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UNIT 3 THE BILINGUAL AND MULTILINGUAL EDUCATIONAL PROGRAMS.

UNIT 3 THE BILINGUAL AND MULTILINGUAL EDUCATIONAL PROGRAMS. LEGAL FRAMEWORK. ORGANIZATIONAL AND PEDAGOGICAL MANAGEMENT DOCUMENTS. Objectives of the session.

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UNIT 3 THE BILINGUAL AND MULTILINGUAL EDUCATIONAL PROGRAMS.

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  1. UNIT 3THE BILINGUAL AND MULTILINGUAL EDUCATIONAL PROGRAMS. LEGAL FRAMEWORK. ORGANIZATIONAL AND PEDAGOGICAL MANAGEMENT DOCUMENTS JSP 2010-2011

  2. Objectives of the session • 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 the Valencian educational system and its 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. JSP 2010-2011

  3. Session organization • Initial questionnaire, discussion • Teacher’s speech on topic • Final task 1: Writing • Final task 2: Which bilingual or multilingual programs does my school apply? JSP 2010-2011

  4. AN EDUCATIONAL MODEL FOR A BILINGUAL SOCIETY JSP 2010-2011

  5. AN EDUCATIONAL MODEL FOR A BILINGUAL SOCIETY JSP 2010-2011

  6. BILINGUAL EDUCATIONAL MODELS JSP 2010-2011

  7. IMPLICATIONS OF LAWS IN THE VALENCIAN EDUCATIONAL SYSTEM JSP 2010-2011

  8. BILINGUAL EDUCATION TYPES JSP 2010-2011

  9. CLASSIFICATION OF BILINGUAL AND MULTILINGUAL PROGRAMS • Valencian speaking predominant area: • PEV: Teaching through Valencian Program • PIL: Linguistic Immersion Program (Primary only) • PIP: Progressive Incorporation Program • Spanish speaking predominant area: • bilingual programs are optional. • Valencian is a subject. JSP 2010-2011

  10. BILINGUAL PROGRAMS(PEB) • PEV: • Valencian is the vehicular language of some non-linguistic subjects. • PIL: • Centres with a major number of Spanish language speakers. • Voluntary choice of families. • Respect for the students’ usual language. • PIP: • Spanish is the basic language for learning. • Primary 3r year: Natural, Social and Cultural Environment taught in Valencian, at least. • Secondary: two non-linguistic subjects in Valencian, at least. JSP 2010-2011

  11. MULTILINGUAL PROGRAMS(PEBE) • Order of 30th of June, 1998 • Incorporate the use of a foreign language as a vehicular language in Primary Education. • Resolution of 30th of July, 2008 • English as a vehicular language in the second cycle of infant education. • Resolution of 26th of April, 2010 • Experimentation of Multilingualism in Secondary Education. JSP 2010-2011

  12. ORGANIZATIONAL DOCUMENTS JSP 2010-2011

  13. PROGRAM PARTICULAR DESIGN(Resolution 21-7-1997, 31-7-1997 DOGV) • What is DPP? • The DPP is the specification and contextualization of a bilingual or multilingual education program to the particular reality of each school. • Why the DPP is a fundamental document in educational planning? • It allows to develop the specific appropriate program for each school • It allows the educational administration to know the status of the use of languages in each centre. • It allows the revitalization and promotion of the vehicular use of Valencian among all groups of the educational community. • It allows to make decisions about the use of Valencian and foreign language as vehicular languages that should be taken into account afterwards, in other aspects of the PEC and PCC. JSP 2010-2011

  14. What schools should develop a DPP? All schools in the predominant Valencian speaking areas. Schools in the predominant Spanish speaking areas that wish to apply a bilingual or multilingual program. Who is concerned with the development and approval? The DPP should be developed by the Commitee on Educational Coordination and approved by the School Board. Advisory’s collaboration may be requested. LEGAL FRAMEWORK FOR THE DPP’S DEVELOPMENT JSP 2010-2011

  15. DPP’S CONTENT • The general objectives of the prescriptive curriculum for that level, contextualized according to the educational reality of the centre and the requirements of the bilingual education program or programs applied. • The proportion of the use of Valencian, Spanish and English as languages of instruction. • The schedule for the different subjects in the different cycles (only for immersion) • The moment and sequence for the reading and writing systematic introduction, in Valencian and Spanish (Primary Education) • The methodological treatment of different languages: Valencian, Spanish and foreign language/s. • The provision of activities for new students joining the Valencian education system, who may require specific attention to replace their low linguistic competence in one of the official languages. JSP 2010-2011

  16. ANNUAL GENERAL PROGRAM • It includes annual information on the status of implementation of the DPP designed by the centre. • It is submitted for approval by the School Board. JSP 2010-2011

  17. DPP DESIGN IN SECONDARY EDUCATION 0. Introduction. • General objectives (according to the Decree 112/2007 for ESO, the Decree 102/2008 for Baccalaureate and the Royal Decree 1631/2006). • Methodological treatment of languages: as subjects and as vehicular languages. • Treatment of students with low performance in any official language. • Proportion of use in Valencian, Spanish and foreign language in each level and group. • Forecast of the teachers’ distribution according to their linguistic competence. • Provision of activities for new students joining the Valencian educative system. JSP 2010-2011

  18. ACTIVITY 1 Write two texts (250 words minimum), choosing two of the following proposals: • Locate the Program Particular Design of the multilingual or bilingual education programs that are implemented in the centre where you work. Compose a text explaining their characteristics and suitability to the sociolinguistic context in which it is located. • You’ve chosen to explain your centre’s Comitee for Coordinating Education (CoCoPe) the appropriateness of applying a Plurilingual Program, enriching the current linguistic program with the addition of English as the language used for teaching part of the curriculum. You have to overcome the reluctance of some teachers. Explain detailed reasons why the implementation of this program would be advisable or not. • Write a letter to the families of the students who will start attending your school next year in order to guide them on the features and benefits of a Plurilingual Program implemented in that centre. • Write a text to be read to the parents of those students you will have next year, since they want some information about voluntarily implementing a Progressive Incorporation Program (PIP) in a Spanish speaking area, enriched with the incorporation of English to teach some curricular contents. JSP 2010-2011

  19. ACTIVITY 2 Which bilingual or multilingual programs does my school apply? • Ask for the DPP in your school. • Next session: talk about the different linguistic programs your schools have and which subjects are taught through each language. JSP 2010-2011

  20. THANK YOU SEE YOU NEXT WEEK JSP 2010-2011

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