher needs as well as the school management challenge it creates. There is also a lack of correlation between what families know about bilingualism, what they think about bilingual education, and what they expect from bilingual programs. This conference attempts not only to analyse more deeply what we know about bilingualism and interculturality but also to stimulate alternatives to the well-documented weaknesses of bilingual education, which have so far been identified more often by the press than by academia. This conference will focus on the lack of development in oral communicative skills and the significance of teaching specialized and technical vocabulary in secondary education which, while useful for dealing with academic subjects, has little impact on general oral communication. The conference will also discuss the danger of not attaining adequate communicative skills in the first language, the absence of intercultural contents or aims, the inadequacy of teaching resources, etc.

This conference aims to be a forum for a critical analysis and discussion of the aforementioned weaknesses and the contributions found in this Book of Abstracts seek to provide alternatives which will help solve these and other problems.

Rubén Chacón Beltrán

7

Plenary Sessions

8

Critical perspectives in intercultural language learning Anthony J. Liddicoat, [email protected]

University of Warwick   Intercultural language teaching and learning is one manifestation of the critical turn in language education. Its critical dimension is characterised by a strong emphasis on self-reflexivity in both teaching and learning, and by a transformational agenda for language education (Liddicoat & Scarino, 2013). Within language education, the critical project requires that the focus of language learning is to develop social actors capable of using language repertoires in ways that provide for agency both over language (in the choices they make about how to use their language resources) and through language (in the social possibilities they realise for themselves through their language repertoires). Within such a view of education, critical reflection comes to play an important role. To consider language education in such a way requires reconceptualising some of the fundamental starting assumptions of language education, which provides a basis for creating new emphases in both theory and practice. This presentation begins by examining the nature of this reconceptualisation and then examines the consequences of such reconceptualising for teaching and learning. It examines one particular area of language – pragmatics – to exemplify the forms of learning involved in this manifestation of the critical turn in language education. Finally, it examines the role of reflection in learning pragmatics and its contribution to developing a critical perspective on language and culture.    November 29, 10:00-11:00, Room/ Salón de Actos Anthony J. Liddicoat is Professor in the Centre for Applied Linguistics at the University of Warwick and Adjunct Professor in the School of Communication, International Studies and Languages at the University of South Australia. His research interests include issues relating to the teaching and learning of intercultural capabilities in language education and language policy and planning. He is currently co-convenor of the AILA Research Network Intercultural mediation in language and culture teaching and learning/La médiation interculturelle en didactique des langues et des cultures and Executive Editor of Current Issues in Language Planning. His recent books include Language policy and planning in universities: Teaching, research and administration(2017, Routledge), Language-in-education policies: The discursive construction of intercultural relations (2013, Multilingual Matters) Intercultural language teaching and learning (with Angela Scarino, 2013, Wylie-Blackwell) Linguistics for intercultural education (with Fred Dervin, 2013, John Benjamins) Introduction to conversation analysis” (2011, Continuum).

9

Bilingual Education in Minority Language Contexts Pádraig Ó Duibhir, [email protected] Dublin City University Institute of Education

Much of the debate on bilingualism and interculturality has focused on the cultural and linguistic diversity of indigenous populations in regions such as South America. In Europe and North America, on the other hand, the educational rights of migrant children are emphasised. One group that has received less attention is the speakers of regional, minority or lesser-used languages. If intercultural bilingual education addresses culturally appropriate education for migrant and indigenous students, what educational approaches might best meet the needs of minority language students? The most distinctive differences between minority language speakers and their compatriots are often, on the surface at least, linguistic rather than cultural. This paper will address the linguistic needs of speakers of minority or lesser-used languages where English or Spanish predominate. In these contexts, minority language speakers seek to negotiate a bi- or pluri-lingual identity. The role of minority language education in supporting such an emerging identity is quite complex. Power, prestige and status lie with the dominant language and students may consider the minority language redundant with limited function. Recent translanguaging debates have caused considerable unease among minority language educators who fear further dilution of the minority language. Emerging evidence suggests that the school environment may not be the best context in which to shape teenagers’ bilingual identity because of its association with authority. November 30, 10:00-11:00, Room/ Salón de Actos Pádraig Ó Duibhir is Deputy Dean and Professor of Education, Dublin City University Institute of Education, Ireland. He has worked as an immersion teacher and now researches teacher education and second language teaching, with a particular interest in the teaching of Irish as a subject and as a medium of instruction.

10

Translanguaging Education: Critiquing language and bilingual education

Li Wei, [email protected] UCL Institute of Education, University College London (UCL), UK

This talk critiques some of the central issues of policy and practice in bilingual education, language education and education in general from a Translanguaging perspective. It emphasizes the importance of education as developing criticality in the learners and the co-construction of knowledge by the instructors and the learners together. The Translanguaging perspective aims to push and break boundaries of languages, cultures and education systems. In doing so, it transforms learning and the subjectivities of the learner. November 30, 17:00-18:00, Room/ Salón de Actos Li Wei is Chair of Applied Linguistics and Director of the Centre for Applied Linguistics at the UCL Institue of Education, University College London, UK. He is Fellow of the Academy of Social Sciences and Principal Editor of the International Journal of Bilingualism and Applied Linguistics Review. His recent publications include the prize winning book Translanguaging: Language, Bilingualism and Education, with Ofelia Garcia, and The Cambridge Handbook of Linguistic Multicompetence, with Vivian Cook.

11

Oral Presentations

12

Literacy, a core skill in bilingual education: Reading to Learn for first and second language comprehension and writing across the curriculum

Aoife Kathleen Ahern, UCM, [email protected] Isabel Blecua Sánchez, IES La Senda, [email protected] Isabel García Parejo, UCM, [email protected] Rachel Whittaker, UAM, [email protected] November 30, 15:30-16:00, Room/ Salón de Actos

One of the major challenges faced in education, now that the 21st century has ‘come of age’, is the development of students’ literacy in order to provide them with the means to actively participate in a society in which written language has become more crucial than ever before (OECD, 2002). Meanwhile, low language proficiency, particularly in reading comprehension, is the main cause of school failure and dropout (Beacco, 2017), which are at high rates in Spain (Fernández Enguita et al. 2010). This situation, together with the spread of Content and Language Integrated Learning (CLIL) programmes from the start of primary up to the university level, suggests that educational policy in Spain must incorporate urgent measures to guarantee that achievement in literacy skills can be raised for children and adolescent learners across the social spectrum. Students now need to acquire and develop disciplinary literacies (Coyle & Meyers, 2017). Pupils studying in more than one language are exposed to the different sets of genres through which each culture organizes the social activities enacted in education. A model which makes explicit the culture-‐specific conventions of texts which create knowledge in different fields and languages is that of the Sydney genre school (eg. Martin & Rose 2008).

In this talk we present a brief overview of an evidence-‐based approach to literacy pedagogy based on the notion of genre, Reading to Learn (R2L) (Rose 2010, Rose & Martin, 2012), and describe how it has been adopted in several secondary schools in Spain. The implementation of this genre-‐based approach to teaching and learning literacy across the school curriculum has emerged from the “Teacher Learning for European Literacy Education” Comenius project (Whittaker & García Parejo, 2018), which disseminated knowledge of the R2L approach in Europe. The approach is based on a systematic cycle, beginning with strongly scaffolded preparation of learners to enable them to develop deep comprehension, thanks to the teacher’s explicit guidance, of the meaning of a carefully-‐chosen model text; students can thereby adopt the meaning-‐making resources of professional authors and practise using them in their own writing, firstly under the teacher’s supervision, next in small peer groups and finally, independently. Whether R2L is applied to the students’ first or second languages, it provides carefully organised opportunities to develop reading comprehension and proficiency in writing across the school disciplines, together with meaningful use of listening and speaking. Some of the results of its implementation in Spanish CLIL contexts will be presented as a conclusion.

Beacco, J.C. (2017). Language in All Subjects: the Council of Europe’s perspective. European Journal of Applied Linguistics 5(2), 157-‐176.

13

Coyle, D. & O. Meyers (2017). Pluriliteracies Teaching for Learning: conceptualizing progression for deeper learning in literacies development. European Journal of Applied Linguistics 5(2), 199-‐222.

Fernández Enguita, M., L. Mena Martínez & J. Riviere Gómez. 2010. School failure and dropouts in Spain. Social Studies Collection 29, Obra Social La Caixa. https://multimedia.caixabank.es/lacaixa/ondemand/obrasocial/pdf/estudiossociales/vol29_en.pdf

Martin, J. R. & Rose, D. (2008). Genre relations: Mapping culture. London: Equinox.

Rose, D. (2010). “Reading to learn: Implementation and outcomes of the professional development program”. Report for the Western NSW Region. NSW Department of Education and Training. NSW, Australia.

Rose, D. & J. Martin (2012-‐2018). Learning to Write, Reading to Learn. Genre, Knowledge and Pedagogy in the Sydney School [Leer para aprender: Lectura y escritura en las áreas del currículo] London: Equinox. Madrid: Pirámide.

Organization for Economic Cooperation and Development (OECD) (2002). Reading for Change. Performance and Engagement across Countries. Executive Summary. Programme for International Student Assessment. Accessed online, July 2018, at http://www.oecd.org/education/school/programmeforinternationalstudentassessmentpisa/33690986.pdf

Whittaker, R. & García Parejo, I (2018). Teacher Learning for European Literacy Education (TeL4ELE): genre-‐based pedagogy in five European countries. European Journal of Applied Linguistics 6(1), 31-‐59.

14

English-Spanish bilinguals: What language teachers need to know about their students’ linguistic profiles

Irma Alarcon, Wake Forest University, [email protected] November 30, 15:00-15:30, Room/ Salón de Actos

This paper begins with a general introduction to the rapidly growing field of heritage languages (HL). Leading researchers, most notably Valdés (2005, 2006), Montrul (2013, 2015), and Lynch (2008), argue that few connections have been made between research on heritage language learning and second language acquisition. Since heritage Spanish speakers, or English-‐Spanish bilinguals, have become a substantial presence in the U.S., at all educational levels, including higher education, an emphasis on real world needs suggests that we take a closer look at their language development, and at their potential contributions to our understanding of first and second language acquisition processes (Ortega, 2005). Given that foreign language teachers often face, in the same classroom, both heritage speakers (early bilinguals) and second language learners (late bilinguals), understanding the nature of incomplete and interrupted acquisition, and of actual language loss, is a necessary component of an adequate conceptualization of the acquisition process. Consequently, the identification of the specific areas of language knowledge and processing abilities in which these early and late bilinguals converge and differ should inform all aspects of classroom practice, material development, and language program direction (Montrul, 2011).

I will first address key questions for understanding current issues in bilingual learning, including: What are HLs? Who are heritage speakers or early bilinguals? What do early bilingual linguistic systems look like? How does HL acquisition compare to first and second language acquisitions? With some preliminary answers to these questions, we can better address issues concerning the specific linguistic needs, motivations, and interests of early bilingual learners, and therefore design curricula more appropriate for them.

The biggest challenge for bilingual programs is to design curriculum that effectively helps learners to (re)acquire, develop, and maintain their language according to their specific sociolinguistic profiles and linguistic needs (Beaudrie & Ducar, 2005). Most existing goals and pedagogical practices, however, have proved inappropriate, and few Spanish departments have offered special courses to target early bilinguals’ real needs. Valdés et al. (2008) have suggested that a research agenda aimed at guiding the design of heritage language instruction should investigate, among other issues, the role of different types of instruction in learners’ implicit system restructuring. Consequently, the talk concludes by discussing findings on the effects of instruction on the linguistic development of early bilingual students (Potowski, Jegerski, & Morgan-‐Short, 2009; Montrul & Bowles, 2010).

Beaudrie, S., & Ducar, C. (2005). Beginning level university programs: Creating a space for all heritage language learners [online]. Heritage Language Journal, 3. Available: www.heritagelanguages.org

15

Lynch, A. (2008). The linguistic similarities of Spanish heritage and second language learners. Foreign Language Annals, 41(2), 252-‐281.

Montrul, S. (2015). The acquisition of heritage languages. Cambridge: Cambridge University Press.

Montrul, S. (2011). The linguistic competence of heritage speakers. Studies in Second Language Acquisition, 33, 155-‐161.

Montrul, S., de la Fuente, I., Davidson, J., & Foote, P. (2013). The role of experience in the acquisition and production of diminutives and gender in Spanish: Evidence from L2 learners and heritage speakers. Second Language Research, 29(1), 87-‐118.

Montrul, S. & Bowles, M. (2010). Is grammar instruction beneficial for heritage language learners? Heritage Language Journal, 7(3), 47-‐73.

Ortega, L. (2005). For what and for whom is our research? The ethical as transformative lens in instructed SLA. The Modern Language Journal, 89 (3), 427–443.

Potowski, K., Jegerski, J., & Morgan-‐Short, K. (2009). The effects of instruction on linguistic development in Spanish heritage language speakers. Language Learning, 59(3), 537-‐579.

Valdés, G. (2006). Making connections: Second language acquisition research and heritage language teaching. In R. Salaberry & B. Lafford (eds.), The art of teaching Spanish: Second language acquisition from research to praxis (pp. 193–212). Washington, DC: Georgetown University Press.

Valdés, G. (2005). Bilingualism, heritage language learners, and SLA research: Opportunities lost or seized? The Modern Language Journal, 89 (3), 410–426.

16

The development of oral multilingual skills by means of a trilingual didactic sequence

Ana Aldekoa, Universidad del Pais Vasco, [email protected] Ibon Manterola, Universidad del Pais Vasco, [email protected] Itziar Idiazabal, Universidad del Pais Vasco, [email protected] November 29, 15:30-16:00, Room/ Salón de Actos

The aim of this presentation is to show that teaching oral expository skills by means of a trilingual didactic sequence that integrates Basque, Spanish and English fosters multilingual development, inter-‐linguistic discursive transfer and sustainable translanguaging being relevant didactic resources (Cummins, 2008; Cenoz & Gorter, 2017). The promotion of multilingualism including a minority language such as Basque is a major specificity of the Basque educational system (Cenoz, 2009; Idiazabal et al., 2015), and the Integrated Teaching of Languages (ITL) is highlighted as a relevant approach for multilingual education both in the Basque and European contexts (Gobierno Vasco, 2015; Troncy, 2014).

The participants of our study are secondary school students whose linguistic repertoire includes Spanish L1, Basque L2 and English L3. They attend a Basque-‐medium multilingual school where English is also used as a language of instruction. Oral expository texts produced at the beginning and at the end of a didactic sequence by trilingual students constitute the empirical data of this study. Presentations were addressed to their school community as well as to a student exchange program. The texts produced by students, as well as the classroom activities carried out within the didactic sequence, combine Basque, Spanish and English.

In order to analyse the initial and final texts of students’ we followed text genre-‐based criteria as proposed by Dolz & Schneuwly (2016). The analysis includes the use of topic introducers in the three languages, the use of discourse resources in English to clarify the meaning of Basque words and finally, the use of past verb forms in English. Results show an overall development of students’ skills in all the three languages, even if we also identified some differences among the aspects analysed.

We will conclude that well-‐defined language alternation and integration, which in our case occur both in students’ initial and final productions and in the classroom activities, reflect a “planned” and sustainable translanguaging (Cenoz & Gorter, 2017). We will further argue that this kind of translanguaging fosters interlinguistic transfer, resulting in the development of students’ oral multilingual competence. Finally, we will discuss the theoretical complementarity between translanguaging and the Integrated Teaching of Languages.

Basque Government (2015) Decree 236/2015, by which the curriculum of basic education is established and implemented in the Basque Autonomous Community (15th of January 2016 EHAA).

17

Cenoz, J. (2009). Towards multilingual education: Basque educational research from an international perspective. Bristol: Multilingual Matters.

Cenoz, J. & Gorter, D. (2017). Minority languages and sustainable translanguaging: threat or opportunity?. Journal of Multilingual and Multicultural Development, 38(10), 901-‐912, DOI: 10.1080/01434632.2017.1284855.

Cummins J. (2008) Teaching for transfer: challenging the two solitudes assumption in bilingual education. In J. Cummins & N.H. Hornberger (Eds.), Encyclopedia of Language and Education. Bilingual Education. Vol. 5. New York: Springer.

Dolz, J. & Schneuwly, (1998/2016). Pour un enseignement de l'oral. Initiation aux genres formels à l'école. Paris: ESF.

Idiazabal, I., Manterola, I. & Díaz de Gereñu, L. (2015) Objetivos y recursos didácticos para la educación plurilingüe. In García Azkoaga, I. & Idiazabal, I. (eds.) Para una ingeniería didáctica de la educación plurilingüe. Euskal Herriko Unibertsitatea/Universidad del País Vasco.

Troncy C. (dir.) (2014). Didactique du Plurilinguisme. Approches Plurielles des Langues et des Cultures. Autour de Michel Candelier. Rennes: Presses Universitaires de Rennes.

18

Addressing Interculturality in a multilingual context: a web-based model for primary teacher development

Isabel Alonso-Belmonte, Universidad Autónoma de Madrid, [email protected] Maria Fernández-Agüero, Universidad Autónoma de Madrid, [email protected] Idoya Pérez-Martín, Castilla Primary School, [email protected] November 29, 16:30-17:00, Room: Salón de Actos

This paper presents a proposal for the development of intercultural communicative competence (ICC) -‐ or “the ability to interact effectively with people of cultures other than one’s own” (Byram, 2000: 297) -‐, in a multicultural bilingual state school in the Region of Madrid (Spain) and analyses its effectiveness in the context of English as a foreign language (FL) teaching. This proposal is part of a broader EU-‐funded project based on the design of a web-‐based modular in-‐service teacher training programme for FL teaching and its application in Primary schools (Erasmus+ K2 project SBATEYL): http://portal.sbateyl.org/. More specifically, we designed a theoretical on-‐line module on ICC for FL teaching based on the needs-‐analysis of 71 Primary teachers working in bilingual state schools in the Region of Madrid. Most of these teachers claimed to endorse intercultural teaching, although they struggled to prioritise intercultural teaching objectives in their EFL sessions (Young and Sachdev, 2011).

On the basis of this, we devised a set of communicative language activities in relation to the principles put forward in the module: experiential and conceptual learning, revisiting prior conceptions through the exposure to intercultural experiences and reflection on explicit cultural comparisons (McCloskey, 2012; Alonso Belmonte and Fernández Agüero, 2013, 2015). These activities were then put into practice in one class of year 5 (age 10) and another of year 6 (age 11) and evaluated by means of a classroom observation to gauge students’ satisfaction and ICC development. Results show an improvement in intercultural skills and especially, in students’ engagement. We believe this study may be of interest to teachers, trainers and other FL teaching professionals.

Alonso-‐Belmonte, I. and Fernández Agüero, M. (2015). Practical proposals for the development of intercultural communicative competence in EFL: what textbooks won't tell you. In M. B. Paradowski (Ed.), Productive Foreign Language Skills for an Intercultural World. A Guide (not only) for Teachers (pp. 163-‐178). Bern: Peter Lang.

Alonso-‐Belmonte, I. and Fernández-‐Agüero, M. (2013). Enseñar la competencia intercultural. In Y. Ruiz de Zarobe and M. L. Ruiz de Zarobe (eds.), Enseñar Hoy una Lengua Extranjera (pp. 182-‐220). London: Portal Education.

Byram, M. (Ed.) (2000). Routledge Encyclopaedia of Language Teaching and Learning. London: Routledge.

19

McCloskey, E. (2012). Global Teachers: A Model for Building Teachers' Intercultural Competence Online. Comunicar 19(38): 41-‐49. Retrieved on 24 Jun 2016 from: http://www.revistacomunicar.com/index.php?contenido=detalles&numero=38&articulo=3 8-‐2012-‐06

Young, T. J. and Sachdev, I. (2011). Intercultural communicative competence: Exploring English language teachers’ beliefs and practices. Language Awareness 20(2): 81-‐98.

20

El español como puente: hacia una escuela global, plurilingüe y multicultural

Albano De Alonso Paz, Consejería de Educación, [email protected] María del Cristo Rodríguez Gómez, Universidad de la Laguna, [email protected] November 29, 12:30-13:00, Room/Sala A

En los últimos años se ha extendido en la Red, sobre todo en el ámbito europeo, el uso de distintas plataformas educativas, como por ejemplo eTwinning, Connecting Classrooms, iEARN o Taking it Global for Educators. Dichas experiencias aúnan al profesorado y a centros escolares de distintos países en la realización de proyectos comunes. Sin embargo, esas acciones muchas veces no se consolidan con el paso del tiempo, y sus trabajos se diluyen con la lógica renovación del alumnado, el profesorado y los equipos directivos de los centros escolares. Dichas plataformas, además, utilizan preferentemente el inglés para fomentar una enseñanza plurilingüe, a pesar de la enorme expansión mundial que tienen las comunidades bilingües en donde el español es una lengua de intercambio de gran riqueza comunicativa.

Ante esta situación, el proyecto escolar “El español como puente” nace con dos objetivos: por un lado, descubrir qué metodologías exitosas de enseñanza de español como primera lengua pueden transferirse a aquellos contextos escolares cada vez más frecuentes en los que esta se enseña como segunda lengua, y viceversa. Por otro lado, construir una educación globalizada unida por el español y en la que participen instituciones escolares de todos los continentes que se planteen como ideario común la riqueza de la interacción del alumnado de otras lenguas nativas con hispanohablantes, todo ello como forma de potenciar la multiculturalidad y la mejora de la competencia lingüística, sobre todo en lo referente a las interacciones orales.

Los avances del proyecto, acciones, metas, horizontes y debilidades, serán algunos de los temas expuestos en el Congreso de la UNED “Bilingüismo e Interculturalidad: desafíos, límites y soluciones”, que se celebrará en Madrid a finales de noviembre de 2018. Será además el marco para presentar el trabajo común que se realiza desde un centro escolar de Tenerife (Islas Canarias, España) junto a centros escolares bilingües de países como Brasil, Marruecos, Reino Unido, India, Filipinas o Australia, que trabajan vinculados mediante diferentes herramientas lingüísticas y de comunicación digital.

Abdelilah-‐Bauer, B.; Manzano, P. (2007). El Desafío del bilingüismo: crecer y vivir hablando varios idiomas. Madrid: Ministerio de Educación y Ciencia, Secretaría General Técnica.

Instituto Cervantes (2017). El español: una lengua viva. Informe 2017, consultado en:https://cvc.cervantes.es/lengua/espanol_lengua_viva/pdf/espanol_lengua_viva_2017.pdf (10/07/2018).

21

Medina López, J. (2002). Lenguas en contacto. Cuadernos de lengua española, 47, Madrid: Arco / Libros.

Montrul, S. (2013). El bilingüismo en el mundo hispanohablante. Malden: John Wiley & Sons.

UNESCO (2015). Educación para la ciudadanía mundial. Temas y objetivos de aprendizaje. París: Ediciones UNESCO. Consultado en: http://unesdoc.unesco.org/images/0023/002338/233876S.pdf (10/07/2018).

UNESCO (2015). Replantear la educación. ¿Hacia un bien común mundial?. París: Ediciones UNESCO. Consultado en:

http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Santiago/pdf/replantear-‐educacion-‐ESP.pdf (10/07/2018).

22

Impact of student emotions and attitudes in L2 Spanish and English/Spanish bilingual students in an American community

college

Juan Antonio Alonso Santillana, Chattanooga State Community College, [email protected] November 29, 13:00-13:30, Room/ Salón de Actos

This presentation offers the preliminary quantitative results in a doctorate research work aimed at measuring the impact of student emotions and attitudes on SLA success at an American community college.

The working hypothesis is that attitudes towards Spanish speakers in the United States have an impact on the anxiety and enjoyment students feel in the SLA and bilingual classrooms, and these correlate (the first negatively, the second positively) with student success. However, instructors can intervene positively through global and cultural awareness instruction, as well as engaging classroom strategies, to improve attitudes, increase enjoyment and hence have a positive impact on student retention and success. The study is a mixed methods design, including a quantitative longitudinal study of how 70 community college students of Spanish fare in their journey through the Spanish program at Chattanooga State Community college, measuring success in terms of academic results and the enhancement of the comprehensibility of Spanish as a second language, and comparing these measurements with their previous attitudes towards the Spanish language and Spanish speakers, their general emotional well-‐being, and the emotions experienced in the SLA classroom, focusing on both negative emotions, such as anxiety, and positive emotions, such as enjoyment. This quantitative study will be followed by a qualitative study aimed at exploring further the contextual factors that influence the emotions described above, and the potential avenues to impact them positively.

The intended outcome of this research is to contribute to increasing success and retention in community college students of Spanish, by better understanding the emotional factors that influence it, and by developing instructor training that lays emphasis on skills that are not traditionally linked to teaching performance at this level, like emotional intelligence, classroom enjoyment, fostering a positive learning environment, etc.

Acheson, K.; Nelson, M. & Luna, K. (2015). Measuring the Impact of Instruction in Intercultural Communication on Secondary Spanish Learners’ Attitudes and Motivation. Foreign Language Annals, 48(2), p. 203-‐217.

De Smet, A.; Mettewie, L.; Galand, B.; Hiligsmann, P. & Van Mensel, L. (2018). Classroom anxiety and enjoyment in CLIL and non-‐CLIL: Does the target language matter? Studies in Second Language Learning and Teaching, 8(1), p. 47-‐71.

23

Dewaele, J.M.; MacIntyre, P. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), p. 237-‐274.

Pavelescu, L. M. & Petric, B. (In press). Love and enjoyment in context: Four case studies of adolescent EFL learners. Studies in Second Language Learning and Teaching, 8(1), p. 73-‐101.

Saito, L; Dewaele, J.M.; Abe, M. & In’nami, Yo (2018). Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-‐Sectional and Longitudinal Study. Language Learning, 00(0), p. 1-‐35.

24

Language attrition in translingual and multimodal educational

contexts: multilinguals' multicompetence

Maite Amondarain Garrido, Universidad Internacional de la Rioja, [email protected] November 29, 16:00-15:30, Room/Sala B

All bilinguals are subjected to first language (L1) alteration, because they do not use L1 or due to the influence of other dominant languages. The language acquisition process is characterised by a situation where, due to globalization, a foreign language may increasingly gain relevance, thus causing the isolation of the native language. This also leads to worries about bilinguals not attaining adequate communicative skills in the L1 (Cenoz & Gorter, 2017). However, the construction of meaning seems to be underpinned by the interchange of different modes that flow in social intercommunication (Kress, Jewitt, Ogborn, & Tsatsarelis, 2014).

The present review of previous research on translanguaging and multimodality leads us to comprehend the relationship between translanguaging and multimodality within the multicompetence perspective (MC). This describes language as a multisensory and multimodal semiotic system associated with other recognizable cognitive systems that cannot be separated (Wei, 2016).

The overriding concept of translanguaging (García & Wei, 2014) implies the integration of various languages in discourse. Furthermore, from the MC perspective, the use of different languages is understood as an acculturation process (Wei, 2016). Albeit the coexistence of various languages is the norm, their representation is uneven. This fact together with the impact of other languages on the L1 is what underlies language attrition. The supposition that bilingualism relates to the speaker's whole mind explains how the development also occurs within his/her entire linguistic repertoire (Bregtje & Schmid, 2016). Thus, translanguaging can be understood as a benefit for minoritised languages, protecting them by not isolating them from others (Otegui, García, & Reid, 2015). In this respect, Cenoz and Gorter (2017) pose some principles to achieve a sustainable translanguaging for regional minority languages.

This contribution tries to shed light on how our Translingual Instinct (Wei, 2018) as part of multimodality, within the MC perspective, may endow L1 communicative skills with the wealth of the whole communicative repertoire.

Bregtje, S. & Schmid, M. S. (2016). Language attrition and multicompetence. In V. Cook & L. Wei (Eds.), The Cambridge Handbook of Linguistic Multi-‐competence (pp. 338-‐354). Cambridge: Cambridge University Press.

Cenoz, J. & Gorter, D. (2017). Minority languages and sustainable translanguaging: threat or opportunity? Journal of Multilingual and Multicultural Development, 38(10), 901-‐902.

25

García, O. & Wei, L. (2014). Translanguaging: language, bilingualism and education. New York, NY: Palgrave Macmillan.

Kress G., Jewitt, C., Ogborn, J. & Tsatsarelis, C. (2014). Multimodal teaching and learning: The rhetorics of the science classroom (2nd ed.). New York: Bloomsbury Academic.

Otheguy, R., García, O. & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281-‐307.

Wei, L. (2016). Epilogue: Multi-‐competence and the Translanguaging Instinct. In V. Cook & L. Wei (Eds.), The Cambridge Handbook of Linguistic Multi-‐competence (pp. 198-‐215). Cambridge: Cambridge University Press.

Wei, L. (2018). Translanguaging as a Practical Theory of Language. Applied linguistics, 39(1), 9-‐30.

26

The effects of bilingual educational policies on teacher (de)motivation in Spain

Imelda Katherine Brady, Universidad Politécnica de Cartagena, [email protected] Arancha Garcia Pinar, Universidad Politécnica de Cartagena, [email protected] November 29, 13:00-13:30, Room/Sala B

Language teachers have not received excessive attention in the abundance of literature on language learning motivation, despite the fact that teacher motivation, according to Sahakyan, Lamb and Chambers (2018), affects teacher behaviour, which in turn impacts on learner motivation and achievement. These authors outline three major reasons for educational policy makers to pay more attention to language teacher wellbeing: a) that teachers have the power to inspire or demotivate learners b) teachers satisfaction and wellbeing ultimately affects their persistence in their employment and c) motivated teachers are more likely to support progressive educational reform as they search for ways to improve their practice. In this paper, we propose to explore the attitudes of bilingual English/Spanish teachers in Spain under the hypothesis that a lack of governmental support in the rush to implement the bilingual system in primary and secondary schools, has left the teacher figure struggling to cope with these extra professional linguistic and methodological demands.

From the above perspective, this paper presents and discusses information gathered from semi-‐structured interviews with 20 bilingual teachers from both primary and secondary education in the Region of Murcia and discusses the difficulties these teachers face in their work regarding in-‐service training in teaching methodologies, L2 skills development for the classroom and how these challenges affect teacher wellbeing and language teaching motivation. The interview data, analysed both manually and electronically (using Nvivo v10), is discussed through the dual perspective of Ideal and Ought L2 teaching selves, components of Zoltan Dörnyei’s (2005, 2009) L2 Motivation Self System as applied to language teachers’ possible selves or different visions of themselves as professionals (Dörnyei & Kubanyiova, 2014) and how these vision have changed according to their perceptions of the support they receive from their institutions and local authorities. In our discussion, we also look at the teaching context in terms of communities of practice (Kanno & Norton, 2003; Lantolf & Pavlenko, 2001), which are used to make reference to the circles these teachers move in and negotiate learning and professional progress through. Within this situated learning theory, advancement in knowledge is achieved as the individual progresses through differing contexts of situated learning and adapt to the changes that occur in our relations with others (peers, authority figures, experts, etc.) throughout this advancement.

Our data largely offers a picture of demotivated bilingual teachers professing, among other aspects, a lack of support in developing effective and realistic teaching materials for the bilingual classroom and feasible methodologies enabling

27

teachers to effectively integrate language and content in their classrooms, as well as a lack of time and finance for L2 development. In our discussion we attempt to delimit the areas and ways in which the participants feel policy makers and institutions could contribute more in order to improve bilingual teacher wellbeing and, ultimately, student wellbeing.

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.

Dörnyei, Z. (2009a). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-‐42). Bristol: Multilingual Matters.

Dörnyei, Z & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.

Kanno, Y. & Norton, B. (Eds.), (2003). Imagined communities and educational possiblities: Introduction. Journal of Language, Identity, and Education, 2(4), 241-‐249.

Lantolf, J. P., & Pavlenko, A. (2001). (S)econd (L)anguage (A)ctivity theory: Understanding second language learners as people. In M. Breen (Ed.) Learner contributions to language learning: New directions in research (pp. 141-‐158). London: Longman.

Kubanyiova, M. (2006). Developing a motivational teaching practice in EFL teachers in Slovakia: Challenges of promoting teacher change in EFL contexts. TESL-‐EJ, 10(2), 1-‐17.

Kubanyiova, M. (2009). Possible Selves in Language Teacher Development. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp.314-‐332). Bristol: Multilingual Matters.

Sahakyan, Lamb and Chambers (2018). Language Teacher Motivation: From the ideal to the feasible self. In Mercer, S. & Kostoulas, A. (eds)(2018) Language Teacher Psychology.

28

Bilingualism and interculturality in Canada: The more things change, the more they remain the same?

Shawn Bullock, University of Cambridge, [email protected] Cécile Sabatier, Simon Fraser University, [email protected] November 30, 12:00-12:30, Room/ Salón de Actos

A considerable amount of current educational research highlights the value of taking seriously the ways in which students might leverage their multilingual competencies in all kinds of learning environments (García et al., 2017; Cavalli et al., 2009). One might think that such research is soundly implemented in a country such as Canada, which has two official languages (French and English) and is well-‐known for developing some of the earliest immersion programs in the cultural upheaval of the 1960s (Swain & Lapkin, 1982, 2005). It is not – at least not in a consistent and coherent way across the country. Our presentation will draw attention to glaring inconsistencies in Canadian language education policy that undermine the professed values of a bilingual country. We further highlight that, despite strong federal policy around our two official languages, the fact that education is a power devolved to provinces has resulted in a significant variation in the ways in which language education is conceptualized and enacted.

Our unit of analysis will be the western-‐most province of British Columbia, which has just launched an ambitious new curriculum for all school subjects. Despite recommendations from a significant report prepared at the request of the provincial Ministry of Education (Sabatier et al, 2017a & b), French as a Second Language (FSL) still lacks a policy and, as a result, the education of future teachers of French lacks the coherence required to truly prepare future teachers for the inter-‐ and multi-‐ cultural realities of teaching and British Columbia. Although the recent curriculum reform represented a significant opportunity to develop new solutions for French Education with significant stakeholders it was, ultimately, a remix of well-‐trodden ideas that did little to incorporate recent research on multilingualism, plurilingualism, or interculturality.

One solution to this difficult state of affairs is, we believe, to conduct a socio-‐historical analysis of policies and initiatives around bilingual and intercultural education in Canada with a view to interpreting possible reasons that wide scale changes, of the kinds that researchers and francophone stakeholders would like to see, have not yet occurred. We believe that the current enthusiasm for multilingual approaches to education tends to lack a socio-‐historical perspective, a factor that is problematic in light of growing popular critiques of multilingual education motivated by a global rise in nationalist rhetoric (Beacco & Coste, 2018; Forlot, 2012; Maurer, 2011, 2012). Our paper draws from archival sources to examine policy documents, professional and academic journals, and public discourses found in newspapers to situate current debates that was crucial to the historical development of multilingual education within current debates (Cenoz & García, 2017; Dagenais, 2013; Cummins, 2008).

29

Beacco, J.-‐C. & Coste, D. (2018). L'éducation plurilingue et interculturelle. la perspective du conseil de l'Europe. Paris : Didier.

Cavalli, M. Coste, D., Crisan, A. & van de Ven, P.H. (2009). Plurilingual and intercultural education as a project. Languages in Education-‐Languages for Education. Language Policy Division. Council of Europe. Available on line : www.coe.int/lang

Cenoz, J. and García, O. (Eds.) (2017). Breaking away from the multilingual solitudes in language education: International perspectives. International Journal of Language, Identity and Education, 16(4).

Cummins, J. (2008). Teaching for Transfer: Challenging the Two Solitudes Assumption in Bilingual Education. In J. Cummins & N. Hornberger (Eds.) Encyclopedia of Language and Education Second Edition (pp. 65-‐75).

Dagenais, D. (2013). Multilingualism in Canada: Policy and Education in Applied Linguistics Research. Annual Review of Applied Linguistics, 33, 286-‐301.

Forlot, G. (2012). Critique de l’éducation plurilingue et interculturelle, ou comment ne pas se tromper de cible, Langage et société, 140, 105-‐114.

García, O., Johnson, S. & Seltzer, K. (2017). The Translanguaging classroom. Leveraging student bilingualism for learning. Philadelphia: Caslon.

Maurer, B. (2012). « Comment la critique d’un essai manque-‐t-‐elle sa cible ? », réponse à Gilles Forlot, Critique de l’éducation plurilingue et interculturelle, ou comment ne pas se tromper de cible, Langage et société, 142, p. 165-‐169.

Maurer, B. (2011). Enseignement des langues et construction européenne. Le plurilinguisme, nouvelle idéologie commune. Paris : Editions des archives contemporaines.

Sabatier, C., Spiliotopoulos, V. & Pajot, D. (2017A) (TRANS. S. M. Bullock & C. Sabatier). French as a Second Language Programs. Analysis of Pan-‐Canadian Language Education Policies – Interim Report. BC Ministry of Education.

Sabatier, C., Spiliotopoulos, V., Leger, R. & Pajot, D. (2017b) (trans. S. M. Bullock & C. Sabatier). French as a Second Language Education and British Columbia’s Second Language Education Policy – Final Report. BC Ministry of Education.

Swain, M., & Lapkin, S. (1982). Evaluating Bilingual Education: A Canadian case study. Clevedon, U.K.: Multilingual Matters.

Swain, M., & Lapkin, S. (2005). The evolving sociocultural context of immersion education in Canada: Some implications for program development. International Journal of Applied Linguistics, 15(2), 169-‐186.

30

El contacto lingüístico en contextos migratorios: educación plurilingüe en Génova

Daniela Carpani, UNIGE, [email protected] Angela Maltoni, Scuola Primaria-Genova, [email protected] November 29, 12:00-12:30, Room/Sala A

El contexto educativo genovés, caracterizado por una significativa presencia de alumnos hispanófonos a raiz de la inmigración masiva de contingentes provenientes de América Latina, ha constituido el focus de atención para las investigaciones etnográficas realizadas a partir de 2010 y terminadas en junio de 2015. En la ponencia se hablará sobre todo de la última fase de la colaboración entre Universidad y escuela, focalizando la atención sobre las actividades realizadas en el primer bienio de una clase piloto de primaria con currículo intercultural (2013/2015). El análisis del material recogido durante la investigación acción, confirma la importancia de fomentar la educación plurilingüe entendida no solo como valor, sino también como competencia. Sin embargo, las actividades basadas, como en nuestro caso, sobre los principios del language awarness o translanguaging, siguen despertando cierto recelo tanto por parte de algunos docentes como por las mismas familias quienes suelen valorar más el estudio de lenguas internacionales (multilingüismo) que las prácticas lingüísticas asociadas a los alumnos extranjeros presentes en el aula. Esto nos ha impulsado trabajar en la percepción y las actitudes sobre las lenguas de origen y sus variantes en la convicción de que se trata de un punto de partida imprescindible para que las competencias de los aprendices alófonos sean valoradas convenientemente y constituyan una sólida base en la construcción identitaria del individuo. La distinción entre lengua extranjera y “lengua inmigrada” se observa con mucha claridad en contextos de contacto linguístico por migración, como el genovés, donde las variantes americanas (en el caso que nos ocupa sobre todo ecuatoriana) se perciben como menos prestigiosas que el español peninsular. Se genera entonces un fenómeno de doble diglosia (Ariolfo 2013) entre el italiano y español peninsular vs variantes latinoamericanas, condicionando al individuo en su proceso de aprendizaje.

Huellas de este fenómeno se observan también entre los universitarios hispanohablantes como hemos podido experimentar a través de las entrevistas semisetructuradas suninistrada a 26 jóvenes hijos de la reagrupación familiar de los años 90. Sus palabras nos ayudarán a comparar la situación de política educativa de aquel entonces con la de hoy evidenciando las carencias de un sistema educativo que parece no estar del todo preparado para garantizar una educación incluyente y equitativa.

AAVV, Revista Internacional de Lingüística Iberoamericana , Lengua y migración en el mundo hispanohablante, volumen V, 2007.

Mariani, L. (2016). La sfida della competenza plurilingue, Amazon.

31

Moreno Fernández, F. (2012). Sociolingüística cognitiva. Proposiciones, escollos y debates, Madrid/Frankfurt an Main: Iberoamericana/Vervuert.

AAVV, Enseñar (lenguas) en contextos multilingües, Universidad del País Vasco, 2013.

AAVV, Language, Identity and Migration, Peter Lang, 2016.

AAVV, Lingue e Linguaggi, 25, 2018, http://siba-‐ese.unisalento.it

García O., Wei L, (2014). Language, bilingualism and education. New York: Palagrave Macmillan.

32

Whose English to teach in bilingual contexts?

Rubén Chacón Beltrán, UNED, [email protected] November 30, 9:00-9:30, Room/ Salón de Actos

English as a Lingua Franca (ELF) is now consistently being used as a means of communication in different domains on the international scene, particularly in the European context, and some recent research suggests that this is starting to be an object of linguistic enquiry (Seidlhofer, 2004). Parallel to this routine use of ELF in everyday intercultural communication worldwide, the varieties used in English Language Teaching are changing. In fact, due to globalisation, language learners are exposed to a wider range of varieties of English, including non-‐native varieties of English taught by non-‐native teachers.

Some studies (Jenkins, 2009) indicate that the use of ELF in teaching is gaining acceptance while other studies (Sowden, 2012; Shim, 2009; O’Regan, 2014) suggest there continues to be a reliance on a native speaker model in the field of English Language Teaching.

This presentation examines (i) the knowledge and linguistic awareness of Spanish EFL prospective teachers of English in bilingual schools, (ii) the underlying reasons for prospective teachers’ attitudes towards teaching a specific variety of English, and (iii) their beliefs, both as language learners themselves and also as future teachers who will eventually be spreading a specific linguistic model among their students. In this presentation I adopt an open-‐minded approach in relation to the issue of targeting ELF in schools as a linguistic model that may contain linguistic features from different geographical varieties of English. English, as a global language, is above all a means for intercultural communication that in terms of linguistic features can easily portray specific influences from different varieties that non-‐native teachers and EFL students accumulate throughout their lives. I argue that the ELF model is probably closer to the teaching-‐learning context, and more realistic than homogeneous linguistic models. Therefore, I suggest that communication should prevail over the teaching of specific geographical varieties or specific linguistic models, even in the context of bilingual education.

Jenkins, J. (2009). ‘English as a lingua franca: Interpretations and attitudes.’ World Englishes, 28(2), 200-‐207.

O’Regan, J. P. (2014). ‘English as a lingua franca: an immanent critique’. Applied Linguistics, 35(5), 533-‐552.

Seidlhofer, B. (2004). 10. ‘Research perspectives on teaching English as a lingua franca’. Annual Review of Applied Linguistics, 24, 209-‐239.

Shim, R. J. (2009). ‘Empowering EFL students through teaching World Englishes’ in B. Beaven (ed.) IATEFL 2008 Exeter Conference Selections. Canterbury: IaTEFL

33

Sowden, C. (2012). ‘ELF on a mushroom: the overnight growth in English as a Lingua Franca’. ELT Journal, 66(1), 89-‐96.

34

When bilingualism goes beyond one’s expectations: the learning of cognates amongst adult efl students

Maria Lorena Colombo Lopez, UNED, [email protected] November 30, 13:00-13:30, Room/Sala B

Learning a second language (L2) is sometimes perceived as a difficult, even impossible, task to complete by adult learners. This is especially the case of Spanish adult learners who resume their Secondary Education studies after having abandoned them for years.

Indeed, these learners are required to study English as a mandatory subject within the Adult Secondary Education Curriculum even if they have had little or no contact at all with the L2 before. Therefore, the establishment of a bilingual education program or the attainment of a high L2 proficiency is generally regarded as an impossible task to undertake by both educational authorities and teachers alike.

It is worth noting that although recent research suggests that age may not be responsible for hindering L2 learning (Singleton, 2005) due to adult learners’ use of cognitive and metacognitive skills, this is not the case of the above-‐mentioned students. In fact, explicit training in the recognition and conscious use of these abilities is advised if we want these learners to put them into practice throughout their learning process.

Therefore, having considered the context in which the teaching-‐learning of English as an L2 takes place in an Adult Education Centre, a pilot study was carried out in order to check whether or not the explicit teaching of Spanish-‐English cognate awareness could result in an improvement of learners’ lexical knowledge (Kroll et al., 2002) and, in turn, of their overall L2 performance (Alderson, 2005). Besides, autonomous learning was promoted thanks to the use of a Massive Online Open Course (MOOC) (Chacón-‐Beltrán, 2014; in press).

An experimental and a control group from the same adult education centre took X_Lex (Meara & Milton, 2003) before instruction. Meanwhile the control group continued with regular instruction, the experimental group received 14 weeks of teaching in cognate awareness as a learning strategy to apply throughout their English course. Along with this training, participants were guided to the self-‐study of 1,000 highly frequent English words drawn from the MOOC, among which cognates played a salient role, given the cross-‐linguistic similarities between Spanish and English.

Both groups completed X_Lex after the intervention period, with the experimental group outperforming the control group in the test scores. Therefore, as predicted by previous researchers in the topic (Dressler et al., 2011; Ringbom, 2007), explicit training in cognates fosters learners’ L2 lexical competence by assisting the learning of less-‐ proficient students, such as those enrolled in Adult Education.

35

Alderson, J.C. (2005). Diagnosing Foreign Language Proficiency: The interface between Learning and Assessment. London: Continuum.

Chacón-‐Beltrán, R. (2014). Massive online open courses and language learning: The case for a beginners’ English course. Procedia-‐Social and Behavioral Sciences 141, 242–246.

Chacón-‐Beltrán, R. (in press). Vocabulary learning strategies outside the classroom context: what adults learn in a technology-‐based learner-‐centred environment. The Language Learning Journal.

Dressler, C., Carlo, M.S., Snow, C., August D. & White C.(2011). Spanish speaking students’ use of cognate knowledge to infer the meaning of English words. Bilingualism: Language and Cognition 14(2), 1-‐18.

Kroll, J.F., Michael, E., Tokowicz, N. & Dufour, R. (2002). The development of lexical fluency as a second language. Second Language Research 18(2), 137-‐171.

Meara, P. & Milton, J. (2003). X_Lex: The Swansea Vocabulary Levels Test. Newbury: Express Publishing.

Ringbom, H. (2007). Cross-‐linguistic Similarity in Foreign Language Learning. Clevedon: Multilingual Matters.

Singleton, D. (2005). The Critical Period Hypothesis: A coat of many colours. International Review of Applied Linguistics in Language Teaching, 43, 269-‐285.

36

French Immersion in Canada Fifty Years Later: Successes, Challenges and Current Issues

Lesley Doell, Association Canadienne des Professionels de l’immersion, [email protected] Chantal Bourbonnais, Association Canadienne de Professionels de l’immersion, [email protected] November 30, 11:30-12:00, Room/ Salón de Actos

French Immersion is a form of bilingual education in which French as a second language is used to teach different subjects to all students in the same class (in Canada, they are generally anglophone). It is the teaching of different subjects in French as a second language. The goal is to ensure the acquisition of French through other disciplines rather than a classical language course. Immersion took root in the 1960’s in Quebec. The early program, which begins in preschool and continues to the end of schooling, is the most common model in Canada. Of all the models, it is the one that provides the greatest number of hours in French. It has proven itself: research and experience demonstrate the success of this program. Language learning is most effective when immersion is total during the early years. Research conducted in Canada over the last 40 years shows that students participating in a French immersion program are more successful in all types of French exams than those enrolled in a basic French program. Students in immersion programs are as successful in their studies, despite the presence of the second language, as students enrolled in an English program.

The growth in the number of French immersion students in Canada and the demand for the opening of new programs continue to grow even fifty years after its revolutionary creation. We will summarize the evolution of the program over the years. We will share the ups and downs of this well-‐entrenched curriculum in the Canadian education system.

We will explore several initiatives put in place to support French immersion teachers. We will present current issues such as the perception of an elite program, the place of allophones in the program, support for students with learning difficulties, attrition at the secondary level and the shortage of educators with high language skills. We will discuss the vision of the future of French immersion in Canada, which is more and more multilingual, and its place in a country with a policy of linguistic duality.

Arnett, K. et Bourgoin, R. (2017). Accès au succès. Pearson Education.

Association canadienne des professionnels de l’immersion (2018). Consultation pancanadienne: rapport final, www.acpi.ca

Conseil des ministres de l’éducation https://www.cmec.ca/298/L-‐education-‐au-‐Canada-‐-‐une-‐vue-‐d-‐ensemble/index.html

37

Éducation Manitoba http://www.edu.gov.mb.ca/m12/eval/langue_coeur/index.html

Genesee, Fred The Suitability of French Immersion for Students who are at Risk: A Review of Research Evidence, McGill University, http://www.psych.mcgill.ca/perpg/fac/genesee/Suitability%20of%20Immersion%20for%20At-‐Risk%20Students.pdf

Hayday, M. (2015). So They Want Us to Learn French: Promoting and Opposing Bilingualism in English-‐peaking Canada. UBC Press.

Jaumont, F. (2017). La révolution bilingue : le futur de l’éducation s’écrit en deux langues. TBR Books.

Lyster, R. (2007). Learning and Teaching Languages Through Content: A counterbalanced approach. John Benjamins Publishing Company.

Lyster, R. (2016). Vers une approche intégrée. Les Éditions CEC.

O’Brien, M. G. (2017). Literature Review on the Impact of Second-‐Language Learning, CASLT, ATA SLIC: Alberta Teachers’ Association: Second Language and Intercultural Council.

Roy, S. (2017). Guide de l’immersion française au Canada : Guide pratique de l’enseignement. Cheneliére.

Patrimoine Canada (2014-‐2015) https://www.canada.ca/fr/patrimoine-‐canadien/services/langues-‐officielles-‐bilinguisme/publications/rapport-‐annuel-‐2014-‐2015.html

38

Countering monoculturalism and constructing plurilithic interculturality in a glocal multicultural EU. The multifaceted

challenge of bi/multilingual education

Salvatore Le Donne, UNED, [email protected] November 30, 12:00-12:30, Room/Sala B

The real impact of bilingualism on schools, its repercussions on student and teacher needs and the challenge it poses to school management and families have not been thoroughly analysed and warrant a more critical commitment and the hands-‐on experience of scholars and specialists. The following points could be especially singled out for debate:

1. What forms of bilingual education could best counter the well-‐documented weaknesses of monolingual and monocultural education in our glocal society?

2. How can the EU member states better pool their know-‐how, advances and diverse experience in the design and implementation of intercultural bi/multilingual curricula?

Findings show that, in a number of EU state education systems, a long-‐standing tradition of monolingualism and inadequate number of foreign-‐language classes (e.g. three weekly hours in Italy on average) has yielded a lack of development in pupils’ oral communicative skills. In spite of English-‐mediated multimodal dominance and daily individual use, students still tend to look at language skills as knowledge of grammar rules and rote learning of specialized and technical vocabulary instrumental in passing exams, especially in secondary education. Devoting one out of three hours to specialized lexis inhibits general oral communication and the acquisition of a cross-‐cultural and intercultural outlook in language learning.

As a result of migration, EU schools now need to face an increasingly high number of multilingual and multicultural students in primary and secondary education. Ample research data show that monolingual/monocultural mainstreaming and submersion may cause children speaking migrant and/or minority languages not to attain adequate first-‐language communicative skills, with a relevant impact on their personality growth, academic development, professional opportunities and prospective integration as intercultural brokers.

In compliance with the Barcelona-‐2002 multilingual prescriptions and the principles of the “White Paper on Intercultural Dialogue” (7th May 2008), bi/multilingual programmes, especially the strong forms of immersion and dual language education, should be streamlined and mainstreamed to meet the multifarious needs of students, teachers and parents in the EU. In particular, this kind of education can advantageously tap English as a lingua franca for a real-‐world, holistic and plurilithic application of this medium to a variety of work and academic communities of practice across intercultural and intracultural settings.

39

Intercultural dialogue, intercultural plurilingual curricula and the development of intercultural competence among “[…] all pupils and teachers, regardless of their cultural backgrounds and identities […]”(Androussou, 1996), notably in the light of Cummins’ transformative model (2000b), can be instrumental in developing learners’ intercultural communicative competence (ICC), symbolic competence and intercultural awareness (ICA). It means much more than learning two or three languages, i.e. to get to know and interact with different cultural conventions, creeds, customs and rituals mediated by an additional language (or languages) used for instruction to break down societal and individual stereotypes and thus enhance intercultural sensitivity and tolerance in our time of impermanence and transformation.

My position is meant to provide a focus and stimulate critical thought for the purpose of a situated, even-‐handed and encompassing language ecology opening “[...] windows through which we are better able to see reality” (Natsoulas, 1993).

Androussou, A. (1996). An intercultural dimension in intercultural practice. In A. Vafea (coordinator), The Multicultural School: An Experience of Intercultural Education through Art (pp. 11-‐23). Athens: Nisos.

Baker, C. (2011). Foundations of Bilingual Education and Bilingualism, 5th edition. Bristol, UK, Tonawanda, NY, USA and North York, Ontario, Canada: Multilingual Matters /Channel View Publications.

Baker, W. (2016). Culture and Language in Intercultural Communication, English as a Lingua Franca and English Language Teaching: Points of Convergence and Conflict. In P. Holmes and F. Dervin The Cultural and Intercultural Dimensions of English as a Lingua Franca (pp.70-‐89). Bristol/Buffalo/Toronto: Multilingual Matters.

Coyle, D. (2008). CLIL: a pedagogical approach from the European perspective. In N. Van Deusen-‐Scholl and N.H. Hornberger (eds.) Encyclopedia of Language and Education, 2nd Edition, Volume 2: Second and Foreign Language Education. New York: Springer.

EU Council. Ministers of Foreign Affairs (7th May 2008) White Paper on Intercultural Dialogue, Living Together As Equals in Dignity. Retrieved from: http://www.coe.int/t/dg4/intercultural/Source/Pub_White_Paper/White%20Paper_final_revised_ EN.pdf

Eurydice (2006). Content and Language Integrated Learning (CLIL) at school in Europe. Brussels: Eurydice.

García, O. and Baker, C. (2007). Bilingual Education. An Introductory Reader. Clevedon, Avon, UK: Multilingual Matters.

García, O. (2013). From disglossia to transglossia: Bilingual and multilingual classrooms in the 21st century. In C. Abello-‐Contesse, P. M. Chandler, M. D. López-‐Jiménez, and R. Chacón-‐Beltrán (eds.).

40

Marsh, D. (2008). Language awareness and CLIL. In J. Cenoz and N.H. Hornberger (eds.) Encyclopedia of Language and Education, 2nd Edition, Volume 6: Knowledge about Language. New York: Springer.

Natsoulas, T. (1993). Perceiving, its component stream of perceptual experience, and Gibson’s ecological approach. Psychological Research, 55, 248-‐257.

Wenger, E. (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge and New York: Cambridge University Press.

41

When colonial education overshadows ancestral heritage: An analysis of Cameroon’s system of education

Raymond Echitchi, UNED, [email protected] November 30, 12:30-13:00, Room/ Salón de Actos

Cameroon is an African country whose complex linguistic and cultural situation has attracted a lot of interest from researchers. As a matter of fact, the country is home to between 247 and 250 ethnic groups (Echu, 2003; Kouega, 2008) and is characterised by great diversity, as far as language and culture are concerned (Biloa, 2006). In addition, Cameroon underwent a three-‐fold colonial experience, which further complicated the country’s linguistic and cultural situation. Therefore, language and culture have always been very important in Cameroon’s political, economic and educational environments. In fact, the latest political upheavals in the country’s English-‐speaking territory are the result of problems spanning from the presence of various layers of conflicting linguistic and cultural identities within the country.

From the early days of independence, decision makers in Cameroon have attempted to find a way to promote a peaceful coexistence between the various languages and cultures within the country. Nevertheless, they mostly encouraged the use the two colonial languages and cultures (Fonlon, 1963), which eventually gained the upper hand when it comes to education. This dominance of English and French in Cameroon’s education have definitely had positive effect such as opening the country to the world. Nonetheless, this situation has also contributed to the development and enforcement of two distinct identities in the country and the gradual extinction of identities that existed before the arrival of colonial masters. This paper therefore sets out to examine the reasons behind the overwhelming presence of European languages in Cameroon’s education and the consequences (be they positive or negative) of such domination. Finally, it attempts to provide solutions to the increasing problems underpinned by Cameroon’s emphasis on colonially inherited education. Claims made in this paper will be backed by a thorough description of Cameroon’s education system, an analysis of research works on Cameroon’s linguage situation and an observation of today’s linguistic and cultural dynamics in the country. The foregoing shall be complemented by the author’s first-‐hand experience and continuous contact with teachers and other educational stakeholders.

Biloa, E. (2006). Le Francais en Contact avec l’Anglais au Cameroun. Muenchen : Lincom-‐Europa

Echu, G. (2003). “Influence of Cameroonian Pidgin English on The linguistic and Cultural development of the French Language”. Paper presented at Cultures in Motions: The Africa Connection Conference, University of Tennesee, Knoxwill, Febuary 5-‐9.

42

Fochingong, C. (2005). Exploring the Politics of Identity and Ethnicity in State Reconstruction in Cameroon. Social Identities. 11(4), 363-‐380.

Fonlon, Bernard (1963): "A Case for Early Bilingualism''. ABBIA No. 4: 56-‐94.

Kouega, J.P. (2008). A Dictionary of Cameroon Pidgin Usage: Pronunciation, Grammar and Vocabulary. Munich: LINCOM.

Konings, P. and Nyamnjoh, F. (1997), The Anglophone Problem in Cameroon. The Journal of Modern African Studies. 35(2), 207-‐229.

Ngoh, V. (1999). The origins of the marginalisation of former Southern Cameroonians 1961-‐1966: A historical analysis. Journal of Third World Studies , XVI (1).

43

Doing CLIL in the science classroom: a critical sociolinguistic ethnography in La Mancha secondary schools

Alicia Fernández Barrera, Universidad de Castilla La-Mancha, [email protected] November 30, 9:00-9:30, Room/Sala A

This presentation discusses CLIL (Content and Language Integrated Learning) Science education in two prestigious bilingual (Spanish/English) schools in Castilla-‐La Mancha (Spain), a region which has undergone a significant transformation in the last two decades due to the urgent implementation of the ‘Bilingual or Plurilingual Projects’ under the provisions of the new Integral Plan of Foreign Language Teaching in Castilla-‐La Mancha (last amended in 2017).

Within the frame of neoliberalism and political economy, this paper examines how CLIL is accomplished in science classes by taking a critical sociolinguistic ethnography perspective (Copland and Creese, 2015; Heller, 2006, 2011; Heller and Martin-‐Jones, 2001; Martín Rojo, 2010; Patiño-‐Santos, 2012, 2016; Pérez-‐Milans, 2013; Rampton, 2006), with an analytical focus on talk-‐in-‐interaction. Drawing on Heller (2011), ethnography provides the lens to «discover how language works as situated social practice» (p. 10), understanding the concept of bilingualism as both ideology and practice. This empirical approach serves as the framework to reflect upon the pedagogical transformation of traditional core areas, such as science, and on the ideologies circulating among teachers in CLIL contexts regarding the way the teaching of Science is accomplished through English and what bilingual education means in these educational contexts. In addition, it contributes to comprehend the added value attributed to the English language, which is assumed to become a guarantor of intercultural awareness.

The data analysis will shed light on the role of languages in the process of meaning-‐making negotiation, that is, how science knowledge is constructed and comprehended through English as the medium of instruction, and how participation frameworks work in interaction to provide a holistic understanding of how bilingual programmes work in this region. From a CLIL perspective, this analysis will scrutinise CLIL teaching practices, that is, how teachers struggle to appropriate this methodology into the science classroom facing challenges and overcoming obstacles. Data come from CLIL science interactions in the 1st grade of Compulsory Secondary Education at two competing state-‐funded private bi/plurilingual schools (Spanish/English/French) in La Mancha City (pseudonym). Interactional data will be triangulated with semi-‐structured interviews conducted with teachers and coordinators involved in such programmes, as well as language planners and educational inspectors in the region. This approach will contribute to a better understanding of how situated classroom practices are tied to language ideologies and language-‐in-‐education policies in relation to wider social, political and economic processes serving the “global market of English” (Park and Wee, 2013). In addition, the critical voice adopted in this study will emphasize the real impact and consequences of these bilingual programmes for teachers, students and the school management, thus transforming the social order of each

44

educational site and bringing into play different tensions, dilemmas and challenges.

Copland, F., & Creese, A. (2015). Linguistic ethnography: Collecting, analysing and presenting data. London: SAGE.

Heller, M. (2011). Paths to post-‐nationalism: A critical ethnography of language and identity. Oxford: Oxford University Press.

Heller, M. (2006). Linguistic minorities and modernity a sociolinguistic ethnography. London: Longman.

Heller, M., & Martin-‐Jones, M. eds. (2001). Voices of authority: education and linguistic difference. Westport, Conn; London: Ablex Publishing.

Martín Rojo, L. (2010). Constructing inequality in multilingual classrooms. Berlin: De Gruyter Mouton..

Park, J. & Wee, L. (2013). Markets of English: Linguistic capital and language policy in a globalizing world. London & New York: Routledge.

Patiño-‐Santos, A. (2016). Etnografía y Sociolingüística. En Gutiérrez-‐Rexach, J. Enciclopedia de Lingüística Hispánica (pp. 53-‐62). Oxon/New York: Routledge.

Patiño-‐Santos, A. (2012). The discursive construction of school failure: A critical ethnographical sociolinguistics in a school in Madrid. Spanish in Context 8(2), 235-‐256.

Pérez-‐Milans, M. (2013). Urban schools and English language education in late modern China: A critical sociolinguistic ethnography. New York & London: Routledge.

Rampton, B. (2006). Language in Late Modernity. Interaction in an Urban School. Cambridge: Cambridge University Press.

45

The possibilities of elective bilingualism

Ovidio Garcia, UNED, [email protected] November 29, 18:00-18:30, Room/Sala B

“Elective bilingualism”, also known as “artificial” or “non-‐native” bilingualism, consists in raising a child using the OPOL (One Parent One Language) strategy, with both parents having the same mother language (L1) and at least one of them being proficient in a second language (L2), offering the possibility of rearing a bilingual child at home in monolingual societies.

This field is not completely new, albeit it is one with scarce background in terms of linguistic studies. Reasons for this may lie in the fact that bilingual education typically focuses on academic environments, i.e., at school, where most professionals of Second Language Acquisition (SLA) develop their activities. This is only natural, as linguists teach a language to earn a living and that is their main concern. Neverthless, there is one important aspect to take into account about language teachers and Linguistics scholars: apart from their professional lives, they have got a life of their own, and may have children. Thus, there is no reason why linguists could not aim at exercising their professional knowledge at their homestead for the benefit of, and in order to foster multiculturalism in, their children.

The possibilities and limits of elective bilingualism have not been explored in depth yet. Existing works in the field have but initiated a voyage into the unknown and there seems to be a whole world of possibilities regarding simultaneous, artificial, Bilingual First Language Acquisition (BFLA). By being able to bring up a child bilingually in monolingual societies, elective bilingualism can contribute to bridge a gap between the two cultures of the languages implied. A good starting point towards future projects would be to establish the possibilities and limitations of this discipline.

This presentation is based on an MA dissertation. This work is a qualitative research based on the longitudinal case study of the author’s daughter (a 3-‐year old toddler), being brought up under the conditions of elective bilingualism. Its aim is to determine whether elective bilingualism can or should look at the same desired end state as other forms of BFLA (such as, for example, bilingual upbringing of a child by parents from different language backgrounds). It also aims at finding out on the one hand whether elective bilingualism has got inherent limitations and should therefore follow a different approach; and on the other hand what elective bilingualism practices and techniques can yield better results.

Baker, C. (2011). Foundations of Bilingual Education and Bilingualism (5th edition). Multilingual Matters.

Baker, C. (2014). A Parents’ and Teachers’ Guide to Bilingualism (4th edition). Multilingual Matters. 2014.

46

De Houwer, A. (2009). Bilingual First Language Acquisition. Multilingual Matters.

Deucher, Margaret & Quay, S. (2000). Bilingual Acquisition, Theoretical Implications of a Case Study. Oxford University Press. New York.

Lightbown, Patsy M. et al. (2013). How languages are learned (Fourth Edition). Oxford: Oxford University Press.

-‐ Pearson, B. Z. (2008). Raising a Bilingual Child. New York: Living Language.

47

Teaching communicative skills and accuracy elements through culture in the EFL classroom. A pedagogical proposal

Sara García Cuevas, Centro Universitario Cardenal Cisneros, [email protected] November 30, 15:00-15:30, Room/Sala B

The bilingual education programme was implanted almost 15 years ago in some primary schools in Madrid, yet it appears that its implementation is still posing a number of difficulties. One of its main drawbacks at the moment appears to be that students in primary education tend to struggle to cope with the double challenge of bilingual education: learning concepts through the medium of a foreign language while learning that language at the same time (Halbach, 2012). Taking this situation into account, it seems plausible to suggest that there is a strong need to develop an appropriate methodology in bilingual primary education (Halbach, 2008). This methodology should provide students with the necessary linguistic tools and abilities to face the double challenge of bilingual education successfully. At the same time, if we are to prepare our students within a bilingual educational system and for a bilingual –or even multilingual-‐ world, the (inter)cultural component to learning languages cannot be disregarded. In fact, cultural aspects can be excellent tools for learning English as a foreign language, acting as motivating factors, and also as the bases for learning. Moreover, we should not forget that literature in the broad sense is intrinsically connected with culture. Similarly, literature and language are closely related to each other. Authors such as Paran (2008) and McRae (2008) strongly support this view of the language/literature interface. As a consequence, if culture, literature and language are inevitably entangled, we could say that texts related to cultural aspects of English speaking countries could be useful didactic tools to teach both communicative skills (listening, reading, writing, and speaking) and accuracy elements (grammar, vocabulary and pronunciation) in the EFL classroom in primary education. This could also spark the students’ interest in the cultures of the target language, and broaden their cultural awareness and appreciation of different cultures. This view of using literature to teach communicative skills and the language areas simultaneously is supported by researchers such as Hismanoglu (2005). The present pedagogical proposal aims at suggesting ways in which culture, through its representation in literature, can be used to teach English as a foreign language in primary education, thus providing students with invaluable tools to face the challenge of bilingual education while becoming culturally aware and open-‐minded.

Halbach, A. (2008). Una Metodología para la Enseñanza Bilingüe en la Etapa de Primaria. Revista de Educación, 346, 455-‐466.

Halbach, A. (2012). Adapting Content Subject Tasks for Bilingual Teaching. Encuentro. Revista de Investigación e Innovación en la Clase de Idiomas, 21, 34-‐41.

48

Hismanoglu, M. (2005). Teaching English through Literature. Journal of Language and Linguistic Studies, 1(1), 53-‐66.

McRae, J. (2008). What Is Language and What Is Literature? Are They the Same Question? An introduction to literature with a small ‘l’ and five skills English. FLuL, 37, 63-‐80.

Paran, A. (2008). The Role of Literature in Instructed Foreign Language Learning and Teaching: An Evidence-‐Based Survey. Language Teaching, 41(4), 465-‐496.

49

The role of mediation in bilingual education

Marta Genis, Universidad Nebrija, [email protected] November 29, 11:30-12:00, Room/ Salón de Actos

The Common European Framework has become a standard for language teaching and has been adopted as a reference tool for initiatives such as the European Qualifications Framework (EQF), Europass, or the European Indicator of Language Competence. However, in 2017, a provisional edition of the CEFR Companion Volume with New Descriptors was published as an extension of the original 2001 CEFR, aiming at updating and extending the descriptors to new areas of the CEFR for which no descriptors were provided before or for those underdeveloped.

The main focus was mediation, now not limited to the search for agreement in social relationships but considered essential for knowledge building. This new notion departs from the Vygotskian Sociocultural Theory which considers mediation as ‘”the central fact about human psychology” and establishes very important general principles for knowledge building and development such as: a) that learning precedes development; b) that knowledge is constructed primarily through semiotic mediation; c) that social interaction is the basis of all learning; d) that learning is a process in which skills and knowledge get transformed from the social into the cognitive level; and e) that the primary activity space in which learning occurs is the zone of proximal development (ZPD). Thus, learning is viewed as a mediated process, social in origin, but that becomes individual after linguistically mediated interaction between the child and more skilled members of society (parents, teachers and peers).

The importance of adults as linguistic and cultural mediators for children during their early years is universally acknowledged. Nevertheless, the teachers have traditionally been criticised (Dewey, Vygotsky, Piaget, Freire) as being mere transmitters of information to submissive and often uninterested students. As a consequence of the spread of Bilingual Education and the perception of Mediation as an interactive process in which participants are social agents negotiating and constructing new concepts and knowledge through the use of general and linguistic competences, it is essential that teachers in bilingual contexts become more responsive to its implications, i.e. they have to develop syllabuses containing the appropriate notions and functions for activities in real or virtual contexts in order to respond to their students’ needs. They need to foster constructive cross-‐cultural relationships, creating stress-‐free environments, promoting participation in cooperative activities (relational mediation), and they should keep students motivated, helping them understand concepts and internalize knowledge, providing feedback information and feedforward guidance (cognitive mediation).

Given the relevance of mediation in Education, and especially in Bilingual Language Teaching and Learning, it is worth examining the new descriptors for mediation to understand the ways in which mediation takes place, the types of mediation that exist and the linguistic contexts in which it appears.

50

Coste, D. & Cavalli, M. (2015). Education, mobility, otherness. The mediation functions of schools. Council of Europe.

Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR).

https://www.coe.int/en/web/common-‐european-‐framework-‐reference-‐languages

Council of Europe (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment Companion Volume with New Descriptors.

https://rm.coe.int/cefr-‐companion-‐volume-‐with-‐new-‐descriptors-‐2018/1680787989

Dewey, J. (1963). Experience and Education. New York: Macmillan Publishing Company.

Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum.

Lantolf, J. P. & Thorne, S.L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.

Piaget, J. (1964). Development and learning. In R. Ripple & V. Rockcastle (Eds.) Piaget rediscovered. Ithaca: Cornell University

Vygotsky, L. S. (1978). Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

51

An inclusive development of bilingual programmes: students with specific learning differences

Fulgencio Hernández García, CEIBas Arteaga, [email protected] November 30, 9:30-10:00, Room/ Salón de Actos

This presentation starts by describing a didactic guide (Hernández-‐García et al, 2018) focused on the inclusion of students with specific learning differences (SpLDs) in the EFL classes. The guide was elaborated by a team of 4 teachers and an educational psychologist in the Region of Murcia, Spain, as a solution to the lack of specific resources, guidelines and good practises for teachers, students and their families. SpLD students and their families may suffer a bad experience in the EFL classroom if EFL teachers do not have a clear understanding of their students’ main struggles and some specific teaching guidelines. One of the last studies to raise the alarm about this problem is the ONCE Foundation study (2018) which has analysed the educational network of three autonomous communities in Spain: Andalusia, Asturias and Madrid, the latter being a pioneer in the implementation of bilingualism, with more than 700 centres, 46% of the total educational offer with bilingual primary and secondary schools.

The ONCE study points out some specific problems regarding SpLD students inclusion in the EFL classroom, especially (i) predominant pedagogical approaches that do not include all the students; (ii) individual support measures that segregate the student from the main group, with the negative implications that it may cause: loss of opportunities for socialization and group learning; (iii) primacy of the textbook as the main resource in the classroom.

Under the above scenario, the objective of this paper is to explain how a multisensory approach can make EFL classes more inclusive (Kormos and Smith, 2012). Tánczos, Mónis and Wiwczaroski (2010) suggest that in language teaching, touch and movement are rarely applied and suggest the development of approaches that provide a multitude of stimuli. This presentation has linked the multisensory approach with the multiple intelligence theory (Gardner, 1983) to activate a greater variety of senses and intelligences in the EFL classroom. The toolbox proposed by Lazear (1991) has been adapted to offer several tasks that can avoid the primacy of one type of sense and intelligence in the teaching programmes designed by EFL teachers. We propose to identify the strongest senses and intelligences of the SpLD students in the classroom and provide tasks that include them and facilitate the teaching and learning of EFL contents of the curriculum in primary and secondary education.

Fundación ONCE (2018). Enseñanza bilingüe (español-‐inglés) y alumnado con discapacidad: Nuevas barreras y desafíos de inclusión. Fundación ONCE/Vía Libre.

Gardner, H. (1983). Frames of Mind. The Theory of Multiple Intelligences. New York: Basic Books.

52

Hernández-‐García, F., Hernández-‐Pallarés, L. A., Valencia-‐García, M. T., Ramírez-‐Lajarín, F. J., & Abril-‐López, M. (2018). Guía de Enseñanza del Inglés para Alumnos con Dislexia y otras Dificultades del Aprendizaje. Región de Murcia.

Kormos, J., y Smith, A. M. (2012). Teaching languages to learners with specific learning difficulties. Clevedon: Multilingual Matters.

Lazear, D. (1991). Seven Ways of Teaching: The Artistry of Teaching with Multiple Intelligences. Palatine, IL.: Skylight Publishing.

Tánczos, J., Mónos, K., & Wiwczaroskit, T. B. (2010). Principles and methods of teaching foreign languages to dyslexic learners. In English for Specific Purposes World. Available online at:

http://www.esp-‐world.info/articles_32/doc/wiwczaroski_2.pdf

53

Creating a Translingual Curriculum at a Hispanic Serving Institution: Trials and Transformations

Nicole Houser, Saint Peter’s University, [email protected] November 29, 11:30-12:00, Room/Sala A

One of the traditional weaknesses of bilingual education in the United States has been the predominance of subtractive over additive and dual-‐immersion programs due to the heavy influence of English-‐only ideologies. This trend in primary and secondary education fails to recognize, legitimize, and utilize linguistic diversity already in place in many communities. This practice then extends to higher education, where immigrant students classified as “heritage” language users of “foreign” languages take English courses as “ESL” (English as a Second Language) students (Leeman, 2015). However, recent developments in translanguaging theory and translingual pedagogy seek to blur these lines and encourage students to draw from their full linguistic repertoires to make meaning, moving beyond traditional language divisions that view a bilingual as “two monolinguals in one” (Otheguy, García, & Reid, 2015).

In this paper, I describe and reflect upon an ongoing curricular development project that infuses translingual teaching pedagogy into the undergraduate curriculum at a Hispanic Serving Institution (HSI) in the New York City Metropolitan Area in the United States. The plan, developed through a composition program designed for multilingual resident immigrant students, was created based on theories in translanguaging with the objectives of moving beyond an “English-‐Only” ideology and addressing the university’s goals of increasing global knowledge and engagement and enhancing intercultural skills by drawing on the rich linguistic and cultural diversity of the student population. Since the inception of this project in 2014, several curricular transformations have been achieved, most notably related to the inclusion of multilingual content, process, and products in the classroom. Overarching programmatic changes have proven to be more challenging at the institutional level as a result of university policy and tradition and discourses related to Standard English and English-‐only ideologies. After detailing the guiding principles, curricular achievements and challenges thus far, I will outline future plans as well as possibilities for this pilot program to serve as a prototype for other institutions. I finally will address the feasibility of the expansion of this type of programming and the potential to create curricular change on a larger scale.

García, Ofelia, Wei, Li. (2013). Translanguaging: Language, bilingualism, and education. New York, NY: Palgrave Macmillan UK.

García, O., & Kleyn, T. (Eds.). (2016). Translanguaging with multilingual students. New York, NY: Routledge.

Goldschmidt, Myra M., Ousey, Debbie Lamb. (2011). Teaching developmental immigrant students in undergraduate programs: A practical guide. Ann Arbor, MI: University of Michigan Press.

54

Leeman, J. (2015). Heritage language education and identity in the united states. Annual Review of Applied Linguistics, 35, 100-‐119. 10.1017/S0267190514000245 Retrieved from http://gateway.proquest.com/openurl?ctx_ver=Z39.88-‐2003&xri:pqil:res_ver=0.2&res_id=xri:ilcs-‐us&rft_id=xri:ilcs:rec:abell:R05331608

Matsuda, P. K. (2006). The myth of linguistic homogeneity in U. S. college composition. College English, 68(6), 637. Retrieved from http://gateway.proquest.com/openurl?ctx_ver=Z39.88-‐2003&xri:pqil:res_ver=0.2&res_id=xri:ilcs-‐us&rft_id=xri:ilcs:rec:abell:R03847043

Ortmeier-‐Hooper, C, Ruecker, T. (Ed.). (2017). Linguistically diverse immigrant and resident writers: Transitions from high school to college. New York, NY: Routledge.

Otheguy, R. García, O. & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281-‐307.

Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9-‐30.

55

Challenges of an Immersion Program, a Teacher’s Perspective

Sabrina Kalin Martinez, MCPS, [email protected] November 29, 12:00-12:30, Room/Sala B

A Spanish immersion program in a school district in the Washington DC Metropolitan area promotes bilingualism in Spanish and English starting in kindergarten (age 5). The current study aims to explore the challenges of this program, viewed from the teacher's perspective. Participants were 38 students (N=38) in 7th grade (age 12) in a Spanish Immersion Language class. Data were elicited by means of classroom observations and teacher's field notes. The results showed, firstly, that after 8 treatments administered every 4 weeks, 15% of the students couldn’t accurately use, within the indicative mood, simple and compound present and past tenses combined in rehearsed formal presentations. However, when it came to non-‐rehearsed oral exchanges, 70% couldn’t accurately use the same tenses. There it was, a conundrum. The students showed a lack of knowledge in basic Spanish tenses despite having been immersed in the language for seven years. The following rationale can be possible explanations regarding the challenges that lie within this immersion program. There is the same instructional content as taught in the English-‐speaking classes; however, the Immersion teachers have to translate the majority of their instructional materials. The authentic materials not being readily-‐available is a challenge noted by Mckinley and Thompson (2018). The difficulty in finding resources that are linguistically and developmentally appropriate for students is demonstrated by (Lapkin et al., 2006). The proper implementation of the teachers’ materials depends on their own proficiency in Spanish. There are a limited number of teachers who are native speakers; although it’s not possible to determine if their knowledge of the language is that of an academic level. These challenges related to teachers’ backgrounds are as the ones stated by Cervantes-‐Soon et al. (2017). Furthermore, there are other concerns that affect the quality of the Immersion program and student output. There are learning disabilities that are undetected because the academic struggles in one class may seem as lack of mastery of the content in another. Cheatham and Hart Barnett (2017) have stated that there should be collaboration across disciplines to help students who have learning disabilities be successful. The lack of vertical articulation between elementary and secondary schools can be detrimental. Challenges in the Spanish language can also suggest that students are struggling with their first language, English (Kormos, 2017). Nevertheless, all teachers need to be involved in order for students to succeed. Parents entrust the school system to teach their children the English and Spanish needed to become bilingual; however, parents need to understand that success in an Immersion program requires significant parent academic involvement (Ren, 2017). One final challenge that was noted, is the lack of opportunities for students to immerse themselves in authentic settings or communicate in Spanish freely with others, which are considerations that impede students in becoming bilingual in social and academic settings appropriate for their age group (Martín-‐Beltrán, 2017).

56

Cheatham, G. & Hart Barnett, J. (2017). Overcoming Common Misunderstandings About Students With Disabilities Who Are English Language Learners. Intervention in School and Clinic 53, 58-‐63. DOI: 10.1177/1053451216644819.

Cervantes-‐Soon, C., Dorner, L., Palmer, D. , Heiman, D., Schwerdtfeger, R. & Choi, J.. (2017). Combating Inequalities in Two-‐Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces. Review of Research in Education, 41, 403-‐427. DOI: 10.3102/0091732X17690120.

Kormos, J. (2017). The Effects of Specific Learning Difficulties on Processes of Multilingual Language Development. Annual Review of Applied Linguistics 37, 30-‐44. doi:10.1017/S026719051700006X

Lapkin, S., Mady, C., & Arnott, S. (2006). Preparing to profile the FSL teacher in Canada 2005-‐2006: A literature review. Toronto: Modern Language Centre, Ontario Institute for Studies in Education.

Martin-‐Beltrán, M. (2017). Exploring Peer Interaction Among Multilingual Youth: New Possibilities and Challenges for Language and Literacy Learning, International Multilingual Research Journal 11:3, 131-‐136, DOI: 10.1080/19313152.2017.1328968

Ren, X. (2017). Parents’ Perceptions of Chinese Immersion Programs in Minnesota. Culminating Projects in Education Administration and Leadership 36, http://repository.stcloudstate.edu/edad_etds/36

Thompson, G. & Mckinley, J. (2018). Integration of Content and Language Learning.

57

An insight on semantic and pragmatic views in writing tasks

Eri Kondo, Bihoku High School, [email protected] November 30, 16:30-17:00, Room/ Salón de Actos

This presentation reveals that Japanese leaners of English as a second language fail to effectively use their target language in writing tasks such as writing an email and a narrative story. This situation is caused by a limited knowledge of English syntax as well as flaws in semantic and pragmatic interpretation.

The writing tasks were given as homework to Japanese high school students, whose proficiency level was nearly B1. Though the students succeeded in conveying their messages, most of the messages were actually paraphrased. The phenomenon demonstrates that learners have an interlanguage, which seems to make them cognitively simplify messages. We also realized that, in addition to simplifying it, they did not always use the target language correctly. For instance, a learner wrote the sentence, “the restaurant is available” although he/she had been taught the sentence, “the restaurant is booked”, thus substituting the correct use of “booked” for “available”. In addition, a learner used the words “interesting” and “faithful”, after he/she had been taugh the words “fascinating” and “believable”. Then, this research suggests that learners capture words and phrases differently and individually. The word “book” means that someone carries out the act of reserving a place while “available” refers to a place being ready for use. This perspective change definitely leads to a pragmatic change too. Furthermore, the word “fascinating” defines something as extremely interesting, which is beyond the scope of the word “interesting”.

Thanks to these writing tasks we have gained an insight into learners thought patterns and needs when acquiring a language. This study suggests that we teachers should reconsider the way syntax, semantics, and pragmatic presupposition are taught, because the writing tasks clarified that learners do not master these aspects when writing. Therefore, teachers have the responsibility to evaluate grammatical and lexical accuracy in writing. This study also indicates that it might be better to teach language, quantification, reference, and presupposition from semantic and pragmatic perspectives.

Ellis, R. & Barkhuizen, G. (2005). Analysing learner language. Oxford: Oxford University Press.

Griffiths, P. & Cummins, C. (2017). An introduction to English semantics and pragmatics. Edinburgh: Edinburgh Univeristy Press.

Harley, B., Allen, P., Swain, M. & J. Cummings. 1990. The development of second language proficiency. Cambridge: Cambridge University Press.

Horn, L.R. & Kato, Y. (eds) (2000). Negation and polarity; syntactic and semantic perspectives. Oxford: Oxford University Press.

58

Kreidler, C. W. (2014). Introducing English semantics. New York: Routledge

Lakoff, G. (1971). On generative semantics. In D. Steinberg ed. Semantics. London: Cambridge University Press.

Long, M. (2015). Second language acquisition and task-‐based language teaching. Chichester: Wiley Blackwell.

Ortega, L. (2009). Understanding second language acquisition. London and New York: Routledge.

Peters, S. & Westerstahl, D. (2006). Quantifiers in language and logic. Oxford: Oxford University Press.

Venhuizen, N. J., Bos, J., Hendriks, P. & Brouwer, H. (2018). Discourse semantics with information structure. Journal of semantics 35(1): 127-‐169.

59

Barriers to Teaching Interculturality in Algeria Khadidja Kouicem, Constantine University, [email protected] Amal Alouache, Constantine University, [email protected] November 30, 13:00-13:30, Room/ Salón de Actos

It has long been assumed that culture and language learning are strongly linked to each other. Supporting this, Byram (1989) claimed that language is functionless without its proper cultural context. Intercultural teaching and learning have gained prominence in education, and have thus become an integral part of most national education policies. In foreign language classrooms in particular, students are expected to consider cultural otherness in order to promote their intercultural understanding. Brown (1994), on his part, claimed that one has to consider cultural differences in order to recognize openly that individuals are not alike around the world. To attain a high level of intercultural competence, teachers in Algeria have to prepare their students to acquire the ability to communicate in culturally convenient ways, while demonstrating appreciation and ensuring a spirit of openness and respect for others. Despite all the efforts devoted to developing the students’ intercultural competence, the outcome could not live up to the teachers’ expectations. This paper is meant, therefore, to focus on the hurdles and barriers which markedly restrict the teachers’ ability to broaden the students’ intercultural perspective. Actually, these challenges are addressed in order to contribute to developing innovative methods that efficiently prepare the students to embrace more cultural diversity. The current paper is based on an exclusive qualitative research method; it is a survey based on a four-‐year intercultural teaching experience, classroom observation and handling discussions with students.

Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.). Education for the intercultural experience (2nd ed.), (pp. 21-‐71). Yarmouth, ME: Intercultural Press.

Brown, H. D. (1994). Principles of language learning and teaching. The USA: Prentice Hall Regents.

Byram, M. (1989). Cultural studies in foreign language education. Clevedon: Multilingual Matters Ltd.

Byram, M. (2009). The intercultural speaker and the pedagogy of foreign language education. In D. K. Deardorff (Ed.), The sage handbook of intercultural competence. London: Sage.

Hinkel, E. (1999). Culture in second language teaching and learning. Cambridge: Cambridge Press University.

Hymes, D. (1972). On communicative competence. In J.B. pride and Holmes, J. (Eds) Sociolinguistics. Harmonstworth, England: Penguin Books.

60

Kramsch, C. (1995). The cultural component of language teaching. Language, Culture and Curriculum, 8(12), 83-‐92.

Kramsch, C. (1998). Language and culture. Oxford: Oxford University Press.

61

English Impact: The bilingual effect?

Mark Levy, British Council, [email protected] November 29, 12:00-12:30, Room/ Salón de Actos

Do bilingual programmes make a difference to students’ language learning outcomes? Is there an impact on motivation towards language learning? Might bilingual education also make a difference to levels of success between pupils from higher and lower socio-‐economic backgrounds?

Opponents of bilingual education programmes are quick to tell you that bilingual programmes either don’t work at all (i.e. the level of English doesn’t improve); and/or that they come at the cost of knowledge of other subjects (i.e. that students learn and know less science, geography, history, etc than their peers who study the same subject only in their L1); and/or that they are discriminatory and only favour the brightest or those from economically better-‐off families. Some opponents claim that all three of these criticisms are true! But when you leave aside anecdote and angry statements on social media, where is the evidence?

The British Council’s recent English Impact project which was carried out in the Comunidad de Madrid in 2017, is a ground-‐breaking study providing a reliable and comparable profile of English language capability amongst students in 4 ESO. The objective of this independent study was to collect and present reliable data on levels of English in Madrid and not to support or refute any of the arguments around bilingual education. However, the enormous amount of data collected does allow comparisons to be drawn between the language profiles of students in bilingual and non-‐bilingual schools, between females and males and between different socio-‐economic groups. Furthermore, the researchers involved have been able to develop valuable evidence-‐based insights into student motivation and language learning in bilingual and non-‐bilingual programmes.

This presentation will very briefly discuss the research methodology used in this benchmark study and will focus on sharing the key findings and the possible implications of these.

Carr, J and Pauwels, A. (2005) Boys and foreign language learning. Basingstoke: Palgrave Macmillan.

Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.

Dörnyei, Z. and Ushioda, E. (eds) (2009). Motivation, language identity and the L2 self. Bristol: Multilingual Matters.

Iwaniec, J. (2014) Motivation of pupils from southern Poland to learn English. System 45(1): 67–78. Available online at: http://doi. org/10.1016/j.system.2014.05.003

62

Kormos, J. and Kiddle, T. (2013). The role of socio-‐economic factors in motivation to learn English as a foreign language: The case of Chile. System 41(2): 399–412. Available online at: http://doi.org/10.1016/j.system.2013.03.006

O’Sullivan, B. (2015). Aptis test development approach. Aptis Technical Report, TR/2015/001. London: British Council.

Weir, C.J. (2005). Language Testing and Validation: an evidence-‐based approach.

63

Opinions versus research: challenging the myths about bilingual education and CLIL

Ana Llinares, Universidad Autónoma de Madrid, [email protected] Thomas Morton, Birkbeck, University of London, [email protected] November 29, 17:30-18:00, Room/ Salón de Actos

CLIL and bilingual education programs are growing in popularity around the world and have been the focus of applied linguistics research from a range of perspectives (Llinares & Morton, 2017). Perhaps due to this increasing popularity, there has been much debate and growing criticism of bilingual education in the media, particularly in Spain. Criticisms include doubts about the effectiveness of CLIL for the learning of academic content (Anghel et al., 2012; Fernández-‐Sanjurjo et al., 2017), among others. However, many of the assumptions underlying these criticisms lack a basis in solid research (Pérez-‐Cañado, 2016). Three particularly burning issues are the following: 1) Are students who have learnt academic content in the L2 able to write and talk about the same content in the L1?; 2) Are students motivated towards CLIL/bilingual education itself (as opposed to language learning motivation)? 3) Does streaming into different groups based on L2 competence have an effect on academic opportunities and success? Based on the outcomes of an ongoing longitudinal research project investigating students’ transition from primary to secondary bilingual schools in the Comunidad de Madrid (CAM), and drawing on Nikula et al.’s (2016) multidimensional approach to the understanding of content and language integration, in this session we address these three issues by exploring a) students’ academic language competence in English and Spanish, using Dalton-‐Puffer’s CDF model (Dalton-‐Puffer, 2013); b) their motivation towards learning school subjects in English; and c) their degree of participation in classroom interaction depending on the group in which they are streamed. Our findings present evidence of students’ achievements and areas for improvement in using both languages of instruction, their levels of motivation and anxiety in relation to learning academic content in English, and the patterns of participation in both streams in the bilingual education program. We argue that studies such as the present one, which combine cross-‐sectional, longitudinal, quantitative and qualitative data are necessary to ensure that public debate and educational policy in bilingual education are based on research evidence rather than what are often politically motivated assertions.

Anghel, B., Cabrales, A., Carro, J. M., & Centre for Economic Policy Research (Great Britain) (2012). Evaluating a bilingual education program in Spain: The impact beyond foreign language learning. London: Centre for Economic Policy Research.

Dalton-‐Puffer, C. (2013). A construct of cognitive discourse functions for conceptualising content-‐language integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1(2), 216-‐253.

Fernández-‐Sanjurjo, J., Fernández-‐Costales, A., & Arias Blanco, J. M. (2017). Analysing students’ content-‐learning in science in CLIL vs. non-‐CLIL

64

programmes: empirical evidence from Spain. International Journal of Bilingual Education and Bilingualism, 1–14.

Llinares, A., & Morton, T. (2017). Applied Linguistics Perspectives on CLIL. Amsterdam: John Benjamins.

Nikula, T., Dafouz, E., Moore, P., & Smit, U. (Eds.). (2016). Conceptualising integration in CLIL and multilingual education. Bristol: Multilingual Matters.

Pérez Cañado, M. L. (2016). From the CLIL craze to the CLIL conundrum: Addressing the current CLIL controversy. Bellaterra Journal of Teaching & Learning Language & Literature, 9(1), 9-‐31

65

Contenidos LGBTI en los libros de texto de inglés: una inclusión silenciada y necesaria

Esteban Francisco López Medina, Universidad Complutense de Madrid, [email protected] November 30, 9:30-10:00, Room/Sala A

Es indudable que la sociedad española ha cambiado en las últimas décadas y su actitud hacia la comunidad LGTBI es, en apariencia, tolerante. Un hito, hace trece años, fue la ley 13/2005 que aprobaba el matrimonio igualitario. Posteriormente, se han sancionado leyes a nivel autonómico contra la discriminación por orientación sexual, como la ley 3/2016 de la Comunidad de Madrid. Esta última comunidad incluso ha dado instrucciones para que en los centros escolares no universitarios se atienda a la identidad de género.

En este tiempo se ha insistido en la necesidad de la inclusión explícita del colectivo LGTBI en los libros de texto de asignaturas como Valores Éticos. Aunque se trata de una iniciativa loable, parece una visión sumamente reduccionista de la educación el que se plantee la necesidad de incluir dichos contenidos, que son de carácter transversal, solamente en disciplinas aisladas.

Actualmente, la diversidad de orientaciones sexuales no se refleja en la gran mayoría de las áreas de estudio y, menos aun, en los libros de texto que concretan sus respectivos programas. Esta invisibilización del colectivo LGTBI se presenta, pues, como un contenido significativo del currículum oculto. En consecuencia, se hace necesario estudiar este silencio en los libros escolares para que se pueda comenzar a visibilizar en el mundo académico de la escuela obligatoria lo que buena parte de la sociedad española ya ha normalizado.

La enseñanza bilingüe y la metodología CLIL son esencialmente transversales y, como tales, se presentan como una oportunidad privilegiada para materializar la inclusión de contenidos LGTBI en la educación. En concreto, los libros de texto de inglés se manifiestan como uno de los medios más idóneos para alcanzar la visibilidad de la diversidad sexogenérica en los materiales educativos.

A partir de la revisión bibliográfica del estado de la cuestión, la comunicación se basa en el concepto de currículum oculto y de la necesidad de todo colectivo social de contar con modelos con quienes identificarse. La triangulación de estas dos ideas y la constatación de la usencia de modelos LGTBI en los textos de estudio de lengua inglesa más utilizados en la escuela secundaria, fundamentan la urgencia de iniciar una investigación que concluya orientaciones para que los recursos educativos que materializan el currículum explícito sean más diversos e inclusivos.

Pichardo Galán, J. I., De Stéfano Barbero, M., Faure, J., Sáenz, M., & Williams Ramos, J. (2015). Abrazar la diversidad: propuestas para una educación libre de acoso homofóbico y transfóbico. Madrid: IMIO.

66

Sánchez Sáinz, M. (coord). (2009). Cómo educar en la diversidad afectivo-‐sexual en los centros escolares: orientaciones prácticas para la ESO. Madrid: Los Libros de la Catarata.

Sánchez Sáinz, M. (2011). Ideas para abordar la diversidad afectivo-‐sexual en el aula. Cuadernos de Pedagogía (414), 65-‐67.

Sunderland, J. (1994). Exploring Gender: Questions and Implications for English Language Education. New York: Prentice Hall.

Torres Santotomé, J. (1991). El currículum ocuto. Madrid: Morata.

67

Language growth and content learning achievement in bilingual school network in present Spain: results from a longitudinal

study Francisco Lorenzo, Universidad Pablo de Olavide, [email protected] November 30, 9:00-9:30, Room/Sala B

Academic language development can be clearly pinpointed in an evolutionary map of biliteracy as reflected in the texts produced by secondary students at a critical time for their development: early to mid-‐adolescence. Language frontiers in structure and functions, age constraints, different second language development rates and language deficits implying content learning deficits condition this development. In a bilingual setting. This study monitored longitudinally the stepwise development of the historical discourse of CLIL students, and will compare the results of History content in bilingual and monolingual schools based on results provided by national diagnostic tests in 4 ESO (pruebas de diagnóstico). The presentation will select a number of parameters which present significant gains concerning both L2 and historical content . The results which will be presented comprise two sets of data:

a) the evolution of complex language in bilingual schools as shown in History narratives on different topics of the History curriculum over the years in secondary schools. For this analysis we will provide results from Computerized Language Analysis (Coh-‐metrix). Results show evolution of structural and functional parameters, as well as a potential shift in style and genre. Results included advances in areas like fluency, syntactic complexity, syntactic density and text easability. The results point to a significant development in academic language in immersion conditions such as CLIL, EMI and other bilingual education systems

b)we will present some glimpses of research underway on the effects of bilingual teaching in History content in secondary schools, that the authors are engaged with alongside the regional administration in Andalusia (Spain). Results will determine if there exist differences in content learning in bilingual schools, a much-‐debated aspect in CLIL research now, for which there exist conflicting results.

This research is part of the I+D project BIMAP https://www1.upo.es/investiga/bimap/quienes-‐somos/

Dallinger, S., Jonkmann, K., Hollm, J. & Fiege, C. (2016). The effect of content and language integrated learning on students’ English and history competences. Killing two birds with one stone? Learning and Instruction 41, 23–31.

Dalton-‐Puffer, C. (2007). Discourse in Content-‐and-‐Language-‐Integrated Learning (CLIL) classrooms. Amsterdam: Benjamins.

Lorenzo, F. & Rodríguez, L. (2014). Onset and expansion of L2 cognitive academic language proficiency in bilingual settings: CALP in CLIL. System, 47, 64-‐72.

68

Lorenzo, F. (2013). Genre-‐based curricula: multilingual academic literacy in content and language integrated learning. International Journal of Bilingual Education and Bilingualism, 16(3), 375–388

Lorenzo, F., Moore, P. y Casal, S. (2011). On Complexity in Bilingual Research: The Causes, Effects, and Breadth of Content and Language Integrated Learning: a Reply to Bruton(2011). Applied Linguistics, 32(4), 450-‐455.

Lorenzo, F., Casal, S. & Moore P. (2010). The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project. Applied Linguistics, 31(3), 418-‐442..

Lorenzo, F. y Moore, P. (2009). European language policies in monolingual Southern Europe. European Journal of Language Policy, 2, 121-‐136.

Lorenzo, F. (2007). An analytical framework of language integration in L2-‐content based courses: the European dimension. Language and Education, 21 (VI), 503-‐516.

Lorenzo, F., Trujillo. F. y Vez, J. M. (2011). Educación Bilingüe. Madrid: Síntesis.

McNamara, D. S., Graesser, A., McCarthy, P. M. & Zhiqiang, C. (2014). Automated Evaluation of Text and Discourse with Coh-‐Metrix. Cambridge: Cambridge University Press.

Pérez, A., Lorenzo, F. & Pavón, V. (2016). European bilingual models beyond lingua franca. Key findings from CLIL French programs. Language Policy, 15(4). 485-‐504

69

Retos y mitos sobre la crianza bilingüe español-inglés por no nativos

Laura Lozano Martínez, UNED, [email protected] November 29, 17:30-18:00, Room/Sala B

El inglés ha acaparado indiscutiblemente el protagonismo como lingua franca en la mayoría de contextos internacionales. Los ciudadanos de este mundo globalizado necesitan perfiles multilingües que aumenten su empleabilidad (Baker, 2011) por lo que en España los programas de educación bilingüe enfocados al aprendizaje del inglés en las escuelas han brotado vertiginosamente en las últimas décadas para atender a la necesidad del alumnado al respecto (Lozano-‐Martínez, 2017). Las familias por su parte también quieren contribuir a dicho perfil multilingüe, por lo que no es extraño encontrar en diversos contextos padres y madres españoles hablando en inglés a sus hijos e hijas sin ser hablantes nativos de inglés. Así, la planificación lingüística familiar es de vital importancia en el desarrollo lingüístico del niño o la niña, las familias comienzan su planificación con sus bebés y a medida que éstos se socializan en otros ámbitos además del familiar se va debilitando la consciencia sobre el idioma extranjero (Zhao, 2018). Por tanto ¿cuáles son los retos que deben afrontar en su propósito? ¿Qué ideas preconcebidas o mitos les infunden suficiente temor a algunos para que desistan en su objetivo y abandonen o no lleguen a intentarlo? ¿Qué otros apoyos se necesitan o están disponibles para complementar un input basado en la estrategia ‘una persona-‐una lengua’ que según De Houwer (2007) no es suficiente? En este sentido, la búsqueda bibliográfica sobre bilingüismo en contextos familiares hace emerger libros y artículos basados principalmente en casos en los que al menos uno de los progenitores o cuidadores principales es nativo y trasmite su lengua a sus hijos e hijas, pero en cuanto a los no nativos que crían en una lengua que para ellos es extranjera a sus hijos con el objetivo de lograr que sean bilingües la bibliografía es escasa y relativamente reciente como Saunders (1988) o Jernigan (2015), más restringida aún si queremos encontrar estudios contextualizados en España como el de Sánchez Torres (2010), por ello es necesario investigar al respecto. Nuestra investigación pretende identificar los referidos retos y mitos, mediante un estudio mixto, con el objetivo de despejar semejantes incógnitas, comenzando con el pilotaje de un cuestionario a 18 familias que permita un análisis cuantitativo de los datos obtenidos y cuya interpretación se complete posteriormente con una parte cualitativa basada en entrevistas semi-‐estructuradas que permiten profundizar en ciertos aspectos.

Baker, C. (2011). Foundations of bilingual education and bilingualism (Vol. 79). Multilingual matters.

De Houwer, A. (2007). Parental language input patterns and children's bilingual use. Applied Psycholinguistics, 28(3), 411. Retrieved from https://search-‐proquest-‐com.ezproxy.uned.es/docview/200952255?accountid=14609

Jernigan, C. (2015). Family language learning: learn another language, raise bilingual children (Vol. 19). Multilingual Matters.

70

Lozano-‐Martínez, L. (2017). Los docentes en los programas de educación bilingüe en Cantabria. ELIA: Estudios de Lingüística Inglesa Aplicada, (17), 93-‐124.

Piller, I. (2001). Private language planning: The best of both worlds. Estudios de Sociolingüística, 2(1), 61-‐80.

Sánchez Torres, J. (2010). Aspectos de la planificación lingüística de familias bilingües español/inglés en Sevilla. Elia: Estudios de lingüística inglesa Aplicada, (10), 233-‐265.

Saunders, G. (1988). Bilingual Children: From Birth to Teens. Clevedon: Multilingual Matters.

Zhao, H. (2018). An overview of research on family language planning. Theory and Practice in Language Studies, 8(5), 528-‐532. doi:http://dx.doi.org.ezproxy.uned.es/10.17507/tpls.0805.11

71

Estudio piloto de cursos en línea AICLE para profesorado en Castilla y León

Mª Mercedes Marcos Morales, UNED, [email protected] November 29, 16:30-17:00, Room/Sala B

La proliferación de centros con secciones bilingües ha obligado al profesorado de Educación Infantil, Primaria y Secundaria a actualizar su metodología ante la nueva situación. Esta actualización se puede realizar a través de cursos ofertados por las instituciones implicadas. Aunque en Castilla y León haya centros bilingües de distintas lenguas, la inglesa es mayoritaria y los cursos propuestos están dirigidos por lo general hacia este profesorado. Nuestra finalidad con el estudio era conocer los objetivos tanto de la administración al ofertar los cursos en línea de formación como del profesorado que los realiza. La metodología utilizada para nuestra investigación fue mixta, realizándose una observación participante en un curso en línea sobre metodología AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras, CLIL en la denominación inglesa), elaborándose una serie de encuestas, que se añadían a otras ya proporcionadas por la administración, y estudiándose los resultados con todos los datos obtenidos. Este mismo proceso se realizó un segundo año con el mismo curso y nuevo profesorado: se estudiaron los resultados para poder realizar una mejora de la herramienta, calibrándola para poder aplicar una nueva encuesta. Para las conclusiones del estudio piloto que se presenta, solo se tendrán en cuenta los datos cuantitativos (el resto formará parte de un trabajo más amplio). Las conclusiones a las que se han llegado después de esos dos años son sorprendentes ya que a veces evidencian datos controvertidos, como pueden ser que la creación de una red de compañeros con los mismos objetivos o de la misma área no sea uno de los aspectos más valorados o que el grado de aprovechamiento individual sí lo sea dentro de los ítems proporcionados y, sin embargo, obtenga menos valoración en las encuestas que otros aspectos. Nuestra pretensión al desvelar estos resultados es que los objetivos de los cursos en cuestión se adecuen tanto a los de la administración como a los del profesorado que los realiza.

Coyle, D., Hood, P., y Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge, UK: Cambridge University Press.

Guadamillas Gómez, M.V., y Alcaraz Mármol, G. (2017). Legislación en enseñanza bilingüe: análisis en el marco de Educación Primaria en España, Multiarea, Revista de Didáctica, 9, 82-‐103.

Hernando Garijo, A., Hortigüela Alcalá, D., y Pérez Pueyo, A. (2018). Percepción de coordinadores de programas bilingües y docentes de Educación Física en inglés en secundaria sobre el proceso de implantación y desarrollo del bilingüismo en la Comunidad de Castilla y León, Retos, 33, 63-‐68.

Ortega Martín, J.L., Hughes, S.P., & Madrid D. (2018). Influencia de la política educativa de centro en la enseñanza bilingüe en España. Madrid: Ministerio de Educación y Ciencia.

72

Travé González, G. (2016). La enseñanza bilingüe en Andalucía. Un estudio a partir de las voces de los docentes. Revista electrónica de investigación y docencia (REID), 16, 51-‐74.

73

Gender differences in Social Science learning: a comparative study in bilingual and non-bilingual settings

Esther Nieto Moreno De Diezmas, Universidad de Castilla La-Mancha, [email protected] Thomas Matthew Hill, Universidad de Castilla La-Mancha, [email protected] November 30, 15:30-16:00, Room XX

Bilingual education has rapidly disseminated throughout Europe with the hope for it to be “the potential lynchpin to counter Europe’s deficient language standards” (Pérez Cañado and Ráez Padilla 2015). Therefore, Content and Language Integrated Learning (CLIL), emerges in this scene as a way of killing two birds with one stone (Dallinger et al. 2016), since it includes a foreign language (English, in most cases) as language of instruction, thus providing increased exposure to said language within school time. So, while students are learning Science, Music or Art, for example, they are becoming proficient in the target language.

However, behind this idyllic insight, this “evangelical picture” (Banegas 2011: 183) of bilingual education, there are contradictory narratives circulating which question not only the validity of these programmes to guarantee the learning of the subjects taught in English, but also the acquisition of the vehicular language (Bruton, 2015; Paran, 2013). In fact, there are still paramount aspects concerning CLIL implementation and outcomes which merit further research. One of these regards is the impact of CLIL on gender differences when learning non-‐linguistic disciplines in Spanish or in English.

Therefore, the objective of this research is to analyse how boys and girls acquire knowledge conveyed in the Social Science class, and compare their outcomes depending on the vehicular language: mother tongue (Spanish) versus foreign language (English). With this aim, 119 bilingual and non-‐bilingual primary school students took a Social Science test created ad hoc following the directives of the curriculum currently in force and including only the contents already taught in the involved schools.

Results were analysed using SPSS package. T-‐test showed statistically significant differences between girls and boys in favour of the latter when learning in their mother tongue, while no significant differences were found related to gender in CLIL settings, where the language of instruction was English. These findings suggest that CLIL methodology levels gender differences, probably due to female’s higher interest and motivation in foreign language learning (Kobayashi, 2002).

Although more research is needed to provide further information about this issue, this contribution opens an unexplored line of research and connects gender studies to the investigation of bilingualism and bilingual education.

Banegas, D. L. (2011). A Review of “CLIL: Content and Language Integrated Learning.” Language and Education, 25, 182-‐185.

74

Bruton, A. (2015). CLIL: Detail matters in the whole picture. More than a reply to J. Hüttner and U. Smit (2014). System 53, 119–128.

Dallinger, S., Jonkmann, K., Hollm, J & Fiege, C. (2016). The effect of content and language integrated learning on students’ English and history competences: Killing two birds with one stone? Learning and Instruction 41, 23-‐31

Kobayashi Y. (2002). The role of gender in foreign language learning attitudes: Japanese female students’ attitudes towards learning English. Gender and Education 14, 181-‐197.

Paran, A. (2013). Content and language integrated learning: Panacea or policy borrowing myth? Applied Linguistics Review 4(2), 317–342.

Pérez Cañado, M. L. & Ráez Padilla, J. (2015). Introduction and overview. In D. Marsh, M.L. Pérez Cañado & J. Ráez Padilla (Eds.), CLIL in action: Voices from the classroom (pp. 1-‐12). Newcastle upon Tyne: Cambridge Scholars Publishing.

75

Bilingualism in secondary and tertiary education in Spain: analysis of the differences in aims, needs and implementation Elena Orduna Nocito, Universidad Complutense de Madrid, [email protected] November 30, 11:30-12:00, Room/ Sala A

Bilingualism in education has become a widespread phenomenon across Europe at all educational levels. However, the term bilingualism is applied quite distinctively in secondary and tertiary education in Spain. In this paper we aim at, first, defining what is actually meant by a “bilingual program” at secondary education level in Spain and compare it with its meaning in tertiary education. Secondly, this paper aims at analysing the differences in the objectives and needs for adopting these kind of programmes in Spain as well as the regulations for implementation at each level. This is achieved through the qualitative analysis of data collected through a series of interviews and questionnaires. Finally, general conclusions regarding these programmes in Spain will be drawn.

By large, secondary schools are willing to raise the general competence of students in a second language by adopting new pedagogies and innovative learning strategies, which are deemed to be more effective than traditional learning systems. On the other hand, tertiary education is eager to meet the demands of the European High Education Area (EHEA) by promoting internationalization at home and internationalizing the curriculum, while broadening job opportunities for graduates. It is for this reason that the role the foreign language -‐mainly English-‐ adopts in each situation is significantly distinctive.

Furthermore, bilingual programmes at secondary schools have adopted a dual focus: the learning of content and a second language in a simultaneous and integrated manner. Meanwhile, universities have adopted a single focus on content; the learning of the second language is considered somehow accidental as English is just a vehicle to communicate in the classroom, i.e. a medium of instruction. Therefore, Content and Language Integrated Learning (CLIL) has become the major pedagogical trend at schools while English Medium Instruction (EMI) is the one adopted at university. The differences between those approaches, their pedagogical implications and teachers’ training needs will be thoroughly discussed.

Lastly, the way in which these bilingual programs have been implemented in Spain presents great disparity. At secondary level, it has been based on a top-‐down trend with specific regional regulations, which has led some homogeneity in the system. In contrast, at tertiary level there has been a bottom-‐up movement led by committed faculty staff members, and there are no official regional regulations whatsoever, just a general language policy framework designed by the Ministry of Education and the Spanish University Rectors’ Board (Conferencia de Rectores de las Universidades Españolas-‐CRUE), which has lead to great heterogeneity in the programmes and language policies adopted.

76

Dafouz, E., Hüttner, J. and & Smit, U. (2016). University teachers’ beliefs on language and content integration in English Medium of Education in Multilingual university settings. In Nikula, C., Dafouz, E., Moore, P. & Smit, U. (eds.) Conceptualising integration in CLIL and Multilingual University settings (pp.124-‐143). Bristol: Multilingual matters.

Dalton Pufffer, C. Llinares, A. Lorenzo, F. & Nikula, T. (2014). You can stand under my umbrella. Immersion, CLIL and Bilingual education. A response to Cenoz, Genesee & Gorter (2013. Applied Linguistics, 35(2), 213-‐218.

Dimova, S. Hultgren, A.K. & Jensen, C. eds (2015). English Medium Instruction in European Higher Education. Language and Social Life (4). Berlin: De Gruyter Mouton.

Jenkins, J. (2014). English as a Lingua Franca in the International University. The Politics of Academic English Language Policy. London: Routledge.

Pérez-‐ Cañado ((2018). Key variables in CLIL implementation and research: recent perspectives on contextual, cognitive and affective variation in CLIL. Portalinguarum, 29.

77

Making English Bilingual in non-native contexts through culture

Ana M. Pérez Cabello, Universidad de Sevilla, [email protected] November 29, 12:30-13:00, Room/ Salón de Actos

Bilingualism is a very trendy term. All phrases containing it or any item out of its lexical family sounds as breaking news. Nevertheless, limitations are a hidden part of the innovation. Bilingual schools are required to teach certain subjects in a foreign language and should have qualified staff with at least a B2 level in that foreign language. Teaching subjects in English does not imply that students will end up being bilingual. Bilingualism doesn’t only mean to speak in another language, but also to properly communicate and use the other language in different contexts. Having worked as a teacher at different educational levels, having sons in Infant, Primary and Secondary Education, and visiting schools make reality closer.

The objective of this work is to offer strategies so as to create appropriate bilingual contexts through cultural activities. This fact turns out to be really important in non-‐native contexts. In this sense, when using culture as a didactic strategy, it is also necessary to consider students´ beliefs, especially religious ones. That is, students may feel reluctant to deal with celebrations that are not part of their way of life because of personal or family commitments. Subsequently, cultural activities need to be done under an unbiased perspective integrating them within the linguistic syllabus.

In this sense, teachers need to resort to different resources to cope with these challenges. Considering Hall´s idea (1976), the only way to get familiar with culture is to participate actively in it; or at least making students active in language sessions without letting them feel bad. Following Hall´s theory (1976), teachers should create high-‐culture learning settings when designing language sessions. This work presents lessons plans that have been carried out in different educational levels, since infant to even postgraduate education.

The main factors considered in these sessions have been students´ active role, sense of community, process-‐centered focus, importance of non-‐verbal communication, inward and shared reactions, control and personal acceptance of failure, group bonds, metaphoric and hidden messages, significant learning, and syllabi adaptation.

As examples of this intercultural bilingualism, this work includes three sessions: a Halloween session for Pre-‐school; an Easter session for Primary and Secondary school; and a teacher training session for teacher students during Pre-‐service formation.

Barrett, M. et al. (2013). Developing Intercultural Competence through Education. Council of Europe.

Hall, E. (1976). Beyond Culture. New York: Doubleday.

78

Multiculturalism Is Incompatible with Equality. The Great Debate 2011. http://www.thegreatdebate.org.uk/Multicult&=ty.pdf

Pérez-‐Cabello, A.M. (2011). Enseñar y aprender a comunicarse en una asegunda lengua. Barcelona: Horsori e ICE.

Trujillo Sáez. F. (2002). Towards interculturality through language teaching: argumentative discourse. Cauce, 25, 103-‐120.

79

Gamification as a second language teaching method Ana Pérez Cabello, Universidad de Sevilla, [email protected] Carmen Ruiz Gutiérrez, Universidad de Sevilla, [email protected] November 30, 12:30-13:00, Room/Sala B

This work presents a theoretical investigation of the process of gamification applied to the teaching of English as a foreign language in a Primary Education context. Gamification in English teaching enhances interactive bilingual learning spaces. This methodology comes to solve a problem in Spanish schools: English is taught but not spoken as shown in Pisa report. English in class is mostly spoken by the teacher so students are not given chances to speak.

Games are part of the life of human beings since we are born. They are present in the different stages of human life: stuffed animals and dolls for babies, shape games for children and complex video games for teenagers and onwards. Gamification is indeed used in business fields to motivate workers and productivity. New technologies have allowed traditional games to be developed at unimaginable levels. They bring new learning methods into people’s lives and even new lifestyles. The combination of didactic games and technology offers a personalized and entertaining way of learning that engages a large part of the population regardless of their age. Students can become more open-‐minded when taught through foreign language games and technology techniques. Students can benefit not only from a linguistic perspective but also from an intercultural one.

To make this research possible, the term gamification has been conceptualized, its elements and main characteristics have been described and its application in the classroom explained. A didactic proposal has been elaborated out of this research to meet detected educational needs. The motivating and attractive elements of the games have been included so as to create teaching-‐learning situations in which students can be involved and language significant learning is produced under communicative and cultural approaches. To conclude the study, the benefits and limitations of this methodology have been evaluated in order to find out if it is really effective in educational contexts, both personally and academically.

Chou, Y. K. (2014). Gamification to improve our world. Lousenne. Retrieved from: http://www.tedxlausanne.com/talk/gamification-‐improve-‐our-‐world

Cremades, R. (2011). Aprendizaje de idiomas. Cómo afrontar el reto. In R. Cremades. Estudiar con cabeza y corazón (pp. 251-‐260). Málaga: Arguval.

Figueroa, J. (2015). Using Gamification to Enhance Second Language Learning. Digital Education Review, 21, 32-‐54. [Accessed: 20/02/2018] http://greav.ub.edu/der

80

García Martín, P. J. (2000). Nuevas tecnologías aplicadas a la didáctica de segundas lenguas (inglés). In M. Cebrián and J.M. Ríos. Nuevas tecnologías aplicadas a las didácticas especiales (pp. 51-‐63). Madrid: Pirámide.

Marín, V. (2015). La Gamificación educativa. Una alternativa para la enseñanza creativa. Digital Education Review, 27 [Accessed: 20/02/2018] http://greav.ub.edu/der

Zichermann, G. (2011). How games make kids smarter. TedxKids@Brussels. Ret: https://www.ted.com/talks/gabe_zichermann_how_games_make_kids_smarter

81

Mejora del rendimiento académico en lengua inglesa para primaria a través del método role learning

Elena Pérez Callejas, UNED, [email protected] November 30, 11:30-12:00, Room/Sala B

La ponencia que se presenta surge de la inquietud por desarrollar nuevas líneas metodológicas en la adquisición de la lengua inglesa para mejorar la motivación y las destrezas de expresión oral y escrita y comprensión oral y escrita en la enseñanza obligatoria de una segunda lengua en el nivel de primaria. Responde también a un intento de proporcionar un acercamiento a una experiencia bilingüe lo más natural posible para estos alumnos. La investigación que se presenta se basa en el método Role Learning, una apuesta por el role-‐playing sistematizado y globalizado en la escuela como eje vertebrador del proceso educativo a través de Contextos Educativos Diseñados (CED). En el método Role Learning, los profesores y alumnos asumen la lengua como un rol más asignado dentro del CED. Las lenguas se asocian a diferentes profesores según el rol que desempeñen en el CED y, además, son los propios CED los que nos proporcionan los diferentes entornos en los que los alumnos se comunicarán en las distintas lenguas. Esto nos permite acercarnos a las realidades bilingües del día a día de muchos individuos que, por ejemplo, utilizan una lengua en el entorno familiar y otra en el entorno laboral. Es de suma importancia en Role Learning que los CED permanezcan definidos en las diferentes lenguas en todo momento.

La metodología que se ha seguido para la elaboración de este estudio ha sido mixta, tanto cuantitativa como cualitativa, y en concreto se han llevado a cabo los principios del método de investigación-‐acción con dos grupos de participantes. El Grupo A consta de 71 alumnos de 11-‐12 años que estuvieron en el proyecto durante seis meses y el Grupo B consta de 72 alumnos que permanecieron 13 meses en el proyecto, de 10-‐11 años al iniciarse el proyecto y 11-‐12 años al concluir la investigación. A la luz de los resultados obtenidos en el análisis de datos, podemos concluir que se confirma la hipótesis de la investigación, ya que se observa con claridad que existe una mejora en los resultados académicos en comprensión y expresión oral y en comprensión y expresión escrita para la asignatura de lengua inglesa para 5º y 6º de primaria. Se destacan también los aportes de este método al enfoque comunicativo, enfoque por tareas, role-‐play, constructivismo y constructivismo social, métodos humanistas, Taxonomía de Bloom, reacciones emocionales, aprendizaje cooperativo y aprendizaje basado en proyectos y a los factores individuales.

Grosjean, F. (2012). Bilingual: Life and Reality in Baker, C. & Wright W. E. (eds). Foundations of Bilingual Education and Bilingualism. Bristol: Multilingual Matters.

Hadfield, J., & Dörnyei, Z. (2014). Motivating Learning. Harlow: Pearson Education.

Hyland, K., & Wong, L.L.C. (2013). Innovation and change in English language education. New York: Routledge.

82

Long, M. (1996). The role of the linguistic environment in second language acquisition in Ritchie, W. & Bahtia, T. (eds.). Handbook of Second Language Acquisition (pp.413-‐68). New York, NY: Academic Press.

Williams, M., Mercer, S., & Ryan, S. (2015). Exploring Psychology in Language Learning and Teaching. Oxford: Oxford Handbooks for Language Teachers.

83

Initial Teacher Education for CLIL: Developing intercultural competence through teacher collaboration

María Dolores Pérez Murillo, Universidad Complutense de Madrid, [email protected] Katherine Sara Smith Souter, Universidad Complutense de Madrid, [email protected] November 29, 11:30-12:00, Room/Sala B

The impact of globalization on the Spanish education system can be seen at all educational levels, as Gardner (2012), states “linked to the demand for [global] English is the rise of English in education internationally as governments introduce English in schools earlier and earlier, as content areas are increasingly being taught in English, as universities teach more courses through English” (p. 250). As result of the widespread implementation of bilingual programs in the Autonomous Community of Madrid, there is a demand in our region for high quality initial teacher education and continuous professional development for CLIL. In this paper, we will present a longitudinal teaching innovation project that is funded by the Madrid Complutense University (Universidad Complutense de Madrid-‐UCM) and has been implemented during the Primary Education Degree program at the School of Education with the bilingual Spanish-‐English group. This project has been infused into the education courses during all four years of the degree, since 2014. It consists in creating interdisciplinary activities in English to develop students' intercultural competencies in various subjects, following a CLIL approach; some of which will be shown in the presentation. Another objective is to help with the exchange of ideas and experiences between professors who teach in English, by collaborating across academic disciplines through joint planning, decision-‐making and reaching collective goals. In this way, our students will obtain a global, multicultural, and bilingual perspective of education in these disciplines, especially when the importance of interdisciplinary teaching at the university level has been proven (Altava et al, 1999, Feixas et al, 2009, Pozuelos et al, 2012). In addition, we aim at raising the awareness of future teachers in areas such as gender equality, ethnic and cultural diversity, and social inequalities so that they may educate their students to be tolerant and respectful of human rights and social justice. As Byran (2008) asserts, teaching a foreign language in primary school is an asset to the international education of students. It is important that the properly prepared faculty has the appropriate teaching materials to form an intercultural competence in some transversal manner.

Altava, V., Pérez, I.C, Ríos, I.M. (1999). La interdisciplinariedad como instrumento de formación del profesorado. Revista electrónica interuniversitaria de formación del profesorado, 2 (1), 241-‐250.

Byram, M. (2008). From Foreign Language Education to Intercultural Citizenship. Clevendon: Multilingual Matters.

Feixas, M., Codó, E. & Espinet, M. (2009). Enseñar en inglés en la universidad: Reflexiones del alumnado y el profesorado entorno a las experiencias AICLE. In

84

R. Roig (Ed.). Investigar desde un contexto educativo innovador (pp.137-‐154). Alcoy, Alicante: Marfil.

Gardner, S. (2012). Global English and bilingual education. In Martin-‐Jones, M. Blackledge, A. & Creese A. (Eds.), The Routledge handbook of multilingualism (pp.247-‐ 263). London: Routledge.

Pozuelos, F. J., Rodríguez, F. & Travé, G. (2012). El enfoque interdisciplinar en la Enseñanza universitaria y aprendizaje basado en la investigación. Un estudio de caso en el marco de la formación. Revista de Educación, 357, 561-‐585.

85

Policing, appropriating and resisting communicative competence in Castilla-La Mancha bilingual schools’ teaching

partnership David Poveda, Universidad Autónoma de Madrid, [email protected] Ana María Relaño Pastor, Universidad de Castilla la Mancha, [email protected] November 29, 16:00-16:30, Room/Sala B

English language education in the region of Castilla-‐La Mancha, Spain has undergone significant changes in the last decade with the rapid implementation of different types of Spanish-‐English bilingual programs (e.g. ‘MEC/British’; ‘Linguistic Programs’ regulated by the regional ‘Plurilingualism Plan’, amended in 2014), which are organized according to the availability of human and material resources, namely number of teachers who can certify at least a B2 level of English as stated by the Common European Framework of Reference for Languages (CEFR) and are willing to teach their content subjects in English.

This situation places English linguistic competence at the center of controversy given that bilingual teachers and students’ communicative skills must be assessed as legitimate in order to belong to the different types of bilingual programs. In addition, English communicative competence also becomes central to define and classify schools in this region as eligible for developing and implementing Content and Language Integrated Learning (CLIL) programs.

Drawing on data collected in an ongoing sociolinguistic ethnographic study conducted at four public and semi-‐private schools in a mid-‐sized city of the region, which includes long-‐term participant observation, audiotaping of classroom interactions in content subjects taught in English, semi-‐structured interviews and institutional documents of language-‐in-‐education policies in this region, this paper analyzes the ideological dimensions of English communicative competence against the backdrop of neoliberal language policies in this region.

Following recent critical research on communicative competence (Kataoka, Ikeda & Besnier, 2013; Jaffe, 2013; Makihara, 2013), this paper analyzes the construction of communicative competence that circulates among stakeholders in our ethnography. Beyond being constructed as a set of skills that can be acquired and certified by powerful language industry or official institutions such as Cambridge English or the Spanish Official Language Schools (Escuela Oficial de Idiomas), communicative competence in English is embedded in contentious language ideologies such as the native speaker’s ideology, which is embraced and contested by participants in our ethnography.

Particularly, we will analyze the role of English communicative competence in “teaching partnerships” (Creese, 2002) between “native” language assistants (NLAs) and content teachers (CTs) at these schools, attending to hierarchies of knowledge (linguistic versus content expertise) and power relationships at work.

86

The analysis of two sets of classroom interactions in biology and religion classes co-‐taught by the NLA and these teachers reveal co-‐teaching tensions based on processes of social categorization and hierarchies of linguistic versus subject-‐matter competence. The interactional dimension of communicative competence will be further explained in relation to language policy discourse as well as the discursive construction of English communicative competence in teachers and students’ semi-‐structured interviews.

Creese, A. (2002). The discursive construction of power in teacher partnerships: Language and subject specialists in mainstream schools. Tesol Quarterly, 36(4), 597-‐616.

Jaffe, A. (2013). Minority language learning and communicative competence:Models of identity and participation in Corsican adult language Courses. Language & Communication 33, 450-‐462.

Kataoka, K., Ikeda, K., Besnier, N. (2013). Decentering and recentering communicative competence. Language & Communication 33, 345–350.

Makihara, M. (2013) Language, competence, use, ideology, and community on Rapa Nui. Language & Communication 33, 439-‐449.

87

Questioning Assumptions: Learning History through English in Spanish Secondary Education

Elena del Pozo, Universidad Autónoma de Madrid, [email protected] November 30, 16:30-17:00, Room/Sala B

"Learning history means learning the language of history and how to express historical knowledge through language" (De Oliveira, 2011). Bilingual, plurilingual programmes have developed different learning approaches that could effectively work in secondary schools. How can we infer if students of history in a bilingual context learn the same contents as their non bilingual peers? In studying this aspect in the United States, it has been observed that bilingual programmes have the potential to shorten the distance between middle-‐class and minority ethnic students (Tedick & Wesely, 2013). The research presented here today tries to convey the effect of the different elements that explain the rationale behind the teaching and learning of a very theoretical (sometimes possibly abstract) content through a foreign language (Cenoz, 2015) and the impact on secondary schools. This study has the objective to shed light on the controversy existing in the education community: do students who learn history in a foreign language have the same outcomes as their peers studying the same contents in their mother tongue? The researcher studied students’ results in three bilingual and three non bilingual secondary schools in the Autonomous Community of Madrid and presents her initial findings. The design of the tests used in the study follow the Cognitive Discourse Functions to relate to content and language in bilingual teaching (Dalton-‐Puffer, 2013). This paper is part of a PhD in progress.

Cenoz, J. (2015). Content-‐based instruction and content and languageintegrated learning: the same or different? Language, Culture and Curriculum 28(1), 8-‐24, DOI:10.1080/07908318.2014.1000922

Dalton-‐Puffer, Ch. (2013). A construct of cognitive discourse functions for conceptualizing content-‐language integration in CLIL and multilingual education. EuJAL 1(2), 216–253 DOI: 10.1515/eujal-‐2013-‐0011

De Oliveira, L.C. (2011). Knowing and Writing School History. The Language of Students’ Expository Writing and Teachers’ Expectations. Charlotte, NC: Information Age Publishing.

Tedick, D. J., & Fortune, T. W. (2013). Bilingual/immersion teacher education. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 438–443). Hoboken, NJ: Wiley-‐Blackwell. DOI:10.1002/9781405198431.wbeal0096

88

Is CLIL beneficial for the acquisition of reference? A corpus-based study of L1 Spanish-L2 English

Teresa Quesada, Universidad de Granada, [email protected] Cristóbal Lozano, Universidad de Granada, [email protected] November 30, 16:00-16:30, Room/Sala B

Recent studies in the Spanish educational context argue that CLIL instruction is beneficial for L2 English acquisition (Lorenzo et al. 2010, 2011), but others warn against those supposed benefits (Bruton 2011a, 2011b). A growing body of empirical studies (see overviews in Lasagabaster 2009, Ruíz de Zarobe & Jiménez Catalán 2009) shows that CLIL learners typically outperform non-‐CLIL learners in overall proficiency measures and in specific vocabulary measures. Interestingly, specific grammatical benefits are still underresearched. Preliminary studies on the acquisition of L2 morphology (Villareal & García-‐Mayo 2009, García-‐Mayo & Villareal 2011) and L2 syntax (Martínez-‐Adrián & Gutiérrez-‐Mangado 2009, 2015) show that CLIL instruction may not be so beneficial. We go beyond syntax and grammar and explore how the syntax-‐discourse interface constrains the acquisition of referential expressions (REs: overt pronouns vs full NPs) in discourse.

We used the written Corpus of English as a Foreign Language (COREFL) (Lozano et al. in press). We analysed the secondary-‐school developmental subcorpus of CLIL vs non-‐CLIL L1 Spanish-‐L2 English learners at four CEFR-‐based proficiency levels (A1, A2, B1, B2) and a comparable native English speakers control subcorpus. We implemented a tagset (Figure 1) in the UAM Corpus Tool software. We tagged multiple factors that previous L2 studies have shown to affect the use of REs, inter alia, the information status of the RE (topic continuity/maintenance vs. topic shift).

Preliminary results from the overall production of REs show differences between the CLIL vs non-‐CLIL groups. CLIL use both NP and overt pronouns around 50% each but non-‐CLIL clearly overuse NPs.

Regarding the information status of the REs, in topic-‐continuity contexts (Fig. 2), all CLIL groups produce from the outset more overt pronouns than NPs, whereas their use of NPs is low. The non-‐CLIL group shows the same pattern but their rates of overt pronouns are lower (and their rates of NPs are higher) than their CLIL counterparts. Regarding topic-‐shift contexts (Fig. 3), both CLIL and non-‐CLIL learners produce more NPs than overt pronouns, as English natives do, but this time the non-‐CLIL group behaves more similarly to the English natives. This may be, once again, simply a reflection of non-‐CLIL learners’ overuse of NPs.

In short, (i) there are significant differences between CLIL and non-‐CLIL groups at different proficiency levels; (ii) overall, the CLIL groups often behave in a more native-‐like way probably due to their better mastery of cohesive devices (REs) in discourse.

89

Bruton, A. (2011a). Are the differences between CLIL and non-‐CLIL groups in Andalusia due to CLIL? A reply to Lorenzo, Casal and Moore (2010). Applied Linguistics, 32(2), 236–241.

Bruton, A. (2011b). Is CLIL so beneficial, or just selective? Re-‐evaluating some of the research. System, 39(4), 523–532.

García Mayo, M. del P., & Villareal Olaizola, I. (2011). The development of suppletive and affixal tense and agreement morphemes in the L3 English of Basque-‐Spanish bilinguals. Second Language Research, 27(1), 129–149.

Lasagabaster, D. (2008). Foreign language competence in Content and Language Integrated courses. The Open Applied Linguistics Journal, 1, 31–42.

Lozano, C., Díaz-‐Negrillo, A., & Callies, M. (in press). Designing and compiling a learner corpus of written and spoken narratives: COREFL. In Bongartz, C. & Torregrossa, J. (Eds.) What’s in a Narrative? Variation in Story-‐Telling at the Interface between Language and Literacy. Frankfurt: Peter Lang.

Lorenzo, F., Casal, S., & Moore, P. (2010). The effects of Content and Language Integrated Learning in European education: Key findings from the Andalusian bilingual sections evaluation project. Applied Linguistics, 31(3), 418–442.

Lorenzo, F., Moore, P., & Casal, S. (2011). On Complexity in Bilingual Research: The Causes, Effects, and Breadth of Content and Language Integrated Learning—a Reply to Bruton (2011). Applied Linguistics, 32(4), 450–455.

Martínez Adrián, M., & Gutiérrez Mangado, J. (2009). The acquisition of English syntax by CLIL learners in the Basque Country. In Y. Ruíz de Zarobe & R. M. Jiménez Catalán (Eds.), Content and Language Integrated Learning: Evidence from Research in Europe (pp. 176–196). Clevedon: Multilingual Matters.

Martínez Adrián, M., & Gutiérrez Mangado, J. (2015). Is CLIL instruction beneficial in terms of general proficiency and specific areas of grammar? Journal of Immersion and Content-‐Based Language Education, 3(1), 51–76.

Ruíz de Zarobe, Y., & Jiménez Catalán, R. M. (Eds.). (2009). Content and Language Integrated Learning: Evidence from Research in Europe. Clevedon: Multilingual Matters.

90

Family Bilingualism: an English-Spanish case study in Madrid (Spain)

Arancha Ruiz Martín, Universidad Carlos III, [email protected] November 29, 18:30-19:00, Room/Sala B

This article is a contribution to the study of family bilingualism in the form of a case study, using some ethnographic techniques. It offers the example of a mixed-‐language couple raising their children bilingually in English and Spanish in Madrid (Spain) by choice, rather than by need. There are many factors that contribute to successfully bringing up children bilingually, therefore it is not easy to find a general method that works in every case. Each family is unique and has different circumstances, some of which might change with time. Furthermore, within every Family Language Policy there are multiple combinations of the various parental language strategies, discourse strategies and facilitating techniques a family can choose from.

The author describes and analyses this process and the consequences to date in her own family by using theoretical and empirical knowledge acquired through research on the subject along with her notes on her children’s bilingual development. Thus, both as a parent and a linguist, the author hopes to provide a complete and authentic example of a bilingual family which could serve to help other researchers and parents to understand the practice of raising bilingual children. It includes different aspects such as the beliefs, decisions, achievements, regrets and hopes experienced by her family as well as the results achieved so far.

Another aim is to demonstrate the advantages of drawing knowledge from both the academic and the non-‐academic world, how both sides complement each other and should therefore share information for everyone’s benefit so that it proves useful for real life. This case study also highlights the importance of how learning about the subject can be beneficial in succeeding in the process of bringing up children bilingually. As experienced by the author’s own family, misconceptions about bilingualism and a lack of reliable information can influence the development of the children’s bilingualism as parents might not be able to make informed decisions during the process.

Barron-‐Hauwaert, S. (2004). Language strategies for bilingual families: the one-‐parent-‐one-‐language approach. Clevedon; Buffalo: Multilingual Matters.

De Houwer, A. (2013). Harmonious bilingual development: Young families’ well-‐being in language contact situations. https://www.researchgate.net/publication/260118990. DOI: 10.1177/1367006913489202

Grosjean, F. (2010). Bilingual: life and reality. Cambridge, Mass.: Harvard University Press.

91

King, K., Fogle, L. (2013). Family language policy and bilingual parenting. Language Teaching. Surveys and Studies, 6(2): 172-‐194.

Lanza, E. (1997). Language Mixing in Infant Bilingualism: A Sociolinguistic Perspective. Oxford University Press.

Ruiz González, G. (2003). El bilingualismo simultáneo familiar: un estudio contrastado de las estrategias discursivas de los padres según los investigadores y los padres. Elia: Estudios de Lingüística Inglesa Aplicada 4, 159–174.

Ruiz Martín, A.(2017). Mixed System 1: a language strategy for bilingual families. Elia: Estudios de Lingüística Inglesa Aplicada 17, 125-‐156. DOI: http://dx.doi.org/10.12795/elia.2017.i17.06

Schwartz, M. and Verschik, A. (2013). Achieving Success in Family Language Policy: Parents, Children and Educators in Interaction. In Schwartz, M. & Verschik, A. (Eds.) Successful Family Language Policy: Parents, Children and Educators in Interaction. Multilingual Education 7. Dordrecht: Springer Science and Business Media.

92

An analysis of the communicative effectiveness of teacher discourse strategies in Spanish- and English-medium

instruction at university

Davinia Sánchez García, Universidad Complutense de Madrid, [email protected] November 29, 15:00-15:30, Room/ Salón de Actos

English-‐medium instruction (EMI) is not only rapidly becoming a common practice at university level worldwide (Fortanet-‐Gómez 2013; Taguchi 2014; Tedick 2015; Nikula et al. 2016), but its swift spread is outpacing teacher education provision (Pérez Cañado 2016, 267). The training of lecturers should stand as a major concern in this educational context as teachers need to be equipped with the decisive linguistic and pedagogic resources to deliver discipline knowledge despite potential conceptual complexities (Klaassen 2008; Doiz, Lasagabaster and Sierra 2013, 217). However, despite the necessity of supporting university teachers, programs for their continuing professional development are few and far between (O’Dowd 2015).

The present study carries out a contrastive analysis of the discourse strategies (DSs) that two university lecturers deploy in their delivery of the same academic contents through both their L1 (Spanish) and their L2 (English). It tries to examine (i) the extent to which teacher DSs vary depending on the language of instruction, and (ii) the extent to which these DSs help teachers in the achievement of their communicative goals. As an analytical tool a continuum that classifies teacher DSs in terms of their communicative effectiveness will be put forward (Sánchez-‐García 2016).

The findings of the study unveil varied teacher classroom discourse practices which seem to be contingent upon the language of instruction. Besides, results shed light on teachers’ pressing linguistic needs and how some DSs are more likely than others to cater for them according to their communicative potential. Ultimately, this research offers some suggestions about the type of teacher education that lecturers could benefit from in terms of DSs to deliver more communicatively effective lessons.

Doiz, A., Lasagabaster, D. and Sierra, J. M. (2013). English-‐medium Instruction at Universities: Global Challenges. Bristol: Multilingual Matters

Fortanet-‐Gómez, I. (2013). CLIL in Higher Education: Towards a Multilingual Language Policy. Clevedon: Multilingual Matters.

Klaassen, R. G. (2008). Preparing Lecturers for English-‐medium Instruction. In Wilkinson, R. & Zegers, V. (Eds.)Realizing Content and Language Integration in Higher Education (pp. 32-‐42). Maastricht: Maastricht University.

Nikula, T., E. Dafouz, P. Moore, and U. Smit. 2016. Conceptualising Integration in CLIL and Multilingual Contexts. Bristol: Multilingual Matters.

93

O’Dowd, R. 2015. The Training and Accreditation of Teachers for English Medium Instruction: A survey of European Universities. Retrieved from: https://es.slideshare.net/dfmro/maynooth-‐odowd

Pérez Cañado, M. L. 2016. “Teacher Training Needs for Bilingual Education: In-‐ service Teacher Perceptions.” International Journal of Bilingual Education and Bilingualism 19 (3): 266-‐295. doi: 10.1080/13670050.2014.980778.

Sánchez-‐García, D. 2016. A Contrastive Analysis of Spanish-‐ and English-‐medium Instruction in Tertiary Education: Teacher Discourse Strategies in a Spoken Corpus. (Unpublished doctoral thesis). Universidad Complutense de Madrid.

Taguchi, N. (2014). English-‐medium Education in the Global Society: An Introduction. In Taguchi, N. English-‐medium Education in the Global Society. Special Issue of International Review of Applied Linguistics (pp. 89-‐98).

Tedick, D. J. 2015. The United States of America: The Paradoxes and Possibilities of Bilingual Education. In Mehisto, P. & Genesee, F. Building Bilingual Education Systems: Forces, Mechanisms and Counterweights (pp1–22). Cambridge, UK: Cambridge University Press.

94

Bilingüismo en las aulas: un estudio de caso etnográfico en un centro de Sevilla

Raquel Sarmiento Alvarez, Universidad de Sevilla, [email protected] November 29, 9:30-10:00, Room/Sala B

Actualmente existe un gran debate acerca de la efectividad y la validez de la enseñanza bilingüe en España y aunque existen estudios previos sobre tema, este estudio examina los diferentes puntos de vista de todas las personas involucradas directamente en la enseñanza bilingüe para crear una imagen global de la situación actual. El objetivo principal de este estudio es describir qué ocurre en un aula de enseñanza bilingüe y cómo ocurre. Puesto que el objetivo es tan amplio se decició llevar a cabo un estudio de caso etnográfico en un Instituto de Enseñanza Secundaria en Sevilla durante el curso escolar 2016/2017. La muestra estudiada son treinta y tres alumnos (16 varones y 17 mujeres) de una clase de 1º de Bachillerato cuyas edades oscilan entre los 16 y los 17 años. La recopilación de datos para el estudio se llevó a cabo mediante 16 observaciones en el aula, entrevistas y encuestas. Dichas observaciones tuvieron lugar a lo largo de un mes y medio en las que la observadora no participante se servía de plantillas de observación, portátil y grabadora. Además de las observaciones, se realizaron encuestas a la docente de la asignatura y a la coordinadora de la sección bilingüe del centro para ahondar en sus opiniones acerca de la enseñanza bilingüe y del programa de la CEJA “Centros Bilingües”. Asímismo, se realizó una encuesta a los alumnos para disponer de datos émicos sobre la percepción y valoración de este tipo de enseñanza.

Tras analizar los datos cualitativos y cuantitativos obtenidos en las observaciones, entrevistas y encuestas, se ha observado que la presencia de la L2 en el aula bilingüe no cumple los requisitos mínimos exijidos por la CEJA pero a la vez también se han encontrado discrepancias entre las exigencias de los organismos gubernamentales y los medios que estos proporcionan a los centros que forman parte del programa recogido en el Plan de fomento del plurilingüismo (2005). Entre las deficiencias del programa que se atribuyen a la CEJA destacan: la falta de formación reglada de profesorado / equipo de coordinación, las suspensión de las horas de coordinación y la falta de medios/ apoyo para impartir la docencia bilingüe.

Abelló-‐Contesse, C. (2013). Bilingual and Multilingual Education: An Overview of the Field. En Abelló-‐Contesse, C., Chandler, P. M., López-‐Jiménez, M.D. y Chacón-‐Beltrán, R. (Eds.), Bilingual and Multilingual Education in the 21st Century. Building on Experience (pp. 3 -‐24). Bristol, Reino Unido: Multilingual Matters.

Consejería de Educación Junta de Andalucía. (2005). Plan de fomento del plurilingüismo. Una política lingüística para la sociedad andaluza. Recuperado de: http://cms.ual.es/idc/groups/public/@vic/@vinternacional/documents/documento/jc80302.pdf

95

Consejería de Educación Junta de Andalucía. (2013). Guía informativa para centros de enseñanza bilingüe. (2ª Edición). Recuperado de: http://www.juntadeandalucia.es/export/drupaljda/Guia_informativa_centros_ense%C3%B1anza_bilingue_.pdf

Fernández, M. (2015). Manual de coordinación Orientativo para coordinadores bilingües. Recuperado de: http://www.juntadeandalucia.es/educacion/portalaverroes/documents/10306/1673096/Manual_de_coordinacion_bilinguee_15-‐16_ultimo.pdf

García-‐López, M., y Bruton, A. (2013). Potential Drawbacks and Actual Benefits of CLIL Initiatives in Public Secondary Schools En Abelló-‐Contesse, C., Chandler, P. M., López-‐Jiménez, M.D. y Chacón-‐Beltrán, R. (Eds.), Bilingual and Multilingual Education in the 21st Century. Building on Experience (pp. 256 -‐ 272). Bristol, Reino Unido: Multilingual Matters.

Larsen-‐Freeman, D. y Anderson, M. (2016). Techniques and Principles in Language Teaching. (3ª Edición). Oxford, Reino Unido: Oxford University Press.

Lorenzo, F. (2010). CLIL in Andalusia. En Lasagabaster, D. y Ruiz de Zarobe, Y. (Eds.), CLIL in Spain: Implementation, Results and Teacher Training (pp. 2 -‐11). Newcastle, Reino Unido: Cambridge Scholars.

Pérez-‐Vidal, C. (2013). Perspectives and Lessons from the Challenge of CLIL Experiences. En Abelló-‐Contesse, C., Chandler, P. M., López-‐Jiménez, M.D. y Chacón-‐Beltrán, R. (Eds.), Bilingual and Multilingual Education in the 21st Century. Building on Experience (pp. 59 -‐ 82). Bristol, Reino Unido: Multilingual Matters.

Salaberri-‐Ramiro, M.S. (2010). Teacher Training Programmes for CLIL in Andalusia. En Lasagabaster, D. y Ruiz de Zarobe, Y. (Eds.), CLIL in Spain: Implementation, Results and Teacher Training (pp. 141 -‐161). Newcastle, Reino Unido: Cambridge Scholars.

Walsh, S. (2011). Exploring classroom discourse. Londres, Reino Unido: Routledge.

96

What we can learn from oral second language development during study abroad for bilingual education at home

Luzia Sauer, Zurich University of Applied Sciences, [email protected] November 29, 16:00-16:30, Room/ Salón de Actos

Bilingual education, and hence proficiency in more than one language, should ideally provide students with the skills not only to achieve educational success, but to function in a global world. Given the dominance of English as an international language, English proficiency has become a key skill to this end (Dörnyei, 2009).

This presentation attempts to investigate the interface between bilingual education and second language (L2) communication in an authentic setting: study abroad (SA). It reports on a case study of a fifteen-‐year-‐old German girl, Chiara, who attended a bilingual ‘Gymnasium’ (type of secondary school) in Germany, and then spent one academic high school semester in New Zealand. Chiara embarked on her SA with highly functional L2 proficiency enabling her to participate in L2 communication relatively effortlessly. However, not all settings afforded opportunities to use the L2, as in contemporary SA programmes (Coleman, 2015). More specifically, the presence of other German-‐speakers at her school made the sojourn a bilingual context where she switched between using German and English.

The presentation focuses on the development of Chiara’s spoken L2 development during her SA as captured in six monthly interviews using various complexity, accuracy, lexical and fluency (CALF) measures. The results show that over the course of her SA, Chiara’s L2 became much more fluent, slightly more accurate, but overall less grammatically complex. Her lexical diversity levels remained largely unchanged.

The findings support previous results that have observed a strong effect of SA on oral fluency (Kinginger, 2009). They also indicate that in natural contexts, characterized by informal conversations, functional language use does not require high levels of complexity or accuracy (Ferrari, 2012). Rather, characteristics of oral production in natural settings include non-‐hierarchical clause constructions, unspecific vocabulary, and incomplete sentences (Brown & Yule, 1983). This contrasts with the requirements of the often grammar and complexity focused classes in European schools, even bilingual ones. Chiara felt in fact pressured to improve her grammar during SA for better results in her German immersion classes. Yet despite improvements, her language remained inaccurate, containing structural simplifications, which indicate earlier stages of interlanguage development (Ellis, 2008).

A pressing question therefore is how to prepare immersion class learners for authentic settings, such as an SA, and how to make SA experiences linguistically more fruitful with regard to the students’ return to the more form-‐focused schools back home.

97

Coleman, J. A. (2015). Social circles during residence abroad: What students do, and who with. In R. Mitchell, N. Tracy-‐Ventura, & K. McManus (Eds.)(pp. 33–51). Eurosla.

Dörnyei, Z. (2009). The L2 motivational self system. In Dörnyei, Z. & Ushioda, E. (Eds.), Second language acquisition. Motivation, language identity and the L2 self (pp. 9–42). Bristol: Multilingual Matters.

Ellis, R. (2008). The study of second language acquisition (Second Edition). Oxford, New York: Oxford University Press.

Ferrari, S. (2012). A longitudinal study of complexity, accuracy and fluency variation in second language development. In A. Housen, F. Kuiken, & I. Vedder (Eds.)(pp. 277–297). Amsterdam, Philadelphia: John Benjamins.

Kinginger, C. (2009). Language learning and study abroad: A critical reading of research. Basingstoke, New York: Palgrave Macmillan.

98

CLIL high school teachers in Spain: views, concerns and needs Inmaculada Senra Silva, UNED, [email protected] November 29, 12:30-13:00, Room/Sala B

Content and Language Integrated Learning (CLIL) is a methodological approach that is growing very fast in many European countries, particularly in Spain and Italy. The implementation of bilingual programs in primary, secondary and tertiary education has produced significant changes that have had direct consequences on all educational stakeholders, including teachers, parents and students. In the case of CLIL teachers, research has often addressed their training needs, and actions towards preparing them for successful classes have been proposed. However, few studies have focused on CLIL teachers’ concerns and views of bilingual programs. Despite the fact that many researchers have acknowledged the importance of understanding CLIL teachers’ views and beliefs thus hoping for more studies on those issues (Hüttner, Dalton-‐Puffer and Smit, 2013 and Hüttner, 2018) this is not yet one of the major research targets.

It is necessary, then, to approach teachers in order to identify the problems they encounter when implementing CLIL in their schools with regards to other stakeholders, more specifically the CLIL coordinators in schools, the rest of the teaching staff (both CLIL and non-‐CLIL teachers) and the school board. This paper presents the initial results of a survey carried out among CLIL secondary school teachers in Spain. A questionnaire with both open and close questions was handed out to informants across the country in order to allow a thorough diagnosis of CLIL teachers’ needs and concerns. The conclusions of this research try to set up the agenda for further research on CLIL teachers’ demands.

Dalton-‐Puffer, C. (2011). “Content and language integrated learning: from practice to principles? Annual Review of Applied Linguistics, 31, 182-‐204.

Hüttner, J. (2018). EFL and Content and Language Integrated Learning. In: Jenkins, J. et al. (eds.) The Routledge Handbook of English as a Lingua Franca. (pp. 481-‐493). London and New York: Routledge.

Hüttner, J., Dalton-‐Puffer C., Smit, U. (2013). The Power of Beliefs: Lay Theories and Their Influence on the Implementation of CLIL Programmes. International Journal of Bilingual Education and Bilingualism, 16(3), 267–284.

Nikula, T. (2017). Emerging themes, future research directions. In Llinares, A. & Morton, T. (Eds.) Applied Linguistics Perspectives on CLIL. (pp. 307-‐312) Amsterdam/ Philadelphia: John Benjamins.

Skinnari, K., & Bovellan, E. 2016. CLIL teachers’ beliefs about integration and about their professional roles: Perspectives from a European context. In Nikula, T. Dafouz, E. Moore, P. & Smit, U. (eds.), Conceptualising Integration in CLIL and Multilingual Education. (pp. 145-‐167). Bristol: Multilingual Matters.

99

The teaching-learning of English and critical interculturality: a study of teacher narratives in Brazil

Josibel Silva, Federal Istitute of Education, Science and Technology of Amazonas, [email protected] Marta Monteiro, Federal University of Amazonas, [email protected] November 30, 16:00-16:30, Room XX

This work has as main objective to analyze the narratives of English teachers of the Federal Institute of Education, Science and Technology of Amazonas – IFAM, Brazil, on culture, teaching/learning and interculturality. The specific objectives are: to assess the individual experiences of the participants, reflecting on social, cultural, historical and institutional narratives that helped to form their narratives; and to find out how the perspectives of the participants on culture, teaching/learning and interculturality are presented in the classroom.

The theoretical framework was divided into two parts: the first covered the concepts of culture, multiculturalism, interculturality and critical interculturality, based on Maher (2007), Veiga Neto (2003), Walsh (2007, 2009), among others. The second part discussed interculturality and teaching-‐learning of languages, relating language, culture and teaching/learning, it also presented the theoretical basis for the development of the concept of critical interculturality in language teaching/learning: intercultural knowledge, third space, insurgent voices and critical cultural awareness.

This study was designed as a qualitative investigation located in the interpretative paradigm, and the methodological procedures were based on narrative research following Clandinin (2013) and Connelly and Clandinin (1990; 2004), among others. The context of research was the IFAM context, specifically, the teaching and learning of a course, Modern Foreign Language -‐ English, whose participants were three teachers. The questionnaire with open questions was used as a tool of data generation. The treatment of the narratives was based on narrative analysis (Paiva, 2008). The stories of Lucia, Clara and Pedro were analyzed from the perspective of oral history (Meihy; Holanda, 2007) and of the exercise of the “surplus” of vision (Amorim, 2010).

The results pointed to the themes of culture, teaching/learning and interculturality at an intersection, revealing different approaches presented by teachers in the link between teaching/learning and culture. Through the stories, the need to recognize the teacher as a cultural mediator was also confirmed. At the end of the work, possible pedagogical applications and suggestions for further studies or works are presented.

Amorim, M. (2010). Cronotopo e Exotopia. In Brait, B. (org.). Bakhtin: outros conceitos-‐chave. 1ed. 2ª reimpressão. São Paulo: Contexto.

Clandinin, D. J. (2013). Engaging in narrative inquiry. Routledge.

100

Connely, F. M.; Clandinin, D. J. (2004). Narrative Inquiry. Complementary Methods for Research in Education, 3rd Edition. Washington: American Educational Research Association.

Connely, F.M. (1990). Stories of Experience and Narrative Inquiry. Educational Researcher, 19(5), 2-‐14.

Maher, T. M. (2007). A educação do entorno para a interculturalidade e o plurilinguismo. In Kleiman, A. B.; Cavalcanti, M. C. (Orgs.). Linguística aplicada: suas faces e interfaces. Campinas (SP): Mercado de Letras,.

Meihy, J. C. S. B.; Holanda, F. (2007). História Oral: como fazer, como pensar. São Paulo: Contexto.

Paiva, V. L. M. O. (2008). A pesquisa narrativa: uma introdução. In Kalaja, P., Menezes, V.; Barcelos, A. M. (Ed.). Narratives of learning and teaching EFL. London: Palgrave Macmillan,.

Veiga-‐Neto, A. Cultura, culturas e educação. Revista Brasileira de Educação. 23, 2003.

Walsh, C. (2007). Interculturalidad Crítica/Pedagogia decolonial. In: Memórias del Seminário Internacional "Diversidad, Interculturalidad y Construcción de Ciudad", Bogotá: Universidad Pedagógica Nacional.

Walsh, C. (2009). Interculturalidade crítica e pedagogia decolonial: in-‐surgir, re-‐existir e re-‐viver. In Candau, V. M. (Org.). Educação intercultural na América Latina: entre concepções, tensões e propostas. Saraiva.

101

Does knowledge predict acceptance of bilingual education in the Comunidad Autónoma de Madrid?

Thomas Somers, Universidad Autónoma de Madrid, [email protected] November 29, 15:30-16:00, Room/ Sala B

Resistance to the CLIL bilingual education programme in Comunidad de Madrid has been steadily increasing since its first implementation in 2004 (Anghel et al. 2016; Acción Educatiova 2017; Izquierda Unida). Anecdotal evidence pointing to issues in organization and design of the programme (including, but not limited to, segregation of bilingual and non-‐bilingual schools, segregation of students into different ability tracks, lack of teacher training and support, teaching to the test) appear to have created a climate in which the very notion of bilingual education itself, rather than the current form of implementation, has increasingly come under fire for alledgely being unnatural, unnecessary, and unwelcome.

Many thus reject some or all aspects of bilingual education, contrary to scientific consensus, whether or not they adequately understand the basic aspects of bilingual education. However, to date, there have been no systematic attempts to measure the public’s knowledge of bilingual education. This paper will therefore explore the hypothesis that acceptance is related to knowledge of bilingual education – resembling a similar link between teachers’ and administrators’ knowledge of bilingual education methodology and the success of a programme (e.g. Hüttner et al. 2013; Mehisto 2008; Pena Díaz & Porto Requejo 2008). In particular, people may be more likely to accept bilingual education if they are aware that the phenomenon is well-‐studied, that the scientific evidence points in a positive direction, and that flaws in implementation do not imply that bilingual education does not work.

Using a survey, distributed via social media (e.g. Facebook, Twitter), which includes a detailed measure of bilingual education knowledge, this study will investigate the link between people’s attitudes towards and their knowledge of bilingual education. Furthermore, in this paper, we will examine whether attitudes toward bilingual education are, at least partially, dependent on people’s level of education, linguistic conservatism, need for closure, authoritarianism, and their acceptance of scientific evidence as a criterion for belief.

As data are still being collected, it would be premature to speculate about potential results. However, from a cursory analysis, the main hypothesis appears to be borne out. Although the data cannot determine whether increasing knowledge may increase acceptance of bilingual education, the paper will conclude with suggestions on how to proceed should this indeed be the case.

Acción Educativa (2017). El Programa Bilingüe a examen. Un análisis crítico de sus fundamentos. Asociación Acción Educativa.

102

Anghel, B., Carbrales, A., & Carro, J. (2016). Evaluating a bilingual education program in Spain: The impact beyond foreign language learning. Economic Enquiry 54 (2) 1202-‐1223.

Hüttner, J., Dalton-‐Puffer, C., & Smit, U. (2013). The power of beliefs: lay theories and their influence on the implementation of CLIL programmes. International Journal of Bilingual Education and Bilingualism, 16(3), 267-‐284.

Izquierda Unida (2017). Informe bilingüismo. Aréa de Educación de Izquierda Unida.

Mehisto, P. (2008). CLIL counterweights: recognising and decreasing disjuncture in CLIL. International CLIL Research Journal 1(1) 93-‐119.

Pena Díaz, C. & Porto Requejo, M. (2008). Teacher beliefs in a CLIL education project. Porta Linguarum 10, 151-‐161.

103

CLIL and the quality of its criticism: a rejoinder

Thomas Somers, Universidad Autónoma de Madrid, [email protected] November 29, 18:00-18:30, Room/ Salón de Actos

This paper will address the validity of Bruton’s (2011, 2013, 2015) counterarguments to pro-‐CLIL (Content and Language Integrated Learning) arguments. However, before doing so, the paper will consider the empirical evidence provided to support the various counterarguments, showing how the research is exceedingly misrepresented by Bruton by such means as omission of fact, unfounded attribution, and hasty generalization. In fact, none of the studies cited were found to present any conclusive counterevidence to CLIL whatsoever, as they either suffered from methodological flaws, or described embryonic or flawed implementations of CLIL that had suffered from structural deficits: lack of teacher training in CLIL methodology, lack of teacher proficiency in the FL, lack of coordination and institutional support. Under such adverse conditions, little can be concluded about CLIL properly.

Next, a number of issues will be considered. Firstly, on the issue of selectivity in CLIL, it will be explained 1) how the locus of selection does not lie inherently in CLIL pedagogy, but in uninformed and misguided decisions made by local administrators and/or policy makers, and 2) how selection in such cases leads to improper application of CLIL pedagogy. Secondly, the issues of variability in CLIL definitions, and variability in CLIL subjects and languages are considered. Thirdly, the paper provides a logically argued vindication of the greater authenticity and communicative purpose of language use in the CLIL classroom over the FL classroom. Fourthly, it will challenge Bruton's several misunderstandings and misinterpretations in the matter of the relationship between naturalistic CLIL and instructed FL classes. Fifthly, it will be shown that Bruton's issue with CLIL as a supposed threat to content learning is a moot point under proper conditions, and that content does not pose an insurmountable obstacle to language development. Finally, Bruton’s discussion of the issues of culture and (un)motivated teachers is commented on and shown to be a moot point.

The paper will conclude with ‘lessons in criticism’ and an overview of the real issues that currently affect CLIL implementation around Europe.

Bruton, A. (2011). Is CLIL so beneficial, or just selective? Re-‐evaluating some of the research. System, 39(4), 523-‐532.

Bruton, A. (2013). CLIL: some of the reasons why …. and why not. System, 41(3), 587-‐597.

Bruton, A. (2015). CLIL: Detail matters in the whole picture. More than a reply to J. Hüttner and U. Smit (2014). System, 41(3), 587-‐597.

104

Culture outside the box Marie Alice Soriero, CEA Study Abroad, [email protected] November 30, 18:30-19:00, Room/ Salón de Actos

"Education must be not only a transmission of culture but also a provider of alternative views of the world and a strengthener of skills to explore them" Jerome S Bruner

As second/foreign language education moves beyond conventional paradigms, notions embracing the tenets of a broader sense of international education have emerged. For example, for some European educators the Autobiography of Intercultural Encounters, AIE, stands as their go-‐to as a means for learners to deconstruct their authentic and active engagement in local culture, while other more recent tools originating from the US, such as Learning Through a Prism, Williams (2018) are being adapted. Using this as a point of departure I suggest we continue to move away from a skill-‐set of language acquisition and global competency (hallmarks of privilege) to promoting global citizenship.

Given the sound arguments of active learning enthusiasts and our own first-‐hand experience, it has become increasing evident to us that by creating academically grounded engagement activities for students at our center language acquisition and interculturality have been bolstered. Through orchestrating these strategic opportunities, students explore culture against the backdrop of their own cultural identities. By using these intentional and academic initiatives to approaching the global experience, we both ground and energize as we create meaningful international experiences.

Ultimately these fortified integrated activities encouraging both language acquisition, self-‐exploration and cultural competence lay the foundation for global citizenship. Given that our world is ever interconnected and interdependent, being global is part of our contemporary lives. This increasingly evident link across all sectors and nations has caused many of us to take pause to appreciate not only our human diversity but laud this diversity’s effect upon peaceful co-‐existence and conflict resolution.

In this talk I will trace the conception of this initiative and describe the challenges which emerged. I will illustrate this endeavor’s current manifestations. We will finalize with how this in-‐depth look at culture not only fosters local appreciation but establishes the keystone for global citizenship as students interrogate their place in our world with an enriched understanding of oneself as a culturally bound being.

Ideas for Global Citizenship. Retrieved from http://www.ideas-‐forum.org.uk/ Pechakucha 20x20 (2003). Retrieved from https://www.pechakucha.org/.

Welcome to the Autobiography of Intercultural Encounters, (2014). Retrieved from https://www.coe.int/t/dg4/autobiography/default_en.asp

105

Williams, T. (2018). Learning through Prisms: Facilitating Student Intercultural Learning Abroad. Fort Worth: TCU Press, 2018.

Williams, T. (2017). Using a Prism for Reflecting: Providing Tools for Study abroad Students to Increase their Intercultural Competence. Frontiers Journal, Retrieved from https://frontiersjournal.org/wp-‐content/uploads/2017/11/WILLIAMS-‐Using-‐a-‐PRISM-‐for-‐Reflecting-‐ XXIX-‐2.pdf

106

Author index Ahern, 12 Alarcon, 14 Aldekoa, 16 Alonso (de) Paz, 20 Alonso Belmonte, 18 Alonso Santillana, 22 Alouache, 59 Amondarain Garrido, 24 Blecua Sánchez, 12 Bourbonnais, 36 Brady, 26 Bullock, 28 Carpani, 30 Chacón Beltrán, 32 Colombo Lopez, 34 Doell, 36 Donne (le), 38 Echitchi, 41 Fernández Agüero, 18 Fernández Barrera, 43 García Cuevas, 47 García Parejo, 12 Garcia Pinar, 26 Garcia, 45 Genis, 49 Hernández García, 51 Hill, 73 Houser, 53 Idiazabal, 16 Kalin Martinez, 55 Kondo, 57 Kouicem, 59 Levy, 61 Liddicoat, 8 Llinares, 63 López Medina, 65 Lorenzo, 67 Lozano Martínez, 69 Lozano, 88 Maltoni, 30 Manterola, 16 Marcos Morales, 71 Monteiro, 99 Moreno De Diezmas, 73 Morton, 63 Ó Duibhir, 9 Orduna Nocito, 75 Pérez Cabello, 77, 79 Pérez Callejas, 81

107

Pérez Martín, 18 Pérez Murillo, 83 Poveda, 85 Pozo (del), 87 Quesada, 88 Relaño Pastor, 85 Rodríguez Gómez, 20 Ruiz Gutiérrez, 79 Ruiz Martín, 90 Sabatier, 28 Sánchez García, 92 Sarmiento Alvarez, 94 Sauer, 96 Senra Silva, 98 Silva, 99 Smith Souter, 83 Somers, 101, 103 Soriero, 104 Wei, 10 Whittaker, 12

Documents

Language and Society Conference€¦ · Critical perspectives in intercultural language learning Anthony J. Liddicoat, [email protected] University of Warwick ! Intercultural