challenges to speak in english in class
DESCRIPTION
TRANSCRIPT
Challenges to Speak Challenges to Speak
English in ClassEnglish in Class
Paula LPaula Lóópez Cabellopez Cabello
MMªª JosJoséé Pedraja FuentesPedraja FuentesMadrid, 15Madrid, 15thth June 2010June 2010
I International Conference on Bilingual Teaching in Educational Institutions
OutlineOutline
School DescriptionSchool Description
Project OutlineProject Outline
TheoryTheory
Problems in ClassProblems in Class
Activities within the projectActivities within the project�� ExamplesExamples
ResultsResults
ConclusionsConclusions
Who are we? School DescriptionWho are we? School Description
GFC is part of the Bilingual Project GFC is part of the Bilingual Project
of the Comunidad Autof the Comunidad Autóónoma de noma de
Madrid since 2005. Madrid since 2005.
Located in Madrid westLocated in Madrid west--end and end and
belongs to the district known as belongs to the district known as
LatinaLatina--CarabanchelCarabanchel, a middle , a middle
class neighbourhood.class neighbourhood.
Small school: 300 students, infant Small school: 300 students, infant
and primaryand primary
www.ceipgonzalofdezdecordoba.es
Visit us at:
What do whe do? What do whe do?
Project DescriptionProject Description
Research to help our students keep the pace Research to help our students keep the pace
with Science (taught in L2)with Science (taught in L2)
Project designed to:Project designed to:
�� Improve speaking skills in our studentsImprove speaking skills in our students
�� Overcome a general perspective about SLAOvercome a general perspective about SLA
�� Develop methodological concepts Develop methodological concepts
CLIL and SCAFFOLDINGCLIL and SCAFFOLDING
�� Present the elements for a good speaking classPresent the elements for a good speaking class
�� Establish activities which involve speakingEstablish activities which involve speaking
A bit of theoryA bit of theory
ParadoxParadox
�� Academic achievements of immersion students of Academic achievements of immersion students of
subjects studied in L2 is equivalent to that of nonsubjects studied in L2 is equivalent to that of non--
immersion students studying the same subject in L1; immersion students studying the same subject in L1;
despite the fact that the latter have equivalent to despite the fact that the latter have equivalent to
superior language development in the language the superior language development in the language the
subject is taughtsubject is taught
M. Turnbull, Canadian Modern Language Review 57.(4): 531-40, 2001.F. Genesee , Second/foreign language immersion and at-risk English-speaking
children. Foreign Language Annals, 25: 199-213. 1992
A bit of theoryA bit of theory
Good practice for CLIL teachingGood practice for CLIL teaching
http://image.ee/core
Concepts
L2
L1/L2
Learning
strategies
Scaffolding
Natural Language
and Content learning
Content based instruction
Communication and interaction
key for actual CLILL2
FeedbackAssesment
Reflection with
practice
L2 Exposure
What we face in the class What we face in the class
Real life with primary students: Real life with primary students: �� our experience at GFC to put CLIL into practiceour experience at GFC to put CLIL into practice
StudentsStudents�� a lot of diversity and mixeda lot of diversity and mixed--ability classesability classes
�� ChildrenChildren’’s background coming from nons background coming from non--bilingual programsbilingual programs
�� Lack of motivation / interest in some students to participateLack of motivation / interest in some students to participate
�� Students struggle to understand Science concepts taught in L2Students struggle to understand Science concepts taught in L2
�� Use L1 to talk in the classroom Use L1 to talk in the classroom
AtmosphereAtmosphere�� Big classes : little time for real interactions Big classes : little time for real interactions
�� Interaction is not realInteraction is not real
TeacherTeacher�� Class managementClass management
�� Time consuming when planningTime consuming when planning
TaskTask�� syllabus/evaluation pressure from outsidesyllabus/evaluation pressure from outside
�� Usually accuracy (form) biased versus fluency (content)Usually accuracy (form) biased versus fluency (content)
Diversity
L2 L3
Soci
al B
ack
gro
und
Learn
ing S
tyle
s
Personality
Confidence
Project ActorsProject Actors
3 & 4 grade Primary Education (83 & 4 grade Primary Education (8--10 yo)10 yo)
�� 56 students involved in the project56 students involved in the project
�� 12 (21%) with remedial curricula12 (21%) with remedial curricula
Joined from nonJoined from non--bilingual projects bilingual projects
Migrants learning L2(Spanish) and L3 (English)Migrants learning L2(Spanish) and L3 (English)
Very weak studentsVery weak students
1 native Language Assistant1 native Language Assistant
Experience in ClassExperience in Class
We need to make them speak We need to make them speak �� Instructions have to be clear to avoid loss of focusInstructions have to be clear to avoid loss of focus
�� Interesting topicInteresting topic
�� Purpose to communicatePurpose to communicate
�� Teachers PAUSES and provides time to THINK IN SILENCETeachers PAUSES and provides time to THINK IN SILENCE
We need to be able to track progressWe need to be able to track progress�� Short term: Everybody is involved, has the chance to speak Short term: Everybody is involved, has the chance to speak
and gets feedback (prasing and correction)and gets feedback (prasing and correction)
�� Long term: class diary/recordings to asses individual progress Long term: class diary/recordings to asses individual progress in L2 for proper CLILin L2 for proper CLIL
�� Reflection : students and teacher (selfReflection : students and teacher (self--assesments)assesments)
Project TimelineProject Timeline
Individual presentationsIndividual presentations�� Weather Forecast: Map of SpainWeather Forecast: Map of Spain
�� Animal presentations: worksheetAnimal presentations: worksheet
Group presentationsGroup presentations�� Interviews : Asking questionsInterviews : Asking questions
�� LetLet’’s go shoppings go shopping
Weak StudentsWeak Students�� Individualised assesmentIndividualised assesment
FeedbackFeedback
Activity FlowActivity Flow
Animals, historical characters, books, etc…
Student presents his
work to the others
Audience ranks his jobs
Presentation
FeedbackName of the Student
Good use of english Poor use of english
Easy to understand Difficult to understand
Good content Poor content
I liked what he/she said I did not like how he/she explained it
Write a sentence you’ve heard
LetLet’’s go shoppings go shopping
Free speech oral production with natural Free speech oral production with natural languagelanguage
CLIL contentCLIL content
PrePre--scaffoldingscaffolding
Strategies to keep communicationStrategies to keep communication�� Never mind, Hello/Good bye, can I help you?Never mind, Hello/Good bye, can I help you?
�� Self correction: awarenessSelf correction: awareness
�� Real purposeReal purpose
�� Real scenario, with goods brought from homeReal scenario, with goods brought from home
�� Memorable activityMemorable activity
Video Video LetLet’’s go shoppings go shopping
Video Weak StudentsVideo Weak Students
Third class Chinese student: Joined Third class Chinese student: Joined the bilingual project 2 years ago the bilingual project 2 years ago (2008(2008--2009)2009)
�� No production at all in L2 (Spanish) No production at all in L2 (Spanish) nor L3 (English)nor L3 (English)
�� Last year progress with L2 with Last year progress with L2 with individualised syllabusindividualised syllabus
�� Very shy, (cultural influence?)Very shy, (cultural influence?)
Video Video Min 7Min 7’’2020’’’’
She has significantly improved She has significantly improved understanding, confidence and understanding, confidence and linguistic skillslinguistic skills
Dramatic effect on her academic Dramatic effect on her academic results in Scienceresults in Science
A Picnic Surprise Level 2, MacMillan
AssessmentAssessment
�� Who Who �� Peer, Peer, Language assistant and teachers Language assistant and teachers
�� When When �� not until the end, it breaks communciationnot until the end, it breaks communciation
�� How How �� carefully and praising, never rudelycarefully and praising, never rudely
�� Why Why �� achievements of students/teachers have to be achievements of students/teachers have to be
highlighted. It is part of the learning processhighlighted. It is part of the learning process
0%
10%
20%30%
40%
50%
60%
70%80%
90%
100%
FLUEN
CY
AN
D C
OH
ER
EN
CE
INTE
RA
CTIO
NA
CC
UR
AC
YP
RO
NU
NC
IATIO
N
TOP
IC F
OC
US
SED
VO
CA
BU
LAR
Y
US
E O
F LA
NG
UA
GE
ResultsResults
0,00
1,00
2,00
3,00
4,00
5,00
6,00
7,00
8,00
9,00
MA
RK
s I
II
III
I 7,06 6,31
II 7,03 6,81
III 7,63 7,34
ENGLISH SCIENCE
Students actually improve their academic achievements in Science and as a consequence in L2
Steady Progression in Science
ResultsResults
6,20
6,40
6,60
6,80
7,00
7,20
7,40
6,90 7,00 7,10 7,20 7,30 7,40 7,50 7,60 7,70
ENGLISH
SC
IEN
CE
I
II
III
Progress in Science inmediate progress in L2 has some delay
CONCLUSIONSCONCLUSIONSClil methodology implies a lot of hard work, but we still Clil methodology implies a lot of hard work, but we still feel that it has been worthyfeel that it has been worthy�� Students are progressing in their academic resultsStudents are progressing in their academic results
Assessment and selfAssessment and self--assessment WORKSHEETSassessment WORKSHEETS
Feedback: Feedback: �� When When �� not until the end, it breaks communciationnot until the end, it breaks communciation
�� How How �� carefully and praising, never rudelycarefully and praising, never rudely
�� Why Why �� achievements of students/teachers have to be achievements of students/teachers have to be highlighted. It is parto of the learning processhighlighted. It is parto of the learning process
�� CHILDREN NEED TO SHINE!CHILDREN NEED TO SHINE!
Solutions to our problems in class:Solutions to our problems in class:�� Fast students help weak student sFast students help weak student s
�� Adapt contents to studentsAdapt contents to students’’ abilitiiesabilitiies
�� Establish very clear rules/instructions from the beginningEstablish very clear rules/instructions from the beginning
�� Big dreams leading to bigger Big dreams leading to bigger ¡¡reasults!reasults!
Future WorkFuture Work
Continue the project in 2010Continue the project in 2010--20112011
�� Systematic Video recording and transcribtion Systematic Video recording and transcribtion
�� Academic Achievements in Science: more Academic Achievements in Science: more
data data
�� More activities to improve oral skills: projects, More activities to improve oral skills: projects,
oral descriptions, interuse, simulations,story oral descriptions, interuse, simulations,story
performancesperformances……
�� Analysis of external evaluation results in 4th Analysis of external evaluation results in 4th
classclass
Challenges to Speak English in ClassChallenges to Speak English in Class
Paula LPaula Lóópez Cabellopez Cabello
MMªª JosJoséé Pedraja FuentesPedraja Fuentes
[email protected]@educa.madrid.org
I International Conference on Bilingual Teaching in Educational Institutions
Thank you