catalan model for language learning in plurilingual contexts
TRANSCRIPT
El model català d’aprenentatge de llengües estrangeres
Berga, 26 Juny 2009
Neus Lorenzo Galé[email protected]
L’ús de les tecnologies L’ús de les tecnologies i la seva aplicació i la seva aplicació als programes als programes de cooperació internacional de cooperació internacional
The Catalan model of language teaching and learning
Berga, 26 June 2009
Neus Lorenzo Galé[email protected]
Use and application of ICT Use and application of ICT at International Collaborative Projectsat International Collaborative Projects
Content Content
1- The Catalan Model: Language for personal development and social cohesion.
2- The Web 2.0 Lifestyle: Are we ready for social networking?
3- International collaborative projects: CLIL for crosscurricular learning
L’escola catalanaL’escola catalana...Is there a Catalan model?...Is there a Catalan model?
•Active school
•Collaborative work
•Plurilingualism
•Inclusion
•Values and Traditions
•Culture and heritage
•Quality
•Participation
The growing pains of the Catalan Model,The growing pains of the Catalan Model,building diversitybuilding diversity
Past educational context: Language policy at school -1.
PAST: 1940’s 1970’s
SPANISH
Latin - Greek- French(School subjects)
Bilingual society
Monolingual
school
CATALAN
ENGLISHFRENCH, GERM. ITAL.
SPANISHCATALAN
DemocracyDemocracy
Bilingual
school
Bilingual society1979 Estatutd’Autonomia; 1983 & 1998: Llei de Normalització Lingüística. Llei de Política Lingüística
Two societies ? One society?
Looking for an educational system 1970’s & 1980’s: Debate on family language
pathpath
path
path
path
Nowadays context:Language policy at school -2.
SPANISH
CATALAN
School subjectENGLISH
FRENCH. GERM. ITAL.
PRESENT: Immigration 2000’s - 2010’s
Bilingual
school Extra curricular LANGUAGES
CATALAN SPANISHCalo (Roman)
Plurilingual society
(PISA results related to immigrant students)(PISA results related to immigrant students)
Stable resultsPositive results
Negative resultsChanges between first and second generationChanges between first and second generation
•http://www.pisa.oecd.org/findDocument/0,2350,en_32252351_32235731_1_119669_1_1_1,00.html
•http://www.pisa.oecd.org/pages/0,2966,en_32252351_32235907_1_1_1_1_1,00.html
Building identity, Building sustainability
Family
School
Friends
WorkSociety
Media
Environment
Family L.
Environmental L.
School L.
Professional L.
International L.
PLURILINGUALISM
Becoming active citizens in a
Common core
(sharing)
State Legislation
Belong ing to
Pri vat e s paces
(k eep ing)
Cult ura l
si ngular it i es
Dynamic Educational Model
Managing diversity for social cohesion
SGLiC, Departament d’EducacióGeneralitat de Catalunya
The Plurilingual ProjectThe Plurilingual Project:: Common aims and shared challenges in EuropeCommon aims and shared challenges in Europe
•Identity building-Accepting diversity and cultural differece as collective richnessand shared opportunity• Community building-Facing immigration and growth with social cohesionand active citizenship
•Knowledge building-Developing skills for lifelong learning in a global context,and acquiring key competencies relevant to the labour market.
Adapted from: Leonard Orban, Comissionate for Multilingual Portfolio, EUAdapted from: Leonard Orban, Commissioner for Multilingual Portfolio, EU, 2007
Languages for personal development Languages for personal development Lifelong learning Lifelong learning
Creating European identity and citizenship (plurality, diversity )
Lifelong learning (flexible curricula)
ICT tools & e-learning for knowledge building
Academic convergence (comparable degrees)
European Plurality (mother tongue +2)
29 països : Joint declaration European Ministers of Education (Terry Mitchell, promoter of EHEA: European Higher European Area, Bologna 1999, Berlin 2003, Bergen 2005http://www.bologna-berlin2003.de/pdf/bologna_declaration.pdf Also: Acord de Lisboa 2001, revised London 2007)
Market access (relevant to the labour market )
Building knowledge, Building CommunityBuilding knowledge, Building Community
The Plurilingual Project in Catalonia: The Plurilingual Project in Catalonia: bridging the future togetherbridging the future together
Every day we set the conditions that will make our future possible...
But... is it the future we wish for?
Formal, non-formal and informal spaces
A practical exerciseA practical exercise….….Chose one of these cards: don’t say it aloud!!!.Just look at it and try to fix it in your mind...
A practical exercise...A practical exercise...
Think of your card for 10 second without saying it to anybody...
A practical exercise….A practical exercise….
Now I will hide your letter!!! Am I right??
Great! How have I done it?
And what is happening now?...And what is happening now?...
People here have started an informal “emergent” network to get information from the group...
Teamwork and networking strategiesbecome natural and useful when a group is focused on solving the same problem and sharing aims, trying to find out new ideas, thinking aloud, and processing verbally.
know how & resources? sensitivity & complicities
Looking for balance and commitmentLooking for balance and commitment
Working collaborativelyWorking collaboratively
is much more than just adding ideas is much more than just adding ideas
Quality factors: Sharing Values, Mission, Vision, Planning, Acting, Assessing
MoodleMoodle
http://moodle.vaniercollege.qc.ca/
BlocsBlocs
http://blocs.xtec.cat/
WikisWikis
http://www.wikispaces.com
VideoVideo
http://youtube.com
PodcastingPodcasting
http://clickcaster.com
NegotiationInformation gatheringData processOutcomesFeedback
SequencesSequences
European Projects: transversality, plurilingualism and interculturalism
What do these projects provide schools with?
Virtual, physical and intellectual mobilityVirtual, physical and intellectual mobility
Virtual & communicative mobility
Physical mobililityIntellectual Mobility
PAP-PAP- Lifelong Learning Program Associations and Training: Comenius, Gundtvig, Erasmus, eTwinning…
Content and Language Integrated Learning (CLIL-EMILE-AICLE)
A quality CLIL activity provides…A quality CLIL activity provides…choose the 3 main benefitschoose the 3 main benefits
Linguistic improvementContent learningAutenticityReal interactionDeveloping competenciesBuilding cognitive processesCultural exploration Educational socializationCollaborative techniquesAttitudinal orientation… … … … … …
Integrating activities provides new added value...
CLIL
Language Content
Criteria, creativityfor decision making
(judgement, evaluation and action) (Bloom’s Pyramid)
CLIL, Integrated methodologyCLIL, Integrated methodologyfor developing life competenciesfor developing life competencies
Complexity (plurality, global diversity, multilingualism)
6-C CLIL-MC6-C CLIL-MC
ContentContent(knowledge building, learning things)
CommunicationCommunication(projecting, interacting, doing)
Community(being with others)
Cognition(being oneself, thinking)
4-C:4-C: Mehisto, Marsh, Frigols, 2005, 2008
5-C:5-C: Leonard Orban, Comissionat UE,2007
6-C 6-C Diamant competencial de les 6-C, 2009 Neus Lorenzo & Group Sys.6, 2009
transformation
sharing
learning
CLIL-Paradigm:CLIL-Paradigm: individual & social improvementindividual & social improvement
Competition to Have things, information, friends...
Competencies for Beingcompetent, able, useful, happy...
Neus Lorenzo, 2009: Global Consciousness in Europe
CLIL for proactive citizenship: participation, creativity, responsibility, innovation,
involvement...
Learning by doing: Multimodal Learning by doing: Multimodal
Teamwork... Teamwork... Network... Network... Teamnets.Teamnets.
Kowledge societyKowledge society
A knowwledge worker…A knowwledge worker…
Data
Information
Knowledge
Wisdom
Action
Vision
Mision
Values
Strategies for good practicesStrategies for good practices
Network requires...
• To have specific and defined aims• To share commitments and follow collective rules• To learn about the context and the territory • To use emotional strategies and easy relationship• To delegate in colleagues when necessary• To count on a good opperational (technical) team• To share information and evidence with users• To alternate functions and tasks when needed.
Story I : Conflicts at Vision levelStory I : Conflicts at Vision level
Error at sharing aims-Mistake at identifying common needs, mismatching aimsSolution:-Teams should find shared fields for common visions
Cardiff: Investigating language attitudes: Social meanings of dialect, ethnicity and performance. (1994)
Story II : Conflicts at planningStory II : Conflicts at planning
Error at design levels-Mistake at planning: aesthetic priorities instead of praxisSolution:-Teams should include diverse profiles and final users at all steps
Barcelona, Forum 2004
Story III : Conflicts at communicating Story III : Conflicts at communicating
Message or communication error-Mistake at expressing or understanding (code, language, culture...)Solution:-Teams should include feedback techniques and double checking
How many times can you sustract 3 from 25 ?
Literal answers in an exam
Only once!!
25-3= 22
Story IV : Conflict when using toolsStory IV : Conflict when using tools
Procedural error-Mistake at changing tools, mismatching previous knowledgeSolution:-Teams should include training for using new tools and resources
Doing European Projects using CLIL and Doing European Projects using CLIL and ICT: ICT:
tools for attaining the futuretools for attaining the future
Neus Lorenzo i Galé[email protected]
We should cultivate today the landscape of tomorrow
…because only the trees that take rootwill be able to change the environment. Let’s start now !!!
The Catalan model of language teaching and learning
Berga, 26 Juny 2009
Neus Lorenzo Galé[email protected]
Use and application of ICT Use and application of ICT at International Collaborative Projectsat International Collaborative Projects