Knock, knock, knocking on

School Linguistic Projects doors

Alberto Lanzat Garca

lanzat@hotmail.com

What would be our starting point?

Cul sera nuestro punto de partida?
Quel serait notre point de dpart?
Was wre unser Ausgangspunkt?

Key competences
Plurilingual
programs
New students
proles
Diagnos-c tests

School Linguis-c
projects
ICT
New legisla-on

Over the last ten years, our educational systems

backbone has undergone a series of important changes.

Well, what do we already know

about School Linguistic Projects?

For this, Im going to need your help

What subjects do you think should be integrated in a SLP?

What basic language skills have usually
been priori-sed in Spanish Language and
Literature?

And in non-linguistic subjects:

reading
listening
wri@ng
speaking
And in foreign languages?
What text types usually appear in
language subjects?
narra-ve
dialogic
argumenta-ve
exposi-ve
instruc-onal
Descrip-ve?
And in NLS?

And what text genres?

e.g. News items
Adver-sements
Short stories
Debates
News ar-cles
Manuals and tutorials
And in NLS?

Lets have a look at a more accurate definition

A school linguistic project is a systematic attempt to
put all the human and material resources of a school
at the service of the development of the students

Competence in linguistic communication.

F. Trujillo

of all educa-ve agents

Likewise, it is necessary to respond
of all available
with a coordinated performance:
resources

Family

Competence in
linguis-c
communica-on
Community

School

The problem is that since the beginning of time

L2

L1

NLS

French

History

Technology

Reading,
wri-ng and
research plan

L1

Text genre
map

Integrated
Language
Curriculum

CLIL and
European
Programs

L1- L2- L3 <>

other
subjects

Inclusive
and
globalizing
approach

AVen-on to
diversity and
use of ICT

What are the basic lines of ac-on in a SLP?

Concre-on

Commitment

And it must
comply with
the CCCO
criterion.

Observa-on

Con-nuity

Knowledge
Comprehension
Applica-on

Analysis
Synthesis
Evalua-on

Cogni-on

L1
L1 Culture
Community

Culture

L2
L3

CLIL

Communica-on

Science
Geography
Music
Art
P.E.
Maths

Content

Wri-ng

Read
in

ning
Liste

History

L2- L3 Culture

Coyle (2002)

Ethnic

Linguistic
Learning styles
and multiple
intelligences

Cultural

Students
diversity
typology

Highly gifted

SS enrolled
during the
school year and
foreign students

Socially and
economically
deprived

Special educational
needs

Serious
behavioral
disorders

Cognitively
handicapped

Linguistic and cultural diversity:

q Students with Spanish as their MT:
Spanish, South-Americans & Central Americans.
q Students con English French German as their MT:
British- Irish- French- German
q Students con English French German as L2-L3:
Scandinavians- Dutch- Moroccan- Subsaharan
q Students with other languages as L1 and low competence in the school L2 / L3 :

Chinese- Russian
Special cases:
Romanian students
Moroccan students born near Ceuta and Melilla
British students brought up in Spain.

Integrated language curriculum

qSpanish language
qSpanish language for foreigners
qEnglish/ French/ German--- Portuguese- Italian-Chinese
qEnvironmental languages
Learning outcomes/ Aims/ Contents/ Evaluation criteria/Methodology:
qSelection of a common set for all languages.
qSelection of specific ones for each language
qSelection of specific linguistic aims for NLS.

Linguis-c aims common to all NLS

Acquire both wriVen and oral, recep-ve and produc-ve skills,.
Develop communica-on strategies in dierent skills (speaking and talking,
listening, reading and wri-ng).
Use dierent sociolinguis-c registers properly.
Apply the grammar, vocabulary and spelling adequately to the linguis-c uses
and the rules that govern them.
Produce oral and wriVen messages accurately, coherently, and cohesively.
Enable students to assess their own learning process and guide it with the
greatest possible autonomy.
Use the language as a tool for learning and access to the knowledge of the
dierent curricular areas.
Dis-nguish formal uses of language in academic situa-ons.
Value the cultural and linguis-c diversity of today's society and develop
favourable actudes toward the knowledge of other cultures.

Listening
comp.
Linguis-cally
scaolded texts

SLP input

Pertaining to the area of

knowledge

SLP output
WriVen
produc-on
Basic language skills

Reading
comp.
Adapted to the
students needs, the
school and the loca-on

Linguistic
simplification by
means of

substitution
periphrasis
ellipsis
comments

Text scaffolding
through

short parallel texts

synonyms
images

Visual
scaffolding
through

animations
videos
graphics

TOPIC

WEATHER & CLIMATE

Sessions

Art: 2- L2: 4 Maths 2

Geography/Science: 4

Course

Timing

4th

2 weeks

Learning outcome / The students will make weather symbols and use them to
present a TV channel- style weather forecast
Final task
Content
subject
aims

Subject contents
Weather- Climate- Weather symbolsSeasons- Geographical features
Celsius and Farenheit systems

Language contents

Structures

Listening to a weather forecast and numbering

pictures
Listening to a song about the weather and comple-ng
gaps

Singing a song about

the weather
Describing the weather
from a chart

Reading the weather terms and match

Reading a weather forecast & number the pictures
Reading a short text about the life of a girl in Finland

Write sentences about the weather

Write a short text about the climate in your area

Asking & answering

quest. about climates.
Performing a weather
forecast

Weather and climate: cold, snowing, cloudy, sunny,

raining, - Mediterranean- oceanic- polar
Geographical features: Mountain, jungle, desert, forest,
Brazil, Spain, Africa, England, Antarctica.
Seasons: Summer, autumn, winter, spring.

Vocabulary

Cogni@ve skills

Identification, analysis, description, comparison

Evalua@on criteria
Subject to the level of achievement of the aims
detailed above and the completion of the final task.

Content subjects

Science- Geography- Art- Maths

To identify vocabulary related to the weather and climate

To describe the weather from a chart- To recognise and compare
different types of climate- To describe different natural locations

Language skills

Key competences: 8

Texts
Descrip-ve-
Expository

Whats the weather like

in...? Its ____ Is it raining?
Hows the weather today?
Its cold, Its raining.
Its colder in _____ - Its
warmer in ____
I like summer- I prefer
spring- I dont like winter

Pronuncia@on
Units vocabulary- Words
containing the sound /i/: raining,
snowing.
Finding out about the influence of

Cultural aspects the climate on our lives and those

Evalua@on tools

of people around the world

Different systems of measures

Notebooks, activities, personal portfolio, final task, participation in class,

spontaneous and planned oral production and interaction

Tema

Tiempo y clima

Objetivo de aprendizaje/
Tarea final

Objetivos
de ANL

Sesiones

Plstica: 2- L1: 4 Mate:

2- Conoc. Med: 4

Temp.

2 semanas

Disear smbolos meteorolgicos y usarlos para presentar

un pronstico del tiempo al estilo de TV

Contenidos de ANL
El tiempo- El clima- Smbolos meteorolg.Las estaciones- Accidentes geogrficosEscalas Celsius y Farenheit

Contenidos lingsticos

Estructuras

Audicin de un prons-co del -empo para numerar

imgenes.
Audicin de una cancin sobre el -empo para rellenar
huecos.

Cantar una cancin

sobre el -empo.
Describir el -empo a
par-r de un grco.

Hacer y responder
preguntas acerca de
diferentes climas.
Presentar un
prons-co del -empo.

Cmo est el tiempo en .?

Hace sol- Hace viento- Est
lloviendo / nevando Est
nublado.
Hace mr fro en ___- Hace
ms calor en ___ - Me gusta el
verano- prefiero la primaveraNo me gusta el invierno

Lecrura y emparejamiento de trminos meteorolgicos Redaccin de oraciones sobre el -empo.

Lectura de un prons-co meteo. para numerar huecos Redaccin de un texto breve sobre el clima en tu
Lectura de un texto breve sobre una nia nlandesa.
zona- pas.
Tiempo y clima: fro, sol, lloviendo, nevando, nublado,,, mediterrneo- ocenico- atlntico
Accidentes geogrficos: montaa, desierto, bosque, Brasil,
Espaa, frica, Reino Unido, Antrtica.
Estaciones: Verano, otoo, invierno, primavera.

Vocabulario

Destrezas cognitivas

ANL

Conoc. Med.-Plstica- Matemticas

Identificar vocabulario relacionado con el tiempo y el clima

Describir el tiempo a partir de un grfico-Reconocer y comparar diferentes
tipos de clima- Describir diferentes accidentes geogrficos

Destrezas lingsticas

CCBB: 8

Curso

Identificacin, anlisis, descripcin, comparacin

Criterios de evaluacin
Nivel de consecucin de los objetivos marcados para la
unidad y realizacin de la tarea final

Textos
DescriptivoExpositivo

Pronunciacin
Diferencia entre ll- y/ ga-gue-guigo-gu- ja-je- ji- jo- ju

Aspectos culturales

Influencia del clima en nuestra vida

y en la de otros pueblos
Sistemas de medidas de temper.

Instrumentos de evaluacin
Cuadernos, actividades, portfolio personal , tarea final, participacin in clase,
produccin e interaccin oral espontneos y planificados

What do we need to start implementing a SLP?

Preliminary data in relation to our students CLC

Whats their current level?

Aims

In what languages and ling. acts?

Learning outcomes

In what contexts and seXngs?

Key competences

In what subjects?

Contents

How do they learn languages?

Methodology

How do they use them?

Evalua-on

What are their main problems?

Evidence

Resources

Unidad integrada 3
L1-L2-L3- ATAL- Mates- Sociales
IES Los Manantiales
Curso 2010-2011

http://www.ln.edu.hk/eng/genres/

Adapted from
Consejera Ed.
Navarra

RWR sample ac-on

In-class

L1- L2- L3

reading/
listening

Robinson Crusoe

NLS texts

Home
reading

Library

WriVen
produc-on

Wri-ng a news
item

Research
strategies

When was the

novel wriVen,
author, similar
Spanish trends

WriVen
produc-on

Slideshow based
on the previous
research

Wildlife and plants in

Robinson Crusoes
island- Geographical
loca-on- Mathema-cal
calcula-ons for
distances
Viewing of the lm
Castaway, starring Tom
Hanks

Design of a news report

on the Malaysian
missing aircrao

WriVen
comprehension
and produc-on

Pos-ng a blog
entry as a
review to the
novel

Facilita-ng tasks

Recognition of active vocabulary

Completing tables and diagrams

Following instructions

Matching elements

Reordering - Sequencing

Open-ended questions

Games: bingo, dominoes,,

Designing a mind-map

True-false questions

Rearranging sentences to create a

Jeopardy

Role-plays

Rearranging paragraphs to create a text

Photo-based descriptions

Inserting information in a text.

Summarize a text orally

Dividing a text into paragraphs.

Narrating personal experiences

Slideshow- based oral presentation

Listening and completing

Distinguishing

Drawing

Guessing

Labelling-matching- sequencing

paragraph

CEIP Ayalde,
Navarra

SLP samples of integrated mul--skill tasks

TV series summaries
Oral presentations on NLS topics
Narrations based on storyboards

Surveys and statistics design

Mistake-meter:
Writing sentences with
most common mistakes

T-shirt slogans design

Analysis of commercials, TV shows, art
works for gender equality messages

Integrated mul--skill tasks

Dictations from sports figures, artists, etc
Book, film and music reviews

Printed and online

dictionaries treasure hunts
Webtasks
Real everyday situations roleplays

Information transfer
Reporting news

Lip dubs

Shall we put some of this into practice?

For this, again Im going to need your help

New romance
in sight?

Elderly women
involved in latest scam

Lets check your memory

Where does the story take place?

Whats the elevators make?

How old is the lady?

Why does the lady start getting worried?

Who does the little girl look like?

What is the little girl carrying?

What does the lady do first when she sees
the girl?

And hows your

blended learning?

lanzat@hotmail.com