UNIT 3

THE BILINGUAL AND MULTILINGUAL EDUCATIONALPROGRAMS.

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 bestudied as a subject and used as a vehicular language in teaching (CULTURAL INTEGRATION PARADIGM)

UNIT 3 - ENRICHMENT MODEL

BILINGUAL EDUCATION PROGRAMS

TEACHING THROUGHVALENCIAN 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

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

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

More information in:

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

UNIT 3 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.

UNIT 35. 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

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.

UNIT 3

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.

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 ANDMULTILINGUAL EDUCATION PROGRAMS IN SCHOOLS

ORGANIZATIONAL DOCUMENTS:EP (PE) AGP (PGA)

Program Particular design

(DPP)

Assessment about annual

situation of the DPP

Linguistic Normalization

Plan (PNL)

Assessment about annual situation of the

PNL called Annual Linguistic

Normalization Plan (PANL)

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 included in the School Education Project (PE).

UNIT 3 – DPP’S CONTENT IN PEV AND PIPA. 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 PILA. 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 complythe application of the DPP.

- Having the commitment of faculty to participate in theinstitutional training programs for that purpose convene

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

SOME CURIOSITIES

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

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.