Teacher Learning for European

Literacy Education (TeL4ELE) (TeL4ELE 518080-llp-2011-se-comenius-cmp

Report of work by the team / Memoria de

trabajo del equipo

Madrid-Mondragón (Spain) 2011-2013

TEAM

Dra. Rachel Whittaker, coord. (Universidad

Autónoma de Madrid-UAM); Dª Isabel Blecua

(IES La Senda, Getafe), Dra.Teresa Bordón

(UAM); Dra. Mª Luisa García Bermejo

(Universidad Complutense de Madrid-UCM);

Dra. Isabel García Parejo (UCM), Dra. Begoña

Pedrosa (Universidad de Mondragón-País

Vasco)

AIM: To train literacy educators in the partner

countries to become experts in Genre based literacy

pedagogy to enable them to train teachers to improve

learning outcomes for all students especially those

who are educationally disadvantaged.

Phase one 2011-2012 - training new experts

in Genre Pedagogy (international and

national meetings)

Phase two 2012-13 – training teachers and

implementation

International meetings

International

meetings

1) Lisbon, Portugal, December 2011

2) Glasgow, Scotland, February 2012

3) Stockholm, Sweden, May 2012,

4) Copenhagen, Denmark, October 2012

5) MADRID, SPAIN, OCTOBER 2013

final International TeL4ELE Project

meeting in Madrid

NATIONAL MEETINGS + TRAINING

Introduction to Reading to Learn Pedagogy

Presentación del proyecto

Presentación principios metodológicos R2L

Encuesta al profesorado

COURSES Primary Basque Country /Secondary Madrid

Principios metodológicos de R2L

Géneros textuales en la escuela

De la lectura a la escritura conjunta

Secuencia Didáctica R2L

Criterios de Evaluación

Estructura y patrones en textos y enunciados

Evaluación del curso: 1 Secuencia Didáctica, evaluación de 2 textos de

estudiantes, reflexión

SEMINAR

2 Secuencias Didácticas R2L

• SUMMARY OF READING TO LEARN

PROFESSIONAL TRAINING IN SPANISH

WORK WITH TEXTS: AWARENESS OF

FEATURES OF TEXTS

• LANGUAGE OF SCHOOL TEXTS

• DIFFICULTIES FOR STUDENTS

• ENGLISH EFL AND SPANISH

LANGUAGE AND CONTENT SUBJECTS

= GENRES ACROSS THE CURRICULUM

• WINDOW ON TEXTS OF THE “OTHERS” (OTHER TEACHERS, OTHER SUBJECTS)

DATA COLLECTION

• PRE- AND POST-TEST OF READING

AND WRITING:

• SPANISH LANGUAGE

• KET & PET FOR ENGLISH

• SUBJECT TEXTS

PRODUCTION Centro participante

School

Nivel

Level

Nº de

profesores

implicados

Teachers

Nº de

alumnos

Students

Secuencias

didácticas

diseñadas

DS

Géneros recogidos

Genres collected

Basque Country 1 6º Primaria 2 30 4 Factual

Narrative

Basque Country 2 6º Primaria 1- Inglés 19

Madrid 1 1º ESO 1- Historia 28 2 Factual

Madrid 2 1º ESO (2g)

2º ESO (2g)

9- Inglés

1- Francés

2- Lengua

5- Biología

4- Historia

1- Educación

Física

1- Educación

Adultos

63 Inglés: 4

Historia 2

Lengua 2

Francés 1

Factual

Narrative

Madrid 3 2º ESO (4g)

3º ESO (3g)

3- Inglés

1- Latín-Griego

1- Maths

1- Lengua

74

58

Inglés: 5

Lat. 2

Maths. 2

Lengua 1

Factual

Narrative

Others 1º ESO 1Francés

1Historia

1 Biología

3 Lengua

20 Lengua 2 Factual

Narrative

Arguments

LESSON PLAN

SOME WRITTEN

PRODUCTION BY STUDENTS

Student 1 – S

3rd year 14-15 year-olds ESO bilingual EFL “Global

Classrooms”

Our priorities for the future are (-do create campaigns on the

rights of these vulnerable children, protect children from

being used as soldiers. Do We should also create wells in

places where they have no clean water to drink and to grow,

having an education for their future, to prevent children who

are in refugee camps tell stories. how are you:(" "During the

war, I lost my 10 year old brother and 14 year old sister. Our

house was damaged. My father died, and now my older

brother works" young woman 15, Afghanistan")

Student 2

3rd year 14-15 year-olds ESO bilingual EFL “Global Classrooms”

To try to eradicate poverty, we propose a decrease the taxes

for fishermen and allow them to export more fish, so that they

can earn more money. This is an idea for 2014-2015. Fiji also

believes that if more hospitals are built and you send doctors

that hire some of our people and teach them first aid we have

made a planning about the construction and it would take just

5-6 years to finish the hospitals. We can also call for some

volunteers of NGO’s like Save The Children, because they can

help with first aid injures or giving vaccines. We call upon the

UN for financial support to make a campaign so that people

become more concerned about AIDS. We could create a

slogan and create postcards with it. On Fijian TV, we´ll do

publicity for spots. Fiji, together with other Asian countries in

the same situation could collaborate to fight against the

problem of OVC. If we create a block we can collaborate with

money or resources

We call it fun,

but someone

called it

madness!!

Comentarios de los participantes

En matemáticas, en general, se hace muy poco uso del lenguaje escrito y se utiliza el lenguaje simbólico o

algebraico […] el profesor insiste en explicación verbal … pero que no concreta con el lenguaje natural escrito,

entre otras razones porque ralentiza mucho la resolución.

In maths, in general, very little use is made of written language and symbolic or algebraic language is used

much more […] the teachers insists on a verbal explanation [… ] but doesn’t fix this in written natural language, among other reasons because it makes it

much slower to get to the answer

Comentarios de los participantes La metodología es muy interesante y tras la experiencia

realizada en el aula, bastante eficaz. En realidad, es como duplicar el proceso de aprendizaje porque el alumno expresa con lenguaje natural los diferentes

pasos que obligatoriamente hay que traducir al lenguaje simbólico y mientras lo escribe, el alumno interioriza lo

que está haciendo. El gran inconveniente es que es muy lento [… ] pero posiblemente los alumnos más

desaventajados no se habrían enterado de nada. The methodology is very interesting and after the experience

in the classroom quite effective. In fact, it’s like duplicating the learning process because the students express in natural language the different steps that you have to translate into symbolic langauge and while they

write it, really take in what they are doing. The real problem is that it’s very slow […] but possibly the least

able students wouldn’t have understood anything

¡No sueltan el lápiz ni

levantan el ojo del texto!

They don’t drop their

pencils and their eyes are

glued to the text!

¡YA NADA SERÁ IGUAL EN

LAS CLASES! [a propósito de

la lectura y de la escritura]

NOTHING WILL BE THE

SAME AGAIN IN THE

CLASSES ! [talking about

reading and writing

¡Ya no podemos

coger cualquier texto

e ir a clase con él!

Now we can’t just

take any text and go

into the classroom

with it!

Dissemination and future implementation

• Integración del modelo R2L en los planes de estudio de

Formación del Profesorado. Incorporating R2L into the

curricula of Teacher Education

• Curso de formación reconocido CTIF Norte 2013-2014:

Reading to Learn/ Leer para Aprender coord. por profesora

participante. Recognized raining course North Madrid

coordinated by a participating teacher

• Seminario reconocido en centro coord. profesora

participante. Recognized seminar in school coord. By

participating teacher

• Creación de un corpus on-line de textos escritos con base

sistémico-funcional para uso de docentes y estudiantes

(Proyecto de innovación docente UCM 2012-2013). Creation of an on-

line corpus of texts of different genres for teachers and

students to use.