E L BILINGÜISMO A DEBATE · Sánchez-Verdejo Pérez, Francisco Javier – IES Garcia Pavón...
Transcript of E L BILINGÜISMO A DEBATE · Sánchez-Verdejo Pérez, Francisco Javier – IES Garcia Pavón...
Nuria García Manzanares Virginia Vinuesa Benítez Coordinadoras
Actas
ISBN: 978-84-697-0440-0
E L B I L I N G Ü I S M O A D E B A T E
El bilingüismo a debate
Actas del IV Congreso Internacional de
Enseñanza Bilingüe en Centros
Educativos
El bilingüismo a debate
Actas del IV Congreso Internacional
de Enseñanza Bilingüe en Centros
Educativos
Coordinadoras de la publicación
Nuria García Manzanares (Universidad Rey Juan Carlos)
Virginia Vinuesa Benítez (Universidad Rey Juan Carlos)
Comité científico
Aguilera Lucio-Villegas, Carmen – Asociación Enseñanza Bilingüe
Ball, Phil – Universidad del País Vasco
Betti, Silvia – Universidad de Bolonia
Caballero de Zulueta, José Manuel – UCETAM PBU
Castro Prieto, Paloma – Universidad de Valladolid
Cerezo Herrero, Enrique – Universidad CEU Cardenal Herrera
Dumitrescu, Domnita – Academia Norteamericana de la Lengua Española
Fernández Costales, Alberto – Universidad de Oviedo
Fernández Fernández, Raquel – Centro Universitario Cardenal Cisneros
Moreno Fernández, Francisco – Instituto Cervantes at Harvard University
García Laborda, Jesús – Universidad de Alcalá
García Manzanares, Nuria – Universidad Rey Juan Carlos
García Mayo, María del Pilar – Universidad del País Vasco
Genís Pedra, Marta – Universidad de Nebrija
Gisbert da Cruz , Xavier – Asociación Enseñanza Bilingüe
González Cascos, Elena – Universidad de Valladolid
Henderson, Rosalie – Universidad Rey Juan Carlos
Izquierdo Sánchez-Migallón, Elvira – Universidad Rey Juan Carlos
Lara Garrido, Manuel F. – BEP Network manager, Jaén
Lasagabaster, David – Universidad del País Vasco
López Medina, Beatriz – Universidad de Nebrija
Lorenzo Galés, Nieves – Generalidad de Cataluña
Luelmo del Castillo, María José – Universidad Rey Juan Carlos
Madrid Fernández, Daniel – Universidad de Granada
Martínez Agudo, Juan de Dios – Universidad de Extremadura
Navarro Pablo, Macarena – Universidad de Sevilla
Nuessel, Frank – Universidad de Louisville
Ortigosa López, Santiago – Universidad Complutense de Madrid
Palma Fernández, Gracía – Presidenta de GRETA
Pérez Cañado, Mª Luisa – Universidad de Jaén
Pérez Guillot, Cristina – Universidad Politécnica de Valencia
Pinkos, Margarita – National Association for Bilingual Education (NABE)
Ruiz Maroto, Oscar – Universidad Camilo José Cela
Sánchez-Verdejo Pérez, Francisco Javier – IES Garcia Pavón
Serrano Moya, Elena – Universidad Internacional de la Rioja
Solís Becerra, Juan Antonio – Universidad de Murcia
Spinelli, Emily – American Association of Teachers of Spanish and Portuguese
Tinajero, Josefina – Universidad de Texas
Villoria Prieto, Javier – Universidad de Granada
Vinuesa Benítez, Virginia – Universidad Rey Juan Carlos
Wood, Santiago – National Association for Bilingual Education (NABE)
Comité organizador
Dirección
Xavier Gisbert da Cruz
Rosalie Henderson Osborne
Programas y Contenidos
Virginia Vinuesa Benítez
Carmen Aguilera Lucio-Villegas
Relaciones Institucionales
Mª José Martínez de Lis González
Organización
Paz Espinar Mesa-Moles
Organización Técnica y Comunicación
Juan Ramón Villar Fuentes
Coordinación de Acreditaciones Académicas
Nuria García Manzanares
Actas del IV Congreso Internacional de Enseñanza
Bilingüe en Centros Educativos
CIEB 2017
En el IV Congreso Internacional de Enseñanza Bilingüe en Centros Educativos
(CIEB 2017) se presentaron para su valoración un total de 92 comunicaciones y 31
talleres.
Tras la revisión de todas las propuestas por parte del Comité Científico, se
aceptaron un total de 80 comunicaciones, siendo rechazadas 12 propuestas, y un total de
27 talleres, siendo rechazados cuatro propuestas. No obstante, no todos los participantes
enviaron su artículo para su publicación dentro del plazo previsto.
Por tanto, en estas Actas no se recogen las ochenta comunicaciones y los
veintisiete talleres que fueron presentadas oralmente durante el Congreso, sino
solamente las treinta y dos comunicaciones y los cuatro talleres cuyo texto completo fue
recibido, revisado, evaluado y aceptado por los editores para su publicación. El
Programa completo del Congreso puede consultarse en la página web del congreso:
http://www.cieb.es/.
Para la publicación de la Actas del Congreso, se propone un formato digital con
ISBN. En el siguiente gráfico, se muestra un resumen de los datos finales.
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31
80
27 32
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Comunicaciones Talleres
Presentados
Aceptados
Publicados
ÍNDICE GENERAL
COMUNICACIONES
TEACHER EDUCATION FOR CLIL IN PRIMARY EDUCATION
Aoife K. Ahern, Magdalena Custodio, María Dolores Pérez Murillo y Anna Steele
ICT TOOLS: POWERFUL PATHS TO FOSTER DIFFERENT LEARNING STYLES
IN ESL TEACHING AND LEARNING SCENARIOS
Rubén D. Alves López
MATERIALES AICLE: INVIRTIENDO EN UNA ENSEÑANZA DE CALIDAD
Elena Ayala Tello y Thomas Schmidt
FROM BILINGUAL TEACHING TO CLIL: TEACHING STRATEGIES AND
TEACHING PORTFOLIOS FOR BILINGUAL TEACHING AT THE TERTIARY
LEVEL
Javier Barbero Andrés
LA AFINIDAD Y HABILIDAD TECNOLÓGICAS DE LOS NATIVOS DIGITALES
RESPECTO A LA INTEGRACIÓN DE LAS TIC EN EL AULA DE INGLÉS
José R. Belda Medina
CLIL AND EMI IMPLEMENTATION IN A BILINGUAL FRAMEWORK: THE
CASE OF GALICIA
María Bobadilla-Pérez y Eugenia Díaz-Caneiro
EXPERIENCIA BILINGÜE EN EDUCACIÓN MUSICAL PARA FUTUROS
MAESTROS DE EDUCACIÓN PRIMARIA
Raquel Bravo Marín y David Andrés Fernández
¿EXISTE EL PROFESOR DE ESL PERFECTO? NATIVO O NO NATIVO, HE AHÍ
LA CUESTIÓN
Lee Ann Bussolari
ENHANCING THE WRITTEN PRODUCTION IN L1 OF NATIVE SPANISH
STUDENTS FOLLOWING THE ENGLISH NATIONAL CURRICULUM IN THE
COMMUNITY OF MADRID: A NEW METHODOLOGICAL APPROACH TO
COUNTERACT REVERSE TRANSFER
Eva Cano Fernández
ESTUDIO DE LAS PERCEPCIONES DEL PROFESORADO UNIVERSITARIO:
ASSESSMENT EN EL ENFOQUE AICLE
Fátima Castañón Podio
LA ENSEÑANZA DEL INGLÉS ORAL A TRAVÉS DEL ENFOQUE ORAL
Inmaculada Clarens
PRONUNCIATION: THE CINDERELLA OF ENGLISH LANGUAGE TEACHING
IN SPAIN
Fidel del Olmo González
THE ROLE OF INTERDISCIPLINARITY IN THE DESIGN OF CLIL DIDACTIC
MATERIALS FOR PRIMARY EDUCATION
Ana Isabel García Abellán
COOPERATIVE LEARNING IN A BIOLOGY BILINGUAL CLASSROOM OF
SECONDARY EDUCATION
Marina Gutiérrez Sejas
WHAT MAKES AN EFFECTIVE BILINGUAL PROGRAMME? TALKING FROM
EXPERIENCE
Ramón Herranz Blokker
IMPLANTACIÓN DE LA EDUCACIÓN BILINGÜE: MOTIVACIONES
DIFERENTES EN REALIDADES INCOMPARABLES
Elvira Izquierdo Sánchez-Migallón
DISEÑO E IMPLEMENTACIÓN DE PROPUESTAS PARA LA ENSEÑANZA
BILINGÜE DE LAS CIENCIAS EN EDUCACIÓN PRIMARIA
Sandra Laso Salvador y Mercedes Ruiz Pastrana
DE QUÉ HABLAMOS CUANDO HABLAMOS DE METODOLOGÍAS ACTIVAS
María José Luelmo del Castillo
LA FLEXIBILIDAD DE UN DOCENTE CLIL
María Saray Mallorquín Rodríguez
PHONICS TO READ AND WRITE!
Sonia Martín y Patricia Sánchez
INTEGRACIÓN DE CONTENIDOS DE INGLÉS A NIVEL TERCIARIO (ICLHE)
Natalia Martínez-León
EXPERIENCIAS EDUCATIVAS A TRAVÉS DE PROGRAMAS EUROPEOS:
HACIA UNA ENSEÑANZA BILINGÜE DE CALIDAD
Alonso Mateo Gómez, Raquel Bravo Marín y Pablo Miguel Garví Medrano
WRITING-TO-LEARN CONTENT IN A CLIL SPANISH COMPULSORY
SECONDARY EDUCATION ENVIRONMENT. AN EXPLORATORY STUDY
Sophie McBride
THE EXPLORATION OF ASPECTS OF LANGUAGE CREATIVITY IN
STUDENTS FOLLOWING A BILINGUAL PROGRAMME
Silvia Montero Muñoz
APRENDER LENGUA VIVA, POR MEDIO DE TICS, INTELIGENCIAS
MÚLTIPLES, APLICACIONES MÓVILES, E-TWINNING….
Cristina Eugenia Nóvoa Presas
MARCO TEÓRICO- CONCEPTUAL DE AICLE
Miriam Pastor Morate
LA ENSEÑANZA DE INGLÉS EN CENTROS NO BILINGÜES: UN CASO
PRÁCTICO
Dra. Cristina Pérez Guillot y Paula Hervás Raga
CLAVES METODOLÓGICAS PARA GARANTIZAR EL APRENDIZAJE DE UN 2º
IDIOMA (INGLÉS) EN LA ETAPA DE EDUCACIÓN INFANTIL
Mónica Redondo Pérez y Susana Ortego García
MAESTRO CLIL: UN PERFIL DOCENTE ADAPTADO A LAS NECESIDADES
ESPECÍFICAS DE LOS ALUMNOS DE PRIMARIA
Marta San Román López
TASK-BASED LEARNING THROUGH VIDEOS AND ETWINNING IN THE
BILINGUAL PROGRAMME OF THE FACULTY OF EDUCATION IN ALBACETE
Raquel Sánchez Ruiz y Rosa María López Campillo
AYUDANTES LINGÜÍSTICOS EN PROGRAMAS DE INMERSIÓN LINGÜÍSTICA
EN EDUCACIÓN INFANTIL: PELIGROS Y TINIEBLAS
Jorge Sánchez Torres
TALLERES
VOLVIENDO A LOS FUNDAMENTOS: ¿CÓMO APOYAR AL ALUMNADO
PARA POTENCIAR LA COMPRENSIÓN Y ASIMILACIÓN DE LOS TEXTOS
ACADÉMICOS (TAS) EN LA EDUCACIÓN BILINGÜE (EB)?
Manuel F. Lara Garrido
DIGITAL RESOURCES THAT WORK IN BILINGUALISM
Paula López Cabello y Raquel de Nicolás
TOO MANY COOKS SPOIL THE BROTH?
Sabrina Michielan y María Isabel Requena de Lamo
HERRAMIENTAS E IDEAS PARA EL AULA BILINGÜE
Aser Santos Bajón
PRESENTACIÓN IV CONGRESO INTERNACIONAL DE
ENSEÑANZA BILINGÜE EN CENTROS EDUCATIVOS
“LA ENSEÑANZA BILINGÜE A DEBATE”
La Universidad Rey Juan Carlos y la Asociación Enseñanza
Bilingüe, fueron los organizadores del IV Congreso Internacional de
Enseñanza Bilingüe en Centros Educativos –CIEB 2017– que se celebró en
Madrid, en el Campus de Vicálvaro de la Universidad Rey Juan Carlos los
días 20, 21 y 22 de octubre de 2017.
CIEB 2017, bajo el lema “La enseñanza bilingüe a debate”, planteo
no solamente seguir analizando su funcionamiento sino también debatir
sobre la enseñanza bilingüe, los programas, sus ventajas e inconvenientes,
su desarrollo y su gestión, sus resultados, con el fin de contribuir a la
búsqueda de soluciones para los problemas que se plantearon y por lo tanto,
a la mejora de la calidad de todos los programas.
Un objetivo prioritario fue generar un foro de discusión, de debate,
de intercambio de ideas y de experiencias entre profesionales de la
enseñanza bilingüe y la enseñanza de idiomas y, a la vez, apoyar a los
miles de maestros y profesores que han entendido perfectamente el
potencial que supone ofrecer enseñanzas bilingües a sus alumnos, y que
trabajan incansablemente, esforzándose por adquirir el mayor dominio de
la lengua de instrucción y las máximas competencias posibles, tratando de
incorporar a su labor docente los últimos avances tecnológicos y de utilizar
en la enseñanza de idiomas, las variadas metodologías activas en boga hoy
en día.
El Congreso CIEB 2017 como siempre tuvo un carácter innovador y
promovió la presencia de expertos nacionales, tanto en aspectos prácticos
como teóricos del bilingüismo.
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HERRAMIENTAS E IDEAS PARA EL AULA BILINGÜE
Aser Santos Bajón
CEIP Gonzalo de Berceo, Coslada
Abstract: This workshop intends to provide teachers and people interested in bilingual education with six
online tools that can be used to solve various problems they come across every day. These tools target
specific aspects of classroom life, such as evaluation of the teaching-learning process, student behaviour,
presentation preparation and communication with the outside world. The approach taken by this
workshop is completely practical and is designed to get assistants to participate actively. These tools
should not be considered an approach in and of themselves, as they are actually very specific ideas that
will help professionals apply CLIL to their lessons.
Resumen: Este taller trata de mostrar a profesores y demás personas interesadas en la educación bilingüe
seis herramientas online que pueden utilizarse para resolver problemas a los que nos enfrentamos con
bastante frecuencia en el aula. Los objetivos específicos de la utilización de estas herramientas son la
evaluación del proceso enseñanza-aprendizaje, el comportamiento de los alumnos en el aula, la
presentación y el tratamiento de contenidos y la comunicación con el mundo exterior. Se trata de un taller
completamente práctico y diseñado para que sus asistentes participen de forma activa. Estas herramientas
no pretenden ser consideradas un método en sí mismo; por el contrario, deben ser consideradas
herramientas específicas para su aplicación por parte de personas interesadas en la metodología AICOLE.
Key Words: Online tools, bilingual education, CLIL, ICT, classroom management
The main objectives of this workshop are to present different online tools and
other ideas that can be used in the bilingual classroom. It is also intended to show
different strategies that we can use in the Primary classroom in order to face certain
daily situations regarding bilingual education. Finally, the presentation is designed to
show tricks for adapting the CLIL methodology, which is, in and of itself, a challenging
concept, to the Primary classroom.
This workshop is not a study of methodology, nor is it a debate about the positive
and negative aspects of bilingual education. To the average Primary teacher, many
classes and presentations about bilingual methodology are too vague to be useful or
require resources that we simply do not have. This workshop strives to offer easily
accessible approaches to classroom issues that can be used starting on the first day of
class.
The workshop will be divided into five sections. The first section will be quite
brief, as it serves as an outline of the presentation. In this section, I will explain why I
believe the workshop is important, what it is about and how these ideas will help
participants to overcome basic problems that we, as teachers, find every day in the
classroom. In order to flesh this final concept out, I will then mention some of the key
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issues teachers face in the bilingual classroom. These problems, which are not
mentioned in order of importance, but rather in relation to their treatment in each of the
following sections, are lack of communication, difficulty with writing and spelling,
efficient and comprehensive evaluation of each student’s knowledge of the subject
matter, classroom organisation and, finally, behaviour and classroom management. I
will then explain that each of the following four sections will deal with one or more of
these problems. I will make it clear that it is important to note that these strategies are
not designed to eradicate classroom problems immediately and completely; instead,
they are tips and tricks to make learning and participating easier for teachers and
students alike.
The second section of the workshop, but the first to address specific issues and
specific tools, deals with a problem that is present in all bilingual classrooms:
communication. I will remind the audience that this is a multi-faceted issue, as it can be
divided into subgroups, such as oral communication, written communication and
students who are too shy to participate in class. Here, I plan to introduce the first online
tool of the workshop, Padlet. This is an online resource that helps us improve
communication, firstly among our students and secondly between our students and
students from “twin schools”. In this part of the workshop, audience members will learn
the basics of setting up an account and basic usage of the tool. I will encourage them to
use their phones to sign up during the explanation. Once I have created my account, I
will highlight the most important functions of this tool and explain how they can be
used for interaction with students or for students to interact with their peers. Throughout
this tutorial, audience members will be able to use their Padlet account to interact with
me and other audience members. This interaction will be the baseline for showing the
many ways we can use Padlet to work in pairs, small groups or even big groups. I will
mention how this tool has allowed many of my most timid students to express
themselves and their personalities and have more fun using English to communicate.
Additionally, as we create a group project, we will explore some Padlet-specific ideas
that can be applied in class. These ideas have been used with great levels of success at
my school. Once we have seen the most important methods of using Padlet, it will be
time to move on to the next section.
In the third section, I will open my Kahoot account and initiate a previously
created game. While I do this, I will remind the audience of another important
classroom issue: evaluation. It has always been a challenge for teachers to work within
the confines of the curriculum and make sure that students are understanding and
internalising contents. I will pose the rhetorical question of how many times we have
asked our students if they have understood a concept, only to be met with a tired chorus
of “yes”. Many times, students look like they have mastered the contents of a unit, but
then fail the evaluation; conversely, I can admit that I have occasionally “overtaught”
certain aspects that I considered difficult to assimilate. We should not waste time
“beating a dead horse”; instead, we need to focus on the contents that students have not
mastered so that they can go confidently into their exams and the outside world. Here, I
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will state that, thankfully, there have been some huge advancements made in the past
few years. I will then present two online tools that can be used for immediate evaluation
of contents, Kahoot and Plickers. Members of the audience will once again be
encouraged to participate by using their mobile phones. Starting with Kahoot, I will ask
everyone to visit the website kahoot.it and enter the game number and a nickname. We
will play a 3 question-long Kahoot. After we finish, I will explain that this fun online
tool is a favourite among teen and adult learners of English, but that it is not feasible for
the bilingual classroom for various reasons. Firstly, it requires individual mobile phones
and secondly, it displays each participant’s results, which can lead to excessive
competition or bullying. I will then visit the Plickers website and state that we have
another option, specifically designed for children in schools. In the interest of time, we
will only create accounts on Plickers, not on Kahoot. At this point, I will introduce
Plickers. Participants will be asked to create an account by following the steps I show
them. After they have set up an account, I will instruct them on how to create content
within this tool. Once we have created several questions, I will ask participants to look
under their seats and take the papers they find. I will state that the strange symbols,
unique to each paper, are what make Plickers so attractive for teachers. Once again, we
will play a game of only 3 questions. I will ask participants to show their answers by
showing their paper with the “correct” answer at the top of the page. My mobile phone
will read the symbols and automatically calculate which students answered correctly
and which students did not know the answer. As participants will see, only the teacher
needs a phone and only the teacher can see each student’s individual results. Before
closing this section, I will reiterate how easy it is to create content and how important
this tool is because it provides immediate and personalised evaluation. My students look
forward to “playing Plickers” at least once a week in English, Social Science and
Natural Science classes.
To introduce Section 4, I will show a slide containing all the contents of a Unit of
social science, scattered around. Then I will introduce another key classroom issue:
concept organisation. There must be a high degree of coherence when teaching and
reinforcing the contents of any subject; otherwise students will feel lost. I will also
mention that some methods work well for adults but not for children. As an example,
many adults can learn individual contents and draw their own conclusions about
interconnectedness, which comes first or why they are important, students have trouble
making this leap on their own. Additionally, high school and university students are
expected take notes, writing down the most important ideas and connecting them. We,
as primary teachers, cannot have such expectations. I will pose the question of how we
can take the contents that we have been studying in a particular unit and present them to
students in a way that is attractive and easily understood. The answer to this question
will be through a mind map.
At this point I will explain what a mind map is, while visiting the website Cacoo
and showing the same social science contents reorganised in a structured way. I will
highlight the way that both images and text can be used with lines and arrows to arrange
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the contents in an identifiable way, such as a hierarchical structure, a cycle or in
chronological order. I will then state that mind maps are not only useful for teachers;
students can make mind maps, and even share them, in order to consolidate knowledge
and study. Just as Padlet helps shy children express their creative thoughts, Cacoo or
Mind42 allow students to organise and present what they have learnt. In this way, mind
maps have the double duty of facilitating communication and organisation. I will
suggest that a great way for students to make presentations is by using a mind map
made with Cacoo or Mind42. With these tools, students are in control of what they want
to say and how to present the information, so they do not feel tongue-tied or lost
halfway through the presentation. As I say this, I will open a Mind42 mind map with the
same social science contents presented in a different way to illustrate how a student
might present this Unit to the class in preparation for the exam. At this point, I will ask
participants to create an account with Mind42 and stress that Mind42 is a free resource,
while Cacoo is a paid service.
In the fifth and final section, I will deal with classroom management in the
bilingual classroom. This section is best introduced with just one word, which is the
final key issue: behaviour. How can we manage time properly if so much time must be
spent asking children to sit down? How can we teach the necessary contents and reach
the necessary objectives if our students constantly talk and interrupt the class? Should
we really be using valuable class time to scold students for their mistakes? After
spending a certain about of time teaching, be it decades, years or even months, we are
desperate for students to be quiet and controlled. We will try anything: writing names
on the board, using lights on a traffic light, the threat of recess without a football. As
always, technology has evolved to help us keep behaviour in check and the classroom
under control. Here I will open the ClassDojo website (again). Throughout the first four
sections of the workshop, whenever participants did something correctly, I would
quickly open ClassDojo, award a point and continue with the topic at hand. Now I will
explain what it is and how it works. I will ask participants to visit ClassDojo.com and
create an account. If you work with more than one group of students, ClassDojo allows
you to create as many separate groups as you need. Once you have created a group, you
simply add your students’ names. ClassDojo is great because it includes things that
students love, like funny sound effects and crazy-looking monster avatars, and it allows
teachers to award and take away points individually or as a group. In fact, almost
everything about ClassDojo is customisable, which makes it a unique tool. For example,
each of us knows our students and their strong and weak points, so we can edit the
skills, like “Raising your hand” and choose how many points can be awarded or
removed from each skill. Studies have shown that positive reinforcement works much
better than criticism, and ClassDojo gives us the possibility to award students points for
whatever it is they do well. I will stress that this is important to keep in mind, so that the
best-behaved students do not always run away with the lion’s share of the points.
ClassDojo encourages healthy competition and working in unison with classmates. It is
not at all unusual for students to ask first thing in the morning if they can see the current
point levels. This tool is not only meant for interaction with students, but also with
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fellow teachers and parents. We can select different views: the main view is of the
whole group, with points displayed for each student. However, it is very easy to access
each student’s report, where you can see a pie chart of their progress and a log that
includes each skill evaluated and the number of positive or negative points awarded.
You can attach a comment to a particular point given/taken from a student in any skill
so that the family can be aware of their child’s progress and behavior. It also allows
level mates to see at a glance how students have been performing up to now and which
skills need to be worked on. One more fantastic aspect of ClassDojo is the countdown
clock function, perfect for timed activities and games.