The integration of ICT in the Plurilingualism Promotion Plan in Andalusia 1 Sacramento Jáimez & Isabel Pérez

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009 The Plurilingualism Promotion Plan in Andalusia Bilingual Schools in Andalusia ICT Resources and Practices in CLIL ICT- CLIL Survey

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009 (2005) Pillar Goals: Improving the language skills in L1. Providing plurilingual and pluricultural skills (L2, L3). Enabling to accept other cultures.

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009 Scheme of the Plan 5 major programmes  Bilingual schools,  Official Schools of Languages,  Teachers (training and visit programmes)  Plurilingualism and society,  Plurilingualism and interculturality; + and an organisation and assessment plan.

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009 Actions in Bilingual schools “Bilingual education is about getting education, not about becoming bilingual”. Baetens-Beardsmore, H. in D. Marsh, 2002:24

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009 LanguagesEnglishFrench French & EnglishGermanTotal Infant & Primary Secondary TOTAL %88,4 %9,2 %0,6 %1,7 %100 %

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009 Actions in Bilingual schools L2 used to teach areas of the curriculum (min. 2) Elaboration of an integrated curriculum (CLIL) Language integrated curricula based on the principle of plurilingual competence

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009 Sequencing the contents of each stage Assessment criteria adapted to the CEFR Design, experimentation, validation, and dissemination of innovative teaching materials  Training programmes  Materials developed by teachers Innovation in methodology Actions in Bilingual schools

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009 Increase in the number of hours of language in the curriculum Language assistants (conversation, curricula design) Promotion of exchange visits (pupils and teachers) Provision of technological equipment to digitalise Bilingual Schools (specialised language classrooms, computers, wiring of the school, etc.). Support to teachers in the use of ICT Actions in Bilingual schools

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009 Similarities CLIL & ICT methodology  Enables Interaction & participation (roles)  Promotes learners’ autonomy  Promotes student centred learning approach  Enables attention to diversity  Use of #materials and # media  Constructivist and collaborative environment  Task and Process oriented activities ICT in Bilingual schools

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009 Practices (examples) Using authentic and didactic resources  Example of delicious Example of delicious  Examples of ppt for sciences Examples of ppt for sciences  Resource links Resource links Task based activities  Webtasks, Treasure Hunts: unequal population unequal population  WebQuests & projects: planets planets

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009 Practices (examples) Web 2.0 & interactive in the classroom  Blogs: a classroom blog a classroom blog  Wikis: webtask about Europe webtask about Europe  projects /eTwinning, Llanes school my school Llanes school my school  Education platforms: Helvia IES Averroes IES Averroes  Teachers’ networks : Linguared Linguared

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009 CLIL-ICT Survey- participants 67 participants 56 L2 teachers

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009 CLIL-ICT Survey- participants 42% in ICT schools 42% basic / 48% intermediate / 7% expert users  23% blogs, bookmarks, etc. / 38% none  37% Resources & materials & 28% information

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009 CLIL-ICT Survey – in the CLIL classroom 70% more than 3 ICT rooms Is ICT more useful in the bilingual classroom?  58% Yes, 10% it depends (students, computers, etc), 27% No

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009 CLIL-ICT Survey – in the CLIL classroom 54% use ICT more with the bilingual groups  5% every day  28% once a week

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009 CLIL-ICT Survey – activities Type of ICT activities  Online quizzes and web search +++  Treasure hunts and WebQuests ++  Exchange projects +  Others (ppt, blogs, etc.)

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009 CLIL-ICT Survey – reasons They use ICT because:  Variety of resources  Atractiveness

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009 Why not using ICT more often Lack of ICT competence Technical problems Time consuming (in preparation and implementation) Large number of students (25-30)

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009 What type of training is needed 71% ICT resources for CLIL 69% General ICT methodology

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009 Teachers’ resolutions Will you use ICT resources and tools in the bilingual classroom?  95% YES  5% NO

© Sacramento Jáimez & Isabel Pérez The integration of ICT in the Plurilingualism Promotion Plan in Andalusia – Vitoria 2009 Conclusions ICT resources and tools are useful in CLIL BUT Teachers’s lack of ICT competence Technical problems Strong need of CLIL-ICT training