tag:blogger.com,1999:blog-91985290923096754942024-03-25T00:32:00.028+01:00CLIL for SuccessTHIS IS A BLOG FOR THOSE INTERESTED IN CLIL AND PLURILINGUAL EDUCATIONWILLYhttp://www.blogger.com/profile/09304288853116246694noreply@blogger.comBlogger18125tag:blogger.com,1999:blog-9198529092309675494.post-10441480794283906812018-06-08T16:36:00.001+02:002018-06-08T16:37:44.834+02:00BILINGUAL BRAIN FACTS<iframe width="560" height="315" src="https://www.youtube.com/embed/MMmOLN5zBLY" frameborder="0" allow="autoplay; encrypted-media" allowfullscreen></iframe>WILLYhttp://www.blogger.com/profile/09304288853116246694noreply@blogger.com0tag:blogger.com,1999:blog-9198529092309675494.post-17762010018707744912017-11-30T10:14:00.001+01:002019-04-24T09:29:34.903+02:00DESBANCANDO MITOS DEL BILINGÜISMO<b>"Estar expuestos a dos lenguas desde pequeños no retrasa el aprendizaje"</b><br />
<img alt="Resultado de imagen de Albert Costa PSICOLOGO" src="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSX2gGq2c-N21itxtx1CQfd_H7ApdiGqCYqASsT27nwVXCtMhPS" /><br />
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En su conferencia de ayer en <b>Club FARO</b>, el profesor y psicólogo <b>Albert Costa</b> dejó claro que "estar expuesto a dos lenguas desde pequeñito <b>no significa retraso</b> en este aprendizaje" ni tampoco implica tener "un aprendizaje incompleto".
Sobre las cunas bilingües, Albert Costa indicó que un requisito para aprender dos lenguas es darse cuenta de que hay dos códigos diferentes. Explicó que "sabemos que los bebés al nacimiento son capaces de <b>distinguir lenguas</b> que suenan muy diferentes, pero no las que son parecidas a nivel rítmico". Reconoció que esta conclusión le sorprende pero que se ha demostrado que otros animales como "las ratas también lo pueden hacer. Los bebés expuestos a las dos lenguas no se confunden, saben que es diferente".<br />
Sin embargo, cuando los dos idiomas a los que se expone a un bebé son parecidos, los niños tardan más en diferenciarlos. La edad que se calcula que empiezan a hacerlo es a los <b>4,5 meses</b>.
Albert Costa añadió que incluso se ha estudiado si los bebés son capaces de diferenciar lenguas observando el movimiento de los labios del interlocutor.<br />
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La <b>conclusión </b>es que los bebés de seis meses son capaces de distinguirlas tanto sean monolingües o bilingües. No obstante, a los ocho meses, los monolingües, ya no pueden y los bilingües, sí.
En su charla, también indicó que "hay ciertas áreas del cerebro más implicadas en el procesamiento de una lengua que en otra" y que en caso de padecer una enfermedad degenerativa, el deterioro del dominio y control de los idiomas en un bilingüe avanza prácticamente a la par o al menos así lo han demostrado los estudios hasta ahora.<br />
<a href="http://www.lavanguardia.com/vida/20091216/53838316215/albert-costa-ser-bilingue-tiene-un-coste-nuestros-ninos-no-dominan-igual-el-castellano.html" target="_blank">Más</a>WILLYhttp://www.blogger.com/profile/09304288853116246694noreply@blogger.com0tag:blogger.com,1999:blog-9198529092309675494.post-4787460735622719672016-06-21T15:51:00.001+02:002016-06-21T15:51:20.826+02:00OPENCLASS: Los padres agentes del cambioEn esta Openclass se define la labor de los padres dentro del proceso educativo de sus hijos y se dan claves para reforzar el inglés en casa.<br />
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<iframe width="450" height="325" src="https://tv.unir.net/embedm.php?video=19603" frameborder="0" allowfullscreen allowtransparency="true"></iframe>WILLYhttp://www.blogger.com/profile/09304288853116246694noreply@blogger.com1tag:blogger.com,1999:blog-9198529092309675494.post-71306438014680413852015-12-01T18:20:00.002+01:002015-12-01T18:20:29.951+01:00LAS 8 COSAS QUE SUCEDEN EN TU CEREBRO CUANDO APRENDES OTRO IDIOMAIt supports the previous entrance. Click on the image<br />
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<a href="http://www.elconfidencial.com/alma-corazon-vida/2014-10-21/si-al-bilinguismo-las-8-cosas-que-ocurren-en-tu-cerebro-cuando-aprendes-otro-idioma_392012/" target="_blank"><img border="0" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVMaTSac18uTA8Cz9xEAZSCcvpUZHCF9NtDAyIEKtNjeFYdtPbxXQsVVqsUDDsRS7wFVKkvA2eqtbEDUuS_odLQyTbHeZEE7WkTWcTvIHzLhDMkxPDHs68UoJwHb8eEbmSBaoFErBkbo1g/s320/multilingual.jpg" width="320" /></a></div>
<br />WILLYhttp://www.blogger.com/profile/09304288853116246694noreply@blogger.com0tag:blogger.com,1999:blog-9198529092309675494.post-29188079120079158432015-11-11T13:34:00.003+01:002015-11-11T13:40:27.768+01:00SPEAKING IN TONGUES<div style="background: rgb(255, 255, 255); border: 0px; color: #383838; font-family: 'Libre Baskerville', Georgia, Times, 'Times New Roman', serif; line-height: 28.8px; margin-bottom: 18px; outline: 0px; padding: 0px; vertical-align: baseline;">
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<b><span lang="EN-US" style="color: black; font-family: "Helvetica","sans-serif"; font-size: 27.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES; mso-font-kerning: 18.0pt;">The many benefits of bilingualism</span></b><b><span lang="EN-US" style="color: black; font-family: "Helvetica","sans-serif"; font-size: 27.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES; mso-font-kerning: 18.0pt;"><o:p></o:p></span></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTH0JeREZ1uurWBjDq32OfNJeiuKPHucFQgBzFCOneXnoRDFwR8XQZRoRUnHyKjZuUlPmwD4VHgj_Y4A80DglDIh8xJdAGcvRbjS3hSMX88PgjhGp8qIR68hOWOqeEVNjcEcP4crveIX-h/s1600/multiling.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTH0JeREZ1uurWBjDq32OfNJeiuKPHucFQgBzFCOneXnoRDFwR8XQZRoRUnHyKjZuUlPmwD4VHgj_Y4A80DglDIh8xJdAGcvRbjS3hSMX88PgjhGp8qIR68hOWOqeEVNjcEcP4crveIX-h/s1600/multiling.jpg" /></a></div>
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<b><span lang="EN-US" style="color: black; font-family: "Helvetica","sans-serif"; font-size: 27.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES; mso-font-kerning: 18.0pt;"><br /></span></b></div>
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<span style="font-family: Helvetica, sans-serif; font-size: 8.5pt;"><span lang="EN-US" style="color: white; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt;">Republish</span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 13.5pt; vertical-align: baseline;">
<span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">We live in a world of great linguistic
diversity. More than half of the world’s population </span><span style="font-family: "Georgia","serif"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"><a href="https://www.psychologytoday.com/blog/life-bilingual/201011/bilingualisms-best-kept-secret" target="_blank"><span lang="EN-US" style="color: windowtext;">grows up with more than one language</span></a></span><span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">. There are, on the other hand, language communities that are monolingual,
typically </span><span style="font-family: "Georgia","serif"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"><a href="http://www.economist.com/node/8418152" target="_blank"><span lang="EN-US" style="color: windowtext; mso-ansi-language: EN-US; text-decoration: none; text-underline: none;">some parts of the English-speaking world</span></a></span><span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; vertical-align: baseline;">
<span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">In this case, bilingualism or
multilingualism can be seen as an extraordinary situation – a source of
admiration and worry at the same time. But there are communities where
bilingualism or multilingualism are the norm – for example in regions of
Africa. A Cameroonian, for example, could speak </span><span style="font-family: "Georgia","serif"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"><a href="http://www.ethnologue.com/language/lmp"><span lang="EN-US" style="color: windowtext; mso-ansi-language: EN-US; text-decoration: none; text-underline: none;">Limbum</span></a></span><span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"> and </span><span style="font-family: "Georgia","serif"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"><a href="http://www.ethnologue.com/language/asj"><span lang="EN-US" style="color: windowtext; mso-ansi-language: EN-US; text-decoration: none; text-underline: none;">Sari</span></a></span><span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">, both
indigenous languages, plus </span><span style="font-family: "Georgia","serif"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"><a href="http://www.ethnologue.com/language/ewo"><span lang="EN-US" style="color: windowtext; mso-ansi-language: EN-US; text-decoration: none; text-underline: none;">Ewondo</span></a></span><span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">, a <i>lingua franca</i>, plus English or French, the official
languages, plus </span><span style="font-family: "Georgia","serif"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"><a href="http://virtuallinguist.typepad.com/the_virtual_linguist/2009/04/camfranglais.html"><span lang="EN-US" style="color: windowtext; mso-ansi-language: EN-US; text-decoration: none; text-underline: none;">Camfranglais</span></a></span><span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">, a further <i>lingua franca</i> used between anglophone and
francophone Cameroonians.<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">On a smaller scale, we all know families where
bilingualism or multilingualism are the norm, because the parents speak
different languages or because the family uses a language different from that
of the community around them.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 13.5pt; vertical-align: baseline;">
<span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">How difficult is it for a child to grow up in
such an environment? And what are bilingual children capable of? Well, </span><span style="font-family: "Georgia","serif"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"><a href="http://www.cam.ac.uk/research/news/bilingualism-is-good-for-learning" target="_blank"><span lang="EN-US" style="color: windowtext; mso-ansi-language: EN-US; text-decoration: none; text-underline: none;">they are capable of quite a lot, even at a very youngage</span></a></span><span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">. They can understand and
produce expressions in more than one language, they know who to address in
which language, they are able to switch very fast from one language to the
other.<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"></span></div>
<a name='more'></a><br /><br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: 9.0pt; mso-outline-level: 2; vertical-align: baseline;">
<b><span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">Noses for grammar<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 13.5pt; vertical-align: baseline;">
<span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">Clearly we are talking here of a range of
different skills: social, linguistic and cognitive. Social skills are the most
known: bilingual children are able to interact with speakers of (at least) two
languages and thus have direct access to two different cultures.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 13.5pt; vertical-align: baseline;">
<span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">But they also have linguistic skills, some very
obvious, such as understanding and using words and expressions in different
languages. A less obvious aspect is that bilingual children have a raised
awareness for how language “works”. For example, bilinguals are better than
monolinguals of the same age at pinpointing that the sentence “apples growed on
trees” is bad, and “apples grow on noses” is fine, but doesn’t make sense.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 13.5pt; vertical-align: baseline;">
<span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">Less known are the cognitive skills developed by
bilinguals, an issue of great interest for research at the moment, as seen, for
example, in </span><span style="font-family: "Georgia","serif"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"><a href="http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3322418/" target="_blank"><span lang="EN-US" style="color: windowtext; mso-ansi-language: EN-US; text-decoration: none; text-underline: none;">work by Ellen Bialystok and colleagues</span></a></span><span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">. Probably due to the practice of switching languages, bilinguals are very
good at taking different perspectives, dealing with conflicting cues and
ignoring irrelevant information. This skill can be applied to domains other
than language, making it an added value of bilingualism.<o:p></o:p></span></div>
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<b><span style="font-family: "Georgia","serif"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">Is it worth it?<o:p></o:p></span></b></div>
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<span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">What if one of the languages is not a “useful”
one because, for example, it does not have many speakers (for example,
Cornish)? Is it worth exposing the child to it? The linguistic, social and
cognitive advantages mentioned above hold, independently of the specific
languages. Any combination of languages has the same effect.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 13.5pt; vertical-align: baseline;">
<span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">A common worry is that trying to speak two (or
more) languages could be too strenuous for the child. But there is no need for
concern: learning to speak is more similar to learning to walk than it is to
learning a school subject. </span><span style="font-family: "Georgia","serif"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"><a href="http://www.sltinfo.com/innate-ability-for-language-acquisition/" target="_blank"><span lang="EN-US" style="color: windowtext; mso-ansi-language: EN-US; text-decoration: none; text-underline: none;">Learning to speak is genetically programmed</span></a></span><span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">. The brain is certainly able to cope with more than one language, as
research and experience shows.<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">There could be a practical problem, though, in
providing enough exposure to the languages. The stress is then on the parents
to ensure the opportunity to interact with speakers of the languages in
question. Bilingualism is not genetic: having parents who speak different
language </span><span style="font-family: "Georgia","serif"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"><a href="https://www.psychologytoday.com/blog/life-bilingual/201410/the-languages-you-speak-to-your-bilingual-child" target="_blank"><span lang="EN-US" style="color: windowtext; mso-ansi-language: EN-US; text-decoration: none; text-underline: none;">does not guarantee a bilingual child</span></a></span><span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">.<o:p></o:p></span></div>
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<b><span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">Code-switching is cool<o:p></o:p></span></b></div>
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<span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">Another frequent worry is that of the child learning
two half languages, short of the “proper” version of either of them. One may,
for example, hear bilinguals – children and adults – using words or expressions
from two or more of the languages in their linguistic repertoire in a single
sentence or text, a phenomenon known as </span><span style="font-family: "Georgia","serif"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"><a href="http://aix1.uottawa.ca/~sociolx/CS.pdf" target="_blank"><span lang="EN-US" style="color: windowtext; mso-ansi-language: EN-US; text-decoration: none; text-underline: none;">code-switching</span></a></span><span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 13.5pt; vertical-align: baseline;">
<span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">Often people assume that the main reason for
doing this is a lack of sufficient proficiency in one of the languages, such
that the speaker cannot continue in the language they started in. They also
often assume that the choice of the words from one language or the other is
random. Far from it. Code-switching is common among bilinguals and, contrary to
popular belief, it follows grammatical rules.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 13.5pt; vertical-align: baseline;">
<span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">Research has shown </span><span style="font-family: "Georgia","serif"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"><a href="http://onlinelibrary.wiley.com/doi/10.1002/9781405198431.wbeal0142/abstract" target="_blank"><span lang="EN-US" style="color: windowtext; mso-ansi-language: EN-US; text-decoration: none; text-underline: none;">regular patterns in code-switching</span></a></span><span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">, influenced by the languages concerned, by community norms and by which
language(s) people learn first or use more frequently. Very often,
code-switchers are very highly proficient in the languages concerned.
Code-switching also follows social rules: bilingual children only use it if
they know the interlocutor knows the “other” language.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 13.5pt; vertical-align: baseline;">
<span lang="EN-US" style="font-family: "Georgia","serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">Additionally, if asked for clarification, they
know if they have spoken too quietly or used the wrong language, and only
switch in the latter case. Both bilingual children and adults have a range of
reasons, including sociolinguistic reasons to code-switch. Code-switching can
be cool!<o:p></o:p></span></div>
<span lang="EN-US" style="font-family: "Georgia","serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">All
typically developing children will learn one language. To learn more than one
they need the opportunity and the motivation. Growing up with more than one
language is an asset well worth the investment.</span></div>
<div style="background: rgb(255, 255, 255); border: 0px; color: #383838; font-family: 'Libre Baskerville', Georgia, Times, 'Times New Roman', serif; line-height: 28.8px; margin-bottom: 18px; outline: 0px; padding: 0px; vertical-align: baseline;">
<span style="font-size: xx-small;">original text taken from: <a href="https://theconversation.com/speaking-in-tongues-the-many-benefits-of-bilingualism-49842" target="_blank">The Conversation</a></span></div>
WILLYhttp://www.blogger.com/profile/09304288853116246694noreply@blogger.com0tag:blogger.com,1999:blog-9198529092309675494.post-11148819250470833492015-11-05T10:26:00.005+01:002015-11-05T10:26:57.022+01:00BRITISH or AMERICAN ENGLISHWHAT DO I HAVE TO TEACH?<br />
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<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/ItODnX5geCM" width="560"></iframe>
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<a href="http://www.davidcrystal.com/" target="_blank">David Crystal</a><br />
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<br />WILLYhttp://www.blogger.com/profile/09304288853116246694noreply@blogger.com0tag:blogger.com,1999:blog-9198529092309675494.post-65524296096457604642015-08-27T11:16:00.000+02:002015-10-28T14:51:39.520+01:00TEACHING MEANS CONNECTION <div class="itemHeader" style="background-color: white; font-family: 'Lucida Grande', Helvetica, Verdana, sans-serif; font-size: 12px; line-height: 16.2000007629395px;">
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How to enthuse the unenthusiastic pupil</h2>
<span class="itemAuthor" style="color: #999999; display: block; margin: 0px; padding: 0px;">By <a href="http://www.innovatemyschool.com/industry-expert-articles/itemlist/user/5442-jimbaker.html" style="color: #438f26; text-decoration: none;">Jim Baker</a> on <span class="itemDateCreated">Thursday, 30 April 2015 10:00 <span class="itemCategory">| <a href="http://www.innovatemyschool.com/industry-expert-articles/itemlist/category/41-teaching-learning.html" style="background: none 0px 0px repeat scroll rgb(252, 249, 193); color: #438f26; padding: 0px 4px; text-decoration: none;">Teaching & Learning</a></span></span></span></div>
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<em>A teacher could well have some great teaching strategies, but pupils need to be engaged. Veteran teacher Jim Baker discusses the methods that have worked for him over four decades.</em></div>
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<strong>To solve this problem of enthusing the unenthusiastic pupil we must first ask ‘Why is the pupil unenthusiastic? Two reasons for this lack of enthusiasm are:</strong></div>
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<span style="font-size: 12.1599998474121px; line-height: 1.3em;">1) Being preoccupied with ‘outside’ issues. </span><span style="font-size: 12.1599998474121px; line-height: 1.3em;">2) Not finding the teacher ‘entertaining’ - hence my reply “entertainer” when asked what I do.</span></div>
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There is not a lot we can do about 1) above, but there is about 2).</div>
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<a name='more'></a><br /><br />
I wish I had a bar of chocolate for each time newly-qualified teachers are told by their school mentors “You don’t smile until Christmas or the pupils will think you’re easy game”. The last time I was told this by a student teacher I was mentoring, I told her to ignore it. As I asked her, “What type of people do you like to be around and be in the company of?” Her reply was “People who are fun, laugh a lot and don’t lose their temper”.</div>
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“Exactly”, I said, “And pupils are no different.”</div>
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The key thing that underpins all good teaching - oops sorry, entertaining - is relationships. If you can get the relationship right then many so called discipline problems do not arise. For new readers I’d like to point out that I’m speaking from 44 years at the ‘chalk-face’, am only 5’2” and do not have a threatening voice.</div>
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I’ll always remember back in 1969 watching a black and white (colour hadn’t been invented) video during my training year. A small teacher came into a room full of noisy pupils. He coughed a few times, each time louder than the previous time but the pupils continued to be noisy. After a few minutes the video cut and a ‘six foot rugby player’ teacher came into the same room and slammed the door. All was quiet. “Easy this teaching game,” I thought, and couldn’t wait to try the ‘slamming the door’ routine.</div>
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When I walked into the lab to entertain (got it right this time) my first class they were quiet, obviously weighing up this guy who looked younger than they were. Itching to try the ‘slamming the door to get silence’ routine, I walked back into the prep room until the class had begun to chatter. I then walked back in and slammed the door. Did it work? Of course not. Some expensive glassware on a shelf above the door fell to the floor, to the obvious amusement of the class.</div>
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The moral of the above story is this: To be a good entertainer, one must learn from past mistakes. Everyone, particularly those who have never been in a classroom, love to give advice on how to control and enthuse pupils, but in reality, as when I tried the advice in the video, it rarely goes to plan, hence the expression ‘never work with children or animals’.</div>
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As I have said, relationships underpin all that follows. It is often said ‘It is no good knowing your subject matter if you cannot put it across in an understandable way’. I go further; it is no good being able to put it across in an understandable way if the ‘audience’ is not receptive. Like any good comedian knows, it is all about getting the audience on your side and working with you. This will happen, as mentioned in my article <a href="http://goo.gl/Uam47L" style="color: #438f26; text-decoration: none;" target="_blank">Using the Cloud to make Learning Fun</a>, if the pupils feel they have some ownership of their learning, which ties in with my other article, <a href="http://www.innovatemyschool.com/industry-expert-articles/item/1076-the-way-forward-changing-how-we-teach-our-student.html" style="color: #438f26; text-decoration: none;" target="_blank">The way forward: Changing how we teach our students</a>.</div>
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Pupils are enthused if they sense passion in the entertainer at the front of the class, and a prerequisite for this passion is ‘<strong>understanding</strong> (as distinct from knowing) your subject matter’. So, to summarise, if the reason for the pupil being unenthusiastic is 1) above, little can be done but if the reason is 2) above, a lot can be done.</div>
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So often entertainers (teachers) are given advice by consultants or by people who have never been inside a classroom, so again, I’d like to point out my advice is based on 44 very successful years at the chalk-face.</div>
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I’ll finish by giving a few bullet points, based on my years in the classroom, on how to enthuse the unenthusiastic pupil.</div>
<ul>
<li style="color: #454545;"><span style="font-size: 12.1599998474121px; line-height: 1.3em;">Work on relationships</span></li>
<li style="color: #454545;"><span style="font-size: 12.1599998474121px; line-height: 1.3em;">See yourself as an entertainer</span></li>
<li style="color: #454545;"><span style="font-size: 12.1599998474121px; line-height: 1.3em;">Smile, laugh and have fun with your pupils</span></li>
<li style="color: #454545;"><span style="font-size: 12.1599998474121px; line-height: 1.3em;">Understand your subject matter</span></li>
<li style="color: #454545;"><span style="font-size: 12.1599998474121px; line-height: 1.3em;">Try flipped learning to give your pupils ownership of their work</span></li>
<li style="color: #454545;"><span style="font-size: 12.1599998474121px; line-height: 1.3em;">Value their individual skills</span></li>
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WILLYhttp://www.blogger.com/profile/09304288853116246694noreply@blogger.com1tag:blogger.com,1999:blog-9198529092309675494.post-36912765648625137012014-07-20T12:38:00.000+02:002014-09-05T16:54:02.633+02:00“Se puede dominar una lengua oralmente sin conocer su código escrito”<br />
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<span style="background-color: white; color: #274e13; font-family: Arial, Helvetica, Verdana; font-size: large; line-height: 24px;"><b>El enfoque metodológico CLIL es “una actitud positiva hacia un cambio metodológico en el que la distribución de los contenidos propicien una secuencia de actividades que den al alumno la capacidad para desarrollar un aprendizaje de por vida”</b></span></div>
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<span style="background-color: white; color: orange; font-family: Arial, Helvetica, Verdana; font-size: large; line-height: 24px;"><b>'CLIL is a positive attitude towards a new re-conceptualization of the curriculum in which a sequence of experiences provides Lifelong learning'</b></span></div>
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<span style="background-color: white; color: #4e4e4e; font-family: Arial, Helvetica, Verdana; font-size: 16px; line-height: 24px;"><a href="http://revista.unir.net/educacion/3800-podemos-dominar-una-lengua-sin-necesidad-de-saber-escribir-o-leer-esa-lengua" target="_blank">Entrevista</a></span></div>
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<span style="background-color: white; color: #4e4e4e; font-family: Arial, Helvetica, Verdana; font-size: 16px; line-height: 24px;">Artículo: <a href="http://revista.unir.net/especiales/bilinguismo/#bilinguismo-profesores" target="_blank">Bilingüismo y metodología CLIL</a></span></div>
<br />WILLYhttp://www.blogger.com/profile/09304288853116246694noreply@blogger.com1tag:blogger.com,1999:blog-9198529092309675494.post-33184825123476868922014-04-30T07:54:00.001+02:002014-06-04T13:30:15.178+02:00Cognitive CLIL<span style="color: #274e13; font-size: large;"><b>CLIL The Cognitive: Not Only a New Way of Teaching…It’s a New Way of Thinking.</b></span><br />
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" 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Think about a television commercial that really grabbed your attention. Maybe you only saw it once, but it really made an impact and you just cannot forget it. How did the makers of the commercial do that? What techniques did they use? How did they grab your attention and create connections in your brain to be “branded” forever? The answer is simple: they activated the cognitive structure. The same techniques used to “hook “ us into buying products can also be used for teaching and retaining important information.
The component that I believe holds CLIL together is the Cognitive component.<br />
What exactly are we talking about when we say “Cognitive?” Many educators are a bit confused about this and understandably so. The cognitive in CLIL comes in many shapes and sizes. However, to simplify what it is, we can look at it this way. Anything done to engage students, activate prior knowledge, create multiple pathways to information in the brain and stimulate active learning, can be considered “the cognitive” in CLIL.
I would like to focus particularly on the “multiple pathways” technique. When I use these words to explain cognitive activation, I mean to say that associations are being made in the brain and these “connections or pathways” help in retrieving information. When using the CLIL method, it is worth taking the time to be trained in the “art” of activation of prior knowledge and how to create neurological associations or connections between old and new information. The activation of the Cognitive begins before even starting the content unit at hand. This step is vital as all information to follow must connect and build upon it in a spiral form. The techniques are not difficult; however, it does require a certain degree of openness to new way of approaching teaching and time dedicated to putting the techniques to practice in order to see results.<br />
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<span style="font-size: x-small;"><a href="http://thecogentconstruct.blogspot.com.es/2014/04/clil-cognitive-not-only-new-way-of.html" target="_blank">Posted by The Cogent Construct</a></span>WILLYhttp://www.blogger.com/profile/09304288853116246694noreply@blogger.com1tag:blogger.com,1999:blog-9198529092309675494.post-31538067738354095902012-11-05T13:30:00.002+01:002013-05-23T17:36:09.635+02:00TEACHERS ARE THE KEY<div style="text-align: justify;">
<span style="color: #0b5394;">Throughout the last month I had several conversations with lots of School Directors who showed me that the only way to create a <b><i>teaching evolution</i></b> is to arise a good <b>attitude</b> towards new times and to invest money in their<b> formation</b>.</span></div>
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<span style="color: #0b5394;">For these reasons a positive teaching adaptation will be needed if we want to learn the latest trends and methodologies.</span></div>
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<span style="color: #0b5394;">I consider our teaching processes like applications which need to be continuously updated.</span></div>
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<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/tahTKdEUAPk" width="560"></iframe>WILLYhttp://www.blogger.com/profile/09304288853116246694noreply@blogger.com1tag:blogger.com,1999:blog-9198529092309675494.post-86011965235465157182012-10-08T18:44:00.000+02:002014-02-03T12:09:35.839+01:00CLIL KEYS<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.ccn-clil.eu/index.php?name=File&nodeIDX=5060" target="_blank"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh752foN8zNcozlYvAUA7__ZiRbfGpi7utnFoSd0KPMebFnnLMQiJuyd9X1J4YLVaok0w8qpwi-NfmJPy7PMijsaszc78kTBThZyl60soTmMigl7-Ix_et7Ccwq8cvQ8wHxyT67Nzlxj4Vu/s320/clil2.jpg" height="160" width="320" /></a><span style="font-size: x-large;">is: </span></div>
<b><span style="font-size: large;">High quality teaching and learning fit for 21st century classrooms anywhere in the world. </span></b><br />
<b><span style="font-size: large;">It is context-embedded, content-driven with clear pluricultural learning outcomes. </span></b><br />
<b><span style="font-size: large;">It sees language as our greatest learning tool and it connects learners to the visions and realities of language using for different purposes at different times. </span></b><br />
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<li><span style="font-size: large;">more than a change of the language of instruction.</span></li>
<li><span style="font-size: large;">taught through L2.</span></li>
<li><span style="font-size: large;">for all type of learners.</span></li>
<li><span style="font-size: large;">making a strong sense of affiliation: Teacher - Students.</span></li>
<li><span style="font-size: large;">not suppressing L1</span></li>
<li><span style="font-size: large;">fosters:</span></li>
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<ul>
<li><span style="font-size: large;">critical thinking.</span></li>
<li><span style="font-size: large;">self-esteem.</span></li>
<li><span style="font-size: large;">co-operation.</span></li>
<li><span style="font-size: large;">autonomy.</span></li>
<li><span style="font-size: large;">dialogic discourse.</span></li>
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<li><span style="font-size: large;">meaningful, explicit and visible.</span></li>
<li><span style="font-size: large;">creates high expectations = engaging</span></li>
<li><span style="font-size: large;">reflecting on learning processes.</span></li>
<li><span style="font-size: large;">scaffolding L2 and contents.</span></li>
<li><span style="font-size: large;">connecting cultures.</span></li>
<li><span style="font-size: large;">participative.</span></li>
<li><span style="font-size: large;">cognitively challenged.</span></li>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhND7ITdv34cU8eXjuv0NuQeOWsJZZWJcwPZggbcl6UDzUtr7EGUcFAkghuCCXnG0t5Qc6sDd8nyB7aMCqsIo7BvrRwKTwENtKMfcWw-6iIwafOxW6gr_-o8iVotyQi8c8FFUcN5CMf5XP0/s1600/thinking.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhND7ITdv34cU8eXjuv0NuQeOWsJZZWJcwPZggbcl6UDzUtr7EGUcFAkghuCCXnG0t5Qc6sDd8nyB7aMCqsIo7BvrRwKTwENtKMfcWw-6iIwafOxW6gr_-o8iVotyQi8c8FFUcN5CMf5XP0/s200/thinking.jpg" height="200" width="200" /></a>WILLYhttp://www.blogger.com/profile/09304288853116246694noreply@blogger.com0tag:blogger.com,1999:blog-9198529092309675494.post-74939728438871587942012-10-01T14:04:00.000+02:002013-05-23T17:39:22.193+02:00MADRID CLIL PROJECT<script src="http://h1.flashvortex.com/display.php?id=2_1322219221_12337_315_0_468_60_8_1_39" type="text/javascript">
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<span lang="EN-US"><span style="color: #274e13; font-family: Arial, Helvetica, sans-serif;">The goal of this project is to evaluate a <strong>CLIL module</strong> that works in <u>Science, Art and English</u>. This means you have to put it into</span><a href="http://clilforsuccess.blogspot.com/p/clil-unit-outline.html"><span style="color: #274e13; font-family: Arial, Helvetica, sans-serif;"> practice</span></a><span style="color: #274e13; font-family: Arial, Helvetica, sans-serif;"> and then evaluate the teaching process, the module and the contents acquired by the group. The evaluation will consist of a group of multiple choice tests and/or some videos.</span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjq8y_5msnW59LbVQPBmVnWpAlVBK428Dxr7ZsNxh9uIpdNeMrnsTbiVpeCokL5v-ngZ2jSb6lrqggtsSqxP12jJCMdEq_iXLJAKgmaxEAyhE_XUHlYpxd2EyxgR_rommrFT9fjAhkwlMVu/s1600/do.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjq8y_5msnW59LbVQPBmVnWpAlVBK428Dxr7ZsNxh9uIpdNeMrnsTbiVpeCokL5v-ngZ2jSb6lrqggtsSqxP12jJCMdEq_iXLJAKgmaxEAyhE_XUHlYpxd2EyxgR_rommrFT9fjAhkwlMVu/s1600/do.jpg" /></a></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #073763;">Teaching process will be evaluated by <strong>Do Coyle</strong> through the </span><a href="http://www.abdn.ac.uk/~edu307/?page_id=13"><span style="color: #073763;">LOCIT</span></a><span style="color: #073763;"> process which is an inclusive approach involving teachers and their learners in constructing a shared understanding of successful learning.</span></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYL8EBGPuStGa1LDLfsX2ghBSj4WciCOGuS0ii8zN4qNnvvOUrnm2g-pklpN8IVcBNtO2oMyAkHdbLG2u6nnYHlLf0CiKXbuXAeXPmC6qLg5HTO7RCaS1y0CHq-phaR30Yve_zn7_y5F09/s1600/LOCIT-Diagram1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="239" oda="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYL8EBGPuStGa1LDLfsX2ghBSj4WciCOGuS0ii8zN4qNnvvOUrnm2g-pklpN8IVcBNtO2oMyAkHdbLG2u6nnYHlLf0CiKXbuXAeXPmC6qLg5HTO7RCaS1y0CHq-phaR30Yve_zn7_y5F09/s320/LOCIT-Diagram1.jpg" width="320" /></a></div>
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<span style="color: #b45f06; font-family: Arial, Helvetica, sans-serif;">The contents acquired by pupils will be evaluated using <strong>Dr Fred Genesee's</strong> guidelines at the end of the module development.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOU8omkUeCf1beRsxS7W5FqX0v7OViP47UsAYQl9318gmU5SGGDFBCfRsDQ1E74loXMCv1kkJKTcoP5O2gNSPQeCaxsOyZqQTQYfcG0nbtTIAZwnqannalrl2uRafBCo1i5JEavTcAy3nw/s1600/fred.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOU8omkUeCf1beRsxS7W5FqX0v7OViP47UsAYQl9318gmU5SGGDFBCfRsDQ1E74loXMCv1kkJKTcoP5O2gNSPQeCaxsOyZqQTQYfcG0nbtTIAZwnqannalrl2uRafBCo1i5JEavTcAy3nw/s1600/fred.jpg" /></a></div>
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<span lang="EN-US" style="color: #274e13; font-family: Arial, Helvetica, sans-serif;">All the information about the module and extra-material will be given.</span></div>
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<span lang="EN-US" style="color: #274e13; font-family: Arial, Helvetica, sans-serif;">I will always be available to provide support.</span></div>
<span lang="EN-US" style="line-height: 115%;"><span style="color: #274e13; font-family: Arial, Helvetica, sans-serif;">The CLIL module demands a special </span><a href="http://clilforsuccess.blogspot.com/p/school-co-workers.html"><span style="color: #274e13; font-family: Arial, Helvetica, sans-serif;">school organization</span></a><span style="color: #274e13; font-family: Arial, Helvetica, sans-serif;"> but it is not a requirement.</span></span><br />
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<span style="color: #38761d; font-family: Arial;"><b><br /></b></span>WILLYhttp://www.blogger.com/profile/09304288853116246694noreply@blogger.com0tag:blogger.com,1999:blog-9198529092309675494.post-31084306010860904002012-09-28T16:24:00.000+02:002014-07-04T08:42:18.407+02:00PISA<table border="0" style="background-color: white; border-spacing: 0px; border: 0px; color: #222222; font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 12px; line-height: 15px; margin: 0px 0px 1.4em; padding: 0px; text-align: start; vertical-align: top; width: 750px;"><tbody style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">
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<a href="http://revista.unir.net/especiales/informe-pisa/index.html" target="_blank"><img alt="Video explicativo del Informe PISA" src="http://revista.unir.net/especiales/informe-pisa/imagenes/IconosCover/pisa_en_4_minutos.png" /></a></div>
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<span style="color: blue; font-family: Arial, Helvetica, sans-serif; font-size: small;">PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. To date over 70 countries and economies have participated in PISA.</span></div>
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<span style="font-size: large;"><b>Finland</b> is the <u>first European Educational System</u> and there is not only a reason for this.</span></div>
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<span style="font-size: large;">Let´s compare our Educational Systems to the Finnish one and We will see how different are they...</span></div>
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WILLYhttp://www.blogger.com/profile/09304288853116246694noreply@blogger.com0tag:blogger.com,1999:blog-9198529092309675494.post-37787960131054202622012-05-29T12:39:00.000+02:002013-09-18T18:44:07.776+02:00PUPIL MULTITASKING<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><b>Human multitasking</b> is the best performance by an individual of appearing to handle more than one task at the same time. An example of multitasking is taking phone calls while typing an email. Some believe that multitasking can result in time wasted due to human context switching and apparently causing more errors due to insufficient attention.</span><br />
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Some researchers say that is <u>difficult or impossible</u> to learn <u>new information</u> while engaging in multitasking.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgt1P8zVBVpugZqvG5Ja5bzAyBQ5WC8clbtmpi7PRCrenSu02p6FV6BJbmVg3eirrOBrR4cdyOQ4m8svOjV3MG7U4bliunTYG6KJJkpXTmRqCV-EiiZxU85IZkXyY2sFfkddnCc505KM5Tl/s1600/multichild.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgt1P8zVBVpugZqvG5Ja5bzAyBQ5WC8clbtmpi7PRCrenSu02p6FV6BJbmVg3eirrOBrR4cdyOQ4m8svOjV3MG7U4bliunTYG6KJJkpXTmRqCV-EiiZxU85IZkXyY2sFfkddnCc505KM5Tl/s1600/multichild.jpg" /></a></div>
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<strong><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">NEW INFORMATION</span></strong><br />
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><a href="http://blogs.kqed.org/mindshift/2013/09/a-school-with-no-teachers-where-students-teach-themselves/" target="_blank">New technologies</a> can be used to introduce new information but it is difficult to print it in pupil's mind if they are not focused. My idea is to support the new information with sounds and gestures, giving students the possibility to print it in their easiest brain way.Sometimes, I show on the digital board a power point presentation of new contents while they are working on a small group activity. They are able to take info from the board...</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPvk5eOYBZ3QUrLU4OMC1DdTuMQx-k4Ijs6nql_5R3LOMBFhsQ4nn0vDVbEBOtPlxredAz1X1HUL0i5dJZHNk9I6M0k9crKLpXgajZPLzCmQ7-0fjjHYLFEk_Ya2BcJVlthP-MZ1Ufbonx/s1600/multidevice.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="216" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPvk5eOYBZ3QUrLU4OMC1DdTuMQx-k4Ijs6nql_5R3LOMBFhsQ4nn0vDVbEBOtPlxredAz1X1HUL0i5dJZHNk9I6M0k9crKLpXgajZPLzCmQ7-0fjjHYLFEk_Ya2BcJVlthP-MZ1Ufbonx/s400/multidevice.jpg" width="400" /></a></div>
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<strong><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">REVIEWING</span></strong><br />
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">This is the moment when I consider I can take advantage of their capacity to do different things at the same time, multitasking. Try to show them on a TV or a digitalframe situated beside them, a series of images of the taught contents at the same time you are reviewing the module contents on the board.</span><br />
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Try to do it 5 minutes before an exam.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.onlineschools.org/">www.onlineschools.org</a> offers us this info in which t<span style="background-color: white; line-height: 16px;">he graphic below breaks down the costs multitasking takes on the quality of the "study hours" we wile away doing just about everything but studying:</span></span><br />
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<a href="http://www.onlineschools.org/visual-academy/multitasking/" target="_blank"><img alt="Online Learning and Multitasking" border="0" src="http://www.onlineschools.org/visual-academy/images/multitasking.jpg" width="500" /></a><br />
<span style="font-size: large;">The graphic shows the necessity of an accurate ICT Plan worked through subject contents. Digital competence has to be develop in favour of an easier and faster learning in the future. </span><br />
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<b><span lang="EN-GB"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">MULTIPLE INTELLIGENCES<o:p></o:p></span></span></b></div>
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<span lang="EN-GB"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">This is
the case of the Theory of Multiple Intelligences (<b>Dr. Howard Gardner</b>). It is a
theory that consists of the classification of a unique term, intelligence.
Intelligence is the capacity for learning, reasoning, understanding and similar
forms of mental activity. It was thought as one and unique term which by studies
has been divided into concrete capacities.</span></span><br />
<span lang="EN-GB"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span style="color: #274e13;"><b><i> ‘We are as different from one
another on the inside of our heads as we appear to be different on the outside’
(Robert Fulghum).</i></b></span> </span></span><br />
<span lang="EN-GB"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">We all belong to the same species and we have got similar
behaviours and outside similarities. Every single person depends on his
capacities and especially on the abilities he develops along his life. It would
be a good idea to make our pupils think about what is the easiest way to grasp
information. Pupils have to figure out that there is a natural, innate capacity
that makes them different and that can be used to his favour, (Herbert Puchta).
When I first learnt how to lace up my shoes I found all the ways complicated,
so finally I chose my way.<o:p></o:p></span></span><br />
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<span lang="EN-GB"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Dr.
Howard Gardner classified the term intelligence into his Theory of Multiple
Intelligences. Originally there were seven and the latest studies have included
two more. These strengths show ways to acquire a piece of information and no
one is more important or better than the other. <o:p></o:p></span></span><br />
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<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-GB">1. <span style="color: #3d85c6;">
</span></span><u><span lang="EN-GB" style="color: #3d85c6;"><b>Logical Mathematical Intelligence</b></span></u><span lang="EN-GB">: It is
the capacity of understanding patterns, of solving problems. In terms of
language it is related to grammar. Logic-smart.<u><o:p></o:p></u></span></span></div>
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<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-GB">2. <span style="color: #ea9999;">
</span></span><u><span lang="EN-GB" style="color: #ea9999;"><b>Linguistic Intelligence</b></span></u><span lang="EN-GB">: It is focused on learning using and
comprehending written or spoken words. It allows us to use languages in a
meaningful way. Word-smart.<u><o:p></o:p></u></span></span></div>
<div class="MsoNormal" style="margin-left: 57.3pt; mso-list: l1 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-GB">3. <span style="color: #f6b26b;">
</span></span><u><span lang="EN-GB" style="color: #f6b26b;"><b>Bodily – kinaesthetic Intelligence</b></span></u><span lang="EN-GB">: The
strength of coordination, balance and skill involving the body. It is required
movement. Sometimes it demands guiding processes in which the body energy is
used in a positive way. Body-smart.<u><o:p></o:p></u></span></span></div>
<div class="MsoNormal" style="margin-left: 57.3pt; mso-list: l1 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-GB">4.
</span><u><span lang="EN-GB" style="color: #073763;"><b>Visual – Spatial Intelligence</b></span></u><span lang="EN-GB">: Using
and recognizing patterns and open space. This capacity involves learning
processes based on visual support, diagrams, images, etc. Picture-smart.<u><o:p></o:p></u></span></span></div>
<div class="MsoNormal" style="margin-left: 57.3pt; mso-list: l1 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-GB">5.
</span><u><span lang="EN-GB" style="color: #8e7cc3;"><b>Musical Intelligence</b></span></u><span lang="EN-GB"><span style="color: #8e7cc3;">:</span> The ability to
play and write music. The sense of rhythm, melodies and being able to learn by
songs. Music-smart.<u><o:p></o:p></u></span></span></div>
<div class="MsoNormal" style="margin-left: 57.3pt; mso-list: l1 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-GB">6.
</span><span lang="EN-GB"> <u><b><span style="color: red;">Interpersonal
Intelligence</span></b></u>: The social interaction capacity that allows people to
communicate with and understand others. The skill of a leader and a person that
is capable to work in a team. People-smart.<u><o:p></o:p></u></span></span></div>
<div class="MsoNormal" style="margin-left: 57.3pt; mso-list: l1 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-GB">7. <span style="color: #f1c232;">
</span></span><u><span lang="EN-GB" style="color: #f1c232;"><b>Intrapersonal Intelligence</b></span></u><span lang="EN-GB">: The capacity to
enjoy learning alone and that permits you to understand and accept yourself.
The strength that permits us to control our emotions, our self steam and be
confident within oneself. Self-smart. <u><o:p></o:p></u></span></span></div>
<div class="MsoNormal" style="margin-left: 57.3pt; mso-list: l1 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-GB">8. <b><span style="color: #783f04;">
</span></b></span><u><span lang="EN-GB" style="color: #783f04;"><b>Naturalistic Intelligence</b></span></u><span lang="EN-GB"><b><span style="color: #783f04;">:</span></b> The capacity to
notice things in nature, the way to classify things and processes that take
place in the natural environment. A valuable survivor skill.<u><o:p></o:p></u></span></span></div>
<div class="MsoNormal" style="margin-left: 57.3pt; mso-list: l1 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-GB">9.
</span><u><span lang="EN-GB" style="color: orange;"><b>Existential Intelligence</b></span></u><span lang="EN-GB"><span style="color: #b6d7a8;">:</span> The ability to make
questions about life, death and ultimate realities.<o:p></o:p></span></span><br />
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-GB"><br /></span></span>
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-GB"><br /></span></span>
<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/oiJPUTMVZ_w" width="420"></iframe>
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-GB"><br /></span></span><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-GB"><b><a href="http://www.herbertpuchta.com/" target="_blank">HERBERT PUCHTA</a></b></span></span></div>
<div class="MsoNormal" style="margin-left: 57.3pt; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitC37P5lgrzu-Z4VS7x9H1m5eOVCYAY53BQLKkDcWbULJ9Wq2eSlZHj09HQcOd1mU6YXwgI7Jry-XWTWWpvFyo4niWp1nZSaEAKiNY7ZfL4QCGtfJ3dcNJdDzJSYmpd4XPZo4rMR9hiO0F/s1600/armstrong.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitC37P5lgrzu-Z4VS7x9H1m5eOVCYAY53BQLKkDcWbULJ9Wq2eSlZHj09HQcOd1mU6YXwgI7Jry-XWTWWpvFyo4niWp1nZSaEAKiNY7ZfL4QCGtfJ3dcNJdDzJSYmpd4XPZo4rMR9hiO0F/s200/armstrong.jpg" width="144" /></a><span lang="EN-GB"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">There
are some <i>key points</i> about this Theory that are important to bear in mind
(<b>Thomas Armstrong</b>):<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 54.0pt; mso-list: l0 level1 lfo2; text-align: justify; text-indent: -18.0pt;">
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-GB">· </span><span lang="EN-GB">Each
person possesses all intelligences in different levels and intensities.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 54.0pt; mso-list: l0 level1 lfo2; text-align: justify; text-indent: -18.0pt;">
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-GB">· </span><span lang="EN-GB">Most
people can develop their intelligence to an adequate level of competency.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 54.0pt; mso-list: l0 level1 lfo2; text-align: justify; text-indent: -18.0pt;">
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-GB">· </span><span lang="EN-GB">There
are many ways to be intelligent within each category. There is a more developed
strength in all of us.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 54.0pt; mso-list: l0 level1 lfo2; text-align: justify; text-indent: -18.0pt;">
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-GB">· </span></span><span lang="EN-GB"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Intelligences
usually work together in complex ways.</span><span style="font-family: 'Comic Sans MS';"><o:p></o:p></span></span><br />
<span lang="EN-GB"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><br /></span></span>
<span lang="EN-GB"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><br /></span></span>
<span lang="EN-GB"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><br /></span></span><span lang="EN-GB"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span style="color: #20124d; font-size: large;">'One who makes no mistakes, makes nothing at all'</span> <i>Giacomo Casanova</i></span></span><br />
<span lang="EN-GB"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span style="color: #20124d; font-size: large;">'At the end, It´s not the years in your life that count, it's the life in your years' </span><i>Abraham Lincoln</i></span></span>
<span lang="EN-GB"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><br /></span></span>
<span lang="EN-GB"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><br /></span></span>
<iframe allowfullscreen="" frameborder="0" height="300" mozallowfullscreen="" src="http://player.vimeo.com/video/18079655?portrait=0&color=f28241" webkitallowfullscreen="" width="400"></iframe>
<span lang="EN-GB"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><br /></span></span><span lang="EN-GB"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><br /></span></span>
<span lang="EN-GB"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><br /></span></span>
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcwquwOsNPNNbYWEvJL-NMSNy3mkwY7jX9aeVIveGOEOPiGtvh-K_7-c05bKVjCWWNE3HUwxZYBjbUoXW8LA3270s6bIAtB3RkuXJhlOTdPSHKIKP97pykMvFJ9iZpkr5-VIMq-ReZQWvE/s1600/multichart.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="532" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcwquwOsNPNNbYWEvJL-NMSNy3mkwY7jX9aeVIveGOEOPiGtvh-K_7-c05bKVjCWWNE3HUwxZYBjbUoXW8LA3270s6bIAtB3RkuXJhlOTdPSHKIKP97pykMvFJ9iZpkr5-VIMq-ReZQWvE/s640/multichart.jpg" width="640" /></a></div>
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WILLYhttp://www.blogger.com/profile/09304288853116246694noreply@blogger.com0tag:blogger.com,1999:blog-9198529092309675494.post-61388693597307387482012-05-28T16:25:00.000+02:002013-05-23T17:40:58.207+02:00ABOUT LANGUAGES<b><span style="font-family: Arial, Helvetica, sans-serif;">A LANGUAGE REFERENCE</span></b><br />
<span style="font-family: Arial, Helvetica, sans-serif;">When a bilingual teacher gets into the school or is at the main door surrounded by pupils he has to speak in English. This is because the most important thing we have to be, is a language reference for them. That is to say, our piece of the cake is English, so throughout all our schedule or time at school pupils can only hear English from us. We have to find the moment to speak to our Spanish co-workers... It is vital because pupils create a strategy to understand the language, They know they have to speak in English to be understood and they are learning in context using a vehicle, English: CLIL.</span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhuiAZXtO-QzZ3ySdLzTo6qpi9SwWPlsQGP7C6ilTaFecpggB7TZxSfWz6IdAgYijrupOb2Bn4__angihESEHKv4dc0Btg6xKJdXJbmSTjs037kj4Qthqw-HvecmpQ218P3ki8e0JqL6X5g/s1600/babel.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhuiAZXtO-QzZ3ySdLzTo6qpi9SwWPlsQGP7C6ilTaFecpggB7TZxSfWz6IdAgYijrupOb2Bn4__angihESEHKv4dc0Btg6xKJdXJbmSTjs037kj4Qthqw-HvecmpQ218P3ki8e0JqL6X5g/s1600/babel.jpg" /></a></div>
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<b><span lang="EN-GB"><span style="font-family: Arial, Helvetica, sans-serif;">SEVERAL LANGUAGES GROWING TOGETHER<o:p></o:p></span></span></b></div>
<div class="MsoNormal" style="margin-left: 36.0pt; text-align: justify;">
<span lang="EN-GB"><span style="font-family: Arial, Helvetica, sans-serif;">Our
world is getting smaller because nowadays it is not too far-fetched to think
that if we wanted to, in just a small amount of time, we could live on the
opposite side of the globe. Means of transport are getting better year by year
and our house economies have created a situation in which the majority of the
people could fly and move from country to country. And because of these changes
in our society, the demand and need of learning a second language has grown
faster than ever. It´s almost becoming a necessity that each of learn a
different language than our native one. And as teachers we must remember that: </span><i><span style="font-family: Arial, Helvetica, sans-serif;">Our pupils are growing with several
languages around them.</span></i></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEju6fzw-5E7t7bwVuNWTUBDkg6kDTjsMTZmNdJbprkKbrPjjTWVgfQJ9TH-DZ_Lx2WjH_fUZUwmcfEnOrA24Izt0rYRknOGspDMpX8zK8ESLs_WbPu_es794JQVgASneG1Sk4u7Q1ynxWQd/s1600/cultures.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEju6fzw-5E7t7bwVuNWTUBDkg6kDTjsMTZmNdJbprkKbrPjjTWVgfQJ9TH-DZ_Lx2WjH_fUZUwmcfEnOrA24Izt0rYRknOGspDMpX8zK8ESLs_WbPu_es794JQVgASneG1Sk4u7Q1ynxWQd/s1600/cultures.jpg" /></a></div>
<span lang="EN-GB"><i><span style="font-family: Arial, Helvetica, sans-serif;"></span></i></span><br />
<a name='more'></a><span lang="EN-GB"><i><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></i></span><br />
<b><span style="font-family: Arial, Helvetica, sans-serif;">TRANSLATE OR NOT TO TRANSLATE</span></b><br />
<span lang="EN-GB"><span style="text-align: -webkit-auto;"><span style="font-family: Arial, Helvetica, sans-serif;">This is a term that makes lots of misunderstandings and it is because it was the way we learnt a language in the past. C.L.I.L. is very clear with it. We are learning the language through a context created in a subject and it is also merged with daily situations. The fact is to translate or not to translate. If we translate we are creating a strategy which helps pupils with large memory to respond in lots of situations but not in all of them. This strategy will be based on searching for information in L1 to respond in L2. So when something has never been taught in L1 the student will not have a strategy formed which permits him to isolate the contents and use everything in his mind to understand the content instead of using L1 to support L2. On the other hand, if we demand them to understand the contents of a subject and situations they will have created a strategy that will enable them to use the language fluently and with sense. If we focus on subject terms and in Science we will be able to see that if they have to translate they have double work. If students understand the contents they do not need to translate and they are not loosing the chance to know it in their mother tongue or other languages. During their mind development they will link the language acquired and the contents to different languages but perhaps the root of those kinds of contents will be in English. This is providing them with a large strategy and a bigger space in their experiences storage.</span></span>
</span><br />
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<span lang="EN-GB"><span style="text-align: -webkit-auto;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></span></div>
WILLYhttp://www.blogger.com/profile/09304288853116246694noreply@blogger.com0tag:blogger.com,1999:blog-9198529092309675494.post-27226030755372938412012-05-27T18:20:00.000+02:002017-12-14T21:47:26.345+01:00HOW TO WORK PHONICSMy suggestion is to work mastering triangles.<br />
<strong><u>Triangle 1</u></strong><br />
Children listen to a sound, look at a gesture and identify the previous input to an image: grapheme. <br />
/sssssssss/, waving hands imitating the movement of a snake , S grapheme card.<br />
Once they are able to tell us 2 of the corners when we show them 1, it is time to work on the next triangle.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVxhnW4qWDwgQ4S3-XFObdWGcCLHHxgd1BgOUce6NCUMqUzE5zgRcOYtlMzNqOB2eWS4kQaouZ50da_PXm68l0O27Ke84zZRNdpH0i68cHLj-r2sDnTE-UeqgNkNJ2EFT7H9RoxGdg58Y3/s1600/T1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="242" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVxhnW4qWDwgQ4S3-XFObdWGcCLHHxgd1BgOUce6NCUMqUzE5zgRcOYtlMzNqOB2eWS4kQaouZ50da_PXm68l0O27Ke84zZRNdpH0i68cHLj-r2sDnTE-UeqgNkNJ2EFT7H9RoxGdg58Y3/s320/T1.png" width="320" /></a></div>
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<strong><u><br /></u></strong>
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<strong><u>Triangle 2</u></strong><br />
Children go on listening to the same sound but now they have to link the sound to a word card and the image of the main word of the sound.<br />
/ssssssssss/, SNAKE, the picture of a snake<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDfu1c0mVTfoGYP-DG5VrF7lzO60TtXBdkoChDLniX5gVlnymcBlrknItRLuRyhhYXIl6IYA8I7v1HqeU5TYQanutSc82hFEJivDLFSM3TVx26GuPKQ6GO-Do7R9YWiwkRJ6EAuf32ygi9/s1600/T3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="242" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDfu1c0mVTfoGYP-DG5VrF7lzO60TtXBdkoChDLniX5gVlnymcBlrknItRLuRyhhYXIl6IYA8I7v1HqeU5TYQanutSc82hFEJivDLFSM3TVx26GuPKQ6GO-Do7R9YWiwkRJ6EAuf32ygi9/s320/T3.png" width="320" /></a></div>
<br />
<strong><u>Triangle 3</u></strong><br />
Children still listen to the sound but they have to find the sound in words pronounced and in word cards.<br />
/ssssssss/, /sneik/ /spot/ /s^n/ /sneil/ /spaida/; SNAKE, SPOT, SUN, SNAIL, SPIDER.<br />
Once they master these triangles it is time to start blending.<br />
<br />
<strong><em>If we teach and practice phonics, children will have richer reading skills</em></strong><br />
<strong><em><br /></em></strong>
The order of sounds was selected to make many simple words at the beginning.<br />
set 1: s, a, t, i, p, n<br />
set 2: c k, e, h, r, m, d<br />
set 3: g, o, u, l, f, b<br />
set 4: ai, j, oa, ie, ee, or<br />
set 5: z, w, ng, v, litlle oo, long oo<br />
set 6: y, x, ch, sh, voiced th, unvoiced th<br />
set 7: qu, ou, oi, ue, er, ar<br />
<br />
All sounds can be supported by <strong>songs</strong> that repeat the sounds through the chant. There are teachers who use the same chant for all the sounds and change the lyrics depending on the main word of the sound and the gesture.<br />
<br />
Recently, a new organization was proposed. Better results can be taken if sounds that are the same as the children mother tongue are worked firstly and then similar and different sounds to children mother tongue are introduced.<br />
<br />
<u><strong>Resources</strong></u><br />
<a href="http://www.starfall.com/">http://www.starfall.com/</a><br />
<a href="http://www.more.starfall.com/">http://www.more.starfall.com/</a><br />
<a href="http://www.letters-and-sounds.com/">http://www.letters-and-sounds.com/</a><br />
<a href="http://www.genkienglish.com/">http://www.genkienglish.com/</a><br />
<span style="color: #0e774a;">www.<b>jolly</b>learning.co.uk</span><br />
<span style="color: #0e774a;"><a href="http://teachersuzy.com/" target="_blank">Teacher Suzy</a></span>WILLYhttp://www.blogger.com/profile/09304288853116246694noreply@blogger.com0tag:blogger.com,1999:blog-9198529092309675494.post-52044184341716990772011-08-31T14:04:00.005+02:002013-05-23T17:41:25.973+02:00ICT IN THE CLASSROOM<div class="MsoNormal" style="margin: 0cm 0cm 0pt; text-align: justify;">
<br />
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<b><span lang="EN-GB" style="font-family: Arial, Helvetica, sans-serif;">DIGITAL NATIVES<o:p></o:p></span></b><br />
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<span lang="EN-GB" style="font-family: Arial, Helvetica, sans-serif;">Marc
Prensky´s thoughts must be considered too. ‘Teachers of 21<sup>st</sup> century
are in charge of preparing children for an uncertained future’. It is impossible to know what is going to
happen in the future but we can have an idea if we think about how people live
in the 21<sup>st</sup> century. During the last fifteen years people have
became <i>digital natives</i> and they are
living a different type of life if we compare it to the adult’s childhood. Our
opinion about videogames usually has a bad connotation and this is because we
do not really like them, play with them and because the publicity the games
have received is usually not positive. Videogames have a challenge in terms of
use. The balance between use and abuse is the real fight, because it is thought
that the benefits are low. From my experience I am able to say that when I give
new technology assignments not only the majority of students do them, many do
them several times, as compared to when I assign homework they have to do in
the notebook, and there are pupils who will not complete the work. <o:p></o:p></span><br />
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<span lang="EN-GB" style="font-family: Arial, Helvetica, sans-serif;">Video
games have conflicts, challenges and opposition and provide us with
entertainment and pleasure. But the profit is in the rules that organise,
structure and demand discipline and in the short goals that encourage us. Other
benefit is that they teach us to take risks and to evaluate several situations.
They allow children to do things at their own pace and the videogame award has
to be reinforced by us. They permit us to learn from our actions through lots
of trials. Video games have awards which are to pass to the next level and they
even permit us to share experiences with others creating a cooperative
atmosphere that can be linked to social nets. And if they are able to play with
our emotions the experiences lived will be remembered. This is what from my
point of view, is the most important thing we have to copy from videogames. The
unreal world in which they are learning through playing that makes them feel
different and that attracts and motivates them. This engaging atmosphere has to
be copied in the classroom and teachers have to hide the goals of the exercises
in favour of this magic place.<o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: Arial, Helvetica, sans-serif;">The idea
of multiple attentions is getting bigger and this is something that makes our
pupils different from the previous generations. The case was studied with two
groups of kids. The first group was watching a movie, while the second group
was playing a video game in front of another screen where the same movie was
being played. The result was that both groups could tell us about the movie.<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.youtube.com/watch?v=rAtu9EFsIEM&feature=player_embedded">The 10 best tools</a>: A video with tools to be used in the classroom (Spanish)</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Digital Bloom's Taxonomy: Stages to acquire digital competence</span><br />
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WILLYhttp://www.blogger.com/profile/09304288853116246694noreply@blogger.com0tag:blogger.com,1999:blog-9198529092309675494.post-66690140459835788242011-05-16T12:26:00.002+02:002020-04-13T20:42:41.598+02:00CLIL SCIENCE MODULES<div style="direction: ltr; line-height: 90%; margin-bottom: 0pt; margin-left: 0.42in; margin-top: 7.68pt; text-align: left; text-indent: -0.38in; unicode-bidi: embed; vertical-align: baseline;">
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<span style="font-family: arial; font-size: x-small;"> </span><span style="font-family: arial, helvetica, sans-serif;"> <span style="color: #660000;"> </span><b><u><span style="color: #660000; font-size: large;"> III INTERNATIONAL MEETING OF MEDICINE</span></u></b></span></div>
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<span style="color: #660000; font-family: arial, helvetica, sans-serif;"><b><u><br /></u></b></span></div>
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<span style="color: #660000; font-family: arial, helvetica, sans-serif;"><b>–CHILDREN
ARE DOCTORS OF MEDICINE ATTENDING TO A MEETING. </b></span></div>
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<span style="color: #660000; font-family: arial, helvetica, sans-serif;"><b><br /></b></span></div>
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<span style="color: #660000; font-family: arial, helvetica, sans-serif;"><b>–FOR
A FEW WEEKS, THE DOCTORS WILL LISTEN TO EXPLANATIONS.</b></span></div>
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<span style="color: #660000; font-family: arial, helvetica, sans-serif;"><b><br /></b></span></div>
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<span style="color: #660000; font-family: arial, helvetica, sans-serif;"><b>–THEY
WILL DO ON-LINE ACTIVITIES.</b></span></div>
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<span style="color: #660000; font-family: arial, helvetica, sans-serif;"><b><br /></b></span></div>
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<span style="color: #660000; font-family: arial, helvetica, sans-serif;"><b>–THEY
WILL WORK WITH OTHER DOCTORS.</b></span></div>
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<span style="font-family: arial, helvetica, sans-serif;"><span style="line-height: 90%; text-align: left; text-indent: -0.48in;"> <b> –</b></span><span style="line-height: 90%; text-align: left; text-indent: -0.48in;"><b>THEY
WILL PRESENT SOME SYSTEMS TO THEIR CLASSMATES.</b></span></span><br />
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<div style="text-align: center;"><br /></div><div style="text-align: center;"><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="315" scrolling="no" src="https://mediateca.educa.madrid.org/video/rjkgd5xcjstbw1mx/fs" style="border: 0; overflow: hidden;" width="420"></iframe>
</div></blockquote><div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3fTo9aHManMOEJ1T_mooUSK4fT5mWgWqn0X36QO0ODc_6OW_TG8hYQ_350PVCebhFkrRPXHGPsAa971NRUKZNDJbQ__k-AU8HSbYNLzUjLeAHbplYnFtqw-SlBpj20l94WfkqfzVYxiZo/s1600/nasabw.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3fTo9aHManMOEJ1T_mooUSK4fT5mWgWqn0X36QO0ODc_6OW_TG8hYQ_350PVCebhFkrRPXHGPsAa971NRUKZNDJbQ__k-AU8HSbYNLzUjLeAHbplYnFtqw-SlBpj20l94WfkqfzVYxiZo/s1600/nasabw.jpg" /></a> </div><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><div style="text-align: center;"><span style="color: blue; font-size: large;"><b>IN THE FOLLOWING CLIL MODULE PUPILS ARE <span style="text-align: justify;">ASTRONAUT CANDIDATES</span></b></span></div></blockquote></div>
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