Educational co-operation with professional institutions to promote language skills

Maria Neus Lorenzo i Galés (Ph.D.)@NewsNeus

nlorenzo@xtec.cat

History doesn’t happen to us... We actively build it everyday!

Study Visit ES-183, Catalonia (Spain)March 2014

ContentWhere? Short introduction: the Catalan education system

What? Exploring new concepts and European tendencies

Why? Reflecting on present and future, with some data

How? Techniques and methodologies:

Interaction for collective knowledge building

… and then what? Feel free to ask questions !

Why? Where?

What? How?

32.000 Km2 , 7.539.618 inhabitants (2011)15.96% of the Spanish population946 municipal locations10 education territories (Education Services)

Catalonia, a political autonomy in Spain

Ref: http://3.bp.blogspot.com/_Qu9Duuw6Ws4/TNq4SnZ7sKI/AAAAAAAAA30/v1UnPG2VUmU/s1600/lenguas_mundo.png

Language diversity is menaced (2010)

5

http://enredando.blogaliza.org/2011/09/14/o-plurilinguismo-en-amazon-es/

ChineseSpanishEnglishHindiArabic

Catalan

UEE HGVET Vocational training

MG VET Vocational training

Secondary Education

Primary Education

Pre-school Education and Kindergarten

Education System Structure

UniversityAg

e

Non-Compulsory Education Compulsory Education

MGVET- Medium Grade Vocational Education and Training SGP- Social Guarantee ProgrammeHGVET- Higher Grade Vocational Education and Training UEE- University Entrance Examination

Baccalauréat SGP- Social Adaptation

: Curricular languages

The Catalan Education System

95,5 %

Catalan, Spanish + (English, French)

Catalan, Spanish + (English, French, German, Italian)+ L/G

Diversity of CLIL for enhancing Plurilingualism

Plurilingual school Project

Language of schooling

Initial immersion

Curricular foreign languages

& CLIL

Transversal Integration of Languages (TIL skills)

Transference of skills to/from family languages (PEL, Non-curricular)

CATALÀ-ARANÈSSPANISH

ENGLISH - FRENCHITALIAN - GERMAN

LANGUAGETHROUGH SUBJECTS

EXTRA-CURRICULAR& FAMILY LANGUAGES

Catalonia: increasing population and % of foreign immigrants

Source: Idescat.Institut d’Estadística de Catalunya

2,90181,5906.261.9992000

4,05257,3206.361.3652001

5,87382,0206.506.4402002

8,10543,0086.704.1462003

9,44642,8466.813.3192004

11,42798,9046.995.2062005

12,81913,7577.134.6972006

13,49972,5077.210.5082007

14,991.103.7907.364.0782008

15,911.189.2797.475.4202009

15,951.198.5387.512.3812010

% over (1)Total immigrants(1) Population 

Challenges and opportunities: building identity, building sustainability

Family

School

Friends

Work

Society

Media

Environment

Family L.

Environmental L.

School L.

Professional L.

International L.

PLURILINGUALISM

Macao- China

Canada

Australia

Hong Kong- China

New Zealand

Russian

Federation

United States

LuxembourgNorway

FranceSweden Austria

Netherlands

Belgium

Germany

Switzerland

Denmark

r = 0.30, p=0.25

460

470

480

490

500

510

520

530

540

550

560

0 20 40 60 80 100

Larger immigrant populations do not imply Larger immigrant populations do not imply Lower overall performance Lower overall performance (ex. Maths, Pisa 2003)(ex. Maths, Pisa 2003)

Percentage of immigrant students in the country

Mat

hem

atic

s p

erfo

rman

ce

Ref: 2003, OECD Directorate for Education

Money is not the only issue: Investment per student vs. achievement

(Science, PISA 2003)

http://www20.gencat.cat/docs/Sala%20de%20Premsa/Documents/Arxius/educacio_premsa.notaPremsa.81.quaderns%2091196778340059.pdf

(Science, PISA 2003)

TRADITIONAL IDENTITY:...rooted to the land, linked to our food style, proud of our traditions, connected to our landmarks, identified by our language......

emigration

immigration

globalization

Social context: Complexity and contradiction

MODERN IDENTITY:...open-minded, internationally oriented, cosmopolitan, intercultural, creative and innovative, efficient and hard-working...

The question of identity changes focus:

from belonging to becoming…

So, whta’s the main clue?Cohenrence and coordinatation among: •Political decission-making •Education and school plans•Social proaction •Mass Media•...

It is necessary the whole tribe, to educate a child!

Learning, communicating, and sharingin formal, informal and non formal education

Why? Where?

What? How?

…Sharing the past?

…Sharing the present?

…Sharing the future?

Reflecting

Results: 2001-2010 Post-SecondaryEU 2020: improving tertiary education(decreasing to 15% drop outs, increasing tertiary education)

http://nces.ed.gov/surveys/piaac/results/summary.aspx

PIAAC 2012 Results

(PISA results related to immigrant students)

Stable resultsPositive results

Negative results

Changes between first and second generation

•http://www.pisa.oecd.org/findDocument/0,2350,en_32252351_32235731_1_119669_1_1_1,00.html

•http://www.pisa.oecd.org/pages/0,2966,en_32252351_32235907_1_1_1_1_1,00.html

LANGUAGE USAGE IN TWITTERhttp://goo.gl/qDvs2 & http://www.flickr.com/photos/walkingsf/6276642489/

There are about 5500 languages in the world,but about 8-10 % disappear every year!

20 % have their own Political State 80 % are no-state, minority languages

25 % have guaranteed continuity for the next three generations

75% are threatened or in danger 3000 languages might disappear in 50 years

Source: « Halte à la mort des langues » Claude Hagège

When any language disappears, a whole culture vanishes, and a unique collective identity is lost forever

Only 10% of languages are active in the Internet space(40 languages for 99,3 % of users)

Saving diversity is a long term investment

Benefits:-planetary survival-health research reservoir-flexible response for Life and Nature-wider resource pool for facing crisis-adaptation

Biodiversity Cultural diversity

Diversity should not be inequity

know how & resources? sensitivity & complicities?

Looking for balance and sustainability education?

http://premsa.gencat.cat/pres_fsvp/docs/2013/06/14/14/13/8c427241-e567-4c84-b5c3-64ae9853901c.pdf

Primary 2013

Initial languages Mathematics Added Languages

European Aim 2020: 10%

Aim 2020: < 15%

Results: primary education

Secondary 2012

OCDE

75%

Catalan Spanish English FrenchMaths

Font: Consell Superior d’Avaluació del Sistema Educatiu - Catalunya, resultats ESO

Results: Secondary education

Time and achievement: Reading, PISA 2010

Ref: Sistemas fuertes y reformadores exitosos en la educaciónOrientaciones de PISA para las Islas Canarias, Españahttp://www.oecd.org/dataoecd/53/54/49882415.pdf

time

achi

vem

ent

Time and achievement: Maths, PISA 2009

Time and achievement: Science, PISA 2009

Ref:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf Pag. 38

Ref:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf Pag. 37

Ref:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf Pag. 38

Results for 4th forein language at school

Why? Where?

What? How?

Leadering Connectet Projects

Innovativeschool project

Socialinvolvement

School Basics

Strategies : Evolution and Vision +

Accademical Work & research

Sch

ool P

ract

ical

Dev

elop

men

t

-

+

CLIL, a continuum for L1, L2... Ln

Language of instruction Language for instruction Language through instruction Language outside instruction

Co-responsibility

between school

and municipal authorities

Networking

School Project

Networking

School Project

Plan for the educational

environment

Plan for the educational

environment

Inclusive schoolInclusive school

Main educational strategies

Initial Initial ImmImmersionersion

claclassssroom room

Cultural Cultural environmenenvironmentt

Linguistic Project

Linguistic Project

Androulla VASSILIOU: Commissioner Education, Culture, Multilingualism Youth

Priorities: José Manuel Barroso, president of the UE.

European priorities: Strategies 2020 New aims at the European Union (2009) )

Reactivating economy and competitively

Fighting for social cohesion, against poverty and unemployment

Reinforce European citizenship and social participation

Looking for a sustainable Europe improving ecology

Providing citizens with security and common spaces in Europe

Source : http://europa.eu/rapid/pressReleasesAction.do?reference=IP/09/1837&format=HTML&aged=0&language=ES&guiLanguage=en

-News Skills for new jobs-Youth on the Move-Lifelong learning Program

Els 5 objectius 2020 de la UE

http://ec.europa.eu/europe2020/europe-2020-in-a-nutshell/targets/index_es.htmhttp://ec.europa.eu/europe2020/europe-2020-in-a-nutshell/targets/index_es.htm

Ref: English http://ec.europa.eu/commission_2010-2014/president/news/documents/pdf/20100303_1_en.pdf Ref: Spanish http://ec.europa.eu/commission_2010-2014/president/news/documents/pdf/20100303_1_es.pdf

1. Ocupació -ocupació per al 75% de les persones de 20 a 64 anys. 2. R + D i innovació -inversió del 3% del PIB de la UE (sumant pública i privada) en R + D i innovació. 3. Canvi climàtic i energia -emissions de gasos d'efecte hivernacle un 20% (o un 30% si es donen les condicions) menors als nivells de 1990. -20% D'energies renovables -augment del 20% de l'eficiència energètica. 4. Educació -taxes d'abandonament escolar per sota del 10%. -almenys un 40% de les persones de 30 a 34 anys d'edat hauran de completar estudis de nivell terciari. 5. Lluita contra la pobresa i l'exclusió social reduir almenys en 20 milions el nombre de persones en situació o risc de pobresa i exclusió social.

1. Ocupació -ocupació per al 75% de les persones de 20 a 64 anys. 2. R + D i innovació -inversió del 3% del PIB de la UE (sumant pública i privada) en R + D i innovació. 3. Canvi climàtic i energia -emissions de gasos d'efecte hivernacle un 20% (o un 30% si es donen les condicions) menors als nivells de 1990. -20% D'energies renovables -augment del 20% de l'eficiència energètica. 4. Educació -taxes d'abandonament escolar per sota del 10%. -almenys un 40% de les persones de 30 a 34 anys d'edat hauran de completar estudis de nivell terciari. 5. Lluita contra la pobresa i l'exclusió social reduir almenys en 20 milions el nombre de persones en situació o risc de pobresa i exclusió social.

European Targets 2020: social indicators

•75 % of the population aged 20-64 should be employed.

•3% of the EU's GDP should be invested in R&D.

•The "20/20/20" climate/energy targets should be met. (i.e. reduce 20% greenhouse gas emissions, increase 20% renewable energy consumption, achieve a 20% increase in energy efficiency).

•The share of early school leavers should be under 10% and at least 40% of the younger generation should have a degree or diploma.

•20 million less people should be at risk of poverty.

Ref: http://europa.eu/rapid/pressReleasesAction.do?reference=IP/10/225&format=HTML&aged=0&lg=es&guiLanguage=en

Challenge: integrating digital environments

2006

2004

2001

http://www.lockergnome.com/wp-content/uploads/2011/02/augmented-reality.jpg

http://images.fanpop.com/images/image_uploads/Fanpop-all-around-the-world-fanpop-583858_1024_768.jpg

Future

Europe: common language learning policies

CLIL teachers are able to promote:

[+] Learning by doing

[+] Cultural participation

[+] Meaningful language usage

[+] Content acquisition, embedded in context

[+] Effective communication, in social interaction

[+] Strategies for content and language learning

[+] Critical thinking, enquiring minds.

Framework web: http://tiny.cc/spf0dw & http://clil-cd.ecml.at/ On line Framework 2012: http://tiny.cc/4sk1dw

CLIL, for European Cooperation

On 25 October 2011, the Council of the European Union concluded to:

“Encourage innovative forms of European co-operation, experimentation and new approaches to language teaching and learning, such as content and language-integrated learning (including in bilingual schools), opportunities for language immersion mobility and, where appropriate, more extensive use of ICT also in creative language learning environments.”

Ref: Council (2011). Council Conclusions on Language Competences to Enhance Mobility., Official Journal of the European Union. Council of the European Union..EDUC 256 SOC 891 CULT 83, 20.12.2011 (2011/C 372/07) Retrieved from: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2011:372:0027:0030:EN:PDF

European co-operation at:Experimenting CLIL, immersion, mobility, ICT, creative learning...

CLIL for enhancing employability

The Council added:

“While general language programmes help to develop essential communication skills for everyday use, methodologies such as content and language-integrated learning (CLIL) in both general education and VET can be particularly effective in enhancing the mobility and employability of workers.”

Ref: Council (2011). Council Conclusions on Language Competences to Enhance Mobility., Official Journal of the European Union. Council of the European Union. EDUC 256 SOC 891 CULT 83, 20.12.2011 (2011/C 372/07) Retrieved from: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2011:372:0027:0030:EN:PDF

CLIL for:Employability, mobility, and social integration policies...

CLIL for teacher training (mainly in VET)

Ref: Council (2011). Council Conclusions on Language Competences to Enhance Mobility., Official Journal of the European Union. Council of the European Union. EDUC 256 SOC 891 CULT 83, 20.12.2011 (2011/C 372/07) Retrieved from: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2011:372:0027:0030:EN:PDF

The Council of Europe proposed in 2011:

“In order to promote CLIL, teachers and trainers - in particular in VET - should be encouraged to acquire high quality language competences and should have access to high quality teaching resources.”

CLIL teaching training:Particularly in VET, in language and advanced methodologies.

Why? Where?

What? How?

EducationalEducationalCommunityCommunity

Teachers &

Teachers &

Agents

Agents

Fam

ilies

'’

Fam

ilies

'’

asso

ciat

ion

asso

ciat

ion

Stud

ents

Stud

ents

asso

ciat

ions

t

asso

ciat

ions

t

Administratio

AdministrationnSE,

SE,

Inspection of

Inspection of

Education.

Education.

Uni

vers

itie

s

Uni

vers

itie

s

Cultur

al

Cultur

al

orga

niza

tion

s

orga

niza

tion

s

Collaboration and support: Actions to bridge school and context:Citizenship, networking, social interaction.

Adaptat de Mallen Baker http://www.mallenbaker.net/csr/images/businsoc.gif

Multilateral

Multilateral

Comenius

Comenius

Local Projets

Local Projets O

NG

s,

ON

Gs,

Tra

inig

Tra

inig

am

ong e

quals

am

ong e

quals

Apre

nte

rship

Apre

nte

rship

Volu

nte

eri

ng

Volu

nte

eri

ng

Practice

at

Practice

at

enterpris

es

enterpris

es

Education

Education

Programmes

Programmes

Municipal

Municipal

projects

projects

Readin

g S

chool

Readin

g S

chool

Pla

nPla

n

Teach

er

Teach

er

train

ing

train

ing

Mediation

Mediation

Negotiaton

Negotiaton

Fam

ily t

rain

g

Fam

ily t

rain

gSeco

nd

Seco

nd

Opport

unit

y

Opport

unit

y

schools

schools

Educators

Educators

Pare

nts

Pare

nts

Adviser

Adviserss

Res

earc

he

Res

earc

hersrsPrimary/Secondary

Public/ Private-foundedPrimary/SecondaryPublic/ Private-founded

Individual commitment to a group effort - that is what makes a team work, a society work, a civilization work. Vince Lombardi

Pre-industrial Industrial Post-industrial Transformation society / connectivity

Natural training &

Monastic schooling

Private information

Standard schooling

Common Syllabus

Knowledge acquisition

Inclusive school

Comprehensive learning

Wisdom achievement

eLearning

Lifelong learning

Info-transformation

Recollection/ProductionRuling classes

Work punishment

Subsistence

Slavery

Rigid social roles

Product/Services

Capital dominates

Right to workGrowing effort

Management

Standard protocols

Finances/

Innovation dominates

Career choice

Teamwork

Leadership

Creative thinking

ConnectivityVirtual work

Temporal mobility

Social network

Forman / Informal / Non-formal strategies

Leisure:

natural resting cycles,

rural calendar festivities

Leisure:

resting, travelling

studying, new skills

Leisure:

Changing activities, travelling, net-surfing,

informal learning

Leisure:Juvenile activities

Optional eLearning,

lifelong training...

Learning several languagesdevelops more competent citizens

PlurilingualKnowledge

Communicationskills

InterculturalDialogueCompetencies for a shared future

- team working- networking- bridging cultural gaps- flexibility, plural criteria - critical thinking- innovation and entrepreneurship - personal learning autonomy- language learning ability, - mass media competences - creativity, artistic sensitivity- ... … …

Knowledge

Attitudes

Procedures

Coordination (time) versus collaboration (work) in education

Ref: Creating Effective Teaching and Learning Environments First results from TALIS, 2009 ODCE

PISA 2015: collaborative problem solving skills

PISA 2015

•We need to create tasks that require:

– Competence 1: Creating and mantaining a shared understanding

– Competencey 2: Taking Action (to advance a solution and handle conflict or change).

– Competency 3: Team organization (leadership and team building)

http://www.agenciaeducacion.cl/wp-content/uploads/2013/04/Presentacion-Looi-Chee-Kit.pdf

Proficiency description

PISA 2015Ref: http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Collaborative%20Problem%20Solving%20Framework%20.pdf, pag 30

53

Building a common future in Europe: plurilingualism is our path

Ref: http://ow.ly/fyRTu

We should cultivate today the landscape of tomorrow

Doing European Projects using CLIL and ICT:

tools for attaining the future

…because only the trees that take rootwill be able to change the environment. Let’s start now !!!

http://thequestionmatters.com/wp-content/uploads/2010/03/generations.jpg

Bridging is our responsability!

We are the future of our parents and th past of our children!!!.

Moltes gràcies!

Enjoy your visit!