Presentation

The Bilingual school: Features, Organization and Resources is aimed at providing students with both theoretical and practical knowledge on how bilingual schools are efficiently managed and organized.  To introduce the subject, European guidelines for bilingual programs will be analyzed, bilingual scenarios will be presented, and we will also focus on the shaping of Spanish CLIL. Theoretical knowledge comprises basic legislation and regulations about Spanish curriculum for Primary and Secondary Education, and how bilingual programs have been implemented in Spain. Once key concepts have been analyzed, it will be time to reflect on the main features of bilingual centers: the role of families, students and teachers and the importance of creating communities of learners as one the fundamental aspects of good teaching practice Likewise, the role of policy makers along with different agents in bilingual schools (the bilingual coordinator, content teachers, language specialists and language assistants) will be studied in depth. As for practical purposes, we will then focus on analyzing relevant examples such Plan de Fomento del Plurilingüismo in Andalusia, Plan Bilingüe in Madrid, how CLIL is shaped in bilingual contexts (Catalonia and The Basque Country) and Proyecto Lingüístico de Centro. Finally, special attention will also be paid to the different materials and resources namely European Programs. The subject is conceived as a natural follow-up of all the theoretical concepts in the previous module as well as a preparation for the subject of CLIL. Thus, students are encouraged to make use of all their previous knowledge and reflect on the reality of Spanish Bilingual schools before accomplishing the Case Studies presented here

Competences

Competencias generales

• Conocer los problemas concretos de la enseñanza en lengua extranjera, tanto lingüísticos como culturales, en un entorno de enseñanza bilingüe.
• Desarrollar habilidades para fomentar un clima que facilite el aprendizaje e interacción de los alumnos.
• Transmitir valores sociales y culturales acordes con la actualidad multilingüe y multicultural.
• Conocer la legislación y normativa referente a la ordenación y organización de los centros bilingües.
• Ser usuarios competentes de la L2 en todas las destrezas necesarias para la enseñanza.

Competencias transversales

• Analizar de forma reflexiva y crítica las cuestiones más relevantes de la sociedad actual para una toma de decisiones coherente.
• Identificar las nuevas tecnologías como herramientas didácticas para el intercambio comunicacional en el desarrollo de procesos de indagación y de aprendizaje grupal.
• Aplicar los conocimientos y capacidades aportados por los estudios a casos reales y en un entorno de grupos de trabajo en empresas u organizaciones.
• Adquirir la capacidad de trabajo independiente, impulsando la organización y favoreciendo el aprendizaje autónomo.

Competencias específicas

• Conocer la organización de centros de educación bilingüe en todos sus niveles y la diversidad de acciones que comprende su funcionamiento.
• Entender la organización de un aula bilingüe: actividades, material didáctico, plan formativo.

Program

Unit 1. European Bilingual Programs
Short historical background
European Union support for CLIL
Pilot projects
Summary and conclusions

Unit 2. Bilingual Programs in Spain
Bilingual scenarios in Spain
The shaping of Spanish CLIL

Unit 3. Primary and Secondary School Curriculum in Spain
The Spanish laws on education
Primary education
Secondary education
Current context and recent measures

Unit 4. Bilingual Programs in Primary and Secondary Education
Bilingual programs in Primary Education
Bilingual programs in Secondary Education
Bibliographical references

Unit 5. Teachers’ Competences in Bilingual Centers
The concept of competence and teachers’ competence for bilingual schools
The role of the policy maker
Bibliographical references

Unit 6. Main Features of Bilingual Centers
Bilingual programs in Primary Education
Bilingual programs in Secondary Education

Unit 7. Key Roles in Managing Bilingual Centers (part I)
The role of content teachers
The role of language teachers
Content and language teachers working collaboratively
Bibliographical references

Unit 8. Key Roles in Managing Bilingual Centers (part II)
The role of the bilingual coordinator
The role of language assistants

Unit 9. The implementation of bilingual programs in Spain: Case Studies
CLIL in Andalusia: Plan de Fomento del Plurilingüismo
CLIL in Madrid: CAM Bilingual Program

Unit 10. CLIL in Bilingual Context
CLIL in Catalonia
CLIL in the Basque Country
Bibliographical references

Unit 11. Proyecto Lingüístico de Centro as a Case Study
Definition and rationale
Key aspects of a PLC
Linguistic competences and academic success
Bibliographical references

Unit 12. Tertiary education and insights into the future
CLIL in tertiary education
CLIL: insights into the future
Bibliographical references

Unit 13. Useful materials and resources (Part I)
The concept of lifelong learning
European programs as an aid for bilingual education
Bibliographical references

Unit 14. School resources
School resources

Methodology

The different tasks and activities programmed during the semester have been developed with the goal of adapting the learning process to the different capabilities, necessities and interests of the students.

The activities included in the subject are:

• Assignments.In your weekly program you will see the different kind of tasks designed for the course such as practice cases, research, critical thinking and, also, you will find information about how to complete them and when to send them to your teacher.
• Participation in events. During the course you will be participating in different events. Some of those events are attendance to online classes, forums, self-evaluation tests.

In the weekly program you can find the specific tasks you need to complete in this subject.

These activities are combined with the following aspects:

• Personal Study
• Tutoring. The tutoring class can be implemented through different tools and means. During the course of the subject, the teacher-tutor plans the individual tutoring on specific days for the resolution of academic-oriented doubts through “Consultation sessions”. Supplementing these sessions, students have also available the “Ask your teacher” forum through which they can formulate questions and check the corresponding answers on general aspects of the subject.  Due to the very nature of the media used, there are no fixed schedules for the students.
• Mandatory on-site final exam

The hours dedicated to each activity are detailed as follows:

Bibliography

Basic bibliography

The necessary texts for the study of this subject had been elaborated by UNIR and are available in a digital format for consultation, download and print in the virtual classroom.

Unit 1

• European Commission (2006). Content and Language Integrated Learning (CLIL) at School in Europe. Retrieved from: http://bookshop.europa.eu/en/content-and-language-integrated-learning-clic-at-school-in-europe-pbNCX106001/

Unit 2

• Frigols, M. J. (2008).CLIL implementation in Spain: an approach to different models. In Coonan, C. M (Ed.) . CLIL e l’apprendimento delle lingue. Le sfide del nuovo ambiente di apprendimento. Venezia: Librería Editrice Cafoscarina. Retrieved from: http://arca.unive.it/bitstream/10278/1013/1/13Frigols.pdf

• Roldán, A. R. (2012). The shaping of Spanish CLIL. Encuentro, 21, 71-79. Retrieved from: http://www.encuentrojournal.org/textos/8.%20Rold_n.pdf

Unit 3

• Madrid, D., & Hughes, S. (2011). Studies in Bilingual Education (pp. 51-75). Bern: Peter Lang.

Available at the virtual campus with a CEDRO* license

• Spanish Government. (2015). Education. La Moncloa. Retrieved from:http://www.lamoncloa.gob.es/lang/en/espana/spaintoday2015/education/Paginas/index.aspx#measures

 Unit 4

• Halbach, A. (2008). Una metodología para la enseñanza bilingüe en la etapa de Primaria. Revista de Educación, 455-466. Retrieved from: http://www.mecd.gob.es/revista-de-educacion/numeros-revista-educacion/numeros-anteriores/2008/re346/re346_17.html

• García, M., & Bruton, A. (2013). Potential Drawbacks and Actual Benefits of CLIL Initiatives in Public Secondary Schools. In C. Abello-Contesse (Ed.) Bilingual and Multilingual Education in the 21st Century (pp. 256-269). Great Britain: Multilingual Matters.

Available at the virtual campus with a CEDRO* license

Unit 5

• Jacobs, G. & Farrell, T. (2001). Paradigm Shift: Understanding and Implementing Change in Second Language Education. Teaching English as a Second or Foreign Language 5 (1), 1-16. Retrieved from. Retrieved from: http://www.tesl-ej.org/wordpress/issues/volume5/ej17/ej17a1/

• Bertaux, P., Coonan, C. M., Frigols, M. J., & Mehisto, P. (2010). CLIL Teacher’s Competences Grid. Retrieved from: http://lendtrento.eu/convegno/files/mehisto.pdf

• European Commission. Discover EU’s Role. Retrieved from: http://ec.europa.eu/languages/policy/

 Unit 6

• Harmond, L. D., Austin, K., Orcutt, S., & Martin, D. (n.d.). Learning form others: Learning in a Social Context (pp. 130-132). The Learning Classroom. Session 7. Retrieved from: http://www.learner.org/courses/learningclassroom/support/07_learn_context.pdf

• Lorenzo, F., Trujillo, F., & Vez, J.M. (2011). El centro bilingüe. In Authors, Educación Bilingüe: integración de contenidos y segundas lenguas (pp. 189-203). Madrid: Síntesis.

Available at the virtual campus with a CEDRO* license

Unit 7

• Pavón, V., & Ellison, M. (2013). Examining teacher roles and competences in Content and Language Integrated Learning (CLIL). Linguarium Arena, 4, 65-78. Retrieved from: http://ler.letras.up.pt/site_uk/resumo.aspx?qry=id04id1339id2653&sum=sim&l=i&idn3=12007

 Unit 8

• Lavery, C. (2008). Language Assistant (pp. 2-10). British Council. Retrieved from: http://www.teachingenglish.org.uk/article/ela-manual

• Lavery, C. (2008). Language Assistant (pp. 102-110). British Council. Retrieved from: http://www.teachingenglish.org.uk/article/ela-manual

• Consejería de Educación. Junta de Andalucía (2011). Guía Informativa para Centros de Enseñanza Bilingüe (pp. 29-34). Retrieved from: http://www.juntadeandalucia.es/educacion/nav/contenido.jsp?pag=/Contenidos/IEFP/ProgramasInternacionales/ProgramasEducativos/20130211_guia_bilingue

Unit 9

• Lorenzo, F. (2010). CLIL in Andalusia. In D. Lasagabaster, Y. Ruiz de Zarobe (eds.), CLIL in Spain: Implementation, Results and Teacher Training (pp. 2-11) Newcastle upon Tyne: Cambridge Scholars Publishers.

Available at the virtual campus with a CEDRO* license

• Llinares, A., & Dafouz, E. (2010). Content and Language Integrated Programs in the Madrid Region. In D. Lasagabaster, Y. Ruiz de Zarobe (eds.), CLIL in Spain: Implementation, Results and Teacher Training (pp. 95-114) Newcastle upon Tyne: Cambridge Scholars Publishers.

Available at the virtual campus with a CEDRO* license

Unit 10

• Consejería de Educación de Madrid (2010). Los Programas Bilingües en la Comunidad de Madrid. Un Estudio Comparado (pp. 114-119). Madrid: Consejería de Educación. Retrieved from: http://www.madrid.org/cs/Satellite?c=CM_InfPractica_FA&cid=1142623372595&language=es&pagename=ComunidadMadrid%2FEstructura

• García Gurrutxaga, M. L. (Fall 2014). The Balance between Content and Language in the BHINEBI Program. CLIL Magazine, 4-7. Retrieved from: http://clilmagazine.nl/
• Lorenzo, M. N., and Piquer, I. (2013). Report and evaluation of the development of CLIL Programmes in Catalonia.Temps d'Educació, 45, 143-180. Retrieved from: http://www.raco.cat/index.php/TempsEducacio/article/download/274640/362671

Unit 11

• Junta de Andalucía: Consejería de Educación, Cultura y Deporte (2014). Programa Proyecto Lingüístico de Centro. Retrieved from: http://www.juntadeandalucia.es/educacion/webportal/web/proyecto-linguistico-centro/programa-proyecto-linguistico-de-centro

• Trujillo, F. & Rubio, R. (2014). El PLC como respuesta sistémica al reto de la competencia comunicativa en entornos educativos formales: propuesta de análisis de casos. Lenguaje y Textos, 39, pp. 29-38. Retrieved from: http://fernandotrujillo.es/el-plc-como-respuesta-sistemica-al-reto-de-la-competencia-comunicativa-en-entornos-educativos-formales-propuesta-de-analisis-de-casos/

Unit 12

• Dafouz, E., Nuñez, B., Sancho, C., & Foran, D. (2007). Integrating CLIL at the Tertiary Level: Teachers’ and Students’ Reaction. In D. Wolff & D. Marsh (eds.) Diverse contexts converging goals. Content and language integrated learning in Europe  4 (pp. 91-102). Peter Lang: Frankfurt. Retrieved from: https://www.academia.edu/1037953/Integrating_CLIL_at_the_tertiary_level_teachers_and_students_reactions

• Marsh, D. (April, 20th 2005) CLIL Debate Questions and Answers. A transcript of highlights from the question and answer session that followed the presentations. Guardian Weekly. Retrieved from: http://www.theguardian.com/theguardian/2005/apr/20/guardianweekly.guardianweekly13

Unit 13

• Gvaramadze, I. (2007). Lifelong Learning (LLL). AEGEE Education Working Group expert on LLL. Retrieved from: http://www.projects.aegee.org/educationunlimited/files/Lifelong_Learning_brief.pdf

• European Schoolnet (2006). Learning with eTwinning. (pp. 4-11 and 52-61). Brussels: Central Support Service for eTwinning. Retrieved from: http://www.etwinning.net/shared/data/etwinning/booklet/booklet_final_en.pdf

Unit 14

• Tosato, P., Carramolino, B., & Rubia, B. (2014). Sharing Resources in Open Educational Communities. Qualitative Research in Education, 3(2-Special Issue) 206-231. doi: 10.4771/qre.2014.45. Retrieved from: http://hipatiapress.com/hpjournals/index.php/qre/article/view/1006

Additional bibliography

You can also find useful information in these reference books.

Mehisto, P., Marsh, D., Wolff, D., & Frigols, M. J. (2014) European Framework for CLIL Teacher Education. European Centre for Modern Languages (Council of Europe). Retrieved from (Flash version): http://clil-cd.ecml.at

Lagasabaster, D. & Ruiz de Zarobe, Y. (Eds) (2010). CLIL in Spain: Implementation, Results and Teacher Training. Cambridge Scholar Publishing.

Lorenzo, F., Trujillo, F., & Vez, J.M. (2011). Educación bilingüe: integración de contenidos y segundas lenguas. Madrid: Síntesis.

Evaluation and assessment

The evaluation system is based on the following numerical chart:

The grade is made up of two components:

On-site final exam (60%). At the end of the semester, you need to assist a mandatory on-site final exam. You need to pass the final exam so the grade obtained from the assignments (continuous assessment) is summed up to the final grade of the subject. 

Continuous assessment (40%): this type of assessment will be measured through the different assignments you need to complete during the course:

• Active participation and involvement in forums, online classes.
• Tasks. The completion of the different activities the students need to send through our virtual classroom such as research, critical thinking, practice cases.
• Self-evaluation tests. At the end of each unit, students will find a short quiz which will help the students to check the knowledge acquired during the course.

Remember that you can check the points (value) of each assignment in the weekly program.

Take into account that the sum of the grades of the assignments included in the continuous assessment is 6 points. You can do as many as you want to until a maximum grade of 4 points (which is the maximum grade you will be obtaining in the continuous assessment)In the weekly program, you can find the grade of each assignment. .

Tips

Studying online means you can organize your study as you wish, as long as you meet the due dates of the different assignments (activities, tasks and tests). In order to help you, we propose the following steps:

1. From our online platform you will have access to each of the subjects you are enrolled. Apart from this, the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting). In this section, you have available all the documents on how to use the different tools included in the virtual classroom, how a subject is organized and you will also have the possibility to organize your study plan with the tutor.
2. Do not forget to check the weekly program. You will see which part of the content of the course you have to work on every week.
3. After knowing your work for the week, go to Temas in your virtual classroom. There, you will have access to the study material (theory and practice) from the unit you need to study throughout the week.
4. Start by reading the Key ideas of each unit, there you will find the specific study material and it will help you understand the most important points of the unit. Afterwards, check out the sections Specially Recommended and More Information where you will find more resources in order to deepen on the topic of the unit. .
5. Devote some time to the practical cases and tasks in the subject (assignments and test). Remember that in your weekly program you find all the information related to the schedule for each assignment and the maximum grade you can obtain in each of them.
6. We strongly recommend you to participate in the Events of the course (online classes, forums….). To know the precise schedule of the events, you need to check the communications tools in the virtual platform. Your teacher and tutor will inform you on the updates of the course.

Remember that in Lo que necesitas saber antes de empezar (All you need to know before starting) you can check how the different tools of the virtual classroom work: email, forum, online classes, sending the tasks, etc.