Language project and multilingualism
LANGUAGE PROJECT AND MULTILINGUALISM
This topic encompasses language treatment as well as approaches and strategies for language learning and teaching: the design of the School Language Project, comprehension practice, the unified treatment of languages, area and language integration, strategies for oral language practice, reading and writing processes, the reading plan, etc.
ORAL LANGUAGE DEVELOPMENT AT SCHOOL, THROUGH INTERACTION AND INTEGRATION IN THE DIFFERENT AREAS, WITHIN THE FRAMEWORK OF REFLECTIVE TRAINING
Participants: Kurtzebarri Early Childhood Education and Primary School (Haur eta Lehen Hezkuntzako Ikastetxea, HLHI) in Aretxabaleta (2006-2009), Gainzuri HLHI (2007-2010), Traña-Matiena HLHI, Koldo Mitxelena HLHI, Pio Baroja HLHI, Presentación de María, Oianguren Institute of Secondary Education (Bigarren Hezkuntzako Institutoa, BHI) (2020-2021).
Details: We begin with a reflection on, and analysis of, the teacher’s intervention in the classroom to promote the students’ oral competence, after which we construct reflective processes that include theoretical contrast, the redesign and implementation of practice, an examination of that practice, and the shared commitments taken on by teachers regarding their practices.
LANGUAGE LEARNING AND TEACHING AS PART OF THE SCHOOL LANGUAGE PROJECT, WITHIN THE FRAMEWORK OF REFLECTIVE TRAINING
Participants: Dima-Ugarana HLHI, Aitor Ikastola, Arantzazuko Ama Ikastola, Virgen Blanca HLHI.
Dates: 2014-2020.
Details: We begin with a reflection on, and analysis of, the teacher’s intervention in the classroom to promote the students’ linguistic skills, after which we construct reflective processes that include theoretical contrast, the redesign and implementation of practice, an examination of that practice, and the shared commitments taken on by teachers regarding their practices.
MOVING TOWARD PROJECT-BASED LEARNING AND TEACHING, STARTING WITH THE SCHOOL LANGUAGE PROJECT
Participants: Dima-Ugarana HLHI and San Antonio Ikastetxea (2019-2020).
Details: Teachers have been trained, at all school levels, in strategies for the development of project-based learning. Within this framework, a number of different aspects are addressed: skills in general and, more particularly, how to incorporate communication skills, how to respond to children’s areas of interest, and how to design projects, implement them in the classroom, and analyze them.
REFLECTIVE TEACHER TRAINING TO INFLUENCE STUDENT LANGUAGE USE AND QUALITY
Participants: Euskal Herriko Ikastolen Elkartea (Association of Basque Schools).
Dates: 2017-2021.
Details: This training is organized with a waterfall structure. The language technician of each school has agreed to guide the process in his or her school. The aim is to become familiar with real interactive practices and, based on that familiarity, to make proposals for improvement, implement them in the classroom, learn to analyze actions, and disseminate the practices in the school.
REFLECTIVE TEACHER TRAINING IN THE INTEGRATION OF AREAS AND LANGUAGES TO INFLUENCE STUDENTS’ DEEP LEARNING
Participants: Euskal Herriko Ikastolen Elkartea (Association of Basque Schools).
Dates: 2019-2020.
Details: This training is organized with a waterfall structure. The language technician of each school guides the process in his or her school. The aim is to carry out an in-depth study of strategies to influence the integration of areas and language and deep learning, as well as to analyze the materials that are used, develop adaptation criteria, and incorporate and analyze those criteria in practice.
UNIFIED TREATMENT OF LANGUAGES
Participants: Zeberio HLHI (2017-2018), Arrasate Institute (2018-2020), Peñaflorida BHI (2019-2020), Artegabeitia HLHI (2019-2020), Artatza-Pinueta HLHI (2019-2020), Antigua-Luberri BHI (2019-2020), Donostiako Berritzegunea (2019-2020).
Dates: 2017-2020.
Details: Together with language teachers, we seek to examine language teaching and learning strategies in detail, as well as learn about the comprehensive perspective of languages, the analysis of teaching materials, and the design and analysis of classroom practices.
LANGUAGE TEACHING AND LEARNING AS PART OF THE SCHOOL LANGUAGE PROJECT
Participants: Network of Christian Schools.
Dates: 2015-2021.
Details: This counseling is organized with a waterfall structure. The direct recipients are school language technicians, who manage their school’s project. Seminars are offered for all technicians, but there are also meetings specific to each school, according to its needs. The goal is for the schools to design and take steps toward implementing their Language Project, sharing their strategies and tools for the task.
METHODOLOGY AND STRATEGIES TO FOSTER A LOVE OF READING AND DEVELOP READING COMPREHENSION
Participants: Orereta Ikastola (2017-2018), Arrasate BHI (2018-2019), Luis Ezeiza HLHI (2018-2019), Azkoitia BHI (2019-2021), Beurko BHI, Artegabeitia HLHI (2020-2021), Network of Christian Schools (2020-2021).
Details:Our starting point is to examine what is done in the school to develop comprehension and from there, work on strategies to develop comprehension that may be used as a basis for designing activities, implementing them in the classroom and analyzing them. Some schools are especially interested in designing and studying the procedure to promote reading comprehension. This contributes to the design and implementation of the school’s reading plan.
INTRODUCTION TO READING AND WRITING IN THE TRANSITION FROM EARLY CHILDHOOD EDUCATION TO PRIMARY SCHOOL
Participants: Urkide Ikastetxea, in Vitoria-Gasteiz.
Dates: 2019-2020.
Details:Reflection and collaboration between teachers has been encouraged so that they may become familiar with the framework and challenges of reading and writing and compare them with school practices, integrate the management of reading and writing with the pedagogical perspective, learn about strategies for dealing with current dilemmas, and promote practices and decisions in schools.