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Who am I?

Who am I?. Who are you?. What are we doing here?. UNIT 3 THE BILINGUAL AND MULTILINGUAL EDUCATIONAL PROGRAMS. LEGAL FRAMEWORK. ORGANIZATIONAL AND PEDAGOGICAL MANAGEMENT DOCUMENTS. Objectives of the session.

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Who am I?

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  1. Who am I? jsp 2011-2012

  2. Who are you? jsp 2011-2012

  3. What are we doing here? jsp 2011-2012

  4. UNIT 3THE BILINGUAL AND MULTILINGUAL EDUCATIONAL PROGRAMS. LEGAL FRAMEWORK. ORGANIZATIONAL AND PEDAGOGICAL MANAGEMENT DOCUMENTS JSP 2011-2012

  5. Objectives of the session • Identifying the circumstances in territories with languages in contact, and knowing how to 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 /PLC sections and its implementation for bilingual and multilingual educational programs. JSP 2011-2012

  6. Session organization • Initial questionnaire and discussion. • Teacher’s speech on topic. • Discussion. • Final tasks: • Planning. • Writing. JSP 2011-2012

  7. JSP 2011-2012

  8. JSP 2011-2012

  9. AN EDUCATIONAL MODEL FOR A BILINGUAL SOCIETY JSP 2011-2012

  10. AN EDUCATIONAL MODEL FOR A BILINGUAL SOCIETY JSP 2011-2012

  11. BILINGUAL EDUCATIONAL MODELS JSP 2011-2012

  12. IMPLICATIONS OF LAWS IN THE VALENCIAN EDUCATIONAL SYSTEM JSP 2011-2012

  13. BILINGUAL EDUCATION TYPES IN THE VALENCIAN COMMUNITY JSP 2011-2012

  14. FACTORS • Language of the environment • Need of a major use of Valencian • Attitudes of parents • The basic learning language • The use of the other languages JSP 2011-2012

  15. 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 2011-2012

  16. CURRENT BILINGUAL PROGRAMS • 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 2011-2012

  17. MULTILINGUAL PROGRAMS • 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 24th of March, 2011 • Experimentation of Multilingualism in Secondary Education. JSP 2011-2012

  18. NEW PLURILINGUAL PROGRAMS • PPEV: Plurilingual program with Valencian as the basic vehicular language. • PPEC: Plurilingual program with Spanish as the basic vehicular language. JSP 2011-2012

  19. ORGANIZATIONAL DOCUMENTS School Language Plan (PLC) NEW JSP 2011-2012

  20. DPP / PLC • What is DPP / PLC? • The DPP is the specification and contextualization of a bilingual or multilingual education program to the particular reality of each school. • Why the DPP / PLC 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 2011-2012

  21. DPP’S / PLC’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. • The moment and sequence for the reading and writing systematic introduction, in Valencian and Spanish. • The methodological treatment of different languages: Valencian, Spanish and English. • 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. • Example JSP 2011-2012

  22. ANNUAL GENERAL PROGRAM • It is submitted for approval by the School Board. • It includes annual information on the status of implementation of the DPP / PLC designed by the centre. JSP 2011-2012

  23. ANNUAL GENERAL PROGRAM ANNUAL LANGUAGE PROGRAM: • Measures related to language teaching and plurilingualism. • Base language. • Language program. • Objectives related to plurilingualism: not only related to subjects but to the rest of the school (parents, teachers, PAS, social environment) • Non-linguistic subjects to be taught through each language • Methodologies to introduce English or other languages. • Organization measures. JSP 2011-2012

  24. NOTES • PPEV and PPEC final objective: to assure the students, at the end of basic education, the acquistion of a similar linguistic competence in Valencian and Spanish, and also a functional dominion of English. • Additional coordination measures to implement in English supporting materials for non-linguistic areas. • Possibility to increase the hours of English. • Infant education: teaching through Valencian and Spanish and exposition to English from the first year of second cycle. • Primary education: teaching through Valencian and Spanish and specific contents of a non-linguistic area in English. JSP 2011-2012

  25. CALENDAR • 2012-2013 INFANT EDUCATION 3 years • 2013-2014 INFANT EDUCATION 4 years • 2014-2015 INFANT EDUCATION 5 years • 2015-2016 PRIMARY EDUCATION first cycle • 2016-2017 PRIMARY EDUCATION second cycle • 2017-2018 PRIMARY EDUCATION third cycle • 2018-2019 1st and 2nd SECONDARY EDUCATION • 2019-2020 3rd and 4th SECONDARY EDUCATION • 2020-2021 1st and 2n BACCALAUREATE JSP 2011-2012

  26. CRITICISM “Per a ensenyar llengües s’ha de tindre en compte el contacte extraescolar que l’alumnat té amb elles. Amb menys temps escolar s’aprèn una llengua que té més presencia social i a l’inrevés. Pensar i difondre que el valencià, el castellà i l’anglès s’aprendran al mateix nivell perquè els dedicaran el mateix temps escolar, és un engany intencionat a les famílies que estan buscant el millor per als seus fills. En aquest sentit, sols començant l’ensenyament reglat per la llengua minoritzada (en el nostre context, el valencià) i incorporant el castellà i l’anglès paulatinament i de forma ordenada, en diferents moments segons convinga, assegurarem una competència plurilingüe als nostres escolars.” The new programmes have eliminated the most successful programme: Immersion, which allowed Spanish-speaking students to learn Valencian successfully. Parents can decide which language has to be the vehicular language. This decision will be based on parents beliefs, prejudices or political ideologies, not on scientific reasons. So, it will be very difficult to achieve the objective of similar level in Spanish and Valencian. JSP 2011-2012

  27. ACTIVITY 1 • In groups, design a School Language Plan for a school with the following features: • Infant and Primary levels • 30% of the students are foreigners • 50% of them speak Valencian • All of them speak Spanish JSP 2011-2012

  28. ACTIVITY 2 Write two texts (250 words minimum), choosing two of the following proposals: • 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 2011-2012

  29. THANK YOU JSP 2011-2012

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