Knock, knock, knocking on School Linguistic Projects doors

Alberto Lanzat Garca lanzat@hotmail.com

Cul sera nuestro punto de partida?

What would be our starting point?

Quel serait notre point de dpart?

Was wre unser Ausgangspunkt?

Over the last ten years, our educational systems

backbone has undergone a series of important changes.

School Linguis-c projects

Key competences

Plurilingual programs

New legisla-on

ICT

New students proles

Diagnos-c tests

?

Well, what do we already know

about School Linguistic Projects?

For this, Im going to need your help

What subjects do you think should be integrated in a SLP?

What text types usually appear in language subjects?

narra-ve dialogic argumenta-ve exposi-ve instruc-onal Descrip-ve?

And in NLS?

And what text genres? e.g. News items Adver-sements Short stories Debates News ar-cles Manuals and tutorials

And in NLS?

What basic language skills have usually been priori-sed in Spanish Language and Literature?

reading listening wri@ng speaking And in foreign languages?

And in non-linguistic subjects:

A school linguistic project is a systematic attempt to

put all the human and material resources of a school

at the service of the development of the students

Competence in linguistic communication.

F. Trujillo

Lets have a look at a more accurate definition

Likewise, it is necessary to respond with a coordinated performance:

of all educa-ve agents of all available resources

Family

Community School

Competence in linguis-c

communica-on

NLS

L1

L2

English

Physical Ed.

Science

Geography

Maths

History Technology French

Spanish language

Arts & crafts

ICT

The problem is that since the beginning of time

What are the basic lines of ac-on in a SLP?

Integrated Language Curriculum

L1

Reading, wri-ng and research plan

Text genre map

L1- L2- L3 other

subjects

CLIL and European Programs

AVen-on to diversity and use of ICT

Inclusive and

globalizing approach

Con-nuity

Commitment

Observa-on

Concre-on

And it must comply with the CCCO criterion.

Communica-on Culture

Cogni-on

Coyle (2002)

CLIL

Knowledge Comprehension Applica-on

Analysis Synthesis Evalua-on

Wri-ng

Reading

Listening Geography

Music

Art

P.E.

Maths

Science

Content

L1 Culture

L2- L3 Culture

Community

History

L1 L2

L3

SS enrolled during the

school year and foreign students

Special educational needs

Cognitively handicapped

Socially and economically

deprived Highly gifted

Linguistic Ethnic

Learning styles and multiple intelligences

Students diversity typology

Cultural

Serious behavioral disorders

Linguistic and cultural diversity: q Students with Spanish as their MT:

Spanish, South-Americans & Central Americans.

q Students con English French German as their MT: British- Irish- French- German

q Students con English French German as L2-L3: Scandinavians- Dutch- Moroccan- Subsaharan

q Students with other languages as L1 and low competence in the school L2 / L3 : Chinese- Russian

Special cases: Romanian students Moroccan students born near Ceuta and Melilla British students brought up in Spain.

Integrated language curriculum

qSpanish language

qSpanish language for foreigners

qEnglish/ French/ German--- Portuguese- Italian-Chinese

qEnvironmental languages

Learning outcomes/ Aims/ Contents/ Evaluation criteria/Methodology:

qSelection of a common set for all languages.

qSelection of specific ones for each language qSelection of specific linguistic aims for NLS.

Linguis-c aims common to all NLS

Acquire both wriVen and oral, recep-ve and produc-ve skills,. Develop communica-on strategies in dierent skills (speaking and talking,

listening, reading and wri-ng).

Use dierent sociolinguis-c registers properly. Apply the grammar, vocabulary and spelling adequately to the linguis-c uses

and the rules that govern them.

Produce oral and wriVen messages accurately, coherently, and cohesively. Enable students to assess their own learning process and guide it with the

greatest possible autonomy.

Use the language as a tool for learning and access to the knowledge of the dierent curricular areas.

Dis-nguish formal uses of language in academic situa-ons. Value the cultural and linguis-c diversity of today's society and develop

favourable actudes toward the knowledge of other cultures.

WriVen produc-on

Listening comp.

Reading comp.

SLP output

SLP input

Pertaining to the area of knowledge

Linguis-cally scaolded texts

Basic language skills

Adapted to the students needs, the

school and the loca-on

Linguistic simplification by

means of

substitution periphrasis ellipsis

Text scaffolding through

comments short parallel texts synonyms

Visual scaffolding

through

images animations videos graphics

Learning outcome / Final task

Language contents

WEATHER & CLIMATE

Subject contents

Weather- Climate- Weather symbols- Seasons- Geographical features Celsius and Farenheit systems

The students will make weather symbols and use them to present a TV channel- style weather forecast

Content subject aims

To identify vocabulary related to the weather and climate To describe the weather from a chart- To recognise and compare different types of climate- To describe different natural locations

Listening to a weather forecast and numbering pictures Listening to a song about the weather and comple-ng gaps

Singing a song about the weather Describing the weather from a chart

Asking & answering quest. about climates. Performing a weather forecast

Reading the weather terms and match Reading a weather forecast & number the pictures Reading a short text about the life of a girl in Finland

Write sentences about the weather Write a short text about the climate in your area

Language skills

Weather and climate: cold, snowing, cloudy, sunny, raining, - Mediterranean- oceanic- polar Geographical features: Mountain, jungle, desert, forest, Brazil, Spain, Africa, England, Antarctica. Seasons: Summer, autumn, winter, spring.

Whats the weather like in...? Its ____ Is it raining? Hows the weather today? Its cold, Its raining. Its colder in _____ - Its warmer in ____ I like summer- I prefer spring- I dont like winter

Units vocabulary- Words containing the sound /i/: raining, snowing.

Vocabulary

Structures

Pronuncia@on

Content subjects

Art: 2- L2: 4 Maths 2 Geography/Science: 4

TOPIC

Cogni@ve skills Identification, analysis, description, comparison

Science- Geography- Art- Maths

Timing Sessions

Cultural aspects Finding out about the influence of the climate on our lives and those of people around the world Different systems of measures

Course

Subject to the level of achievement of the aims detailed above and the completion of the final task.

Notebooks, activities, personal portfolio, final task, participation in class, spontaneous and planned oral production and interaction

Evalua@on criteria Evalua@on tools

Texts

Descrip-ve- Expository

Key competences: 8

2 weeks 4th

Objetivo de aprendizaje/ Tarea final

Contenidos lingsticos

Tiempo y clima

Contenidos de ANL

El tiempo- El clima- Smbolos meteorolg.- Las estaciones- Accidentes geogrficos- Escalas Celsius y Farenheit

Disear smbolos meteorolgicos y usarlos para presentar un pronstico del tiempo al estilo de TV

Objetivos de ANL

Identificar vocabulario relacionado con el tiempo y el clima Describir el tiempo a partir de un grfico-Reconocer y comparar diferentes tipos de clima- Describir diferentes accidentes geogrficos

Audicin de un prons-co del -empo para numerar imgenes. Audicin de una cancin sobre el -empo para rellenar huecos.

Cantar una cancin sobre el -empo. Describir el -empo a par-r de un grco.

Hacer y responder preguntas acerca de diferentes climas. Presentar un prons-co del -empo.

Lecrura y emparejamiento de trminos meteorolgicos Lectura de un prons-co meteo. para numerar huecos Lectura de un texto breve sobre una nia nlandesa.

Redaccin de oraciones sobre el -empo. Redaccin de un texto breve sobre el clima en tu zona- pas.

Destrezas lingsticas

Tiempo y clima: fro, sol, lloviendo, nevando, nublado,,, - mediterrneo- ocenico- atlntico Accidentes geogrficos: montaa, desierto, bosque, Brasil, Espaa, frica, Reino Unido, Antrtica. Estaciones: Verano, otoo, invierno, primavera.

Cmo est el tiempo en .? Hace sol- Hace viento- Est lloviendo / nevando Est nublado. Hace mr fro en ___- Hace ms calor en ___ - Me gusta el verano- prefiero la primavera- No me gusta el invierno

Diferencia entre ll- y/ ga-gue-gui- go-gu- ja-je- ji- jo- ju

Vocabulario

Estructuras

Pronunciacin

ANL

Plstica: 2- L1: 4 Mate: 2- Conoc. Med: 4

Tema

Destrezas cognitivas Identificacin, anlisis, descripcin, comparacin

Conoc. Med.-Plstica- Matemticas

Temp. Sesiones

Aspectos culturales Influencia del clima en nuestra vida y en la de otros pueblos Sistemas de medidas de temper.

Curso

Nivel de consecucin de los objetivos marcados para la unidad y realizacin de la tarea final

Cuadernos, actividades, portfolio personal , tarea final, participacin in clase, produccin e interaccin oral espontneos y planificados

Criterios de evaluacin Instrumentos de evaluacin

Textos

Descriptivo- Expositivo

CCBB: 8

2 semanas 4

What do we need to start implementing a SLP?

Preliminary data in relation to our students CLC

Whats their current level?

In what languages and ling. acts?

In what contexts and seXngs?

In what subjects?

How do they learn languages?

How do they use them?

What are their main problems?

Aims

Learning outcomes

Key competences

Contents

Methodology

Evalua-on

Evidence

Resources

Unidad integrada 3 L1-L2-L3- ATAL- Mates- Sociales

IES Los Manantiales Curso 2010-2011

http://www.ln.edu.hk/eng/genres/

RWR sample ac-on

In-class Library Home reading

L1- L2- L3 reading/ listening

NLS texts WriVen produc-on

Research strategies

WriVen produc-on

WriVen comprehension and produc-on

Pos-ng a blog entry as a

review to the novel

Slideshow based on the previous

research

When was the novel wriVen, author, similar Spanish trends

Wri-ng a news item

Robinson Crusoe

Wildlife and plants in Robinson Crusoes island- Geographical

loca-on- Mathema-cal calcula-ons for

distances

Viewing of the lm Castaway, starring Tom

Hanks Design of a news report

on the Malaysian missing aircrao

Adapted from Consejera Ed. Navarra

Recognition of active vocabulary Completing tables and diagrams Following instructions Matching elements Reordering - Sequencing Open-ended questions

Facilita-ng tasks

Listening and completing Distinguishing Drawing Guessing Labelling-matching- sequencing

Games: bingo, dominoes,, True-false questions Jeopardy Role-plays Photo-based descriptions Summarize a text orally Narrating personal experiences Slideshow- based oral presentation

Designing a mind-map Rearranging sentences to create a

paragraph

Rearranging paragraphs to create a text Inserting information in a text. Dividing a text into paragraphs.

CEIP Ayalde, Navarra

TV series summaries

Oral presentations on NLS topics

Narrations based on storyboards

Mistake-meter: Writing sentences with most common mistakes

Surveys and statistics design

Analysis of commercials, TV shows, art works for gender equality messages

SLP samples of integrated mul--skill tasks

T-shirt slogans design

Dictations from sports figures, artists, etc

Printed and online dictionaries treasure hunts

Reporting news

Real everyday situations roleplays

Webtasks Lip dubs

Book, film and music reviews

Integrated mul--skill tasks

Information transfer

Shall we put some of this into practice?

For this, again Im going to need your help

Elderly women involved in latest scam

New romance in sight?

Lets check your memory

Where does the story take place?

Whats the elevators make?

How old is the lady?

Why does the lady start getting worried?

Who does the little girl look like?

What is the little girl carrying?

What does the lady do first when she sees

the girl?

And hows your blended learning?

lanzat@hotmail.com