Marco de Lenguas comunidad Valenciana

8/9/2019 Marco de Lenguas comunidad Valenciana

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Unit 1: Legal framework- Introduction

Unit 1: Legal framework. The bilingual and plurilingual educational programs. Organizational and

pedagogical management documents.

This module will study the different regulations governing language programs andorganizational and pedagogical documents that are needed.

It also shows the linguistic models that have been implemented in schools so far, aswell as the new model originated by the decree of plurilingualism.With this thematic unit it is intended that teachers who use foreign language innon-linguistic areas get a legal and organizational basis of our educational system interms of languages and thus adapt their teaching within this framework.


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OutcomesOBJECTIVES

1. To take into account the circumstances in territories with languages in contact, beingable to identify and intervene didactically on language attitudes to benefit efficientcommunication.

2. To know the general organization of the Valencian educational system and the legalframework, with special attention to bilingual and multilingual education programs andthe school planning documents that develop them.

3- To know the different DPP sections and their implementation in bilingual andplurilingual educational programs.


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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)

Infant and Primary Education

Decree 38/2008, of Infant Education curriculum (DOCV No. 5734, date3.04.2008)Decree 111/2007, of Primary Education curriculum (DOCV No. 5562, date24.07.2007)Order of 28th of August, 2007 from the Conselleria of Education, regulating theplanning in Primary Education. (DOCV nm. 5594, date 7.09.2007)Decree 233/1997 approving the ROF of Infant and Primary schools(DOGV nm.3.073,date 08.09.1997).

Resolution of 30th of July, 2008, establishing the basic requirements, criteria andprocedures for applying a plurilingual education program that enables the promotionof a first approach to the English language in the second cycle of infant education inschools (DOGV nm. 5832, date 21.08.2008)Order of 30th of June, 1998 establishing the basic requirements, criteria andprocedures for implementing an enriched bilingual education program in PrimaryEducation. (DOCV nm. 3285, date 14.07.1998)Resolution of 29th of June 2009, from the General Direction of Planning andSchoolsand the General Dircetion of Staff, which are dictated and approved instructions fortheorganization and running of second cycle Infant Education schools and PrimarySchools for the 2009-2010 academic year. (DOCV no. 6061, date 21.07.2009).It extends some resolutions that have been published each school year since theResolution of 21st of July, 1997 (DOGV no. 3047 date 31.07.1997), by whichinstructions for the organization and running of Infant and Primary Education Schoolswere approved, that affect some aspects in bilingual education programs wereapproved.Order of 23 of November 1990, from the Conselleria of Culture, Education and

Science, by which the Decree 79/1984, of the 30thof July, for the application of Law4/1983, regarding the Use and teaching of Valencian is specified.

Resolution of the 3rd of August 2012, from the Subsecretary and the GeneralDirections for Educational Innovation, Organization and Quality and of SchoolCentres, from the Conselleria of Education, Training and Ocupation, by whichinstructions for the organization and running of second cycle Infant Educationschools and Primary Schools are dictated and approved for the 2012-2013 academicyear.

Order 46/2011, of the 8 thof June, fron the Conselleria of Education, by which thetransition between the stage of Primary Education to Secondary Education in theValencian Community is regulated.

Royal Decree 1594/2011, of the 4th of November, by which the teaching

specialities of the body of teachers who are carrying out their functions in the stagesof Infant Education and Primary Education regulated by the Education Organic Law

Decree 108/2014, of Infant Education curriculum (DOCV No. 7311, date7.07.2014)

2/2006, of the 3 of May, are established.


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All these regulations can be found in:http://www.edu.gva.es/ocd/sedev/val/legal.htm

Secondary Education

Decree 112/2007, of Secondary Education (DOCV No. 5562 , date 24.07.2007)Decree 102 / 2008, of Batxillerat (DOCV No. 5806, date 15.07.2008)

Royal Decree 881/2012, from the first of June, that modifies the additional

disposition from the Royal Decree 1146/2011, of the 29thof July, about the calendar

of implementationfor the Compulsory Secondary Education Regime.Decree 8/1998 by which the general organisation of teaching for SpecificProfessional Training is established

Decree 234/1997by which the ROF at Compulsory Secondary Schools is approved.

Resolution of the 5th

of August 2012, from the Subsecretary and the GeneralDirections of Educational Innovation, Organization and Quality and of SchoolCentres, from the Conselleria of Education, Training and Ocupation, by whichinstructions regarding academic ordination and teaching activity organization forschools teaching Compulsory Secondary Education and Baccalaureate are dictatedfor the school year 2012-2013.

Resolution of 26 thof April 2010, from the General Direction of Ordination andeducational centres, by which the requirements for the school year 2010-2011 toexperiment the use of foreign languages as vehicular languages (plurilingualprograms) in the Compulsory Secondary Education, Baccalaureate and TrainingCycles are regulated and established.

Resolution of 24 hof March 2011, from the General Direction of Ordination and

educational centres, by which the requirements for the school year 2011-2012 toexperiment the use of foreign languages as vehicular languages (plurilingualprograms) in Compulsory Secondary Education, Baccalaureate and Training Cyclesin all schools in the Valencian Community with public funding are regulated andestablished.

Resolution of the 3 rdof February 2012, from the General Direction of Ordinationand educatonal centres, by which tha application of the Electronic EuropeanLanguage Portfolio, e PEL (+14), in Secondary Education Schools, adult trainingschools and schools of languages in the Valencian Community is regulated, and therequirements for its apllication are established.

Plurilingualism legislation

Decree 127/2012, de 3 dagost, from the Valencian Goverment, by which plurilingualteaching is regulated at non university levels in the Valencian Community.

Resolution of the 1 stof October 2012, from the Genaral Direction of EducationalInnovation, Ordination and Quality, by which instructions regarding the application of

Decree 127/2012, of the 3rdof August, from the Valencian government, by which theplurilingualism at the non universitary levels is regulated.

Order 19/2011, from the 5 thof April, from the Conselleria of Education, by which

the network of Plurilingual schools in the Valencian Community is established.


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1. Valencian is one of the official languages of the Valencian Community.2. Learning the Valencian language is compulsory in the Valencian Education System.3. All students must achieve an equal command of the two official languages at the endof compulsory schooling.4. The pedagogical organization of the education system must ensure the achievementof the previous goal.5. The education system should extend the use of Valencian as a language ofinstruction.

6. All teachers must understand both official languages of the community.7. Educational administration should ensure availability of competent teachers indifferent languages for each school so that they can accomplish their EducationalProject.8. Education administration has to foster and move towards plurilingualism andimplement progressively these programs in all kinds of schools.

Legal Framework

SPANISH CONSTITUTION

Article 3.


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1. Spanish is the official language of the state. All Spanish citizens have the duty toknow it and the right to use it.2. The other Spanish languages are also official in the respective AutonomousCommunities in accordance with their Statutes.3. The richness of the linguistic modalities of Spain is a cultural heritage that is anobject of special respect and protection.

Organic law 1/2006 (Statute of Autonomy of the Valencian Community, DOGV nm.5238)

Article 6.

1. The language of the Valencian Community is Valencian.2. Valencian is the official language in the Valencian Community, as is Spanish, whichis the official language of the state. Everyone is entitled to know them and use themand to receive teaching of Valencian and in Valencian.3. The Government will guarantee the normal and official use of the two officiallanguages, and will take the necessary measures to ensure their knowledge.4. No one shall be discriminated against because of their language.5. Special protection and respect for the recovery of the Valencian language is granted.6. The law shall establish the criteria for applying the autonomous language inadministration and education.7. Predominant areas where one language or the other are used, are established by theLaw, as well as those cases when a person can be exempted from the teaching and theuse of Valencian.8. The Valencian Language Academy is the institution that establishes the norms forthe Valencian language.

LAW OF USE AND TEACHING OF VALENCIAN

Article 19.2. (), at the end of the cycles in which the incorporation of Valencian teaching isdeclared mandatory, and of which language students have initiated their studies in, an

equal level of competence in Valencian and in Spanish, both orally and in writing,should be achieved.

ORGANIC LAW OF EDUCATION (LOE)

Primary Education

Article 17. Objectives.

e) To know and use the Spanish language appropriately and, if applicable, theco-official language of the Autonomous Community, and develop reading habits.f) To acquire basic communicative competence in at least one foreign language toenable the spaekers to express and understand simple messages and get by ineveryday situations.

Secondary Education


h) To understand and produce complex texts and messages correctly both orally and inwriting in Spanish and, where applicable, in the co-official language of the AutonomousCommunity. To Get to know, read and study literature.

i) To understand and for learners to express themselves appropriately in one ormore foreign languages.


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Baccalaureate


e) Master both orally and in written form the Spanish language and, where applicable,the co-official language of the Autonomous Community.

f) For elarners to express themselves accurately and fluently in one or more foreign

languages.

PLURILINGUAL DECREE

ObjectivesTo improve the linguistic competence of the citizens of the Valencian Community, inforeign languages as well as in Valencian and Spanish.

To give a coofficial treatment to languages that guarantees the acquisition oflinguistic competences both in Valencian and in Spanish.To respond to the growing social demand to advance progressively towardsplurilingualism and linguistic diversity which defines the most advanced societies.To acknowledge the efforts made by the Valencian Community teaching centrestowards plurilingualism.To encourage and stimulate the already existing plurilingual programsTo facilitate the indispensable teacher training in curricular languages and in thespecific methodology required for the application of plurilingual programs.


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The Education System regarding the situation of languages incontact: Bilingual Educational Models.

2.1 . BILINGUAL EDUCATIONAL MODELS

Bilingual educational models

Objectives Model Addresses

The most spoken languagebecomes, the sooner thebetter, the only language

used in teaching, and thesubordinated languageremains finally as a meresubject or disappearscompletely.

compensatory

or transitional Only the speakers of theless spoken language Thetwo languages in contacthave to be studied as asubject and used as avehicular language inteaching by the twocollectives of speakers: theless spoken and the mostspoken language.

The less spoken languageis studied as a subject,being used as a vehicle inteaching only for studentsthat have it as their mother

tongue, but not by users ofthe most spoken language.

manteinance

The two languages incontact have to be studiedas a subject and used as avehicular language inteaching by the twocollectives of speakers: theless spoken and the mostspoken language.

enrichment Designed for the wholecommunity and not just forthe less spoken languagespeakers.


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2.2. BILINGUAL AND PLURILINGUAL EDUCATIONAL PROGRAMS

Up until now the bilingual education enrichment model aimed that students shouldreach an equal linguistic competence in any of the official languages, and a positivepsychosocial behaviour and tolerance. One of the basic premises of bilingual andplurilingual education was and is that all students, regardless of their geographic origin,regardless of their usual language, and their sociocultural backgrounds, were toachieve the same objectives at the end of compulsory education. But if we look at thereality in schools, several factors, including the socio linguistic context, the diversity ofstudents and the attitudes and expectations of parents, make up quite diverseapplication contexts throughout our different territories. Consequently, the heterogeneity

of these starting positions has marked differences in the route to be followed by eachcentre in order to reach the objectives, which are the same for all students at the end ofcompulsory education.

Therefore, we offered an education system which was structured in bilingualeducational programmes and, more recently, plurilingual: i.e., an organizational patternwith three or more languages that articulates a minimum set of provisions - related tothe curriculum design and development, the social and administrative use of the lessspoken language, the use of a foreign language in one part of the curriculum and theorganization of resources- so that pupils and students, regardless of the usual language

and sociocultural experiences they bring to school, had to achieve the objectives in allthe languages of the curriculum. A series of didactic and organizational strategies, based onpsycholinguistic and socio linguistic reality in order to achieve predetermined goals, were adopted.


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Attending to the growing social demand to incorporate more presence of foreignlanguages at schools for personal and professional development, the PlurilingualEducational Programshave gained more and more strength. These programmes area way of school and of educational organization, in which more than two languages areused as a means of instruction, and that tries to provide students who are linguisticallyand culturally diverse from the beginning, with competence in two or more languages,an optimal command of one or two foreign languages, the contents of different

subjects, and an enriching sociocultural integration.Plurilingual Educational Programsin the Valencian Community articulate the referredfactors to:- The curriculum area: vehicular use of languages (Specific Design of the Program,DPP or School Linguistic project, SLP).- The use of Valencian area: administrative or social, academic or pedagogicmanagement, didactic interaction, interrelation with social-family context

Therefore, all the organizational documents of the centre must be consistent with theprogramme chosen in order to meet the specific requirements of the school context.


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Linguistic Immersion Program (PIL)

Centres which have a major Spanish speakers number of students, located in theValencian speaking predominant area, may adopt the linguistic immersion programs, inwhich, from the voluntary choice of families and the respect to the students usuallanguage, students will achieve mastery of both official languages and a good

performance in the content of other subjects, by using a specific methodology. Thelinguistic immersion programmes continue as a Teaching through Valencian program insecondary school (ESO), in a coherent way.

Progressive Incorporation Program (PIP)

Primary: Schools located in predominant Valencian speaking areas that do not applythe Teaching through Valencian Programme or Linguistic Immersion Programme; adoptthe Progressive Incorporation Programme, in which the basic language for learning isSpanish. The Specific design of the PIP will include, at least, the subject of Natural,Social and Cultural Environment, taught in Valencian after the third year of primaryeducation.

Secondary: The PIP in the ESO will ensure the continuity of what has been applied inPrimary Education. This program involves the use of Valencian as a vehicular languagein a number of nonlinguistic subjects, according to the specifications contained in theDPP. This will try to guarantee, at least, the use of Valencian as a learning language intwo non-linguistic subjects in each one of the groups.

Spanish speaking Area

Centres in predominantly Spanish speaking areas located in Article 36th of the Law ofUse and teaching of Valencian will be able to join a bilingual education program, alwayscounting on the previous stated will of parents or guardians.

Enriched Bilingual Education Program (PEBE) Infant, Primary and SecondaryEducation

Order of 30th of June, 1998 (DOGV no. 3258 of 14 July 1998), allows any centre in theValencian Community to incorporate the use of a foreign language as a vehicular or aninstruction language in Primary School.

In this respect, Resolution of 30th of July, 2008 lays down the basic requirements,criteria and procedures to implement a plurilingual education program that allows a firstapproach in promoting English language in the second cycle of infant education from4-year-olds onwards in schools teaching part of the curricular contents through thislanguage.

From 2010 onwards, Secondary Schools could apply for the experimentation of theplurilingual program. The requirements can be seen on the following website:

http://www.edu.gva.es/ocd/sedev/val/pluri_sec.htm


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With the publication of the Decree of plurilingualism, schools have to coexist with theenriched plurilingual programmes and organizational documents (DPP & PNL) and thenew plurilingual programme and the school linguistic project (PLC).Centres will propose the program or programs to be applied through their LinguisticProject. Both programs have to take into account the vehiculation in Valencian and inSpanish.The Spanish Teaching Plurilingual Program, from the first year of Primary Education,will vehiculate Social and enviromental studies in Valencian, in those municipalitieswhere Valencian is predominant. And it will be vehiculated in Spanish, in those

municipalities where Spanish is the predominant language.Students have to achive the same linguistic competence in Valencian and in Spanishwhen finishing Primary Education, except when exemptions are applied (Law of Useand Teaching Valencian).

Schools, up until now, that voluntarily wished to join the program had to prepare a new version of theirDPP in which, based on the previous bilingual program, a teaching methodology for each of thecurricular languages , and as for their use as languages of instruction, among other contents, had to bedefined.


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2.4. ORGANIZATIONAL DOCUMENTS THAT ARTICULATE BILINGUAL ANDPLURIILINGUAL EDUCATION PROGRAMS IN SCHOOLS

Within the framework of the school educational project, all schools implementing abilingual or plurilingual education program should write one or more specific design ofprograms, depending on the programs that are applied and the Linguistic NormalizationPlan and with the plurilingual decree, with 3 years old Infant, they have to implement theschool linguistic project. The relevant documents must also be written, in order to beincluded in the PGA.

1983-2012 2012-...

PEC PGA PEC PGA

Teaching . ProgrammeParticularDesign (DPP)

- Annual Situation oftheProgrammeParticular Design

- LinguisticSchoolProject (PLC)

- AnnualSituation of theSchoolLinguisticProject

Use - LinguisticNormalization Plan(PNL)

- Annual LinguisticNormalization Plan(PANL)- Assessment of last

school year PANL

- LinguisticNormalizationPlan (PNL)

- AnnualLinguisticNormalizationPlan

(PANL)- Assessmentof lastschool yearPANL

Conselleria of Culture, Education and Science

Resolution 2074 of 21st of July, 1997, from the General Secretariat and the General Direction ofSchools, Arrangement and Educational Innovation, and Language Policy and Personnel, approvingthe instructions for the organization of primary and infant education schools for the academic year1997-98. (97/X9385)


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3. OPERATING SYSTEM

3.1. School Educational Project

The development and content of the school educational project will comply with theorganic and functional regulation of elementary and primary public schools. The Project

will be written beginning with an analysis of the specific needs of students and theschool socioeconomic, socio linguistic and cultural context, and within the frame of thebilingual education program that is being applied.

3.1.1. Linguistic Normalization Plan.

The Linguistic Normalization Plan is contained within the School Education Project andwill include the following sections:

a)Objectives.

b)Actions in each of the intervention areas: administrative and social intervention,

academic or pedagogical management, interrelation with the social-family context andeducational interaction.

c)Timing.

d)Plan Assessment criteria. For the development of the Linguistic Normalization Plan,schools will have the guidance and support from the Didactic Consultancy for LanguageTeaching, dependent on the General Direction for Educational Innovation, Organizationand Quality.

3.1.2. Bilingual and plurilingual education Programs

In predominant Valencian speaking areas, as stated in Article 35 of Law 4 / 1983, ofUse and Education of Valencian, all schools will apply one or more bilingual educationprograms. The bilingual education programs will articulate a set of normalizing andorganizational curricular components, in order to achieve the specified objectives inboth the Law for the Use and Teaching of Valencian and the Organic Law of GeneralManagement of the Education System, and these will be the following:

Teaching through Valencian Programme:

In predominant Valencian speaking areas, schools with a major number of Valencianspeaking students may go for a Valencian teaching Program , when sociolinguistics

conditions of the context so allow it, and that implies the use of Valencian as a basiclearning language throughout compulsory schooling. Decree 79/1984, of July 30th,Article 9 (DOGV August 23rd).

Linguistic Immersion Program:

Schools that have a major Spanish speaking number of students, predominantlylocated in the predominant Valencian speaking areas, may take the linguistic immersionprogram, where, counting on the voluntary choice of families and the respect to thestudents usual language, they can achieve mastery of both official languages andoptimum performance in the contents of other subjects, through a specific methodology.Order of 23rd of November, 1990 (DOGV March 4 and correction of errors on 10 July1991), and Order of 12th of May, 1994 (DOGV of 19th of July)

.


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Valencian Progressive Incorporation Programme:

Schools located in predominantly Valencian speaking areas that do not apply theValencian language teaching program or linguistic immersion program, will go for theProgressive Incorporation program in which the basic language for learning is Spanish.Decree 79/1984, of July 30th, Article 10 (DOGV August 23rd). The Education Projectwill include the specific design of the program of each of the bilingual educationprograms that the school applies, in predominant Valencian speaking areas, stated in

Article 35 of Law 4 / 1983 of the Use and Teaching of Valencian. Schools located inpredominant Spanish speaking areas, stated in Article 36 of the same law and who wishto join a bilingual education program, must count on the parents or guardians expresslystated will and on the centres organizational possibilities, to start with.

The specific design of the program (DPP) consists of the specifications and thecontextualizing of a bilingual education program to the schools own reality, and at thesame time, consists of a set of previous decisions taken into account for the writing oforganization and management education documents.

The specific design of the program will include:

a) The general objectives of the prescripted curriculum for that level, contextualizedaccording to the schools educational reality and the requirements of the program itself.b) The proportion of the use of Valencian and Spanish as languages of instruction.c) The schedule of the different subjects in the different cycles, respecting theminimum established in the second and third paragraphs of the Order of 12 of May,1994 (DOGV July 19th). (This point c) will only be prescriptive for schools that apply theLinguistic Immersion program).d) Moments and sequence of reading and writing systematic introduction in bothValencian and Spanish.e) Methodological treatment for the different languages: Spanish, Valencian andforeign language.

f) Provision of activities for new students joining the Valencian education systemand who may require specific attention to replace their low linguistic competence in oneof the official languages.

All schools will write the specific design of the program of each of the bilingualeducation programs that they apply.

The dossier for the authorization of the Valencian Teaching Program or the LinguisticImmersion program may be initiated by the school or by the parents or guardians will. Inaddition, the Conselleria of Culture, Education and Science, each school year, based ona proposal from the Directorate General for Educational Innovation and LinguisticPolicy, will determine in what other schools any of these two programs must be started.

Socio linguistic and socio pedagogical characteristics will be taken into account for thedetermination of these centres. The proposal will be communicated to the centresSchool Board and the Municipal School Board, prior to the start of the annual studentsadmission process. The specific design of the program of each of the bilingualeducation programs that are applied by the school, shall be approved by the SchoolBoard and sent to the corresponding Territorial Directorate for Culture and Education.Together with the application for authorization, a certification of the School Board' sextraordinary session where it has been approved, an analysis of the socio linguisticsituation of the context, and a report on the students' linguistic reality will be required.


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The specific designs of the Valencian Teaching Programs and the Linguistic ImmersionPrograms will be sent to the General Directorate of Educational Innovation andLanguage Policy for their approval, once they have the Education Inspectorate report.For the development of the bilingual education specific design of programs, schoolsmay request the technical collaboration of the Teaching in Valencian Didactic AdvisoryService, dependent on the Directorate General of Educational Innovation and LanguagePolicy.

When schools, on their behalf, request a change from a Progressive IncorporationProgram into a Valencian Teaching Program or a Linguistic Immersion Program, thismust be done before the annual students admission process. All schools modifying their

specific design program after completing the students' admission process, will start theformalities for its approval before the beginning of the new school year or else duringthe first quarter of the year in which the implementation of the new specifc designprogram starts.

The specific design of schools implementing the Valencian Progressive IncorporationProgram will include, among the non-linguistic subjects, at least, the subject of Natural,Social and Cultural Environment taught in Valencian after the third level of PrimaryEducation, in accordance with Article 10 of Decree 79/1984 of 30th of July (DOGVAugust 23rd).

If parents or guardians desire the students to receive a different linguistic treatment,other than the one the school is applying, in accordance to its specific design, they willso declare it within the first 15 days of the school year. This request will be individuallywritten and addressed to the school so that appropriate measures can be provided,always according to the schools organizational possibilities. From September 1st to 15days after the beginning of classes, schools will display the specific designs of thePrograms they may apply on the bulletin board.

When a modification of the specific design program is desired, the same procedures asfor the authorization will be followed, and the process will start during the previous

school year of its application. In bilingual education programs, all school materials insubjects that use Valencian as the language for instruction will be in Valencian.

The Territorial Directorate for Culture and Education will resolve the request of the ProgressiveIncorporation Program specific design. For this authorization, a joint report compiled by theConsultancy for Valencian teaching and the Education Inspectorate will be prescriptive. Oncethe design is approved, the report will be sent to the General Directorate of EducationalInnovation and Language Policy (Teaching in Valencian Service).


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The Specific Design of the Program. Development; contentand implications.

3.1. THE SPECIFC DESIGN OF THE PROGRAM (DPP)

The DPP is the specification and the contextualizing of a bilingual or plurilingualeducation program to each schools particular reality. It is a fundamental document ineducational planning because:

- It allows the specific appropriate program for each school to be apllied.- It must be approved by the School Board and should allow the discussion and debateabout aspects and decisions concerning the use of languages for instruction.- Its development is previous to the PCCs.- It allows the educational administration to become aware of the situation of teachingand use of different languages in each school.- It allows the revitalization and promotion of the vehicular use of Valencian language

among the different groups of the educational community in each school.- It allows the taking of decisions regarding the use of Valencian or any other foreignlanguages as vehicular languages, that should be taken into account afterwards for therest of the aspects included in the School Education Project (PEC).

The DPP must be developed by all schools located in a predominant Valencianspeaking area and by those schools that, being located in a predominant Spanishspeaking area, wish to implement any of the bilingual or plurilingual educationalprograms. For its development, schools may request the technical collaboration of theConsultancy for Languages Teaching.

Each specifc design of the program applied in schools must be approved by the School

Board of the centre and sent to the relevant Regional Directorate of Education.Together with the request for authorization, a certification of the School Boardextraordinary session in which it has been approved, an analysis of the sociolinguisticsituation of the context and a report on the students linguistic reality, are required.

All requests for the implementation of plurilingual programs must be authorized, if theyfulfilled the requirements stated by the regulations, by the same General Direction.


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3.2. DPPS CONTENT IN A TEACHING THROUGH VALENCIAN PROGRAM OR APROGRESSIVE INCORPORATION PROGRAM

PRIMARY EDUCATION DPP

A. General objectives of the prescriptive curriculum for that level, contextualizedaccording to the educational reality and the demands of the school program.

A.1. Infant Educational ObjectivesA.2. Primary Educational Objectives


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D. Timing and sequence for the systematic introduction of reading and writing inValencian and Spanish.

E. Methodological treatment of Valencian, Spanish and foreign language.

* as linguistic subjects.* Methodological aspects for the treatment of Valencian and Spanish as languages forinstruction.* Methodological and organizational aspects. Space and time distribution.

F. Provision of activities for new students joining the Valencian education system andthat may require specific attention to replace the low linguistic competence in one of theofficial languages.

3.4 DPP DESIGN IN SECONDARY EDUCATION

0. INTRODUCTION (Secondary School characteristics and context, characteristics ofthe attached primary schools and the linguistic programs they use, objectives of the

DPP of the Secondary School)

1. General Objectives of the official curriculum of Compulsory Secondary Education,Batxillerat and Vocational Training. Decree 112/2007, 20th July Curriculum ofSecondary Education (DOCV 5562, 24th July, 2007).

Basic Competences Royal Decree 1631/2006 29TH September (BOE 5, 5th January2007)

Decree 102/2008, 11th July Curriculum of Batxillerat (DOCV 5806 15th July, 2008)Decree 8/1998, 3rd February, Vocational Training (DOGV 3182, 12th February, 1998)

2. Methodological treatment of the different languages, as linguistic areas andmethodological treatment of Valencian, Spanish and foreign language as vehicular languages.


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3. Treatment of students who need individual attention due to their low performance inany of the official languages.

4. Proportion of use in Valencian, Spanish and foreign language/s in the differentprograms, cycles, levels and groups.

We use the same kind of grid for the areas, subjects and modules in Batxillerat and

vocational Training.

5. Forecast of the teachers distribution according to their linguistic competence in thedifferent languages in which they can teach.

6. 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 ofthe official languages.

3.6. SCHOOL LINGUISTIC PROJECT

With the current documents (DPP and PNL) new ones will have to be done starting onInfant Education and following the application of the decree as the annex indicates.The School Linguistic project is the teaching centre's document where all thecurricular and organisational measures taken for the development of the linguisticprogrammes are specified.It includes:1. Details of the teaching centre/school2. Context analysis3. Authorised programmes4. Applied programmes5. Linguistic Objectives

6. Introduction to reading and writing7. Methodologies to integrate languages8. Gradation of Language Integrated Treatment9. Organisation of human and material resources10. Teacher training11.The Centre's project to improve the aplication of the plurilingual program12. Implementation calendar

Linguistic normalization Plan13.


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The project will folllow the procedure that is shown below:


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CONSELLERIA DE CULTURA, EDUCACI I CINCIA, 1989. Dossier d'Ensenyamentsen valenci. Suport nm 3, Generalitat Valenciana.

ESCOLANO, J., ESPAA, A., MIR, M., PASCUAL, A. 1992. El Projecte i el Pla deNormalitzaci Lingstica d'un centre d'Educaci Infantil i Primria. Nm. Extraordinari,Generalitat Valenciana.

ESPAA, A., PASCUAL, V., 1993. Guia per a l'Anlisi del Context del Centre. Nm.Extraordinari,Generalitat Valenciana.

ORIOLA, R, SORIANO I CABO, M.J., CUNYAT, S., MONCLS, C., 1992. El Programad'Immersi. Suport nm. 8, Generalitat Valenciana.

PASCUAL, V., SALA, V., 1991. Un model educatiu per a un sistema escolar amb tresllenges. 1.Proposta organitzativa, Generalitat Valenciana.

PASCUAL, V., SALA, V., 1991. Una proposta de planificaci educativa dins el modeld'enriquimentd'educaci bilinge en el sistema valenci. Suport 5, Generalitat Valenciana.

PASCUAL, V., 2006. El tractament de les llenges en un model d'educaciplurilinge.(Suport nm. 15), Generalitat Valenciana.

Trilingual Primary Education in Europe. Inventory of the provisions for trilingual primaryeducationin minority language communities of the European Union Mercator-Education. TheEuropean network for regional or minority languages and education.

LEGISLATION

All regulations related to the subject can be found by clicking the "Legal Framework" at

http://www.edu.gva.es/ocd/sedev/val/sedev.htm

Bibliography

Marco de Lenguas comunidad Valenciana

Documents

Transcript of Marco de Lenguas comunidad Valenciana