Transcript UNIT 3 - gva.es

UNIT 3
THE BILINGUAL AND MULTILINGUAL EDUCATIONAL
PROGRAMS.
LEGAL FRAMEWORK.
ORGANIZATIONAL
AND PEDAGOGICAL MANAGEMENT DOCUMENTS.
UNIT 3

OBJECTIVES:
- Taking into account the circumstances in territories
with languages in contact, being able to identify
and intervene didactically on language
attitudes to benefit efficient communication.
- Knowing the general organization of Valencian
educational system and the legal framework,
with special attention to bilingual and multilingual
education programs and the school planning
documents that develop them.
- Knowing the different DPP sections and its
implementation for bilingual and multilingual
educational programs.
UNIT 3 - 1.1. BILINGUAL
EDUCATIONAL MODELS
COMPENSATORY OR
TRANSTIONAL
The most spoken
language becomes the
only language used in
teaching (CULTURAL
ASSIMILATION
PARADIGM)
UNIT 3- 1.1. BILINGUAL
EDUCATIONAL MODELS
MANTEINANCE
The less spoken
language is studied as a
subject, being used as
a vehicle in teaching
only for students that
have it as their
mother tongue.
(CULTURAL
PLURILINGUALISM
PARADIGM).
UNIT 3- 1.1. BILINGUAL
EDUCATIONAL MODELS
ENRICHMENT
The two languages in
contact have to be
studied as a subject
and used as a
vehicular language in
teaching (CULTURAL
INTEGRATION
PARADIGM)
UNIT 3 - ENRICHMENT
MODEL
BILINGUAL
EDUCATION
PROGRAMS
TEACHING THROUGH
VALENCIAN PROGRAM
(PEV)
LINGUISTIC
INMERSION
PROGRAM (PIL)
(only in primary schools)
PROGRESSIVE
INCORPORATION
PROGRAM (PIP)
UNIT 3.- 2. ORGANIZATION OF VALENCIAN
EDUCATIONAL SYSTEM. LEGAL FRAMEWORK

GENERAL REGULATION:
- Spanish Constitution (1978)
- Statute of Autonomy of the Valencian
Community (L.O 1/2006)
- Law of Use and Teaching of Valencian
(L.O 4/1983)
- LOE Organic Law of Education (L.O.
2/2006)
UNIT 3.- 2. ORGANIZATION OF VALENCIAN
EDUCATIONAL SYSTEM. LEGAL FRAMEWORK
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PREPRIMARY LAWS:
- Decree 38/2008, of Infant Education
curriculum (DOCV No. 5734, date 3.04.2008)
- Resolution 30th July 2008, (DOGV de 21st
August 2008) implement a multilingual
education program that allows a first
approach to the English language in the
second cycle of infant education.(Modify your
previous bilingual program)
UNIT 3.- 2. ORGANIZATION OF VALENCIAN
EDUCATIONAL SYSTEM. LEGAL FRAMEWORK
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PRIMARY:
- Decree 111/2007, of Primary
Education curriculum.
- Order de 30th June 1998, 14th de
juliol, incorporate the use of a foreign
language as a vehicular in Primary
School enriched bilingual education
program in Primary Education (PEBE).
UNIT 3.- 2. ORGANIZATION OF VALENCIAN
EDUCATIONAL SYSTEM. LEGAL FRAMEWORK

PREPRIMARY AND PRIMARY:
- Resolution of 27th of June, 2011,
dictated and approved instructions for
the organization and running of
second cycle Infant Education schools
and Primary Schools for the 2011-2012
academic year.
UNIT 3
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More information in:
http://www.edu.gva.es/ocd/sedev/val/sed
ev.htm
UNIT 3
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CONCLUSIONS ABOUT LEGAL FRAMEWORK:
1. Valencian is the language of the Valencian
Community.
2. Learning Valencian language is compulsory in
the Valencian Education System.
3. All students must achieve an equal domain of the
two official languages at the end of
compulsory schooling (16 years-old)
4. The pedagogical organization of the education
system must ensure the achievement of the
previous goal.
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5. The education system should extend the use of
Valencian as a language of instruction.
6. All teachers must understand both official
languages of the community.
7. Educational administration should ensure
availability of competent teachers in different
languages for each school so that they can
accomplish their Educational Project.
8. Educational administration has to foster and move
towards multilingualism and implement
progressively these programs in all kinds of schools.
UNIT 3 - 3. BILINGUAL AND MULTILINGUAL
EDUCATIONAL PROGRAMS

This has been the legal framework
but the route to be followed by
each centre in order to reach the
objectives, which are the same for
all students at the end of
compulsory education, must be
also different because…
UNIT 3
The language of the environment, commonly used in the
social environment and the regular context of students.
• The need for a major vehicular use in Valencian language, from
an additive multilingualism perspective.
 The attitude of parents towards the presence of Valencian at
school.
 The basic learning language in which reading and writing will
be introduced, and in which most part of the contents will be
taught.
 The vehicular use of the different languages: Valencian, Spanish
and Foreign Language/s.

UNIT 3
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Teaching through Valencian Program
(PEV)
 In predominant Valencian speaking areas.
Centres with a majority of Valencian speaking
students.
 Involve the use of Valencian as a basic
learning language in kindergarten, Primary
and ESO.
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Linguistic Immersion Program (PIL)
Located in the Valencian speaking
predominant area.
 Spanish speakers.
 Voluntary choice of families.
Mastery of both official languages and a good
performance in the content of other subjects.
 Specific methodology.
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UNIT 3
Progressive Incorporation Program (PIP)
 In predominant Valencian speaking areas that
do not apply PEV or PIL.
 The basic language for learning is Spanish.
 At least, the subject of Natural, Social and
Cultural Environment, taught in Valencian
after the third year of primary education.
UNIT 3 - 3. 2. ORGANIZATIONAL DOCUMENTS THAT ARTICULATE
BILINGUAL AND
MULTILINGUAL EDUCATION PROGRAMS IN SCHOOLS

ORGANIZATIONAL DOCUMENTS:
EP (PE)
AGP (PGA)
Program
Assessment about
Particular design annual situation
(DPP)
of the DPP
Linguistic
Normalization
Plan (PNL)
Assessment about
annual situation of
the PNL called
Annual Linguistic
Normalization Plan
UNIT 3
LINGUISTIC NORMALIZATION PLAN (PNL)
contains:
a) Objectives.
b) Actions in each of the intervention areas:
administrative and social intervention,
academic or pedagogical management,
interrelation with the social-family context
and educational interaction.
c) Timing.
d) Plan Assessment criteria.

UNIT 3 - 4. THE PROGRAM PARTICULAR
DESIGN (DPP). DEVELOPMENT. CONTENT AND
IMPLICATION
The DPP is the specification and the contextualizing of a bilingual or
multilingual education program to each school’s particular reality. It is a
fundamental document in educational planning because:

- It allows assuming the specific appropriate program for each
school.
- It must be approved by the School Board and should allow the
discussion and debate about aspects and decisions concerning
the use of languages for instruction.
- Its development is previous to the contextualization of the
curriculum.
- It allows the educational administration to become aware of
the situation of teaching and use of different languages in each
school.
-It allows the revitalization and promotion of the vehicular use of
Valencian language.
- It allows taking decisions regarding the use of Valencian or
any other foreign languages as vehicular languages, that should
be taken into account afterwards for the rest of the aspects
UNIT 3 – DPP’S CONTENT IN
PEV AND PIP
A. Contextualized general objectives from the
prescriptive of the curriculum.
B. Proportion of use in Valencian and Spanish as
languages for instruction.
C. Time and sequence of systematic introduction for
reading and writing in Valencian and Spanish.
D. Methodological treatment of Valencian, Spanish and
foreign language.
E. Provision of activities for new students joining the
Valencian education system and that may require
specific attention to replace the low linguistic
competence in one of the official languages.
UNIT 3 - DPP’S CONTENT
FOR PIL
A. Contextualized general objectives from the
prescriptive of the curriculum.
B. Proportion of use in Valencian and Spanish as
languages for instruction.(Not Spanish til second
cycle as a subject).
C. Different schedules for the subjects along the
different cycles.
D. Moment and sequence for the reading and writing
systematic introduction in Valencian and Spanish.
E. Methodological treatment of Valencian, Spanish and
foreign language.
F. Provision of activities for new students joining the
Valencian education system and that may require
specific attention to replace the low linguistic
competence in one of the official languages.
UNIT 3 - Resolution 30th July 2008
The centers that wish to implement an education program
multilingual, from KINDERGARDEN should develop the new
Particular Program Design (DPP).
 Requirements:
- The new DPP must be approved by the school board center.
Kindergarden teachers must have empowerment (habilitación)
in English. If it’s not, the English teacher can do it if the
timetable allows it with the support of the tutor.
Having the faculty of the center's commitment to comply
the application of the DPP.
Having the commitment of faculty to participate in the
institutional training programs for that purpose convene
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UNIT 3 – Resolution 30th July 2008
The elements to take into account:
Contextualized general objectives from the prescriptive of the
curriculum.
Proportion of vehicular use of Spanish, Valencian and the
English language.
- Minimun:
- PIP: 33% Valencian as vehicular language.
- PEV: 4 hours for Spanish as vehicular language.
- PIL: all in Valencian.
- 1 hour and a half as max. in English since 4 years-old. 3
sessions per week of 30’.
- Integrated training methodology and treatment of different
languages: Spanish, Valencian and English
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SOME CURIOSITIES
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If parents or guardians desire the
students to receive a different linguistic
treatment, other than the one school is
applying in accordance to its particular
design, they will so declare it within the
first 15 days of the school year.
Written and addressed to the school.
SOME CURIOSITIES
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From September 1st to 15 days after
the beginning of the class, schools will
expose on the bulletin board the
particular designs of the Programs
they may apply.