%0 Generic
%A Whittaker, Rachel
%A García Parejo, María Isabel
%A Bordón, Teresa
%A Blecua, Isabel
%A Pedraza, Begoña
%A García Bermejo, María Luisa
%T Teacher learning for european literacy education tel4ele: project outputs from Spain
%D 2013
%U https://hdl.handle.net/20.500.14352/100896
%X This section of the report offers a national literacy profile for Spain during the period of the TeL4ELE Project, contextualising the literacy environment in which the key educators trialled the new approach to literacy education. The second part of the report, for year two, describes the implementation of training in the pedagogy, and offers sample of work by teachers and their pupils.
%X This report oulines the implementation of the Teacher Learning for European Literacy Education (TeL4ELE) project in Spain. The Key Educators in Spain continued developing their new roles as “experts” in the genre based reading pedagogy, studying the theory and application of the functional model, and preparing summaries of the training material in Spanish for the teachers selected to follow the courses in the pedagogy. These worked in different languages -Spanish, English, French, Basque. The contents were adapted to the different levels of the students: end of primary, beginning of secondary. In both geographical areas, and Regional Communities, the schools participating were implementing Content and Language Integrated Learning with English as the foreign language. A number of subject specialists (of History, Biology, Physical Education) in the secondary schools were teaching through English. Other subject areas were: Spanish Language; English as a Foreign Language; French as a Second Foreign Language; Maths, Classical Culture.
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