Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
1. Assuming complexity:
education as an ecosystem and its
implications on the development of the
student’s communicative competence
Fernando Trujillo Sáez
Universidad de Granada
19. "Interdisciplinarity is not the calm of
an easy security; it begins effectively ...
when the solidarity of the old
disciplines breaks down ... in the
interests of a new object and a new
language neither of which has a place
in the field of the sciences that were
to be brought peacefully together."
Roland Barthes, "From work to text", 1971
20. CLIL is a new (but
consolidated) object:
a new language.
22. The Dual Factor Theory
Hygiene factors
Motivators leading to
leading to
satisfaction
dissatisfaction
Company policy
Achievement
Supervision
Recognition
Relationship with boss
Work itself
Work conditions
Responsibility
Salary
Advancement
Relationship with peers
Growth
Security
Frederick Herzberg
59. Features of
innovation-for-adoption
• advantage
• originality
• compatibility
• explicitness
• trialability
• status
• observability
Waters, A. 2009. Managing innovation in English language
education. Language Teaching, 42: 4, 421-458.
65. Key
Skills
Tasks & Integrated
Projects Curriculum
Cooperative Digital & Rich
Learning Media Literacy Socialization
66. Key
Skills
Tasks & Integrated
Projects Curriculum
Cooperative Digital & Rich
Learning Media Literacy Socialization
Gaming and Entrepre- Service-
Research
Creative neurship Learning
Projects
Projects Projects Projects
67. Key
Skills
Tasks & Integrated
Projects Curriculum
Cooperative Digital & Rich
Learning Media Literacy Socialization
The New Realms of CLIL
Gaming and Entrepre- Service-
Research
Creative neurship Learning
Projects
Projects Projects Projects
83. Entrepreneurship Education at
School in Europe. National
Strategies, Curricula and
Learning Outcomes.
Eurydice, March 2012.
http://ec.europa.eu/enterprise/policies/sme/documents/
education-training-entrepreneurship/
97. “Opening knowledge in education goes a
step beyond opening our classroom doors
to colleagues. It involves cocreating,
experimenting, reflecting, sharing, and
reusing accumulated ideas and knowledge
about teaching and learning”.
Cheryl R. Richardson. 2008. “Open Educational Knowledge: More
than Opening the Classroom Door”. Opening Up Education.
Cambridge, MA, The MIT Press, pg. 279