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Basque Curriculum for languages


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A brief description of the main issues related to the Basque curriculum for languages

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Basque Curriculum for languages

  1. 1. Basque Curriculum <ul><li> </li></ul><ul><li>Sources </li></ul><ul><ul><li>Errege Dekretua (R.D.175/2007). </li></ul></ul><ul><ul><li>Lehen Hezkuntzako Gutxienezko Irakaskuntzak </li></ul></ul><ul><ul><li>- Others: </li></ul></ul><ul><ul><ul><li>LOGSE (Curriculum Garapenerako Dekretua) </li></ul></ul></ul><ul><ul><ul><li>Common European Framework of Reference for Languages </li></ul></ul></ul><ul><ul><ul><li>Others... </li></ul></ul></ul>
  2. 2. Main educational aim: <ul><li>Devlop general competences and key competences </li></ul><ul><li>Bibliography on Key competences: </li></ul><ul><ul><li> </li></ul></ul>
  3. 3. Key competences <ul><li>According to the European Council , </li></ul><ul><li>Competences are defined as a combination of knowledge, skills and attitudes appropriate to the context. </li></ul><ul><li>Key competences are those which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment. </li></ul>
  4. 4. Key competences <ul><li>Competence in science, technology and health culture </li></ul><ul><li>Learning to learn competence </li></ul><ul><li>Mathematical competence </li></ul><ul><li>Communicative competence in languages </li></ul><ul><li>Competence in Information and Communication technology </li></ul><ul><li>Interpersonal and civic competence </li></ul><ul><li>Society and art culture competence </li></ul><ul><li>Self-autonomy and personal development competence </li></ul>
  5. 5. Basque curriculum for languages Basque language and literature Spanish language and literature Foreign languages
  6. 6. Features of a plurilingual curriculum <ul><li>Main aim : to develop communicative competence </li></ul><ul><li>Teaching-learning approach : the same for all languages </li></ul><ul><li>Aims - Content groups - Assessment criteria </li></ul><ul><ul><li>Basque and Spanish : </li></ul></ul><ul><ul><ul><li>exactly the same </li></ul></ul></ul><ul><ul><ul><li>B2 level by the end of DBH </li></ul></ul></ul><ul><ul><li>Foreign Language: </li></ul></ul><ul><ul><ul><li>Different in range </li></ul></ul></ul><ul><ul><ul><li>B1 level by the end of DBH </li></ul></ul></ul>
  7. 7. Communicative competence <ul><li>The ability to express and interpret thoughts, feelings and facts in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate way in the full range of societal and cultural contexts- education and training, work, home and leisure. </li></ul>
  8. 8. Basic issues <ul><li>Inclusiveness </li></ul><ul><li>Plurilingualism </li></ul><ul><li>An action - oriented approach </li></ul><ul><li>Promoting transfer across the language curriculum </li></ul>
  9. 9. Plurilingualism <ul><li>The Common European Framework is very clear about this: </li></ul><ul><li>“ The learner of a second or foreign language and culture does not cease to be competent in his or her mother tongue and the associated culture. Nor is the new competence kept entirely separate from the old. The learner does not simply acquire two distinct, unrelated ways of acting and communicating. The language learner becomes plurilingual and develops interculturality .” </li></ul>
  10. 10. An action - oriented approach <ul><li>Users and learners of a languge are primarily ‘social agents’, i.e. members of society who have tasks (not exclusively languge-related) to accomlish in a given set of circumstances, in a specific environment and withing a particulr field of action. </li></ul>
  11. 11. The language curriculum and key competences <ul><li>How can teaching and learning the communicative competence help learners adquire the other competences? </li></ul>
  12. 12. Aims <ul><li>Formulated as competences: </li></ul><ul><li>WHAT HOW WHAT FOR </li></ul>
  13. 13. Aims: An example for primary education: <ul><li>“ Atzerriko hizkuntza erabiltzea beste errealitate eta kultura batzuk deskubritzeko , eta ulermenezko,errespetuzko eta laguntzazko jarrera baikorrak erakustea haiekiko” . </li></ul><ul><li>What + how + what for </li></ul>
  14. 14. Aims: An example for secondary education: <ul><ul><li>Atzerriko hizkuntza erabiltzea errealitate eta kultura desberdinak ezagutzeko, errespetu, ulermen eta elkarlanerako jarrera positiboa azalduz.” </li></ul></ul><ul><li>What + how + what for </li></ul>
  15. 15. Contents <ul><li>Arranged in 5 groups: </li></ul><ul><ul><li>1. Oral skills: listening, spoken production and spoken interaction </li></ul></ul><ul><ul><li>2. Written communication skills: reading and writing </li></ul></ul><ul><ul><li>3. Literature learning </li></ul></ul><ul><ul><li>4. Language awareness </li></ul></ul><ul><ul><li>5. Social dimension </li></ul></ul><ul><li>Concepts, skills and attitudes are embedded in these contents </li></ul><ul><li>Skills are the key ones </li></ul>
  16. 16. Assessment <ul><li>Assessment criteria specified for each level </li></ul><ul><li>Items arranged according to the 5 content groups: </li></ul><ul><ul><li>1. Oral skills: listening, spoken production and spoken interaction </li></ul></ul><ul><ul><li>2. Written communication skills: reading and writing </li></ul></ul><ul><ul><li>3. Literature learning </li></ul></ul><ul><ul><li>4. Language awareness </li></ul></ul><ul><ul><li>5. Social dimension </li></ul></ul>