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Jimena Taboada St Brendan´s School Uruguay

Jimena Taboada St Brendan´s School Uruguay. Successful Bilingual Models PYP- Latin America. IBO Latin America. PYP Schools IBLA. Criterion: Language of instruction as per school informed to IBO. PYP schools by country. Bilingual Diplomas- All Regions.

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Jimena Taboada St Brendan´s School Uruguay

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  1. Jimena TaboadaSt Brendan´s SchoolUruguay Successful Bilingual Models PYP- Latin America

  2. IBO Latin America

  3. PYP Schools IBLA Criterion: Language of instruction as per school informed to IBO

  4. PYP schools by country

  5. Bilingual Diplomas- All Regions

  6. How would you define a ¨successful¨ bilingual model?

  7. Successful… • Enables the majority of the students to continue their education in the second /foreign language. • Exams: IGCSE- IB Diploma -others

  8. Successful- PYP perspective • BOTH LANGUAGES- tools to • Promote, think, reflect on attributes & attitudes. • Develop transdisciplinary skills • Explore Central Ideas through lines of inquiry • Understand the essence of HBs

  9. Time • Same mother tongue & second language • More time for second language; yet honour mother tongue • Specialist teachers- bilingual • English teachers-bilingual

  10. Issues related to Language • Second language of instruction • Learn the language • Learn through the language • Learn about the language

  11. Bilingualism & PYP • Integration of language learning and subject matter • Content provides motivation • Development of skills • Development of attitudes

  12. Transdisciplinary Skills

  13. Role of mother tongue • Empowering • Krashen- L1 helps to lower the affective filter -makes learning easier • No understanding- no engagement-no learning. • L1 can help to make input comprehensible. • L1 can help sts to make successful predictions about the target language. • Allows transfer (knowledge of literacy) • Fosters authentic inquiry

  14. ¨Learning is obviously not synonymous with schooling¨(Wood 1998:15) ¨Useful learning doesn’t occur when we take time out of our normal lives and knuckle down to serious study….The main thing we learn when we struggle to learn is that learning is a struggle¨ (Smith 1998:13)

  15. ….teaching about what you are …teaching language

  16. Continual Effortless Boundless Unpremeditated Independent R&P Based on self-image Never forgotten Social activity Growth Occasional Hard work Limited Intentional Dependent R&P Based on effort Easily forgotten Intellectual activity Memorization Classic viewvs Official View(Smith 1998)

  17. Marzano´s

  18. Institutional Issues • Philosophy • Coherence of practice • Clear & shared policies-collaborative design • Consistent model • Staff professional development

  19. Other considerations • Commitment to differentiated instruction & support ppd • Parent involvement/support • The role of the library and resource centre.

  20. Success depends on… • Language • Philosophy • Pedagogy • Implementation • Learners voices

  21. The limits of my language stand for the limits of my world. Ludwig Wittgenstein

  22. Aoccdrnig to rscheearch at Cambridge Uinervtisy, it deosn't mttaer in what oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae.The rset can be a total mses and you can sitll raed it wouthit a porbelm.Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, butthe wrod as a wlohe. Amzanig, huh?

  23. Sugnen una ivnestsigciaon en una uvinerdisdad iglnse na ipmotra el odren de las lertas, lo ucnio que ipmotraes que la pmirera y la utilma lerta etsen en el largur cocrreto.El retso pedue etrasr etrnevreado e ilgaul se peude leer el tetxosin plorbeams.Estso se debe a que no leeoms lerta por lerta snio las plaarbascmoo una udinad.

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