Newly Arrived Students in Schools: addressing language diversity (170)
| Fasea | Ordu | Modalitatea | Hastapen | Final | Ordutegia | Asteko egunak |
|---|---|---|---|---|---|---|
| 2 | 5 | G - Txostena eta/edo memoria egitea | 2024/01/09 | 2024/01/31 | ||
| 20 | 25 | H - On Line | 18:00-20:00 | As-Og |
In an increasingly interconnected world, educational institutions are becoming more diverse than ever, with students hailing from various cultural backgrounds and language proficiencies. As schools embrace this diversity, it becomes crucial to foster an inclusive and supportive learning environment for all students, regardless of their linguistic origins.
This course is designed to equip educators, administrators, and stakeholders with the knowledge, strategies, and tools necessary to address the unique challenges and opportunities posed by the arrival of students from diverse linguistic backgrounds. Our focus extends beyond the immediate linguistic barriers and delves into the broader issues of integration, community-building, and sustainable practices.
- Elkarrekin bizitzen ikastea
- Hitzezko eta hitzik gabeko komunikazioa eta komunikazio digitala
- Hizkuntza eta literatur komunikazioa
- Aditua gelan ikasteko egoerak proposatzeko, aplikatzeko eta ebaluatzeko
- Aditua gelan ikasteko prozesuak ikertzeko, berritzeko, garatzeko eta ebaluatzeko, praktikari buruzko hausnarketatik
- Aditua proposamen didaktikoak ikasleen premia eta aniztasunera doitzeko eta egokitzeko, ikuspegi inklusibotik
- Irakasleak orokorrean
MODULE 1: CULTURE
What is culture?
What is language?
Biodiversity and the ecology of languages.
MODULE 2. MIGRATORY PROCESSES
Today's world
Nations and natural resources.
Globalization, mobility and consequences.
Current migration data with the glasses of the EAC.
Eustat
Legislation and migration policies.
Human rights.
The experiences of migrants
MODULE 3: DIVERSITY MANAGEMENT
Norm and exception
Personality construction
Racism and homophobia.
Prejudices, stereotypes and social exclusion.
Gender roles
How to deal with conflicts.
MODULE 4: FUNCTION OF THE SCHOOL
The school's reception plan
Inclusion
Cultural Diversity Vs Interculturalism
School languages, their treatment
MODULE 5: RELATIONSHIP WITH THE FAMILY
First meeting
Information to be received
Information to be provided
The importance of parental participation
MODULE 6: PSYCHOLOGICAL ASPECTS OF UNDERSTANDING MIGRARES
Ulysses syndrome and grief
Affective filter
Motivation
Anxiety
Self-esteem
The attitude of the teacher and the student
MODULE 7: SECOND LANGUAGE TEACHING
Second Language Vs Foreign Language
Spanish and Basque teaching
Focus types
Skills and difficulties according to age
Myths and false beliefs
MODULE 8: DISPUTE MANAGEMENT
Didactic resources
Associations and institutions
Examples of good practices
The expository part of the course is divided into modules. Each course addresses a topic, and at the same time will provide basic knowledge for the following. The course is therefore designed to acquire knowledge progressively. For this purpose, the material will be unlocked gradually. There will also be an interactive part where the students can write to the teacher to clarify their doubts about the material given. However, the most interesting channel for communication is what the forum will offer. Through this forum, students will be able to share their doubts and feed each other by explaining their case studies and receiving each other's suggestions. Finally, students will also be offered access to additional content that is not part of the course, if they think it is appropriate for their case so that they can consult it.This methodology will help students to scaffold information to construct understanding.
The students are going to interpret a scientific article, complete some short readings and quizzes, do research about their school, and complete a final paper on their students.
The student will have a test every two or three modules. In this way, it is intended to prove that the reading has been done and to make sure that the reading has been helpful. Once the quiz is completed, the student will know his/her mistakes, and he/she will have time to learn from them.
The students will accumulate a grade based on the level of depth of the readings done; and, on the other hand, an assessment (quantitative and qualitative) based on the role they play in the forums and their contributions will be included for the final assessment. Finally, they will have to deliver the proposal they make in front of a case study.
By the end of this course, students will have a comprehensive understanding of climate change and its impact on the planet. They will have the knowledge and tools necessary to take action and make a positive impact on the environment. Moreover, they will develop critical thinking skills and will be able to analyze and evaluate information related to climate change. They will also have a deeper understanding of the interconnectedness of various global issues, such as sustainability, social justice, and environmental ethics.
| task | percentage |
| The grade of each test | %50 |
| Participation in forums | %20 |
| Main job | %30 |
In total, students must obtain more than 51% to get the certification. Tests and final work are mandatory.
The final work done by the students will have two versions: The first version will be the original and will be the one that will be taken into account for the evaluation; the second one will be a supervised version of the first one and it will be compiled for a publication. The compilation of all the work done will be done and made available to all students, in the future they will be able to use it in their schools or share it with their colleagues in this way. In this way, those taking the course will complete a collective creation.
https://www.schooleducationgateway.eu/es/pub/index.htm
http://cuadernointercultural.wordpress.com
www.segundaslenguaseinmigración.es
http://espanolparainmigrantes.wordpress.com
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