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Final learning diary

First part
Subject: The beginning of this course and my interests.

Name: Lien De Martelaer

Session date: the 6th of March the 15th of March
1st unit of work: learning diary & school context.

Belgium, the country that I come from, is really small. I was curious to
come to Mondragon because its bigger than my little town in Belgium. I
came to the Basque country to get to know the culture, the language &
the peoples better. My first month here was more like a holiday. But in the
meantime, I had to analyze some building, rivers, bridges in Donosita,
Gasteiz & Bilbo. That was interesting but the courses that we follow now,
are more interesting for me because its more related to the school
context. In my last internship in Belgium, I had a lot of people who were
bilingual or speak another language. I want to help these children with
their language and everything it entails. Thats why these lessons are
really instructive for me.

Meaningful moments during the lessons

Monday the 6th of March
The first day we had classes with the locals, the Basque students. I was a
bit nervous in the beginning but they were really nice to me. The first day
we didnt have to work together, so I didnt get to know them better. We
had to write down our experience with a learning diary.
I felt confused because I never kept a diary like that. I think it will be
interesting to keep a learning diary, because you can always reflect on
yourself & other students. And if you reflect you can learn about the
negative things & do it better!

Tuesday the 7th of March

They told me that the Basque people are shy to speak English and I can
agree with that. But they were trying to do their best to speak English to
me. I felt really uncomfortable to ask every time: Can you please speak
English? But after a while the boy in my group said: Speak English, she
cant understand you. I was really glad because from that moment we
spoke a lot more English & I felt more like a friend in the group. I can
compare this with being a teacher in the future. Now, I know how difficult
it is to make group work as a pupil with pupils you dont understand. Its
difficult to communicate if you dont speak the same main language. Ill
Lien De Martelaer Learning diary 2.8

tell my pupils to use other kinds of communication too. For example, body
language, pictures, symbols

Wednesday the 8th of March

The teacher asked who wanted to volunteer. No one answered. I was shy
but I volunteered & It went well. It was not difficult at all. I could choose
how I made an overview, so I wanted to make a mind-map. The only thing
I was insecure about was the right spelling of my written words. I can work
on that. Next time Im not going to ask if the spelling of the word is right.
Next time I will volunteer more, because when I have to listen to everyone
Im more concentrated. I felt really good because I volunteered, the way
that the other students were listening It gave me satisfaction. I think its
the same for younger pupils. If Im a teacher I want to create a save
environment for all my pupils. I want them to feel comfortable, I dont
want to correct them all the time. Because if they think that they are doing
everything wrong, they will be less motivated.

I have already learned about CLIL in my own country. It was a subject that
overwhelmed me, that really interest me, as I said already in my

Friday the 10th of March

Section 1: relevant information in relation to keeping a learning journal.
I was not in class on Friday but I searched some strategies.
How can I understand a text better?
Predict content and structure of text before reading based on titles,
subtitles and graphics.
Locate known and unknown information on concept map.
Add words and phrases to map during reading.
Note new understanding by making changes in concept map.

I can use these things to understand a text better but I can also introduce
them to my pupils in the classroom. They can also use it! For example, we
make a list of information we already know and another list of information
we dont know yet. I made also a glossary to understand all the words
better. Thats also something my pupils can use to understand the content

Monday the 13th of March

Section 2: School context. (I compared with the Belgium situation)
What is the Basque language linguistic situation?

Lien De Martelaer Learning diary 2.8

In Belgium, they learn 2/3 languages in primary school.

p. 62

3eIt is compulsory to learn French at the age of 10.

1e LJ 2e LJ 3e LJ 4e LJ 5e LJ 6e LJ

A school can choose to teach English, but only in songs, dramatics & poetry.
Formeel taallerenFrans
Formeel taallerenFrans
Mag sinds 2014, indien (sinds2004)

If a school teach French in the second classes, they can teach English at the age of 10.
goede beheersing van het
Nederlands Eindtermen
But French has always the priority.
Altijd eerst Frans
(Engelsof Duits)
Facultatief (geen eindtermen) Facultatief

It is in my language, its really interesting to compare the two countries.

lletalen (ookminderheidstalen)
Facultatief (geen eindtermen)

Here: Minority language co-official with Spanish.


How many students have Basque as their mother tongue in the Basque
In in Belgium there are 24 million peoples that speak Dutch. Plus, minus 17 million people
live in the Netherlands, 6,5 million people live in Belgium & 400 Thousand in Suriname.
Not many? 60 percent?
We have more diversity in Belgium than in the Basque country, thats for sure.

I have learnt three school models in this country:

A model only Spanish
B model 50 % Spanish & 50 % Basque
D model only Basque

How many languages do you think are spoken in the Basque country?
Which are the most common ones? Between 20 & 40 languages.
How do you think schools cope with this new situation?
They do a lot of researching on situation, changing, but they dont have
the skills to do something about it in the classrooms. I think they are too
busy with researching.

I didnt know before that they speak so many languages in the Basque
country. Also, the migration is very remarkable. I think its weird that they
havent education that is adjusted to it. Because when people from Mexico
want to study here, they need an adjusted education. They speak Spanish
but they cant understand a word Basque. Some people think that they
can speak Spanish & understand Basque or speak Basque, but they dont
understand it at all. Basque is more complicated then Spanish.

The schools need help to handle with the multicultural situations. Belgium
is a little bit more developed about this subject. For example, they dont
have to follow all the same religion lessons. They can choose with religion
lessons they will follow. They have a lot of special teachers who are with
the children with special needs in the classroom. I dont mean that a child
with another culture is a child with a special need. But I mean that we
have more individual education, we see every child individual. Its very
difficult for a child to come here at the age of 10 & dont speak a word
Basque. They need more individual education. But if there is no individual

Lien De Martelaer Learning diary 2.8

education, the teacher has to be aware of these problems. For example,

you can still teach the religion lessons you have to teach. But if a child has
another culture, maybe you can ask him/her to tell more about his/her
religion? Its also very interesting for the other pupils and for me as a

Wednesday the 15th of March

Basque is being threatened, is losing. This is because of the raising of the
immigrant people.
In comparison with Belgium, there are a few immigrant people in the
Basque country. But I read in the article that the amount of the immigrant
people in the Basque country is rising. So, I can imagine that the Basque
people are scared to lose their culture, language

To understand an article or a text, I use following strategies:

New words
Main ideas
Use a dictionary
Take notes
Ask peer mates for help
Ask the teacher for help

Not only I can use these strategies now, my pupils in the classroom can
use these strategies also. For example, if they dont understand a word in
the text, they can search it in the dictionary. If they dont understand the
text because its too long, they can underline the most important things.

I found it difficult to read the article, but I used some help to understand
the article better. I made a glossary for the words I didnt understood, to
translate the words I used a dictionary. To remember the text a little bit
better, I marked the important words/sentences. If I read a whole page, I
surrounded the most important words. Ive learnt that most of the
immigrants attend to an A-model school. They will have social problems
because they cant speak Basque. Because of this there will be
segregation. We dont want segregation, we want integration! But the
problem the economic situation, the immigrants have not so much money,
so they cant go to the private schools. This is what I have red in the

In the future, I want to work with children with special abilitys, buts also
children who need help with their language. Thats why Im really

Lien De Martelaer Learning diary 2.8

interested in this course. I want to discover different methods, in this case

the methods in the Basque country. I want to compare the methods,
problems that children have, but also the strategies, the theory & the
experiences in Belgium & in the Basque country.

Jasme Cenoz (ed.) (2008). Teaching through Basque. Achievements and
challenges. Clevedon: Multiligual matters.

Sports Stats
http://www.learner.org/libraries/tfl/german/garcia/analyze.html# last date:
the 22th of April 2017

Second part
Subject: CLIL/teaching in another language than the mother tongue.

Name: Lien De Martelaer

Session date: the 20th of March 5th of May.
2nd unit of work: language through the curriculum.

Content and language are really important in primary school. We need to
understand the language to understand the content. I think thats one of
the most interesting subjects I ever did research on. Im going to do an
examination about CLIL, because Im curious about the possibilities to
teach content in another language than the mother tongue of the children.
My internship will take place in Bilbao, Im going to teach totally in English.
I want to compare my impressions in Bilbao with my conclusions about
teaching in English in Belgium.

Meaningful moments
Monday the 20th of March
We began the lessons with looking back at the video. As you know, Im really
interested in children who are learning a new/second language. Thats why
the video Sports Stats inspired me. For my internship in Bilbao I want to
teach in English. This is not the childrens mother tongue, so this will be a
challenge. Because of this video I got a lot of good ideas. For example, I
can use body language, symbols & pictures if the pupils dont understand
me. The teacher stickled cards on the furniture in the classrooms and in
the whole school. I think this is a really good idea to remember all the

Lien De Martelaer Learning diary 2.8

names of the furniture. I felt really excited by that moment because it

interested me and I could use this information for my internship and final
assignment. There is one thing I remember from that day; always connect
the context with the real world. It is so important that they use English (in
the video German) in a way they will need it in the real life!

After reflecting on the video, we talked about the article weve read using
the minority language as the language of instruction. Ive learned a lot
about minority language. It can have a million of speakers, but still be the
minority language in your class. Its just the language that is less spoken
in your classroom. I think English will be the minority language in Bilbao
but also in my hometown in Belgium. I didnt know that parents choose
most the D-model, because speaking Basque is part of the Basque identity.
I was surprised that parents would pay attention to speak Basque all the

After this we had to make connections between the two articles weve read
& the video:
Using the minority language as the language of instruction
Basque, Spanish, and Immigrant Minority languages in Basque
Sport Stats
This was a really good group work; we were talking about the subjects &
found the similarities and the differences together.

Wednesday the 22th of March

We all had to do our presentations today. I was a little bit stressed. We
prepared well so I didnt have to be nervous. After all I didnt feel good
about our presentation. It felt like I wasnt thinking in English, I always had
to translate the words in my head. If I speak to my friends in English, Its
not a problem. But if I am nervous, I cant think straight.

If we were preparing the presentation, I was shocked how many words I

had to translate.
I translated every word and I made a glossary. Sometimes my groupmates
asked me the meaning of a word in English. Its better to explain that word
in English because if you just search the translation, you will never
remember the meaning of the word. This is the same if Im teaching. I
always say to my pupils to explain it to each other or to search the word in
a dictionary. Because if you dont understand the language, you cant
understand the content!

Friday the 24th of March

Lien De Martelaer Learning diary 2.8

One group had to finish their presentation. The last presentation was a
really good one, it was well summarized. I think our presentation was too
long. Next presentation, we have to think about how we can make it

We got a little presentation about CLIL. Ive learned these things before in
Belgium. But its good to hear it in English, Ill remember more and Ill
improve my English. What I remembered most was; the fact that we are
neither focusing on the content or on the language in CLIL, but you are
learning both. The pupils are learning a content, for example they are
learning about animals. But in the meanwhile, they are learning the
language of that content for example, a rabbit & an elephant.

Monday the 27th of March

We had to watch a video about an expert talking about the SIOP model in
the USA. We had to discuss this video in the group. This was not a good
exercise for our group. I asked a lot of things; What do you think of the
video? Have you watched it? This time it was really hard for me because
they didnt reply to my questions at all. I think the reason was that it was
not interesting enough for them. But after this little exercise it went

Monday the 3th of April

We made a lot of short videos, after that we putted them together. In the
beginning, it didnt go well. I had ideas and proposals but It was never
good enough. After this one of my group said what I had to do, she didnt
ask. It didnt really felt like a group work. But after making the videos, we
worked a lot together to make a good presentation. It was a lot of work,
but after our presentation, I was really proud of our group!

Wednesday the 5th of April

This was the day we had to do our presentation with the video. I was a
little bit nervous, but not so nervous as the first time. I think it was
because I prepared better, I knew what to say.
The first 5 minutes Im always nervous, but after a while Im relaxed. I
think my pupils in Belgium see this. Actually, its not so good for them
because they take it over and my pupils become nervous too. My last
internship in Belgium was much better. I was calm because I knew I was
well prepared, and my pupils mentioned this. I can relate this to CLIL. If Im
really nervous I cant express myself. At that moment, my pupils will
understand me less. I have to think bright and stay focused.

Monday the 24th of April

Lien De Martelaer Learning diary 2.8

We had a workshop about a teacher who teaches science in primary. We

had to imagine that we were children around 8 years old. For me it was the
most meaningful and learn full moment in this semester. If you dont
understand the language, you cant understand the content. But this
teacher uses a lot of other languages. For example, he uses his hands,
pictures, pictograms, symbols, his body language and so on. Ive sent him
an email because I was really inspired by his workshop and I want to teach
the same in primary. I think CLIL is the best way to learn a language and to
understand a content, because you think more about the content and the

Wednesday the 26th of April

I went to Barcelona by plane and a day after to Ibiza by boat. We stayed
there for a whole week, it was one of my best journeys. Ive learned a lot
about Barcelona & the Island, Ive met a lot of people, but this has nothing
to do with my subject. My groupmates asked me to read Affective factors
in second language acquisition. The most important sentences I
remembered is: Research has shown that a student who feels good about
himself is more likely to succeed. If my students believe in themselves,
they can learn the content and the language. If they believe in
themselves, they can learn and be capable to learn, speak and understand
the language and the content.

Every day Ive learnt more about the language and the content and how to
teach this. Im looking forward to my internship in Bilbao to examine my
experiences. I want to teach a content in English, I want to see how the
children react. I want to know if its possible to explain everything in
English and use body language to support the understanding of English.
In the future, I would like to teach in English and investigate the results of
teaching in English to children whose mother tongue isnt English.

Ramos, F. (2003). Teaching English to immigrant students in the United
States: A brief summary of programs and methods. Revista Electronica de
Ivestigacion Educativa, 5 (2).
Retrieved month day, year from:

G. Abbott, M. A. R. T. H. A. (n.d.). Sports Stats [Video file]. Retrieved from


Lien De Martelaer Learning diary 2.8

Learning journals. (n.d.). Retrieved from


Sahin, B. E. L. G. I. N. (n.d.). Personality factors in second language acquisition.

Retrieved from http://personalityfactorsfle200.blogspot.com.es/p/affective-

SIOP model [Video file]. (n.d.). Retrieved from Bibliography


Lien De Martelaer Learning diary 2.8

Third part
Subject: My internship in Bilbao, our group work & instructional strategies

Name: Lien De Martelaer

Session date: Monday the 8th of may until Friday the 26th of May
third & fourth unit of work: Instructional strategies

I did my internship in Colegio Angeles Custodios Ikastetxea in Bilbao.
Amaia, my tutor, showed me the school the first day of my internship. Its
an enormous school, so big! Ive never seen a school like this. There are
babys, early childhood, primary, secondary and adult education! I
observed in total 11 different class groups. I had a really great time and I
learnt so much from the pupils and from the teachers there! I want to
compare my experiences from my internship with the 4 th Unit of work,
instructional strategies. But I compared also with other units of work.

Meaningful moments
Monday the 8th of May
Amaia showed me around in the school. She is going to show me the way
every day again because otherwise I will get lost. After the guided tour,
Ive met Javi, also an English teacher in the school. I observed his classes
in the 3th grade of primary. They were learning about animals. They had to
do a word search and put the number of the animals in the right hovel.
This is a really nice exercise for the pupils but not for an hour The
teacher gives the papers and his work is done. Being a teacher cant be
like that! I hope I can teach in another way. I think Im kind of lucky,
because I cant speak in Spanish or Basque so I have to speak English all
the time. Javi speaks a lot in Spanish with the children. I watched a video
Mapping Planet Earth. The teacher in this video uses a lot of materials to
manipulate and she let the pupils move. I really like this way of teaching
because the teacher has to motivate the pupils to learn English, not
demotivate them by giving them so much tasks

After this I went with Javi to the 6 th grade of primary. They were learning
about clothes. The students received a paper with a drawing, they had to
match the number with the right sort of clothes. It was actually the same
exercise than in the 3th grade but instead of animals, the teacher uses
clothes. I think the lessons are too theoretical. The teacher has to teach
the real English. The pupils have to move, they have to speak to each
other in English, they have to feel that this is a real language!

Lien De Martelaer Learning diary 2.8

After a long break, I went to Amaia, to the English class of 3 years old
students. I was surprised about what they can understand in English. Most
of them understand more than third or sixth grade.

Javi showed me the 5th grade of primary. He was teaching grammar in the
students book. It was about dragons, all the information about the
dragons was not real. In this way, the students think English is only used
for stories, rhymes and songs. I can compare this way of teaching with
teaching French in my country. It was also very theoretical and we couldnt
start a conversation in French. For example, if you give the students a
letter from students in France they will be very motivated, because they
want to write an answer back in French. In this case, they can understand
the meaning of learning another language or speaking another language.
"the ultimate goal of the learning process should be to engender in
language education students" the willingness to communicate (MacIntyre,
Clment, Drnyei & Noels: 1998). If they really want to communicate in
that language, they can!
I loved this day! It was very tiring but really instructive.

Tuesday the 9th of May

First I went to Amaia, she had 3 years old students. They have Tony the
tiger, Polly the parrot and Tina the turtle In Amaias classroom. The
animals speak only in English and the pupils know this. I really like the 3
years old students, they are always laughing at me because they know
they have to speak in English. In this lessons we were talking about colors,
animals and clothes. Amaia uses a lot of songs and dancing, I like this very
much. The pupils have to move to concentrate and to listen. In this
evening, I will prepare a memory about animals for the 5 years old
students. Im really curious how this will work.

Wednesday the 10th of May

Javi started his lessons with a game. A student says an animal; the second
student has to repeat the first animal and says another animal and so on.
After the game, they were making exercises; They make yoghurt from
(the cows milk), They get honey from (the bees). I had to help a child
with special needs. She had to write about professions, I think its really
weird that the other students were learning about animals and she had to
learn about jobs. There was one girl that was not paying attention and she
was drawing a cat. After one hour, the teacher saw this and became very
mad. The girl began to cry because she doesnt understand a word from
the English lessons. If the classroom environment is safe (have good
attitude with the student), they will feel more comfortable. In this case the
pupils will participate more in the class. This girl didnt felt comfortable at

Lien De Martelaer Learning diary 2.8

all. I have read this in: What do teachers should consider in L2/L3
classrooms? After this they were playing bingo with names of animals. I
liked these games very much! Unfortunately, it was the only day I saw
games in Javis classes. I made two different memories for in Amaias
class. The pupils were really glad that they could play a game with me. I
explained the game. It was really difficult in the beginning for them to
understand me. After a while they could play it very well and they told me:
I won or Teacher, Im sad I lost. In the future, I think I will use the
memory with food and animals. They had to think more about the words
and the meaning of the words, so thats why I think this was a better one.
But maybe only with the animals, its better to use one subject.

Thursday the 11th of May

We begin always with the same song, its about the three animals with
their name: Tommy the tiger, Polly the Parrot and Tina the turtle. The
pupils know the stuffed animals from the beginning and they use them
until primary school. These animals are in the story. While she was telling
the story to the kids, a girl felt almost asleep. Amaia went to that girl and
asked what was going on. The girl was responding in Spanish but I
understood it a little bit. After, Amaia told me that the girl had to wake up
at 5 am and that she felt really tired because her mommy had to work all
night and she wanted to be with her mommy, so she didnt sleep well. I
felt really sad for that girl and I asked if it was not possible to go with her
to the sleeping room. Amaia told me that this was not possible. There was
also another girl in the class that speaks English at home. It is very funny
because she is mixing three languages now, English, Spanish and Basque.
Sometimes she uses the three languages in one sentence and that makes
it more funny. I think its really good for the class to have this kid because
they are learning a lot from each other. They had to place the stickers in
the right position and draw their own favorite animal. Some kids were
drawing a house or something else, but they dont make a problem of that.
In Belgium, they would be mad and say: Thats not an animal! Do it

Friday the 12th of May

The welcome song here begins with: Hello, hello, hello how are you.
Its very simple because these are really young pupils. A song that
continues: If youre happy and you know it clap your hands, if youre
happy and you know it clap your hands If youre angry and you know it
step your feeds If youre sleepy and you know it take a nap If youre
hungry and you know it take a snack After this nice song, they have to
say how they feel. The teacher throws the stuffed animal and asks: how
are you today, Sofia? Sofia answered with a smile, so now the teacher

Lien De Martelaer Learning diary 2.8

knows that she is happy. As, I said before its really important to create a
safe environment in the classroom. Its really good that the teacher knows
if her students are mad, sad, happy or hungry. Mathew answered by
touching his tummy so now the teacher knows that Mathew is hungry.
After this the pupils were sitting in the circle and the teacher showed a
poster with farm animals on it. The kids had to show were the horse is on
the poster and how many horses they see. The teacher asked some pupils
to come and touch the animal, then they heard the noise of the animal.
The pupils liked this very much and they were laughing all the time. In this
exercise, they learned by connecting the sound to the name of the animal
in English. In this case, they are connecting content and language. They
hear the word: pig and they have to show the teacher how a pig looks like.
After this they also had to make the sound of a pig. I saw also an example
in the video Mapping Planet Eart, the children had to show the teacher
the sun in French and so on.
Monday the 15th of May
We began the classes with praying. Each day the teacher takes another
student in front of the class, he/she speaks first and the class repeat. After
this the teacher asked which day, month and year we are. He writes this
always on the board. They all had to make different exercises in the 6 th
grade. This is because there are a lot of children with special needs. So,
they were all making a task but I still think its better to do games all
together. Its better for their social contact and for their English as well. Or
he could use Scaffolding.

Scaffolding means providing temporary support for an inexperienced

learner in order to help them to complete a task or acquire a skill, and
then gradually withdrawing that support. This is important for EAL learners
(= English as an Additional Language) as it enables them to move from
dependent to independent learning. They gradually take over more of a
task until they can do it without the experts support. This is a solution for
Javis classes. He has a lot of children with special needs. The teacher can
use a lot of Scaffolding, I will discuss some of them, that I could have used
in Javis class. Activating prior knowledge about a new topic to create a
context for the new learning. Thats something he did really good. He
wanted to begin with vocabulary cows milk, honey from the bees So, he
repeats the animals with a funny game. This was a really good example of
creating a context for the new learning. For the children with special
needs, I could use more pictures, models, diagrams, grids, tables and
graphs to support their understanding. The children with special needs
have to participate the lessons, they cant do other exercises, as explained
in my learning diary. So, I had to use these visuals and graphic organizers

Lien De Martelaer Learning diary 2.8

for these children. They are learning the same thing as the other students,
but with support!

Amaia said I could explain the task for today. I liked it very much and the
children all understood me. In the last class of Javi they had the same
tasks as last day. They are finished with one paper; they have to do
another one. The paper is full of exercises. I think its demotivating for
them, they are exhausted of making exercises like this. The teacher said
that one pupil has finished all the papers. Everyone can finish all the
papers, if you are quiet. This is not true; all the students work on their
own tempo. The boy will get more self-confidence because of the
compliment. But the others will be sad because they cant finish all these
tasks. In unit two we saw a video about the SIOP model, one of the four
features is appropriate pacing. Everyone has his own tempo, not everyone
can do all the exercises.

Tuesday the 16th of May

Amaia told me 5 seconds before class that I will tell the story to the kids. I
couldnt read the sentences on the pictures because it was too difficult for
them. I had to make the story easier.
We discussed in class what you have to consider in a L2/L3 classroom;
Teachers have to speak slow, don't use difficult words, adapt the language
to the level of the pupils. I felt a little bit uncomfortable in the beginning
but after a while it went very well. Im so glad Amaia gives me the
opportunity to take the classes over because its a really good practice.
After the story, I had to show a picture with 7 animals. They had to show
me which animals werent in the story. I think this was too difficult for
them. They were looking at me like they couldnt understand anything. I
tried to show everything with my hands and pictures, but it was still too

I prepared a little game for the 5th grade. They had to stand up, behind
their chair. I said some action verbs: sleeping, playing football, running,
walking They had to represent this to each other. After this little
exercise, I separated the class group in two groups. They could choose a
name for their own group. I wrote these names on the board. I asked a
pupil to come, I whispered a verb in her ear. She had to present this verb
in front of the class. The pupil who raced his hand first, could give me an
answer. This group got one point and so on The pupils liked the game. I
was really enjoying the moment! Because all the pupils were very
enthusiastic, the pupils who doesnt like English as well. After my game,
they had to make a lot of work for the teacher. They got two pages of
exercises to fill in. There was a girl really demotivated. I asked her if she

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hates English. She said that she likes the games but not the paperwork. I
can understand her because it was too much work. Even I was bored of the
amount of the exercises. I said this already before but you have to
motivate these pupils as a teacher!

I was alone as a teacher in the class with the five years old students,
because Amaia had to go to another class. We danced and played some
games with the pupils.

Wednesday the 17th of May

They had lessons about the colors. I helped the same children as last time,
they got another task. They had to put parts of the body on the right
place. It was too difficult for them, I had to tell all the answers. The rest of
the class were learning about colors. It was about the farmer market; The
blue tent sells yoghurt, the green tent sells They are doing some
projects in the classes from Aitziber. We worked about vehicles. They made
helicopters, hot balloons, a space shuttle I went to Amaias Class and did
another memory with them.

I had an interview with a singer in the school for another project. The
problem with English, she said, is that you have to pay a lot to follow
courses. She is saving money to follow next year English courses. She also
told me that its really difficult to get a job in Bilbao if you cant speak

Thursday the 18th of May

First they had to make a mathematic exam. Some of them are saying that
it was to facil. So, I answered: Do you think its too easy? I did this a lot
of times. In this case, Im learning Spanish from them and they are
learning English from me. After this I gave them a little present because I
had to leave that day. They were all very nice to me and hugging me all
the time. We played 3 games: The first one was actually a dance called
the hockey pokey. The second one was representing action verbs, like I
did in 5th grade of primary. This was a little bit easier. It went very well so
after a while they could represent on their own. After this we played the
circle game, I did this also with the 5 years old students. In this situation, it
was not so different. They really liked it and wanted to play more but I had
to leave. It was hard to say goodbye but I said: Maybe one day I will come
back! And Amaia said that Im always welcome in the school, thats a
really good feeling.

This learning diary was more about my internship but I used so much
information from the 2.8 course. I used all the things I learnt from U1, 2, 3

Lien De Martelaer Learning diary 2.8

and 4 to make my lessons and activities. During my internship, I stayed in

contact with my group to work on the project. I felt really sorry for my
group that I couldnt be in the lessons because of my internship. We talked
a lot about this and I made a lot of work when I was in Bilbao. In that case I
felt better because I could do something for my group. Now, we are
working hard for on project and I really believe in my group.

Mapping Planet Earth
http://www.learner.org/libraries/tfl/french/appel/index.html, last date: the
7th of May.

(MacIntyre, Clment, Drnyei & Noels: 1998).

The KWL chart, https://www.youtube.com/watch?

v=Tqio26afllA&feature=player_embedded, last date: the 10th of May.

SIOP-model https://www.youtube.com/watch?v=lVGbz4EqyGs, the 12th of