Krista Ireland2nd Conference on Foreign Languages

A Realistic ApproachPamplona-Iruña 15th December 2010

Linguistic Projects for Multilingual Programmes

1. The Context of Multilingual Programmes in Spain 2010

2. What is a Linguistic Project?

3. Main aspects of the PLC

4. Checklist for planning a PLC

5. Coordination suggestions: A PLC step by step

Personalization and innovation: from Catalonia to Cadiz

Wide array of curricular possibilities in all communities.

Hours Languages Area contents

1. Multilingualism in Spain Today

1.1 A brief comparative example of Spanish diversity:

• Madrid• Castilla-La Mancha• Andalucia

Copia de Mapa_Bilingue_contenidos_areas_horas_def.xls

1. Multilingualism in Spain Today

1. Multilingualism in Spain Today

1.2 Comparative outcome:

• Many different possible models.

• Within regions, schools can opt for varied combinations of hours, area subjects and languages.

So…our deductive conclusion = each centre needs to define their own personalized documents.

PE = PGA + PCE + PEC + PLC new!

1. Multilingualism in Spain Today

What are the main documents of the Centre?

PE = Educational Project

PGA= General Annual Programme

PCE= Curricular Project /Proposal

PEC= Educational Project /Proposal

PLC= Linguistic Project

1. Multilingualism in Spain Today

1.3.1 Methodological foundations underlying the documents of the centre

Curricular legislation

oMinimum Content requirements

oAssessment procedures

oAttention to Diversity

oStrategies and teaching tools

Figure 1: Constructivist Course DesignAdapted from Hutchison & Waters 1987

Contextual Needs Analysis

o Socio-cultural setting o Student’s needso Student’s psychological / linguistic development

Results in the creation of: Personalized Documents for the centre

PE = PGA + PCE + PEC + PLC new!!

Classroom Course Designs and units

1. Multilingualism in Spain Today

1.3.2 Legislative foundations

PLC

Figure 2: Levels of Educational PlanningAdapted from Escamilla & Lagres 2007

1. Multilingualism in Spain Today

1.4 What does a Linguistic Project offer the Centre? It helps us to…

• organize choices made about languages: L1, L2, L3, L4…

• reflect on the relevance of previous choices that have been made.

• carry on with, update or complete previous choices after reflection.

• give coherence to: language learning, student learning, the use of languages in other areas.

• foment literacy and Communicative competence in all languages used at the centre in a systematic fashion.

• coordinate more effectively.

1. Multilingualism in Spain Today

2.1 Background Developed from 1990’s to present Catalonia-proposals and guides Basque Country & Valencia Andalucía with CIL

(Currículo Integrado de la Lenguas)

Planning literacy from here……..to infinity!

2.2 Key features of a Linguistic Project

It is a document that takes into account the educational and linguistic objectives of the centre as well as the socio-linguistic context of the setting.

It defines the resources set out to develop language in a coherent and coordinated aspect in Bilingual / Plurilingual programmes in all of the spaces in the centre.

It reflects a series of organizational criteria and paths of action that serve to plan and regulate the introduction of language, the treatment it is given and the role of it’s presence.

2.2 Important Choices: Steps in organization

Who participates? The whole teaching staff= Language and content teachers who help each other “democratically”

What to consider?◦ Define the centre’s Socio-linguistic reality ◦ Define the objectives at the centre regarding

Language and Education◦ Consult the legislation in your Autonomous

Community for hours, area subjects and time tables

◦ Set out the criteria for organization and a plan of action:

moment of stating a language programme and at what level

the degree of language present the linguistic treatment that will be given

Now determine the Bilingual or Plurilingual Project needed !

2.3 What is NOT a linguistic project?

Course design / syllabus (Although they will interact with the PLC.)

A prescriptive project or plan for all centres

A tome that will be sent to the basement of the DAT

Conclusion: It must be a working document specific for the context! See an example:

www.cavanilles.com/document/img/org6.gif

Characteristics of a PLC:

Legal, Lasting, Coherent, Parcipitative, Integrated

Linked to the following documents:

Educational project of the centre (PEC)

Curricular Project of the Centre PCC

Regulations of Organization in the Centre (ROC)

Project of Regulating Linguistic Usage

(Valencia, etc.)

3.1 Define the setting. What about….?

• The general objectives for the stage and areas

• The student’ profiles

• The use of languages in the centre.

• The coherence & flexibilityex. Madrid secondary = 3 modes in 1 centre.

3.2 Establish a relationship between Cycles and stages:

• Model / Type of centre ex. Line 4 or CRA?

• Hours for L1, L2 and L3

• The treatment of each language ex. Andalucía CIL vs. Madrid

• Staging / Timing of pre-writing & reading skills stages

3.3 In all areas establish:

the use of languages in all areas subjects

diverse activities and tasks to use of language.

See Fernando Trujillo’s Task based proposal PLC in the webography

TasksActivities

Tasks give a feeling of unity

& provide a

final product.

Provide specific practice:-Guided-Semi-guided-Freer-Free

Looking for information

on Internet is an activity.

Creating a classnewspaper or webpage

is a task.

3.4 In linguistic areas establish:

Methodological criteria for all languages

Time and place for language learning

Staging of contents of each language

Common assessment criteria for each language

Official assessment criteria for the school- standardized exams ex. Trinity, KET, PET and/or Content Exams

1 Define Contextualization 2 Define Legislation

(Consult your CCAA)3 Check and modify Centre’s Objectives4. Methodology

4.1. Integration of different aspect to ensure the building of knowledge to provide coherence between:

Cycles and stages areas and the whole centre consensus between teachers-

ex.. Use of PEL? define common aspects in

language teaching and shared methodology CLIL? AICOLE? In order to develop

4.2 Communicative competence-Methodological

assumptions Definition: the use of language in different

communicative situations: Sociolinguistic, discourse, linguistic, strategic, grammatical

Communicative competence vs. Academic Competence (Fred Genesse CEIB)

Communicative focus in CLIL Real use of Language Various contexts Genre based & Content based-learn by

doing-Task based planning Learning through motivation and use Activities that include reception and

production of oral and written texts in addition to conversation

Selection and sequencing of texts according to communicative situations

Assessment- Diagnostic, formative and summative

Units are developed related to concrete linguistic uses and contents linked to a task, a project, etc. participation in meaningful learning. Ex. Not “copying” in Science to create a book, rather give portfolio adaptation idea w / PEL.

5 From Planning to practice Implementing PEL Planning for tasks and project work=

literacy in linguistic activity, multimodal communication, socio-cultural and cognitive aspects

◦ 1. Get together information about the Linguistic Project and agree on a possible table of contents outline.

◦ 2. Analyze the documentation of the centre to accept or modify the choices being made.

◦ 3. Use the table of contents as a guide to fill in for the choices that are being made at the centre.

◦ 4. Make needed choices. Research, then be firm!

◦ 5. Use the PLC create and integrated planning strategy for the centre.

THANK YOU!

You can reach me at:

irelandk@santillana.es

PPT del proyecto Lingüístico del Centro:Ponencia presentada por Antonia Gómez Vidal y Diego Arcos Cañete, el Proyecto lingüístico del IES Mirador del Genil, Iznájar, Córdoba http://redes.cepindalo.es/mod/resource/view.php?id=229

Crónicas de las secciones bilingües VII Encuentro en Santander 2009Resumen de todas las esquemas de ponencias. http://www.cepazahar.org/eco/n6/spip.php?article12

Video de la Ponencia Fernando Trujillo sobre el Proyecto Lingüístico del centro VII Encuentro en Santander 2009: http://www.educantabria.tv/canalcongresos/index.php?iditem=playconference&idreg=2009-10-15xaUttHtsmM&account=Kc74Snr99R

Conferencia “Leer en el Escorial”- Fernando Trujillo Sobre El proyecto Lingüístico en Castellano, relacionado con tareas = producto final y la vida real –http://deestranjis.blogspot.com/2010/07/leer-en-el-escorial.html

El Proyecto Lingüístico de Centro Montserrat Ferrerhttp://www.slideshare.net/CGENDL/el-proyecto-lingstico-de-centro-montserrat-ferrer-2675678

Todo ELE: Sección de Proyectos Lingüístico del Centro propuestas para castellanohttp://www.todoele.org/todoele20/category/etiquetas/proyecto-ling%C3%BC%C3%ADstico-de-centro

Practical example: Lorca CEP- PLC (Registration required- Moodle)http://www.loracep.org/moodle/

Excellent practical E-book on Lingusitic ProjectT. I. L. B01 2002-2003 DESDE EL PROYECTO LINGÜÍSTICO HACIA EL TRATAMIENTO INTEGRADO DE LENGUAS Programa de Programa de PROCESOS LINGÜÍSTICOSPROCESOS LINGÜÍSTICOShttp://es.calameo.com/read/00001105145b4554c5a7fhttp://www.calameo.com/books/00001105145b4554c5a7f

Plan de mejora de la competencia lingüística. elaboración del proyecto lingüístico de centroEscrito por Antonia Gómez Vidal y Diego Arcos Revista de Avances en supervisión educativa- La revista de la asociación de Inspectores en Españahttp://adide.org/revista/index.php?option=com_content&task=view&id=224&Itemid=49