Jimena Taboada St Brendans School Uruguay

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Jimena TaboadaSt Brendans SchoolUruguay

• Successful Bilingual Models
• PYP- Latin America

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IBO Latin America
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PYP Schools IBLA
Criterion Language of instruction as per school
informed to IBO
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PYP schools by country
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Bilingual Diplomas- All Regions
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How would you define a successful bilingual
model?
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Successful

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

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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

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Time

• Same mother tongue second language
• More time for second language yet honour mother
  tongue
• Specialist teachers- bilingual
• English teachers-bilingual

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Issues related to Language

• Second language of instruction
• Learn the language
• Learn through the language
• Learn about the language

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Bilingualism PYP

• Integration of language learning and subject
  matter
• Content provides motivation
• Development of skills
• Development of attitudes

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Transdisciplinary Skills
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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

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• Learning is obviously not synonymous with
  schooling(Wood 199815)
• Useful learning doesnt 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 199813)

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• .teaching about what you are

teaching language
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Classic view vs Official View (Smith 1998)

• Continual
• Effortless
• Boundless
• Unpremeditated
• Independent RP
• Based on self-image
• Never forgotten
• Social activity
• Growth

• Occasional
• Hard work
• Limited
• Intentional
• Dependent RP
• Based on effort
• Easily forgotten
• Intellectual activity
• Memorization

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Marzanos
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Institutional Issues

• Philosophy
• Coherence of practice
• Clear shared policies-collaborative design
• Consistent model
• Staff professional development

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Other considerations

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

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Success depends on

• Language
• Philosophy
• Pedagogy
• Implementation
• Learners voices

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

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• 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?

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• 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.