Summary

OBJECTIVES

1. Know the benefits of establishing a structure for coordination and collaboration between language and content teachers in a bilingual school, analyze the challenges it poses and design a collaboration model adapted to the needs of the schools. 

2. Acquire the necessary knowledge related to the problems associated with the use of an effective model for evaluating language and content in the bilingual classroom, in particular with regard to the roles of the different teachers, the different models of evaluation and the criteria and instruments that can be used. 

3. Reflect on the most relevant aspects that are necessary to achieve intelligibility and apply this knowledge to improve fluency and correctness in the use of pronunciation as a basis for improving oral skills.  

 

CONTENTS

DAY 1: The development of teacher collaboration as a pedagogical instrument in bilingual education

The establishment of an adequate collaboration between the language teachers and the specialist teachers of the subjects taught using a foreign language stands as one of the most influential factors in achieving positive results in a bilingual program. A correct identification and definition of their roles and competences together with the establishment of an interdisciplinary organizational structure can facilitate and even accelerate the assimilation of content, as well as contributing to the development of the linguistic competence of students in the foreign language and even in their own language. However, the success of this collaboration depends on the combination of a series of factors of a (macro) political and institutional nature and of a (micro) organizational and functional nature, and several questions also arise that should be clarified: Why is it necessary? Should it be mandatory? When to start? How is it organized? With what resources? Throughout this workshop we will review the theoretical and methodological principles that motivate this proposal and we will offer a series of suggestions to ensure that this collaboration structure ends up providing positive results.

 

DAY 2: Assessment in CLIL: strategies and techniques for measuring learning outcomes

The achievement of intended educational outcomes in CLIL depends on a series of factors that need to be identified. Particularly, with respect to the evaluation of learning factors it is indispensible that criteria and instruments are carefully delineated and elaborated. Besides the common problems and the challenges associated to assessing learning, the complexity of evaluation and assessment in CLIL is noteworthy because the acquisition of academic content and language has to be measured in parallel in one way or another. During this workshop we will review the most important elements in this process, namely, the challenges of assessment in the CLIL classroom, purpose of assessment, characteristics, the role of the teachers (both language and content teachers), types of assessment, criteria, basic strategies, introducing formal and informal assessment, instruments (diaries, rubrics, portfolios, tests, etc.). After weighing the relative importance of the different instruments that can be used, we will pay special attention to the design of rubrics as a suitable instrument. Specifically, our goal is to delineate possible ways of assessing content and language in dimensions such as cooperative work, essays, oral presentations, projects, self-assessment and peer assessment through the use of rubrics

 

DAY 3:  Improving oral skills in English-taught lessons: techniques and strategies to use pronunciation effectively

The necessity to express concepts and ideas orally in when the instruction is conducted through a foreign language is one of the biggest challenges for non-native teachers. The difficulties of English pronunciation may affect dramatically the understanding of content. In addition, they may also exert a negative influence in the confidence of teachers who use English as a vehicle of instruction in their classes. Following this, it is essential that teachers learn to identify the aspects associated to the pronunciation of English that are more directly related to the expression of messages and with the notion of intelligibility. In this workshop, we will pay attention to the use of pronunciation from a global and meaningful way. The aim will be to provide teachers with practical tools to consolidate or improve their capacity to express themselves orally, paying attention to the aspects responsible to make students get access to complex information transmitted orally in a smooth and effective way. More specifically, we will cover crucial aspects for intelligibility such as: the influence of accent variation for non-native speakers, priorities for non-native speaker teachers, producing intelligibility and comprehensibility, problems in the production of vowels and consonants, linking and connected speech, highlighting information, proper use of boundaries, and preparing fluent enunciation.

 

METHODOLOGY  

The different phases of the activities to be proposed present different characteristics, for which the methodological approaches and the material resources used will be varied depending on the demands of the participants. In general terms, the methodology will be functional and situational, focused on real activities that require both the active participation of the teachers involved and the use of different self-learning tools and other teaching resources.