{"id":17678,"date":"2022-10-31T12:12:50","date_gmt":"2022-10-31T12:12:50","guid":{"rendered":"https:\/\/www.urkide.org\/en\/trilinguismo\/"},"modified":"2023-02-16T12:57:06","modified_gmt":"2023-02-16T12:57:06","slug":"trilinguialism","status":"publish","type":"page","link":"https:\/\/www.urkide.org\/en\/trilinguialism\/","title":{"rendered":"TRILINGUALISM"},"content":{"rendered":"

[vc_section full_width=”stretch_row_content” css=”.vc_custom_1666256116458{margin-right: 0px !important;margin-left: 0px !important;padding-right: 0px !important;padding-left: 0px !important;}” el_class=”margen-xl”][vc_row css=”.vc_custom_1666348218400{margin-right: 0px !important;margin-left: 0px !important;padding-right: 0px !important;padding-left: 0px !important;}” el_class=”cabecera-principal-interior”][vc_column icons_position=”left” css=”.vc_custom_1666091183879{padding-right: 0px !important;padding-left: 0px !important;}”][vc_single_image image=”8913″ img_size=”full” alignment=”center”][vc_custom_heading source=”post_title” font_container=”tag:h1|text_align:center” use_theme_fonts=”yes” el_class=”titular-cabecera”][\/vc_column][\/vc_row][\/vc_section][vc_section][vc_row el_class=”margen-xl”][vc_column icons_position=”left”][vc_custom_heading text=”PIONEERS IN TRILINGUALISM” font_container=”tag:h2|text_align:center” use_theme_fonts=”yes” el_class=”titular-sec”][vc_column_text css=”.vc_custom_1676552116084{margin-bottom: 40px !important;}”]<\/p>\n

One of the first Basque schools to adopt a trilingual educational model<\/span><\/strong>\u00a0in Basque, English and Spanish (2003). Since then, the CLIL<\/span><\/strong>\u00a0(Content and Language Integrated Learning)pedagogy (<\/span><\/strong>\u00a0\u00a0<\/span>\u00a0) has been applied in our classrooms.<\/span><\/p>\n

This way of working is backed up by nineteen years of experience in which several graduating classes of students have been competently prepared for new academic or professional challenges, without worsening their results in the rest of the languages.<\/span><\/p>\n

[\/vc_column_text][\/vc_column][\/vc_row][vc_row el_class=”margen-xl”][vc_column icons_position=”left”][vc_custom_heading text=”OBJECTIVES” font_container=”tag:h2|text_align:center” use_theme_fonts=”yes” el_class=”titular-sec”][vc_column_text css=”.vc_custom_1676552163094{margin-bottom: 40px !important;}”]<\/p>\n

1.- To achieve\u00a0<\/span>appropriate language skills<\/span><\/strong>\u00a0<\/span>in the three languages to enable access to official language certificates.<\/span><\/p>\n

2.- To reach a fluent<\/span><\/strong> and similar level of discourse<\/span><\/strong> in<\/span> the three languages, without forgetting the specific weight that mother tongues have. To achieve the four basic language skills: listening, speaking, reading and writing.<\/span><\/p>\n

3.- To use languages as a learning vehicle<\/span><\/strong> of<\/span> content.<\/span><\/p>\n

[\/vc_column_text][\/vc_column][\/vc_row][vc_row el_class=”margen-xl”][vc_column width=”1\/2″ icons_position=”left”][vc_single_image image=”10020″ img_size=”full” alignment=”center”][\/vc_column][vc_column width=”1\/2″][vc_single_image image=”10018″ img_size=”full” alignment=”center”][\/vc_column][\/vc_row][vc_row el_class=”margen-xl”][vc_column icons_position=”left”][vc_empty_space][vc_column_text el_class=”titulako”]FROM SECONDARY SCHOOL ONWARDS, FRENCH AND GERMAN[\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row el_class=”margen-xl”][vc_column icons_position=”left”][vc_custom_heading text=”METHODOLOGICAL APPROACH” font_container=”tag:h2|text_align:center” use_theme_fonts=”yes” el_class=”titular-sec”][vc_column_text css=”.vc_custom_1676552218968{margin-bottom: 40px !important;}”]<\/p>\n

Meaningful learning.<\/span><\/strong><\/p>\n

Playful use of language.<\/span><\/strong><\/p>\n

Communicative approach.<\/span><\/strong>
\nA language has to be used and it is through activities in that language that children understand the importance of mastering it and its possibilities.<\/span><\/p>\n

Speak out without fear.<\/span><\/strong>
\nFrom the very beginning, teachers address children in the corresponding language. They answer in their mother tongue, of course, but they gradually expand their vocabulary and by the end of the first cycle of primary school, they are able to answer quite a lot of questions and have spontaneous conversations of a very good quality.<\/span><\/p>\n

New technologies.<\/span><\/strong>
\nThe use of new technologies in education is nowadays an obligatory task that requires us to be up to date and to innovate continuously in this field.<\/span><\/p>\n

Encourage speaking up in class.<\/span><\/strong>
\nIt is not good to correct frequently, especially in initial courses. If the correction is made, messages such as \u201cit’s wrong…, it’s not like that…, say it right…\u201d will never be mentioned<\/span><\/p>\n

CLIL. Contents and Language Integrated Learning.<\/span><\/strong>
\nThis methodology relates to the importance of teaching curricular subjects in languages other than the mother tongue. It favours intelligence, the capacity for linguistic transfer and it is increasingly proven that it also favours the learning of content. At the moment it is one of the cornerstones of our project.<\/span><\/p>\n

[\/vc_column_text][\/vc_column][\/vc_row][\/vc_section]<\/p>\n

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