Bilingual Education at the Faculty of Education at the University of Málaga: getting started and the potential risks of jumping into a void

Montijano-Cabrera, María del Pilar

Bilingual Education at the Faculty of Education at the University of Málaga: getting started and the potential risks of jumping into a void

Montijano-Cabrera, María del Pilar

Published: 2017-01-01
Repository: riuma.uma.es
Language: en

Abstract

In 2014, the Faculty of Education at the University of Málaga offered for the first time in its history a Bilingual Education programme for those students taking their Degree in Primary Education. Because of the documented evidence that significant (cognitive, social, personal, academic, and professional) pay-offs derived from bilingualism, the interest to keep this project thriving and successful was enormous. A call was made in advance for those Lecturers and Professors wishing to become active part in this exciting challenge. Unsurprisingly, bilingual education can take different forms [“the type of bilingual education programme should be chosen with the needs of specific students in mind” (Horwitz, 2005, p. 27)] given that it should be linked to the sociolinguistic context in which it takes place. The lack of consistency in the use of this term is one of the major problems when evaluating its success; in fact: “Bilingual education has come to mean many things to many people” (Rossell & Baker, 1996, p. 185). Though initially one might think that at least a clear definition of the exact kind of bilingualism to pursue should be given, that the (human and/or material) resources to count with should be carefully analysed or that the methodology for the teaching of the non-linguistic subjects should be agreed in a consensual manner and that teachers should receive proper training accordingly, this might not be always the case. After having implemented this programme for two years now, questionnaires have been passed to students and interviews have been conducted so as to assess their perceived improvement in their L2 competence and to know whether their initial expectations have been met. Manifold insights have been gained, particularly regarding those teaching strategies and techniques that students have found particularly helpful, and also concerning the several issues still unresolved. We will present the results of our survey in this study.

Full text

Bilingual Education at the Faculty of Education at the University of Málaga: Getting started and the potential risks of jumping into a void Mª Pilar Montijano Languages in Europe •Linguistic panorama in Europe •24 official languages, •approximately 60 minority languages •other languages spoken by the immigrants (Baetens-Beardsmore, 2015). Communication? A new educational approach •Europe-wide discussion →→ how to bring language learning excellence into schools and colleges •Political drive →→ mobility required higher levels of language competence •Content and Language Integrated Learning (CLIL) →→ launched during 1994 Improving access to additional languages + Bringing innovative practices into the curriculum as a whole CLIL: an educational approach •… which supports linguistic diversity •… with a strong impact on language learning •… dynamic and motivating •… which may be implemented in a variety of ways CLIL involves the development of social, cultural, cognitive, linguistic, academic and other learning skills CLIL: Why? Implementing CLIL: challenges Students •Problems to understand •Gaps in the L2 •Poor at speaking •Problems to learn the contents •More work-load Teachers •Difficult to deal with the L2 naturally •Fluency •Answering students’ unexpected questions •Promoting participation •Providing scaffolding •Providing feedback •More work-load •Embed L2 into daily classes Implementing CLIL •Students should be helped to work independently to solve problems and to develop their own knowledge and skills •Teachers have to try to change their traditional approach, to face losing their central role. They need to pass some control over to their learners One of the most important, and most difficult roles of the CLIL teacher is to train learners how to be independent. Teachers implementing CLIL I’m a content teacher. How should I incorporate a focus on language in my subject teaching? What makes CLIL language learning different from normal language learning? How can I teach the new language if my own level is not very high? How can I get through the whole syllabus if I have to teach language as well as content? As a subject teacher, do I need to assess students’ language? Where can I find suitable resources at the correct level? I already have a huge workload. Do I have to create all the materials and resources that I need? Teachers implementing CLIL •Once the decision to adopt CLIL has been made, all teachers involved (1) need time: •to review and reflect on their teaching. •To decide what adaptations will be needed . • to gain confidence to feel that one is ready and has become knowledgeable with this student-centred and interactive way of teaching To what extent will learners •… react positively? •… be willing to get involved? •… appreciate the usefulness of active learning? •… appreciate the potential of selfregulated learning? •… feel motivated? Bilingual Education at the Faculty of Education at the University of Málaga •Subjects taught in English during the first two academic courses: •Educación en Artes Plásticas y Visuales •Educación Musical •Organización Educativa de Centros •Desarrollo Curricular de las Artes Plásticas y Visuales •Didáctica de la Educación Física •Fundamentos de la Enseñanza de la L. Extranjera The experience with the subject: Foundations for FL Teaching Learners’ views on the subject: Foundations for FL Teaching 1)On Methodology 2)On Classroom Management 3)On learners themselves 4)On other aspects Yes, we can! •Students report to have improved their English a lot in the context of ICLHE •Students report to have gained confidence and motivation •Students have raised their awareness on what learning contents through a FL means So now, what? A plan for our immediate future •In the context of an Educational Innovation Project, teachers involved have agreed: •Regular meetings •Exchange of ideas, of supporting materials, of reading texts on this field, of news, etc. •Talks by experts •Great expectations, motivation and hope!