Transcript BILINGUAL AND PLURILINGUAL EDUCATION IN THE …

PLURILINGUAL EDUCATION IN EUROPE
• Promotion of plurilingual education as a value and competence.
• Plurilingualism: the ability to use several languages for the purposes of
communication.
• This ability also includes intercultural competence.
CHARACTERISTICS OF PLURILINGUALISM
Beacco and Byram 2003: 37-38:
• All European citizens are potencially plurilingual.
• Plurilinguals do not have to master a large number of languages.
• Plurilingualism may change over time.
• It includes a repertoire of communicative resources that speakers use according to
their own needs.
PROMOTING PLURILINGUALISM
Some desirable actions to promote plurilingualism can be the following:
– To enhance the status and development of linguistic repertoires considered as
the linguistic varieties (languages)
– Developing pluricultural awareness and intercultural communication.
– Educating for democratic citizenship in Europe.
POLITICAL AND SOCIAL BENEFITS OF PLURILINGUALISM
Disseminating plurilingualism may have some political and social benefits for
Europe:
• Adapting language education to the new multicultural and multilingual Europe.
• Keeping and developing the existing repertoires (languages).
• Promoting the languages and cultures existing in Europe.
ACTIONS:
 To increase the forms in which languages are present in the
media, government services, public spaces, the cinema,
 To show plurilingual notices in official buildings, to use texts and
announcements in stations and shopping centers, etc.
INTRODUCING PLURILINGUALISM IN EDUCATIONAL SYSTEMS
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Raising the awareness of educational establishments.
Importance of plurilingualism to move around Europe.
Early introduction of modern languages.
Language teachers trained as plurilingual subjects.
Changing study plans.
Pre-school teachers become familiar with early language methods.
Primary school teachers are trained in several languages.
Teachers should also be trained in intercultural education.
ORGANIZATIONAL ASPECTS OF PLURILINGUAL EDUCATION
Some important aspects include the following:
– Designing a plurality of courses, competences and levels on plurilingualism.
– Cost of plurilingual programmes, new teacher profiles, the availability of
teachers, etc.
– Human resources: teachers ideally should be able to teach two or more foreign
languages at different levels
– Integration of language teaching with subjects teaching in other languages.
THE ANDALUSIAN PLURILINGUAL PROGRAMME
General objective: the Andalusian people should be able to express themselves in other
languages and have deeper knowledge of the other European cultures.
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EFFECTS AND BENEFITS:
To accept social differences
To establish constructive relations with other people
To solve social conflicts in a non-violent way.
To fight against racism and xenophobia
Sur in English, 27-11-2006, pag. 18
Inmigrants in Andalucia
GENERAL OBJECTIVES OF THE ANDALUSIAN PLURILINGUAL
PROGRAMME
a) to improve the Andalusian population’s linguistic competences
b) to develop their plurilingual and pluricultural competences.
Political and pedagogical ACTIONS to be undertaken:
A1. The time devoted to the FL study will be increased
A2. Network of 400 bilingual schools
A3. An integrated language curriculum
A4. Modern language teaching “on line”
A5. Lectors and assistant teachers
A6. Students and teachers exchanges
A7. European programs.
A8. Supporting and supervisory actions.
THE NEW ORGANISATIONAL AND CURRICULAR MODEL OF
ANDALUSIAN BILINGUAL SCHOOLS
 Academic subjects imparted in the L1 and L2.
 Schools will be awarded specific resources
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ACTIONS to be taken:
FL staff will be increased
Extra time will be recognised as teaching load
A bilingual program coordinator will be created
New teacher training programs
Administrative support
Teaching equipment and materials
New technological equipment
An integrated curriculum will be designed
Supporting programmes for staff
Parents will receive special preparation.
The European Portfolio will be introduced.
LANGUAGE SCHOOLS
The Andalusian language schools will be turned into integral language centers
that will provide help.
Political actions related to LANGUAGE SCHOOLS:
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They will be expanded.
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They will offer their academic services to all citizens.
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Their academic staff will receive special training.
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In-service and vocational courses will be offered.
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Innovative and research programmes will be promoted.
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Validation criteria will be established.
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Their legal status and regulations will be reformed.
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New organization and operation.
ACTIONS RELATED TO TEACHER PREPARATION:
A29. New teacher training courses will be provided
A30. Exchange programmes
A31. Intensive programmes for plurilingual teachers
A32. Preparation for teachers taking part in non-linguistic areas.
A33. Training in the management of “on-line” teaching and learning.
A34. Courses for the staff involved in plurilingual education
A35. Good practice in the teaching and learning of languages.
A36. Provision of public teaching posts by including a sound knowledge of
modern languages.
A37. A new profile of subject teachers with knowledge of modern languages.
ACTIONS IN RELATION TO PLURILINGUALISM AND SOCIETY:
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Language courses for professionals.
Language courses for parents.
Curricular adaptations for students with special needs.
Agreements of collaboration between Andalusian and other European
universities
Expanding the programme “Modern Languages and Youth” and
creating similar programmes.
School training programmes between schools.
Collaboration with regional and national TV channels.
Developing schools of parents for language learning.
ACTIONS FOR THE INTERCULTURAL PROGRAMME:
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Designing teacher training activities related to student diversity.
Linguistic adaptation programmes for the schools.
Joint programmes between Andalusia and the countries where immigrants
originate.
Pilot programmes of mixed schooling
BILINGUAL EDUCATION IN GRANADA: A CASE STUDY
• Few schools following bilingual or plurilingual programmes.
• On the Costa del Sol  high number of foreign residents wishing to keep their L1
and incorporate Spanish as an L2.
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GRANADA COLLEGE
Private bilingual school covering Primary and Secondary Education.
Located 15 km north of the city of Granada.
It was set up as a bilingual school in 1999.
A two-way bilingual programme adopting the content-based is offered.
Students are immersed in an English atmosphere.
GRANADA COLLEGE
PRIMARY EDUCATION
– 30 hours of instruction per week
– Spanish is used for 40% of school time
– English is used 60% of the timetable
SECONDARY EDUCATION
– English is used for the Language class, Computing, Technology, Physical
Education, Science, Music, History of Religions and Ethics.
– French is introduced as a third foreign language.
– The percentage of hours in English is around 48 % and 52% for Spanish.
SOME PROBLEMS
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Validation of the native teachers’ degrees is a slow and tedious process.
Curricular materials and publications are very scarce and have to be generated by the
teachers themselves.
The university entrance examination has not been regulated by Local Authorities yet!