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.

92

31

80

27 32

4

0

10

20

30

40

50

60

70

80

90

100

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.