Educational policy: Towards Plurilingualism for Social Cohesion (Accept Pluralism Project)

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Catalan linguistic policy, presentation at ACCEPT PLURALISM Project, an international research for social cohesion and educational development in Europe (Funded by: the European Commission under the Seventh Framework Programme), in march 2011.
Ref: http://accept-pluralism.eu/Home.aspx
Round Table: http://accept-pluralism.eu/Documents/Events/LaunchEvents/2011-03-09-Spain/SpanishLaunchevent-presentationandminutes[1].pdf

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  • -El projecte lingüístic plurilingüe: una oportunitat de construcció europea en el context de Catalunya.   -Els plantejaments inclusius en educació promouen iniciatives de renovació metodològica, i contextualització en la gestió de l'autonomia de centre . -A través de l'estudi de les diverses llengües curriculars i no curriculars, l'alunme plurilingüe incrementa les seves  eines de cognició, les  estratègies de comunicació, les fonts d'informació, i el pensament crític i l'acceptació i valorització intercultural
  • Educational policy: Towards Plurilingualism for Social Cohesion (Accept Pluralism Project)

    1. 1. Educational Policy: Towards Plurilingualism and Social Cohesion Further information: [email_address] @NewsNeus Maria Nieves Lorenzo Galés
    2. 2. “ Future is for polyglots” David Crystal <ul><li>The Catalan plurilingual policy: a contribution for building a plural Europe </li></ul><ul><li>  Inclusive approaches in education: promoting innovative teaching methodologies </li></ul><ul><li>  Learning and teaching in plurilingualism: augmenting cognition strategies, communication skills, information sources, critical thinking, mutual aceptance and intercultural values. </li></ul>Diversity, an opportunity for education
    3. 3. It is very difficult “to stop seeing” what’s in our mind... ...Prejudice, Stereotype, Paradigm, Delusion...
    4. 4. An awareness-action model “ The best way to predict the future is to invent it” (Alan Kay, ICT pioneer) Ref: Intercultural approach . Aine Ferlong, Mercé Bernaus & Neus Lorenzo, 2009 A Awareness Prejudices and attitudes towards cultural diversity A Aim Building future society as a shared project A Action Plurilingualism versus Multilingualism: The Catalan LIC-Plan Assessment
    5. 5. Awareness
    6. 6. Attitudes
    7. 7. Aim
    8. 8. Looking for social cohesion through school success for everybody Not assimilation... ...but inclusion
    9. 9. Action
    10. 10. Learning, communicating, and sharing in formal, informal and non formal education
    11. 11. Assessment
    12. 12. Achievement and results: to build a plural society in equity
    13. 13. New emergent realities Source: http://www.idescat.cat/pub/?id=aec&n=274&t=2009&x=7&y=9 23.778 148.525 93.831 106.746 121.622 133.000 34.797 51.926 74.491 19.793 16.921 9.868 Idescat, 2010 Foreign students 0.81% 13.65% 10.05% 7.65% 5.04% 9.03% 14.15% Students from immigrant families in Catalonia Cultural and religious diversity
    14. 14. Potential exclusion is increasing Ref: Tomás Calvo Buezas, “ Inmigración y multiculturalismo,¿gangrena d ela sociedad o enriquecimiento mutuo? ” pag. 44 en “Antropología en “Castilla y León e Iberoamérica: Emigración e integración”, Ángel B. Espina Barrio “ Source: “ Encuestas CEMIRA. Director: Tomás Calvo Buezas.” Percentage of students in agreement with this statement: “ If it depended on me, I would expel them from the country ”. Average Spanish opinion, State School survey: 1986-2008
    15. 15. Our Challenge: to accept diversity as collective richness
    16. 16. Educational success for every student whatever their origin, their capacity, their starting point their family expectations...
    17. 17. European priorities <ul><li>(November 2009) </li></ul><ul><li>Restarting economic growth today and ensuring long–term sustainability and competitiveness for the future </li></ul><ul><li>Fighting unemployment and reinforcing our social cohesion </li></ul><ul><li>Turning the challenge of a sustainable Europe to our competitive advantage </li></ul><ul><li>Ensuring the security of Europeans </li></ul><ul><li>Reinforcing EU citizenship and participation </li></ul>Source: http://europa.eu/rapid/pressReleasesAction.do?reference=IP/09/1837&format=HTML&aged=1&language=EN&guiLanguage=en 2020 <ul><ul><ul><ul><ul><li>Androulla VASSILIOU: Commissioner: Education, Culture, Multilingualism and Youth </li></ul></ul></ul></ul></ul><ul><li>Priorities: José Manuel Barroso, president of the EU . </li></ul>
    18. 18. Building future
    19. 19. European priorities at Catalan school <ul><ul><li>Competencies  Inclusion </li></ul></ul><ul><ul><li>Sustainability  Research </li></ul></ul><ul><ul><li>Citizenship  Participation </li></ul></ul><ul><li>Employability for 75 % of the aged 20-64 </li></ul><ul><li>Invested in R&D: 3% of the EU's GDP. </li></ul><ul><li>The &quot;20/20/20&quot; climate/energy targets met. </li></ul><ul><li>Under 10% of early school leavers, and at least 40% youngsters with a diploma. </li></ul><ul><li>20 million less people at risk of poverty. </li></ul>Indicators
    20. 20. Linguistic policy 2004-2010: LIC Plan (Language and Interculturality for social Cohesion) <ul><li>Strategies: </li></ul><ul><li>Plurilingual School Project: the initial inclusive classes </li></ul><ul><li>Attitudinal School Project: the school welcoming plan </li></ul><ul><li>Decentralization and school autonomy: working in context </li></ul><ul><li>Aims: </li></ul><ul><li>School success for every student </li></ul><ul><li>Inclusive schools for social cohesion </li></ul><ul><li>Cultural and linguistic diversity as richness </li></ul>
    21. 21. Strategic Fields of action: Continuity and educational coherence <ul><li>Pla d’entorn </li></ul><ul><li>Pla de convivència escolar </li></ul><ul><li>Projecte Lingüístic plurilingüe </li></ul>Environment Attitudinal School Project Education Environment Plan Inclusive school Initial inclusive classroom Plurilingual School Project
    22. 22. Intercultural and plurilingual competencies <ul><li>Language objectives: </li></ul><ul><li>Equal mastery of both official languages at the end of each educational stage. (Cast., Cat., Occit.) </li></ul><ul><li>Acquisition of one or two European foreign languages in the curriculum (Eng. Fr. It. Germ.) </li></ul><ul><li>Maintenance of family languages as further opportunities (Arabic, Amazigh, Bengali, Chinese, Dutch, Portuguese Rumanian, Ukrainian, Urdu...) </li></ul>Plurilingualism versus multilingualism L5 L6 L1 L4 L3 L2
    23. 23. Integrating Competencies: Basic Skills for lifelong learning … from language-subject to language-interaction The  Common European Framework of Reference for Languages: Learning, Teaching, Assessment , (CEFR) 1 2 3 4 … Integration Disciplinary <ul><li>Vocabulary </li></ul><ul><li>Grammar </li></ul><ul><li>Orthography </li></ul><ul><li>- Phonetics </li></ul><ul><li>Textual typology </li></ul>Interdisciplinary <ul><li>- Speaking </li></ul><ul><li>- Listening </li></ul><ul><li>- Reading </li></ul><ul><li>Writing - Conversation </li></ul>G L O B A L Meta-disciplinary <ul><li>- Thought </li></ul><ul><li>- Communication </li></ul><ul><li>Discovery </li></ul><ul><li>Interacting </li></ul><ul><li>Living together </li></ul>C O M P E T E N C Y
    24. 24. Comparison of PISA results: 2006-2009 But we are still under the European average! Reading & textual comprehension improves worldwide Maths impoves in Catalonia Science and comprehension of world remains static
    25. 25. Fuente: Encuestas CEMIRA. Director Tomás Calvo Buezas. https://bdigital.ufp.pt/dspace/bitstream/10284/1811/3/43-68.pdf Percentage of students in agreement with this statement: “ Immigrants from outside the EU, but legally established, should have the same rights as national citizens” Acceptance of equal rights
    26. 26. Our future challenges ...finding resources ? … collective efforts?
    27. 27. Educational Policy: Towards Plurilingualism and Social Cohesion Further information: [email_address] @NewsNeus Maria Nieves Lorenzo Galés Thank you!

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