WEBVTT 00:00:00.000 --> 00:00:01.000 Music 00:00:01.000 --> 00:00:15.280 Good afternoon. It's great to be here with everyone this afternoon. 00:00:16.400 --> 00:00:21.000 My name is Carrie Newman. I'm with Pernatobank's International School. 00:00:23.800 --> 00:00:26.640 Our school is in Semarang, Indonesia. 00:00:26.640 --> 00:00:31.640 It began in December 1999 as a full immersion school, 00:00:32.840 --> 00:00:35.980 from kindergarten to primary school. 00:00:35.970 --> 00:00:40.410 It now specializes in two areas of education. 00:00:41.410 --> 00:00:46.490 As a bilingual immersion program, English-Indonesian, 00:00:47.390 --> 00:00:52.970 our school provides a school-based, subject-matter-driven program 00:00:53.530 --> 00:00:57.090 that aims for academic achievement, 00:00:58.430 --> 00:01:01.730 additive bilingualism and biliteracy, 00:01:01.730 --> 00:01:08.590 and cognitive pluralism through increased intercultural competence. 00:01:10.050 --> 00:01:11.930 We incorporate... 00:01:11.941 --> 00:01:21.261 high language intensity. For example, in our early primary program, 90% of the subject 00:01:21.261 --> 00:01:33.541 material is introduced through the English medium, and in secondary, 70% of the subject 00:01:33.541 --> 00:01:37.121 matter is delivered through English medium. 00:01:41.941 --> 00:01:47.921 In providing a dual language, 00:01:47.911 --> 00:01:52.371 education for Indonesian students from kindergarten to senior high school. 00:01:52.371 --> 00:02:00.451 They're able to benefit by maintaining their student nationality and culture, 00:02:00.451 --> 00:02:07.171 and at the same time to have tertiary opportunities provided at either 00:02:07.171 --> 00:02:16.151 Indonesian or foreign universities. In 2009, our local teachers came to our 00:02:16.151 --> 00:02:19.191 our director, asking if they could provide them 00:02:19.191 --> 00:02:22.191 with an opportunity to do Cambridge International 00:02:22.191 --> 00:02:23.891 examinations. 00:02:23.881 --> 00:02:27.481 the professional teaching qualification. 00:02:27.481 --> 00:02:32.761 He worked closely with them to create a program structure wherein they could achieve their 00:02:32.761 --> 00:02:40.061 goal whilst at the same time maintaining responsibility for the program financially. 00:02:40.061 --> 00:02:48.161 This was accomplished, making the CIE professional qualification a sustainable feature of our 00:02:48.161 --> 00:02:52.281 overall in-house teacher training program. 00:02:52.281 --> 00:02:58.701 We're looking forward to continuing this piece at the community level. 00:02:58.701 --> 00:02:59.861 The learning and teaching 00:02:59.851 --> 00:03:05.891 provides Indonesian national teachers opportunities for continual development 00:03:05.891 --> 00:03:13.351 in areas of bilingual education, dual language delivery, and many other aspects 00:03:13.351 --> 00:03:21.331 of pedagogy and good practice. As a Cambridge International ID 128, our ID, we 00:03:21.331 --> 00:03:26.131 had the opportunity to be the first to be involved in awarding national teachers 00:03:26.131 --> 00:03:31.131 a diploma in teacher training. 00:03:31.131 --> 00:03:33.971 Those seven candidates that were awarded that diploma, 00:03:33.971 --> 00:03:35.831 the Indonesians, are now looking 00:03:35.822 --> 00:03:39.822 to being the first to complete the certificate for bilingual, 00:03:39.822 --> 00:03:43.822 I'm sorry, the certificate for teachers in bilingual education. 00:03:46.822 --> 00:03:51.822 So for me, teaching is at the heart of a learner-friendly environment. 00:03:51.822 --> 00:03:55.822 And keeping our teachers well supported and creating time 00:03:55.822 --> 00:03:59.822 for professional collaboration and development sessions 00:03:59.822 --> 00:04:05.822 has been the single most challenging aspect of managing bilingual education. 00:04:05.822 --> 00:04:11.802 Not only are our students 00:04:11.792 --> 00:04:14.592 learning content in a second language, 00:04:14.592 --> 00:04:19.132 but our teachers are teaching in a second language. 00:04:19.132 --> 00:04:22.632 A learner-friendly classroom at Pernatabanksa 00:04:22.632 --> 00:04:26.832 is one that accommodates the English language learner. 00:04:26.832 --> 00:04:31.452 We all need time to use language at PBI. 00:04:31.452 --> 00:04:32.872 Time. 00:04:32.872 --> 00:04:36.252 That's the second biggest challenge. 00:04:36.252 --> 00:04:38.492 And there are three areas we look at 00:04:38.492 --> 00:04:41.292 in creating learner-friendly classrooms. 00:04:43.952 --> 00:04:47.772 Especially in curriculum planning, we use content-based 00:04:47.762 --> 00:04:58.582 language education, pedagogy and practice, and CLIL models of classroom instruction, 00:04:58.582 --> 00:05:06.302 especially teacher-learner interaction. 00:05:06.302 --> 00:05:12.962 The Indonesian ministry has very strict guidelines that we're required to adhere to in order 00:05:12.962 --> 00:05:15.542 to pass accreditation. 00:05:15.542 --> 00:05:19.002 The next three slides utilize curriculum progression charts 00:05:19.002 --> 00:05:23.742 we've created to assist in routine planning so that we can 00:05:23.733 --> 00:05:28.113 account for our time to the ministry, as our colleague was talking about earlier 00:05:28.113 --> 00:05:33.973 here. These are the documents. This is our preschool or early years progression 00:05:33.973 --> 00:05:43.773 leading to formal education or key stage one learning. We carefully research and 00:05:43.773 --> 00:05:48.453 select materials that can be carefully sequenced, monitored, assessed, and 00:05:48.453 --> 00:05:50.413 and evaluated. 00:05:50.413 --> 00:05:55.513 The titles of the courseware and the time allocations are on these planning charts in 00:05:55.513 --> 00:05:59.713 order to ensure curricular integrity is maintained. 00:05:59.703 --> 00:06:04.743 can also be reorganized to reflect the Indonesian national standard, 00:06:05.083 --> 00:06:08.703 which makes it easy when we have to account for student learning 00:06:08.703 --> 00:06:14.083 prior to the SD examination, SM on SMP. 00:06:19.823 --> 00:06:24.743 This is our primary or key one or two progression. 00:06:24.743 --> 00:06:35.683 We rely heavily on the UK curriculum to set content in both our primary and secondary 00:06:35.673 --> 00:06:40.593 program, and many of the titles listed here reflect that. 00:06:40.593 --> 00:06:46.493 This has been mainly due to the fact that the CIE qualifications are recognized worldwide. 00:06:46.493 --> 00:06:53.733 Our students have been accepted directly from our program into universities in Brazil, Canada, 00:06:53.733 --> 00:07:02.393 U.S., Europe, Singapore, New Zealand, and Australia, with our diploma plus CIE IGCSEs 00:07:02.393 --> 00:07:06.413 or IGCSE and ASA level qualifications. 00:07:06.413 --> 00:07:08.313 This is very, very new in Indonesia 00:07:08.313 --> 00:07:11.633 where generally if they come out of a bilingual program, 00:07:11.643 --> 00:07:15.483 Students are required to do what's called foundation. 00:07:15.483 --> 00:07:22.203 Our program has managed to get through that because we do organize the curriculum so that 00:07:22.203 --> 00:07:31.323 we're delivering both the Indonesian and the international content. 00:07:31.323 --> 00:07:38.263 Content-based language education, also subject-driven, has been embedded in our curriculum structure 00:07:38.263 --> 00:07:43.003 through project blocks and includes, for example, CLIL, 00:07:43.003 --> 00:07:46.203 Content and Language Integrated Learning Programs, 00:07:47.614 --> 00:07:53.114 sheltered second language instruction in English as a second language, 00:07:58.034 --> 00:08:02.734 as well as language for academic purpose, EAP, 00:08:04.674 --> 00:08:10.374 all of which requires a highly trained collaborative teaching team of professionals. 00:08:10.374 --> 00:08:21.054 Most students enter our school with little, if any, English, 00:08:21.054 --> 00:08:23.594 and so learner-friendly environments at PB. 00:08:23.584 --> 00:08:26.464 begin in the classroom with our content teachers. 00:08:29.024 --> 00:08:35.444 Learner-friendly classrooms means that teachers have to adapt subject-specific methods 00:08:35.444 --> 00:08:38.724 so as to accommodate the additional language focus. 00:08:39.924 --> 00:08:42.604 In our case, English is the target language. 00:08:43.344 --> 00:08:48.084 This does not mean that the classroom teacher adopts the role of a language teacher, 00:08:48.084 --> 00:08:54.784 But by providing ongoing professional development in areas like content, 00:08:54.784 --> 00:08:59.564 language, integrated learning, we build teachers' capacity to open doors 00:08:59.554 --> 00:09:02.954 on alternative ways of using methodologies, 00:09:03.314 --> 00:09:06.454 which can be rewarding to both they and their learners. 00:09:07.354 --> 00:09:11.614 Our content teachers work in collaboration with our English department 00:09:11.614 --> 00:09:17.234 so as to maintain a whole school approach in both content and language learning. 00:09:19.874 --> 00:09:22.494 We know that motivation is a key to learning. 00:09:23.194 --> 00:09:25.734 Our students and teachers continually report to us 00:09:25.734 --> 00:09:28.294 that they prefer the CLIL classroom environment 00:09:28.294 --> 00:09:32.294 and believe they learn the content and language more thoroughly. 00:09:32.294 --> 00:09:35.534 Student assessment and achievement 00:09:35.525 --> 00:09:43.725 results supports this as well. For us, clearly, there have been benefits both cognitive and 00:09:43.725 --> 00:09:50.505 motivational, which have enhanced content learning and the position of the content teacher. 00:09:55.065 --> 00:10:01.225 A challenging area for our language teachers is to achieve appropriate levels of authenticity 00:10:01.225 --> 00:10:03.225 in the classroom. 00:10:03.225 --> 00:10:08.225 They work collaboratively with content teachers during the project block to provide students 00:10:08.225 --> 00:10:11.505 the opportunity to use the language in authenticity. 00:10:11.495 --> 00:10:18.495 ways. Successful language learning has been achieved when learners have the opportunity 00:10:19.015 --> 00:10:26.135 to receive instruction and at the same time experience real-life situations in which they 00:10:26.135 --> 00:10:33.135 can acquire the language more naturalistically. The language classroom is still a fundamental 00:10:34.035 --> 00:10:39.215 part of our learners' core program, especially to understand the nuts and bolts of language, 00:10:39.215 --> 00:10:43.715 grammar, vocabulary, and so on. 00:10:43.715 --> 00:10:47.475 But there is rarely enough time in the classroom for the language teacher to go be 00:10:47.465 --> 00:10:51.465 beyond this essential part of the learning process. 00:10:51.465 --> 00:10:56.565 So creating a project block provides learners the time to build things with these nuts and 00:10:56.565 --> 00:11:08.025 bolts, to put into practice the things that they've learned in theory on paper. 00:11:08.025 --> 00:11:13.545 CLIL offers our learners a friendly, natural situation for language development which builds 00:11:13.545 --> 00:11:20.225 on the other forms of learning that have taken place during structured curriculum time. 00:11:20.225 --> 00:11:23.445 This natural use of language really boosts their learners' 00:11:23.436 --> 00:11:27.776 motivation towards learning languages, and they love it. 00:11:27.776 --> 00:11:30.156 So do the teachers. 00:11:30.156 --> 00:11:35.016 The CLIL culture, a CLIL culture has been forming within our teacher team for three or 00:11:35.016 --> 00:11:36.876 four years now. 00:11:36.876 --> 00:11:41.276 Mostly this is due to the fact that it's very difficult in Indonesia to develop their English 00:11:41.276 --> 00:11:45.596 language to an academically proficient level. 00:11:45.596 --> 00:11:51.836 We forget about them way too often, but they do well in a learner-friendly situation in 00:11:51.836 --> 00:11:54.276 classroom. 00:11:54.276 --> 00:11:59.416 In personal conversations with our teachers, it always seems to come out that they don't 00:11:59.406 --> 00:12:04.626 feel confident about their own use of the English language. 00:12:04.626 --> 00:12:10.326 When language learning takes place alongside of CLIL, then the learner is exposed to two 00:12:10.326 --> 00:12:18.646 complementary experiences, one of which involves primarily language learning and the other language 00:12:18.646 --> 00:12:21.426 acquisition. 00:12:21.426 --> 00:12:27.626 For example, one of the grammar features of this semester's science fair project was the 00:12:27.626 --> 00:12:30.286 the conditional if. 00:12:30.286 --> 00:12:33.506 And in preparation, the teachers met collaboratively 00:12:33.506 --> 00:12:35.386 to support individual language development 00:12:35.376 --> 00:12:41.796 in this area. The teachers believe they acquire language more effectively in this 00:12:41.796 --> 00:12:47.976 setting than they had in the past and really look forward to those meetings. 00:12:49.256 --> 00:12:55.236 This video you're going to see is taken during project block. This is a grade one 00:12:55.236 --> 00:12:59.856 class and they will eventually produce a science fair project 00:13:00.496 --> 00:13:02.536 drawing on the animals unit. 00:13:03.616 --> 00:13:07.676 We have had great success using a product called Science A to Z, 00:13:07.956 --> 00:13:11.356 and you will see that the teacher has a projectable upon her white 00:13:11.346 --> 00:13:17.706 board. The students are approximately halfway through their semester, so they are still learning 00:13:17.706 --> 00:13:24.486 content about animals. In this jigsaw, the teacher provides the students with individual question 00:13:24.486 --> 00:13:29.786 cards. She sent them into their groups to work out the answer, and they are now presenting their 00:13:29.786 --> 00:13:36.406 findings. The audio quality is not all that good, but I think that the important thing that you will 00:13:36.406 --> 00:13:38.906 be able to hear is talking. 00:13:38.906 --> 00:13:46.166 Lots of communication between learner-learner, learner-teacher, and teacher-teacher. 00:13:47.317 --> 00:13:52.917 At one point, the teacher decides to wait patiently because one of the little grade 00:13:52.917 --> 00:13:59.637 one students is making notes for her team, and she's getting phonetic support from another 00:13:59.637 --> 00:14:01.617 learner in her group. 00:14:01.617 --> 00:14:04.937 It is what we hope happens during these learning blocks. 00:14:04.937 --> 00:14:07.797 So the teacher provides wait time for that group. 00:14:07.797 --> 00:14:15.917 She continues on, but she does not disturb the phonological support taking place again. 00:14:15.917 --> 00:14:21.237 They are learning a lot, and they love it, and the teachers love it. 00:14:21.237 --> 00:14:23.297 They probably learn more language 00:14:23.287 --> 00:14:27.347 in these kind of sessions than they do at any other time of the day. 00:14:27.827 --> 00:14:29.907 It does take some explaining to parents 00:14:29.907 --> 00:14:32.647 because they think the children are just having too much fun. 00:14:34.067 --> 00:14:38.567 I hope that this presentation has provided you a case example 00:14:38.567 --> 00:14:42.307 of how our school attempts to create learner-friendly classrooms 00:14:42.307 --> 00:14:47.687 by accommodating our English language learners, students, and teachers, 00:14:48.447 --> 00:14:52.807 and how creating a learner-friendly environment for us 00:14:52.807 --> 00:14:59.267 involves curriculum planning, pedagogy and 00:14:59.257 --> 00:15:03.897 and good practice, and CLIL models of classroom instruction, 00:15:03.897 --> 00:15:06.697 especially teacher learning interaction. 00:15:11.137 --> 00:15:15.157 It's not simply education in an additional language. 00:15:15.157 --> 00:15:18.057 It is education through an additional language 00:15:18.057 --> 00:15:20.217 based on connected pedagogies 00:15:20.217 --> 00:15:23.557 and the use of contextual methodologies. 00:15:23.557 --> 00:15:25.157 It requires good planning 00:15:25.157 --> 00:15:28.817 and ongoing professional support for all teachers. 00:15:28.817 --> 00:15:34.057 And on their behalf at this time, I'd like to take this opportunity to thank Cambridge 00:15:34.057 --> 00:15:35.237 International Examination. 00:15:35.228 --> 00:15:42.488 for their commitment, not just for providing support in setting up managing bilingual programs, 00:15:42.888 --> 00:15:48.548 but especially for their teacher support and the professional qualifications for teachers 00:15:48.548 --> 00:15:50.708 teaching in bilingual education. 00:15:51.368 --> 00:15:52.268 Thank you very much. 00:15:52.268 --> 00:15:53.268 Thank you.