Bilingual Section within global curriculum Mike Ullmann

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Bilingual Section within global curriculum Mike Ullmann Powered By Docstoc
					       HOCKERILL
ANGLO-EUROPEAN COLLEGE

   CLIL WITHIN A GLOBAL
       CURRICULUM
      Willink School – 27th February 2009
   THESE ARE THE UNDERLYING
   PRINCIPLES WHICH GUIDE OUR
    PHILOSOPHY AS A LANGUAGE
            COLLEGE:

•TEACH ENTIRELY THROUGH THE TARGET
LANGUAGE

•OUR VARIETY OF PURPOSEFUL
EXPERIENCES ABROAD

• OUR INNOVATIVE AND ENRICHING
CURRICULUM

• OUR INTERNATIONAL ETHOS AND
GLOBAL RESPONSIBILITY
   THE OBJECTIVE OF TARGET LANGUAGE TEACHING



                  Teacher




Student                              Student
   TRICKS OF THE TRADE
• USE COGNATES ( eg mémorisez,
  copiez, similaire)
• USE MIME
• USE GESTICULATIONS
• USE FLASHCARDS AND PICTURES
• MAKE A TRANSPARENCY OF THE
  ACTIVITY TO MAKE
  EXPLANATION OF ACTIVITY
  SIMPLER
  Being a Language College all
students study two or three major
 world languages in Key Stage 4
French           Mandarin


                 German
Spanish


Italian          Portuguese

Japanese
  We also have videoconferencing which
opens up all sorts of curricular opportunities
Originally introduced within our Training School
  remit:
 As a means of training of teachers – mainly through the link with
  Nottingham

 To share good practice between ourselves and other schools within the
  TLO circuit

 To enrich the curriculum through contact with other countries –
  France, Belgium, Romania

 To celebrate the cultural diversity of our partner schools

 To enable teachers to meet and plan ahead
  Hockerill has two major projects overseas

                           In Romania
• Where we have three contact schools all with videoconferencing
  facilities which we have funded.

• We raise funds throughout the year – already £30,000 has been raised
  in 6 years - through activities organised by a students’ committee
  (discos, non-uniform days, music festivals, pop idol competitions,
  quizzes)

• We then take a group of sixth formers to the Iasi Special School
  ongoing project to renovate a school where conditions are poor and
  resources virtually non-existent

• Students spend the morning painting and working on the project and in
  the afternoon they go into classes to interact with the children
HOCKERILL STUDENTS IN IASI SPECIAL SCHOOL WITH
STAFF, ROMANIAN PARTNERS AND CHILDREN FROM
  SPECIAL SCHOOL SOME WHO ARE HIV POSITIVE -
                 OCTOBER 2005
                  and in Rwanda
 THE COLLEGE DE GISENYI NEAR THE D.R.C.BORDER
• 1200 are boarders – boarding fees are £30 a term – far beyond the
  means of most families. However, one of the better schools in
  Rwanda – it has windows! Over 60 students funded through
  Hockerill sponsors.

• Students are all bilingual – native language Kinyarwanda and
  French and many are also examined in English

• School specialises in Maths, the Sciences and Accountancy

• It has 20 computers provided by British Embassynow connected to
  internet through Hockerill funding

• Very keen on sport – football, volleyball, basketball, swimming
  and is one of the best in Rwanda. Hockerill has funded
  refurbishing of all pitches
OUR LASTING MEMORIES
    RATIONALE FOR BILINGUAL
           TEACHING
•   75% OF THE WORLD IS BILINGUAL

•   ONLY 6% OF THE WORLD SPEAKS
    ENGLISH AS A NATIVE LANGUAGE

•   IT ENRICHES THE CURRICULUM

•   IT IMPROVES LINGUISTIC SKILLS
LANGUAGES NEVER WAS
  OUR STRONG POINT
BUT EVERYONE SPEAKS
      ENGLISH
    OR DO THEY?
 KEY ISSUES WHEN SETTING
  UP A BILINGUAL SECTION
• Importance of having enthusiastic, energetic and
  accomplished language teachers
• Need for Senior Management support
  (eg better allocation of language lessons)
• Need for support across the curriculum
• Need ideally to recruit teachers of key disciplines who are
  competent in foreign language
• Importance of convincing parents and students
• Resourcing issues
• Desirability to have partner school with same philosophy
   OTHER QUESTIONS WHICH
         ARE ASKED
• Does one sacrifice another subject to allow for
  bilingual teaching?
• Will students be given more work and become
  more stressed than if they were in normal classes?
• Is it elitist and exclusive?
• How do you present immersion to parents?
• At what stage do you introduce immersion?
• Are native speakers the ideal immersion teachers?
THE HISTORY OF THE HOCKERILL
      BILINGUAL SECTION
• (1) Started in September 1993
• (2) First Bilingual Exchange in June 1995
• (3) History and Geography taught in French
      for the first time from September 1995
• (4) First cohort on Work Experience in
      France in February 1997
• (5) First cohort take early GCSE – end of
      Year 10 - in June 1997
• June 1998 – First cohort sits AS
  examination
• June 1998 – School gains Language College
  status
• September 1998 – History introduced to
  second bilingual group
• April 2000 – College gains Training School
  status
• June 2000 – First cohort sits IB examination
• September 2000 – German Bilingual
  Section opens
•June 2002 – Fifth cohort sits new AS level in
Year 11
•June 2003 – Top Year 9 French Bilingual
group and German Bilingual group sit
early GCSE
•February 2004 – First German Bilingual
cohort does Work Experience in Germany
•June 2004 – Year 10 French and German
early entries sit AS two years in advance
•September 2004 – History and Geography
taught to Second Bilingual group
• June 2005 - Certain students inYear 11 French
  and German sit A2 two years in advance
• June 2007 – Second Bilingual Group sits GCSE
  two years early
 .June 2008 – Lowest groups take GCSE one year
  early. Two French and One German group sit AS
  in Year 10
 September 2008 – Spanish into Key Stage 3 and
  Mandarin and Portuguese available in Year 11
     HOW THE BILINGUAL SECTION
      FUNCTIONS AT HOCKERILL
              2008-2009
                                  Year 8
                        Some History/Geography
                           in French/German
                          Bilingual Exchanges
                               /Study Visit




                                                         Year 11
        Year 9                 Year 10           AS(F2 and certain F1/G)
History and Geography      Hist or Geog (F)       A2 (certain F1 and G)
  (FB1 & 2 and GB)         Hist&Geog (G)          Mandarin/Portuguese
   Early GCSE for       Work Experience in F/G       also introduced
    French 1 and 2       GCSE (other groups)           Years 12-13
     and German           AS(F1/2) and G)             International
                                                      Baccalaureate
THE POSITION OF GERMAN
    After much discussion with a new
 partner school in Münster it was agreed
 that a German Bilingual Section would
     be launched in September 2000.
 This group functions in an identical way
      to the top French Bilingual set.
               Trips and Exchanges
• Year 7 – 2 trips to France 1 to Germany(also Year 8)
• Year 8 – Bilingual Exchanges(France/Germany)-top sets
           Second French set – study visit to France
           Parallel Groups – optional study visit to La Coûme
• Year 9 – Exchanges to Belgium and Germany
  Year 10 –Work Experience + exchange(B/G)
            Spanish Exchange(Years 10 - 12)
            Italian Exchange (Years 10-11)
            Japanese Exchange (Years 10-13)
• Year 12 – Exchange or visit with Work Experience to France
             Visit to Gisenyi (Rwanda)
          – Exchange with Romania in its 12th Year
   The College runs on average 25 trips and
       exchanges abroad a year


                                              La Coûme


                    colegio San Jose,
                       Valladolid




                                                         Mallorca




Claviere
Features of the Bilingual Section
Undertaking to use Target Language throughout:
 teacher to student, student to teacher, student to
 student using a variety of strategies
Vocabulary may be noted in both languages
French/German ambiance created (e g exercise
 books from France/Germany)
Bilingual Library set up(papers, magazines and
 books) and drama area created, video/DVD library
   BENEFITS OF BILINGUAL
        EDUCATION
 Has a tremendous impact on standard of language
 Does not have an adverse effect on progress in
  those disciplines studied in FL
 Greatly improves powers of concentration
 Produces confident, articulate linguists
 Gives students a sense of pride and achievement
 Attracts the attention of the media and the outside
  world and helps to market the school
RECENT DEVELOPMENTS
  Bilingual Humanities in German
  Early GCSE entries in Year 9 followed by AS
   and A2 in 10 and 11
  Developments with Bilingual Section in
   Liège – exchanges and videoconferencing
  Extension of Bilingual Section to include
   modules in Science and Maths through French and
   German
  Bilingual Music in German started in 2008
  Development of French base at La Coûme
   with Years 7, 8, 10 and 13 including videoconferencing
  Development of Global link with Rwanda and India with
   visits and whole College involvement
      FUTURE OF BILINGUAL
           SECTION
 Positive impact of Language College re-
  designation with second specialism
 Extension of bilingual work into Year 8 and to
  include science modules in Year 9
 Possible creation of a Spanish Bilingual Section
 Continued staffing and resourcing issues
 Further marketing and links with other immersion
  schemes such as Liège, Rwanda and India

				
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