Welcome to our bilingual section

What is a bilingual section? / What is a bilingual section?

The bilingual section is an educational program that is offered at least one subject in the curriculum partially in English and the number of hours per week of this language is increased in the teachings of compulsory secondary.
A Bilingual Section is an educational program in which at least one subject is taught in English. Moreover, English lessons are increased in that. Students have got one extra English lesson per week.

The bilingual sections: a proposal for the future for the formation of the European citizen / Bilingual Sections: a future proposal for European citizens' formation

The development of the bilingual sections is framed in the context of European directives which recommends to Member States teach two languages of the Union, In addition to the national language.
The development of the bilingual sections is framed in the context of the European instructions in which it is recommended to the Member states to teach two languages of the Union, In addition to the national language.

Efforts from the educational administration of the Government of La Rioja / Effort of the educational Administration of La Rioja

In a world globalized as the current, where the development of communications approaches and enables the contact of persons, but among them there are thousands of kilometres, the knowledge of two or more different mother languages is vital for citizens. The Government of La Rioja is aware of this importance and the role of education exerts in the development of these competences and therefore one of their commitments is the promote bilingual education in the schools of La Rioja.

For several years, the Ministry of education, Culture and sport has established as a priority line of action the promote the learning of second languages and to this end has been implementing several actions: learning English from the age of three, stays in regime of immersion in 6 grades of primary education, the collaboration with the official schools of languages programmes for secondary school students, continuing training of teachers in classroom courses, on line and immersion in other countries and projects of innovation centres the European CLIL methodology-based Linguistics (Content and language integrated learning) for teachers of non-linguistic areas to develop their content using a language of the European Union other than the Spanish. In this way, through these initiatives and projects extends the learning of a second language to any area or field of the curriculum.

Analyzed the results of these programs and actions with the purpose of promoting a qualitative improvement in the teaching of foreign languages, the Ministry of education, Culture and sport of the Government of La Rioja, It is considered necessary to establish a regulatory framework where are defined the conditions that have to meet Centers equipped with bilingual sections in which the language vehicle for the teaching of certain areas or matters is a foreign language.

In a world governed by globalization, in which the development of the communications brings over and makes the contact of the people possible, although between they exist thousands of kilometers, the knowledge of two or more languages different from the maternal one is vital for the citizens. The Government of La Rioja realizes this importance and the role that education has in the development of these competences and for that reason, one of its commitments is promoting the bilingual education in the schools of La Rioja.

For several years, the Commission of Education, Culture and Sport has established as a priority line of performance to encourage learning of the second languages and with this end it has been implementing several actions: learning of English from three years, the stays in linguistic immersion of pupils of 6th of Primary education, the programs of collaboration between Secondary Schools and the Official Schools of Languages, the permanent formation of the professorship in attending courses, on line and of immersion in other countries and the Projects of Linguistic Innovation in Centers based on the European methodology Aicle (Integrated Learning of Contents and Foreign Language) so that the teachers of not linguistic areas could develop the contents using a language of the European Union different from Spanish. This way, across these initiatives and projects the learning of the second language spreads to any area or subject of the curriculum.

Analyzed the results of these programs and performances with the purpose of promoting a qualitative progress in the education of foreign languages, the Commission of Education, Culture and Sport of the Government of La Rioja considers that it is necessary to establish a normative frame where the conditions for the schools with bilingual sections are defined so the language for the education of certain areas or subjects is a foreign language.

Official announcement / Official Announcement

In the official bulletin of La Rioja from the day 19 April of 2008 which appears the
Order 7/08, of 14 April, which regulates the convocation and the procedure of selection of centres sustained with public funds from the autonomous community of La Rioja, that you want to implement bilingual sections.(19/04/08).
On the Official Gazette of La Rioja (19 April 2008) There is the announcement with the requirements for schools to apply for bilingual sections in order they can be financed by the Government of La Rioja.

Section bilingual of the IES Valley of the Cidacos Calahorra / Bilingual Section at IES Cidacos Valley

Our bilingual section began in the course 2009-10 with a group of students in 1º ESO. In the course 2010-11, This group of students became 2nd of that and went into a new group of students in 1º of that. During the cursIn the course11-12 We have three bilingual groups, one in each course from 1 ° to 3 ° of that. In the academic year 2012-13, we went from a bilingual group in 1 that two bilingual groups and one in PILC mode, another group in 2nd ESO, one in 3 º ESO and another in 4 º ESO. 2011-12 We have three bilingual groups, one in each course from 1 ° to 3 ° of that. In the course 2012-13, We went from a bilingual group in 1st that two bilingual groups and one in PILC mode, another group in 2nd ESO, one in 3º ESO and another in 4º ESO.

in the school year, 2013-14, the number of bilingual groups has increased to seven since we have two new bilingual groups in 1 year, the three groups (bilingual and modality PILC) 2nd that, another group in 3º ESO and the other in 4º ESO.

Our bilingual section started in 2009 with a group of students in the first course of Secondary Education. Next schoolyear, 2010-11, we had two bilingual groups, one in the first and another one in the second year course. During the schoolyear 2011-12 There were three bilingual groups, one in each course, from the first course to the third one secondary. In 2012-13, there were three bilingual groups in the first course, two in the bilingual section and one in PILC. There also were bilingual one group on the second, third and fourth course of Secondary School.

This schoolyear, 2013-14, the number of bilingual groups has increased up to seven groups as we have two new groups in the first course of Secondary Education as well as the previous groups in the second, third and fourth years.

Organización de la Sección Bilingüe / Organization of our Bilingual Section

En cada instituto se organiza de forma distinta. En nuestro centro, los grupos bilingües tienen cuatro horas semanales de inglés (una de ellas a séptima hora, a partir de las 14:20) y de una a cuatro materias no lingüísticas que se imparten en inglés.
Every school organizes the bilingual section in a different way. At our school, bilingual groups have got four English lessons per week (one is held after school timetable, that is at 14:20) and from one up to four non-linguistic subjects taught in English.

Subjects that are taught in English / Subjects taught in English

Teachers who participate in the section / Teachers in the Bilingual Section

In this school year 2013-14 teachers who participate in the bilingual section is:

• Language teachers: Elena Martin, Enrique wheels, Pedro Pacio, Montse Morte and Noemí Herrero (Coordinator of the bilingual section),
• Teachers of subjects which are taught in English: Santiago Bengoechea (Physical education), Emilio León (Plastic and Visual education), Maria Gomez (Biology and nature Sciences), Jimena Puertas (Technology), Beatriz Aizpurua (Music).

In this schoolyear, 2013-14, teachers taking part in the Bilingual Section are:

• English teachers : Elena Martin , Enrique wheels, Pedro Pacio, Montse Morte and Noemí Herrero (Coordinator of the section),
• Teachers of subjects in English: Santiago Bengoechea (Physical Education), Emilio León (Art), Maria Gomez (Biology and Science), Jimena Puertas (Tecnology), Beatriz Aizpurua (Music).

Advantages of the bilingual section / Advantages of the Bilingual Section

• Improvement in the ability to communicate in English, especially in oral production and intonation. This is demonstrated through external tests for diagnosis in 2nd from that and tests through the program of cooperation of the school official languages of Calahorra.
  It improves the communicative competence in English, especially in the oral production and in the intonation. This is demonstrated across the external tests of diagnosis in 2nd course of Secondary Education and the tests across the Program of Collaboration with the Official School of Languages of Calahorra.

• Beneficios derivados del aprendizaje simultáneo en dos lenguas de una misma materia a la hora de establecer mecanismos comparativos. Los alumnos aprenden a contrastar su lengua materna y el inglés para mejorar el rendimiento en esta última.
  Benefits derived from simultaneous learning of the same subject in two languages when establishing comparative mechanisms. The pupils learn to contrast their mother tongue and English to improve their performance in the last one.

• Incremento de los aspectos socioculturales de los países de habla inglesa. Students expand their knowledge of other countries at the same time that eliminate prejudices about other races and cultures.
  Increase of the socio-cultural aspects of English-speaking countries. Pupils extend their knowledge on other countries at the same time they stop prejudices on other races and cultures.

• Obtain a series of advantages on exchanges and participation in European programmes like the Association Bilateral Comenius with Germany than 3º ESO students enjoy this school year.
  Having a series of advantages in exchanges and in participation in European Programs as the Project of Bilateral Association Comenius with Germany that our pupils of 3rd course in Secondary Education enjoy this school course.

• Otra ventaja es la aplicación de las TIC como elemento clave que facilite el proceso de enseñanza-aprendizaje de asignaturas no lingüísticas en una lengua extranjera.
  Another advantage is the application of the TIC as key element that facilitates the process of teaching- learning of non-linguistic subjects in a foreign language.

Metodologia AICLE en la enseñanza bilingüe / AICLE Methodology in Bilingual Section

La Metodología AICLE es el conjunto de estrategias y herramientas a través de las cuales se debe llevar a cabo la enseñanza de una asignatura no lingüística (Science, History, Ed physics or plastic, among others) in a foreign language other than the language of the student. CLIL is an acronym for integrated in content and foreign language learning.
The Methodology AICLE is the set of strategies and tools necessary to carry out the teaching of non-linguistic subject (Science, History, Physical Education or Art, among others) in a foreign language different from the mother tongue of the pupil. AICLE is an acronym of Integrated Learning of Contents and Foreign Language.

The implementation of CLIL methodology in the classroom has proved to be a success in numerous studies because it brings multiple benefits, both students and the teacher, which include:
The use of the methodology AICLE in the classrooms has demonstrated to be a success in numerous studies since it contributes with multiple advantages, both for the pupils and for the teachers. Among all these advantages, it is necessary to stand out:

• It increases the foreign language learning, because the student processing it in a more profound and intense manner and with greater cognitive level. In the classroom is working the 4 disciplines of language (hear, talk, read and write) next contents.
  It increases learning of the foreign language, since the pupil processes learning in a deeper and intense way and at a major cognitive level. In the classroom students work the four skills of the language (to hear, to speak, to read and to write) along with the contents

• It develops knowledge skills. Students learn to engage in actual specific contexts of each subject in the foreign language.
  It develops skills of knowledge. The student learns to cope with specific real contexts of every subject in the foreign language.

• It increases the cognitive abilities of students being able to build more complexity in his mind conceptual schema to require the study in another language of understanding larger effort, understanding and production. Learn from a different and broader perspective.
  It increases the cognitive abilities of students that are able to construct conceptual schemes of major complexity in their minds as the study in another language demands a major effort of comprehension, understanding and production. Pupils learn from a different and wider perspective.

• Students learn to work more on its only team. It provides a learning environment appropriate to enhance the autonomy of the student, and there are many groups and collaborative activities.
  The pupil learns to work more individually and in team. It provides an environment of learning adapted to promote the autonomy of the pupil, and most activities are to cooperate in groups.

• Orientation towards a more practical and less theoretical education. CLIL methodology requires the teacher to use and learn new approaches to teaching more active away from traditional classes.
  Orientation towards a more practical and less theoretical education. The methodology AICLE forces the teacher to use and learn new more active approaches of teaching far from the traditional lessons.