proyecto-bilingue

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hand in hand
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The bilingual project • El proyecto bilingüe
SPRING
PRIMAVERA
2007
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CONTENTS
3
WELCOME
4
NEWS AND EVENTS
8
CREATING CONTEXTS
SUMARIO
3
BIENVENID@S
12 CREATING AN IMAGE
6
NOTICIAS Y EVENTOS
14 JOLLY PHONICS
10 CREAR CONTEXTOS
16 THE GRUFFALO
13 CREAR UNA IMAGEN
18 A VISIT FROM TONY ROSS
15 JOLLY PHONICS
20 BRING OUT THE MATHS
17 EL GRUFFALO
22 DISPLAY WINNERS
19 UNA VISITA DE TONY ROSS
2 4 A TRIP TO SCOTLAND
21 MATEMÁTICAS Y CUENTOS
2 6 LINKS
25 UN VIAJE A ESCOCIA
2 8 STEPPING STONES
30 BUILDING BRIDGES
This edition of Hand in Hand has been edited by Margaret Locke and Rosa
González, teachers and teacher trainers in the project.
María Triviño, British Council, edited the Spanish version.
3 2 CULTURAL CONTRASTS
3 4 AWAKENING CURIOSITY
Project Managers British Council: Teresa Reilly
([email protected]), Montse Watkin,
([email protected]).
36 LOOKING BACK, LOOKING FORWARD
3 8 ENERGY AND POLLUTION
Project Managers Spanish Ministry of Education:
Pilar Medrano, ([email protected]),
Mercedes Bravo ([email protected])
4 0 LAST BUT NOT LEAST
4 2 THE NEXT ISSUE
Translators: Xohana Bastida ([email protected]),
Terry Berne: (tberne @orange.es)
Magna Media S.L. Design, Layout and Production.
4 3 PARTICIPATING SCHOOLS
Tel. +34 91 563 4471 email [email protected]
Front cover: Monica, from Infants 5, José Bergamín Primary School, Boadilla del Monte, Madrid.
2
2 7 LINKS
2 9 PASOS INTERMEDIOS
31 FORTALECER LOS PUENTES
33 CONTRASTES CULTURALES
3 5 ESTIMULAMOS LA CURIOSIDAD
3 7 PASADO Y FUTURO
39 ENERGÍA Y CONTAMINACIÓN
4 2 LA PRÓXIMA EDICIÓN
4 3 COLEGIOS DEL PROYECTO
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WELCOME
t is my pleasure to welcome you to this year's edition
of Hand in Hand magazine.
The magazine is a celebration of the work that goes
into the Bilingual Project that the British Council
manages with the Spanish Ministry of Education. The
magazine reflects the richness of a bilingual education
for our primary and secondary pupils and the hard work
that goes on daily in and out of the classroom so that
children learn another language and broaden their view
of the world from other perspectives.
This edition lays special emphasis on collaborative
work, not only between departments but between
primary schools and their secondary counterparts.
Children who started in the programme eleven years ago
are now in their third year of secondary education and
the magazine reflects this with an increased number of
contributions from our secondary students.
Emphasis too is given to the increasing collaboration between the schools in Spain and their
partner schools in the UK. This academic year a further 25 primary and secondary schools have
formed new partnerships. Every year existing links grow stronger and relationships between the
schools deepen as they work together on more ambitious cross-curricular themes. One example
of this is the publication and launch in both Spain and the UK of a jointly written book of poetry,
Give Us Back Our Planet. The book demonstrates how working across borders and curriculum
provides an experience which is enriching, creating positive attitudes to both learning and
understanding different cultures. Projects such as this also fit in with the concerns of young people
about the world they live in, and show that although they come from different places they share
common concerns about the future.
Working together, hand in hand, we are helping to build the ideals of tolerance and
understanding so essential to the development of next generation Europe. In this edition, I feel that
our commitment to this vision shines through. I would therefore like to take this opportunity to
congratulate all those involved in making it a reality.
I
Chris Hickey
Director, British Council, Spain
n año más me complace dar la bienvenida a los lectores de Hand in Hand a una nueva
edición de la revista. Revista que crece, como el proyecto, en cada nuevo número.
En esta ocasión, es muy gratificante ver el excelente resultado de los hermanamientos entre
centros españoles y británicos, que el programa ha potenciado como parte de sus objetivos, y
el gran número de actividades y proyectos curriculares conjuntos que se están llevando a cabo.
Todos sabemos que no es fácil mantener este tipo de contactos, que exigen no sólo esfuerzo,
sino también un tiempo extra del que no siempre es fácil disponer. Pero la dedicación del
profesorado es, nuevamente, un motivo de satisfacción para todos los implicados,
especialmente para las administraciones y los padres, que vemos, a una cierta distancia, el
progreso de todos los alumnos y alumnas.
Entre estos proyectos queremos destacar, por su dimensión y por los temas tratados, el
proyecto de poesía Give Us Back Our Planet, que se ha materializado en un magnífico libro,
presentado por la Ministra de Educación y Ciencia, Dª Mercedes Cabrera Calvo-Sotelo, en el C.P.
Gregorio Marañón de Toledo el día 31 de enero. En este libro se recogen las ilustraciones y los
poemas realizados por alumnos y alumnas de 6º curso de
ocho colegios españoles y otros tantos colegios británicos en
los que expresan su preocupación por el cambio climático y
sus efectos.
La Ley Orgánica de Educación, en los Reales Decretos,
recientemente publicados, que establecen las enseñanzas
mínimas correspondientes a las diferentes etapas educativas,
hace hincapié en la importancia del aprendizaje de otras
lenguas como parte del desarrollo de las competencias
básicas del currículo. El programa de currículo integrado
hispano-británico es un claro ejemplo de la contribución del
aprendizaje en una segunda lengua al éxito educativo de
todos nuestros alumnos y alumnas.
U
Antonio Moreno González
Director del Instituto Superior de Formación del Profesorado,
Ministerio de Educación y Ciencia
BIENVENID@S
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NEWS AND EVENTS
“Do something right now,
we know that we can all
help make a difference”
T
hese were the last lines of a series
of Haiku that were read out by
four British and four Spanish pupils at
the primary school of Gregorio
Marañón in Toledo, during the launch
of Give Us Back Our Planet poetry
book on 31st January.
The launch was a high profile event
attended by the Minister of Education,
Mercedes Cabrera, and the Minister of
Education for the region of Castilla La
Mancha, José Valverde. Also attending
was the Director of the British Council,
Chris Hickey, and the Headmaster of St George's Primary, Worcester, Steve Mills. St
George's is Gregorio Marañón's partner school in the UK and children from both schools
were involved, along with 14 other schools in both countries, in the writing and illustrating
of the poems.
The school was inundated with journalists and TV crews as the four visiting children
joined their Spanish counterparts in the reading and presentation of the poetry book. The
beautifully written and illustrated book is so much more than a book of poetry. Behind the
poems and illustrations is the combined effort of children from two different countries
working together, sharing ideas, striving to communicate and express those ideas in
English and Spanish.
In the words of the Minister of Education: "This book is a fine example of the cultural
enrichment that can result from educational co-operation between the two countries."
Significant, too, are the concerns that are freely expressed about the planet that young
people are inheriting. The British Council is globally committed to helping raise
awareness about climate change and would like to take this opportunity to congratulate
all the schools, teachers and students involved in producing the first book of it's kind,
which serves as a great inspiration to what can be acheived when people collaborate.
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EVALUATING THE PROJECT
The philosophy and innovative approach of teaching through an integrated curriculum in
the Bilingual Project has attracted attention both at national and international levels. The
Ministry of Education, the British Council and the Regional Governments, as stakeholders
in the Bilingual Project, have embarked on a major evaluation of the primary school
stage focussing principally on achievements in English, science and geography. The
evaluation study will also be looking at the added value for young people of becoming
bilingual in areas which are more difficult to measure such as motivation, autonomy and
self-esteem. The evaluation project is directed by Professor Richard Johnstone,
University of Stirling, under the auspices of the prestigious UK organisation CILT ( Centre
of Investigation for Language Teaching). Interim results of the three year longitudinal
study are expected in early 2008 with the final results due in 2009.
PROJECT UPDATE
SEPTEMBER 2006
- 60 primary schools - 42 secondary schools -220 special Project teachers
- 900 Spanish teachers - 23,000 children in 10 CCAAs and Ceuta and Melilla
BILINGUAL SATURDAY GOES NATIONAL…
…after the success of Bilingual Saturday 2 last May, which saw over 160
teachers from Comunidad de Madrid bilingual schools attend workshops
given by teachers from the British Council School and from the MEC/British
Council Bilingual Project schools.
The event was held in El Quijote school, in Villa de Vallecas, whose welcoming
staff contributed to the smooth running of the day. The workshops focused on
the teaching of Literacy through Science, Art, Drama and Music in Early Years
and Primary. Teachers commented on how much they enjoyed the workshops
and the usefulness of ideas on methodology and exploiting resources.
This year a bigger 2-day event is planned for the 18th and 19th of May with an
expected 400 teachers from all over Spain. For more information about the
conference see the British Council web-site (www.britishcouncil.org/es/spain.htm)
COURSES AND SEMINARS MARCH 2006 TO MARCH 2007
- April 2006 - 3º ESO curriculum development starts
- May 2006 - Secondary Encounters, Peñaranda
- May 2006 - Bilingual Saturday
- July 2006 - Language and Development Course for primary and secondary teachers
with John Clegg (CALP)
- September 2006 - Induction course for new teachers
- October 2006 - Contact seminar for UK and Spanish
secondary schools
- October 2006 - Evaluation Studies, on-going
- November 2006 - English for Teachers
- November 2006 - 6th study visit to Liverpool for Primary and
Secondary teachers
- November 2006 - History course for Secondary teachers
- January 2007 - Primary Encounters for 120 teachers
- January 2007 - Launch of poetry book, Give Us Back Our Planet
- February 2007 - Contact seminar for UK and Spanish
primary schools
- February 2007 - Primary Assessment course
- March 2007 - Early Years Literacy course
- March 2007 - 4º ESO curriculum development starts
- March 2007 - Link school visits by Primary and Secondary
pupils and teachers
- March 2007 - TESOL Conference “ Content and Language
Teaching” with participating project trainers
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NOTICIAS Y EVENTOS
“Hagamos algo ahora, entre todos
podemos ayudar a cambiar las cosas”
stas fueron las últimas líneas de una serie de Haikus que leyeron 4 chavales británicos y 4 españoles en la ceremonia
de lanzamiento del libro de poesía "Give Us Back Our Planet", celebrado en el colegio Gregorio Marañón de Toledo el
pasado 31 de enero.
É
A esta importante ceremonia asistieron la ministra de educación, Mercedes Cabrera, el ministro de educación de
Castilla-La Mancha, José Valverde, así como el director del British Council, Chris Hickey y el director del Colegio St.
George's en Worcester, Steve Mills. Dicho colegio británico está hermanado con el Gregorio Marañón, y los alumnos de
ambos centros, junto con otros 14 colegios de ambos países participaron en la creación e ilustración de las poesías.
El Gregorio Marañón estaba abarrotado de periodistas y cadenas de televisión que se presentaron allí para cubrir la
noticia. Pudieron filmar cómo chicos británicos y españoles se turnaban para leer algunas de las poesías. Este libro, al que
más de cien niños han dado vida mediante la composición de bellos poemas e ilustraciones, es mucho más que un simple
libro de poesía. Tras esos poemas e ilustraciones se esconde un esfuerzo compartido entre alumnos españoles y sus
hermanos británicos. Estos chavales se han esforzado por comunicarse entre
ellos, han intercambiado ideas y preocupaciones sobre el cambio climático, y a
través de este libro han conseguido comunicarlas a un público más amplio,
tanto en español como en inglés. En palabras de la ministra de educación:
"Este libro es un buen ejemplo del enriquecimiento cultural que puede surgir a
partir de la cooperación educativa entre nuestros dos países".
De gran importancia también es el hecho de que estos jóvenes han podido
así expresar libremente sus preocupaciones sobre el planeta que van a
heredar. Un compromiso que el British Council tiene a nivel mundial es
precisamente hacer que cada vez haya más gente consciente de la
importancia del cambio climático, y es por ello que nos gustaría aprovechar
esta oportunidad para felicitar a todos los centros, a los profesores y alumnos
que han participado en la elaboración del primer libro destinado a este
objetivo, el cual servirá de gran inspiración para que nos demos cuenta de lo
que se puede conseguir cuando la gente colabora y aúna sus esfuerzos.
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ACERCA DEL PROYECTO
SEPTIEMBRE 2006
- 60 colegios de Primaria - 42 colegios de Secundaria
- 220 profesores especialistas del proyecto
- 900 profesores españoles
- 23,000 alumnos entre los 3 y los 14 años en 10
LA EVALUACIÓN DEL PROYECTO
a filosofía del Proyecto Bilingüe y el enfoque
innovador que supone el uso de un currículo
integrado han atraído la atención de muchos
estudiosos nacionales e internacionales. Ahora, el
Ministerio de Educación, el British Council y los
gobiernos de las Comunidades Autónomas, como
L
partes implicadas en el proyecto Bilingüe, han
decidido llevar a cabo una evaluación general del
proyecto en Primaria, que se centrará
especialmente en las áreas de Inglés, Ciencias y
Geografía. Este estudio también evaluará otros
temas tales como el valor añadido que tiene para
comunidades autónomas, Ceuta y Melilla
los niños el hecho de ser bilingües, examinando
áreas tan difíciles de medir como la motivación, la
autonomía y la autoestima. El proyecto de
evaluación será coordinado por el profesor
Richard Johnstone, de la Universidad de Stirling, y
estará avalado por el CILT (Centre of Investigation
for Language Teaching), una prestigiosa entidad
británica. El proyecto se desarrollará a lo largo de
tres años, y presentará un primer informe
intermedio en 2008 y un informe final en los
últimos meses de 2009.
LOS SÁBADOS BILINGÜES SE VUELVEN NACIONALES…
… tras el éxito del segundo Sábado Bilingüe celebrado el pasado mes de mayo, en el que
ciento sesenta profesores de centros bilingües de la Comunidad de Madrid asistieron a
talleres impartidos por personal del British Council School y de los centros participantes en
el Proyecto Bilingüe.
Esta actividad se realizó en el CEIP El Quijote de Villa de Vallecas, y su éxito se debió en
gran parte a la gran acogida que nos dispensó el personal del centro. En cuanto a los
talleres celebrados, se centraron en la enseñanza de la
lectoescritura a través de las ciencias, las artes, el teatro y la
música en Educación Infantil y los cursos iniciales de Primaria.
Al acabar, los profesores participantes comentaron que habían
disfrutado
mucho
de
los
talleres,
y
que
les
habían
proporcionado muchas ideas útiles sobre nuevas metodologías
y recursos.
Para este año está previsto celebrar unas jornadas de más
alcance durante los días 18 y 19 de mayo, a las que acudirán
cuatrocientos profesores de toda España. En la página web del
British Council se irá ofreciendo información más detallada
sobre esta actividad. (www.britishcouncil.org/es/spain.htm)
CURSOS Y SEMINARIOS - MARZO 2006 A MARZO 2007
- Abril 2006 -Comienzo del desarrollo del currículo 3º ESO
- Mayo 2006 - Encuentro para profesores de Secundaria,
Peñaranda
- Mayo 2006 - Sábado Bilingüe
- Julio 2006 - Curso de lengua y metodología para
profesores de Primaria y Secundaria con John Clegg
(CALP), Alcalá
- Septiembre 2006 - Curso de introducción para
profesores nuevos
- Octubre 2006 - Seminario de Contacto para colegios de
Secundaria españoles y británicos
- Octubre 2006 - Estudio de Evaluación, en curso
- Noviembre 2006 - Inglés para profesores
- Noviembre 2006 - Sexta visita de estudio a colegios de
Liverpool para profesores de Primaria y Secundaria
- Noviembre 2006 - Curso de Historia para profesores
de Secundaria
- Enero 2007 - Encuentro para 120 profesores de Primaria
- Enero 2007 - Lanzamiento del libro de poesía:
Devuélvenos Nuestro Planeta
- Febrero 2007 - Seminario de Contacto para colegios
de Primaria españoles y británicos
- Febrero 2007 - Curso de evaluación para profesores
de Primaria
- Marzo 2007 - Curso de lecto-escritura para profesores
de Infantil
- Marzo 2007 - Comienzo del desarrollo del currículo
4º ESO
- Marzo 2007 - Visita de profesores y alumnos
de Primaria y Secundaria a sus colegios hermanados
en el Reino Unido
- Marzo 2007 - Participación en la conferencia TESOL,
San Sebastián, enfocado en la enseñanza de Lengua
y Contenido
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CREATING CONTEXTS FOR ENGLISH
ne of the most obvious changes we are trying to
make is to utilise all areas of the school to their
utmost and to foment a policy of child-instigated English
usage. One way we have gone about this has been to paint
games on the pavement in the playground. We use these
as part of a regular programmed movement activity
during class time and the children can, and do, use them
independently during break.
O
Joyce Rowan from José
Bergamín Primary
School, Madrid, reports
on how her school
makes the most of its
spaces and resources
to create a whole
school feel about
learning English
Outdoor games and activities
For one of the games we have painted each of 7 steps a
different colour and then orally assigned each step a day
of the week, the objective being to help the younger
children to assimilate the chronology of the weekdays.
Children move up or down the steps, that is, forward or back, to the day shouted out by the teacher, who of
course targets the sequencing of the days.
The second game we have put into practice is similar in format, but its objective is to reinforce colour
recognition. There are 12 series of coloured boxes painted on the playground floor. Each series has the same
colours as the others, though the order of the colours varies. Pairs of children are assigned a series of
colours and understand that they have to find the colours shouted out by the teacher within their series
alone. This avoids haphazard running and risks, as well as any competitiveness.
Using the playground to teach “Mother can I?” in small groups is another context within which children can
then independently proceed to use English as a play vehicle. One child is the Mother/Father and stands at
the far end of the playing area. The other 3 pupils in that player’s group stand at the opposite end and ask
permission to approach her/him by saying “Mother/Father, can I walk/run/jump/hop?” and the number of
steps they hope to take. The parent responds by giving or denying permission-at first with a simple yes/no
and later with “Yes, you can” or “No, you can’t.” Another freestanding game is “I spy” using colours.
We hope to continue adding games to help learn the names of the months of the year, the alphabet, and
other areas as the playground project has been a big success. The downside is that we'll have to keep
repainting the playground as the games are in such constant use! The language assimilated in playing these
games has already begun to appear “spontaneously” in the traditional language environment of the
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classroom where children ask for permission
to go to the toilet, to use articles, and point
out objects with much greater confidence
and without obviously searching for the
“correct” terminology.
“The more different the
types of activities we carry
out, the broader the
spectrum of language
involved. Children need
routines and repetition, but
varying the context of the
routine and repetition
makes communication
within their limited
language skills not only
possible, but also much
more meaningful and
infinitely more motivating.”
Indoor games and activities
Language-motivating activities in classroom
practice is another means of broadening the
contexts for using English. The greater the
child’s involvement in everyday activities the
more authentic the use of English will be.
l One good way to make maths in English part
of the Infants' daily routine is to let one student
be the leader each day and allow her/him the
privilege of directing one of the warm-up
activities. For example, when we roll our
shoulders at the end of the days of the week
song, s/he decides how many times we are
going to roll our shoulders, whether we are
going to roll both shoulders or only one, the
right or the left shoulder, whether the roll is
going to be in big or small circles and whether
we are going to roll them towards the front or
towards the back.
l Individual whiteboards are useful for
drawing dictations which are focused on
developing familiarity with shapes, quantities,
size and spatial concepts.
l We practise categorizing by putting magnetic figures of shapes, animals or letters in order
according to size or colours and we do series work in the same way.
l We are planning to serve drinks of water, asking before we pour “How much water do you
want?”, eliciting the reply “A little/a lot” as a counterpoint to the “How many? ” in the outdoor
games.
l To develop literacy skills we use those same magnetic figures to notice word length and
number of letters. We work at recognizing words within a context by using the initial sound to sort
animal names/figures, to find the tag for the day of the week and the weather, and to find the
colour to use for a drawing.
l We carry out a class routine in which the leader of the day records the day of the
w e e k , t h e weather, the number of students present, and any class news.
l We regularly do drama activities using puppets, fingers as puppets and magnet figures. We
then perform for our own class or for others. Last year, the 5-year-olds also participated in the
local town hall show.
l Infants participate in our whole school reading activity. The Year 4 children read to the 5-yearolds periodically and as follow up, each 5-year-old writes a thank you card in reply, with a drawing
related to the story they have been read.
l We have developed classroom libraries in the Infants' classroom so that children can borrow
the books to take home.
l We also use the Internet resources regularly and watch snippets of video or DVD. This adds
authentic listening practice and enriches our language learning context. During our last viewing
of a section of a Maisy video we stopped to listen to each other’s hearts, to predict outcome, to
imitate the protagonists by marching around the classroom. The video thus became a context for
our class activities, and not an objective in itself.
l Finally, we enjoy cooking activities as a means of broadening our language spectrum too. We
made lemonade a couple weeks ago as part of our exploration of the body and senses, and for
Halloween we made autumn fruit cat faces!
So….are you making the most of your spaces and resources to maximise language use?
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