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

1. Educational co-operation with professional institutions
to promote language skills
Maria Neus Lorenzo i Galés (Ph.D.)
@NewsNeus
nlorenzo@xtec.cat
History doesn’t happen to us...
We actively build it everyday!
Study Visit ES-183, Catalonia (Spain)

2. Content
Where?
Short introduction: the Catalan education system
What?
Reflectinng on European tendencies and Catalan results
Why?
Reflecting on present and future, with some data
How?
Techniques and methodologies:
Interaction for collective knowledge building
… and then what?
Feel free to ask questions !

3. Why?
Where?
What? How?

4. Language diversity is menaced (2010)
4
http://enredando.blogaliza.org/2011/09/14/o-plurilinguismo-en-amazon-es/
Chinese
Spanish
English
Hindi
Arabic
Catalan

5. UEE HGVET Vocational training
MG VET Vocational training
Secondary Education
Primary Education
Pre-school Education and Kindergarten
Education System Structure
University
Age
Non-Compulsory Education Compulsory Education
MGVET- Medium Grade Vocational Education and Training SGP- Social Guarantee Programme
HGVET- Higher Grade Vocational Education and Training UEE- University Entrance Examination
Baccalauréat SGP- Social Adaptation
: Curricular languages
The Catalan Education System
95,5 %
Catalan, Spanish + (English, French)
Catalan, Spanish + (English, French, German, Italian)+ L/G

6. Diversity of CLIL for enhancing Plurilingualism
Plurilingual school Project
Language of schooling
Initial immersion
Curricular foreign
languages
& CLIL
Transversal
Integration of
Languages
(TIL skills)
Transference of skills
to/from family
languages (Portfolio,
Non-curricular)
CATALAN-OCCITAN
SPANISH
ENGLISH - FRENCH
ITALIAN - GERMAN
LANGUAGE
THROUGH SUBJECTS
EXTRA-CURRICULAR
& FAMILY LANGUAGES

7. Catalonia: increasing population
and % of foreign immigrants
Source: Idescat.Institut d’Estadística de
2,90181,5906.261.9992000
4,05257,3206.361.3652001
5,87382,0206.506.4402002
8,10543,0086.704.1462003
9,44642,8466.813.3192004
11,42798,9046.995.2062005
12,81913,7577.134.6972006
13,49972,5077.210.5082007
14,991.103.7907.364.0782008
15,911.189.2797.475.4202009
15,951.198.5387.512.3812010
% over (1)Total immigrants(1) Population

8. Challenges and opportunities:
building identity, building sustainability
Family
School
Friends
Work
Society
Media
Environment
Family L.
Environmental L.
School L.
Professional L.
International L.
PLURILINGUALISM

9. Macao-China
Canada
Australia
Hong Kong-China
New Zealand
Russian
Federation
United States
LuxembourgNorway
France
Sweden Austria
Netherlands
Belgium
Germany
Switzerland
Denmark
r = 0.30, p=0.25
460
470
480
490
500
510
520
530
540
550
560
0 20 40 60 80 100
Larger immigrant populations do notLarger immigrant populations do not
imply Lower overall performanceimply Lower overall performance (ex. Maths,(ex. Maths,
Pisa 2003)Pisa 2003)
Percentage of immigrant students in the country
Mathematicsperforma
Ref: 2003, OECD Directorate for Education

10. Money is not the only issue:
Investment per student vs. achievement
(Science, PISA 2003)
http://www20.gencat.cat/docs/Sala%20de%20Premsa/Documents/Arxius/educacio_premsa.notaPremsa.81.quaderns%2091196778340059.pdf
(Science, PISA 2003)

11. TRADITIONAL IDENTITY:
...rooted to the land, linked to our food style,
proud of our traditions, connected to our
landmarks, identified by our language......
emigration
immigration
globalization
Social context: Complexity
and contradiction
MODERN IDENTITY:
...open-minded, internationally oriented,
cosmopolitan, intercultural, creative and
innovative, efficient and hard-working...
The question of identity changes focus:
from belonging to becoming…

12. So, whta’s the main clue?
Cohenrence and coordinatation among:
•Political decission-making
•Education and school plans
•Social proaction
•Mass Media
•...
It is necessary the whole tribe, to educate a child!
Learning, communicating, and sharing
in formal, informal and non formal education

13. Why?
Where?
What? How?

14. What do we mean when we say we ?
Equity and justice for all
Equal freedom to choose
The same rights and duties
Educational expectations
Plurality and diversity
Multiple identities
High mobility
Social consensus

15. …Sharing the past?
…Sharing the present?
…Sharing the future?

16. Reflecting

17. Expert
Thinking
Complex
Communication
Manual Routine
Tasks
Cognitive Routine
Tasks
Manual
Non-Routine Tasks
Labour market evolution
(1960-2002)

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

19. http://nces.ed.gov/surveys/piaac/results/summary.aspx
PIAAC 2012 Results
2012
Literacy scale for adults

20. (PISA results related to immigrant students)
Stable results
Positive results
Negative results
Changes between first and second generation
•http://www.pisa.oecd.org/findDocument/0,2350,en_32252351_32235731_1_119669_1_1_1,00.html
•http://www.pisa.oecd.org/pages/0,2966,en_32252351_32235907_1_1_1_1_1,00.html

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

22. There are about 5500 languages in the world,
but about 8-10 % disappear every year!
20 % have their own Political State
80 % are no-state, minority languages
25 % have guaranteed continuity
for the next three generations
75% are threatened or in danger
3000 languages might disappear
in 50 years
Source: « Halte à la mort des langues » Claude Hagège
When any language disappears,
a whole culture vanishes, and a
unique collective identity is lost forever
Only 10% of languages are active in the Internet space
(40 languages for 99,3 % of users)

23. Saving diversity is a long term investment
Benefits:
-planetary survival
-health research reservoir
-flexible response for Life
and Nature
-wider resource pool
for facing crisis
-adaptation
Biodiversity Cultural
diversity
Diversity should not be inequity

24. know how & resources? sensitivity & complicities?
Looking for balance and sustainability
education?

25. http://premsa.gencat.cat/pres_fsvp/docs/2013/06/14/14/13/8c427241-e567-4c84-b5c3-64ae9853901c.pdf
Primary 2013
Europe 2020
2020: 10%
EU 2020:
< 15%
Results: primary education
Catalan Spanish Maths English FrenchCatalan Spanish Maths English French

26. Secondary 2012
OCDE
75%
Font: Consell Superior d’Avaluació del Sistema Educatiu - Catalunya, resultats ESO
Results: Secondary education
Spanish Catalan Maths English FrenchSpanish Catalan Maths English French

27. Ref:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf Pag. 38
2013
Third language, for Catalan studentsThird language, for Catalan students

28. Ref:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf Pag. 37
2013
Third language, for Catalan studentsThird language, for Catalan students

29. Ref:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf Pag. 38
2013
Third language, for Catalan studentsThird language, for Catalan students

30. Results for 4th forein language at school
2013
Fourth language, for Catalan studentsFourth language, for Catalan students
Ref:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf

31. Why?
Where?
What? How?

32. Cultural Environment Education: Context collaboration
Centre for Educational Research and Innovation
David Istance, (CERI) OECD
CERI: since1968 informs on the evoluti9on ol devbelopment policies:
• recent:
-Ended 2008: Schooling for Tomorrow
-Ended 2013: Innovative Learning Environments (ILE)
Innovative Learning
Environments

33. Leadering Connectet Projects
Innovative
school project
Social
involvement
School Basics
Strategies of Language Learning: Collaborative Vision+
Academical
work & research
SchoolPracticalDevelopment
-
+
@Copyright: CC Attribution. Neus Lorenzo and Ray Gallon. Ref: http://www.slideshare.net/TransformationSociety

34. Co-responsibility
between school
and municipal authorities
Networking
School Project
Networking
School Project
Plan for
the educational
environment
Plan for
the educational
environment
Inclusive schoolInclusive school
Main educational strategies
InitialInitial ImmImmersionersion
claclassssroomroom
CulturalCultural
environmentenvironment
Linguistic
Project
Linguistic
Project

35. CLIL, a continuum for L1, L2... Ln
Language of instruction
Language for instruction
Language through instruction
Language outside instruction

36. Els 5 targuets for the EU 2020
A European strategy for smart, sustainable and inclusive growth
http://ec.europa.eu/europe2020/europe-2020-in-a-nutshell/targets/index_es.htm
Ref: English http://ec.europa.eu/commission_2010-2014/president/news/documents/pdf/20100303_1_en.pdf
1. Employment
-75% of the 20-64 year-olds to be employed
2. Research & Development (R&D)
-3% of the EU's GDP to be invested in R&D
3. Climate change and energy sustainability
-greenhouse gas emissions 20% (or even 30%, if the conditions are
right)lower than 1990.
-20% of energy from renewables
-20% increase in energy efficiency
4. Education
-reducing the rates of early school leaving below 10%
-at least 40% of 30-34–year-olds completing third level education
5. Fighting poverty and social exclusion
-at least 20 million fewer people in or at risk of poverty and social
exclusion
Androulla VASSILIOU:
Commissioner: Education, Culture, Multilingualism Youth
Priorities: José Manuel Barroso, president of the UE.

37. We don’t know much about our uncertain future
“...except that we will build it actively with our
decisions and priorities.”
Ref: http://goo.gl/0t8Ms
http://experience-engineers.com/wp-content/uploads/mobile-learning-solutions.jpg

38. Starting point: changing language concept
Subject at school
Linguistics
Learning strategy and
communication tool
Psychology
Sociocultural context
and participation spaceSociology

39.  Languages, a tool of instruction and for instruction:
(resources for information and communication managing, an
INTRAPRERSONAL strategy to process thoughts, emotions and
feelings)
 Language through instruction, an space for participating in
society, and environment for networking and community
building (collective space to become member of a society, partial space in a
global world, in a multicultural web-sphere, in a complex global plurality, a place for
INTERPERSONAL growing process)
 Language, a subject to study: knowledge focussed and meta-
reflection (1-lexical and semantic code, 2-grammar and syntactic paradigms, 3-
symbolic corpus and 4-procedural strategies)
Languages at school
from teaching to learning
 Additional languages:

40. Ex: Grammar-translation Approach
(1897)
Alejandro Ybarra
Modern Languages
Ed.Garnier Brothers, Paris 1897
•Learning by heart
•Reading
•Translation
•Reproductive model

41. Ex: Structural Approach (1979)
José Merino
Inglés 7ª EGB
Ed.Anaya, Madrid 1979
•Structural linguistics
•Habit formation
•Oral skills
•Interactive model
•Situational language
•Conscious acquisition

42. Ex: Constructive Approach (2000)
Christina Gitsaki & Richard P. Taylor
Internet English
Ed.Oxford, New York 2000
•Problem solving
•ICT & Realia
•4 +1 skills
•Social dimension
•Pragmatic acquisition

43. Language Lessons:
towards collaborative problem solving
Focus: Grammar & Syntax
•To be
•Simple Past
•Irreguar Verbs
Focus: Situations and context
•At a restaurant
•At school
•Likes & dislikes
Focus: Meaningful communication
•Meeting people
•Happy birthday
•Out and about
Focus: Vocabulary and Semantics
•Colours
•Food
•The weather
Focus: Content and language integrated learning (CLIL)
•Save the whales
•Recycling at home
•Agreements: Getting to YES

44. SUBJECT-
STUDY
Studying language?…
…or using language to study?
FROM LINGUISTICS TO LIFELONG LEARNING SKILLS
INTERDISCIPLINA
RY
1
2
3
4
n
Integration
COMMON
GLOBAL
SKILLS
METADISCIPLINA
RY
- Lexicon
- Grammar
- Spelling
- Phonetics
- Textual typology
- Speaking- Speaking
- Listening- Listening
- Reading- Reading
- Writing- Writing
- Interacting- Interacting
- Experiencing- Experiencing
- Reflecting- Reflecting
- Interacting- Interacting
- Processing- Processing
- Validating- Validating
Learning strategies: Transference, analogy, plurilingualism...

45. Language and communicative skills
Superficial abilities
L1
Superficial
abilities
L2Communication
evidence
Shared and
transversal
competencesPlurilingual
skills
Experience, Globalization,
Transferences, analogies,
Intercompehension,
Interdependence,
Transversal
language learning
and cultural
development
Adapted from Cummings, 1986 and Vicent Pascual 2007
Content and Language Learning
New learning consolidates previous learning
(and improves personal learning autonomy)
Superficial
abilities L3

46. Towards collaborative problem solving
Information
Gathering
Integrating
data
Building
Knowledge
Growing in
values
Identifying Analysing Synthesising Transferring Reflecting
Understanding (inter-action)
Context(intra-action)
Data
Information
Knowledge
Wisdom
Time
Commitment
Responsibility

47. Challenge: integrating digital environments
2006
2004
2001
http://www.lockergnome.com/wp-content/uploads/2011/02/augmented-reality.jpg

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

49. Escenarios de aprendizaje competencial
Escola primavera
Ref:http://ow.ly/fBsqp
INS Miquel Biada
Ref: http://biada.org/html/biadapress/?p=859

50. A quality Content oriented activity provides…
choose the 3 main benefits
• Linguistic improvement
• Content learning
• Authenticity
• Real interaction
• Developing competencies
• Building cognitive processes
• Cultural exploration
• Educational socialisation
• Collaborative techniques
• Attitudinal orientation
• … … …
• … … …
Integrating activities
provides new added value...
CLIL
Language Content

51. CLIL. for promoting mastery and
for improving lifelong learning
CLIL : Content and Language Integrated Learning
CLIL is a dual-focused educational approach in which
an additional language is used for the learning and
teaching of content and language.
…and with the aim of promoting learning strategies,
creative curiosity, cognitive growth, active participation,
social engagement, active citizenship, entrepreneurship...
Added by Neus Lorenzo, 2012
CLIL : Content and Language Integrated Learning
CLIL is a dual-focused educational approach in which
an additional language is used for the learning and
teaching of content and language with the objective of
promoting both content and language mastery to
predefined levels...
Ref: Maljers, Marsh, Wolff, Genesee, Frigols, Martín, Mehisto, (2010) http://tiny.cc/51k1dw
2004
2010
1978
2012

52. Criteria, creativity
for decision making
(judgement, evaluation and action)
(Bloom’s Pyramid)
CLIL, Integrated methodology
for developing life competencies
Complexity
(global diversity, multilingualism)
6-C CLIL-MC6-C CLIL-MC
ContentContent
(knowledge building, learning things)
CommunicationCommunication
(projecting, interacting, doing)
Community
(being with others)
Cognition
(being oneself, thinking)
4-C:4-C: Mehisto, Marsh, Frigols, 2005, 2008
5-C:5-C: Leonard Orban, Comissionat UE,2007
6-C6-C Diamant competencial de les 6-C, 2009
Neus Lorenzo & Mar Camacho, pp 269
http://ddd.uab.cat/pub/llibres/2011/106809/CON002_AICLE.pdf
Neus Lorenzo & Mar Camacho, pp 269
http://ddd.uab.cat/pub/llibres/2011/106809/CON002_AICLE.pdf

53. Europe: common language learning policies
CLIL teachers are able to promote:
[+] Learning by doing
[+] Cultural participation
[+] Meaningful language usage
[+] Content acquisition, embedded in context
[+] Effective communication, in social interaction
[+] Strategies for content and language learning
[+] Critical thinking, enquiring minds.
Framework web: http://tiny.cc/spf0dw & http://clil-cd.ecml.at/ On line Framework 2012: http://tiny.cc/4sk1dw

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

55. Plurilingualism
European School projects
Social networking
Teacher training
International Mobility
Vocational training
Managing need
eLearning
Anyone who tries to make a distinction between education
and entertainment doesn't know the first thing about either.
Marshall McLuhan

56. ICT: social learning language
Difusió i comunicacióCreació compartidaGestió d’ informació
ICT social dimension in language learning
Exploring
assumptions
1
Structuring
learnings and intakes
3
Practice and development
of competences
4Gathering input
and new
information
2

57. Why?
Where?
What? How?

58. https://fbcdn-sphotos-g-a.akamaihd.net/hphotos-ak-frc1/72163_10200294999035852_581201366_n.jpg
Co-operation
and team-building

59. Learning several languages
develops more competent citizens
Plurilingual
Knowledge
Communication
skills
Intercultural
DialogueCollaborative skills for shareing future
- team working
- networking
- bridging cultural gaps
- flexibility, plural criteria
- critical thinking
- innovation and entrepreneurship
- personal learning autonomy
- language learning ability,
- mass media competences
- creativity, artistic sensitivity
- ... … …
Knowledge
Attitudes
Procedures

60. EducationalEducational
CommunityCommunity
Teachers &
Teachers &
Agents
Agents
Fam
ilies'’
Fam
ilies'’
association
association
Students
Students
associationst
associationst
Adm
inistration
Adm
inistration
SE, Inspection
of
SE, Inspection
of
Education.
Education.
Universities
Universities
C
ultural
C
ultural
organizations
organizations
Collaboration and support: Actions to bridge school and context:
Citizenship, networking, social interaction.
Adaptat de Mallen Baker http://www.mallenbaker.net/csr/images/businsoc.gif
Multilateral Comenius
Multilateral Comenius
Local Projets
Local Projets
ONGs,
ONGs,
Trainigamong
Trainigamong
equals
equals
Aprentership
Aprentership
Volunteering
Volunteering
Practice at
Practice at
enterprises
enterprises
Education
Education
Programmes
Programmes
Municipal
Municipal
projects
projects
ReadingSchoolPlan
ReadingSchoolPlan
Teachertraining
Teachertraining
Mediation
Mediation
Negotiaton
Negotiaton
Familytraing
FamilytraingSecond
SecondOpportunity
Opportunityschools
schools
Educators
Educators
Parents
Parents
Advisers
Advisers
Researchers
Researchers
Primary/Secondary
Public/ Private-founded
Primary/Secondary
Public/ Private-founded

61. Individual commitment to a group effort
- that is what makes a team work, a society work,
a civilization work. Vince Lombardi
Pre-industrial Industrial Post-industrial Transformation
society / connectivity
Natural training &
Monastic schooling
Private information
Standard schooling
Common Syllabus
Knowledge acquisition
Inclusive school
Comprehensive learning
Wisdom achievement
eLearning
Lifelong learning
Info-transformation
Recollection/Production
Ruling classes
Work punishment
Subsistence
Slavery
Rigid social roles
Product/Services
Capital dominates
Right to work
Growing effort
Management
Standard protocols
Finances/
Innovation dominates
Career choice
Teamwork
Leadership
Creative thinking
Connectivity
Virtual work
Temporal mobility
Social network
Forman / Informal /
Non-formal strategies
Leisure:
natural resting cycles,
rural calendar
festivities
Leisure:
resting, travelling
studying, new skills
Leisure:
Changing activities,
travelling, net-surfing,
informal learning
Leisure:
Juvenile activities
Optional eLearning,
lifelong training...

62. Coordination (time) versus collaboration (work)
in education
Ref: Creating Effective Teaching and Learning Environments First results from TALIS, 2009 ODCE

63. PISA 2015: collaborative problem solving skills
PISA 2015
•We need to create tasks that require:
– Competence 1: Creating and mantaining a shared understanding
– Competencey 2: Taking Action (to advance a solution and handle
conflict or change).
– Competency 3: Team organization (leadership and team building)
http://www.agenciaeducacion.cl/wp-content/uploads/2013/04/Presentacion-Looi-Chee-Kit.pdf

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

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

66. Time and achievement: Reading, PISA 2010
Ref: Sistemas fuertes y reformadores exitosos en la educación
Orientaciones de PISA para las Islas Canarias, España
http://www.oecd.org/dataoecd/53/54/49882415.pdf
time
achivement

67. Time and achievement: Maths, PISA 2009

68. Time and achievement: Science, PISA 2009

69. transformation
sharing
learning
Individual & social improvement
Competition to Have
things, information, friends...
Competencies for Being
competent, able, useful, happy...
Neus Lorenzo, 2009: Global Consciousness in Europe
Let’s try!
Learning Lenguages for proactive citizenship:
participation, creativity, responsibility, innovation, involvement...
Learning Lenguages for proactive citizenship:
participation, creativity, responsibility, innovation, involvement...

70. 75
Building a common future in Europe:
plurilingualism is our path
Ref: http://ow.ly/fyRTu

71. We should cultivate today
the landscape of tomorrow
Doing European Projects using CLIL and ICT:
tools for attaining the future
…because only the trees
that take root
will be able to change the
environment.
Let’s start now !!!

72. Moltes gràcies!
Enjoy your visit!