University CEU Cardenal Herrera Faculty of Humanities and Communication Sciences TICs APPLIED TO BILINGUAL EDUCATION Student: Juan Ricardo Catalá Masó - 20482976G University CEU Cardenal Herrera Faculty of Humanities and Communication Sciences Master: Bilingual Education (English) TICs APPLIED TO BILINGUAL EDUCATION Student: Juan Ricardo Catalá Masó - 20482976G Valencia: June , 2017 Type of work: Didactic Proposal Director: Antonio Martínez Saez Index: 1 - Abstract: 1 2 - Introduction: 2 3 - Justification: 4 4 - Objectives: 6 5 - Legal Framework 8 5.1 ICT 5.2.1 ICT and Society 5.2.2 ICT in Primary Education 5.4 CLIL 5.4.1 CLIL Characteristics 5.5 Bilingualism 5.5.1 Advantages of Bilingualism and Plurilingualism: 5.5.2 Bilingualism in the school 8 8 10 16 17 18 20 21 6 - Methodology 23 7 - Didactic Sequence 27 7.1 Contextualization: 7.2 School: 7.3 Class: 7.4 Pupils: 7.5 Objectives: 7.6 Key Competences: 7.7 Block of Contents: 7.8 Assessment 7.9 Attention to Diversity 7.12 Sessions and activities: 7.13 ICT Resources used in the didactic sequence. 27 27 28 28 29 30 31 32 33 35 40 8 - Conclusions 42 9 - Bibliography 45 10 - Annexes 49 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education 1 - Abstract: The following dissertation tries to analyze the potential of the Information and Communication Technologies in an Education field for the acquisition of the English foreign language and bilingual education. In this paper, I will contextualize the situation of our education system in order to provide support to the teaching activity. Moreover, I will try to explain some guidelines for action in the teaching learning process through a didactic sequence, based on the foreign language methodologies. What I pretend with this didactic sequence is to motivate teachers to start using new technologies in the classroom, not to be scared of using them. The didactic sequence has been designed 3rd course of Primary Education taking as its main theme New Technologies. 1 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education 2 - Introduction: It is a well known fact that nowadays, our society gives great importance to children’s education, because it is the main way to build their personality, develop their abilities and encourage their autonomy. Over the years, the methodologies used in the classroom have been introducing the use of ICT with different purposes, the most important one is the motivation that our pupils acquire when using ICT. Moreover, according to the current law for the Educative Quality Improvement (LOMCE) article “i” of the Royal Decree 126/2014: “Pupils have to initiate in the use of the information and communication technologies”. Furthermore, the use of ICT are included in both, ‘Key Competences’ and ‘Cross Curricular Elements’ of the Decree 108/2014, which regulates the curriculum in the Valencian Community. So it means, that it is a very important and motivating element in the education of our children. The techniques used nowadays by some teachers have been developed during the last decades thanks to the fast development of technology. These technologies not only make our lives easy, but also create new approaches and methodologies in today’s education. Nowadays, our pupils use new technologies almost everyday because they were born in the digital age. Teachers must adapt their programme plannings in order to motivate our pupils. There is a great amount of materials that we can use in foreign language teaching. If we want to be successful in our work, we will have to take into account why, when and how to use them. This dissertation has been divided into two sections: On the one hand, I will analyze the legal framework related with ICT, which is the different studies and laws about New Technologies in the education. Moreover, I will explain what is the meaning of CLIL and its main objectives in the education of students. Furthermore, I will explain what is 2 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education the meaning of Bilingual and Plurilingual Education. On the other hand, I will explain a didactic proposal where I will expose the specific methodologies and activities used in the didactic sequence. 3 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education 3 - Justification: This section tries to explain those aspects that have encouraged me to choose the topic of “Tics Applied to Bilingual Education”. The huge amount of changes that our society has experienced for the last years have transformed the classic educational standards and they are now considered outdated as they do not achieve the demands of today. The different ways to look for the information have changed and now we can get any type of information much faster than years ago. Regarding the educational ambit, ICTs are an exceptional resource to help in the teaching-learning process of foreign languages (especially in the English Subject) as a tool to promote learning, to improve the attention of our students, to analyze the wealth of information and so on. The use of the Internet has become a daily routine for the most of Spanish/Valencian population. More than 60 % of Valencian families have internet connection. New teaching methods have emerged from the Information and Communication Technologies, currently, we have more than 10 new methods/approaches related with ICT than 5 years ago. For the last decade, ICTs have been incorporating in our daily lives,we use them in our work, social relations, entertainment and obviously, in the field of Education. On the other hand, during this school year, I have observed many deficiencies in the use of ICT of my schoolmates which have motivated me to do this dissertation. We, as teachers, should integrate new technologies in order to teach and motivate our students, because they were born in the Digital age. We have to take advantage of pupils’ motivation about the ICT and use them in their teaching-learning process in a coherent way which is included in the curriculum of Valencian Community (108/2014, LOMCE Curriculum). In fact, this law has changed the English language subject, because, today, English is a core subject in primary education. 4 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education A few years ago, the use of ICT was only related with media, but, over the years, ICT were being applied step by step to bilingual teaching. Why not with CLIL? That is what we try to achieve with ICT and bilingual Education: Their application to different curricular subjects and also foreign languages. It is important to know the teachers training and the real use that they do with these tools in the classroom. It is also important to train the teachers in the world of New Technologies, because, they will facilitate their work and will improve the techniques of the class. As I have said, I am working in a public school as an English and Primary teacher, I have been using ICT in almost all of my classes for the last 4 years. That is why I have chosen this topic for my TFM. ‘TICS applied to Bilingual Education, which could be renamed as: “What I do in my daily work”. In this dissertation, I will present the reader with a Didactic Proposal in order to show another way to teach English and CLIL to all teachers that want to improve their methods/techniques. This didactic sequence has been carried out in a school located in Vall d’Alba, the school where I have been working this school year, applying the knowledgment acquired during the Master’s Degree in Bilingual Education. This proposal has been implemented in the 3rd course of Primary Education, in English Language, and its main objective was to achieve the communicative competence. 5 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education 4 - Objectives: The objective of this dissertation is to reflect on the importance of a new approach in the foreign language methodologies, taking into account that in recent years, the laws of education, as I have said, are changing the importance of the English language in the school as well as the use of new technologies Therefore, new methods are advancing in the use of ICT as motivational tools for teaching bilingualism. The emphasis of ICTs make students feel more motivated being able to solve problems and do activities even in other languages. However, ICTs are a very valuable tool in the classroom. Therefore, there is a huge number of advantages when using ICT that I will analyze in this dissertation. The integration of this methodology in the classroom requires changes in the school but especially in the staff, since these tools have to arouse the teachers’ interest of ICTs. Teachers must provide their students with new methods to achieve a “digital education” for the social reality that we are. This dissertation has been divided into two sections: On the one hand, I will analyze the legal framework related with ICT. I have based on theories and studies about bilingual education and the use of ICT. Moreover, I will explain what is the meaning of CLIL and its main objectives in the education of students. On the other hand, I will show a didactic sequence using new technologies as the main tool. Then, I will analyze different possibilities of using ICT in the classroom and specially in bilingual Education. At the end of this dissertation, I will manage the following objectives: ● To contextualize the use of ICT. ● Analyze different approaches for the teaching-learning process in the bilingual education using the ICT. 6 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education ● Mark off the use of ICT in the English language subject, considering different characteristics of our society. ● To improve the learning of a foreign language based on a previous theoretical foundation. ● Provide a guide for the foreign language teachers, which can be used as a practical application for classroom improvement through digital resources. ● Encourage every teacher who will read this dissertation to use the new technologies in all of their didactic proposals. 7 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education 5 - Legal Framework 5.1 ICT The word “ICT” (Information and Communications Technologies) refers to different kinds of media through which you can search, create or store information. Currently, the most popular ICT tools are computers, smartphones and, obviously, the Internet. In this section, I will analyze the impact that New Technologies have on our society and the education of our students. First, I will analyze the use of ICTs in our society and the different objectives when using it, such as communication, respect or coexistence. Then, I will explain how the ICTs have influenced in the Education, especially in the Valencian Community. I will analyze both, Royal Decree 126/2014, which regulates the curriculum in our country, and Decree 108/2014, which regulates the curriculum in the Valencian Community regarding the new technologies, and how the teaching learning process has changed, taking into account some advantages and disadvantages of these tools. 5.2.1 ICT and Society Diversity is one of the main characteristics of the current society where we live. According Bennet (2013) It is composed of two factors: On the one hand, the intercultural factor, on the other hand the technological one. When these factors are mixed, we can find the characteristics of our society. ICTs were included in our society some decades ago and they are producing significant changes in our society in order to make our lives easier and easier. In almost all the activities that people do, new technologies are present. However, Internet mobiles phone have completely changed the way that people communicate, interact and transmit information each other. Nowadays, people can create information, but before, we were only able to receive it through media (TV, Radio, Newspaper). 8 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education Indeed, if we see our context, we can observe different ways of communication, working or having fun. That is the ‘Information Society’, which is characterized by scientific, cultural and economical progress. ICTs give us the ability to have access to a large amount of information very quickly and communicate with other groups of people without taking into account borders or time, that is, information can be transmitted from any place of the planet at the same time as it is happening because today, almost all people have a smartphone or a computer with Internet connection. According to Marquès (2000), the current society could be renamed as ‘knowledge society’, since they can acquire the knowledge anywhere. On the other hand, we can also be called ‘learning society’ because with the continuous social changes, it is necessary to learn something new everyday. Finally, the ‘intelligence society’, which is strengthened through networks. The velocity of scientific and technological development has made our society change, but, above all, the implementation of the Internet in the 90’s decade produced a before and after in the history of our society. New technologies have an important impact on our lives and people have to make great efforts to adapt to them. According to AIMC (Association for Media Research) In March of 2016 the number of people over 14 who used Internet were 72.1% of the Spanish population, which is about 28 million users, it is double the amount of users than 10 years ago. Moreover, and according to INE (Statistics National Institute), 78% of Spanish families in 2016 had internet connection at their homes. It is 3 % more than in 2015. However, if we compare these results with the rest of the European Union, we can observe that Spain is in sixteenth position regarding the development of society, but, fortunately, the rhythm that our 9 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education country is increasing in the use of Internet, is faster than the rest of the countries. 5.2.2 ICT in Primary Education As I have already said, new technologies and Internet are present in all areas of our society. That is why our country implemented the computers in the classrooms 25 years ago, and now they are an important tool in the education of the students at all levels, infant, primary and secondary education. The introduction of new technologies in schools contributes to the training of autonomous students, that will be very useful and essential in their future work. The students that we have in the classroom are called "digital natives" because they are children born in the nineties decade; computers, mobile phones, social networks and the Internet are tools they use in their daily life. In other words, they manage and feel confidence with the new technologies, since they spend more time reading blogs or watching videos in the social networks than watching the television. In addition, this generation is characterized by how they interact with both information and others. On the contrary, there are the "digital migrants", who are the adults who have difficulties in handling the new media, unfortunately, we have many teachers in this group. According to Dussel and Quevedo (2010): The difference between the two generations is one of the factors that gives rise to the ‘digital gap’. We can see how children feel a great interest in new technologies and their use in Primary Education. However, some teachers, especially the elder ones, have some difficulties to adapt and create activities focused on ICT, since the book and the chalkboard have been the resources of the methodology that they have always used in their classes, the world of new technologies is a field in which students often know more than teachers. Therefore, it is necessary to change the 10 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education teachers’ minds, they have to be aware of the new tools and their possibilities, taking into account that ICTs were incorporated in schools from a pedagogical perspective, they were not a complement to traditional teaching, but a way to improve the quality of the teaching-learning process. New technologies can favor the integration of all students because they take into account the peculiarities of each pupil. Through these tools, the education is more creative, flexible and integrative since it is closer to the Specific Educational Needs of students, those who have some difficulties to acquire the contents in a normal way. That is why it is essential the incorporation and integration of new technologies in all the areas of knowledge in the different educational content. In addition, in the world of today, knowing how to write and read does not mean that a person is literate, since these skills are not enough to access all the information available on the Internet. Therefore, the students have to acquire different skills and abilities to adapt to a society which is constantly changing. The incorporation of ICTs in the classroom has been an important change in the education, since it is not enough for the teachers to teach content to their students and learn them, but the students must have skills and knowledge about ICTs (digital literacy) such as: Knowing how to use the main tools, knowing to find the information and select it, and taking advantage of the communication possibilities offered by ICTs. Nowadays, we can observe how the ICTs are acquiring an important role in the schools. A few years ago, the schools just had one computer room which most of the teachers did not use. Then, the computer was being incorporated at the schools where it was used sometimes by lots of students. Now, there are lots of schools that have in some classes, one computer per student. 11 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education According to the European online survey of schools between 2013 and 2014 to European countries on ICTs in Education, the schools have double computers than in 2006 and most of them have Internet connection. In the Valencian Community, the schools have a good equipment compared to the European average, making emphasis on primary education. However, the use of ICTs is below the European average. The purpose of the introduction of ICTs in Primary Education as a teaching-learning tool is to acquire contents and objectives that favor the development of competences and skills to take maximum advantage of these new technologies. According to the Royal Decree 126/2014, which regulates the curriculum in Spain: ‘Students have to initiate in the learning and use of new technologies developing a critical spirit about the messages that they receive and elaborate’. Moreover, ‘Information and communication technologies will be developed in all classrooms’. ICTs are considered an essential tool to adapt to the digital age in which we are. The methodologies used in Primary Education are very relevant because they will guide the learning process during the student's life. According to the Decree 108/2014 4th of July, which regulates the curriculum in the Valencian Community, the information and communication technologies constitute a methodological resource to adapt to the digital age. This Decree also describes the society where we live: ‘In addition, in a social and cultural dimension, the diversity of students and the increase of immigration in the school, demand from the educational system new resources and specific learning programs to the teachers about rights and freedoms, equality between men and women, solidarity and interest when knowing other cultures, and also facilitating an effective Educational and Social integration of students from other countries who speak other languages and share other cultures’. 12 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education ICTs become a very important element in the quality of life and social integration of immigrants or people with disabilities, this also occurs in the field of education. New technologies can avoid the "digital differences" because they facilitate many possibilities for students with Specific Educational Needs (SEN) preventing them from social exclusion if they are used in an appropriate way. New methods and tools are continuously appearing, producing improvements in SEN depending on the disability that this type of students present, whether students with visual, sound, physical or intellectual disabilities. The use of new technologies in the classroom is a tool with some advantages and disadvantages like any other pedagogical material. These advantages and disadvantages will be classified according to the following perspectives: the teaching-learning perspective, students’ perspective and teachers’ perspective. The following are the advantages and disadvantages of using ICTs proposed by Marquès (2000): Advantages of ICT in the Teaching Learning Process: ● Students are motivated and show interest in using ICTs acquiring in a better way the English language, since these tools foster thinking, since they simulate real situations. ● The interaction and the involvement of the students in the teaching-learning process increases a lot, contributing to facilitate digital and audiovisual literacy. ● They favor the development of the initiative sense of the students, they work autonomously where they have to develop their selection skills in the huge amount of information available on the net. ● Feedback occurs because students learn from their mistakes. Students know their mistakes the moment they happen. 13 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education ● Through ICTs, teachers and students improve communication, they improve the skills of expression and creativity. ● A cooperative learning is present due to the exchange of ideas of the students. Disadvantages of ICT in the Teaching Learning Process: ● Students can be distracted, since they are playing instead of working and it is very difficult to be aware of all at the same time. ● Wasted time due to the huge amount of information available which sometimes is wrong. ● Incomplete and superficial learning, since the students do not spend time on consolidating the learning. ● Dependent students, it is necessary to organize the class with flexible groups, since there may be occasions where students do not work and are only spectators. ● Anxiety due to prolonged interaction with ICTs. Advantages of ICT for students: ● Students have access to multiple educational resources and learning environments that are attractive in order to motivate them and enrich the teaching-learning process. ● The teaching-learning process is customized, since the great amount of materials provide by students. ● The acquisition of the language improves and can organize your time better without harming the rest of the students. ● They facilitate the self-evaluation of students' knowledge through different materials. 14 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education ● The relationship between students and teachers improves even with other contacts outside the school. Disadvantages of ICT for students: ● Students may have addiction because of excessive motivation or individual work. ● Visual fatigue and physical problems due to time working with these tools. ● Educative resources with lack of educational skills, since we must select the tools and resources provided by ICTs. Advantages of ICT for teachers: ● They facilitate the individual work of all students taking into account their knowledge and different rhythms. ● There are hundreds of activities on the Internet ● They facilitate self-evaluation of the students, as well as the organization of group activities. ● The relationship between students and teachers improves. ● They avoid repetition of the teacher, as well as the monotonous work. Disadvantages of ICT for teachers: ● Stress and problems because sometimes the use these tools is extra work, some teachers do not have adequate knowledge about the world of ICT and how to take advantage of different resources. ● Students can copy works and deliver them as if they were made by them. 15 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education ● Teachers need to get involved and dedicate more time than they do. ● Sometimes, ICTs present contents or activities that produces failures in the computer systems impeding the development of the class. However, according Quintana (2012), in his various articles that receive the name "The scam of ICT in the classroom", show that ICTs in the classroom do not improve the learning of students, but also increase school failure. In other words, ICTs serve to communicate and inform, but not to think and learn. 5.4 CLIL ''CLIL (Content and Language Integrated Learning), is a generic term that refers to any educational situation in which an additional language is used for teaching and learning subjects different than the language subject. This term refers to both, content and language. Students learn content from a broader perspective. They learn in a faster and more motivated way. Marsh & Langé, (2000). In CLIL, the main interest is focused on pupils. Sometimes, the teaching of a foreign language is unsuccessful due to lack of motivation of students when learning a new language. Taking this fact into account, CLIL is designed to improve and increase the learning abilities of our pupils as well as their interest and motivation. Content learning and language learning refer to the acquisition of knowledge. When combining these two factors, the motivation, curiosity, and participation can also be improved. Wolff (n.d) CLIL is a mix between subjects and the language in which is taught. This means that there are two objectives: to learn the objectives of the subject and to reinforce the language, it is called dual education. From a 16 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education linguistic point of view, there are some reasons for CLIL's approach: a language is involved in all knowledge and it is much easier to learn it in real situations (such as Communicative Approach methodology). We use language with a purpose: constructing the knowledge and developing the understanding of real subjects. Students have more exposure to the foreign language and they have more opportunities for learning. From a content point of view, the learning process is deeper and we develop the basic competences. Moreover, there are more methodological teaching through the integration of the learning strategies and different perspectives can be created. Sacra Jáimez (2008). 5.4.1 CLIL Characteristics The teaching process is focused on the students with more flexibility and variety, paying more attention to different learning styles. Learning is based on processes and tasks being more interactive with the use of ICT, creating a good cooperation between the teaching-learning process and producing autonomous students. Within this methodological approach we can highlight the creation of different learning tasks such as: cooperative work, research work, procedures, data collection and results. According to the 4Cs of the curriculum, Coyle, Hood and Marsh (2013), if we want to manage a good CLIL class, we must consider the following elements: Content, Communication, Cognition and Culture. ● Content: It is a progression in knowledge, skills and understanding related to the specific elements that are determined by the curriculum. ● Communication: It refers to students using the target language to communicate their thoughts, attitudes, opinions. 17 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education ● Cognition: It is the development of thinking skills, comprehension and language that students use to solve problems and to reflect on their learning. ● Culture: The exposure to other perspectives and understandings. Furthermore, bilingual schools are those public or private ones, that incorporate to its curriculum some non linguistic area or subject in a foreign language (CLIL). In case of secondary school may be reinforced the first or second language. 5.5 Bilingualism The term bilingualism has been the object of study and reflection for the last century, psychologists, sociologists, linguists and pedagogues have dared to give their own definitions about this term. According to the RAE, bilingualism is the "habitual use of two languages in the same region or by the same person." The following are the most relevant definitions of the concept of Bilingualism of the most important authors. First, Bloomfield (1933: 55) defines bilingualism as the "native language of two languages," whereas, on the contrary, Siguán and Mackey (1986: 17) affirm that the term bilingualism refers to " Competence in its first language, presents a similar competence in another, which can use with efficiency. ". Weinreich (1953: 5) defines bilingualism as "the practice of two alternatively used languages," while Haugen (1953: 7) states "the use of complete and meaningful expressions in other languages." As you can see, the definitions of Siguan and Mackey, Weinreich and Haugen are less rigorous than Bloomfield's, since only the skill or practice of using two languages is required. Titone (1976) considers that bilingualism is "the capacity of an individual to express himself in a second language while respecting the concepts and structures of language". Macnamara (1966) 18 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education emphasizes the degree of competence divided into sub competences. These sub competences are the four skills when learning a language: Written Comprehension , Oral Comprehension , Written Expression and Oral Expression. Therefore, bilingualism is "any person who is able to master one of the four competences (CO, CE, EE, EO) of another language". The idea of bilingualism has different definitions of the concept. Taking this into account, we can say that a bilingual person has two linguistic systems and is able to use them in any situation of their social context with the same efficiency. Therefore, since the definition is not unique, it is logical to say that not all bilinguals have the same skills, because there are different types of bilingualism, Lorenzo, Trujillo & Vez, (2011). On the other hand, as the CEFRL says, plurilingualism refers to the coexistence of several languages in the same area and at the same level, while multilingualism refers to the knowledge of several languages but without coexisting in the same place or area. Learning foreign languages is a real necessity in today's society. In fact, the OECD (Organization for Economic Cooperation and Development) defines the basic competences, they are divided in 8 basic competences, among them, the competence of Communication in a foreign language. The government must respond to this need. That is why ‘Conselleria d'Educació’, which incorporates the European spirit of language learning, regulates plurilingual programs, which provide the early incorporation of a foreign language in the infant stage up to two hours a week. According to the Order of June 30, 1998, it is possible to teach a specific time of other subjects in English, depending on the cycle. Moreover, for the secondary stage is regulated a pilot multilingual 19 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education program, which allows the learning of curricular contents of non-linguistic areas in a foreign language (English or French). The aim of these programs is to achieve a good competence in the official languages, as well as an appropriate control of at least one foreign language. It is a well known fact that the increasing of linguistic competence of the Valencian schools is the result of an integrated treatment of the two official languages of the Valencian Community and the introduction of a foreign language. Therefore, linguistic immersion and progressive incorporation of languages established in the Valencian educational system, allow to start of a unique plurilingual school system in the Valencian Community. 5.5.1 Advantages of Bilingualism and Plurilingualism: According Baker and Prys Jones (1998), the advantages of a bilingual person are: ● Communicative advantages: the ability to establish relationships with a better quality, as well as accessibility to a wider variety of people. ● Cultural advantages and the knowledge of more than one culture. ● Greater access to global and multinational labor market. ● Cognitive benefits, better creative thinking, faster cognitive development communication. Moreover, and more sensitivity in awareness of language, fluidity and flexibility of thinking. Furthermore, the European Commission carried out a study in 2009: Study on the Contribution of Plurilingualism to Creativity, which assumed that the ability to communicate in several languages is a good benefit for people, organizations and businesses. For this reason, the 20 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education European Commission study linked multilingualism to brain cognitive processes, establishing the following hypotheses: ● There is a link between plurilingualism and creativity. ● Plurilingualism extends access to information. ● Plurilingualism offers alternative ways of organizing thoughts. ● Plurilingualism offers alternative ways of perceiving the world. ● Learning a new language increases the potential of creative thinking. In addition, language and creativity are mental faculties which are a part of the natural abilities of human beings, and the awareness of language as a tool for thought and communication is a very valuable skill. In this way, a flexible mind will lead us to know how to adapt to different situations. Plurilinguals have a wider range of favorable conditions to develop awareness of the social and cognitive possibilities, Singleton & Aronin (2007). 5.5.2 Bilingualism in the school Recent research shows that the fact of acquiring a second language since childhood is very important, since the knowledge of a new language contributes to their future development in the society which they belong. As we have seen in the previous sections, our society is constantly changing, and it is a multicultural society. Therefore, in order to achieve an adequate integration of the students in the society, the governments of the different countries are in agreement with the bilingual education, since this education is usually known as a high quality education. In recent years, many schools, both public and private, Primary Education and Infant Education of Valencian Community, have incorporated different bilingual education projects. As I 21 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education have explained above, bilingual education contributes to preparing Valencian students for the future in which they will study, work and live in an increasingly multilingual and integrated Europe. These bilingual projects in Valencian Community consist of teaching the contents of some non-linguistic subjects such as Science, Arts and Crafts and Physical Education, in a foreign language. This teaching present some difficulties, such the lack of the skills and the knowledge of teachers in that language. However, the most important problem for teachers is finding good educational resources that reinforce the teaching-learning process. These programs have a dual purpose: to improve the possibilities of learning in the foreign language and to establish mechanisms of educational cooperation with other states of the European Union. This double purpose is concretized in the following objectives: ● To promote the knowledge of British culture and the acquisition of the English language through the teaching of non-linguistic contents in English. ● Encourage the exchange of teachers, students and experiences. ● Promote equal opportunities in English language learning in public schools. 22 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education 6 - Methodology In this section, I will provide different methodologies to consider for the specific application of the resources proposed in the didactic sequence. The achievement of these methodologies, based on the previously approaches of teaching foreign languages, will ensure a functionality when introducing resources, therefore, a greater improvement of the teaching-learning process. The methodologies presented here will be introduced and combined by the teacher in the best way to ensure that the learning process is developed in their classroom context. There are several methodological approaches which emphasizes the importance of context in the learning process. The tasks proposed to students through New Technologies should be contextualized. The use of new technologies in the English have to involve the students and promote the interaction with the group. Through this interaction, the student will be able to take advantage of the task overcoming the adversities and arriving at the ‘Zone of proximal Development’ Vygotsky, (1978). Moreover, Lantolf and Appel (1994) argue that second language learners acquire higher levels of knowledge when they collaborate and interact with other speakers of second languages, such as teachers. According to Royal Decree 126/2014 of 28th of February, a didactic methodology “…is a set of strategies, procedures and actions, organized and planned by teachers, in a conscious and reflexive way, in order to make possible the student’s learning and the achievement of objectives”. It consists of a set of decisions that organize the didactic action. Due to this fact, it is important to use a flexible and opened methodology in order to adapt the teaching-learning process to my students’ interests and needs. To achieve that, my Didactic Sequence follows the Eclectic Principle, which was born in Greece. It is a conceptual approach that is based on multiple theories, styles, and ideas to obtain 23 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education additional information on a subject. It applies different theories in particular cases. So I have selected the best of several methods to carry out my didactic sequence. I follow, also, the Constructivism Principle which the learner is the centre of the teaching-learning process. As key figures, constructivism includes Jean Piaget (1923) and Lev Vygotsky (1962). This theory postulates the need to provide students with tools to create their own procedures to resolve a problematic situation, which means that their ideas are changing and they are still learning. The methods which I referred to are the following: Let me start by saying that Communicative Approach is the base of my Didactic Sequence because I want my students to acquire the communicative competence. The best way of acquiring a language is using this method. It consists of simulate real situations in which the students need to use the language to communicate Nunan (2000). To be successful in communicative approach I use the Learner Centred approach. As I said before, in my Didactic Sequence, students are the centre of the teaching-learning process, because they follow the inclusion principle included in the Decree 108/2014 which says in its Chapter V of its Article 6, “…all children are different and we must attend all their necessities.” TPR – Total Physical Response is very useful for primary stage to teach vocabulary and grammar, because they are not forced to speak until they are ready. It is a method that consists of giving oral inputs to the students who answer with physical movements. It was Asher (1977) who propose this theory. Moreover I use the PPP approach (Presentation, Practice, Production). According to what Brewster (1992) said: Firstly, I introduce the language to my students. Secondly, students practise the language with controlled activities, and finally, they produce the language in a 24 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education natural and freely way. Thus, they acquire knowledge of the language stage by stage and they are able to communicate with their classmates through a freely way. Obviously, I follow CLIL approach (Content and Language Integrated Learning). It consists of teaching contents of non-linguistic subjects through the teaching of English. This method has been explained before. One of the method which is directly related with the topic of this dissertation is gamification, which is an educational approach to motivate students to learn by using game elements in learning environments. The goal is to maximize enjoyment and engagement through capturing the interest of learners and inspiring them to continue learning. Gamification, broadly defined, is the process of defining the elements which comprise games that make those games fun and motivate players to continue playing, and using those same elements in a non-game context to influence behaviour. Along this didactic sequence, I use the app “Class Dojo”, “Kahoot” “Quizizz”, “Duolingo”, which are related with the gamification methodology. Finally, and taking into account the heterogeneity of my group, I follow the Multiple Intelligent Approach. Gardner (1993) considers that all people are intelligent, but each one from a different way. The multiple intelligences are: musical-rhythm; visual-spacial; verbal-linguistic; logical-mathematical; bodilykinesthetic; interpersonal; intrapersonal; and naturalistic. Regarding the didactic and organizational resources, as I have said before, I have my own language class, so I work with my students in my class, the teacher should alternate between individual work, pair work, group work or class work in which the group participates at the same time. Collaborative learning will be implemented in any of these type of 25 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education organization by creating a solid knowledge based on the interaction and making students to feel important and integrated. This fact will create a suitable atmosphere for learning, where students feel comfortable and predisposed to work. 26 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education 7 - Didactic Sequence In this section, I will explain some of the most appropriate technological activities and resources that I have applied during this school year in my school. I will analyze one didactic sequence composed by 6 sessions for 3rd course of Primary Education, but is applicable in all the courses adapting contents and activities. This Didactic Sequence is called: Tic Tac Talk. In order to create a good didactic sequence, teachers have to take into account different aspects that I will explain in the next sub-sections. 7.1 Contextualization: ‘CEIP l’Albea’ is the public school of Vall d’Alba (Castellón) where I have introduced this didactic sequence, 3000 people live in in this town, mainly Spanish speakers, many of them immigrants. It would be possible to classify the city as a middle Socio-economical level, moreover most of the families are low middle-class. The city has a public library, sport centre, and a public park with sport facilities. There are a lot of small commerce which gives it a village environment. 7.2 School: This is a centre of recent construction, with two lines of Infant and Primary Education. All the lines are taught in Valencian. The school has the specialists teachers (1 Speech Therapist,2 Therapeutic Pedagogy. 2 English, 2 P.E. 1 Music, 1 psychologist) 12 primary teachers and 6 teachers for infants. The School has got a library, music and English classroom, multiple uses room and a gymnasium, as well as rooms for the Psychologist, Therapeutic Pedagogy and Speech Therapist, Two playgrounds, one for Infant Education and the other for Primary Education. Almost all of the classrooms have got a whiteboard. 27 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education 7.3 Class: Fortunately, I have my own English class where I can do almost all the English lessons, so, I do not have to go to the classes. My students are distributed in pairs, but some days I change them in groups of four people. My class has got a whiteboard and a computer, where I can do a lot of digital games which most of the students like. Moreover, the school has got 25 tablets and minilaptops to use when the teachers consider, but in most cases, I am the only teacher that use them. There is a library too, where there are a lot of English material. 7.4 Pupils: My children are from families of middle-class and lower middle-class. Also we have some students of higher middle-class, but there are not so many. They are from Spanish speakers families. The school attends enough students of foreign origin:, Colombian, Chinese, Ecuadorians, Romanians and Moroccan, but they have adapted perfectly to their classmates. In general, they are motivated by the subject of English, participating in all the activities, most of them are talkative students, and the others are a little bit shy. They already acquired conducts related to the English class, acquired the year before, like daily routines participation, collaboration, etc. But we still have to work a lot on subjects related to the competitiveness, discrimination by sex, aggressiveness, etc. There are 25 children in my class (14 girls, 11 boys). There are 4 immigrants, a romanian girl, 2 boys from Ecuador, and a boy from Morocco. The adaptation for the foreign students was good during the last years. There is a boy, with a small auditory deficiency, but he is perfectly integrated. I have different rhythms of learning in my class, and I have to pay attention to the diversity in the classroom, so one of the 28 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education objectives of this didactic sequence is to help every student to develop their strong points, improve their weaknesses and to promote tolerance and respect towards other people and cultures. In my class, I keep in touch with most of the parents by classdojo app in order to communicate the progress of the children. This didactic sequence is designed for students of 3rd level of Primary Education. In order to analyse their psycho-evolutionary development, we resort to Piaget's Stage Theory. About Cognitive development, children understand and apply logical operation and do the things intuitively and they can solve easy mathematical problems. Regarding to Language development, they can distribute and organize the words, sentences, and put them in the correct order. 7.5 Objectives: The objectives of my Didactic Sequence are the goals that the students have to achieve. Moreover, we have to motivate our children with tools and knowledge in order to consolidate their personal development, and to acquire the basic skills (Oral and Written Expression and Comprehension), as well as developed social skills, working habits, creativity and so on. I will explain the specific objectives of my didactic sequence taking into account the evaluation criteria of the Decree 108/2014. 1. Vocabulary objective: To reproduce and to understand orally and written the vocabulary about new technologies. 2. Grammar objective: To recognise and to use orally and written “She/he has got/hasn’t got” 3. Phonetic objective: To recognize and to produce the sound /f/ like in “Smartphone” 29 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education 4. Cultural objective: To foster the interest about other countries through the ICT. 5. Attitudinal objective: To show interest in participate in oral activities to communicate. Respect for others in the group and pairs activities. 7.6 Key Competences: According to the Royal Decree 126/2014, 28th of February, a competence is a combination of practise abilities, knowledge, motivation, ethical values, attitudes, emotions, and other social aspect and behaviour that they mobilized jointly in order to achieve an effective action. The Primary Education has to contribute to their accomplishment through the different areas in which it is organized. The incorporation of basic competences to the curriculum allows making emphasis in those learnings that are considered essential. They are those competences that must have developed a young people when ending compulsory education to be able to obtain their personal development throughout life. The inclusion of the basic competences in the curriculum has several purposes. First of all: to integrate the different learnings, not only the formal ones, but also the informal and non-formal. Secondly: to allow all students to integrate their learnings in different situations and contexts. Finally: to place education, when identifying the contents and the criteria of evaluation that have an essential character. The seven Key Competences (Competence in linguistic Communication, Mathematical competence and competence in science and competence, technology, Social and Digital Civic competence, Learning to Learn competence, Initiative sense and enterprising spirit, Cultural expressions and conscience) must be worked at least once during the school year. In this didactic sequence, I have worked the following ones: 30 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education -Linguistic Communication: The study of a foreign language contributes, in a direct way, to develop this basic competence, where the students have to learn how to use a language in order to communicate with it. -Digital Competence: This competence involves how to search for, obtain, process and communicate information, and transform it into knowledge. Different skills are involved, from access to and selection of the information, to its use and transmission through different media, and the use of ICT. -Social & Civic Competence: This competence enables the student to form a part of the society he/she lives in, understand how it functions. It involves the individual patterns of behavior which facilitate peaceful coexistent, relationships with others, cooperation, commitment, and the resolution of conflicts. 7.7 Block of Contents: According to the Royal Decree 126/2014 of 28th February article 2nd, the contents are a set of knowledge, abilities and attitudes that contribute to the achievement of the objectives for each learning and educative level and for the acquisition of the competences. The 4 blocks of contents favour the creativity and use of different resources in different formats taking the advantages offered by Information and Communication Technologies. According to the Common European Framework of Reference for Languages (2011), The block of contents are divided in four blocks: The first block of contents develops the oral comprehension, which is the ability to receive and interpret messages in the communication process. Listening is key to all effective communication, without the ability to listen effectively messages are easily misunderstood. 31 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education The second block of content, is the oral expression, and pertains to the use of words, it includes the ability to formulate and produce words and sentences with appropriate vocabulary, grammar, and application of conversational rules. Written comprehension is the ability to read text, process it and understand its meaning. An individual's ability to comprehend text is influenced by their traits and skills, one of which is the ability to make inferences. The last block, related to the written expression is a form of communication that allows students to put their feelings and ideas on paper, to organize their knowledge and beliefs into convincing arguments, and to convey meaning through well-constructed text. In this Didactic Sequence, the four block of contents will be worked during the 6 sessions. 7.8 Assessment The assessment is one of the main tools in the teaching-learning process. Its aim is to give information about what students know, understand and can do with their knowledge. According to Decree 108/2014 4th of July the assessment has to be established according to Royal Decree 126/2014 in its article 12.1 and according to article 6 of the present Decree. The assessment has to be done in a continuous way, this means, from the very beginning until the end of the course. It also has to be formative, so, it has to improve the teaching-learning process. There are three aspects that I have to take into account in order to make an appropriate assessment, what, when and how to evaluate. To start with the assessment, I am going to answer the question “What”. First, I am going to assess my students in order to check the previous knowledge and achievements of the didactic sequence, as well 32 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education as their attitude and the acquirement of my objectives. at the end of the didactic sequence, I am going to evaluate if they have acquired the objectives and the competences. To evaluate my students, I need the evaluation criteria and the achievement indicators (annex 1 and 2). Another important aspect would be, “When” to evaluate. I am going to evaluate my students in order to check the previous knowledge and achievements, at the beginning (initial evaluation) and at the end of the didactic sequence (final evaluation). Regarding “How”, I use different evaluation tools to make a complete assessment. In order to check the students’ daily progress I use the direct and systematic observation, besides, there is a self-assessment where the students can check their own progress and evaluate some aspects of them, the self-assessment form, it is a google form that students will complete at the end of the didactic sequence. I will also evaluate their attitude with a programme called “Class Dojo” where the students receive positives or negatives “dojos” according on their behaviour. Moreover, the final test of this didactic sequence is carried out with Quizizz, an app where students think that they are playing, but they are being evaluated. 7.9 Attention to Diversity Diversity is a real situation that teachers will find in every class because not all pupils learn in the same way; they have previous learning experiences, different learning styles and abilities, different weaknesses and strong points. Moreover, in every school and class we can find students with Special Education Needs (SEN), that is, pupils who have learning difficulties or disabilities that make it harder for them to learn than most other children of about the same age, as well as students with different rhythms of learning, 33 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education that is, fast and slow finishers. In each class we can find fast and slow finishers. Regarding fast finishers are those who, feel proud of being "the first" in their class and finishing the tasks efficiently and quickly; because of these facts they may become more excited and interrupt the rest of the students who are still working. They have high capacity, motivation and interest in the subject, they usually finish their activities before the rest of classmates. On the other hand, slow finishers often have more difficulties to finish their exercises during the class time, as it is harder for them to learn some topics, and therefore, to understand what they must do in the activity. Moreover, slow finishers need more time and more repetition, and often more resources from teachers to be successful. They learn slower than the average students and will need additional help and motivation to succeed. They usually do not end their activities within the class time, I give them some reinforcement activities to do at home related to the content worked in order they can reinforce it. 34 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education 7.12 Sessions and activities: In this section, I will explain all the activities related with my didactic sequence. It is a proposal didactic sequence in order to announce how to apply ICT in the class. Not all of the activities are related with New technologies, in fact, what I pretend with this didactic sequence is to motivate teachers to start using new technologies in the classroom, not to be scared of using ICT. In this chart, we can observe the objectives of this didactic sequence, the block of contents related with the activities, the 6 sessions with timing, organization and the skills worked for each activity (R: Reading, W: Writing, L: Listening, S: Speaking). According to Krashen (1980), the natural order of acquisition of language is Listening-Speaking, and then, Reading and Writing. Krashen 35 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education says that we have to control the oral comprehension and expression before to start acquiring the written comprehension and expression. In the second chart, we can observe the resources made to attend the diversity, the assessment, methodology, CLIL activities, resources and the key competences worked in this didactic sequence. Session 1: (Listening and Speaking of the vocabulary) ● Warm up: I will do a brainstorming to check the previous knowledge of my pupils, asking them if they know some gadgets of ICT in English language. ● Presentation: I will show in the digital board the vocabulary that we will work in this Unit, pupils have to repeat after me. (annex III) ● Practice: Pupils will close their eyes, then, I will show the different objects in the digital board, and I will remove one. When pupils will open their eyes they have to guess which object is missing ● Production: Board Game: Annex IV 36 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education Session 2: (Reading and Writing of the vocabulary) ● Warm up: We will review the vocabulary from the last session. ● Presentation: We will play Hangman in order to see how is the written form of the vocabulary. Then, I will play a song related with the vocabulary of the unit that pupils have to listen twice. ● Practice: Pupils will complete the lyrics of the song in the tablets. For my slow finishers, I have a song which is easier to complete. Annex V ● Production: In groups of 4, they have to find images on the internet related to the vocabulary. Session 3: (Listening and Writing of the grammar structures) ● Warm up: We will review the vocabulary from the last session. ● Presentation: I will show different people with gadgets in the digital board, and I will present the grammar structures of the didactic sequence. Annex VI ● Practice: Information gap activity: In pairs, students will see in their tablets two kids, (Student A or B) and they have to 37 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education complete the activity making some ‘ticks ’ or ‘crosses’ . Annex VII ● Production: They will describe what their classmates have or not. They can use vocabulary from the didactic sequence or not. For example: She has got a tablet. She hasn’t got a car Session 4: (Reading and Writing of the grammar structures) ● Warm up: We will review the grammar structures from the last session. ● Presentation: Worksheet. They have to circle the correct answer. Annex VIII ● Practice: We have a new email from our friend Grainger! Students will read the email in their screens. We will go to the computer’s room in order to do the following activity. Annex IX ● Production: We answer the email in the computer’s room with a template: Annex X Session 5: Project: In this sessions, pupils have to create with their tablets/laptops a crossword made by their own with 2 or 3 words of vocabulary that we have worked in this unit. They will visit the following website to create the http://www.abcya.com/make_a_word_search.htm In the annex XI you can see an example of this activity. 38 crossword: TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education Session 6: The last session of the didactic sequence, is dedicated to the assessment and self-assessment. The way that I evaluate my pupils is very motivating for them. First, I play a kahoot with my pupils in order to review the vocabulary and the grammar structures of the didactic sequence, then, with the application ‘Quizizz’, I evaluate them. All of these results are export to a spreadsheet that I will use to know the marks of my pupils. Website Quizizz: j oin.quizizz.com Code: 795325 In the annex XII you can see some screenshots of Kahoot and Quizizz. After the evaluation, pupils will do the self-evaluation with their laptops or tablets in the next link: https://goo.gl/forms/gjjOwIjHRxOhF0R52 In this form, students will check their knowledge about the didactic sequence which has been worked during the last six sessions. 39 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education 7.13 ICT Resources used in the didactic sequence. Symbaloo: It is an application that allows users to organize and categorize weblinks in the form of funny buttons. Symbaloo works from a web browser and can be configured as a homepage. This is how I send to my pupils the links to Quizizz, Kahoot, Self-Evaluation and so on. Class Dojo: It is a classroom management platform created for teachers, students and parents. ClassDojo helps teachers to encourage specific classroom student behaviors. In this didactic sequence, the 30 % of the final mark, is taken from the Class Dojo attitudes, the other 70 % is taken from the quizizz app. Duolingo: It is a platform that includes a language-learning website and app. During my didactic sequence, the only homework that my pupils have to do, is one unit of duolingo, then, they acquire more ‘dojo positives’ to raise the final mark. Kahoot: It is a game-based learning platform, as educational technology. In this didactic sequence, I have used it in order to check the knowledge acquired during the five sessions. Quizizz: It is a Multiplayer classroom quizzes that make assessments fun. As I have explained before, this is how I evaluate my pupils. 40 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education Google Forms: It is a tool that allows collecting information from users via a personalized survey or quiz. In my didactic sequence, I have used it for the self evaluation of my pupils. Gmail: It is an email service developed by Google. I have used it with a template in my account in which my students can fill some words worked during this unit. Minilaptops: In my school, teachers have access to 25 mini-laptops that we use to do different activities. Tablets: As I have said, teachers can use 25 tablets in order to do some activities. 41 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education 8 - Conclusions The society of the twenty-first century, is characterized by plurality and technologically advances, it imposes challenges to education. As we have seen, international relations have been changed due to the development of new technologies and media. In this way, we can find an educational work with a greater difficulty and complexity, increasingly conditioned by multiple external variables. However, in order that Spanish students become citizens of the 21st century, it is necessary a coordination, support and commitment between the responsibles of education (governments, schools, families, individuals, etc.) that ensures an educational quality. We must not forget the strong presence of foreign languages in the sudents’ lives through games, media and technologies, and the interest they arouse in them. Therefore, we must consider them as tools that can be a great help for the achievement of certain educational objectives in the area of foreign language. However, it is necessary to bear in mind that they are one more resource, destined to be applied in a determined context, based on a methodology and adapted to the characteristics of the students, and they guarantee a solid and significant learning; but ICT have never be used by the simple fact of inserting them in the classroom. As Fernández (2006) says, the main task is not to focus just on ICT, but to provide our students with materials with sufficient pedagogical content. When doing this, teachers will provide students an environmental learning which is more stimulating and adapted to the teaching-learning process of our own classroom. The government should facilitate the use of new technologies in educational schools, since they contribute to the training of students as well as teachers. Nowadays, a continuous teacher training is a priority in education, and in response to this need, more and more courses and information are available to initiate teachers in the use of these tools 42 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education in the classroom. Thus, ICTs promote both learnings, the first one in the English classroom and the second one the teacher learning. Through this dissertation I recommend the training of teachers and the application of digital resources in our classrooms, since as we have already verified throughout this paper, these apps have a great potential for education. However, although innovation is a key in any professional involved in teaching, attention should be focused on the fact that resources are functional, operational and fundamentally didactic. Both methodologies, those considered as traditional and the most innovative resources can contribute to the teaching-learning process. The teacher needs to integrate both aspects in order to complement the knowing and how to take advantage in each moment. As well as other approach or resource, teachers do not have to make the mistake of introducing ICT in the classroom as a substitute of a communicative methodology. We must integrate the tool and have a holistic view of the possibilities available, thinking what is the most appropriate purpose of the class and which methodology is going to be used. To conclude, I would like to say that the globalized society and the digital revolution have a very significant and unstoppable progress. That is why the schools must be prepared for the changes that entails and educate the young people towards the integral formation of students, being more autonomous, creative, emotionally intelligent, active and prepared for a plurilingual society. With this dissertation I have tried to provide a perspective of different types of resources applicable to the foreign language area: English. The knowledge of this type of materials makes it possible using different tools than conventional ones, adopting through them a teaching position in which communication is required in real contexts, a key aspect for acquiring a foreign language. 43 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education Finally, I will show an image that represents in a perfect way this dissertation. It is a Czech Proverb which says: You life a new life for every new language you speak. If you know only one language, you live only once. 44 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education 9 - Bibliography ● Bennett, R. (2013). Learning ICT with English. Hoboken: Taylor and Francis. ● Marsh, D. (2000). Using languages to learn and learning to use languages. Jvyäskylä: University of Jvyäskylä. ● Coyle, D., Hood, P. and Marsh, D. (2013). CLIL. Cambridge: Cambridge University Press. ● Marsh, D.; Mehisto, P.; Wolff, D.; Frigols Martín, M.J.(n.d).European Framework for CLIL Teacher Education. ECML. http://clil-cd.ecml.at/LinkClick.aspx?fileticket=C0kUO%2BvEc6k%3 D&tabid=2254&language=en-GB ● Marquès, P. (2000). Las claves del éxito. España: Editorial Fontalba S. A. ● Baker, C. and Jones, S. (1998). Encyclopedia of Bilingualism and Bilingual Education. ● Lorenzo, F., Sáez, F. Trujillo., & Manuel, Vez. J. (2011). Educacion bilingüe: Integración de contenidos y segundas lenguas. Madrid: ● Dussel I. y Quevedo L. (2010) Educación y nuevas tecnologías: los desafíos pedagógicos ante el mundo digital. Buenos Aires: Santillana. ● Singleton D., & Aronin, L. (2007). Multiple language learning in the light of the theory of affordances. ● Bloomfield, Leonard. (1933). Language. New York ● Siguán M. Mackey, W. F.: (1986) Educación y bilingüismo. Madrid: Santillana ● Weinreich, U. (1953). Languages in contact: Findings and problems. The Hague: Mouton ● Haugen, E. (1953). The Norwegian language in America: A study in bilingual behavior. Philadelphia: Univ. of Pennsylvania Press. 45 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education ● Titone (1976): Bilingüismo y Educación. Ed. Fontanella. Barcelona ● Macnamara, J. (1966). Bilingualism and primary education: A study of Irish experience. Edinburgh: Edinburgh U.P. ● Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. ● Sacra Jáimez. R (2008). Algunas ideas básicas sobre un enfoque educativo de doble dirección educativo de doble dirección. http://es.calameo.com/read/003169367c0a6024befe0 ● Lantolf, J. P., & Appel, G. (1994). Vygotskian approaches to second language research. London: Ablex Publishing. ● Nunan, D. (2000). Language teaching methodology: A textbook for teachers. London: Longman. ● Asher, J. J. (1977). Learning another language through actions. Los Gatos: Sky Oaks. ● Brewster, J., Ellis, G., & Girard, D. (1992). The primary English teacher's guide. Harlow: Penguin English. ● Gardner, H. (1993). Multiple intelligences: New horizons. New York: Basic Books. ● Piaget, J. (1923). Language and thought of the child. Place of publication not identified: Routledge. ● Vygotskij, L., Hanfmann, E., Kozulin, A., & Vakar, G. (1962). Thought and language. Cambridge, Mass: MIT Press. ● Krashen, Stephen D. (1980) Second Language Acquisition and Second Language Learning. Prentice-Hall International. ● Quintana, J. (2012). El timo de las TICs en el aula. http://internetaula.ning.com/profiles/blog/list?q=el+timo 46 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education ● FERNÁNDEZ, M. V. (2006). Las TIC en la enseñanza del Inglés como Lengua Extranjera: una herramienta online y una off-line. RELATEC: Revista Latinoamericana de Tecnología Educativa, No 5(2). 409-416. ● Order 19th May, 2009 of Conselleria, which regulates the experimental plurilingual programme. ● Decree 127/2012, 3rd of August, which regulates plurilingualism in the Valencian Community. ● Royal Decree 126/2014, 28th of February which establishes the Spanish curriculum in Primary Education. ● Association for Media Research (2016). http://www.aimc.es/ ● Order 30th June of Conselleria d’Educació, 1998, which establishes the basic procedures to apply a bilingual program in the schools. ● Common European framework of reference for languages: Learning, teaching, assessment. (2011). Cambridge, U.K.: Cambridge University Press. ● 47 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education Annexes 48 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education 10 - Annexes Annex I - Achievement Indicators Tic Tac Talk 1 2 3 4 1 2 3 4 1- All the material during the Didactic sequence was correct and suitable TEACHER 2- The activities designed were appropriate for my students 3- The time for each activity was the appropriate 4- I have attended all my students necessities o work during the Didactic 1- T Unit the 4 main skills. T.L.P 2- To develop activities with mixed groups. 3- The activities develop the initiative and enterprising spirit 4- To show positive participation, respect and interest during the classes. 49 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education Annex II - Achievement Indicators Tic Tac Talk Key ACHIEVEMENT Compete INDICATORS 1 2 3 nces The pupil reproduces and understands orally and written the 1-4-5 vocabulary about the didactic sequence.. The pupil recognises and uses Pupil orally and written the grammar 3-4-6-7 about the unit. The pupil recognizes and 1-4-7 produces the phonetic of the Unit. The pupil shows interest in participate in oral activities to 1-4-5-7 communicate. The Pupil respect the classmates in the group and pairs activities 1- 2- 1-4-5-7 Linguistic Communication Mathematical Competence and Competence in Science and Technology 3- 4- 5- 6- 7- Digital Competence Learning To Learn Social and Civic Competence Initiative Sense & Enterprising Spirit Cultural Expressions and Conscience 50 4 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education Annex III, Vocabulary of the Unit. Tv, Camera, Mp3 Player, Game Console, Smartphone, Laptop, Tablet Annex IV: Board Game 51 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education Annex V: Song+Lyrics+Slow finishers 52 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education 53 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education 54 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education Annex VI: Grammar structures: She/He has got/ hasn’t got. Example: He has got an mp3 player He hasn’t got a TV He has got a game console He hasn’t got a smartphone 55 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education Annex VII: Information gap activity: 56 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education Annex VIII: Circle the correct one: 57 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education Annex IX: Email from Grainger 58 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education Annex X: Answer the email 59 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education Annex XI: Crossword Activity 60 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education Annex XII: Kahoot + Quizizz screenshots. Kahoot: 61 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education 62 TFM - Juan Ricardo Catalá Masó- TIC’s Applied to Bilingual Education Quizizz: 63
