Bergers Colour Samples For Paint

language center Project: lessons of two exemplary centers

Although the news is still fresh in PISA 2009, which we discussed in last post De estranjis , let's focus instead on the data again try to give steps forward. In this regard took place in Seville from 15 to 17 November, Success II Congress on Education and the Centers autonomy. In this Congress held a series of debates and I was able to moderate the table that was about the Project Language Centre, which was attended by the voice and experience of two exemplary centers: the IES Viewpoint Genil, presented by Toni Gomez, and the IES Sánchez Lastra, presented by Margarita Valdés.

The IES Sánchez Lastra Spaniard is a center that develops a major program of bilingual education and participate in the pilot experience OAPEE for improving competition in linguistic communication . For the faculty of this center, "the key concept [to improve this competition] is the functional use of language in social work close to the reality of students' fundamental methodologies and strategies are PEL, work for projects and interdisciplinary projects. Therefore, the keyword of your project is co Linguistics Center.

Mirador del Genil IES is, without doubt, the Andalusian Center of reference in relation to the design and implementation of a project's language center. His theoretical approach, the structure of the PLC, the level of coordination between all elements of the center and its implementation are truly exemplary and represent a model. But much better than me maybe you read me may seem to listen to Diego Arcos, director, and the other comrades in this video program Club Ideas:



Actually if you want to know how you can design a language project of Center for the Improvement of the Linguistic competence and using as a reference, among other indicators, the contributions of the diagnostic evaluation, you must know the PLC IES Viewpoint Genil.

Finally, I would like to offer some considerations, as conclusions of that panel discussion:

• The PLC can not be limited to a document on the "organizing center", but must touch on aspects of own teaching-learning process Learning: Using the PEL, the design of integrated tasks or projects, conducting research or creative writing, etc.
• The PLC must be understood as a strategic plan (and the ROC Andalusian favors and promotes the design of strategic plans in the centers) in which to conduct an analysis of the situation, generate agreements, establishing lines of work and responsibilities will examine the results and make appropriate dissemination of achievements.
• is important, first, set the PLC to the context and therefore to design a realistic but on the other hand, we must maintain high expectations for the results to be obtained when generating dynamic work cooperative faculty, students, families and the environment.
• The PLC should seek the integration of planned actions and interventions, promoting feedback loops between them: an example would be using the PEL for the design of tasks and for self-peer assessment of them.
• Shared responsibility faculty regarding the development of linguistic communicative competence of students is manifested in the contribution of each area or subject of a specific discursive mode "map of discursive genres" of the center.
• The PLC is a living document and a dynamic proposal, so it is important to establish quality indicators that allow us to assess their development and their impact on competition for students.
• The PLC must be part of a "policy subjectivity" in the school and, therefore, must focus on attention to diversity (diversity of skills, linguistic or cultural diversity) as the organizing principle of the inclusive school.
• The PLC is also a mechanism for the balance of language activities in a context, the school, where the prevalence of asphyxia teaching writing and teaching depreciates orality.
• Finally, the PLC can be an avenue for professional development and, therefore, may be part of the plan of training of teachers of each school: How do we improve our approaches to language teaching and how can we contribute from each area or subject to the development of linguistic communicative competence and how can we address the diversity and subjectivity from working with student groups? How do we manage human and material resources for effective teaching? All these questions and many more, are relevant and can be studied and work by the teachers in the school as part of a PLC.

In summary, the PLC - as the examples provided by the IES or IES Sánchez Lastra Mirador del Genil - represents a promising strategy work and sufficiently developed in bilingual communities of our country for the development of linguistic communicative competence.

And in your heart, do you dare to try?