Do is an international expert in the field of CLIL (Content and Language Integrated Learning) as a language teacher (French, Russian and English) in a wide range of schools in the UK and France, and as an academic, working and researching ways of improving pupils’ experiences in classrooms where other languages are used as a means of learning. As an early pioneer of the CLIL, working with bilingual teachers, she developed the CLIL 4Cs framework and the Language Triptych – now  adopted and adapted globally to guide and plan pedagogical approaches. Do strives to give teachers and their students confidence in developing conditions for deeper learning and to ensure that learning is spatially designed, inclusive yet cognitively challenging – built on linguistic progression – and interculturally connected. At the University of Aberdeen (2008-2017), as Dean of the Faculty of Education and Music  she was a founding member of the Graz Group – a transnational, ECML-funded research team- involved in developing an inclusive  PluriLiteracies approach to Teaching for Deeper Learning (PTDL).Throughout her career, Do has focused on “shared learning” and technology-enabled spaces that allow all learners to connect with other sites of learning, from the most local to the most global. Her interests include spatial awareness to emphasise how  space (inside, outside and across physical boundaries) influences pupils’ achievement and self-worth. Currently at the University of Edinburgh (2017-) as Professor in Language Education and Classroom Pedagogies – she focuses on inclusive pluriliteracies education and spatial literacies where she directs the Scottish Alliance. Her work is based on a very simple principle: educators, practitioners and learners are experts; it is researchers who must “own” their practices, be digitally connected and collaboratively construct learning spaces to achieve the optimal conditions for deeper learning. Above all, she believes that language is our greatest learning (and teaching) tool.

Ana Llinares is professor in the English department at the Universidad Autónoma de Madrid, Spain. She teaches second language acquisition and content and language integrated learning (CLIL), both at undergraduate and postgraduate levels. She coordinates the UAM-CLIL research group (http://www.uam-clil.org) and has published widely on CLIL at primary and secondary school levels, mainly applying systemic functional linguistic models.  She has co-authored the book The Roles of Language in CLIL, published by Cambridge University Press, and has co-edited the volume Applied Linguistics Perspectives on CLIL, published by John Benjamins. She has recently co-edited the Special Issue ‘Systemic Functional Linguistics: A social-semiotic approach to content and language integrated learning in bilingual/multilingual education’ in the International Journal of Bilingual Education and Bilingualism.

Title: Why integrating the assessment of content and language is crucial to the success of bilingual education. And how to do it!

Abstract: Bilingual education & CLIL programmes are interdisciplinary by definition and require teachers from different subject areas, linguistic and non-linguistic, to work together across a range of areas if the programmes are to be successful. One of the most important of these areas is assessmentand in particular, formative assessment or assessment for learning. In the MEFP-British Council Bilingual Education Programme we are working with the UAM-CLIL Research group to look at how teachers from different subject areas evaluate the quality of their learners work and how we can create more equitable assessment practices shared by English teachers and content teachers teaching their subjects in English. In this talk we will look at why the integrated assessment of content and language is crucial to successful learning outcomes in bilingual and CLIL programmes and how teachers can start working together on assessment in their schools.

David Bradshaw has worked for Cambridge English for eight years as Senior Assessment Services Manager in the Madrid office. Prior to that he worked as Head of Modern Languages in different bilingual schools in Madrid. He has given presentations in various conferences both in Spain and around Europe and has published articles on classroom management issues and motivation, and also on Speaking assessment. His key interests are developing and assessing productive skills and discourse analysis.

10 points for Gryffindor? – Taking gamification to the next level

Gamification is often associated with giving points to different teams as seen in the Harry Potter films. However, it can be much more than this, drawing from how students react to the challenges they face when playing complex games.

This session starts by looking at different interpretations of gamification, developing from the idea of awarding points for actions towards a more psychological approach to gamification, where the cognitive processes generated in the brain while playing particularly video games can be to some extent replicated in the learning process. We will look at the sort of strategies gamers apply when playing their games, such as trial and error, sharing strategies and so on in order to succeed in their games, and how this lowers the affective filter and can create flow. We will also see how we can take this into the classroom, with or without technology. We will also explore the difference between gamification and games-based learning.

Finally, we will look at a couple of examples of game-based learning, how they are developed and how they work with students. The examples we look at will be B1 Exam Lift, a mobile app, and the Minecraft game developed by Cambridge.

Mark is Head of English Programmes for the British Council in Spain with responsibility for the British Council’s initiatives in support of the teaching and learning of English. In recent years this work has focused on multilingual and bilingual education and he manages the British Council’s partnership with the Spanish Ministry of Education and Regional Governments on the national Bilingual Education Programme as well as British Council support for other Regional Government initiatives. He is also involved in developing British Council work in Europe in relation to multilingual & bilingual education. He was previously an English teacher and a teacher educator, working with Spanish teachers of English for many years.

Title: Why integrating the assessment of content and language is crucial to the success of bilingual education. And how to do it!

Abstract: Bilingual education & CLIL programmes are interdisciplinary by definition and require teachers from different subject areas, linguistic and non-linguistic, to work together across a range of areas if the programmes are to be successful. One of the most important of these areas is assessmentand in particular, formative assessment or assessment for learning. In the MEFP-British Council Bilingual Education Programme we are working with the UAM-CLIL Research group to look at how teachers from different subject areas evaluate the quality of their learners work and how we can create more equitable assessment practices shared by English teachers and content teachers teaching their subjects in English. In this talk we will look at why the integrated assessment of content and language is crucial to successful learning outcomes in bilingual and CLIL programmes and how teachers can start working together on assessment in their schools.