JSP 2011-2012

UNIT 3THE BILINGUAL AND MULTILINGUAL EDUCATIONAL PROGRAMS.

LEGAL FRAMEWORK. ORGANIZATIONAL AND PEDAGOGICAL MANAGEMENT DOCUMENTS

JSP 2011-2012

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 2011-2012

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 2011-2012

1. The whole Valencian educational system is bilingual F2. Valencian educational system is trilingual F

3. The LOE says nothing about teaching Valencian. F

4. Teachers must know Valencian language. T

5. The Program Particular Design (DPP) is a document which is produced by the school staff. T

6. In a Valencian Teaching Program (PEV), all subjects should be taught in Valencian F

7. The Environmental Knowledge can be taught in Valencian in the first level of primary education in a Progressive Incorporation Program (PIP)

F

8. In primary education, some curricular contents can be taught in English. T

9. An infant and a primary education teacher having the Advanced level of the EOI can teach in English

F

10. In a Language Immersion Program (PIL), Spanish language as a subject or any other subject in Spanish is not taught.

F

11. A Language Immersion Program (PIL) is the same as a Progressive Incorporation Langueg (PIP), only languages change.

F

12. Language proficiency in English is well enough accomplished only by having English as a subject.

F

13. Teachers attitudes towards languages are not important. F

14. At the end of compulsory education, students should have full competence in Spanish and Valencian, and a sufficient competence in English.

T

JSP 2011-2012

AN EDUCATIONAL MODEL FOR A BILINGUAL SOCIETY

REGARDING THE LESS SPOKEN LANGUAGE CAN…

EXCLUDE IT ACCEPT IT

RESULT = 0 ONLY AS A SUBJECT AS A MEDIUM OF INSTRUCTION

MONOLINGUAL EDUCATION TYPES

JSP 2011-2012

AN EDUCATIONAL MODEL FOR A BILINGUAL SOCIETY

AS A MEDIUM OF INSTRUCTION

IN ORDER TO ABANDON IT LATER

IN ORDER TO MAINTAIN IT

COMPENSATORY OR

TRANSITIONAL MODEL

Only for the less spoken

language speakersFor everybody

MAINTENANCE MODEL

ENRICHMENTMODEL

JSP 2011-2012

BILINGUAL EDUCATIONAL MODELS

objectives model addressees

The most spoken language becomes, the sooner the better, the only language used

in teaching, and the less spoken language remains finally as a mere subject or disappears

completely.

compensatory

or transitional

Only the speakers of the

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, but not by users of the dominant language

manteinance

less spoken language

The two languages in contact have to be studied as a subject and used as a vehicular language in

teaching by the two

collectives of speakers: the less spoken and the most spoken language.

enrichment

Designed for the whole community and not just for the less spoken

language speakers.

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IMPLICATIONS OF LAWS IN THE VALENCIAN EDUCATIONAL SYSTEM

SPANISH CONSTITUTION

STATUTE OFAUTONOMY (2006)

LODE(1986)

LOE(2006)

LUEV(1983)

DECREE 79/1984About application

of the LUEV

•Royal Decrees of Infant, Primary andSecondary Education.•Decrees of MultilingualEducational Programs.

JSP 2011-2012

BILINGUAL EDUCATION TYPES IN THE VALENCIAN COMMUNITY

BILINGUAL EDUCATION

TYPES

COMPENSATORY MAINTENANCE ENRICHMENT

TEACHING THROUGHVALENCIAN PROGRAM

(PEV)

LINGUISTICIMMERSION PROGRAM

(PIL)

PROGRESSIVEINCORPORATION

PROGRAM(PIP)

JSP 2011-2012

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.

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

JSP 2011-2012

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.

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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 24th of March, 2011

Experimentation of Multilingualism in Secondary Education.

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ORGANIZATIONAL DOCUMENTS

PEC PGA

TEACHING DPP: Program Particular Design.

Annual Situation of the DPP.

USE PNL: Linguistic Normalization Plan.

PANL: Annual Linguistic Normalization Plan.Assessment of last year PANL

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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 2011-2012

LEGAL FRAMEWORK FOR THE DPP’S DEVELOPMENT

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.

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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.

Example

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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.

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DPP DESIGN IN SECONDARY EDUCATION

0. Introduction.1. General objectives (according to the Decree

112/2007 for ESO, the Decree 102/2008 for Baccalaureate and the Royal Decree 1631/2006).

2. Methodological treatment of languages: as subjects and as vehicular languages.

3. Treatment of students with low performance in any official language.

4. Proportion of use in Valencian, Spanish and foreign language in each level and group.

5. Forecast of the teachers’ distribution according to their linguistic competence.

6. Provision of activities for new students joining the Valencian educative system.

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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 2011-2012

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 2011-2012

THANK YOU

SEE YOU NEXT WEEK