 Buenos Dias. It's a pleasure for me to be here today. It's an honor to participate in this course, organized by the Universidad Melendez El Aglio, and it is also a pleasure to have been invited by the two coordinators, Elena and Kova, to whom I really thank, and it is even a pleasure or more a pleasure because of the place where we are going to be today, because of the group of people that have been told that you participate a lot, and you interact a lot, and you work a lot, you have fun, and you enjoy, and so it's a perfect group to teach and to spend a couple of hours. It is two hours, which is a lot. For me, you're going to be there sitting, doing thinking, and that's it. And then we will finish, and we will see what something new or maybe changed in our mind, and that's one of the reasons of the title of this presentation. Care and Love. I mean, when you introduce a presentation like this, I mean Marisa asked me why Care and Love? It seems more like a song, more than a title for a presentation in a course, and Care and Love, because it is the acronym for CLEAL, also it's a different acronym for CLEAL, instead of content and language integrated learning that we all know and that we all say, I don't know how many times, we're going to find something different. Made of basic words. These basic words are four, and these four have those numbers there. Do you know the numbers words? What do you think the numbers are? What do you think the numbers could mean? No? What is the times that you, if you Google the words, you find in Google those words, that number of times. And then we see that, for example, we find Care, which appears four million times, which is not bad. And then Love, seven million, which is not really that much. I mean, if you Google Drugs or Sex, it will appear many more. Integrate only 156, and then we have Learners with 98 million, which is a lot. So something fails there. I mean, I think that if we are going to work with Learners and we are interested in what happens in our classrooms, we Google Learners, Learning and all these things. Or if we want to find any good music, with Care and Love and all these things, we will find these words, that amount of times, but integrate, it's not a thing that people Google. And maybe what we have to do is to think that we're going to teach people who sometimes need to be integrated. They will not tell you, they will not tell you that they need to be integrated. And especially when we come with difficult situations, for example, this of using our English when we teach, which is what makes things a bit harder for them. So what we're going to do today is to try to, let me see if this works. They're trying to make you, well, think, I mean you think, you are thinking, we are the whole day thinking, but maybe think about these issues, make you reflect and make you change your habits or see if we should change your habits. Maybe you don't, maybe you are a teacher and then you know what to do in every single situation, which is absolutely difficult because of the complex situations that we face every day. When we teach, especially in primary education, we find people who cannot tell you properly what happens in their minds, in their hearts. And when we teach in secondary education, you find people who don't want to tell you what happens in their minds and in their hearts. So it's always a hard work for us. Sometimes when we talk to families, we find people who don't want to tell you the reality of what happens at home or they will tell you or they will bring you different expectations from those that you have at school. So it's pretty difficult. But the thing is that we as teachers should always be thinking and reflecting and people working on the things that we do. I mean, it is not a matter of coming here. When I talk to you here, I'm talking, you have to know this, I'm talking to people who are really interested in people learning and people working. So you have to, as Frank Sinatra says, you have to spread the news. And you have to go back to your schools and bring the things that you are learning here today. These are the mindfulness, these are the use of subtitles and things that you have been learning these days. It's what you have to go now and bring these new ideas and not to be shy. I mean, you shouldn't be shy doing this thing. You come here, you do the effort of spending one week here and you are learning, sharing experiences with others. And now it's your time to exchange these and bring these ideas to others. Well, if I ask you this, you will all say yes. Do you include? Who says no? So we have two options. If we say yes, we will click there in the blue thing. And if we click in the red thing, it means that we don't care. Let's see what happens. So if we click no, you can go now and have a nice day in Cuenca and enjoy the city. And see the monuments and all these things. But I know that you will stay here because you include. I mean, you bring inclusion to your lessons. And if you do, well, you sign up for a bombing, as they say there, because you do anything that comes to your school. I mean, if there is clear, clear, if there is a school at Pácea de Pát, you do a school at Pácea de Pát. If there isn't any other plans for the school, you are there. If there are any activities that go out of the school, you are there. So you are not all the teachers that we have. And then you have to spread the news, as I told you before. So you will, I mean, we love you because you do these things. You include kids, which is good, which is excellent. You care about the possibilities and you love teaching. If you do, those things will love you. I mean, the system loves you. Families will love you. You will be happy with your teaching if you do that. If you take care of the expectations of students, your pupils, and of families and of your other colleagues at school, which is not always easy to work with. And then let's see the background. And why are you using that picture over there? The background is that sometimes I find people who say these are, well, it's not many students with special situations in our classrooms. And they say that's especially when they prepare and I prepare people for the competitive exams now for 13, 14 years. And when we come to the section of diversity, they say, well, in this school, in this setting that I prepared, I didn't bring any special situations. Which is not real. We have many different real situations there. And then we have to face those. The thing is that there we will say how we have these special situations, we have to face those special situations, and we have to know what to do with them. We will see some special cases today, and I will ask you what to do in those situations, and you will tell me. Because sometimes, and as I told you before, it is not a matter of you yourself. I mean, it's not that I'm going to change the system. I'm going to change my school. It is a school. If you don't have the support of the school, if you don't have the teacher there supporting you doing things, you will fail along. And maybe you stop doing things, which is the most terrible thing that could happen in our job. So we have to try to spread again these things, bring all the people to these training courses, and try to change their minds. The research on this topic. What about research? Research is not a matter of scientists. I mean, I don't need to be in a lab to do research. I mean, we do research at the university. And research on what? Well, you can do research on the different degrees of the advert. Nice. Adjuncts, disjuncts, subjuncts, and conjuncts. Very nice. I don't know how useful it is, but people do research on that. But maybe we have to do research on this, and by now we don't have much research on how to deal with diversity in the clear context. Bilingual and clear, we will see if it is the same or not. And the question here is that clear should be for everyone. You should tell me. You are all from primary education? Any from secondary? No. Andalucía. We have people from Andalucía. Please put your hands up. Madrid? Now we have people from Madrid. Ready for an answer? Or ready for an answer? Madrid. Is there any restrictions to be in a bilingual school? Or can anyone come to a bilingual school in Madrid? You can tell me. This is bilingual, so we can use both languages. If you are there, any kid in Madrid could come to a bilingual school or do you need any special requirements to attend a bilingual school? Is it that? Anyone can go. Anyone. And then when they come to this school, they have to do the whole thing in English or only part of the subjects in English. Okay. Will it depend on where you live? It depends on the options that you want to take. Okay. It's not the same in Andalucía. You have bilingual schools. Now we have semi-private schools also in bilingual sections. And you go there and they all have the same opportunities. It will depend on the school where you go that you will have 100% of the curriculum in English or less or it will depend on how the school has organized this teaching. But it's different. What I mean here is that it should be for everyone. When I say everyone, any different situations we could face at school, when you open the school and you find people who have a lower level, economic level or people who have a higher level or people who do not go and cannot go to any of the special activities that you prepare to take the kids to England or any of these other activities. So that's the thing that we have to face. We have to give these options to anyone. I have a student from Ivory Coast and he spoke Spanish. He speaks Spanish perfectly. And when I asked him why he studied Spanish he said, well, it was a kind of lottery and then all then evens and then all we studied French and we studied Spanish history and that's it. At the beginning Andalusia was a lottery and then some of the students came to the bilingual schools and some other students put them in and out of the system which is not fair because if not, we will do this for the elite and that is not good. I mean, we have to give the same opportunities to all of them, especially if they need this special here. And now parents. Are you parents? Yeah, so you are parents and you know very well what I mean. Your son, your daughter is the most beautiful, is the very clever, is so intelligent she never says anything. And you teachers have to talk to people who think that their kids are so good and they do. What happens with these of the bilingualism? With parents. You have to help parents. I mean, parents need your support and then you have to give support to the kids to the school, to the parents, to the inspection to anyone. You are there the caregiver. But you have to. Why? Because now if you are going to send any homeworks maybe they cannot help them with the homeworks and we will see how to do that. We will give you options that you decide. But that is the thing. I mean, if I am the father of his own who is 10 years old and he is studying in German and I cannot help him I have a problem because maybe he doesn't want to do what he is supposed to do as a teacher. Now, as a father, as a teacher, I have to give the options the tools to help him at home. If I don't do this, I can have these differences that I don't like. Those students who can pay private academies and they go and they have extra lessons in English or they get help in their homework and business or I can find these others that do not have that. So I have to see it and I have also to think of these things. And nowadays, I mean, you must be tired of the definitions but I want to see what this guy who knows a lot about Clio, of course said and how inclusion was or was not included in this definition. He means that Clio refers to situations where subjects, no people, subjects as in naturals, parts or subjects are topped through a foreign language with dual focus aims namely the learning of content and simultaneous learning of a foreign language. So that's for everyone. That is for everyone. Here we are a mixability group. Some of you speak English very well. Some others have a V2, another one with a C1 another one with a C2 another one with a very good level but no Trinity or Cambridge certificate. So this is a mixability class with people who are really interested when you come to a primary lesson you have to add something to this definition. The second one is like six years after and now he says that this approach involves learning subjects such as history, geography or others through an additional language. It can be very successful in enhancing the learning of languages and other subjects and developing in the youngsters and there is youngsters in general a positive can do attitude. We don't teach youngsters. We need to know that we are going to face different situations, very different situations in different contexts. For example who of you are from Columbia? Or Valencia? So when I say bilingualism that has a different meaning for them. They are bilingual. They are bilingual. When we teach in a bilingual setting it's different that when you teach in a monolingual setting and you have to know that and you have to face that and not to feel frustrated because your kids will not be bilingual. They will do a bilingual use of learning. You will be using two languages. That's nice. That's good. Maybe CLIL should be used instead of bilingualism in those special contexts. Here we have examples of people who come from the Basque country or Catalonia in which they have a bilingual teaching and then we have third language or an additional language as they are called now. Well, what else do we have? Well this of CLIL has people who love this of CLIL and they are absolutely enthusiastic. I am. They say, for example, my colleague it has extremely positive effects on affective factors. Why? Because you feel much better when you speak a different language. When you understand other people. When you have more options to play video games, for example. That's it. But we also have this study from Segula Elena that says that it affects less content learning and general school performance. That my question is, do you think that bilingual teaching affects the level of content of your students? Do they learn less of the content that they are supposed to learn in Spanish or the same? Less. Okay. Who says less? Please. Hands up. Who says the same? You say it. Okay. And then we will say why this happens. Why this happens? Well, maybe because we have we are following the textbook and with this coursebook we are obliged to give six different sessions. And then we have to give the units of work that appear in this. And this is an adaptation of the contents in Spanish or it is you can check that. You as teachers will check that the level of English of your students in the English subject is different from the level of English that they have in the texts in the bilingual textbooks. This is not Crashin's theory of input plus one. It is input plus ten. Because they have passive voice, they have relative courses, they have vocabulary that is really tough and they have things, I mean I have a son who is ten years old and sometimes I have to go and look up the meaning of the dictionary of some words. Because I don't know how to say las capas de la tierra I don't care about that really because it is not a thing that I have to do daily. Let's see what they are going to do and recycling that information is going to be also really possible. Let's see. Some misunderstandings. Which misunderstandings do you think we face when we talk about clear and diversity and bilingualism? For example number one that our students will be bilingual when they finish primary education. Any others? No? Some of them. It's not the final aim. But putting them in years. Well, contents is not the final aim. Why? We are going to work with different learning styles. Some kids will learn the list of vocabulary that they are supposed to learn not the list but the vocabulary that they are starting in a unit of work and they will forget that like this. Because they don't practice that when they leave the school. They will not talk about the parts of their flowers when they leave school. They don't go home and they say oh look at the flower and they talk about flowers. So they will not learn that. Put them in years is different. I mean if we start working with these functions of the language and we give them the options of putting these in years, that's going to be different. Because they will have the options of putting that in action and they will have to work on that with other colleagues and then the more you use the words the better you learn that. The terrible words these are attrition, we love you. That's one of the misunderstandings that we can place here. That clearly is not learning a list of words. Attrition as I said before is the second one. Number three is this of diversity, inclusion and differentiation are only terms that could only be used with disabled students. Which is not true. I mean when I say diversity when we talk about diversity we mean different situations in the classroom that could bring these students that are stronger or weaker, more advanced less advanced. I mean do you know very well those that people call fast finishers that I don't like at all because they finish whatever you give them or those slow learners that I hate because I don't want any kids to be called slow slow learners. So these things that you face are things that could be dealt and dealt when dealing with diversity. And that bilingualism is clear or clearly bilingualism. I think that what we do is clear and that's it. The bilingualism could need a bilingual context. And then clear maybe could be the best option to name this and could be as we have schools we should have clear schools and maybe we go better for the name that we should give to this situation. And here one sentence just for thinking if we don't clear our misunderstandings they'll be the seat of our frustration. And that's it. I think that's it. I mean that's why I wrote that. Because if we don't see clearly what we can do and the expectations that we create in families and kids it could be really difficult. More misunderstandings clearly is only for stronger and more advanced learners and people keep on thinking that. Especially parents. And that is absolutely bad for society for the system, for us as teachers. I mean we have to give the options to all the kids and that's hard work and we have to know how to do that and it is hard work. Why do you think that parents think that? Okay that the students cannot manage the contents and they will not get the contents you said. So you think that they are really concerned? Because low-specity about what the kids can do they think that they can it's the parents idea that my kids cannot do this They could be aware of the difficulties of teaching in the foreign language of working with this foreign language and one of the questions is why do we need this? Why do we need to study all these things in English and we are not going to be teachers of English or going to England or whatever I mean we have many millions of students and then we have many millions of different situations there and families thinking different things about all these things but you have to face all these things I mean you are the teachers and you have no other option That solution could be bringing native teachers or teachers with a C2 level That's the solution for the problem How many times have you heard this? Now Junta Andalucía is going to ask for a C1 level It's good We need a C1 level but we need teachers We need teachers before a C1 That's right So you can have a C1, a C2 or you can have a B4 But you need to be a teacher Then if you put all the things together If you put a person who really loves and cares about what he or she is doing and then with a good level of English that's going to work But it's not the solution to bring people I mean when we have the language assistance which is good it's absolutely good but they are not teachers most of them are studying computer science or business or whatever and that is not the thing they are not really teachers and they are not really involved in teaching But you will always listen to teachers to have a C1 or C2 or whatever Make good help but it's not the solution it's teachers that are properly trained coursebooks translated into English it's the solution and that we are innovators because we teach social science and physical education all of these things in English and well we are we are innovating that I'm going to work out on how to do this and how to make this visible and how to make this successful in terms of kids in terms of the expectations of parents and of course your own expectations as teachers I mean we don't want frustrated teachers we don't want teachers who have these high expectations with students who don't have the support at home or maybe at schools where you don't have the support from head teachers and now parents choose and we will understand how hard we have to work always always you always have to understand that and we always have to think of things like this I mean we have parents there and it is really hard for a father and mother understand the low level of these or her son or daughter in any of the subjects so it's good to bear in mind that parents will be always really concerned with what happens but inclusion inclusion is key in any of the things that we do concerning education more especially for those who are I was trying to find the translation for the term Bianchera and I talked to a colleague and we were saying over polite for Bianchera so those who include but do not include or those who teach but do not or those who say that they do not so here we have this example of Bianchera in some terms inclusion here we have that works with 26 inclusive studies on bilingual contexts and 80% of the studies indicate that integrating special needs into mainstream schools does not have a negative influence on other pupils which is excellent so see the big percentage is 80% it doesn't have any negative effects having these kids there so those of you who listen to people saying that these kids should not be part of the bilingual section or should not be part of the that is not good that is proof that it works so we don't have much research but the research is really good Mobert says that only 5% of class teachers subject teachers, special needs teachers and principals supported inclusion to some extent see that, I mean see the people really interested in this head teachers, the coordinators of the bilingual sections and so on, principals they supported inclusion only in the 5% why do you think that happens why do you think that this could happen I mean people who are really on stage, people who are really working daily with these kids in special situations well the reason is that they feel fear of not being able to provide quality teaching for both pupils with and without special needs so we can now call and say that we need more in-service training pre-service training and in-service training training at the university doesn't cover these situations at all he doesn't cover, I mean I teach at the university and I train teachers and he doesn't cover that number one, number two the training that you get and all these institutions where you go most of all, only some of you go most of you but the rest of the people who should go do not go and they should go, they should be brought and if they don't come, they should be fired and that's it is it is it, it is not that you got a position as a teacher for the rest of your life now, you are going to get that position and that's good, you can keep that position but you have to keep on working on that and feeling that you are part of the system and this system needs teachers that are really involved in these things if not, we have that we have no training pre-service training at the university and we don't have many options when you have in-service training after that you have to combine this in-service training with your family with extra hours with evening sessions or who knows how to do that so it is really hard and really tough reading that are not against the inclusion in these sections they are feeling that they are not prepared to face that correctly which is sad, it is sad for politicians that do not care about that and it is sad about those at universities who prepare their system I think that it cannot be read properly and well this is the report Euridice from 2006 and talks about diversity and all these things and then I was trying to find the meaning that they give to diversity in these terms, I mean this is a European plan and it is a report that they provide every year and it is absolutely good and when I try to find the meaning of diversity diversity appears only as a cultural diversity but not diversity in the classroom not diversity in what we do or what we say or how we have to face teaching in any context in Europe they only talk about diversity in a general sense, it is saying that diversity is going to be we have people from different countries people from different nationalities which is good, but not all the things and now the word inclusion appears nine times meaning the inclusion of languages in the curriculum nothing else, not inclusion of kids or inclusion of all the things the word diversity appears again nine four times and it means the linguistic diversity, differentiation does not appear, does not appear or underachievers gifted, stronger, weaker more or less advanced do not appear either there is a report about teaching in Europe and this should be controlled and see from the European Union how we face these situations in different contexts but they do not and that is sad, the official documents let's see what we say in Andalusia and it is to say that it is to say this of Kilmilore Matame Camion when you when you come to the official documents and you see what or how they face these situations you can see things like this in the instructions, the instructions that establish the guidelines to proceed with special educational needs in Andalusia they mention this of diversity in general terms and they mean and they work really hard on how to deal with diversity how to cope with diversity which is good but they don't mention anything of how to do that in bilingual contexts what to do with the different levels for example or different backgrounds or different attitudes or families or how to manage with ICTS for example and these kids they don't mention anything so they're going to leave us bad Madrid, what in Madrid we have that a B1 level is required to be accepted in a secondary bilingual school just sad it's a B1 level and especially a B1 level given by I don't know andalusia, you will have to go through the School of Theology Diomas if you want but only 50 people every year that in Granada so people have to go to private academies and then pay taxes for Cambridge or Trinity and then when you got those certificates you come to the concurso de atralados and you cannot use that which is nonsense but it is that they give you the chance, they give you the responsibility of working with these situations but they don't give you the solutions they don't offer solutions in those things what happens in all the communities for example Murcia and we're going to give them big applause because they say that teachers involved in bilingual teaching must establish methodological and evaluation strategies to cope with diversity in the bilingual classroom so I felt so happy I want to go to Murcia now and now they say also that the teaching staff may recommend not to study subjects in English to these kids why not, I mean if we have to use the Spanish, we use the Spanish but he or she cannot follow cannot attend these subjects in English that's it we come to an agreement with the family if we come to this agreement with the family school with any of the elements in the teaching process, we're really happy to take these decisions but let's say they make a list of recommendations and this is a task that I'm going to ask you to follow primary teachers or how to teach contents to primary teachers in a bilingual classroom so they're going to this is like for the opposition for the competitive exams, this section of methodology and then you have beautiful ideas and then I will ask you to develop these ideas now we have to work, I don't know how you work you work in groups or how do you do in groups, so with your group it's only a matter of 5 minutes, 10 minutes you have to think of even less the recommendations now you are a teacher of education and you're going to say okay now you teachers we have to do this because I'm an expert and I'm going to tell you what we have to do, for example and you cannot use this use the communicative language teaching approach and like that so that's why I gave you this as an example, but you have to give me real things, things that you as a teacher read and say okay this works this really works, okay four primary education. I will give you five for primary and five for secondary education. I will say if this really work or not. Okay, so please proceed. Five minutes no more to give five guidelines of how to work on bilingual settings. This is a kind reminder, a kind reminder to tell you that you have to give, you have to give suggestions of how to work in the classroom with these kids in a bilingual setting. Okay, not a C1 level. I mean you're not politicians. You're going to tell the teachers how to do. You have to, well let's pretend that we're talking to a colleague having a coffee and this colleague tells you that he or she is really concerned because he doesn't know how to proceed in the classroom. Then you tell them, okay, I will give you five key ideas or five suggestions or five methodological approaches that I will recommend to you. So if you say for example, work with tasks, make them participate in tasks. Okay, so that's one. Not or using that someone said use more English or I mean you have to give the ideas and I will ask you how to proceed. Okay, but it's not that you're not politicians and we don't want to be politicians by now.