Sacramento Jáimez & Isabel Pérez

1. Sacramento Jáimez & Isabel Pérez

2. The Plurilingualism Promotion Plan in Andalusia • Bilingual Schools in Andalusia • ICT Resources and Practices in CLIL • ICT- CLIL Survey

3. (2005) Pillar Goals: • Improving the language skills in L1. • Providing plurilingual and pluricultural skills (L2, L3). • Enabling to accept other cultures.

4. Scheme of the Plan 5 major programmes • Bilingual schools, • Official Schools of Languages, • Teachers (training and visit programmes) • Plurilingualism and society, • Plurilingualism and interculturality; + and an organisation and assessment plan.

5. Actions in Bilingual schools “Bilingual education is about getting education, not about becoming bilingual”. Baetens-Beardsmore, H. in D. Marsh, 2002:24

7. Actions in Bilingual schools • L2 used to teach areas of the curriculum (min. 2) • Elaboration of an integrated curriculum (CLIL) • Language integrated curricula based on the principle of plurilingual competence

8. Actions in Bilingual schools • Sequencing the contents of each stage • Assessment criteria adapted to the CEFR • Design, experimentation, validation, and dissemination of innovative teaching materials • Training programmes • Materials developed by teachers • Innovation in methodology

9. Actions in Bilingual schools • Increase in the number of hours of language in the curriculum • Language assistants (conversation, curricula design) • Promotion of exchange visits (pupils and teachers) • Provision of technological equipment to digitalise Bilingual Schools (specialised language classrooms, computers, wiring of the school, etc.). • Support to teachers in the use of ICT

10. ICT in Bilingual schools • Similarities CLIL & ICT methodology • Enables Interaction & participation(roles) • Promotes learners’ autonomy • Promotes student centred learning approach • Enables attention to diversity • Use of #materials and# media • Constructivist and collaborative environment • Task and Process oriented activities

11. Practices (examples) • Using authentic and didactic resources • Example of delicious • Examples of ppt for sciences • Resource links • Task based activities • Webtasks, Treasure Hunts:unequal population • WebQuests & projects: planets

12. Practices (examples) • Web 2.0 & interactive in the classroom • Blogs:a classroom blog • Wikis:webtask about Europe • Email projects /eTwinning,Llanes school my school • Education platforms: Helvia IES Averroes • Teachers’ networks: Linguared

14. CLIL-ICT Survey- participants • 67 participants • 56 L2 teachers

15. CLIL-ICT Survey- participants • 42% in ICT schools • 42% basic / 48% intermediate / 7% expert users • 23% blogs, bookmarks, etc. / 38% none • 37% Resources & materials & 28% information

16. CLIL-ICT Survey – in the CLIL classroom • 70% more than 3 ICT rooms • Is ICT more useful in the bilingual classroom? • 58% Yes, 10% it depends (students, computers, etc), 27%No

17. CLIL-ICT Survey – in the CLIL classroom 54% use ICT more with the bilingual groups • 5% every day • 28% once a week

18. CLIL-ICT Survey – activities • Type of ICT activities • Online quizzes and web search+++ • Treasure hunts and WebQuests++ • Exchange email projects+ • Others (ppt, blogs, etc.)

19. CLIL-ICT Survey – reasons They use ICT because: • Variety of resources • Atractiveness

20. Why not using ICT more often • Lack of ICT competence • Technical problems • Time consuming (in preparation and implementation) • Large number of students (25-30)

21. What type of training is needed • 71% ICT resources for CLIL • 69% General ICT methodology

22. Teachers’ resolutions • Will you use ICT resources and tools in the bilingual classroom? • 95% YES • 5% NO

23. Conclusions • ICT resources and tools are useful in CLIL BUT • Teachers’s lack of ICT competence • Technical problems • Strong need of CLIL-ICT training