Presentation of the Study Visit Group No: 183 (CEDEFOP) , “Educational cooperation with professional institutions to promote language skills 2014″.

Educational co-operation with professional institutions to promote language skills

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

[email protected]

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

Study Visit ES-183, Catalonia (Spain)

ContentWhere? Short introduction: the Catalan education system

What? Reflectinng on European tendencies and Catalan results

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?

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

Language diversity is menaced (2010)

4

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 (Portfolio, Non-curricular)

CATALAN-OCCITANSPANISH

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?

What do we mean when we say we ?

Equity and justice for allEqual freedom to chooseThe same rights and dutiesEducational expectations

Plurality and diversityMultiple identitiesHigh mobilitySocial consensus

…Sharing the past?

…Sharing the present?

…Sharing the future?

Reflecting

Expert Thinking

Complex Communication

Manual Routine Tasks

Cognitive RoutineTasksManualNon-Routine Tasks

Labour market evolution (1960-2002)

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 Results2012

Literacy scale for adults

(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

Europe 2020 2020: 10%

EU 2020: < 15%

Results: primary education

Catalan Spanish Maths English FrenchCatalan Spanish Maths English French

Secondary 2012

OCDE

75%

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

Results: Secondary education Spanish Catalan Maths English FrenchSpanish Catalan Maths English French

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

20132013

Third language, for Catalan studentsThird language, for Catalan students

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

20132013

Third language, for Catalan studentsThird language, for Catalan students

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

20132013

Third language, for Catalan studentsThird language, for Catalan students

Results for 4th forein language at school

20132013

Fourth language, for Catalan studentsFourth language, for Catalan students

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

Why? Where?

What? How?

Cultural Environment Education: Context collaborationCentre for Educational Research and Innovation David Istance, (CERI) OECD

CERI: since1968 informs on the evoluti9on ol devbelopment policies:• recent:

-Ended 2008: Schooling for Tomorrow-Ended 2013: Innovative Learning Environments (ILE)

Innovative LearningEnvironments

Leadering Connectet Projects

Innovativeschool project

Socialinvolvement

School Basics

Strategies of Language Learning: Collaborative Vision+

Academical work & research

Sch

ool P

ract

ical

Dev

elop

men

t

-

+

@Copyright: CC Attribution. Neus Lorenzo and Ray Gallon. Ref: http://www.slideshare.net/TransformationSociety@Copyright: CC Attribution. Neus Lorenzo and Ray Gallon. Ref: http://www.slideshare.net/TransformationSociety

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

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

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

Els 5 targuets for the EU 2020 A European strategy for smart, sustainable and inclusive growth

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

1. Employment-75% of the 20-64 year-olds to be employed

2. Research & Development (R&D) -3% of the EU's GDP to be invested in R&D

3. Climate change and energy sustainability-greenhouse gas emissions 20% (or even 30%, if the conditions are

right)lower than 1990.-20% of energy from renewables-20% increase in energy efficiency

4. Education-reducing the rates of early school leaving below 10%-at least 40% of 30-34–year-olds completing third level education

5. Fighting poverty and social exclusion-at least 20 million fewer people in or at risk of poverty and social

exclusion

1. Employment-75% of the 20-64 year-olds to be employed

2. Research & Development (R&D) -3% of the EU's GDP to be invested in R&D

3. Climate change and energy sustainability-greenhouse gas emissions 20% (or even 30%, if the conditions are

right)lower than 1990.-20% of energy from renewables-20% increase in energy efficiency

4. Education-reducing the rates of early school leaving below 10%-at least 40% of 30-34–year-olds completing third level education

5. Fighting poverty and social exclusion-at least 20 million fewer people in or at risk of poverty and social

exclusion

Androulla VASSILIOU: Commissioner: Education, Culture, Multilingualism Youth

Priorities: José Manuel Barroso, president of the UE.

We don’t know much about our uncertain future

“...except that we will build it actively with ourdecisions and priorities.”

Ref: http://goo.gl/0t8Ms

http://experience-engineers.com/wp-content/uploads/mobile-learning-solutions.jpg

Starting point: changing language concept

Subject at school

Linguistics

Learning strategy and communication tool

Psychology

Sociocultural context and participation spaceSociology

Languages, a tool of instruction and for instruction: (resources for information and communication managing, an INTRAPRERSONAL strategy to process thoughts, emotions and

feelings) Language through instruction, an space for

participating in society, and environment for networking and community building (collective space to become member of a society, partial space in a global world, in a multicultural web-sphere, in a complex global plurality, a place for INTERPERSONAL growing process)

Language, a subject to study: knowledge focussed and meta-reflection (1-lexical and semantic code, 2-grammar and syntactic paradigms, 3-symbolic corpus and 4-procedural strategies)

Languages at school from teaching to learning

Additional languages:

Ex: Grammar-translation Approach (1897)

Alejandro YbarraModern LanguagesEd.Garnier Brothers, Paris 1897

•Learning by heart•Reading•Translation•Reproductive model

Ex: Structural Approach (1979)

José MerinoInglés 7ª EGBEd.Anaya, Madrid 1979

•Structural linguistics•Habit formation•Oral skills•Interactive model•Situational language•Conscious acquisition

Ex: Constructive Approach (2000)

Christina Gitsaki & Richard P. TaylorInternet EnglishEd.Oxford, New York 2000

•Problem solving•ICT & Realia•4 +1 skills•Social dimension•Pragmatic acquisition

Language Lessons: towards collaborative problem solving

Focus: Grammar & Syntax•To be•Simple Past•Irreguar Verbs

Focus: Situations and context•At a restaurant•At school•Likes & dislikes

Focus: Meaningful communication•Meeting people•Happy birthday•Out and about

Focus: Vocabulary and Semantics•Colours•Food•The weather

Focus: Content and language integrated learning (CLIL)•Save the whales•Recycling at home•Agreements: Getting to YES

SUBJECT-STUDY

Studying language?… …or using language to study?

FROM LINGUISTICS TO LIFELONG LEARNING SKILLS

INTERDISCIPLINARY

1234nInte

grat

ion

COMMON GLOBALSKILLS

METADISCIPLINARY

- Lexicon

- Grammar

- Spelling

- Phonetics

- Textual typology

- - Speaking Speaking - Listening- Listening- Reading- Reading- Writing- Writing- Interacting- Interacting

- Experiencing- Experiencing- Reflecting- Reflecting- Interacting- Interacting- Processing- Processing- Validating- Validating

Learning strategies: Transference, analogy, plurilingualism...

Language and communicative skills

Superficial abilitiesL1

Superficial abilities

L2Communication evidence

Shared and transversal

competencesPlurilingual skills

Experience, Globalization, Transferences, analogies, Intercompehension, Interdependence,

Transversal language learning and cultural development

Adapted from Cummings, 1986 and Vicent Pascual 2007

Content and Language Learning

New learning consolidates previous learning (and improves personal learning autonomy)

Superficial abilities L3

Towards collaborative problem solving

Information Gathering

Integratingdata

BuildingKnowledge

Growing invalues

Identifying Analysing Synthesising Transferring Reflecting

Understanding (inter-action)

C

onte

xt (

intr

a-ac

tion

)

Data

Information

Knowledge

Wisdom

Time

Commitment

Responsibility

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

Escenarios de aprendizaje competencial

Escola primaveraRef:http://ow.ly/fBsqp

INS Miquel BiadaRef: http://biada.org/html/biadapress/?p=859

A quality Content oriented activity provides…choose the 3 main benefits

• Linguistic improvement

• Content learning

• Authenticity

• Real interaction

• Developing competencies

• Building cognitive processes

• Cultural exploration

• Educational socialisation

• Collaborative techniques

• Attitudinal orientation

• … … …

• … … …

Integrating activities provides new added value...

CLIL

Language Content

CLIL. for promoting mastery and for improving lifelong learning

CLIL : Content and Language Integrated Learning

CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of content and language.

…and with the aim of promoting learning strategies, creative curiosity, cognitive growth, active participation, social engagement, active citizenship, entrepreneurship...

Added by Neus Lorenzo, 2012

CLIL : Content and Language Integrated Learning

CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of content and language with the objective of promoting both content and language mastery to predefined levels...

Ref: Maljers, Marsh, Wolff, Genesee, Frigols, Martín, Mehisto, (2010) http://tiny.cc/51k1dw

2004

2010

1978

2012

Criteria, creativityfor decision making

(judgement, evaluation and action)

(Bloom’s Pyramid)

CLIL, Integrated methodologyfor developing life competencies

Complexity (global diversity, multilingualism)

6-C CLIL-MC6-C CLIL-MC

ContentContent(knowledge building, learning things)

CommunicationCommunication(projecting, interacting, doing)

Community(being with others)

Cognition(being oneself, thinking)

4-C:4-C: Mehisto, Marsh, Frigols, 2005, 2008

5-C:5-C: Leonard Orban, Comissionat UE,2007

6-C 6-C Diamant competencial de les 6-C, 2009

Neus Lorenzo & Mar Camacho, pp 269http://ddd.uab.cat/pub/llibres/2011/106809/CON002_AICLE.pdfNeus Lorenzo & Mar Camacho, pp 269http://ddd.uab.cat/pub/llibres/2011/106809/CON002_AICLE.pdf

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

Content oriented approaches: EPF & CLIL (AICLE – EMILE)

PlurilingualismEuropean School projects Social networking Teacher training International Mobility Vocational training Managing need eLearning

Anyone who tries to make a distinction between education and entertainment doesn't know the first thing about either.

Marshall McLuhan

ICT: social learning language

Difusió i comunicacióCreació compartidaGestió d’ informació

ICT social dimension in language learning

Exploring assumptions

1

Structuring learnings and intakes

3

Practice and development of competences

4Gathering input and new information

2

Fuente: JORBA, J. I CASELLES, E. (1996) La regulació i autoregulació dels aprenentatges ICE-UAB

Why? Where?

What? How?

https://fbcdn-sphotos-g-a.akamaihd.net/hphotos-ak-frc1/72163_10200294999035852_581201366_n.jpg

Co-operation and team-building

Learning several languagesdevelops more competent citizens

PlurilingualKnowledge

Communicationskills

InterculturalDialogueCollaborative skills for shareing 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

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...

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

PISA 2015Ref: http://www.agenciaeducacion.cl/wp-content/uploads/2013/04/Presentacion-Looi-Chee-Kit.pdf

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

transformation

sharing

learning

Individual & social improvement

Competition to Have things, information, friends...

Competencies for Beingcompetent, able, useful, happy...

Neus Lorenzo, 2009: Global Consciousness in Europe

Let’s try!

Learning Lenguages for proactive citizenship: participation, creativity, responsibility, innovation, involvement...Learning Lenguages for proactive citizenship: participation, creativity, responsibility, innovation, involvement...

75

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 !!!

Moltes gràcies!

Enjoy your visit!