Spanish lesson 1

¡Buenos días amigos y amigas!

Vamos a comenzar las clases de español con canciones.
Las canciones a continuación están indicadas para estudiantes principiantes o con nivel A1, ya que la pronunciación es muy marcada y se pueden entender las palabras claramente.

Recomendaciones:
1 - Escuchar la canción relajadamente, disfrutando de la melodía y de la música.
Don´t be stressed! Enjoy the music!.
2 - Cuando la hayas escuchado una vez, vuelve a escucharla y presta atención a las palabras que puedes reconocer. Anótalas en un papel.
Replay the song and try to pick up some words.
3 - Comprueba las palabras anotadas. ¿Cuántas tienes?
Check your words. How many of them are written right?

Si no pudiste escribir ninguna, no te frustres. Es normal. Las destrezas de escucha necesitan práctica y tiempo para perfeccionarlas. No te estreses y practica, disfruta de la música y de su letra. Si las escuchas a diario, en una semana (o menos) podrás cantarlas -incluso la podrás cantar en tus karaokes favoritos ;) -

Lista de canciones:

Rosana - El Talismán





Marc Anthony - Vivir Mi Vida:




Manu Chao - Me Gustas Tú:




Y para seguir con la parte de la escucha hay un gran programa llamado "Destinos". Vamos a ver el primer capítulo:

Capitulo 1: https://learner.org/series/destinos/watch/ 

Si quieren practicar los pronombres y verbo "SER" pueden encontrar mas actividades con sus respuestas en esta entrada de mi blog:

https://maestrousero.blogspot.com/2019/01/spanish-personal-pronouns-subject.html

Hasta la proxima!!!! ;)

Martin Luther King Jr with Prek students

What would happen if we ask about segregation in a Prek classroom?

Social experiment in our PreK classroom: How to learn about MLK and segregation. 

Experimento social en la clase de Infantil Prek: Como aprendemos sobre Martin Luther King y la segregación social.

En este video podrás encontrar sus respuestas y otras actividades.

Please, try to see the world through the eyes of a child!

¡Por favor, intenta ver el mundo a través de la mirada de un niño!

Nuevo proyecto: HI AMIGOS CLUB! (con Ms Kaplan)

Welcome! ¡Bienvenidos a Hi Amigos Club!

Welcome to this online part of the community of this amazing club!

We, Ms Kaplan and Mr Usero, are going to share with you many materials, resources, videos,... that will help you learn the language you want: English or Spanish. During our face-to-face sessions we will be focused on the oral skills with the help of our awesome students.

Ms Kaplan y Mr Usero compartiremos con ustedes una gran cantidad de materiales, recursos, videos,... que le ayudarán en el aprendizaje de la lengua que usted quiera: inglés o español. En las clases presenciales nos centraremos más en las destrezas orales, con la ayuda de nuestros magníficos estudiantes.

It´s going to be a good opportunity to the school community to build something important together, where everyone can add something from their experience to others with a same goal: be multilingual, be multicultural.

Esta va a ser una buena oportunidad para la comunidad escolar para construir algo importante juntos, donde cada uno puede aportar algo de su propia experiencia a otros con un mismo objetivo: ser multilingüe, ser multicultural.

Why multicultural? As an expert in bilingual education we can confirm that learn a language cannot be possible without the cultural components, that´s why we add cultural topics to our lessons too.

¿Por qué multicultural? Como experto en educación bilingue podemos decir que para aprender una lengua necesitamos de sus componentes culturales, es la razón por la que trataremos, también, temas de la cultura en nuestras clases.

I´d like to share with you all my blog maestrousero.blogspot.com where you will find lots of posts about bilingualism and other articles and researches that may be interesting for you.

Me gustaría compartir con usted mi blog maestrousero.blogspot.com donde encontrará una gran cantidad de publicaciones sobre bilingüismo y otros articulos e investigaciones que podrán ser de su interés.

We appreciate your participation and collaboration in this innovative and enriching project.

Agradecemos su participación y colaboración en este proyecto innovador y enriquecedor.

Gracias very much! ;)

Ms Kaplan and Mr Usero

Dual-Language Instruction (1)

Este es mi video resumen sobre la instruccion del modelo dual en Houston ISD.

En futuros posts hablare sobre otros puntos sobre "dual language instruction"

Si tienen preguntas, por favor me pueden dejar comentarios.

Bilingualism, Dual language Instruction... y por que?

Muchos estudios hablan sobre la importancia de aprender varios idiomas y en un mundo cada vez mas globalizado y conectado saber otros idiomas nos abren puertas y ventanas.

Como docente he podido ver la incertidumbre de los padres y madres por proteger a sus hijos. Esta proteccion, en ocasiones, afecta en su educacion ya que por temor, miedo o desconocimiento a lo "nuevo" intentan frenar el avance y la mejora de sus propios hijos. Por este motivo quiero ofrecerles este interesante interesante articulo que habla sobre este tema:

http://www.abcdelbebe.com/etapa/nino/24-a-48-meses/desarrollo/buen-lenguaje-vital-para-el-cerebro-de-los-bebes

Destacamos los siguientes párrafos de esta interesante publicación:

El cerebro tiene gran plasticidad y maleabilidad en los primeros años de vida, de ahí que para los niños sea fácil aprender un segundo idioma en edad temprana. Exponga a su hijo a otro idioma cuando sea pequeño y verá como lo adquiere con facilidad. Además, está comprobado que el saber dos o más idiomas desarrolla una mejor habilidad de pensamiento verbal.

También los estudios científicos concluyen una vez más que el cerebro aprende de manera óptima solo cuando el niño se siente seguro y feliz. Por eso es esencial brindarles tranquilidad para aprender. Al ser el cerebro más emocional que racional, cuando el niño se conecta emocionalmente con su profesor(a) y el material didáctico, le va a ir muchísimo mejor que cuando no lo hace.

Y lo que es muy importante: respetar el desarrollo individual y no forzar el proceso de enseñanza-aprendizaje de cada niño/a. Añadimos a esta idea una recomendación fundamental para un desarrollo óptimo y positivo: no podemos comparar resultados con hermanos/as, familiares o amigos/as de la misma etapa porque contribuiremos a crearles una actitud negativa con imagen de inferioridad, que en un futuro dará lugar a conductas envidiosas que focalizarán sus objetivos y/o metas en los logros ajenos y no en los propios.

Esta publicacion fue escrita hace ya varios anos, y compartida en uno de mis perfiles de facebook Robotico Storyteller.

Actividad de Storytelling en inglés/español en colegios  de Sevilla (España)

Mas información en otras publicaciones de este blog.

Love for reading in Prek & Kinder

HOW TO PROMOTE READING FROM CHILDREN?

Early Childhood Education is the foundation of everything, including the love of reading.

Our children love to be read and told stories, but we can do many more for them, such as those proposed here:

To start talking about READING, and they way we can have fun by doing so, we can start with an important general idea: The need of reading ALSO after school.

Why isn't the family going to help with reading?The family environment is an important factor in helping children with learning, in general. Families can contribute to provide an environment that encourages positive developments in the reading of the youngest students:

• Talk with your children. Gradually they will increase their vocabulary, stimulate them to ask questions about everything that interests them, surround and answer them. The more words they hear the more words they will know and the more words they can use in their daily conversation.

• Listen to them and teach them how to listen to others. The more you talk and appreciate what you say, the better you can develop appropriate language patterns.

• Read them. Every time you read, you are developing your love and interests for books and for reading; by reading you are helping them acquire a more elaborate language, which is ideal for their intellectual development.

HERE YOU HAVE SOME IDEAS THAT CAN HELP YOU TO GET IT

• Turn off the TV. Make it normal to have it turned off. Turn it on only to see a specific program. Television, in addition to distracting attention, does not encourage reading.

• With younger children, look at children's picture books and tell stories. Stay alert to what you are interested in each time, to provide books that speak of it.

• When you start reading, help you choose books of interest. You can ask your teachers for information, in libraries or bookstores.

• After reading a book, talk about it together. Let him realize that for you the book is an important thing, as it will be for her or him.

• Often visit the library with your son or daughter. Explain how and where you can get the books, and where you should leave them. Give him time to look at them and read them, even if he does not know the letters yet.

• Have your daughter or child see you enjoying a book, magazine or newspaper. Tell them what you think about reading and invite them to participate.

• Read with him or her for at least 15 minutes a day. EVERYDAY. And value these moments as true acts of communication and fun; never as an obnoxious obligation.

• Take advantage of the moment when your sons and daughters go to read stories and stories with them. Get accustomed to reading a few minutes every night.

CONCRETE READING ACTIVITIES THAT WE CAN DO AT HOME

• Read to your son or daughter. Show them the various forms of literature through the writings: stories, poetry, comics, comics, journalistic narration, ... Show them also different texts that we can see at home customarily: bills, letters, recipes, cinema, the notes we send from school, and all the written texts you have.

• The stories are the first contact of the boy and the girl with the books. When you tell or read a story you create a fantasy world that allows you to stimulate your child's imagination. Apart from having fun, they can be used to introduce new vocabulary, to use new expressions of the language, to learn to listen, to attend, to read.

• The stories that come out on TV replace those you can tell them. The exchange is different. The words read are not directly associated with any image, which causes a freer development of the imagination.

• Look for bookstores, books, stories, magazines of interest for your child, according to their age and interests. Learn to choose what you like, while you guide.

• Read a story but skip a word from time to time. Ask him to say a word that fits the meaning of the phrase.

• Write words on tokens and ask them to associate them with drawings or objects at home. Write several letters in chips and ask your child to make words.

• Take responsibility for a family calendar where you have to register and keep up with family events: parties, anniversaries, birthdays, trips, excursions ...

• If there is a computer give your son or daughter the opportunity to use it. Maybe start by putting your names or by copying phrases from your favorite book.

• Have her look for photos she likes in old magazines. Ask him to cut them and put titles to each one. Make them cut out words from newspaper headlines or commercials. Have them stick on a notebook and draw pictures in relation to those words.

• Leave some time to sing songs or nanas with your son or daughter. Ask him to repeat his favorite children's songs or those we sing in class.

• Cut out comic strips from the newspaper or magazines and ask your child to put the bullets in the correct order.

• Ask her what words she would like to learn. Write them down in sheets and have your child place them alphabetically or by topic in a specially prepared box.

• While preparing the meal, ask him to help you by reading parts of the recipe or by making a special menu.

• Before the family embarks on a trip, have your child help with the preparations by writing a list of things to take, reading the road map ...

• Read a story and ask him to invent a new title.

• Read part of a story but skip the end. Ask him to come up with a new ending.

• Constantly ask your son or daughter about the "why" of things, not only about the stories you read, but also about everyday incidents in the home or neighborhood.

• Ask your son or daughter about your favorite part of the book or story you just read. Tell her.

• Use the newspaper as a reading textbook. Ask your child to locate certain articles in different sections of the newspaper.

• When you go shopping at the supermarket, have your son or daughter help you make the shopping list, and then check that you are buying everything.

• When you receive letters or emails from friends or relatives, let your children read the parts that interest them, and also take care of answering some words.

• When you go on the street with your son or daughter, read together the posters of the stores, the names of the streets, the commercials.

• And of course everything that happens to you.

If your child picks up a story and sits down to look at it and goes through the pages telling it to their shape, they are already taking the first step toward reading. I love it when I see that they do it in the corner of the library.

CLIL and GOALS! (Multilingual Education)

What goals can CLIL methodology set?

What can our students get with Content and Language Integration Learning?

As we have explained above, the CLIL methodology is based on the use of the foreign language (FL) as a language vehicle of teaching and learning subjects and contents, in every level. FL teachers participating in CLIL programs play an essential role, since they are responsible for teaching the content curriculum and linguistic competence in the foreign language, by coordinating with content teachers.

Therefore, CLIL is the key for integration with a double focus:

1) Language learning takes place in core subjects, for example in math, science, art, etc. This implies that adaptions of the information to facilitate the students' understanding, for example, through graphs, diagrams, charts and experiments.

2) The curricular content is integrated into the language learning classes. The FL teacher, coordinated with "content" teachers, must incorporate vocabulary, grammar, and texts of other subjects in his/her lessons. Students will learn the FL communication skills as well as curricular content within a context and FL immersion.

In addition to the focus and benefits of CLIL, there is another fundamental factor that are learning skills. Students who participate in CLIL do not only learn a FL, but they will develop their L1 and learn more content than other students without CLIL.

The ultimate goal of CLIL is to create the right conditions to achieve:

Getting ready to use clil from ydgs20

More benefits of CLIL methodology, the 4 Cs: 

• Content, 
• Communication, 
• Cognition and 
• Culture. 

"The 4Cs Framework holds that it is through progression in knowledge, skills and understanding of the subject matter, engagement in associated cognitive processing, interaction in a communicative context, developing appropriate language knowledge and skills as well as acquiring a deepening intercultural awareness through the positioning of self and ‘otherness’, that effective CLIL takes place whatever the model. From this perspective, CLIL involves learning to use language appropriately whilst using language to learn effectively. The 4Cs Framework is a tool for mapping out CLIL activities and for maximizing potential in any model, at any level and any age." 

What are the 4 Cs in CLIL? This video will help you understand it better:


This video explains the 4 Cs in Spanish:



Another video about other 4 Cs that are related to 21st century skills and CLIL:



References:
- “Uncovering CLIL”,by Peter Mehisto, Maria-Jesus Frigols, and David Marsh. (Chapter 2: Getting ready for CLIL)


Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.

AICLE/CLIL - recurso estrella: clilandict

Me gustaria compartir este wiki que esta disenada para ofrecer recursos abiertos de AICLE y CLIL. Las siglas ICT significan "Information and Communication Technology", por lo que nos va a mostrar muchos recursos digitales para poder utilizar con nuestros estudiantes. Cual es tu favorito?

http://clilandict.wikispaces.com

En la columna de la izquierda pueden ver las diferentes opciones que les ofrece para su busqueda como asignaturas, videos y otros recursos.

Si queremos buscar algo mas especifico, escribimos en la barra "busqueda" y nos ofrecera las posibles entradas, webs y recursos relacionados con ello. Es importante destacar tambien que ofrece actividades y recursos para todos los niveles, desde Educacion Infantil a Bachillerato.

Un aspecto importante sobre las wikis es que se puede configurar su privacidad y todas las personas/usuarios que esten interesados pueden participar con sus aportaciones. Una de las mas significativas que nos ofrece es la siguiente: http://www.simplek12.com/

En http://www.simplek12.com/ encontramos una gran cantidad de articulos, webs con propuestas de actividades como por ejemplo excursiones virtuales que nos servira para realizar actividades mas divertidas y amenas en clase, y que ademas, invitaran a la participacion de nuestros estudiantes. Y lo mas increible, es que le puedes llevar al centro de un volcan!

Si lo que estas buscando son actividades, recursos e ideas lo mejor sera que visites Pinterest.

En mi caso he creado una carpeta exclusiva para AICLE, donde podras encontrar de todo.

Este obra cuyo autor es http://maestrousero.blogspot.com/ está bajo una licencia de Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional de Creative Commons.

AICLE - Webmix - Symbaloo

Esta entrada de mi blog corresponde al diario de la actividad que realizamos con las webmix, en mi caso me he decidido por Symbaloo: AICLE.




Los recursos recopilados son Todoele.net, Learning, Resources Exchange con videos educativos y recursos con AICLE, etc… A continuacion les explico brevemente que pueden encontrar en algunas de ellas:

• REA de AICLE, de European Schoolnet que ofrece una gran cantidad de animaciones y otros recursos que nos ayudará con la búsqueda de recursos concretos con los que ampliar o profundizar contenidos

• repositorio de múltiples recursos de Isabel Pérez que nos agilizará la búsqueda de recursos para trabajar con AICLE en la etapa de Primaría e incluso de Secundaria.¡Un gran blog para la lengua inglesa!.

• TeacherTube es una web donde pueden encontrar una gran cantidad de videos y explicaciones, contenidos, y muchos recursos mas.

• selección de UUDD de AICLE de la Junta de Andalucia para todos los niveles de educacion obligatoria.

Ademas, en las otras pestanas podran encontrar mas recursos que le seran muy util para organizar todas sus paginas personales.
Este obra cuyo autor es http://maestrousero.blogspot.com/ está bajo una licencia de Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional de Creative Commons.

Analisis unidad AICLE

Analisis de la unidad Women's art por Francisco Usero González - sábado, 1 de abril de 2017, 13:17

La unidad que he elegido es Women's Art de "Secuencias elaboradas por el Profesorado" de la Junta de Andalucia (Espana).

- ¿Cómo se ve reflejado el trabajo con la lengua y el contenido a la vez? ¿Qué actividades lo evidencian?

En esta unidad se mencionan los contenidos del curso en la asignatura de Educacion artistica plastica y por otro lado los contenidos linguisticos, estructuras y lexico. He de mencionar que no hay mucha correlacion entre ellos, ya que en la parte de contenidos de la asignatura se hace especial hincapie en las tecnicas artisticas, sus diferentes usos, aunque por supuesto tambien el aspecto biografico e historico de las autoras que se mencionan. En la parte linguistica, exclusivamente se menciona y destaca vocabulario de pasado y de opinion, pero no se menciona nada sobre palabras especificas de las tecnicas y palabras que definan las acciones de su uso. Imaginemos que queremos hacer un retrato con la tecnica del carboncillo, no se menciona dicha tecnica, pero la podemos ver en las obras expuestas como ejemplos... En la parte final se mencionan los materiales de las esculturas, pero no las tecnicas para dar forma. Considero en este punto que es una actividad donde no se conecta la accion , la actividad y la comunicacion, en mi opinion ofreceria la posibilidad a los alumnos/as de elegir un estilo, un material, una tecnica y que mientras la desarrollan pudieran explicar parte del proceso en L2 mientras que el profesor/a puede tomar nota, tipo dictado de esta parte oral o incluso grabarlo y compartirlo en el blog de arte de la escuela. Aparte el alumnado puede crear su propia ficha digital que incluya el video, foto, y otros apartados escritos y audiovisuales que admitan comentarios como puede ser padlet.

Una actividad que evidencia la correlacion de los contenidos linguisticos y su uso es en la actividad 6 y 7 donde tienen que completar informacion. Este tipo de actividades se hacen de forma individual y en el papel, creo que se podria crear un quiz como kahoot, por ejemplo.

- ¿Que características de la metodología AICLE se ven reflejadas y de qué modo?, ¿uso de andamiaje, flexibilidad, cercano al alumno, variedad de recursos, trabajo por tareas, etc.? ¿De qué manera se refleja en las actividades de la unidad?

Realizando el analisis me gustaria comentar que esta unidad esta disenada para el alumnado de quinto curso de educacion primaria. Cuando he leido toda la unidad no veo en ningun apartado nada sobre su contexto, si se menciona el nivel de idioma L2 segun MCER A1.3. Creo que seria importante mencionar mas caracteristicas del contexto del alumnado y del centro para ver cuanto se acerca a la realidad de los estudiantes, ya que las conexiones con su entorno mas proximo son muy importantes para un aprendizaje significativo y el desarrollo de los distintos niveles de procesar la informacion y el pensamiento (thinking levels).

La secuencia de actividades no realiza un progreso, a mi parecer muy acertado en ocasiones, ya que en la primera actividad pide si reconocen las imagenes no sabemos si es el estilo, las autoras o el contenido de las imagenes. En la siguiente se hace una clasificacion de las mismas de acuerdo a la clasificacion de artistas o modelos, aqui es cuando se deja claro cual es el objetivo. Tampoco se especifican las destrezas ni el tipo de actividad, si es individual, en pareja o en grupos. En la segunda actividad hay unas "burbujas" o "bocadillos", como en los comics, pero no se menciona nada sobre interactuar o conversar con estudiantes, sino mas bien como un ejemplo de como deben realizar la clasificacion. Las actividades que siguen a la escucha y lectura, como la actividad 5 y 6, en mi opinion deberian estar invertidas, ya que en la 5 se les pide que escriban "mas libremente" mientras en la 6 deben completar las oraciones rellenando los huecos con las palabras del texto.En resumen, valoro enormemente que esta profesora haya realizado esta unidad, la busqueda de informacion y recursos, pero creo que podria haber ofrecido un poco mas de informacion, ya que hay mucha informacion que no aparece y que podria ayudar en la implementacion y desarrollo en otros centros. Otro asunto es el uso de las TICs, apenas se usan las TICs, solo unos enlaces para buscar informacion y realizar un powerpoint. Ya se menciona en el cuadro resumen de la unidad, que basicamente se usara para la busqueda de informacion, pero en esta asignatura puede dar mucho juego y puede ampliar significativamente el trabajo y la motivacion del alumnado. Actualmente hay una gran variedad de programas y aplicaciones para trabajar el arte en todos sus campos, incluso visitas virtuales a museos en los que se puede usar L2 para practicar otros contenidos, aparte del trabajo en equipo.

En general la gran mayoria de las actividades son individuales y muy tradicionales, ofrece pocas posibilidades de comunicacion reales al alumnado, asi como mucho trabajo basado en las destrezas escritas. Echaria en falta una actividad final, como he mencionado anteriormente, donde en parejas o en grupos pudieran desarrollar un trabajo de arte (desarrollo de la creatividad) final que hiciera referencia a los estilos o tecnicas de algunos de las artistas mencionadas. Antes de eso, en mi caso, haria una especie de votacion para crear grupos de trabajos, como por ejemplo cuales son los artistas que mas les gustan o que tecnicas les gustan mas. Posteriormente cada alumno votaria por el artista o tecnica y se podrian formar grupos para crear un trabajo final, pero para ello haria falta un poco mas tiempo, unas cuantas sesiones mas. No veo referencias a sus gustos y tampoco se realizan conexiones con tecnicas, estilos o autores locales, que tan importante es para la formacion global del alumnado y el respeto y valoracion de las diferencias culturales.

Este obra cuyo autor es http://maestrousero.blogspot.com/ está bajo una licencia de Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional de Creative Commons.

Global project: JAPAN and ORIGAMI (Early Childhood Education)

Mr. Usero / Japan EXPO

Project-Based learning offers many possibilities and opportunities of learning in a meaningful way, since it is based on real questions and connections have to be created to answer them. In addition, this projects can be connected to other countries or other realities far from the closest one, enriching our perspective of the world and promoting respect to other cultures. Briefly, this kind of projects can build bridges to other cultures, or at least, open windows to them.

This post shows you our global project about Japan, an amazing country. Adapted to the Pre-K level, we worked lots of activities and we learned a lot. The following  links will offer you all the information and samples of those activities.

This link, as part of our PD training with VIFlearning, is focused on origami. Being focused on the international education, the students will be familiar with Japan, in which they will be able to identify Japan in a map, know about Japan and its geography (volcano, islands,...), and the students will do origami.

We took into account the activate prior knowledge that was the use of paper. Usually, they use paper to write, draw and paint, but there are other uses: origami (3D shapes)

They wanted to know about origami, so we facilitated them materials and resources to investigate about origami and analyze it. After reading a book about origami and watching a short video about it, they have a paper in front of them to be shaped as origami.

Standards Alignment

Literacy PK Guideline: 

*III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting. 

*III.D.3. Asks and answers appropriate questions about the book. Highly Effective Objective: I will gain an understanding of the Japanese culture through reading various informational books. 

Social Studies PK Guidelines: 

VII.A.1. Child identifies similarities and differences in characteristics of people. 

Highly Effective Objective: I will use photographs and pictures to illustrate and elicit ideas about how people are alike and different to develop an appreciation for people from a different culture.

My Reflection

By knowing and getting closer to other cultures and by experiencing by themselves they can learn better and respect them besides of being awared of other cultural expressions that are different from their own ones.

The use of ICT is important in this case, because they can see children like them doing similar things and different ones in other cultures and they can learn how to do things from other point of view. Apart from that, ICT and Internet can be very useful to share their work and their learning.

Web/Print Resources

• CULTURA, CURIOSIDADES Y BLOGS 

Kirainet. Un geek en Japón -  http://www.kirainet.com/

Descubrir Japón - http://descubrirjapon.com/esp/index.php Suteki...

Pedacitos de Japón - http://suteki.es/

Un español en Japón - http://flapyinjapan.com/ 

Una japonesa en Japón - http://unajaponesaenjapon.com/

Pepinismo - http://www.pepinismo.net/

Tofugu - http://www.tofugu.com/

• VIAJAR A JAPÓN Y TURISMO 

Surviving in Japan - http://www.survivingnjapan.com/

Japan Travel Guide - http://www.japan-guide.com/e/e623.html 

Japan Travel Info - http://www.japantravelinfo.com/top/index.php

Viaje a Japón - http://www.viajeajapon.com/ 

Oficina Nacional del Turismo Japonés - http://www.turismo-japon.es/

Embajada de Japón - http://www.es.emb-japan.go.jp/

• ORIGAMI

https://es.wikipedia.org/wiki/Origami

Why comics as a project in Early Childhood Education?

This post is a justification and reflection upon the project we are currently doing at the school where I work, Ninfa Laurenzo ECC. My project is about the profession of comic creators because my students decided to do it. I am glad to guide them in a project like that since for years I have been the coordinator of reading programs for children and families at different schools and libraries in the region of Seville, Spain.

Having a comic or a story as a vehicle for learning is not new; indeed, it is one of the most used procedures at schools and education all over the world. The literary texts that the students listen with attention raise their message with extra and enriching information: socio-cultural conditions that will allow listeners to know about events, information and signals. And by understanding the story, remembering it and expressing it according to their feelings and experiences, primary students will personally participate in the reconstruction of the literary message, value it and interpret its contents making them theirs even if they are in the new language.

The advantage of popular literature is that the content that children access has the peculiarity that they exist in almost every culture in the world. All histories share an underlying basis and a relatively invariant structure, despite some differences. Obviously, they have some aspects or parts in common, like an introduction or presentation of the characters and the setting; a plot, in which the action is developed; an end with a final outcome of events. Another important thing in common is the fact that children feel sympathy for characters according to their features; they predict the action of the wicked witch, for instance, and are sure that the prince will save the princess after conquering a thousand dangers and obstacles.

They can also anticipate moments or episodes in the story, like the climax around which the action is organized. As they expand their knowledge and the volume of stories they hear, they manage to structure the stories according to a repeatable internal pattern, those discussed above. They also delimit the different characters and roles they play in the story. And finally, they participate in creating the story, using their language or the new, with a motivated attitude, a meaningful behavior and a learning process as effective as pleasant.

In this early stage of education, working with language and literature with comics and storytelling is benefitial since they can start to understan how a language works, as a system of signs that structures and formalizes experience and reality. Language and literature are elements of culture that complement each other, hence the contents of this area should enable the acquisition and mastery of the language, as well as knowledge of the various literary manifestations for their formative value as a universal heritage. This shows the interest in initiating the student in children's literature. In line with what has been pointed out above, recent studies show how the student acquires better the knowledge of a language if it is taught as a subject studied and not as a subject of study.

Telling a story to someone who wants to listen to it, entertaining themselves by learning about the art of telling an anecdote or a joke: all are entertainments, but also interpretations or representations of real life. They can be models of behavior beyond history and that is why they tend to have a teaching, because we project them, somehow, with our reality, no matter how far we look at it. The existence of archetypes shows a need to organize within history so that the pedagogical contribution goes from simpler to more detailed and complex. The models used have formed and will form a common base and memory for the society that listens to them and many of the models of behavior or interpretations of reality will undoubtedly form part of a know how to act or know how to solve.

When working with stories, the content of the lessons becomes more important than the language itself and this means that it is easier to relate the lessons to the experience and self-interest of the students. In addition, as we have already pointed out, such work helps the learning process as students can associate words with functions, structures and situations with a particular story or "reality". It is clear that the association contributes to have a good memory and improve their thinking levels as well as motivation for learningl; and learning a language in a given context helps understanding and memory. 

The storytelling, on the other hand, allows to deepen in the issues that arise with depth and rigor and develops reactions and feelings in the students that, otherwise, can not demonstrate with so much clarity in a textbook. The teacher's work, in this type of approach, provides a personal touch to the lessons, since it is the educator who knows the pace of classroom learning and of the students - and their needs - in particular, when they need more vocabulary or require communicative experiences.

Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial 4.0 Internacional.

Comienzo de curso AICLE y Presentacion

¡Hola a tod@s!

A partir de ahora publicaremos en este blog nuevos contenidos sobre AICLE, sera como un portfolio o diario del curso que estamos realizando: "Uso de recursos educativos abiertos para el aprendizaje integrado de contenidos y lenguas extranjeras AICLE", este artículo corresponde a la primera actividad, de presentación para el curso.

Este es mi tercer curso con "Aprende Intef" del gobierno de España, anteriormente ya realice los cursos de "ABP - Aprendizaje Basado en Proyectos" y "Digital Storytelling" donde aparte de aprender nuevas formas e innovadoras de la actividad docente, aprendí a usar una gran cantidad de herramientas y recursos digitales, tan importante para las destrezas y competencias de la educación en el siglo XXI.

Aparte de estos cursos he realizado muchos más con diferentes instituciones tanto presencial como a distancia y online. De hecho, actualmente estoy realizando los estudios de Máster Universitario en Enseñanza de la Lengua y la Cultura Hispánicas para Profesores de Primaria y Secundaria por la Universidad de Alcalá de Henares (Madrid), donde también tenemos una asignatura de AICLE. Anteriormente, estuve realizando cursos para mejorar las tecnicas de ensenanza en las lenguas extranjeras, especialmente ingles y espanol.

De este curso espero seguir aprendiendo nuevas técnicas que mejore mi labor docente y sobre todo técnicas que ayuden a mis estudiantes a mejorar su aprendizaje de lenguas extranjeras. Además, en estos cursos he aprendido de otros grandes profesionales y con algunos de ellos sigo manteniendo el contacto, espero lo mismo en este curso: networking.

Mi video presentación "Y si fuera..."

Motivation & CLIL - How motivation affects Foreign/Second Language Acquisition/Learning

We know that motivation is a great part of our learning process. This video sums up how motivation affects our efforts and results when learning.

In the following document you can read about motivation and other aspects, authors and theories that contribute in Foreing/Second Language Acquisition/Learning.

CLIL step by step to Multilingual Programs

CLIL - Content and Language Integrated Learning.

First of all, we would like to start by defining the concept of CLIL (Content and Language Integrated Learning - coined in Europe in the early nineties (Coyle et al (2010)), and those concepts and key aspects around this approach. Many of which will need to be considered when designing activities for the CLIL classroom that will not help our students develop and improve their communicative and foreign language skills, but their learning process.

Why CLIL?

The 21st Century educational landscape has undergone important innovations in the last decades, one of them is the introduction of technologies in the classroom and the other notable change is related to the teaching of languages ​​being part of a connected and globalized world, it should be one objective that everyone in the world can talk other languages ​​in addition to the mother tongue. This method started in Europe, due to the great language and cultural diversity of the country members of the European Union.

These two aspects, the introduction of ICT and the learning of languages ​​are well reflected in the White Paper on Education and Training: Teaching and Learning - Towards the Learning Society published in 1995 by the Commission of the European Community and in later publications1 where Action Plans to promote language learning and the use of Open Educational Resources (OER) are established. Both points are among the priorities for the member states in the document published in 2012 Rethinking Education: Investing in skills for better socio-economic outcomes where the priorities are "To increase the supply of transversal skills that increase employability, such as Entrepreneurship, digital skills and languages ​​"and" Intensify the use of ICT-assisted learning and access to high quality OER "(p.17).

I would like to highlight this excerpt from the “White Paper on Education and Training”:

“Building skills for the 21st century

Transversal and basic skills

Efforts need to be concentrated on developing transversal skills… Modern, knowledge-based economies require people with higher and more relevant skills. CEDEFOP forecasts predict that the proportion of jobs in the EU requiring tertiary level qualifications will increase from 29% in 2010 to 34% in 2020, while the proportion of low skilled jobs will fall in the same period from 23% to 18%. Transversal skills such as the ability to think critically, take initiative, problem solve and work collaboratively will prepare individuals for today's varied and unpredictable career paths. …particularly entrepreneurial skills…”

This is not happening only in Europe, but worldwide. And I would like to add something more than preparing future workers or employees as it is said, since from my point of view the socio-emotional aspects of students are empty in this document, and nowadays many researchers have proved the importance of those aspects.

Learning is a beautiful part of our lives, since it opens our eyes to new landscapes and windows that go beyond our native communities. Learning lets us go beyond, above all, foreign language acquisition and Information and Communication Technology (ICT) since the current conditions of living are globalized and it is our duty to prepare good citizens equipped with a lot of skills and tools to live in this globalized world. Opportunities can be given in any point of the world and we should be ready to get them, regardless the nationality or other bureaucratic issues. I am talking from my own experience: a Spanish teacher who has educational experience in many countries besides of my home country, Spain. Nowadays I’m teaching in Houston, Texas (USA).

Multilingual programs

In this context, a great number of bilingual programs have been implemented over the last decade, many of which use the AICLE approach in Spanish: Integración de Contenidos y Lengua Extranjera; EMILE in French: Enseignement De Matières Par Integration D'une Langue Étrangère or CLIL in English: Content Language Integrated Learning. This method can be used with any language in the world.

D. Coyle et al. (2010) distinguish two main reasons for the interest in CLIL within a country or region. One of them is a proactive reason, as a way to promote the learning of a language for political, economic and social reasons. This is the case of the French immersion programs of Canada, as a way of supporting bilingualism, or the CLIL programs that promotes the policy of the European Union to strengthen relations and mobility between the countries of the same. The European Union has essentially become a territory without borders, where all citizens have the right to live, study or work where they wish; However, not knowing languages ​​still represents an invisible barrier to free movement that needs to be eliminated and bilingual programs are one of the most effective measures.

From a pedagogical point of view there are many reasons why bilingual and CLIL programs are recommended:

First, they offer advantages for students' cognitive development (Bialystock, 2009).

They bring significant gains in the target language (L2) as evidenced by numerous studies on language immersion in Canada and CLIL in Europe.

They favor the collaboration of teachers with each other and with the administration of the center since much of the community will be involved in learning the language and content.

He observes how in the following video Hugo Baetens, referring in bilingualism and CLIL of the Vrij Universiteit Brussel (VUB) alludes to the expressed in the previous point.

This is one of my first activities to plan a CLIL unit with sports:

To know more:

Clil theory diapos per mindmap from jalberi2

EU Policy Documents

EU Languages ​​and Language policy

The White Paper on Education and Training: Access to the document in its entirety. Available for download.

Languages ​​in education: support page for language learning and linguistic diversity of the European Commission.

See the Eurydice Report (2006) a study on how and where CLIL was being implemented in the European Union.

Coyle, D., Hood, P. and Marsh, D. 2010, CLIL. Content and Language Integrated Learning. Cambridge: Cambridge University Press.

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