Teresa Rilley “National Bilingual Schools Project Spain”

National Bilingual Schools Project Spain

Teresa Reilly Language Policy Dialogues: Bilingual Schools Consultant English for the Future teresamaryreilly@hotmail.com

Colombia October 2012

Context • Political will • Parental demand • Successful bilingual British Council School

Summary 1996‐ 2012 September 1996. Ministry of Education/British Council agreement ‐ 44 state schools ‐ 44 supernumerary native speaker primary school teachers ‐ 1,880 3 year‐olds ‐ 6‐8 sessions per week September 2012 ‐ 90 primary schools ‐ 60 secondary schools ‐ 40,000 pupils between 3 and 16 ‐ 40‐ 50% through English Major achievements July 2012 ‐ External evaluation study: 90% of pupils reaching/superseding expectations ‐ IGCSE examinations in up to 5 subjects ‐ Standards in Spanish language remain the same, or are slightly higher ‐ Continuity from kindergarten through primary and secondary

Key Stakeholders Working constructively with partners: ‐ ‐ Ministry of Education and British Council ‐ Spanish regional governments ‐ Schools ‐ Parents ‐ Universities & researchers ‐ International links

Key Characteristics Provision

Process

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‐ Focus on literacy from early years through to end of secondary ‐ Focus on academic subjects with tasks which offer learners cognitive challenge across subject areas ‐ English language text books not generally used ‐ Language and discourse graded only for appropriacy of age and content ‐ Dedication of school staff and commitment to making it succeed

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Very early start – age 3 Whole school ‐ gradual inclusion 35‐50% through English Seconday schools identified from start Supported by special curriculum Supernumerary teachers Focus on teacher CPD Prestigious external examinations Independent evaluation process good ground level management Partnership funding secured

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Real Reading and Writing Literacy Skills 5 year‐olds

Caring for the environment 10 year‐olds

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Teaching through Art Kandinsky project Age 9

Looking at Different Cultures Whole school project Insert image here

Focus on teachers • • • • • • •

Face – to ‐ face courses Curriculum encounters Contact seminars Study visits to UK Preparation for secondary transition Trainer training Teacher as researcher

Challenges • • • • • • • • • •

Political Change – continuity ‐ Project ownership Bureaucracy Capacity building Resistance Harmonisation between curriculum, methodological approach and assessment / examinations Supernumerary teachers Recognition of achievement Challenge of being succesful over a fairly large number of schools Challenge of being successful in an environment where English is largely used only in the classroom The 10% who don´t appear to benefit

Lessons Learned • Success is not immediate ‐ no short‐term solutions – start with a long‐term & a short‐term plan – be flexible • Shared vision: commitment of key staff long term • Secure budget • Work constructively with all partners • Starting points for change initiatives are the curriculum, methodology, assessment & evaluation • Teachers are the linchpins • “Little by little”: resistance can sometimes be positive

• En un mundo globalizado como el actual , aprender el inglés es tan básico y necesario como aprender matemáticas o lengua. Vamos a mejorar la enseñanza del inglés desde una edad temprana, el segundo ciclo de educación infantil, y hasta el bachillerato, sustituyendo el viejo enfoque de estudiar inglés para pasar a estudiar en inglés. Entendemos que es mucho mas adecuado en la medida en que el inglés es una herramienta para la transmisión del conocimiento , por lo que el mejor manera de dominarlo es precisamente de este modo: utilizando para aprender.

Ministro de Educación, Jose Antonio Wert, Febrero 2012

Bilingual Education • Often viewed as being for “ élite” sector of society • Been around for centuries!

• Focus is on the word “education” • Both languages are of equal importance ( often 40‐60% or even 50‐50% divide) • Emphasis on a curriculum ‐ often a special curriculum, or an L1 curriculum slightly adapted • Focus on continuity, consistency, challenge • Focus is on authentic content: language is secondary • Therefore there is no grading of structures, vocabulary • Generally not text book , graded reader book based (authentic materials) • Often find the word “early” preceding bilingual education (2‐6 year‐old start

Bilingual Education •

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Approach is very similar to active‐based L1 teaching – learning by doing and imitation for young children: hands‐on science, geography ,art and craft Focus on social skills ,cultural knowledge and language acquisition to help develop comprehension and oral skills Attention dedicated to early teaching of reading and writing and then development of “literacy” skills L1 and L2 not mixed (though children often do!)

Frequently leads to international non‐ EFL exams (focus on content, not language ‐ language is a “given”) Growing focus on assessment FOR rather than OF learning NB: “subtractive” v “additive” bilingualism

Features of MEC/ British Council Bilingual Project • • • • • • • • • •

Operates in state schools : not selected on the basis of social or other privilege Whole school project Very early start (age 3 years) Supported by an officially approved curriculum Between 40 and 50% of time allocated to the teaching in English of “challenging” subjects Reading and writing skills taught from a very early stage (literacy skills) Agreement with secondary schools re. continuity Supernumerary teachers ( maximum 4 per school in primary) support the programme Continuous Professional Development (CPD) an integral element Liason with schools from both Ministry of Education and British Council

Can CLIL be a “stepping stone” towards Bilingual Education?

• Time factor: early start, 40% time, intensity of challenge • Enthusiastic teachers understanding principles and willing to change practice • High level of language competency • Whole school support : CPD for teachers • Parental understanding and support • Continuity and progression

Integrated learning

Focus on learners: Added Value The children show: • High concentration skills and good listening skills in ALL subjects • Evidence of higher order thinking skills (cognitive skills) – questioning, summarising, predicting, presneting logical arguments • Independent learning skills • Awareness that life is not “ black and white” • Personal confidence • Ability and willingness to confront a challenge • Knowledge that they are part of a global world