1st TERM 2024-2025

 

1ST TERM 2024-2025

From the very beginning of the school year, we are constantly working on a great variety of  activities involving the different bilingüal departments. 

WELCOMING NEW TEACHERS ...

...AS WELL AS THE SCHOOL YEAR 2024-2025. This has become a tradition which usually occurs in October. 

This is an important month where Halloween also takes place. Here you have an example of how our students put up some decorations. 

During this month, our  Mental Health and its importance is shown. Here you have an example of it. 

Before November arrives, our students start preparing the activities to be carried out. We want to show you several pictures of the meeting Against GenderViolence: Never forget it!

At last, December arrives!. "Catch this dream with me!". 

 

We finish the month celebrating Chritmas Time. Despite the fact that we a big highschool, interdepartamental activities and photos are A MUST. 

 

BRAY, IRELAND

 

BRAY, IRELAND

On April 16, the Inmersion Course began. Destination: Bray, Ireland. Our students with the help, suppor and guide of our four teachers Mª Carmen, Beatriz, Patricia and Melissa, were able to enjoy Irish ulture and improve their linguistic skills in the language of Shakespeare. 

 

 

 

 

 

 

 

 

MICHELE REGALLA

MICHELE REGALLA

The goal of the research I am conducting is to investigate bilingual educational strategies in the secondary schools of Malaga, Spain in order to inform educational practices in the U.S. I will examine how bilingual programs are structured for secondary students who are learning academic content in both English and Spanish. Bilingual education, where students receive academic instruction in two languages, is known as Content and Language Integrated Model (CLIL) in Europe. Since the start of the European Union, the European Commission has supported a model of bilingual education in order to address the needs of citizens living in a global economy.

Bilingual education has not enjoyed such popularity throughout the United States. For example, the state of Florida is ranked third in the U.S. for the number of students enrolled in public schools who speak Spanish at home and are learning English as a second language. Despite the large number of Spanish speaking students, Florida is classified as an "English-only" state, meaning that bilingual education is not officially recognized. However, bilingual charter schools are on the rise and a number of school districts have begun to open their own programs due to the increased need for bilingual education. Without state recognition, many teachers are starting bilingual programs lacking the training to be effective. Florida is in need of current research in best practices to inform bilingual education and prepare effective teachers.

Since my arrival in Malaga, I have visited four different secondary schools including public, private, and concertados to observe the types of strategies used for bilingual instruction. I have been invited to observe in 26 different classrooms including subjects such as math, science, history, art, physical education, business, philosophy, and English. I have interviewed 17 teachers, many of whom have shared their teaching materials with me. One of the secondary schools I visited was Universidad Laboral in Malaga. This is a highly populated secondary school with a large campus. I spent 3 days visiting teachers in biology, chemistry, art, English, and economics. Two of the classes I observed were taught by English language teaching assistants. The other classes were taught by the teachers and the English level of the teachers I observed was quite high. Many of the teachers used English for most (at least 90%) of the lesson and used Spanish to translate new vocabulary words or clarify a concept for students. Some teachers reported to me that the students’ level of English in their classes was mixed so they chose to speak about 50% of the time in English and the other 50% in Spanish so that students would understand the academic content while learning English. 

The teachers I observed were very helpful, dedicated, and open to answering my questions. They all stated they are motivated to prepare lessons in English and communicated their commitment to bilingual education. The teachers explained that although some students may struggle, it is important for them to learn academic content in English to improve educational and career opportunities for their future. 

TEODORA PRERADOVIC

Hi! My name is Tea and I’ve been working as an auxiliar de conversación in Málaga’s Universidad Laboral Núm. 1 since the fall of 2023. I’m from Chicago in the United States and this is my second year as an auxiliar. Last year, I was placed in northern Spain in the region of Cantabria, and lived in its capital, Santander. When I was there, I heard a lot about how varied the culture is across Spain. Wanting to expand on the generalizations I would tend to hear, I renewed in the region on the complete opposite side of the country that has a distinct history and climate, Andalucía. 

Málaga was attractive to me because of its medium size and the mountain-sea combination that I fell in love with back when I lived in Santander. Also, 300 days out of the year are sunny so how could I resist? After doing some research on schools, I found the previous assistant Amrita’s blogpost on her positive experience at Universidad Laboral, and the fact that it was a large, nature-filled campus sounded amazing to me. I quickly and easily chose the school in my application portal.

Not only did it sound amazing, but that’s how the experience has been. Besides the campus of Universidad Laboral being an absolute high-school dream — full of diverse colorful flowers, trees, places to sit and hang out, vivid green patches of grass, a café — this high school has given me nothing but great memories and relationships!

There was never a time where I didn’t feel welcomed by the students and teachers. From the moment I walked in, I was greeted with positive, warm energy that has maintained itself throughout the year. The teachers I’ve worked with are really kind, personable, and understanding. I’ve gotten to know many that I didn’t even have a chance to work with, but have had mini conversations with around campus. Not only did I work with English teachers, but with history, math, art, music, and technology teachers, too. I enjoyed the variety of subjects and ways in which I was able to assist the students in class, even if it simply came down to chatting with them and getting them comfortable speaking English!

The students I worked with were great — I loved getting to know them through class activities and out-of-class conversations. After the first half of the year, all my classes changed, and I was sad to stop working with some of my previous students because we had finally gotten comfortable with each other. One of my favorite classes even threw me a surprise party the day of my last class with them, bearing gifts and a big chocolate cake to share. It was one of the sweetest experiences in my two years as an auxiliar. The students’ sociability made it easy to relate and laugh with them. They made it easy to support them and root them on in their English journey.

If Andalucía hadn’t changed its rules, now prohibiting current auxiliars from renewing in the region the following year, I would’ve renewed my application to work at Universidad Laboral. I think it’s important for students to have a friendly familiar face (that doesn’t grade them) in what can be a disheartening, difficult, and frustrating journey toward English fluency. Regardless, I’m grateful for the opportunity I had to support the students at Universidad Laboral this school year — the experience has been invaluable!

Sumarizing the First and Second Term

Convivence Team

Halloween

Mental Health month

Day against Gender Violence

 

Invisible friends

Race for Peace

 

 Andalusian Day

 Women's Day

50th Anniversary