presentation of the study visit group no: 183 (cedefop) , “educational cooperation with...
Post on 05-Sep-2014
142 Views
Preview:
DESCRIPTION
TRANSCRIPT
Educational co-operation with professional institutions to promote language skills
Maria Neus Lorenzo i Galés (Ph.D.)@NewsNeus
nlorenzo@xtec.cat
History doesn’t happen to us... We actively build it everyday!
Study Visit ES-183, Catalonia (Spain)
ContentWhere? Short introduction: the Catalan education system
What? Reflectinng on European tendencies and Catalan results
Why? Reflecting on present and future, with some data
How? Techniques and methodologies:
Interaction for collective knowledge building
… and then what? Feel free to ask questions !
Why? Where?
What? How?
Ref: http://3.bp.blogspot.com/_Qu9Duuw6Ws4/TNq4SnZ7sKI/AAAAAAAAA30/v1UnPG2VUmU/s1600/lenguas_mundo.png
Language diversity is menaced (2010)
4
http://enredando.blogaliza.org/2011/09/14/o-plurilinguismo-en-amazon-es/
ChineseSpanishEnglishHindiArabic
Catalan
UEE HGVET Vocational training
MG VET Vocational training
Secondary Education
Primary Education
Pre-school Education and Kindergarten
Education System Structure
UniversityAg
e
Non-Compulsory Education Compulsory Education
MGVET- Medium Grade Vocational Education and Training SGP- Social Guarantee ProgrammeHGVET- Higher Grade Vocational Education and Training UEE- University Entrance Examination
Baccalauréat SGP- Social Adaptation
: Curricular languages
The Catalan Education System
95,5 %
Catalan, Spanish + (English, French)
Catalan, Spanish + (English, French, German, Italian)+ L/G
Diversity of CLIL for enhancing Plurilingualism
Plurilingual school Project
Language of schooling
Initial immersion
Curricular foreign languages
& CLIL
Transversal Integration of Languages (TIL skills)
Transference of skills to/from family
languages (Portfolio, Non-curricular)
CATALAN-OCCITANSPANISH
ENGLISH - FRENCHITALIAN - GERMAN
LANGUAGETHROUGH SUBJECTS
EXTRA-CURRICULAR& FAMILY LANGUAGES
Catalonia: increasing population and % of foreign immigrants
Source: Idescat.Institut d’Estadística de Catalunya
2,90181,5906.261.9992000
4,05257,3206.361.3652001
5,87382,0206.506.4402002
8,10543,0086.704.1462003
9,44642,8466.813.3192004
11,42798,9046.995.2062005
12,81913,7577.134.6972006
13,49972,5077.210.5082007
14,991.103.7907.364.0782008
15,911.189.2797.475.4202009
15,951.198.5387.512.3812010
% over (1)Total immigrants(1) Population
Challenges and opportunities: building identity, building sustainability
Family
School
Friends
Work
Society
Media
Environment
Family L.
Environmental L.
School L.
Professional L.
International L.
PLURILINGUALISM
Macao- China
Canada
Australia
Hong Kong- China
New Zealand
Russian
Federation
United States
LuxembourgNorway
FranceSweden Austria
Netherlands
Belgium
Germany
Switzerland
Denmark
r = 0.30, p=0.25
460
470
480
490
500
510
520
530
540
550
560
0 20 40 60 80 100
Larger immigrant populations do not imply Larger immigrant populations do not imply Lower overall performance Lower overall performance (ex. Maths, Pisa 2003)(ex. Maths, Pisa 2003)
Percentage of immigrant students in the country
Mat
hem
atic
s p
erfo
rman
ce
Ref: 2003, OECD Directorate for Education
Money is not the only issue: Investment per student vs. achievement
(Science, PISA 2003)
http://www20.gencat.cat/docs/Sala%20de%20Premsa/Documents/Arxius/educacio_premsa.notaPremsa.81.quaderns%2091196778340059.pdf
(Science, PISA 2003)
TRADITIONAL IDENTITY:...rooted to the land, linked to our food style, proud of our traditions, connected to our landmarks, identified by our language......
emigration
immigration
globalization
Social context: Complexity and contradiction
MODERN IDENTITY:...open-minded, internationally oriented, cosmopolitan, intercultural, creative and innovative, efficient and hard-working...
The question of identity changes focus:
from belonging to becoming…
So, whta’s the main clue?Cohenrence and coordinatation among: •Political decission-making •Education and school plans•Social proaction •Mass Media•...
It is necessary the whole tribe, to educate a child!
Learning, communicating, and sharingin formal, informal and non formal education
Why? Where?
What? How?
What do we mean when we say we ?
Equity and justice for allEqual freedom to chooseThe same rights and dutiesEducational expectations
Plurality and diversityMultiple identitiesHigh mobilitySocial consensus
…Sharing the past?
…Sharing the present?
…Sharing the future?
Reflecting
Expert Thinking
Complex Communication
Manual Routine Tasks
Cognitive RoutineTasksManualNon-Routine Tasks
Labour market evolution (1960-2002)
Results: 2001-2010 Post-SecondaryEU 2020: improving tertiary education(decreasing to 15% drop outs, increasing tertiary education)
http://nces.ed.gov/surveys/piaac/results/summary.aspx
PIAAC 2012 Results2012
Literacy scale for adults
(PISA results related to immigrant students)
Stable resultsPositive results
Negative results
Changes between first and second generation
•http://www.pisa.oecd.org/findDocument/0,2350,en_32252351_32235731_1_119669_1_1_1,00.html
•http://www.pisa.oecd.org/pages/0,2966,en_32252351_32235907_1_1_1_1_1,00.html
LANGUAGE USAGE IN TWITTERhttp://goo.gl/qDvs2 & http://www.flickr.com/photos/walkingsf/6276642489/
There are about 5500 languages in the world,but about 8-10 % disappear every year!
20 % have their own Political State 80 % are no-state, minority languages
25 % have guaranteed continuity for the next three generations
75% are threatened or in danger 3000 languages might disappear in 50 years
Source: « Halte à la mort des langues » Claude Hagège
When any language disappears, a whole culture vanishes, and a unique collective identity is lost forever
Only 10% of languages are active in the Internet space(40 languages for 99,3 % of users)
Saving diversity is a long term investment
Benefits:-planetary survival-health research reservoir-flexible response for Life and Nature-wider resource pool for facing crisis-adaptation
Biodiversity Cultural diversity
Diversity should not be inequity
know how & resources? sensitivity & complicities?
Looking for balance and sustainability education?
http://premsa.gencat.cat/pres_fsvp/docs/2013/06/14/14/13/8c427241-e567-4c84-b5c3-64ae9853901c.pdf
Primary 2013
Europe 2020 2020: 10%
EU 2020: < 15%
Results: primary education
Catalan Spanish Maths English FrenchCatalan Spanish Maths English French
Secondary 2012
OCDE
75%
Font: Consell Superior d’Avaluació del Sistema Educatiu - Catalunya, resultats ESO
Results: Secondary education Spanish Catalan Maths English FrenchSpanish Catalan Maths English French
Ref:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf Pag. 38
20132013
Third language, for Catalan studentsThird language, for Catalan students
Ref:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf Pag. 37
20132013
Third language, for Catalan studentsThird language, for Catalan students
Ref:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf Pag. 38
20132013
Third language, for Catalan studentsThird language, for Catalan students
Results for 4th forein language at school
20132013
Fourth language, for Catalan studentsFourth language, for Catalan students
Ref:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdfRef:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf
Why? Where?
What? How?
Cultural Environment Education: Context collaborationCentre for Educational Research and Innovation David Istance, (CERI) OECD
CERI: since1968 informs on the evoluti9on ol devbelopment policies:• recent:
-Ended 2008: Schooling for Tomorrow-Ended 2013: Innovative Learning Environments (ILE)
Innovative LearningEnvironments
Leadering Connectet Projects
Innovativeschool project
Socialinvolvement
School Basics
Strategies of Language Learning: Collaborative Vision+
Academical work & research
Sch
ool P
ract
ical
Dev
elop
men
t
-
+
@Copyright: CC Attribution. Neus Lorenzo and Ray Gallon. Ref: http://www.slideshare.net/TransformationSociety@Copyright: CC Attribution. Neus Lorenzo and Ray Gallon. Ref: http://www.slideshare.net/TransformationSociety
Co-responsibility
between school
and municipal authorities
Networking
School Project
Networking
School Project
Plan for the educational
environment
Plan for the educational
environment
Inclusive schoolInclusive school
Main educational strategies
Initial Initial ImmImmersionersion
claclassssroom room
Cultural Cultural environmenenvironmentt
Linguistic Project
Linguistic Project
CLIL, a continuum for L1, L2... Ln
Language of instruction Language for instruction Language through instruction Language outside instruction
Els 5 targuets for the EU 2020 A European strategy for smart, sustainable and inclusive growth
http://ec.europa.eu/europe2020/europe-2020-in-a-nutshell/targets/index_es.htmhttp://ec.europa.eu/europe2020/europe-2020-in-a-nutshell/targets/index_es.htm
Ref: English http://ec.europa.eu/commission_2010-2014/president/news/documents/pdf/20100303_1_en.pdf
1. Employment-75% of the 20-64 year-olds to be employed
2. Research & Development (R&D) -3% of the EU's GDP to be invested in R&D
3. Climate change and energy sustainability-greenhouse gas emissions 20% (or even 30%, if the conditions are
right)lower than 1990.-20% of energy from renewables-20% increase in energy efficiency
4. Education-reducing the rates of early school leaving below 10%-at least 40% of 30-34–year-olds completing third level education
5. Fighting poverty and social exclusion-at least 20 million fewer people in or at risk of poverty and social
exclusion
1. Employment-75% of the 20-64 year-olds to be employed
2. Research & Development (R&D) -3% of the EU's GDP to be invested in R&D
3. Climate change and energy sustainability-greenhouse gas emissions 20% (or even 30%, if the conditions are
right)lower than 1990.-20% of energy from renewables-20% increase in energy efficiency
4. Education-reducing the rates of early school leaving below 10%-at least 40% of 30-34–year-olds completing third level education
5. Fighting poverty and social exclusion-at least 20 million fewer people in or at risk of poverty and social
exclusion
Androulla VASSILIOU: Commissioner: Education, Culture, Multilingualism Youth
Priorities: José Manuel Barroso, president of the UE.
We don’t know much about our uncertain future
“...except that we will build it actively with ourdecisions and priorities.”
Ref: http://goo.gl/0t8Ms
http://experience-engineers.com/wp-content/uploads/mobile-learning-solutions.jpg
Starting point: changing language concept
Subject at school
Linguistics
Learning strategy and communication tool
Psychology
Sociocultural context and participation spaceSociology
Languages, a tool of instruction and for instruction: (resources for information and communication managing, an INTRAPRERSONAL strategy to process thoughts, emotions and
feelings) Language through instruction, an space for
participating in society, and environment for networking and community building (collective space to become member of a society, partial space in a global world, in a multicultural web-sphere, in a complex global plurality, a place for INTERPERSONAL growing process)
Language, a subject to study: knowledge focussed and meta-reflection (1-lexical and semantic code, 2-grammar and syntactic paradigms, 3-symbolic corpus and 4-procedural strategies)
Languages at school from teaching to learning
Additional languages:
Ex: Grammar-translation Approach (1897)
Alejandro YbarraModern LanguagesEd.Garnier Brothers, Paris 1897
•Learning by heart•Reading•Translation•Reproductive model
Ex: Structural Approach (1979)
José MerinoInglés 7ª EGBEd.Anaya, Madrid 1979
•Structural linguistics•Habit formation•Oral skills•Interactive model•Situational language•Conscious acquisition
Ex: Constructive Approach (2000)
Christina Gitsaki & Richard P. TaylorInternet EnglishEd.Oxford, New York 2000
•Problem solving•ICT & Realia•4 +1 skills•Social dimension•Pragmatic acquisition
Language Lessons: towards collaborative problem solving
Focus: Grammar & Syntax•To be•Simple Past•Irreguar Verbs
Focus: Situations and context•At a restaurant•At school•Likes & dislikes
Focus: Meaningful communication•Meeting people•Happy birthday•Out and about
Focus: Vocabulary and Semantics•Colours•Food•The weather
Focus: Content and language integrated learning (CLIL)•Save the whales•Recycling at home•Agreements: Getting to YES
SUBJECT-STUDY
Studying language?… …or using language to study?
FROM LINGUISTICS TO LIFELONG LEARNING SKILLS
INTERDISCIPLINARY
1234nInte
grat
ion
COMMON GLOBALSKILLS
METADISCIPLINARY
- Lexicon
- Grammar
- Spelling
- Phonetics
- Textual typology
- - Speaking Speaking - Listening- Listening- Reading- Reading- Writing- Writing- Interacting- Interacting
- Experiencing- Experiencing- Reflecting- Reflecting- Interacting- Interacting- Processing- Processing- Validating- Validating
Learning strategies: Transference, analogy, plurilingualism...
Language and communicative skills
Superficial abilitiesL1
Superficial abilities
L2Communication evidence
Shared and transversal
competencesPlurilingual skills
Experience, Globalization, Transferences, analogies, Intercompehension, Interdependence,
Transversal language learning and cultural development
Adapted from Cummings, 1986 and Vicent Pascual 2007
Content and Language Learning
New learning consolidates previous learning (and improves personal learning autonomy)
Superficial abilities L3
Towards collaborative problem solving
Information Gathering
Integratingdata
BuildingKnowledge
Growing invalues
Identifying Analysing Synthesising Transferring Reflecting
Understanding (inter-action)
C
onte
xt (
intr
a-ac
tion
)
Data
Information
Knowledge
Wisdom
Time
Commitment
Responsibility
Challenge: integrating digital environments
2006
2004
2001
http://www.lockergnome.com/wp-content/uploads/2011/02/augmented-reality.jpg
http://images.fanpop.com/images/image_uploads/Fanpop-all-around-the-world-fanpop-583858_1024_768.jpg
Future
Escenarios de aprendizaje competencial
Escola primaveraRef:http://ow.ly/fBsqp
INS Miquel BiadaRef: http://biada.org/html/biadapress/?p=859
A quality Content oriented activity provides…choose the 3 main benefits
• Linguistic improvement
• Content learning
• Authenticity
• Real interaction
• Developing competencies
• Building cognitive processes
• Cultural exploration
• Educational socialisation
• Collaborative techniques
• Attitudinal orientation
• … … …
• … … …
Integrating activities provides new added value...
CLIL
Language Content
CLIL. for promoting mastery and for improving lifelong learning
CLIL : Content and Language Integrated Learning
CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of content and language.
…and with the aim of promoting learning strategies, creative curiosity, cognitive growth, active participation, social engagement, active citizenship, entrepreneurship...
Added by Neus Lorenzo, 2012
CLIL : Content and Language Integrated Learning
CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of content and language with the objective of promoting both content and language mastery to predefined levels...
Ref: Maljers, Marsh, Wolff, Genesee, Frigols, Martín, Mehisto, (2010) http://tiny.cc/51k1dw
2004
2010
1978
2012
Criteria, creativityfor decision making
(judgement, evaluation and action)
(Bloom’s Pyramid)
CLIL, Integrated methodologyfor developing life competencies
Complexity (global diversity, multilingualism)
6-C CLIL-MC6-C CLIL-MC
ContentContent(knowledge building, learning things)
CommunicationCommunication(projecting, interacting, doing)
Community(being with others)
Cognition(being oneself, thinking)
4-C:4-C: Mehisto, Marsh, Frigols, 2005, 2008
5-C:5-C: Leonard Orban, Comissionat UE,2007
6-C 6-C Diamant competencial de les 6-C, 2009
Neus Lorenzo & Mar Camacho, pp 269http://ddd.uab.cat/pub/llibres/2011/106809/CON002_AICLE.pdfNeus Lorenzo & Mar Camacho, pp 269http://ddd.uab.cat/pub/llibres/2011/106809/CON002_AICLE.pdf
Europe: common language learning policies
CLIL teachers are able to promote:
[+] Learning by doing
[+] Cultural participation
[+] Meaningful language usage
[+] Content acquisition, embedded in context
[+] Effective communication, in social interaction
[+] Strategies for content and language learning
[+] Critical thinking, enquiring minds.
Framework web: http://tiny.cc/spf0dw & http://clil-cd.ecml.at/ On line Framework 2012: http://tiny.cc/4sk1dw
Content oriented approaches: EPF & CLIL (AICLE – EMILE)
PlurilingualismEuropean School projects Social networking Teacher training International Mobility Vocational training Managing need eLearning
Anyone who tries to make a distinction between education and entertainment doesn't know the first thing about either.
Marshall McLuhan
ICT: social learning language
Difusió i comunicacióCreació compartidaGestió d’ informació
ICT social dimension in language learning
Exploring assumptions
1
Structuring learnings and intakes
3
Practice and development of competences
4Gathering input and new information
2
Fuente: JORBA, J. I CASELLES, E. (1996) La regulació i autoregulació dels aprenentatges ICE-UAB
Why? Where?
What? How?
https://fbcdn-sphotos-g-a.akamaihd.net/hphotos-ak-frc1/72163_10200294999035852_581201366_n.jpg
Co-operation and team-building
Learning several languagesdevelops more competent citizens
PlurilingualKnowledge
Communicationskills
InterculturalDialogueCollaborative skills for shareing future
- team working- networking- bridging cultural gaps- flexibility, plural criteria - critical thinking- innovation and entrepreneurship - personal learning autonomy- language learning ability, - mass media competences - creativity, artistic sensitivity- ... … …
Knowledge
Attitudes
Procedures
EducationalEducationalCommunityCommunity
Teachers &
Teachers &
Agents
Agents
Fam
ilies
'’
Fam
ilies
'’
asso
ciat
ion
asso
ciat
ion
Stud
ents
Stud
ents
asso
ciat
ions
t
asso
ciat
ions
t
Administratio
AdministrationnSE,
SE,
Inspection of
Inspection of
Education.
Education.
Uni
vers
itie
s
Uni
vers
itie
s
Cultur
al
Cultur
al
orga
niza
tion
s
orga
niza
tion
s
Collaboration and support: Actions to bridge school and context:Citizenship, networking, social interaction.
Adaptat de Mallen Baker http://www.mallenbaker.net/csr/images/businsoc.gif
Multilateral
Multilateral
Comenius
Comenius
Local Projets
Local Projets O
NG
s,
ON
Gs,
Tra
inig
Tra
inig
am
ong e
quals
am
ong e
quals
Apre
nte
rship
Apre
nte
rship
Volu
nte
eri
ng
Volu
nte
eri
ng
Practice
at
Practice
at
enterpris
es
enterpris
es
Education
Education
Programmes
Programmes
Municipal
Municipal
projects
projects
Readin
g S
chool
Readin
g S
chool
Pla
nPla
n
Teach
er
Teach
er
train
ing
train
ing
Mediation
Mediation
Negotiaton
Negotiaton
Fam
ily t
rain
g
Fam
ily t
rain
gSeco
nd
Seco
nd
Opport
unit
y
Opport
unit
y
schools
schools
Educators
Educators
Pare
nts
Pare
nts
Adviser
Adviserss
Res
earc
he
Res
earc
hersrsPrimary/Secondary
Public/ Private-foundedPrimary/SecondaryPublic/ Private-founded
Individual commitment to a group effort - that is what makes a team work, a society work, a civilization work. Vince Lombardi
Pre-industrial Industrial Post-industrial Transformation society / connectivity
Natural training &
Monastic schooling
Private information
Standard schooling
Common Syllabus
Knowledge acquisition
Inclusive school
Comprehensive learning
Wisdom achievement
eLearning
Lifelong learning
Info-transformation
Recollection/ProductionRuling classes
Work punishment
Subsistence
Slavery
Rigid social roles
Product/Services
Capital dominates
Right to workGrowing effort
Management
Standard protocols
Finances/
Innovation dominates
Career choice
Teamwork
Leadership
Creative thinking
ConnectivityVirtual work
Temporal mobility
Social network
Forman / Informal / Non-formal strategies
Leisure:
natural resting cycles,
rural calendar festivities
Leisure:
resting, travelling
studying, new skills
Leisure:
Changing activities, travelling, net-surfing,
informal learning
Leisure:Juvenile activities
Optional eLearning,
lifelong training...
Coordination (time) versus collaboration (work) in education
Ref: Creating Effective Teaching and Learning Environments First results from TALIS, 2009 ODCE
PISA 2015: collaborative problem solving skills
PISA 2015
•We need to create tasks that require:
– Competence 1: Creating and mantaining a shared understanding
– Competencey 2: Taking Action (to advance a solution and handle conflict or change).
– Competency 3: Team organization (leadership and team building)
http://www.agenciaeducacion.cl/wp-content/uploads/2013/04/Presentacion-Looi-Chee-Kit.pdf
Proficiency description
PISA 2015Ref: http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Collaborative%20Problem%20Solving%20Framework%20.pdf, pag 30
PISA 2015Ref: http://www.agenciaeducacion.cl/wp-content/uploads/2013/04/Presentacion-Looi-Chee-Kit.pdf
Time and achievement: Reading, PISA 2010
Ref: Sistemas fuertes y reformadores exitosos en la educaciónOrientaciones de PISA para las Islas Canarias, Españahttp://www.oecd.org/dataoecd/53/54/49882415.pdf
time
achi
vem
ent
Time and achievement: Maths, PISA 2009
Time and achievement: Science, PISA 2009
transformation
sharing
learning
Individual & social improvement
Competition to Have things, information, friends...
Competencies for Beingcompetent, able, useful, happy...
Neus Lorenzo, 2009: Global Consciousness in Europe
Let’s try!
Learning Lenguages for proactive citizenship: participation, creativity, responsibility, innovation, involvement...Learning Lenguages for proactive citizenship: participation, creativity, responsibility, innovation, involvement...
75
Building a common future in Europe: plurilingualism is our path
Ref: http://ow.ly/fyRTu
We should cultivate today the landscape of tomorrow
Doing European Projects using CLIL and ICT:
tools for attaining the future
…because only the trees that take rootwill be able to change the environment. Let’s start now !!!
Moltes gràcies!
Enjoy your visit!
top related