the abcs of plurilingualism
TRANSCRIPT
THE ABCS OF
PLURILINGUALISM
IN ANDALUCIA
Study visit
Centro de Profesorado
Córdoba, May 2013
SOME BASIC DATA
Our foreign
language history.
Where we are.
Who we are.
Eight provinces
8.4 million
inhabitants 803.000
inhabitants
COUNTRY POPULATION
(MILLIONS)
Sweden 9.6
Austria 8.5
ANDALUCIA 8.4
Bulgaria 7.2
Denmark 5.6
Finland 5.4
Slovakia 5.4
Ireland 4.6
Lithuania 2.9
Slovenia 2.1
Latvia 2.0
Estonia 1.3
Cyprus 0.9
Luxembourg 0.5
Malta 0.4
A BIT OF HISTORY...
1970 Law of Education:
1 foreign language only, beginning age 11.
French (losing students)
English (gaining students)
1990 Law of Education:
First foreign language compulsory, begining
age 6.
Second foreign language, optional, age 12.
French recovery.
A BIT OF HISTORY...
2005
WHY PLURILINGUALISM?
Key concept in Applied
Linguistics
Social value in democracies
Historical reality
European language policy
PLAN DE FOMENTO DE
PLURILINGÜISMO
PLURILINGUALISM PROMOTION
PLAN
Bilingual schools (CLIL programs)
State schools of languages (EOI)
Plurilingualism and teachers
Plurilingualism and society
Plurilingualism and interculturality
BILINGUAL SCHOOLS
CLIL LANGUAGE IN THE PROGRAM (12/13)
English French German TOTAL
Córdoba
(figures)
92 8 2 102
Córdoba
(percentage)
90,3 % 7,8 % 1,9 % 100 %
Andalucía
(percentage)
92,7 % 6 % 1,3 % 100 %
TYPE OF SCHOOL (PUBLIC, 12/13)
Primary
schools
(aged 3-12)
Secondary
schools
(aged 12-18)
TOTAL
Córdoba
(figures) 38 44 82
Córdoba
(percentage) 46 % 54 % 100 %
Andalucía
(percentage) 52 % 48 % 100 %
CÓRDOBA SCHOOL DISTRICT (2012-2013)
102 bilingual
schools
( about 25 % of all schools in the district)
(about 10 % of bilingual schools in Andalucia)
BILINGUAL SCHOOLS – CÓRDOBA (2012-2013)
2 +10 (12) +8 (20) +12 (32) +12 (44) +24 (68) +8 (76) +4 (80) +1 +21
(102)
1
(2000-05)
2
(2005-06)
3
(2006-07)
4
(2007-08)
5
(2008-09)
6
(2009-10)
7
(2010-11)
8
(2011-12)
9
(2012-13)
2
12
20
32
44
68
76 80
102
0
20
40
60
80
100
120
1 2 3 4 5 6 7 8 9
STATE SCHOOLS OF LANGUAGES (EOI)
Important growth in the number
of schools across the region
Important growth in the number
of languages taught.
Importance of CAL courses.
STATE SCHOOLS OF LANGUAGES (EOI)
EOI Córdoba
German
Arabic
French
English
Italian
EOI Málaga
German
Arabic
Chinese
Spanish L2
French
Greek
English
Italian
Japanese
Portugese
Russian
EOI in province (6)
Córdoba
Lucena
Montoro
Palma del Río
Pozoblanco
Priego de Córdoba
ORGANIZATION
•Province coordinator School district
•School coordinator
•Language and content teachers
•Language assistants
Schools
•Teacher training centres
• Inspectors Others
4416 involved in
bilingual programs
(2011-2012)
B2 (CEFR)
requirement for
new teachers
English (1099)
French (152)
German (41)
Italian (8)
Arabic (7)
Portugese (1)
Russian (1)
Chinese (1)
Teaching Staff
1311 Language
assistants (2011-2012)
STUDENTS
3000 students (language courses) [2012]
6000 students (school exchanges) [2012]
1800 students (summer camps) [2011]
CURRICULUM AND MATERIALS
Integrated curriculum
Early years (just for bilingual
schools)
Later years (for every school)
All schools are expected to have a
language project to develop their
students’ communicative competence
from a plurilingual perspective.
INTEGRATED CURRICULUM
CURRICULUM AND MATERIALS
Teaching materials
Early years (tailor-made)
Later years
(tailor-made)
(printed and on-line materials)
(by the Regional Education Authority)
CURRICULUM AND MATERIALS
Teaching materials:
by the Regional Ministry of Education.
For CLIL teachers
http://www.juntadeandalucia.es/educacion/webportal/web/aicle
For language teachers
http://www.juntadeandalucia.es/educacion/webportal/web/pel
CURRICULUM AND MATERIALS
Teaching materials by the
Regional Ministry of Education.
For the school language project
http://www.juntadeandalucia.es/ed
ucacion/webportal/web/proyecto-
linguistico-centro/
METHODOLOGY
CLIL A dual-focused educational approach in which an
additional language is used for the learning and teaching of
both content and language (Coyle, Hood & Marsh, 2010: 1).
CLIL integrates:
CONTENT (subject matter)
COMMUNICATION (language learning and using)
COGNITION (learning and thinking processes)
CULTURE (developing intercultural understanding
and global citizenship)
TRAINING SCHEME
1
•Initial training (multipliers or direct teaching to language and CLIL teachers).
2 •In-school follow up.
3
•A wide range of courses, conferences, meetings, etc.
INITIAL TRAINING CONTENT
Plurilingualism
Education policies
Language learning theories
Bilingual education
CLIL
Curriculum design
THE ABCS OF
PLURILINGUALISM
IN ANDALUCIA