Sacramento Jáimez & Isabel Pérez

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The integration of ICT in

the Plurilingualism

Promotion Plan in

Andalusia Sacramento Jáimez & Isabel Pérez

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

The Plurilingualism Promotion Plan in Andalusia

Bilingual Schools in Andalusia ICT Resources and Practices in CLIL ICT- CLIL Survey


(2005)

Pillar Goals: Improving the language skills in L1. Providing plurilingual and pluricultural

skills (L2, L3). Enabling to accept other cultures.


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.


Actions in Bilingual schools

“Bilingual education is about getting education, not about becoming

bilingual”.

Baetens-Beardsmore, H. in D. Marsh, 2002:24


Languages English FrenchFrench & English German Total

Infant & Primary 233 19 5Secondary 225 29 3 4

TOTAL 458 48 3 9 518% 88,4 % 9,2 % 0,6 % 1,7 % 100 %


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


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



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



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


Practices (examples)

Using authentic and didactic resources Example of delicious Examples of ppt for sciences Resource links

Task based activities Webtasks, Treasure Hunts:

unequal population

WebQuests & projects: planets

http://delicious.com/clil_ict/WQ_planets





http://www.worldofteaching.com/









http://www.isabelperez.com/clil/clicl_m_5.htm

http://www.isabelperez.com/clil/clicl_m_5.htm

http://www.juntadeandalucia.es/averroes/~41700117/ingles/Bilingual_teaching/wq_planet_search_llanes/Planets%20searchwebquest.htm

http://www.isabelperez.com/moodle_marbella_2_bollullos/WQ_Sevilla/wq-planet-search-llanes/wq-planet-search-llanes/Planets%20searchwebquest.htm?ID=71804


Practices (examples)

Web 2.0 & interactive in the classroom Blogs: a classroom blog Wikis: webtask about Europe

Email projects /eTwinning, Llanes school my school

Education platforms: Helvia IES Averroes

Teachers’ networks: Linguared


CLIL-ICT Survey- participants 67 participants 56 L2 teachers


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


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


CLIL-ICT Survey – in the CLIL classroom

54% use ICT more with the bilingual groups5% every day28% once a week


CLIL-ICT Survey – activities

Type of ICT activitiesOnline quizzes and web search +++Treasure hunts and WebQuests ++Exchange email projects +Others (ppt, blogs, etc.)


CLIL-ICT Survey – reasons

They use ICT because:Variety of resourcesAtractiveness


Why not using ICT more often Lack of ICT competence Technical problems Time consuming (in

preparation and implementation) Large number of

students (25-30)


What type of training is needed

71% ICT resources for CLIL 69% General ICT methodology


Teachers’ resolutions Will you use ICT resources and tools in

the bilingual classroom?95% YES 5% NO


Conclusions ICT resources and tools are useful in

CLILBUT Teachers’s lack of ICT competence Technical problems Strong need of CLIL-ICT training

Sacramento Jáimez & Isabel Pérez

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