TALLER DE

EDUCACIÓN BILINGÜE

MAES, CURSO 2017-2018

Teacher: Mai Ávila (miavimol@acu.upo.es)

November-December 2017
WELCOME ABOARD!!!

TODAY WE WILL...
1. Introduce this practical workshop
2. Share on some essential concepts for the final task
3. Become familiar with the FT specifications
4. Talk about the FT assessment
5. Check some useful materials (postponed)
6. Start with our hands-on experience
1. WORKSHOP INTRODUCTION
- Why a bilingual education workshop?

Yesterday’s remarks with Fran Lorenzo.

- Where do we stand?

Bilingualism in Andalusia with Paco Ponce.

Plan to Promote Plurilingualism.

- How do we, as future teachers, relate to this issue?

The lesson plan.

 1. WORKSHOP INTRODUCTION
Las sombras del bilingüismo

Please visit the following link, read the article and comment in pairs or groups of three on the
following remarks: https://politica.elpais.com/politica/2017/10/06/actualidad/1507284770_581444.html

1. “¿Qué padre puede ayudar a su hijo con la tarea de biología en inglés?”

2. “El bilingüismo no segrega per se. Otra cosa es que se haga una mala interpretación.
Evidentemente el fracaso escolar está ahí, pero los niños deciden con sus familias si seguir o no”
3. “Cualquier alumno tiene mayor capacidad de análisis con dos fuentes de saber”.
4. “Es impresentable que un alumno acabe la secundaria sin ser competente en lenguas. No es un
déficit, es el déficit”.
Be ready to share with your colleagues!!!
2. A FEW CONCEPTS…
 In pairs or groups of three. What do you know about these concepts?
 Share your knowledge and look them up on the Internet if necessary.

EFL GROUP DYNAMICS

B2 ---
TBL

TASK

CLIL ASSESSMENT

BILINGUALISM
4 skills
2. A FEW CONCEPTS… EFL
English is the official language of more territories than any other language, eighty-one in

total.

The more than 360 million speakers of English hail from all around the world, including

England, the U.S.A, South Africa, New Zealand, Australia, Zimbabwe, Hong Kong, and

the Caribbean.

Non-native speakers find both professional and personal advantages to learning

English.

(https://sta.uwi.edu/)
2. A FEW CONCEPTS… TBL
TBLT challenges mainstream views about language teaching in that it is based on the

principle that language learning will progress most successfully if teaching aims simply

to create contexts in which the learner’s natural language learning capacity can be

nurtured rather than making a systematic attempt to teach the language bit by bit (as in

approaches based on a structural syllabus).

(Ellis, 2009: 222)

TBL (miniguide): https://www.youtube.com/watch?v=T5b9gHSPiB8

2. A FEW CONCEPTS… B2 minus
The result of over twenty years of research, the Common European Framework of

Reference for Languages: Learning, teaching, assessment (CEFR) is exactly what its

title says it is: a framework of reference.

It was designed to provide a transparent, coherent and comprehensive basis for the

elaboration of language syllabuses and curriculum guidelines, the design of teaching

and learning materials, and the assessment of foreign language proficiency.

(https://www.coe.int/)
2. A FEW CONCEPTS… GROUP DYNAMICS
Group dynamics refer to the relationships between learners in a group and the impact

that this has on the way they work.

In the language classroom, the teacher needs to recognise which of the factors that

contribute to group dynamics are within their control, as not all are.

Teachers can contribute to positive group dynamics through choosing relevant aims,

topics and appropriate activity types, and establishing a good rapport.

(British Council: https://www.teachingenglish.org.uk/)

2. A FEW CONCEPTS… CLIL
Content and language integrated learning (CLIL) implies the vehicular use, and thereby

acquisition, of an L2 in the content classroom.

It represents an increasingly popular approach to bilingual education in Europe,

promoted by educational and linguistic policy-makers (e.g. Resolution on a European

Strategy for Multilingualism 2008) as a means to attain the goal of increased

plurilingual interculturalism amongst community members.

(Moore and Lorenzo, 2015: 1)

SUGGESTED VIDEOS (What is CLIL?): https://www.youtube.com/watch?v=KDE4FOz3FxA

 British counci:
https://www.teachingenglish.org.uk/
2. A FEW CONCEPTS… ASSESSMENT
2. A FEW CONCEPTS… TASK (1)

The pre-task stage constitutes the mise en place for the task: setting the
scene, whetting curiosity, giving instructions, clarifying processes,
outlining evaluation criteria, etc.
In turn, this encompasses ensuring that the learners are conceptually
prepared.

(Moore and Lorenzo, 2015: 3)

2. A FEW CONCEPTS… TASK (2)
A task implies an outcome.
Learners are involved in learning the content rather than simply communicating
about something for the purpose of communication itself.
Tasks provide a means to break things down into steps. They may be
complementary or sequential, but each should incorporate preparation and
feedback.
Teachers will need to balance the amount and type of control/guidance needed.
Teachers also need to consider the support that learners are likely to require
during the task.
(Moore and Lorenzo, 2015: 4)
2. A FEW CONCEPTS… TASK (and 3)
The post-task phase encapsulates assessment of the process and
evaluation of the product and opportunities for feedback regarding both.
In the post-task phase, teachers can reflect upon the transition from task
as plan to task as process and incorporate the insights obtained into
future praxis.
Learners should also be encouraged to think about the process.
(Moore and Lorenzo, 2015: 4-5)
2. A FEW CONCEPTS… 4 SKILLS

The CEFR divides language activities into four kinds:

• reception (listening and reading),

• production (spoken and written),

• interaction (spoken and written),

• and mediation (translating and interpreting).

(https://www.coe.int/)
 2. A FEW CONCEPTS… BILINGUALISM
HOMEWORK. Please read the following article and watch this short video:
Why Bilinguals Are Smarter: http://www.nytimes.com/2012/03/18/opinion/sunday/the-benefits-of-
bilingualism.html
The benefits of a bilingual brain: https://www.youtube.com/watch?v=MMmOLN5zBLY
Then answer these questions:
- According to these sources, what are the benefits of bilingualism? Do you agree?
- Why does the tussle between two simultaneously active language systems improve some aspects
of cognition?
- What’s the key benefit between bilinguals and monolinguals?
- How is this related to bilingualism in Andalusian schools?
2. A FEW CONCEPTS…

EFL GROUP DYNAMICS

B2 ---
TBL

TASK

CLIL ASSESSMENT

BILINGUALISM
4 skills
 3. FINAL TASK SPECIFICATIONS
■ Students will arrange themselves in content-related groups (ideally three or four max.).

■ Students will produce an EFL lesson along TBL principles covering five school slots (50
minutes each).

■ The lesson will look like a true textbook lesson regarding design (illustrations, layout, etc.).

■ Sheets are to be included (on aims, contents, tasks and assessment).

■ The lesson will aim for 1º bachillerato (B2 minus - CEFR).

■ The lesson will include the CLIL method and TBL.

■ The lesson will include an assessment section with specifications.

4. FINAL TASK: ASSESSMENT

■ Content choice + language adaptation (10%)

■ Authenticity and communicativeness (10%)

■ Realistic (pretask/task/post-task balance) (20%)

■ Variety (group dynamics, 4 skills) (20%)

■ Assessment (20%)

■ Presentation (layout and presentation to the class) (20%)

HANDS ON!!!
Phase one

■ Students will arrange themselves in groups of three (or four max.): two
teachers of content (biology, maths, PE, etc.), one English teacher.

■ The teachers of contents will agree on contents (always for 1º

bachillerato: look for required contents first). The English teacher will
look for B2 minus specifications (CEFR).

Once the teams, contents and linguistics specifications are ready, you move
on to phase two.
WELCOME ABOARD!!!

TODAY WE HAVE...
1. Introduced this practical workshop
2. Shared on some essential concepts for the final task
3. Become familiar with the FT specifications
4. Talked about the FT assessment
5. Checked some useful materials (postponed)
6. Started with our hands-on experience
 HOMEWORK (due on November, 23rd)
Please read the following article and watch this short video:
Why Bilinguals Are Smarter: http://www.nytimes.com/2012/03/18/opinion/sunday/the-benefits-of-
bilingualism.html
The benefits of a bilingual brain: https://www.youtube.com/watch?v=MMmOLN5zBLY
Then answer these questions:
- According to these sources, what are the benefits of bilingualism? Do you agree?
- Why does the tussle between two simultaneously active language systems improve some aspects of
cognition?
- What’s the key benefit between bilinguals and monolinguals?
- How is this related to bilingualism in Andalusian schools?

+ Suggested video series on CLIL (https://www.youtube.com/watch?v=KDE4FOz3FxA )

 TALLER DE
EDUCACIÓN BILINGÜE

MAES, CURSO 2017-2018

Teacher: Mai Ávila

November-December 2017