1 Programa Bilingüe Bilingual Program

2  School year 2002-2003  Objectives: › To promote European Citizenship. › To help exchange and communication between teachers and pupils all over Europe. › To create new and wider opportunities for pupils.

3  Schools: 39 › English= 19 › French= 9 › German= 1 › English/French= 10  Pupils: 5.991 › English= 2.320  Teachers: 264 (NLT included) › English= 124

4  Addressed to pupils in the compulsory and non compulsory Sec. Educ. (ESO/Bach) From 12 to 18  Non-linguistic Subjects : +30% of the total input in English. 2 or 3 periods per week.  English = 5 hours a week.  Total timetable: 33 periods a week  Teachers: › English teachers › Non-linguistic teachers (with sufficient knowledge of English)

5  Conversation assistants: Mostly from UK and Ireland. Groups split into 2 once a week to have specific conversation classes.  School exchanges  Pupils admission: Application forms and interviews if necessary.  Resources: Special efforts are being made by the local authorities to provide these schools with ICT resources to help the language learning/teaching process › Computers with wide –band connection to the Internet › Video projectors › Interactive whiteboards › CD/DVD/MP3 players… › Language lab.

6  martes, 01 septiembre 2009 Programa enseñanza bilingüe: Habilitación a funcionarios interinos de secundaria miércoles, 12 agosto 2009 Autorizaciones nuevas secciones bilingües.Programa enseñanza bilingüe: Habilitación a funcionarios interinos de secundariaAutorizaciones nuevas secciones bilingües.  miércoles, 05 agosto 2009 Modificación normativa que regula programas en secciones bilingües de los IESModificación normativa que regula programas en secciones bilingües de los IES  domingo, 17 mayo 2009 Convocatoria a IES para nuevas adscripciones a Programas de Secciones BilingüesConvocatoria a IES para nuevas adscripciones a Programas de Secciones Bilingües

7  miércoles, 29 abril 2009 Modificación la Orden 28 octubre de 2008 regula programa de secciones bilingües en IES de la CARMModificación la Orden 28 octubre de 2008 regula programa de secciones bilingües en IES de la CARM  jueves, 06 noviembre 2008 Orden regulación de secciones bilingües en los IES de la Región de Murcia.Orden regulación de secciones bilingües en los IES de la Región de Murcia.  domingo, 11 mayo 2008 Programa intercambios escolares para los institutos de Enseñanza Secundaria de Secciones BilingüesPrograma intercambios escolares para los institutos de Enseñanza Secundaria de Secciones Bilingües

8  When applications to enter the Program are higher than the places offered, schools should provide with the necessary tools to deal with the problem: interviews, draws…  The pupils in the program must take French as second foreign language during the compulsory secondary education.  Due to problems to follow the Program in the Non-compulsory Secondary Education, pupils may avoid a second foreign language although they are advised to do so.  The pupils can only leave the Program with permission from the Headmaster team after consulting the Counsellor’s and English Departments.  NLT (Non-linguistic teachers) may teach in the Program if the have the following English language qualifications: Graduates in English Philology or Translation, Graduates in English for primary schools, those with B2 level at the Official School of languages or any other official institute in Europe, and those who passed the Advance or Proficiency Cambridge Exams. The same applies to the other languages: French and German.  Teachers involved in the Program are asked to stay in the school at least for 2 years.

9  The Teachers in the Program must held weekly meetings and the Coordinator must keep notes on the topics and the attending members.  When non-linguistic teachers have to be replaced because of sick leave or other, the local authorities must have a special list with suitable candidates capable of going on with the Program.  Coordinators of the Program and Non-linguistic teachers will be given a special acknowledgement document.  Pupils in the Program will also be given a diploma.  The number of groups involved in the Bilingual Program depends mainly on the number of suitable non-linguistic teachers under the supervision of the Education Local Authorities. There may be up to 4 groups per level.  Groups may have up to 30 students. When there are more than 52 applications, the school may ask to have 2 groups.

10  We have been involved in the Bilingual Program (English) since the school year 2002-2003.  Many other European countries have started this type of programs.  As said before there are 39 schools in the Program, most of these schools (19) have English as the main language and 10 are Mixed Type (English and French).

11  Our school is a 15-year-old one.  Most of the Departments have their own thematic class.  English and French share 2 classes provided with computer (Internet), video-projector, screen to project, CD/DVD players, video and TV.  There is a library with quite a few English books to read and also reference books. We keep some in the Department for our own use.

12  Pupils enter the Program just by applying to it. We can only ask them to have interest in the Program and be hardworking.  The Non-linguistic subjects are: Technology, Mathematics, Music, Social Sciences and Economics.  We have always had Conversation Assistant. That assistant enters most of the English conversation classes and some Non- linguistic ones. They also help NL teachers prepare materials for their classes.

13  We held weekly meetings to talk about what we are doing in class and prepare materials for special events, European Day of Languages, Halloween, Christmas, Saint Tomas of Aquinas, Valentine’s day, etc.  We may also deal with school exchanges. Our School is always engaged in one or two Comenius Projects: France, Italy, Austria, Finland, Norway…

14  The “language lab” › We got it installed last year. › A group of about 12 teachers received instruction on how to operate it. › Some teachers are quite eager to use and make the most of it as it has most of the features we can think of to help us deal with the teaching/learning process. › The lab is the place where the ICT resources can be used and applied by teachers and students, so it should be considered as the most important place by foreign language teachers/pupils.

15  School year 2009-2010  Objectives: (Shared with Secondary) › To promote European Citizenship. › To help exchange and communication between teachers and pupils all over Europe. › To create new and wider opportunities for pupils. Infant and Primary Education INTRODUCTION

16  Schools: 15 › English= 15  Pupils: About 1,000  Teachers: about 70 (NLT included)  Infant and Primary Schools are entitled to join the Program.  Subjects : +30% of the total input in English … › English = 5 hours a week › Non-linguistic subjects= 2 or 3 periods per week › Spanish, Mathematics and Religious Studies are the only subjects that can’t be taught in English  Total timetable: 33 periods a week  Teachers: › English teachers › Non-linguistic teachers (with sufficient knowledge of English › teachers (with sufficient knowledge of English

17  We may say that it applies the same as for the Secondary Education.

18  miércoles, 26 agosto 2009 Centros seleccionados Programa Colegios Bilingües Región de Murcia para el curso 2009-2010Centros seleccionados Programa Colegios Bilingües Región de Murcia para el curso 2009-2010  martes, 21 julio 2009 Educación pone en marcha la enseñanza bilingüe en 25 colegios de Infantil y Primaria de la RegiónEducación pone en marcha la enseñanza bilingüe en 25 colegios de Infantil y Primaria de la Región  miércoles, 03 junio 2009 Regulación enseñanza bilingüe español-inglés centros Infantil y Primaria de la CARMRegulación enseñanza bilingüe español-inglés centros Infantil y Primaria de la CARM

19  The Internet The Internet › Bookmarks › Searching the Internet › Dictionaries on-line › Use of word processors › Use of e-mail › Use of presentation programs. › Web site, video and graphic capturers (catchers):  HTTrack. Savevid for (Youtube)… › Use a web page builder

20  The teachers in the Program are given the possibility to get instruction to use the ICT resources in an efficient way.  If they are interested in a specific topic they can always ask their CPRs (Teacher Resource Centres) to build tailor-made courses to fill their needs.  They are encouraged to use as much as possible the ICT resources they have at their fingertips.  The teachers should be aware of the economical efforts made by the local authorities and they should also use the ICT resources in the most efficient way.

21 Other resources used are: Treasure huntsTreasure hunts: search the Net for specific information. WebquestsWebquests: Task presentation, process, resources and conclusion. BlogsBlogs: a way of keeping an open journal, thoughts or comments on a topic… WikisWikis: Collaborative web page with editing, uploading, downloading and even deleting possibilities … Other eprojectsOther eprojects: Key pals, messenger and other chatting sites (in English) Authoring tools: programs that help you write hypertext or multimedia applications.programshypertext multimediaapplications Future use of MoodleFuture use of Moodle: Most of you know how it works and what can be done with it.

22  Comments and questions