CONTEXT: BILINGUAL PROGRAMMES AND CLIL IN

CANTABRIAM1622- Bilingual Programmes, Policy and Practice – Prof. Isadora Norman

CLIL AND BILINGUAL EDUCATION IN CANTABRIA

CANTABRIAN CURRICULUM Ley de Cantabria 6/2008, de 26 de diciembre, de Educación de Cantabria (BOC del 30 de diciembre).

CANTABRIAN LANGUAGE PLAN El Plan para la Potenciación de la Enseñanza y el Aprendizaje de las Lenguas Extranjeras se rige por la Resolución de 28 de septiembre de 2006 (BOC de 10 de octubre).

BILINGUAL PROGRAMMES REGULATIONS Orden ECD/123/2013, de 18 de noviembre, que regula los programas de educación bilingüe en los centros docentes de la Comunidad Autónoma de Cantabria. (BOC de 3 d diciembre)

CANTABRIAN CURRICULUM

Artículo 3. Líneas prioritarias de actuación:e) La educación plurilingüe y pluricultural, como una de las actuaciones esenciales para favorecer el desarrollo de la competencia en comunicación lingüística.

Artículo 19. Cooperación con las universidades.e) Potenciación de programas de educación bilingüe.

CANTABRIAN CURRICULUM

Primary and Secondary EducationArtículo 32. Principios pedagógicos.“La Consejería de Educación podrá facilitar la impartición de determinadas áreas del currículo en una lengua extranjera, así como desarrollar actuaciones en el marco de la educación plurilingüe y pluricultural.”

CANTABRIAN CURRICULUM

Bachillerato (University Prep Course) “La Consejería de Educación podrá facilitar la impartición de determinadas materias del currículo en una lengua extranjera, así como desarrollar otras actuaciones en el marco de la educación plurilingüe y pluricultural. En este sentido, se facilitará la estancia del alumnado de esta etapa en países de la Unión Europea para perfeccionar sus conocimientos en una lengua extranjera, contribuyendo las familias a la financiación de esta medida, de acuerdo con lo que se establezca reglamentariamente.”

CANTABRIAN LANGUAGE PLAN

2.1.1. Educación Infantil.

2.1.2. Educación Primaria.

2.1.3. Educación Secundaria.

2.1.4. Formación Profesional.

2.2. Potenciación del aprendizaje de lenguas extranjeras a lo largo de la vida.

2.3. Aprendizaje de español como lengua extranjera.

2.4. Las lenguas extranjeras como vehículo para el aprendizaje de contenidos curriculares.

2.4. LAS LENGUAS EXTRANJERAS COMO VEHÍCULO PARA ELAPRENDIZAJE DE CONTENIDOS CURRICULARES.

El Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (en adelante AICLE) supone que las áreas o materias, o parte de ellas, se aprenden mediante la utilización de una lengua extranjera como vehículo de aprendizaje de los contenidos curriculares de dichas áreas o materias, afianzando, al mismo tiempo, el aprendizaje de la lengua extranjera correspondiente.

En los Programas de Educación Bilingüe, el AICLE se desarrollará en las condiciones que determine la Administración educativa.

BILINGUAL PROGRAMMES REGULATIONS

http://boc.cantabria.es/boces/verAnuncioAction.do?idAnuBlob=258399

Established the outlines for all PEBs in Cantabria, from Early Childhood Education to Vocational Training

Creates unified criteria for all participant schools

TYPES OF PROGRAMMES

PIL – Programa de inmersión lingüística (infantil)PEB – Programa de educación bilingüe (Primaria y secundaria)Programas de innovación

BILINGUAL EDUCATION IN EARLY CHILDHOOD EDUCATION : PROGRAMA PIL

Plan de Inmersión Lingüística http://innovacantabria.blogspot.com.es/p/lenguas-extranjeras.html

2012-13: 24 schools2013-14: 6 new schools2014-15: 9 new schools39 CEIPs in total

BILINGUAL EDUCATION IN EARLY CHILDHOOD EDUCATION : PROGRAMA PILAgents: Administration, Families and Community, Professors

Triple focus: Linguistic immersion, Community and School Commitment, Teacher training

Structure: Formal and informal activities within the school, physical spaces, after-school activities for students, families and teachers

BILINGUAL EDUCATION IN PRIMARY EDUCATION

First programme 1996 MEC-British Council (CEIP Eloy Villanueva)20 public schools14 private schoolsEnglish-SpanishOutcome: A1 CEFRUniversal – all students participate

BILINGUAL EDUCATION IN PRIMARY EDUCATION

PROGRESSIVE IMPLANTATION SCHEDULE

2nd cycle of pre-primary education: 1 hour of EFL and 4-5 sessions (2 hours) per week of content partialy taught in English

1st cycle of primary education: 4.5 class hours per week – 2.5 EFL and 2 CLIL

2nd cycle of primary education: 5 class hours per week – 3 EFL and 2 CLIL

3rd cycle of primary education: 6 class hours per week – 3 EFL and 3 CLIL; additionally, students will have 1 hr per week of a 2nd FL

***CLIL subjects: preference for Science and Social Sciences; Spanish Lang and Lit, Maths and 2nd FL exempt from participation.

BILINGUAL EDUCATION AT THE SECONDARY LEVEL: ESO

1996: MEC-British Council (IES Cantabria)

2002-3: French-Spanish programmes at IES Alberto Pico and Lope de Vega

Outcome: A2-B1 CEFR in ESO

3 BEPs in Private schools (English-Spanish)

37 Bilingual Secondary School Programmes in Public Schools 1 German-Spanish 7 French-Spanish 23 English-Spanish 6 Integrated French-English-Spanish

BILINGUAL EDUCATION AT THE SECONDARY LEVEL: ESO

Participation limited to a “section” which must be divided between at least two class groups

2 additional class periods per week during pm sessions: A) 2 enrichment periods for L2, or B) 1 L2 enrichment period and 1 CLIL period

2 CLIL subjects per year to be partially taught in L2, progressively eliminating L1 Number may vary from year to year if total number is 8 subjects over

the course of the 4-year programme Other options may be approved by the Regional Education

Administration Spanish Lang and Lit and 2nd FL exempt from participation as CLIL

subjects

BILINGUAL EDUCATION AT THE SECONDARY LEVEL: BACHILLERATO

Schools with BEPs in ESO may choose to continue in Bachillerato

Outcome: B1-B2 CEFR

1-2 L2 enrichment sessions if the L2 is the 2nd FL

2 L2 enrichment sessions if the L2 is the 1st FL

Up to 2 CLIL subjects, to be specifically requested and approved by the Regional Education Administration

Enrichment sessions preferably pm

BILINGUAL EDUCATION IN VOCATIONAL TRAINING

3 programmes currently in Cantabria in Upper Vocational Training (Ciclos Superiores: Administración y Finanzas, Mantenimiento Electrónico, Sistemas electrotécnicos y automatizados)

Outcome: Reinforcement of previous level (B1-B2)

At least 2 modules, one per academic year must be taught in L2

GENERAL GUIDELINES FOR BEPS

Participating staff must have proof of at least a B2 CEFR level

Admission criteria set by each school (Secondary+)

CLIL subjects (DNLs) are chosen by staff interest and aptitude

BEP staff weekly coordination meeting

Native speaker conversation assistant

European projects encouraged

Second FL obligatory in ESO (except 4º) and 3rd cycle of primary

Regional Adminstration certifies A2 level at the end of ESO.

INNOVATION PROGRAMMES

Projects designed to improve L2 adquisition, often through use of CLIL methodology

Not regulated by same requirements as PILs or PEBs

Primary and Pre-primary: 3 public and 8 private schools

Primary: 4 private schools

Pre-primary schools: 4 public and 3 private schools

Pre-primary through ESO: 2 private schools

PIL ACTIVITIES

ACTIVITIES

Formal and informal during school hours

Library and Reading plan

Meal-time activities Assembly

Physical Space

Signs Thematic areas Language spaces

After-School programme

Teacher trainingBabysitting service

in English

Conversation workshops for

families

Game workshops in English

Video Library for families

Cross-curricular activities

Etwinning European Projects