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Andrea Ruano Esteban Final Dissertation APPENDIXES Andrea Ruano Esteban Final Dissertation Appendix 1: UNIT OF WORK UNITOFWORK “WELCOMETOTHECOMPETITION!” For4ºESOStudents AndreaRuanoEsteban Diseño,organizaciónydesarrollodeactividadesparaelaprendizajedelinglés INDEX Pages Introduction 13 Justification&Contextualization 12 OrganizationoftheLearningUnit 23 LearningUnit'Welcometothecompetition!' 38 Contributiontothekeycompetences 3 Objectives 4 Contents 56 Methodology 6 EvaluationCriteria 78 LessonPlans 933 1.Skills 912 2.Contestrules 1316 3.Parentalconsent 1720 4.Smartpeople 2124 5.Knowingyourteam 2529 6.Welcometothecontest3033 Conclusionsandevaluationoftheprocess 3437 Annexes 3847 References 48 Thisunitofworkhasbeendesignedforapossibleimplementationina4ºESOclassforthe subjectofEnglish.Ithasintendedtofollowthetheoryandpracticeondesigningunitswe haveseeninclassofDiseño,organizaciónydesarrollodeactividadesparaelaprendizajedel  inglés.Alloftherecommendationsandstepstofollowhavebeenthoroughlytakeninto account.Theunitissubjectedtoanychangesthatitsrealimplementationmaypose. Justification andcontextualization Thedesignofthisunitofworkisjustifiedbymychoiceofimplementingit inarealcontext; thatmeans,itisabsolutelyfeasibletoputitintopracticeintheexplainedcontext(withthe changesitmayrequire). WhydoIknowitisfeasibletoimplementit?Iwillhavethechancetoputitinpracticeina realhighschool(whereIwilldomyPracticum)andthereforeIaskedmytutorforthe contentstoinclude.ThesecontentsledmetothinkofthebasisIwantedthisunitto include. Thisunit ofworkhasalso considered theprevious knowledge ofthetarget studentsandwhattheyneedtoacquireasnewconceptsinthemomentofthecoursethey arefacing. IaimedatcomplementingwhatIsawinclassof Diseño,organizaciónydesarrollode actividadesparaelaprendizajedelinglés.withtheinstructionsofmytutorinthePracticum. Thefinalresult,ifimprovable,canhelpstudentslearnwhattheyaresupposedtoaccording totheiryearprogram(mytutorofthePracticumsentmetheyearplanofmystudentsand Istickedtowhattheyaresupposedtostudyinthismomentofthecourse). 1 TheunitofworkIhavecreatedisdesignedforbeingimplementedafterEaster,when 4ºESOstudentsaretoworkonmodalverbs(asfarasgrammarisconcerned).Inparticular, theimplementationofthisunitofworkwilltakeplaceintheschool'SagradoCorazónde Jesús',locatedintheareacalledActur.Thisisaprivateschoolinwhichthereisnotalotof foreignstudentsnorimmigrants.Thewidemajorityofstudentsdonotretakecoursesand thereisalowpercentageofdropoutstudents.TheclassinwhichIwillimplementthe lessoniscomposedof23studentsaged1516withnoretakingstudents.Accordingtotheir year plan (designed following both the National and Aragonese regulations), in this moment of thecourse,they will have toacquirevocabularyrelated toextraordinary people1:abilities,skills,achievements,etc.Justasagreedwithmytutoroftheschool,my unitofworkcoversthemostimportantpointsstudentsmuststudyintheunitofthebook theywouldhaveusedifIhadn'tdesignedtheunit.Thatis,wewillusemyunitofwork insteadofusingthetextbook,asthetopicIthoughtofisverymuchrelatedtothetopic providedbythebookwhenworkingwithmodalverbs. “Welcometothecompetition”–adifferentwaytolearn Themainideaofthelessonisacompetitionofextraordinaryabilities.Giventhatthatisthe topicsuggestedbythetextbookandIhadalreadythought ofcarryingoutacompetition,I decidedtoworkonmodalverbsandvocabularybyinvitingstudentstojoinacompetition withintheclass.Inthisway,theywillnotonlylearnEnglish,butalsodoitinafunnierway thanusually.Ithoughtthisideacouldbemotivatingforthem,astheywillhavetobe engagedto theclasssincetheideaofwinningacompetition isalways attractiveto everyone.Ialsodecidedtopresentafinalrewardforthewinnersofthecompetitionsothat studentsfeelevenmoremotivated. Studentswillhavetoworkcooperativelysincethecompetitionwillconsistofworkingin smallgroups.Thegroupswillinteractamongthemaswell,andstudentswillhaveto participateindividuallyonsomeoccasions.Thecompetition,asIwassaying,consistsof 1 The unit of the text book that students would use for working in this moment of the year has been provided to me. It is entitled “Extraordinary People” and have much to do with the main idea of the unit of work I have created. 1 provingthatstudentsareabletodevelopextraordinaryskills.Thefinaldayoftheunitof workwillbedevotedtothecompetitionitself,andtheprevioussessionswillworkon preparingthecontestandthecontestants.Thisway,studentswillbelearningEnglishand enjoying this process at the same time. Even if the main idea is to raise students' motivation,thefinalgoalofthisunitofworkisthattheylearnEnglish. Everylessonplancontainsarubricinwhichtheteacherwillhavetoassessthestudents’ performancewithrespecttothecompetitionandtheiruseofthelanguage.This willbe remindedtostudentssothattheytakeitseriouslyandareawareoftheimportanceofthe languageintheclassroom.Theyshouldnotforgettheyareintheclassroom,theywilljust learninadifferentway. Inthefinalsession,studentswillshowingroupssomeextraordinaryabilitiestherestofthe studentswillhavetoassess.Thismarkwillbeaveragedoutwiththemarksbytheteacher asfarastheuseofEnglishisconcerned.Thatway,studentswillnotonlyhavetoprove theirskillsforthecompetitionbutalsoprovetheymanagewiththelanguage. Organizationofthelearningunit Thisunitof workprovidesstudents withsomeexerciseswhich aim athelping them improve the five skills in their learning of the language: reading, listening, writing, speaking andinteracting.Inmyunitofwork,thesefiveskillsarecloselyrelatedand integrated,leadingonetotheotherwhenworkingonthedifferentactivities. Theunitisdividedintosixlessonplans,whichwillcorrespondtosixdifferentdaysin whichstudentshave1hourofthesubjectofEnglish.Intotal,thisunitwillbeideally implementedin6hours,thatis2weeks(3hoursperweek).Alltheactivitiesinthelesson planswilltrytobelinkedtotherest,andthatwillfacilitateanintegratedwayoflearning. Itisnecessarytointegrateskills,andnottoworkonthemseparately.ThatiswhyIdidn't decidetodevoteonedaytooneskillandanotherdaytoanotherdifferentskill.Ithoughtit wasbetterthatallthelessonplansworkedEnglishinawholeandintegratedway.Each lessontakesinwhathasbeentaughtinthepreviousone, sothattheprocessoflearningis connectedandstudentstakepartinacontinuouswayoflearningthelanguage. 2 Inshort, thecriteriatoorganizethelessonplanshavebeenasumofwhatmytutoradvised meandwhatwehaveseeninclassconcerninglessonplanorganization.Suchcriteriaare basedontheuseofacommunicativemethodology,aswellastheintentiontofollowa cooperativewayoflearning,beingcreativeandoriginalandmotivatingstudents.Allof thesefactorsmakeiteasiertodealwithdifferentiation,sinceifanystudentisnotableto followtheideaoftheunitofwork(whichisnotthecase),hisorherteamwillhelphimby working cooperatively.Thevarietyoftheactivitiesusedmakesitsimplertomeetthe demandsfromdifferentkindsofstudents. Eachlesson willideallystartwithareviewofthemaincontentsofthepreviousday.This reviewwilltendtobeabrainstormingonwhatthelessonwillbeaboutaswell(kindofa pretask),asallofthecontentsoftheunitareunavoidablyrelatedandnolessonmakesany sensewithoutfollowingaprogressonthecontents. ContributiontotheKeyCompetences Thisunitofworkaimsatmakingstudentsimprovetheirkeycompetences.Despitethat,not allofthekeycompetenceshavebeencoveredbythisunit.However,someofthemhave. Firstly,thelinguisticcompetenceisobviouslystrengthenedbytheunit.Studentswilllearn moreaspectsofthelanguagetheyarestudyingandthiswillhelpthemdeveloptheir linguisticcompetenceincontext.AsImentionedbefore,theapproachoftheprocessisa communicativeone,inwhichstudentsareplaced inrealpossiblesituationsforthemtouse thelanguageinanaccurateandfluentway. Thelearningtolearncompetencewillbereinforcedaswell,asstudentswillbeableof theirownprocessoflearning,sincetheywillhavetousewhattheyalreadyknowfortaking furthersteps.Studentswill beaskedtoreflectontheirownprocessoflearningofthe languageandthereforeknowthemselvesbetter.Inthissense,studentswillalsodevelop theirautonomy,asthey willhavetomaketheirowndecisionsandorganizewaysof workingforthedifferentactivitiespresentedinclass.IN4ºESOstudentsareoldenoughto maketheirowndecisionsandthatiswhythisunitofworkcontributesnecessarilytothe autonomouscompetence. 3 Asfarasthe digitalcompetenceisconcerned,studentswillbeaskedtoparticipatein commentingorworkingonvideosanddigitalformats.Theywillalsohavetowrite,atsome point,aboutdigitaltopicsandvocabulary,asindicatedintheiryearprogram. Thenecessityofworkingingroupsandtakingpartinacompetitionwillrequirestudentsto developtheir socialcompetenceaswell.Theywillhavetodealwiththebenefitsand drawbacksofworkingwithotherpeople,andthiswillmakethemlearnsomeinteresting waystoestablishingrelationships. Inparticular,thisunitofworkseeksstudentstodeveloptheiroriginalityandcreativity whiletakingpartinacontest,sostudents willhavethechancetoworkintheirartistic competenceaswell.Asmostofthematerialswillbeauthentic,studentswillbeworkingon theirinteractionwiththeworldcompetence. Objectives Attheendoftheunitofwork,studentswillbeableto: -Speakin Englishaboutprohibition, obligation,advice, recommendation, regret, abilityandusemodalverbsforthatpurpose. -Dealwithvocabularyrelatedtosportsandcompetition,aswellasvocabularyofthe fieldoftechnologyandsocialnetworking. -Complete,inwriting,differenttypesofapplicationformsandsheets,aswellas letters. -Inferthemainideaofatextandestablisharelationbetweenthetopicandtheir personalexperience. -LearnEnglishinadifferentway,suchasbyparticipatinginaproject/competition theyenjoy. -Interact in English for achieving communicative purposes, such as working cooperativelyingroupsandhelptheirclassmates. 4 1.5.Signup forthe contest! TgivesSSan applicationform theyhaveto completeinorder toparticipatein thecompetition. Theywillhaveto write,intheir smallgroups, aboutthemselves andtheirskills,as wellastheir motivationto participatein the contest. SKILLS:Readingand Guidedwriting. Fillinginformswith specificinformation LANGUAGE: Terminologyof complitingforms: name,date,signature. Applicationform (Annex1.5) 10' *TheclasswillbegiveninEnglishsoastoreinforcethepractice ofthelisteningskill. Homework: Evaluationofthestudents'performance: VERYPOORLY IMPROVABLE WELL VERYWELL ParticipationTheSdoesn't participatein class. TheSbarely participatesin class. TheS participatesin class. TheShasan active participationin class. Interestand engagementin thecompetition TheSdoesn't showany interestinthe idea. TheSisbarely interestedinthe competition. TheSshows interestinthe competition. TheSpaysmuch attentiontothe ideaofthe competition. Understanding ofinstructions ofthe competition TheSdoesnot understandthe instructions. TheSdoesnot understandthe instructionsbut isabletoaskhis doubts. TheSproveshe hasunderstood theinstructions intheir interactionwith theteacher. TheSisableto explainthe instructionsto therestoftheir classmates. Showingtheir likesand dislikes TheScan't expresshimself whiletalking aboutlikesand dislikes. TheShas difficultieswhen talkingabout likesand dislikes. TheSmanages welltotalk aboutlikesand dislikes. TheSshowsa gooduseofthe languageoflikes anddislikes. Writingabout theirabilities andcompleting theform TheSisunable tocompletethe formandhas difficultiesin TheSshows difficultiesin completingthe formand TheSisableto completethe formandwrite abouthis TheSwritesina correctand accurateway whencompleting 11 expressing abilities. describinghis abilities. abilities. theformand talkingabout abilities. Evaluationoftheteacher'sperformance(selfassessment):Givinganswertothese questions: HaveImademyselfclearincaseofhelpfromthestudents? HaveIprovidedmystudentswiththenecessaryinformationandresources? HaveIshownmotivationontheideaofthecompetition? Havemystudentsgotinvolvedintheideaofthecompetition? Feedback:Studentswillbegivenfeedbackduringtheclass,astheinteractionwillbe present at any moment. Twill let SS talk with no correction of the mistakes but reinforcementwhentheyfinish(example:S:Iamgood indancing...T:Oh!Soyouare goodATdancing?).Theapplicationformswillbecorrectedintheveryownclassroom,as theTwillberevisingthemwhiletheyarewritingandcorrectingandhelpingiftheyhave anymistakesorquestions. 12 LESSON2:CONTESTRULES Timing:60' Students:4ºESO Learningobjectivesofthelesson: ToactivelyparticipateintheinteractionTSSandSSSS.(wholelesson) TotakepartinthecompetitionsuggestedtotheSS.(wholelesson) Tobeabletoestablishtherulesofacontest.(2.1) Toshowagreementordisagreement.(2.2.) Totalkaboutprohibitions.(2.3.) Toinfertheinterdictionsofacontestbywatchingabadperformanceofacontestant (2.3). Towritealetter.(2.4.) Intendedlearningoutcomes(ILO): StudentswillspeakinEnglishwiththeirclassmatesandwiththeteacher. Studentswillparticipatewhenaskedfor. Studentswillrespectandlistentotheirclassmateswhentheytalk. Studentswillgetengagedinthecompetition. Studentswillhavelearnthowtoreachanagreement. Studentswillbeabletoconveymeaningrelatedtoprohibitions. Studentswillbeabletowriteletters. Studentswillbeabletodesignarulemapbyusingtheappropriatelanguage. ACTIVITY DESCRIPTION SKILLSAND LANGUAGE MATERIALS APP.TIMING 2.1.Werule! Tintroducesthe needofdesigning asetofrulesfor thefinalcontestof extraordinary abilities.Tasks studentstothink, ingroups,of5 rulesforthe competitionusing theforms“have to”or“must”. Theycanalso formulate negativerules with“don'thave to”. SKILLS:speakingand listening. LANGUAGE:haveto andmust/don'thave to. 10' 13 2.2.Contest rules Tgivesstudent theactuallistof rulesofthe competition.SS checkiftheirs matchthe establishedones andexpresstheir agreementor disagreementwith theonesgivenby theT. SKILLS:Readingand speaking Subskills:Discussing andinteracting, justifying LANGUAGE: Agreeanddisagree. Expressingopinions andpointsofview. Readingtextof therulesgiven bytheteacher (Annex2.2.) 15' 2.3.Whata contestant! SSpayattention tothevideo displayedbythe teacher.Thisvideo showsa performanceofa contestantwho doesn'treallyplay well.After watchingthe video,SSwillbe askedtosaywhat isforbiddenina contestbyusing themistakesby thecontestant fromthevideo. SKILLS:Listeningand speaking Subskills:Interacting LANGUAGE: Mustn't Videofrom Youtube(Annex 2.3) SScandisplay thevideo withoutsubtitles firstandthen replayitwith subtitles. 15' 2.4.Aletter toJoey TasksSStowrite alettertoJoey, thedisastrous contestant. Individually,they mustexplainhim whathedid wrongandtalk abouttheactual rulesofthegame hewasplaying. SKILLS:Writing Subskill:Using discoursemarkersin written. Writingletters. LANGUAGE: Couldhave,should have,shouldn'thave. 20' *TheclasswillbegiveninEnglishsoastoreinforcethepractice ofthelisteningskill. Homework: 14 Evaluationofthestudents'performance: VERYPOORLY IMPROVABLE WELL VERYWELL ParticipationTheSdoesn't participatein class. TheSbarely participatesin class. TheS participatesin class. TheShasan active participationin class. Interestand engagementin thecompetition TheSdoesn't showany interestinthe idea. TheSisbarely interestedinthe competition. TheSshows interestinthe competition. TheSpaysmuch attentiontothe ideaofthe competition. Understanding ofinstructions ofthe competition TheSdoesnot understandthe instructions. TheSdoesnot understandthe instructionsbut isabletoaskhis doubts. TheSproveshe hasunderstood theinstructionin theirinteraction withtheteacher. TheSisableto explainthe instructiontothe restoftheir classmates. Establishing coherentrules ofacontest. TheScan'ttalk aboutrulesand can'texpress commands. TheShas difficultieswhen talkingabout rules. TheSmanages welltotalk aboutrulesand establishing commands. TheSshowsa gooduseofthe languageto establishrules andiscreative. Expressing agreementand disagreement. TheSisunable toexpresshisor heropinion. TheSshows difficultiesin givinghisorher view. TheSisableto makehisorher pointand expresswhathe orshethinks. TheSisableto expresshisview andjustifyitina properway. Writinga formalletter TheSdoesn'tuse theappropriate formalities. TheSmakes mistakeswhen usingthe formalitiesofa letter. TheSwritesa goodletter bearinginmind theformalities provided. TheSwrittesa goodletterwith formalitiesanda correctuseof Englishonthe whole. Evaluationoftheteacher'sperformance(selfassessment):Givinganswertothese questions: HaveImademyselfclearincaseofhelpfromthestudents? HaveIprovidedmystudentswiththenecessaryinformationandresources? HaveImotivatedmystudentswhentalkingaboutrules? Havemystudentsunderstoodthemainwaysoftalkingaboutrules? Havemystudentsshowninterestinthelesson? 15 Feedback:Studentswillbegivenfeedbackduringtheclass,astheinteractionwillbe presentatanymoment.TwillletSStalkwithnocorrectionofthemistakesbut reinforcementwhentheyfinish(example:S:Iamgoodindancing...T:Oh!Soyouare goodATdancing?).WhileSSworkingroup,theTwillbepassingroundtocheckifthey haveanyquestionsortocorrecttheirmistakesinwriting.Theletterwillbecorrectedby theteacherathomeandgivenbacktostudentsduringthenextEnglishlesson. 16 LESSON3:PARENTALCONSENT Timing:50' Students:4ºESO Learningobjectivesofthelesson: ToactivelyparticipateintheinteractionTSSandSSSS.(wholelesson) TotakepartinthecompetitionsuggestedtotheSS.(wholelesson) Toaskforpermission.(3.2) Todiscussaboutparentalconsent.(3.1.,3.4.) Towritealetteraskingfor/givingadvice..(3.3.) Tounderstandtipsandpiecesofadvice(3.2.,3.3.,3.4.). Intendedlearningoutcomes(ILO): StudentswillspeakinEnglishwiththeirclassmatesandwiththeteacher. Studentswillparticipatewhenaskedfor. Studentswillrespectandlistentotheirclassmateswhentheytalk. Studentswillknowhowtotalkaboutpermissionandparentalconsent. Studentswillknowhowwriteanemail. Studentswillunderstandhowthecompetitionworks. ACTIVITY DESCRIPTION SKILLSAND LANGUAGE MATERIALS APP.TIMING 3.1.Parental consent Tasksstudentsif theythinktheir parentswould haveany problemswith themparticipating intheclassroom competition(the answeris supposedtobe “No”).Afterthat, TasksifSSthink theirparents wouldletthem participatein aTV contest.SS answer individually. SKILLS:Speakingand discussing. Susbkills:Justifying LANGUAGE: conditionals(would) 5' 3.2. Persuading Tdrawsthe conclusionofthe SKILL:Listeningand speaking Videofrom Youtube(Annex 10' 17 yourparents difficultyof convincing parents sometimes.T presentsavideo inwhichSS receivesometips onhowto convinceparents nottogoona summercamp.SS willhavetosayif theywoulduse thestrategieson thevideoandif theywouldwork withtheirparents. Howwouldyou persuadeyour parents?They mustanswer individually. Subskill:Persuading LANGUAGE: Would/wouldn't Could,can 3.2.) 3.3.Asking foradvice Theclassis dividedinto2 groups.Students “A”havetowritea letteraskingfor advicetoafriend, giventhattheir parentsdon'tlet themparticipate intheschool competition. Students“B”write anemailtoa friendgiving adviceonhowto convincehisor herparentsto participatein the contest.Afterthat, SSfromeach groupwillswap lettersand summarizetheir classmates'letter totheteacherif SKILLS:Writing, readingandspeaking. Usinginformal languagetowrite lettersandemails. Summarizing LANGUAGE: Should,shouldn't,why don'tyou?,let's,what about?Howabout? 20' 18 required. 3.4.I'mnota kidanymore! Tintroducesthe topicof“freedom andteenage”.SS areaskedtoread thetexton“How toConvinceyour parentstogive youmore freedom”and debateoneach stepwiththerest oftheclass. SKILLS:Readingand speaking LANGUAGE: Givingopinions Text(Annex 3.4.) 15' *TheclasswillbegiveninEnglishsoastoreinforcethepractice ofthelisteningskill. Homework: Evaluationofthestudents'performance: VERYPOORLY IMPROVABLE WELL VERYWELL ParticipationTheSdoesn't participatein class. TheSbarely participatesin class. TheS participatesin class. TheShasan active participationin class. Interestand engagementin thecompetition TheSdoesn't showany interestinthe idea. TheSisbarely interestedinthe competition. TheSshows interestinthe competition. TheSpaysmuch attentiontothe ideaofthe competition. Talkingabout parental consentand freedom TheScannot expressanyidea relatedto parentalconsent andfreedom TheSfinds difficultiesin talkingaboutthe subject TheSisableto talkaboutthe subject TheSisableto talkaboutthe subjectandgets involvedby settingtheirown personal exprienceasan example Askingfor/ Giving permissionand advicein writing TheSdoesn't knowhowtovie oraskforadvice inwriting TheShas difficultieswhen writingonthis topic. TheSmanages wellwriteabout askingforor giving permission. TheSshowsa reallygooduse ofwritingfor givingorasking foradvice. Understanding tipsrelatedto TheSproveshe doesn't TheSprovesa poor TheS understandsthe TheSbarelyhas anydifficultiesin 19 parentconsent understandthe tipsprovided understandingof thetipsinthe text tipsgivinginthe textwithlittle difficulty. understanding thetipsonthe text. Evaluationoftheteacher'sperformance(selfassessment):Givinganswertothese questions: HaveImademyselfclearincaseofhelpfromthestudents? HaveIprovidedmystudentswiththenecessaryinformationandresources? HaveIcreatedagoodclassroomatmosphereforthestudentstotalkaboutthesubject? Havethematerialsprovidedbeenusefulformystudentstotriggerthesubjectofdiscussion? Feedback:Studentswillbegivenfeedbackduringtheclass,astheinteractionwillbe presentatanymoment.TwillletSStalkwithnocorrectionofthemistakesbut reinforcementwhentheyfinish(example:S:Iamgoodindancing...T:Oh!Soyouare goodATdancing?).TheTwillbepassingroundtheclasswhileSSareaskedtowritein ordertocorrectthemistakestheymightmake.TheTwillposequestionstothestudents whodon'tparticipatesomuchandencouragethemtodoitmorefrequentlybygiving feedbackandreinforcement. 20 iftheyfollow someofsuch steps. 5.4.Avery nervous contestant Tpresentsavideo inwhicha contestantcan't holdhisnerves. Theymustpay attentiontothe videobecause theywillbe randomlyasked afterwardsabout whatthey watched. SKILLS:Listening Videofrom Youtube(Annex 5.4.) 10' 5.5.Seeyou inthecontest Beforefinishing theclass,T remindsSSthat theywill participatein the competitionthe nextday.The competitionwill consistofshowing extraordinary abilitiesandSS willbejudged accordingtotheir performance,both bytheother groupsandthe teachers.They willbeaskedto dosome extraordinary thingsaswell apartfromthose theywantto show.Dothey havenay questions? SKILL:Listeningand speaking Subskills:asking doubts,making questions 5' *TheclasswillbegiveninEnglishsoastoreinforcethepractice ofthelisteningskill. Homework:SSmightwanttomeetsometimetotalkaboutwhattheywillperforminthe finalcompetition. 27 Evaluationofthestudents'performance: VERYPOORLY IMPROVABLE WELL VERYWELL ParticipationTheSdoesn't participatein class. TheSbarely participatesin class. TheS participatesin class. TheShasan active participationin class. Involvementin the“gettingto knowthe mates”game TheSdoesnot interactwith theirgroup mates. TheSbarely participatesin theinteraction withhisgroup. TheS participatesin theactivityand interactswithhis partners. TheS participates activelyinthe gameandis readytoactasa spokesperson. Completingthe advicesheet TheSisnotable toexpress recommendation s. TheSfinds difficultiesin givingadviceto thegiven situations. TheSisableto giveadviceto theposed situations. TheSusesthe right mechanismsof thelanguageto giveadvicein variedways. Understanding ofthetext TheSshows little understandingof thetexttheyhad toread. TheSfinds difficultiesin understanding somepartsofthe text. TheS understands whatthetext says. TheS understands whatthetext saysand participatesby sharinghisown experience. Understanding whathappens and commenting TheSdoesnot understand anythingfrom thevideo. TheS understands poorlywhatthe videoisabout TheS understandsthe mainstoryinthe video TheS understands whatthevideo showsindetail Evaluationoftheteacher'sperformance(selfassessment):Givinganswertothese questions: HaveImademyselfclearincaseofhelpfromthestudents? HaveIencouragedmystudentstointeractandknoweachother? HaveIbroughtinterestingtopicsofdiscussionforthisclass? Havethematerialsbeenappropriateformystudents'level? HaveIbeenclearaboutwhatthecompetitionwillconsistof? Feedback: Studentswillbegivenfeedbackduringtheclass,astheinteractionwillbe present at any moment. Twill let SS talk with no correction of the mistakes but reinforcementwhentheyfinish(example:S:Iamgood indancing...T:Oh!Soyouare goodATdancing?).TwillkeepremindingSSthattheirperformanceineveryclassisbeing 28 evaluated and will have positive or negative effects on their final result (in the competition).Whentheyareworkingingroups,theTwillbereadytocheckiftheyare doingwellcheckinggroupbygroup.Twillfacilitatethecomprehensionofwrittentexts andoraldiscourseifSSfinditreallydifficulttounderstandwhatisbeingsaid.Twill remindSShowmanypointtheymadesofarandhowtheydidineverylessonastheyare nowfacingthefinalcompetition. 29 LESSON6:WELCOMETOTHECONTEST! Timing:60' Students:4ºESO Learningobjectivesofthelesson: ToactivelyparticipateintheinteractionTSSandSSSS.(wholelesson) TotakepartinthecompetitionsuggestedtotheSS.(wholelesson) Toworkingroupsandplayfairly.(6.2,6.3,6.4,6.5,6.6.) Tobehavewellandrespecttheirclassmates(wholelesson) TousetheEnglishtheylearntduringtheunitofwork(wholelesson) Tobeawareofthemainusesofmodalverbs(6.5) Intendedlearningoutcomes(ILO): StudentswillspeakinEnglishwiththeirclassmatesandwiththeteacher. Studentswillparticipatewhenaskedfor. Studentswillrespectandlistentotheirclassmateswhentheytalk. Studentswillgetengagedinthecompetition. Studentswillprovewhattheyhavelearntduringtheunitofwork. StudentswillbeawareofdifferentwaysoflearningEnglish. ACTIVITY DESCRIPTION SKILLSAND LANGUAGE MATERIALS APP.TIMING 6.1.Welcome tothe contest! Texplainsagain whatthecontest consistsof.“You willbe participatingin groupstoshow theextraordinary abilitiesofeach member.Your classmateswil markyour performancefrom 0to5according tohowtheyliked whatyoushowed. Youwillbe judgingyour classmatesas well.Thisscore willbesummed SKILLS:Listening 2' 30 upwiththepoints youaccumulated duringthe previouslessons accordingtoyour performancein theEnglishclass. Enjoyandhave fun” 6.2. Performance sheet Tgiveseach groupofstudents asheetto completewiththe scoretheygiveto therestofthe groups.SSask questionsifany. SKILLS:Reading, writing Subskills:completinga sheet Performance sheetgivenby theteacher (Annex6.2.) 10' 6.3. Motivationis key Tdisplaysavideo onmotivationfor SStolearnsome newvocabulary andfeelwillingto compete VOCABULARY:Values ofateam Videofrom Youtube(Annex 6.3) 3' 6.4.Ready, steady,go! Thedifferent groupsofstudents (4groupsof5 people)taketurns toparticipate showingwhat theycandoas “extraordinary abilities”.They don'tonlyhaveto performebutalso describe,in English,what their extraordinary abilitiesconsistof. (Meanwhile,SS assesstheirmates' performancewith thesheet6.2.) SKILLS:Speaking LANGUAGE:consist+ OF 2025' 6.5Clever minds Tasks3questions aloudforthe groupstoanswer SKILLS:Listening, writing Subskills:discussing Questionsfor theteacher (Annex6.4) 10' 31 inalittlepieceof paper.The questionswillbe relatedtowhat hasbeenseenin class,whathas beentaught relatedtoEnglish. Eachcorrect answercanscore from2to5points accordingtohow completeitis. LANGUAGE: Modalverbs, vocabulary–verbsand actions,tecnology, socialnetworking. 6.6.Make yourlast point TtellsSSthat,as afinalexercise, eachgroupwill havetostatea phraseinwhich theyjustifywhy theyshouldwin. Thegooduseof theEnglishinthe sentencewillbe highlyassessed. SKILLS:Speaking Subskills:Justifying LANGUAGE: should,haveto,must 5' 6.7.Andthe winneris... TthanksSSfor having participatedinthe competition.T makesanoverall valorationofthe contestandgives thenameofthe winningteam. T tellstheother teamswhatthey shouldhave donetowin.The restoftheteams willhaveareward aswell.The winnerisaskedto makeashort speechaloud. SKILLS:Listeningand speaking LANGUAGE:Should+ have+p.participle 5' *TheclasswillbegiveninEnglishsoastoreinforcethepractice ofthelisteningskill. 32 Homework: Evaluationofthestudents'performance: VERYPOORLY IMPROVABLE WELL VERYWELL ParticipationTheSdoesn't participatein class. TheSbarely participatesin class. TheS participatesin class. TheShasan active participationin class. Interestand engagementin thecompetition TheSdoesn't showany interestinthe ideaofthefinal competition. TheSisbarely interestedin takingpartin thecontest. TheSshows interestinthe finalsessionof thecompetition. TheS participates activelyinthe competitionand enjoys. FairplayTheSisnot matureenough toplayinafair way. TheSshows someattitudes relatedtounfair play. TheSrespects theirmates. TheSrespects theirmatesand seeksfairplay. Acceptanceand behaviour TheSisunable toacceptthe resultanddoes notunderstand themaingoalof thecompetition (learnEnglishin a funnierway). TheSdoesnot acceptthefinal resultina good way. TheS understands whatthe competition consistsofand showsagood understandingof theresult. TheSishappy abouthis outcomesincehe understanswhat thecompetition consistsofand itsmaingoal. UseofEnglish TheSdoesn't showany improvements concerningwhat heshouldhave learnt TheSshows poorprogressin hisuseof English. TheSproveshe haslearntwhat heshouldhave duringthe previouslessons. TheSmasters thespecific Englishpoints thathavebeen workedinclass duringtheunit ofwork. Evaluationoftheteacher'sperformance(selfassessment):Givinganswertothese questions: Havemyunitofworkbeenusefulforstudents? Havemystudentshadagoodunderstandingofthemaingoaloftheunitofwork? Havemystudentsenjoyedtheidea? Havemystudentsworkedinacommunicativeatmospheretroughouttheunit? Havemyoverallgoalsbeenachieved? Feedback:SSwillreceive,inthisfinallesson,asymbolicscoreinwhichtheywillbeableto seehowtheirworkwasduringthelessons.Theywillbescoredbytheirmatesaswell,and 33 theywillberemindedoftheimportanceofusingEnglishforcommunicativepurposes.This finallessonwillbemoredynamicthantheothersandTwillnotfocussomuchonaccuracy mistakesbutletSStalkandparticipatefreely. Evaluationoftheteachingandlearningprocess Afterhaving implementedtheunitofwork,Iwillnowdiscussontheoutcomeofthe teachingandlearningprocess.ThisprocesswillbeevaluatedaccordingtowhatIcouldsee duringtheimplementationofmyDUandpartlythanksto theevaluationtoolsIhad designedforassessingbothmystudents'performanceandmine. Asshown during the unit,what Ievaluated during the lessons was mainly that the objectivesofeachwere finallyachieved.Ilistedaseriesofobjectivesforeachofthe lessons,as wellassomegeneralonesforthewholeunit,andevaluationconsistedjustof matchingthestudents'performancewiththeobjectivestheyweresupposedtoaccomplish. Themaintools3ofevaluationhavebeenrubricsforeachoftheunitsanddirectfeedback foreachofthestudents.Iusedtotakenotesdailyandcommentthemwithmytutoratthe endofthesessionsinordertocollectherimpressionsaswell.Itwasverypositiveformeto work with aprofessional and discuss about the students and their evaluation. We sometimesagreedandsomeothersdidnot,butIlearntalotfromwhatshetaughtme. However,Iwasnottheonlyonetobeassessed.Mystudentshadthechancetoevaluatemy jobandtheunitofworkthankstoasimpletablealsoincludedintheintroductionofthis unitwhichtheyhadtofillinindividuallyandanonymously.Thisevaluationinstrument gavemethechancetoseewhatthemainparticipantsofmyunitofworkthoughtaboutthe unititself.Ialsohadtheopportunitytohaveconversationswithsomeofthem,who approached meattheendofthelessonstoaskwhatweweredoingtodonext.Itook advantageofthesemomentstoaskthemwhattheythoughtabouttheunit,whattheyhad toworkmoreon,andiftheywerereallyacquiringnewconceptsandselfconfidencewhen communicating. Inafewoccasions,andwhiledoingthePortfolioforthePracticumII(reflectingonthe designoftheunitofwork)IhadalooktotheEPOSTLdocumentandIwentovertheitems 3 Included in the lessons. 34 includedto seeifIwasdoingwell.IknowIstillhavetoimprovesomeaspectswhich experiencewillgivemeandItriedtomendmyerrorswiththehelpofmytutor.Thereis stillalottobelearntbutthisunitofworkalreadygavemesomecluesonwhatmymain weaknessesare. Theresultsofmyevaluationtothestudentswasgenerallygood.AsIwillpointoutinthe conclusions,theyparticipatedandshowedalotofinterestwhileworkinginmylessons. SomeofthemdidnotmaketheeffortofreallycommunicatingandEnglishandjuststuck totheindividualexercisestheyhadtocomplete.Ingeneralterms,theyprovedtohave learntbyansweringtomyquestionsanddoinggoodwrittenexercises.Isometimestook thesepiecesofwritingtocorrectthemathomeand,guidedbymytutor,Iassigned10 pointsifthecompositionhad:agoodstructure(2,5p.),agooduseofvocabulary(2,5p.),a gooduseofgrammar(2,5p.)andinterestingcontent(2.5p.).Thiswastheevaluation patternfollowedinthisschoolforthewritingsandIdecidedtofollowitforthestudents nottogetlost. Regardingtheirevaluationofmeasateacher,theyallansweredtheyhadlikedtheweeks ofmyunitofwork.Iknowsomeofthestudentsdidnotpayalotofattentiontothesmall tableformyevaluation,sincetheydidnotanswerallofthequestionsoransweredallof themwiththesamepairofwords.Nonetheless,themajorityofthemhighlightedasa strenghtthatitas'funny'and'different'andsomeofthemtalkedaboutthefactthatthey founditdifficulttospeaka lotinEnglishasa'weakness'.Theyalsotalkedaboutthevideos asamoreinterestingwayoflistening(differentfromthelisteningintheirtextbooks,just audio)andaffirmedtheyhadlearnt.IinsistonthefactthatIthinkthissmallevaluation tablewasnottakenveryseriouslybystudentsbutIcantelltheywerehappyaboutthe resultsbecausetheytoldmesoandmytutordidaccordingly. 35 ConclusionsaftertheimplementationoftheDU ThenextlinesaretodrawsomeconclusionsbasedontheimplementationoftheDidactic Unit.Doubtless,theyhavebeenwrittenafterthePracticumandthereforeaftercarryingout theputintopracticeoftheUnitofWork.Iwilltrytosummarizemymainimpressionsasa teacherinpracticewhodesignedaunitofworkforthefirsttime. Theimplementationofthis unithasbeen quitesuccessful.Thestudentshaveshownahigh levelofinterestonthetopicandhaveactivelyparticipatedinthecompetitionIsuggested. TheyhavefeltfreetotalkinEnglishandhavebeenprovedtobeverycommunicativewhen required:itwasallaboutthis.AsImentionedinthe introductiontothisunitofwork,my mainobjectivewastogivethemtheopportunitytovary,tochangemethodsforafewdays andtoconceivethelearningofEnglishasaninterestingactivitywhichtheyareabletodeal with. ThetimingsIhadplanned wereveryclosetowhattheactivitiesactuallylastedforandI wassurprisedtoseethattheywerehookedwitheveryactivity.Evenifsomeofthelessons havebeenespeciallymoreamusingandinterestingforthem,Ihavetakenadvantageofall ofthelessonstoteachthemwhatIhadtoandtocheckiftheyunderstooditornot.Iwould concludethatthemethodologyIhaveused,evenifmostlyunknownforthem,hasturned outtobeveryappropriateformylearners. Concerningtheassessmentofmystudents'performanceintheclassroom,Ihavetriedto sticktotheevaluationtoolsIhaddesignedforthatpurpose.Therubricshavebeenhelpful forme,sincetheyhavemadeiteasiertoevaluatecertainaspectsofmystudents'progress.I triedtogiveresponsetotheselfassessmentquestionsaftereachlessons,andIhavetosayI amveryproudofmyoutcomeasateacher.Imustsaythestudentsbehavedreallywelland showedtheirengagementtotheircompetition,thatiswhyteachingwasnottoughatallas Ithoughtitcouldbeatfirst.Asamatteroffact,I didnothavetochangeanything.Ijust hadtomakesomearrangementsrelatedtothetimingsandsometimeshadtoleaveout someoftheactivitiesduetothelackoftime.Groupworkwassuccessfulaswell,evenif sometimesthestudents'attentionwasnotgreat. 36 LESSON4:SMARTPEOPLE 4.1.The“MUSTN'TRULE”.Youwillbegivenacardsayingsomethingyoumustn'tdo throughoutthewholelesson.Proveyouareabletosticktorules! TALK LAUGH MOVE LOOKATTHE BLACKBOARD STANDUP SITONYOUR CHAIR WRITEWITHA PEN SPEAKALOUD WRITE SAYANYNAMES WALK GOTOTHE BATHROOM DRINKWEARAWATCH YAWN ASKYOUR MATESFOR HELP SAYANYWORD INSPANISH OPENYOUR MOUTH SNEEZE USEAPIECEOF PAPER WRITE TALK GOTOTHE BATHROOM SPEAK SAYANYWORD INSPANISH LOOKATTHE BLACKBOARD WRITEWITHA PEN USEAPENCIL SITONYOUR CHAIR COUGH 4.2.DoyouuseSocialMedia?Listen tothevideoinwhichyouaregivingsome prohibitionsyoushouldrespectwhenusingsocialnetworking.Notedownwhatyou understoodinthissheetandthendiscussonthem. MUSTN'TRULESONSOCIALMEDIA Rule1: Rule2: Rule3: Rule4: Rule5: (Videofrom:www.youtube.com/watch?v=g4CCBOHTQcM) 4.3.FromSocialMediatocellphones!Doyouuseyourmobilesinclass?Readthe prosandconsofusingyourcellsintheclass.Thendefendoneofthepositionstothe restofyourmates. Studentsoftenforgettoturnofftheirphonesinclass,andringingnoisesortextmessagealerts disruptlearning. Evenifsettosilent,cellphonescanstillcausedistraction,sincetextmessaginghasbecomea hightechmethodofpassingnotesinschool. 43 Intheeventofawidespreadcrisis,rampantcellphoneusecanoverloadcommunicationsystems andrendertheminoperable. Studentcellphonenetworksaddtothespreadofrumorsandmisinformation,whichcanbe harmfulduringawidespreadcrisis. MobilephoneswithaconnectiontotheInternet(therefore,FacebookandTwitter)canbeeven moreofadistractionandcanbeusedforcyberbullying. Phonescanbeusedascheatingdevicesduringexams. Thelongtermphysicaleffectsofcellphoneusearestillundetermined. (Textfrom:  http://life.familyeducation.com/cellulartelephones/school/51264.html?  page=1  ) 4.4.Couldyoudowithoutyourcellphones?Whatdoyoulikeaboutyourcellphone? (Imagefrom: http://movuemobile.com/wpcontent/uploads/2012/11/iPhoneParts1.png  ) 4.5.Imagineyoucanaskfortheidealmobileyouwant.Writethedescriptionofthat mobiletoanengineerthatmaydesignitforyou.Youcanusetheterminologyinthe image. 44 LESSON5:KNOWINGYOURTEAM 5 .1.Choosealeaderforyourteam.Theleadersofallthegroupsstandstothe  blackboard. Therestoftheteamwillbeaskedsomequestionstoseeiftheyknowtheirleader.The answersbytheteamwillhavetomatchwiththeleaders'answer. (Sheetfortheteacher) 5.2.Asyouknow,thenextlessonwillbedevotedtoperforminginacompetitionof extraordinaryskills.Therearesomesituationsthatmighthappenjustbefore participating.Giveanswertothesepossiblesituationsbyusingdifferentwaysof advisinginEnglish. 45 WHYDON'T YOU...? WHAT ABOUT/HOW ABOUT...? LET'S.... YOUSHOULD... Youmightget nervous Ex:Whydon't youhavea limeflowertea? Youmightmake amistake Youmightnot win Youmightfeel sick 5.3.Whatifyougetnervousbeforecompeting?Readthistextonhownottoget nervousandsayafterwardsifyouusuallyfollowthesesteps. Stop,breathe,andthink.Justrelaxandhaveagoodtime.Forexample,pretendyouarejustaboutto beinahugeplaythatabunchofpeoplewillbewatching.Youaretheleadpart.Now,justrememberall yourhardworkthatyouhavedone,andjusthavefunwithit!Rightbeforeyougoon,takeadeep breath,andloseyourselfintothecharacteryouareplaying.Thengooutthereandperformthebestyou can! Drinkalittlewaterbeforeyougoonstage.Thishelpsyou,andyourbody,togetrelaxed Imaginetheaudienceintheirunderwear."Well,thatcouldworkfornormaldaystufftoo!Ifyouever getnervoustalkingtosomeone(likeyourcrushorapopularperson)justimaginetheminsomething funnyandthenyouwon'tfeelsoridiculous!Itwouldbekindoffunny,sowhateveryoudo,don'tlaugh andhavefun!Itisclassicbutstillworksverywell Practicetalkingtosomeonethatisclosetoyou,likeafriendorfamilymember.Theycouldbethe personoraudienceyoumightgetnervousinfrontofandpracticewhatyouaregoingtosay. Now,ifyougetnervousdoingatestorsomethinglikethat,takeadeepbreathandrelax.Also,if youtakeyourfingerand"draw"afigureeightonyourpalm,italsohelpsrelaxyou.Also,beforeyou takethetest,takeawalkandclearyourheadthoughreadingorchattingtosomeone.Then,whenyou arereadytotakethetest,focusonthetestandnothingelse!Don'tworryaboutallthe otherthingsin yourlife,justfocusonthetestandthematerialyoulearnedtogetreadyforthetest! Ifyoucan'thelpgettingnervous,dosomethingfunafterthethingyoudidthatgotyounervousas a"reward."Thenyouhavesomethingtolookforwardto! Writedownalistofthingsyouareworriedaboutbeforeyouhavetodothethingthat'smaking yousonervous.Afterreadingitoverafewtimes,you'llrealizethatyoudidn'thavetobesoworried afterall. Mostimportantly,BREATHE!Justtakedeeprelaxingbreathsandyouwillfeelabitbetter. Ifyou'reperformingsomethinglikeasoloorplayinganinstrumentorbeingabigpartinashow, allyouhavetodoispictureyou'reinyourrehearsalroomorwhereveryoupractice!Pretendit's onlythepeoplethatarenormallytherewatchingyou.Itreallyhelps. Ifyouruntrackorplayanytypeofsportyoucanalsothinkaboutyourfavoritesongandsingitto yourself.Thisisalsothe bestthingtodo. (Textfrom:http://www.wikihow.com/NotGetNervous ) 5.4.Listentowhathappensinthevideo.Whatistheproblemofthiscontestant? (Videofrom:https://www.youtube.com/watch?v=k1T9I3wx8I  ) 46 LESSON6:WELCOMETOTHECOMPETITION! 6.2.Youaregoingtoparticipateingroupsinthecompetition.Rememberyouwill havetoperformyourextraordinaryabilitiesinfrontoftheclass.Bothyour classmatesandteacherswillbejudgingwhatyoudo.Whenyouarewatchingthe othergroups'performance,thisisthesheetyouwillhavetocomplete: NAMEOFTHEGROUPASSESSED: MEMBERSOFTHEGROUPASSESSED: -ORIGINALITYANDCREATIVITY 1(FEW)–5(MUCH) -USEOFENGLISH 1(FEW)–5(MUCH)  -UNDERSTANDINGWITHINTHETEAM1  (FEW)–5(MUCH) 6.3.Watchthevideotogetmotivated.Seeifyouunderstandallthewordsinit. (http://www.youtube.com/watch?v=KO6BnmdrMPM) 6.5.Ingroups,answertothequestionsbytheteacherinwriting. 1. 2. 3. 4. (Fortheteacher: 1.HowdoyoumakerecommendationsinEnglish?Should,could 2.HowdoyouexpressprohibitioninEnglish?Mustn't 3.HowdoyouestablishrulesinEnglish?Must,Haveto 4.Howwouldyougiveadvicewhensomethinghasalreadyhappened?Couldhave,should have) 6.6.Ingroups,stateaprhasejustifyingwhyyoushouldwin. 6.7.Thanksforparticipating!Listentothespeechbythewinner. 47 REFERENCES AragoneseCurriculum.LenguasExtranjeras.4ºESO.2007 GastonSprenger,JandProwse,P.“Inspiration”TextBook.MacMillan.2010 NotessubjectDiseño,organizaciónydesarrollodeactividadesparaelaprendizajedelinglés. ProgramaciónAnual4ºESOColegioSagradoCorazóndeJesúsZaragoza.20122013 AUTHENTICMATERIALS: AmazingPeopleCompilation:http://www.youtube.com/watch?v=fbNGlWwyulU Caley,S.Howtoconvinceyourparentstogiveyoumorefreedom: http://www.wikihow.com/ConvinceYourParentstoGiveYouMoreFreedom  ) ChristoperMaloneyaudition:https://www.youtube.com/watch?v=k1T9I3wx8I Cohen,M.Cellphonesatschool:shouldtheybeallowed? http://life.familyeducation.com/cellulartelephones/school/51264.html?page=1 Davies,L.ElementaryClassroomRulesand Management:  http://www.kellybear.com/TeacherArticles/TeacherTip72.html  Friendsfragment:  https://www.youtube.com/watch?v=txezwfF5Kwo  Howtoconvinceyourparents:www.youtube.com/watch?v=2X1FeIWQXi IneedSpain:http://www.youtube.com/watch?v=KO6BnmdrMPM IPhoneparts: http://movuemobile.com/wpcontent/uploads/2012/11/iPhoneParts1.png  SocialMedia.Whatyoumustnotdo: www.youtube.com/watch?v=g4CCBOHTQcM  Willson,N.Hownottogetnervous  http://www.wikihow.com/NotGetNervous  ) 48 Andrea Ruano Esteban Final Dissertation Appendix 2: RESEARCH PROJECT THE READING SKILL: RESEARCH ON READING SKILLS IN NON-BILINGUAL AND BILINGUAL ACADEMIC CONTEXTS: A CASE STUDY Rodrigo Muñoz Laura Pablo Julia Pérez Andrea Ruano 2 CONTENTS Pages 1. Introduction 3-4 2. Theoretical Background 4-17 2.1. The reading skill in the Aragonese Curriculum 2.2. The reading skill in the British Council Curriculum 2.3. Comparison of both curricula 2.4 The Reading Skill 3. Methods 18-26 3.1. Observation table 3.2. Interviewing teachers 3.3. Interviewing students 3.4. Students’ questionnaire 4. Analysis and evaluation of data collected 26-43 4.1 Observartion Table 4.2 Interviewing teachers 4.3 Interviewing students 4.4 Students’ questionnaire 5. Final results and conclusions of the research 44-46 6. Works Cited 47 7. Appendix: Data collected 3 1. INTRODUCTION In this research project, we aim at analyzing how the Aragonese Curriculum and the British Council Curriculum work when they are actually put into practice. Our goal is to contrast these two curricula as far as the Reading Skill is concerned. We would like to see if the differences which are present in both curricula do exist in the English classroom, specifically in the academic year of 3º ESO. Each of us will be working in a different high school in which these two curricula are implemented. The research will be carried out in a bilingual high school, and two non-bilingual high schools. We have delimited our research to the Reading Skill. We have chosen this skill because researches like PISA have found that Spanish students have difficulties regarding their reading skill. Apart from that, there is a general assumption pointing out a supposed higher level of English of students participating in a bilingual model of education when reading, reason why many schools nowadays wish to form part of this new educational model (laopiniondemalaga.es). We will try to give answer to the following research questions: · How is the reading skill put into practice in bilingual and non-bilingual high schools? · What are the reading techniques and strategies used in both models? Is there any difference? · What are the main factors or reasons leading to a better or worse attitude towards reading? As we give so much importance to reading, a fundamental tool for foreign language learning, we thought it is an interesting topic to deal with. Therefore we will try to see how this skill (one of the main five skills to assess the knowledge of a language) is achieved by students participating either in a bilingual model of education or in a non-bilingual model. In order to do this, we will deeply analyse what the different curricula say about the reading skill and verify, up close, how 10 · Read and start to use a range on non-fictional texts (Science, History, Geography…) · Secure knowledge of institutional texts in terms of their purpose; organization and layout; clarity and usefulness. · Use of understanding of recounted texts (diaries, police reports…). · Secure the non-chronological style of journalistic reporting: select and present information, facts and opinions. 2.3 COMPARISON OF BOTH CURRICULA Once we have analysed how the Reading skill is dealt with in both curricula, we can state there are some similarities and differences between the two cases. Firstly, the curriculum by the British Council makes a distinction that the Aragonese Curriculum does not mention. The Reading skill in the Aragonese Curriculum deals exclusively with the general competence of reading, and gives some guidelines to develop this skill. However, it does not divide the guidelines according to the different texts students may have to read (even if it insists on the idea of reading varied texts). That is, the reading objectives in the curriculum by the British Council are divided into three sections: - The first section describes what students are supposed to be able to do with respect to their reading skill at a text level. In this first section, the guidelines are generic, and do not refer to any specific type of reading text. This section is the one which resembles the most to the guidelines in the Aragonese Curriculum. According to the curriculum by the BC, students should be able to identify the main parts of a text; apart from that, they should infer the main purpose of the text they are reading. These two objectives appeared already in the Aragonese Curriculum objectives. Just as some other common objectives do: both curricula state the necessity of working with different formats or ways in which information can be provided. In addition to that, they agree on the 11 mechanisms students should use to infer meaning: using the context, different sources of information, applying word-construction or etymological rules, etc. There are some points in which the two curricula differ. The Aragonese Curriculum highlights in many occasions that reading texts should mainly be of the students’ interest, but the BC curriculum does not mention anything about this. - The second section in which the BC curriculum is divided refers to a specific type of reading texts: fictional ones. This section is devoted to listing the objectives students are supposed to achieve with respect to fictional texts. The curriculum here explains that students should be able to deal with such texts, as well as to identify the main features of this type of text (narrator, characters...). In this part, the curriculum intends that students are able to identify the different tones of the text (irony, exaggeration, pessimism...) as well. It also talks about poetry, as poems will be some of the texts students will have to read. Accordingly, this curriculum aims at students working on poetry as one of the main text genres. None of these statements are present in the Aragonese Curriculum. This can be justified by the fact that the BC curriculum is designed for bilingual education; therefore, the foreign language subject will be similar, in many ways, to the language subject. Students in bilingual education are supposed to master English as they would master their mother tongue. We all know that, in nonbilingual models of education, the subject of “language” has further objectives for the reading competence than the foreign language does have. This could be the explanation why the objectives in bilingual education for the subject of foreign language are more precise and go further than the ones in the Aragonese Curriculum. The BC curriculum also mentions the cultural aspect of the reading texts. Students are to take into account different attitudes and patterns of behaviour depending on cultures. - The third section of the part devoted to the Reading skill focuses on another type of texts: non-fictional ones. In this part, the BC curriculum describes how students can develop their reading skill as far as non-fictional texts are concerned. It mentions that students should be able to infer the point of view by the writer and use mechanisms to 12 distinguish between facts and opinions. The BC curriculum deals, as well, with the necessity of using varied texts. We could say this part is more or less similar to the general guidelines in the Aragonese Curriculum. We have now seen the differences in structure and content of both curricula. Even if there are some differences, there is a common objective referring to the ability of students to understand and deal with varied texts. The distinction made in the BC curriculum is, perhaps, motivated by the fact that students of a bilingual model are usually exposed to a larger quantity of texts. Given that they are supposed to be always working with materials in foreign language, the requirements for them and the objectives of the reading skill are higher. In short, we could say that the aspirations of the BC curriculum are more demanding than the Aragonese Curriculum’s. It is still unclear, though, if both implementations will stick to the curricula’s objectives. 2.4 THE READING SKILL PROBLEMS AND STRATEGIES TO IMPROVE THE READING SKILL According to the essay by Sofe Ahmed, the reading skill is an important factor when learning a foreign language because you need it to pass an exam or to deal with official documents or when you travel abroad. He said the reading skill involves meaning, comprehension, fluency or accuracy. It has also different functions such as behavioral, motivational or developmental. Ahmed also says that the reading skill helps to be closer to the English culture and language. The modern view of the reading skill is that you can minimize differences between cultures. It is no longer seen as a linguistic tool but also as a source of innovation, information and leisure. However, he says that the problem that exists nowadays with the reading skill is that students are afraid of reading because they have fear of foreign languages. Apart from that, he studied that the teacher is the one who dominates the classroom and he/she reads the texts that are studied so students do not have the opportunity to practice, they are mere listeners. 13 Ahmed gives some clues to improve the reading skill. Teachers have to be dynamic when creating the activities and choosing different types of texts so learners do not get bored with the topic. Classes have to be student centered because students have to practice their reading skill as much as possible and you can also make group or pair works to get students involved in the text. Reading aloud is also a good way to improve the reading skill according to Ahmed because students are focused on the text. If all the students read, it will create a sense of confidence in the classroom. The essay also mentions that teachers have to clarify the goal of the text and they have to try to read in a spontaneous way. It is preferred to read a comic story or cartoons rather than reading a text for a specific purpose such as learning vocabulary or grammar. Another problem that Ahmed found with the reading skill is the one related with textbooks. Sometimes they include philosophical or augmentative texts. These texts are not close to the students’ interests so what a teacher has to do is to try to find interesting topics to students. They will be more motivated with the topic. They can read fairy tales, texts related to sports, hobbies, everyday life topics, etc. They can work with the text with original activities such as drawing, singing, or making an exhibition of reading. The visual aid is also very important for Ahmed when improving the reading skill. If texts are presented with the help of multimedia or the use of different colours and styles students will be more focused on the topic. According to the paper, a teacher can also make a discussion of a debate on the topic before reading the text. If some of the ideas are shared in group that will be an interesting way of starting a lesson. You can diminish the students’ fear by guessing the topic. Finally, Ahmed points out that a teacher has to choose also texts that suit students’ age and level and they have to try to use authentic materials. 14 We believe that Ahmed makes a very good summary of the students’ problems dealing with the reading skill and he also gives some interesting clues to improve it. We strongly agree with his strategies for effective reading among students and we will bear them in mind when carrying out the research. READING AND MOTIVATION FOR HIGH SCHOOL LEARNERS As we have already mentioned, the reading skill has been proved1 to be poor in the vast majority of Spanish high school students. Generally, Spanish students of English find it difficult to be motivated when reading in a foreign language, especially if the books they read are assigned by their teachers. Reading at school is usually a compulsory assignment, not an option for students. They are compelled to read books and afterwards complete some assignments to prove they have read such books (reading forms, summaries, reviews, etc.). In our study, we are trying to analyze what happens to Spanish learners of English concerning their reading skill. We are trying to seek for the reasons why some students are successful when reading and some others are not, being the former the great majority of them. Why is it that a great number of students find it difficult or simply don't like reading in English? The answer to this question requires examining a lot of factors that may have an influence on why students do not like reading in a foreign language. Every single student would have his or her own reason to explain why reading is not such an easy task for them in their learning of a foreign language. However, in our opinion, there is a common reason for every student that must be thoroughly taken into account when analyzing reading: motivation. Motivation is defined as an incentive, a desire to do something. Do high school students find reading in English as an incentive or wish? Is reading in English as motivating as reading in Spanish for them? In our questionnaries, we find interesting answers by our students that will be afterwards analyzed in the results of this study. However, before 㻝 PISA report, 2009. 15 contrasting the results, there are some general assumptions on motivation that are worth considering. In a few words, we could summarize that motivation has a lot to do with the likes and dislikes of our students, as well as with the topics of the reading texts. It also has to do with the purpose of reading, which means the reason why students read: do students read a text to be assessed afterwards? Do they read it because they want to? Motivation is an important aspect of the process of teaching and learning in itself. Analyzing if our students feel motivated towards reading or not requires splitting motivation into two main types which we are going to analyze separately. When analyzing what motivation consists of, we must consider that there are many ways of motivating and varied types of motivation. Nonetheless, these types can be summarized into two main categories, which are called 'intrinsic' and 'extrinsic' motivation according to McRae and Guthrie in the article “Teacher Practices that Impact Reading Motivation”. 'Intrinsic motivation' refers to reading for the sake of reading, that is, reading because it is enjoyable. Some people, students in this case, enjoy reading just as they enjoy any other activities such as listening to music. Reading is one of the most remarkable hobbies in many people, when they read just because they like reading. Some students share this interest and enjoy reading, both when they do it at home or at school. Even if they are compelled to read, they face reading tasks as a motivating challenge just because they like reading and it is one of their hobbies. Wigfield and Guthrie (1997) found that students who read for their personal interest do better at school and turn out to have better academic results. A good attitude towards reading, therefore, is essential to the success of the students, and accordingly in their foreign language learning. Reading enhances the general success of our students in a foreign language, since all the skills of a foreign language are intrinsically connected, and not very often students are brilliant in one skill and have difficulty in the others. Intrinsic motivation when reading 16 can be therefore linked to the intrinsic motivation of success and achievement in a foreign language. The self-efficacy of a learner can be closely related to his performance in the English classroom, being reading one of the main skills to master in this process of learning a language. On the other hand, motivation can be reached extrinsically. 'Extrinsic motivation' is just the opposite of 'intrinsic motivation', meaning that there is no reading for the sake of it, but because of being 'obliged' to. Extrinsically motivated readers read because they are compelled to, or just because they have to do it in order to be given a good mark. Extrinsic motivation does not respond to a choice of the reader, but simply to another assignment he or she must complete for the subject. In the classroom, reading because of an extrinsic motivation has a lot to do with the assessment of the reading. Students are asked to do some assignments related to the reading and they are also assessed according to how they did such assignments. In this case, the purpose of the reading is just to complete a given assignment, not to enjoy the text they are reading. There are some cases in which students do enjoy reading apart from being compelled to read a book. However, we are just talking about the different types of motivation students may have when reading in the classroom, referring to the two main categories of intrinsic and extrinsic. To conclude, motivation is a wide topic that still arises discussion among professionals and teachers. However, each student find his/her own source of motivation, therefore, even though there are plenty of sources, we have tried to narrow down to two main categories. We believe motivation is fundamental for improving reading skills and teachers should seek for extrinsic and intrinsic motivation in students. APPROACHES TO READING STRATEGIES According to Summer Edward there are many strategies that teachers can put into practice in the EFL classroom. All these strategies share the main aim of students’ 17 improvement in the reading skill. Summer Edward writes in a webpage dedicated to reading resources for teachers several ways to enhance reading skills in multilingual learners (k12reader.com). We will however focus on the ones which coincide with our prinicples as teachers. The first strategy refers to the use of English books. Edward advices to use books that have “repetitive, predictable language structures, that invite talk, and that are attractively illustrated” like for example well known stories or fairy tales. Another strategy she mentions is to provide many opportunities to use English in the classroom, leaving aside traditional translations and fragmented concepts and foster longer and more complex ideas, according, of course, to the level of the students. Another way to motivate students when reading is to converse about the reactions of the students towards the readings, which is also a very good way to practice natural conversational English. Making students express their opinions on the reading will also increase their motivation in having to read. Edward also highlights the use of cooperative learning in reading, in what she calls “Reader’s Workshop”. Working in groups promotes the integration of the key competences and skills. Students will learn from their peers and also show their group management abilities. The author also finds of great importance the collaboration of the family with the school. We believe that parents nowadays should be in touch with the education of their sons and daughters. They can form part of a whole process of cooperative learning through reading. Moreover, it could be very positive to foster cross-curricular teaching by the use of different reading texts related to what they study in other subjects. As an example, a teacher of English and a teacher of History could collaborate together so students read in English something that they are learning in History, such as the Romans or Egyptians. 18 3. METHODS The methods we will use to gather information are: 3.1 OBSERVATION TABLE: MATERIALS AND ACTIVITIES The use of this mixture of rubric and observation table will help us to evaluate the use of materials and activities used in class. It is going to be used to guide the observed aspects. Then the results will be discussed. English education is changing and nowadays reading is one of the most important skills. In most of the cases English students do not have access to real texts and this is negative because they cannot see real English. We want to know if this aspect is changing in high schools and what are the materials and activities that are implemented nowadays. This aspect will be compared with a bilingual high school because these students are supposed to be in touch with real texts. Motivation is also really important in the teaching-learning process, so we want to see if students have access to interesting and diverse materials and if they suit their age and level. We also want to study if students do different types of activities when using a text and not only the typical ones related to vocabulary or grammar. 4 3 2 1 Reading activities are focused on real meaning and on certain interesting aspects of the text. They have original activities. Reading activities are more focused on the real meaning of the text, but they are the typical ones. Reading activities are focused on certain type of vocabulary or grammar but they are also focused on meaning. Reading activities are focused on learning a type of language or grammar. Not focused on meaning. Reading activities include the other 4 skills. Reading activities include some of the other skills. Reading activities are focused on the reading and another skill. Reading activities are only focused on the reading skill. Materials are authentic and with very interesting topics. Materials are mixed between adapted and authentic. Materials are adapted but they include some new topics. All the materials are adapted and old — fashioned. 19 The teacher takes into account the students’ needs when choosing a text. Most of the topics are interesting for the students. A few topics can be interesting for students, but most of them do not take into account their needs. The texts do not take into account the students’ needs and interests. Use of a wide range of sources and materials. They do not follow a book. Use of different types of materials but they also follow a book. Use of some materials, although the main one is the book. Book as the only source of material. Students can choose an English book to read it and it has to be authentic. Students have authentic books to read but they cannot choose. Students can choose the book that they have to read but it is adapted. Books are chosen by the teacher and they are completely adapted. Extensive and intensive reading is done in class. Extensive reading is more important than the intensive one. Extensive and intensive reading is done in class. Intensive reading is more important. Intensive reading is most of the times worked in class, but sometimes they do extensive reading. Only intensive reading is developed. They use the text in order to understand vocabulary in context, reading for general meaning, reading for specific information, rhetorical devices, skimming, scanning… They use the text in order to read for general meaning, for specific meaning and to understand vocabulary in context. They use the text in order to learn vocabulary and reading for specific information. They use the text in order to learn vocabulary and grammar . The library is full of different types of reading in English: fictional and nonfictional novels, comics, magazines… The library has English classroom books and also some adapted novels. The library only has English classroom books. The library does not have English texts. The texts that they read include aspects of the English culture. In most of the cases the texts that the students read have some aspects of the The texts include a few cultural aspects. The texts that students read do not include cultural aspects. 26 We read for leisure. We talk about our reactions when we read a book. We use authentic texts such as magazines or advertisements. We work in groups when we read. We read English books at home. We read aloud in class. The school gives us the opportunity to read more: for example with a reading festival. 4. RESULTS Introduction Having described the scope, purpose and methods of our research project, we will now analyse in depth the results of the information gathered during our stay in the Practicum. We have been able to implement all of our research methods and have collected important data which will be thoroughly compared in the next pages. After the analysis of the gathered information, we will draw some interesting conclusions that will help us to answer the research questions we posed at the beginning of this project. As we will specify in such conclusions, it is difficult to reach complete and absolute conclusions since this is just an approach to investigation and we are taking our first steps in this interesting and immense field of work. This is just an approach to research in which we have tried to do our best by working cooperatively. We will describe what we have been able to see in the classroom and accordingly comment on some of the most important aspects that could help us improve our way of dealing with the reading skill of our students. Before commenting on the results of our research, the type of research must be described as well. We have tried this first approach to research to be descriptive, since a thorough description of the current procedures and techniques within the reading skill is included. We also tried to carry out an applied approach to research, since we aim at implementing some of the conclusions in our future work as English teachers and avoid 27 some of the mistakes we found during the research. Our research project is the result of using both qualitative and quantitative methods, since we analysed statistically our results to draw some interesting conclusions and furthermore considered what has been said not only by qualitative procedures such as descriptions and extended analysis. This approach is doubtless empirical given that is based on verifiable gathered data collected by us. 4. 1 RUBRIC AND OBSERVATION TABLE During our stay in the different schools, we were able to observe the main reading techniques and procedures to complete the rubric we explained before. Next lines are to include the main results of our observation in the bilingual and non-bilingual high schools. We will describe the comparison of results in both types of education among the data gathered during the period of observation and finally we conclude this part describing the main differences and similitudes between these types of education. v After studying the first point of the rubric in these bilingual and non-bilingual schools we have been able to see that in bilingual schools most of the texts are focused 28 on the real meaning of the text, and never in grammar. They can be focused on the tone of the text or on the devices that the writer uses to achieve an objective in his/her writing. Most of the texts worked with follow the same structure: understanding and interpreting the text, language used, the structure that the text follows and finally there is a writing exercise. On the other hand, in non-bilingual high schools students mainly read texts from the text book and the activities are the typical ones, the ones that use a text to acquire new grammar structures or vocabulary. For example they work with open questions, true or false exercises and matching activities when they work with vocabulary. In order to understand the real meaning of the text in non-bilingual high schools students have to answer some comprehension questions. In bilingual high schools the text is used to maintain discussions but in non-bilingual high schools this post-reading exercise is not done. v All the skills have to be integrated when working with reading. In the bilingual high school reading activities include the other skills. They always follow the same structure. First of all they listen to the text, then they read it aloud, they speak and make a discussion about the text and finally they have to do a writing activity. In nonbilingual high schools the situation is different. Reading activities use more than one skill, but these skills appear in the course book. They sometimes have a speaking activity afterwards, or a listening activity before the reading. In some other occasions when students read a text or a novel no other skill is integrated. They do not have to speak or listen about what they have read. They usually work with texts to acquire new grammar rules or to revise vocabulary. v There is a great difference between the two types of high schools concerning materials. In the bilingual high school they work with literacy and all the texts are taken from language course books from the UK. Students in some cases do not find the topic interesting because it is not close to them. They also read graded books when they require a high level of English such as Shakespeare’s plays, but they have read some fragments of the original one. They have also read the beginning of “The Hunger Games” and an authentic book called “Mr. Morpurgo”. In non-bilingual high schools 29 they use authentic materials when they work with web quests, and they do that in a few occasions. Most of the time they work with adapted materials that come from the course book. They combine it with some graded readings, such as those from the collection of Penguin Readers. v The topics that are dealt in both high schools try to be interesting for students. In the case of the bilingual one they read the classics, including Dickens or Shakespeare but they enjoy it, in the interviews students answer that they like these books and they also enjoy some of the topics of the literacy book, but in general the surveys show that students get bored with this type of readings. In non-bilingual high schools the situation is similar. The topics of the book try to adapt to the students’ reality and interests because they deal with issues related to teenagers, such as love, music or sports. The teachers try to relate the topics to the students’ reality and one of the teachers shows a lot of interest in order to know what students like. Surveys also show the texts that they read in class are not interesting for them; they find them boring and do not show any motivation when having to read in English. v When using different types of materials we find a great difference between bilingual and non-bilingual high schools. In the bilingual one the teacher has created her own book mixing different types of texts that come from different sources. Students also follow a course book to support some grammar points because students need some grammar basis to write and understand English properly. They also work with real novels, magazines and graded readings, so students work with a wide range of materials. In non-bilingual high schools the main source is the course book. Apart from that they occasionally work with computers and they read two compulsory novels that are graded and not appealing for students. v In the bilingual school and one of the schools of non-bilingual education students cannot choose the texts that they want to read. In the non-bilingual one they read 2 compulsory graded readings that are not appealing for students. In the bilingual school they read authentic and graded readings. They have 4 compulsory readings. 30 Apart from that the teacher tries to find authentic novels that are motivating for students such as “The Hunger Games” or “A Game of Thrones”, so students are motivated and interested in the novels. In the other non-bilingual high school the situation is different because students have to read one compulsory reading chosen by the teacher, but the other novel is chosen by students. They take the novels from the library of the school and the teacher has to approve the appropriateness of the book relating that to the students’ level. v Non bilingual high schools work mainly with intensive reading. Reading is done to later focus on grammatical aspects, vocabulary or the use of expressions. In a few occasions they work with texts to take the general meaning so they also work with extensive reading. In bilingual high schools they work with extensive reading when they read the different novels. When students work with the book of literacy they work with extensive reading but also with intensive one but in a different way as in non-bilingual high schools. Students have to read between the lines, they have to interpret the text and work with the structure and the vocabulary. v These types of schools differ when working with the text. In non-bilingual high schools they mainly work with the text to learn grammar, vocabulary or expressions. Bilingual high schools work with texts in a different way. The work in three different levels: word, sentence and text level. They use texts for many reasons: they usually read the text and then they have some questions to check comprehension. Then they read between the lines to interpret the text. Later on they work with vocabulary and structure of the text, for example they work with metaphors and similes and the final task is writing. They also make discussions when students are interested in the topic. The difference is clear because in non-bilingual high schools they only work with words or the complete text but in a superficial way, in bilingual high schools they work the text from different points of view to get the complete meaning of it. v The library in the bilingual high school is full of materials written in English. You can find a lot of magazines such as “Speak Up” or “National Geographic”, they 31 also have a lot of comics. They have graded books organized from the lowest level to the highest one. They have original and appealing novels that are really interesting for students. They have the collection of Harry Potter’s books, “Twilight”, “The Hunger Games” or “A Game of Thrones” and a lot more. There are also Science and History books in English because students study these subjects in English. In non-bilingual high schools the offer is not so wide. They have course books and they have only a few collections of adapted readings in English. There are not authentic novels in the library. v English culture is something that students have to learn when you are acquiring the English language. In bilingual high schools the texts that they read include aspects of the English culture; we do not have to forget that these texts are taken from a Language book in England. Apart from that they have a book called “Festivities in the UK and the USA” to know everything about their culture and know their customs. They also read masterpieces such as “Romeo and Juliet”, “Macbeth” or “A Christmas Carol” which show a great vision of the English culture. In non-bilingual high schools students also work with culture, but with the texts that appear in the course book. Apart from that the teacher tries to choose a classical adaptation of English literature for the compulsory reading. In this case they read “Huckleberry Finn” so students can work as well with English culture. CONCLUSIONS After observing lessons, materials and the way of teaching English in both types of high schools we can conclude that they work in a very different way. It is true that all the teachers try to choose materials related to the English culture that are appealing to students in order to motivate them but the way in which these texts are worked with is completely different. While non-bilingual high schools work mainly with vocabulary and grammar we have seen that bilingual high schools work with the text in very different ways and they do not focus on the grammatical aspect. They work with texts as if it was a Language lesson so they try to take the meaning of the text or they work with rhetorical devices. Other times they simply read to enjoy the story. 32 There is something similar between these high schools and it is that they try to integrate all the skills when working with the reading one. But again bilingual high schools integrate more skills than non-bilingual ones. The biggest difference that we have found is the one related with materials. While nonbilingual high schools work with the course book and the 2 compulsory graded readings, the bilingual high school uses a wide range of sources. They work with literacy texts, novels, magazines, websites and students also study different types of texts such as information, instruction, explanation or descriptive texts and they have four compulsory readings. Another difference is that students from bilingual schools work in most of the cases with authentic materials and in non-bilingual ones they cannot see authentic texts, they work with adapted readings. It is true that bilingual students have more hours devoted to English than non-bilingual ones, but in each lesson they try to work all the aspects of English: one for grammar, one for reading novels or one in order to work with literacy. This richness of diversity when teaching and learning how to read is not found in non-bilingual high schools. 4.2 INTERVIEWING TEACHERS After having interviewed two teachers from two non-bilingual schools and a teacher from a bilingual school, we have found significant differences in how they manage with the reading activities during their lessons. We used the survey included in previous pages and these are the results for each of the questions included: 1) Except in one of the cases, teachers answered with more than 1 option. All the teachers affirm to integrate different skills in reading activities. A teacher from the bilingual school also arises the interest of students by setting the context of the book before actually reading the book. 33 2) For the second question, there is a clear difference between the answers of the teachers from bilingual and non-bilingual education. In the former case students are clearly rewarded for their effort in reading. They cannot fail the reading tests because the teacher rewards them just because of making the effort. In the case of one of the non-bilingual schools, students are able to choose one of the compulsory reading books from the school library. Another teacher from the non-bilingual school did not even consider answering the question, something which, in our opinion, shows the teachers’ lack of interest in motivating their students. 3) Regarding the reading materials used in the classroom, we find that teachers from non-bilingual schools use graded readings and readings from the student’s book, and also one teacher in particular uses magazines. However, bilingual schools make a greater use of reading materials, including: authentic materials such as English novels, magazines and some other English resources. They also use graded materials when the text is difficult (Shakespeare). 4) In both non bilingual high schools there is a similar programme namely Leer Juntos and Club de la Lectura where teachers, students and parents read a book each week. However, there are actually very few students that participate in these programmes. These programmes are only focused on Spanish books. In the bilingual high school there is a contest in which students have to read aloud in three languages: French, English and Spanish. In the non-bilingual high schools, there is no specific reading school projects in English. However, in the case of one of the non-bilingual high schools, the English teacher encourages students to participate in a poetry marathon. She includes English poetry in a marathon that is mainly focused on Spanish poetry. In the bilingual school, one hour per week is devoted to reading English books. 1 2 3 4 5 Comments: 34 Varied texts B NB B: They have a literacy book mad by the teacher and it is a mixture of different Reading tex ts. NB: Different topics in the student’s book and cross -curricular readings. Authentic texts B NB B: All materials are authentic but some of the novels are graded because of its difficulty (Shakespeare). they read an original book once a year and they read the first chapters of some novels “the hunger games” NB: Web sites Multimodal texts B NB Promote discussions B NB B: They devote 1 day for speaking, and in each text they discuss the meaning. Autonomy B NB NB: They choose one of the graded readings and the web quest they want to do. Use of books B NB NB: Two graded readings per year, web quests and student’s book. B: Dictionaries (bilingual, monolingual, thesaurus), literacy book, novels, plays, course book. Graded/adapted readings NB B NB: Only graded readings are used B: They read a graded adaptation of Shakespeare’s plays. 35 There is a great difference in how teachers deal with the reading skill in the different models of education. However, we would want to state that the condition of being bilingual or non-bilingual does not necessarily mean a specific way of working with the reading skill. Even if it is true that the reading procedures are different in both models, we would want to state that this research does not intend to establish any generalizations, and the way in which students work on their reading skill depends much on their teacher rather than on the model of education they belong to. That is why we decided to design this interview for the teachers, as we predicted some differences were going to arise even between teachers of a same model of education. As a matter of fact, what a teacher from a non-bilingual school answered differs from what a teacher from the other non-bilingual school said. Therefore, not only the school and its own regulations determines how to work with students but also the teacher has a quite important role in making decisions which affect their learners' way of learning. We believe that fostering reading in the classroom is essential, and after analysing the results of the interviews to the teachers, we are afraid to confirm that not all teachers promote reading in the best way they could. 4.3 INTERVIEWING STUDENTS The first question in this section of the students’ interview is very general and related to their reading interests. The main difference in the results obtained from bilingual and non-bilingual secondary schools is that the bilingual students’ answers reflect the genres they prefer in novels, whereas the non-bilingual students comment on the types of reading materials they prefer. Students following the bilingual model of education prefer romantic and adventure books, and students from a non-bilingual education prefer reading magazines, comics, novels (among which they prefer adventure books), and websites. We conclude that students are very fond of adventure novels in both types of high schools, but students from the bilingual school prefer novels, and the other students prefer other types of sources too. 42 0 1 2 3 4 5 6 YES NO Non-bilingual Themes, type of texts Motivation, interest on reading Strategies and techniques If we focus our attention on the number of yes/no answers in both types of schools, we can extract as a conclusion that from the students’ point of view non-bilingual schools promote motivation just a little bit more than bilingual and, as a contrast, bilingual schools pay more attention to strategies. As to the “themes and type of texts” is concerned both schools are almost at the same level. 43 0 1 2 3 4 5 6 Themes, type of texts Motivatiomn, interest on reading Strategies and techniques NO- answers Bilingual Non-biligual 44 5. FINAL CONCLUSIONS In this final section will try to answer the questions proposed at the beginning of this paper. These conclusions are not going to be absolute, they are going to be taken from this particular case study. The conclusions would be more reliable if this research was applied in more schools, since the results would be closer to reality. However, we are aware of the limitations of this project and it would be a great start for a future more in depth investigation on the topic. In both types of secondary schools the different curricula are followed. In the case of the bilingual high school, the British Council Curriculum is so strict on the guidelines to follow, that teachers have created their lessons following them. However, teachers have seen that the students that come from primary schools have some gaps when writing or reading in English, so the teacher has adapted the Curriuclum to the sutdents’ needs by integrating grammar points, although it’s not permitted in the Curriculum. Regarding non-bilingual high schools, the Aragones Curriculum is very flexible and this allows each teacher to adapt it according to their own criteria. In this sense, we have seen differences in the way the teacher implements reading activities in both non-bilingual schools. The way in which the reading skill is put into practice depends mainly on the teacher in the case of non-bilingual schools, and on the British Council Curriculum in the case of the bilingual school. There’s a great difference in how the reading skill is worked in class between both models of education. While in non-bilingual schools reading is done in order to learn mainly grammar and vocabulary, in the bilingual school it is done with a literary perspective. We find a very important difference in the strategies and techniques used in the two considered models of education. The most remarkable difference is that students from a bilingual education have one hour a week dedicated to reading novels, and one hour to work with literacy. Non-bilingual schools, however, just work with the reading skill integrated in the course books they work with, since this is the main source they 45 have. In contrast, bilingual school do not follow a course book but rather a variety of different sources in which all of them are authentic. Non-bilingual school reading activities are usually always the same; comprehension questions, true or false, vocabulary review, and so on, whereas the activities in bilingual school work on the different aspects of reading, such as reacting to the text, interpreting texts, writing about the texts, and so on. All these techniques of reading are strengthened with different school projects like reading festivals or reading clubs. We haven’t reached a solid conclusion regarding students’ motivation in reading. Even though the teachers try to motivate studnets by chosing texts that fulfill both students’ needs and teachers’ goals, and they reward them for reading in some cases, students still feel demotivated towards reading. Even though the reading materials are completely different in the two models studied, students show similar results regarding their interest on reading. In both models, the majority of the students ask for more interesting materials and reject the ones they have. We shouldn’t forget that we each one of us have our own particularities and even more at their complicated age. The role of the teacher is very difficult because it isn’t easy to find a text which suits everyone’s interests and needs. Teachers could show more interest in motivating their students when reading by asking them about their interests, however, we have to understand that it will be impossible to satisfy every student with every text. To end this conclusion, we would like to comment on some of the difficulties that we faced when doing this research. We decided to add some questions related to the social reading context of the students interviewed after the initial questions were proposed. However, not all the members were able to redo the interviews to the students with the new questions due to the lack of time. Therefore, we decided to remove them from the final results. Another difficulty that we find is related to the reliability of the results of the interviews and questionnaires. We find a big contrast between the interviews to the teacher, to the students, and what we actually observed in class. We believe that the observation table/rubric is the most reliable method that we have used because it was 46 done on an objective basis. All the data collected in the interviews has been contrasted with the rubric to find relevant conclusions. As a final thought and after being part of the community in a high school, we believe that both educational models can learn from each other. Our personal opinion is that the bilingual high schools are making great efforts to improve the students’ reading skill and non-bilingual could work more in this particular aspect. 47 6. 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