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L'aula D'idioma Com a Mitjà D'integració I D'enriquiment

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L'aula D'idioma Com a Mitjà D'integració I D'enriquiment L’AULA D’IDIOMA COM A MITJÀ D’INTEGRACIÓ I D’ENRIQUIMENT MULTICULCULTURAL José Luis Bartolomé Sánchez Curs 2004-2005 Centre de treball: IES Montsacopa (Olot, Garrotxa) Especialitat: Llengua anglesa Supervisió: Neus Serra (Servei Inspecció Delegació Territorial d’Educació de Girona) Llicència d’estudis retribuïda concedida pel Departament d’Educació de la Generalitat, Resolució del 16 de juliol de 2004 (DOGC núm. 4182 de 26.7. 2004) “The White Man Drew a Small Circle” The white man drew a small circle in the sand and told the red man, 'This is what the Indian knows,' and drawing a big circle around the small one, 'This is what the white man knows.' The Indian took the stick and swept an immense ring around both circles: 'This is where the white man and the red man know nothing.' Carl Sandburg « L'home blanc va dibuixar un cercle petit » L'home blanc va dibuixar un cerce petit a la sorra i va dir al pell roja: "Això és els que coneixeu els indis" i tot seguit va dibuixar un cercle gran al voltant del petit: "Això és el que coneixem els homes blancs." L'indi va agafar el pal i va escombrar un enorme cercle al voltant dels altres dos: "Això és on ni l'home blanc ni el pell roja no coneixen gens". 2 3 4 5 Índex Pàgina Introducció 7 Greencards for Cultural Integration 11 Readers 113 - Around the world in ten Tintin books 118 - Australia 129 - America 139 - Far and Middle East 155 - Africa 177 - Far East. China & India 217 Pop Songs 249 Movies 357 Conclusions 428 Bibliografia 433 6 INTRODUCCIÓ 7 L'experiència personal dels darrers anys com a docent d'institut en un municipi amb un augment espectacular de l'arribada de famílies i alumnes d'altres països m'ha fet veure que l'entrebanc principal de contacte amb aquestes persones -l'idioma- resulta de vegades paradoxal. I sense cap mena de dubte –essent aquest un fenomen immigratori general arreu de Catalunya i de l’Estat espanyol—planteja nous reptes de pedagogia d’aula i d’organització curricular de les assignatures. Òbviament disposem del castellà -inicialment- per familiaritzar els sud-americans (peruans, equatorians i argentins, sobretot) amb el nou entorn escolar i social. El francès constituteix la llengua franca, sovint en funció del nivell d'escolarització i estatus dels nouvinguts, quan aquests procedeixen del Marroc o regions africanes francòfones. L'anglès serveix de pont de comunicació amb les famílies asiàtiques, de determinats països subsaharians (Gàmbia) i europeus de l'est, però amb les mateixes condicions que les esmentades respecte al francès. En algunes situacions la comunicació és gestual, inexistent o s'ha de recórrer a improvisats intèrprets en les primeres jornades d'acolliment al centre. L'escolarització d'aquests alumnes resulta en general complexa i traumàtica. La familiarització amb la llengua catalana, els hàbits escolars i socioculturals, tot el procés de socialització amb altres adolescents, és un gran repte. Malgrat algunes experiències reeixides de voluntariat lingüístic (amb recompenses o sense) entre alumnes del país i els foranis, és obvi que el pes i la responsabilitat de la seva adaptació ràpida i eficaç ha de recaure en els docents i altres col·lectius professionals. La paradoxa és que alguns / força nouvinguts saben o xapurregen una mica l'anglès, tot i que el seu nivell de competència en lectoescriptura és normalment deficitari. L'anglès, però, pot arribar a constituir segons l'aleatorietat del seu horari una assignatura inexistent o parcial, ja que s'han d'adaptar a una estructura especial on predominen les classes de català i assignatures en què el català continua essent la llengua babèlica instrumental. Per al professorat d'idioma es presenta el dilema d'enviar aquests alumnes al grup de reforç o bé tenir-los amb el grup heterogeni corresponent. Una altra possibilitat és crear un segon grup de reforç d'alumnes estrangers, la qual cosa resultaria delicada : es podria malinterpretar com una manifestació de rebuig o excloent, i per altra banda caldria un professorat molt especialitzat per dur a terme aquesta tasca. Tant si es tracta d'un grup homogeni de reforç com si és heterogeni amb diversitats de nivells i capacitats, aquesta tipologia d'alumnes "ètnics" assumeixen un rol passiu i resignat fins que no assoleixen uns nivells de català que proporcionen una certa autonomia a l'hora d'estudiar el conjunt o part del currículum. Hi ha un problema transitori innegable de llengua, però també de desconnexió i distància cultural (culture gap). Fetes aquestes previsions, el que cal dissenyar és l’estada dels alumnes nouvinguts – amb les seves particularitats com els d’aquí quant a capacitats i interessos – en el context de la classe ordinària. La presència d'aquestes "flors d'altres mons" en el jardí de les nostres aules heterogènies pot enriquir, malgrat tota mena de possibles handicaps, el contingut de les unitats didàctiques de la llengua estrangera (anglès) i alhora convertir-los en protagonistes rellevants de determinades activitats lectives. Per a l'alumnat autòcton, les classes d'idioma amb un tractament de la multiculturalitat ha de suposar un estímul i una motivació afegits. Aquest és el repte que vol superar el disseny d'aquest treball. 8 OBJECTIUS GENERALS INICIALS 1) Aprofitar la varietat de coneixements (minsos o abundants) de llengua anglesa dels nouvinguts per facilitar i agilitar la seva incorporació als centres de secundària i al nou entorn social, fent-los sentir més còmodes mentre dura el pla d'acollida i familiarització amb la llengua del país receptor. 2) Ampliar el coneixement cultural (cross cultural knowledge) dels alumnes nadius respecte als països d'origen dels nous companys, un cop els alumnes estrangers s'incorporen a la classe normal i amb horari estàndard. 3) Potenciar les quatre destreses bàsiques de l'aprenentatge d'idiomes: comprensió oral i escrita ( listening & reading), expressió oral i escrita (speaking & writing) utilitzant temàtiques d'interès universals per als joves. 4) Reforçar el reconeixement i respecte envers la multiculturalitat. 5) Potenciar el treball cooperatiu a l’aula a través de tasques d’aprenentatge, jocs i role-play. OBJECTIU ESPECÍFIC FINAL El professorat interessat en el treball de la multiculturalitat a l’aula d’idioma (llengua anglesa) trobarà al llarg d’aquest estudi quatre dossiers de recursos abundants per tractar diversos aspectes d’integració al nou context cultural per als alumnes nouvinguts, així com d’ampliació i enriquiment del coneixement del món multicultural per al conjunt dels alumnes, foranis i nacionals. Aquests dossiers són: 4 Greencards for cultural integration 4 Readers 4 Pop Songs 4 Movies S’ha de remarcar que el que s’ofereix són recursos, materials didàctics amb propostes de treball diversificades, però el que no s’ofereix és una metodologia rica en estratègies sobre com ensenyar anglès en una aula amb diversitat de nacionalitats, capacitats i d’interessos. La tria d’un determinat recurs pot comportar l’adopció d’una determinada manera de fer la classe, però aquest aspecte sempre ha de quedar a la consideració final i al tarannà del docent. Excepte el dossier de Class readers –en què es precisa el nivell educatiu al qual va adreçat l’activitat- la resta no té assignat a priori un graó escolar determinat: els dossiers estan pensats per a cobrir l’etapa d’ensenyament secundari amb incidències puntuals i notables en el postobligatori (perfil dels alumnes de batxillerat). El conjunt de recursos elaborats no constitueix una programació succedània en termes absoluts, sinó d'unitats especials per impartir amb una periodicitat més o menys regular (una hora setmanal /quinzenal). Els objectius que fixa el disseny curricular per a tota l'etapa ESO no s'ha de veure afectat pel fet d'introduir uns objectius integradors com els proposats. El material que s'oferirà al professorat permetrà integrar-lo dins de la programació habitual a l'aula ja sigui paral·lelament a la utilització del llibre de text, o com a contingut per si mateix. 9 Cada dossier va precedit d’una presentació en què s’indica amb més detall els criteris de selecció dels continguts i es mostren pautes de com manejar-los. Aquests continguts sovint tenen la forma de quiz o qüestionari de resposta d’opció múltiple tancada, i de resposta oberta i de recerca en d’altres. Per les característiques i dificultat de l’activitat, en algunes ocasions es faciliten les respostes correctes. El dubte plantejat sobre la conveniència o no de facilitar les respostes clau de manera generalitzada mitjançant un solucionari en una separata al final de l’estudi o dins l’espai in situ corresponent a cada dossier (ressaltant-les en negreta o cursiva) s’ha resolt de manera pseudo-salomònica: incorporar-les en un solucionari a part suposa d’una banda una feina gegantina que a més inflaria amb excés el volum de l’estudi en el calendari de la seva execució final; facilitar-les directament en el text pot destorbar i desmotivar la manera de fer del professorat partidari de compartir la recerca activament amb els seus alumnes. Per altra banda, aquests qüestionaris es poden adaptar ampliant-los o escurçant-los. En definitiva, ens hem inhibit, els hem deixat de costat en la presentació en format paper i magnètica. El professorat inquiet o curiós podrà tenir a l’abast els solucionaris que l’autor haurà elaborat a començaments del curs 2005-06, disponibles al seu correu electrònic al qual tindran accés oportunament. El teixit de multiculturalitat predominant en aquest estudi és el de les nacionalitats dels alumnes que l’autor ha tractat més i que poden ser l’objecte d’explotació didàctica en la seva reincorporació a l’aula: xinès, indi, magrebí (Marroc) i sub-saharià (Gambia); sobretot els dos primers.
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