Unit 3. legal framework
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Unit 3. legal framework

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English training course for teachers who need a Certification to teach through English.

English training course for teachers who need a Certification to teach through English.

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    Unit 3. legal framework Unit 3. legal framework Presentation Transcript

    • UNIT 3 THE BILINGUAL AND MULTILINGUAL EDUCATIONAL PROGRAMS. LEGAL FRAMEWORK. ORGANIZATIONAL AND PEDAGOGICAL MANAGEMENT DOCUMENTS
    • 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.
    • 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?
    • 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
    • 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 speakers For everybody MAINTENANCE MODEL ENRICHMENT MODEL
    • BILINGUAL EDUCATIONAL MODELS Designed for the whole community and not just for the less spoken language speakers. enrichment 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. less spoken language 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, but not by users of the dominant language Only the speakers of the compensatory or transitional 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. addressees model objectives
    • IMPLICATIONS OF LAWS IN THE VALENCIAN EDUCATIONAL SYSTEM SPANISH CONSTITUTION STATUTE OF AUTONOMY (2006) LODE (1986) LOE (2006) LUEV (1983) DECREE 79/1984 About application of the LUEV
      • Royal Decrees of
      • Infant, Primary and
      • Secondary Education.
      • Decrees of Multilingual
      • Educational Programs.
    • BILINGUAL EDUCATION TYPES BILINGUAL EDUCATION TYPES COMPENSATORY MAINTENANCE ENRICHMENT TEACHING THROUGH VALENCIAN PROGRAM (PEV) LINGUISTIC IMMERSION PROGRAM (PIL) PROGRESSIVE INCORPORATION PROGRAM (PIP)
    • 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.
    • 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.
    • 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.
    • ORGANIZATIONAL DOCUMENTS PANL: Annual Linguistic Normalization Plan. Assessment of last year PANL PNL: Linguistic Normalization Plan. USE Annual Situation of the DPP. DPP: Program Particular Design. TEACHING PGA PEC
    • 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.
    • 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.
    • 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.
    • 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.
    • 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.
    • 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.
    • 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.
    • THANK YOU SEE YOU NEXT WEEK