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Formación de profesorado actual y potencial del proyecto bilingüe
Start date: Jul 1, 2014, End date: Jun 30, 2015 PROJECT  FINISHED 

Ruiz de Alda High School of San Javier is a public secondary school (General Secondary and Baccalaureate). Since 2009 it offers a programme in bilingual education -English and Spanish. In these four years there has been an increasing demand, and more students will enrol in 2019 due to future students from the new bilingual Primary school. At present 40% of the students of the school are immigrants -percentage which is even higher in General Secondary- and nearly one out of two students fails in foreign languages. An improvement in the methodology of teaching English is urgently needed, especially in classroom technology, more teachers should take part in the bilingual project, and bilingual teachers should be trained on Content and Language integrated Learning methodology. This training proposal is addressed to three potential teachers (1) teachers of non-linguistic subjects in the bilingual programme; (2) teachers who should improve their English skills -now below the B2 level- in order to eventually join the programme and participate in European projects; and (3) teachers of English in the bilingual programme who could extend this knowledge to other non-bilingual groups. Training for the first group of teachers consists of 4 courses on Content and Language Integrated Learning. Training for the second group of teachers includes 4 courses on Better English in an Educational Environment. Training for the third group of teachers consists of 4 courses on Methodology of language learning, Developing Oral Fluency in students and new classroom technologies. These training actions pretend a multiple impact in the scool community: (1) to strengthen the bilingual programme in order to meet increasing demand in the next five years; (2) to enrol other types of students in the bilingual programme, such as immigrants, who represent now less than 10%; (3) to extend these benefits and improvements in teaching English to a larger number of students outside the bilingual programme; and (4) a higher development of the European and International dimension in the school community.
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