unit 3 student the legal framework

7/24/2019 UNIT 3 Student the Legal Framework

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The bilingual and multilingual educational programs. Legal framework.Organizational and pedagogical management documents

(Students Material)0/22

SESSION

3

The bilingual and multilingual educationalprograms. Legal framework. Organizationaland pedagogical management documents.

(Students Material)

Leo Boix

OBJECTIVES

1.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.

2.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.

3. Knowing the different DPP sections and its implementation for bilingual and multilingual

educational programs.

TABLE

0. Initial Questionnaire.

1. The educational system regarding the situation of languages in contact: bilingual and

multilingual educational models.

2. Valencian educational system. Legal framework.

3. Bilingual and multilingual educational programs.

3.1. Classification of Bilingual and Multilingual Educational Programs.

3.2. Organizational documents articulating Multilingual and Bilingual Programs in schools.

4. Program particular design in Infant, Primary and Secondary Education. Development.

Content and implications.

5. Bibliography & Legislation.


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(Students Material)0/22

0. INITIAL QUESTIONNAIRE

Check the appropriate box whether you believe the statement is true or false.T F

1. The whole Valencian educational system is bilingual

2. Valencian educational system is trilingual.

3. The LOE says nothing about teaching Valencian.

4. Teachers should know Valencian language.

5. The Program Particular Design (DPP) is a document which is produced bythe school staff.

6. In a Valencian Teaching Program, all subjects should be taught inValencian.

7. The Environmental Knowledge can be taught in Valencian in the firstlevel of primary education in a Progressive Incorporation Program

8.In primary education, some curricular contents can be taught in English.

9.A Infant and a primary education teacher having the Advanced Level of

the EOI, can teach in English.

10.In a Language Immersion Program (PIL) Spanish language as a subjector any other subject in Spanish is not taught.

11.A Language Immersion Program (PIL) is the same as a ProgressiveIncorporation Program (PIP), only languages change.

12.Language proficiency in English is well enough accomplished only byhaving English as a subject.

13.

Teachers attitudes towards languages are not important.14.At the end of compulsory education, students should have fullcompetence in Spanish and Valencian, and a sufficient competence inEnglish.


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(Teachers Material)1/22

Final task

Students must write two texts (250 words minimum), choosing two proposals from the four options

below.Option A) (Both Primary and Secondary)

Locate the Program Particular Design (DPP) 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.

Option B) (Both Primary and Secondary)

You've chosen to explain your centres Comittee 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 toovercome the reluctance of some teachers. Explain detailed reasons why the implementation of

this program would be advisable or not.

Option C) (Both Primary and Secondary)

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.

Option D) (both Primary and Secondary)

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.


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1. THE EDUCATION SYSTEM REGARDING THE SITUATION OF LANGUAGES INCONTACT: BILINGUAL EDUCATIONAL MODELS.

1.1. BILINGUAL EDUCATIONAL MODELS

Bilingual educational models

objectives model addressees

The most spoken language becomes, the

sooner the better, the only language usedin teaching, and the subordinatedlanguage remains finally as a meresubject or disappears completely.

compensatoryor transitional

The less spoken language is studied as asubject, being used as a vehicle in

teaching only for students that have it astheir mother tongue, but not by users of

the most spoken language.

manteinance

Only the speakers of theless spoken language

The two languages in contact have to bestudied as a subject and used as a

vehicular language in teaching by the twocollectives of speakers: the less spoken

and the most spoken language.

enrichmentDesigned for the wholecommunity and not just for

the less spoken languagespeakers.


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AN EDUCATIONAL MODEL

for a bilingual society; regarding the less spokenlanguage can...

Exclude it Accept it

Only as asubject

Also as a medium ofinstruction

In order to abandonit later

In order tomaintain it

Only for theless spokenlanguagespeakers

Foreverybody:less spokenand mostspoken

languagespeakers

0Monolingualeducation

types

BILINGUAL EDUCATION TYPES

COMPENSATORYOR TRANSITIONAL

MODEL

MAINTEINANCEMODEL

ENRICHMENTMODEL

TEACHING THROUGHVALENCIANPROGRAM

LINGUISTICIMMERSIONPROGRAM

(Only in primaryschools)

PROGRESSIVEINCORPORATION

PROGRAM


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2.ORGANIZATION OF VALENCIAN EDUCATIONAL SYSTEM. LEGAL FRAMEWORK

2. 1. LEGAL FRAMEWORK

Educaci Secundria

Resoluci de 26 dabril de 2010 de la Direcci General dOrdenaci i Centres Docents de laConselleria dEducaci, per la qual es regulen i sestablixen els requisits en el curs 2010-11 pera lexperimentaci de l's de les llenges estrangeres com a llenges vehiculars (ProgramaPlurilinge) en les etapes de lEducaci Secundria Obligatria, els Batxillerats i els CiclesFormatius dels centres de la Comunitat Valenciana sostinguts amb fons pblics.

Educaci Primria

Orde reguladora dels PEBE (Orde de 30 de juny de 1998, de 14 de juliol. DOGV 3285)

Educaci Infantil

Resoluci per la qual s'establixen els requisits bsics, criteris i procediments per aplicar en elscentres educatius un programa d'educaci plurilinge que permeta fomentar una primeraaproximaci a la llengua anglesa en el segon cicle de l'educaci infantil (Resoluci de 30 juliolde 2008, DOGV de 21 d'agost de 2008)

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)

Infant, Primary and Secondary education

Decree 38/2008, of Infant Education curriculum(DOCV No. 5734, date 3.04.2008)

Decree 111/2007, of Primary Education curriculum(DOCV No. 5562, date 24.07.2007)

Decree 112/2007, of Secondary Education (DOCV No. 5562 , date 24.07.2007)

Decree 102 / 2008, of Batxillerat (DOCV No. 5806, date 15.07.2008)

Order of 28th of August, 2007 from the Conselleria of Education, regulating the

schedule in Primary Education. (DOCV nm. 5594, date 7.09.2007)

Decree 233/1997 approving the ROF of Infant and Primary schools (DOGV nm. 3.073,

date 08.09.1997)

Order of 30th of June, 1998establishing the basic requirements, criteria and procedures for

implementing an enriched bilingual education program in Primary Education. (DOCV

nm. 3285, date 14.07.1998)


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Resolution of 30th of July, 2008, establishing the basic requirements, criteria and

procedures for applying a multilingual education program that enables topromote a first

approach to the English language in the second cycle of infant education in schools

(DOGV nm. 5832, date 21.08.2008)

Resolution of 29th of June, 2009, from the Directorate General of Planning and Schools

and the Directorate General of Staff, which are dictated and approved instructions for the

organization and running of second cycle Infant Education schools and Primary Schools for the

2009-2010 academic year. (DOCV no. 6061, date 21.07.2009)

It extends some resolutions that have been published each school year since Resolution of

21st of July, 1997 (DOGV no. 3047 date 31.07.1997), by which instructions for the

organization and running of Infant and Primary Education Schools were approved, that affect

some aspects in bilingual education programs.

All these regulations can be found in:http://www.edu.gva.es/ocd/sedev/val/legal.htm

IMPLICATIONS OF THE CURRENT LAWS IN THE VALENCIANEDUCATIONAL SYSTEM

SPANISH CONSTITUTION

1978

Statute ofAutonomy of the

ValencianCommunity

2006

Law of Use andteaching of

Valencian1983

Decree 79/1984About aplication of

the LUEV

Organic Law of theRight to Education in

Education System

1986

Organic Law ofEducation

LOE

2006

Royal Decree 1630/2006 of 20thDecember, Infant Education

Royal Decree 1513/2006, ofDecember 7th, Primary Education Royal Decree 1631/2006 of 29thof December, Secondary Education Decree 111/2007 of July 20th,

Primary Education Curriculum Decrees of Multilingual EducationalPrograms in Infant, Primary and

Secondary Education.


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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.4.The pedagogical organization of the education system must ensure the

achievement of the previous goal.5.

The education system should extend the use of Valencian as a language ofinstruction.

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.

LEGAL FRAMEWORK

SPANISH CONSTITUTION

Article 3.

1. Spanish is the official language of the state. All Spanish citizens have the duty to know it and the right to useit.2. The other Spanish languages are also official in the respective Autonomous Communities in accordance withtheir Statutes.3. The richness of the linguistic modalities of Spain is a cultural heritage that is an object of special respect andprotection.

Organic law 1/2006 (Statute of Autonomy of the Valencian Community, DOGV nm. 5238)

Article six.

1. The language of the Valencian Community is Valencian.2. The Valencian is the official language in the Valencian Community, as it is Spanish, which is the official

language of the state. All are entitled to know them and use them and to receive teaching of Valencian and inValencian.3. The Government will guarantee the normal and official use of the two official languages, and will take thenecessary measures to ensure their knowledge.4. No one shall be discriminated against because of his language.5. Special protection and respect for the recovery of Valencian language is granted.6. The law shall establish the criteria for applying the proper language in administration and education.7. Predominant areas where one language or the other are used, is stablished by the Law, as well as thosecases when a person can be exempted from the teaching and the use of Valencian.8. Valencian Language Academy is the institution that states the rules for the Valencian language.

LAW OF USE AND TEACHING OF VALENCIANArticle 19.2. (),at the end of the cycles in which the incorporation of Valencian teaching is declared mandatory, and

whatever language students have initiated their studies, an equal level of competence in Valencian and in


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Spanish, orally and in writting, should be achieved.

ORGANIC LAW OF EDUCATION (LOE)

Primary EducationArticle 17. Objectives.

e) Know and use appropriately the Castilian language and, if applicable, the co-official language of theAutonomous Community, and develop reading habits.f) Acquire basic communicative competence in at least one foreign language to enable them to express andunderstand simple messages and get by in everyday situations.

Secondary Education

Article 23. Objectives.

h) Understand and produce correctly complex texts and messages both orally and in writing in Castilian and,where applicable, in the co-official language of the Autonomous Community. Get to know, read and studyliterature.i) Understand and express themselves appropriately in one or more foreign languages.

Batxillerat

Article 33. Objectives.

e) Master both orally and in written form the Castilian language and, where applicable, the co-official languageof the Autonomous Community.f) Express themselves accurately and fluently in one or more foreign languages.

3. BILINGUAL AND MULTILINGUAL EDUCATIONAL PROGRAMS

The bilingual education enrichment model pretends that any student reaches an equal linguistic

competence in any of the official languages, and a positive psychosocial behaviour and tolerance.

One of the basic premises of bilingual and multilingual education is that all students, regardless of

their geographic origin, regardless of their usual language, and their sociocultural backgrounds,

must achieve the same objectives at the end of compulsory education. But if we look at the reality

in schools, several factors, including the sociolinguistic context, the diversity of students and the

attitudes and expectations of parents, configure well diverse application contexts throughout our

different territories. Consequently, the heterogeneity of these starting positions makes that 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.

Therefore, we offer an education system which is structured in bilingual educational programs

and, more recently, multilingual: i.e., an organizational pattern with three or more languages

that articulates a minimum set of provisions - related to the curriculum design and development,

the social and administrative use of the less spoken language, the use of a foreign language in one

part of the curriculum and the organization of resources- so that pupils and students, regardless of

the usual language and sociocultural experiences they bring to school, achieve the objectives in all

the languages of the curriculum. A series of didactic and organizational strategies, based on

psycholinguistic and sociolinguistic reality in order to achieve predetermined goals, must be taken.

A Multilingual Educational Program is a way of school and of educational organization, in which

more than two languages are used as a means of instruction, and that tries to provide students


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who are linguistically and culturally diverse from the beginning, with competence in two or more

languages, an optimal domain of one or two foreign languages, the contents of different subjects,

and an enriching sociocultural integration.

Multilingual Educational Programs in the Valencian Community articulate the referred factors to:- The curriculum area: vehicular use of languages (Particular Program Design, DPP)

-

The use of Valencian area: administrative or social, academic or pedagogic

management, didactic interaction, interrelation with social-family context

Therefore, all the centre organizational documents must be consistent with the program chosen in

order to meet the specific requirements of the school context.

3.1. CLASSIFICATION OF BILINGUAL AND MULTILINGUAL EDUCATION PROGRAMS (PEB/ PEBE) IN VALENCIAN EDUCATIONAL SYSTEM.

The classification of programs has been based on three elements: the territory, the basic learning

language and students usual language:

a) Spanish speaking predominant area: Valencian language is usually treated as a subject,

outside of bilingual educational programs. Optionally, a bilingual educational one can be

developed.

b) Valencian speaking predominant area:

Teaching through Valencian Program (PEV)

Linguistic Immersion Program (PIL) (Only in Primary Education)

Progressive incorporation program (PIP)

The elements taken into account when specifying the different programs are:

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.

Teaching through Valencian Program (PEV)

In predominant Valencian speaking areas, centres with a majority of Valencian speaking

students may take, when the sociolinguistic context conditions so allow it, the Teaching through

valencian Program, which will involve the use of Valencian as a basic learning language throughout


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the infant and primary education. The Teaching through Valencian Program continues in ESO, in a

coherent way. In this program, most non-linguistic subjects have Valencian language as the

vehicular language for learning.

Linguistic Immersion Program (PIL)

Centres which have a major Spanish speakers number of students, located in the Valencian

speaking predominant area, may adopt the linguistic immersion programs, in which, from the

voluntary choice of families and the respect to the students usual language, students will achieve

mastery of both official languages and a good performance in the content of other subjects, by

using a specific methodology. The linguistic immersion programs continue as a Teaching through

Valencian program in secondary school (ESO), in a coherent way.

Progressive Incorporation Program (PIP)

Primary: Centres located in predominant Valencian speaking areas that do not apply the

Teaching through Valencian Program or Linguistic Immersion Program; adopt the Progressive

Incorporation Program, in which the basic language for learning is Spanish. The particular design of

the PIP will include, at least, the subject of Natural, Social and Cultural Environment, taught in

Valencian after the third year of primary education.

Secondary: The PIP in the ESO will ensure the continuity of whats been applied in Primary

Education. This program involves the use of Valencian as a vehicular language in a part of non-

linguistic subjects, according to the specifications contained in the DPP. This will try to guarantee,

at least, the use of Valencian as a learning language in two non-linguistic subjects in each one of

the groups.

Spanish speaking Area

Centres in predominant Spanish speaking areas located in Article 36th of the Law of Use

and teaching of Valencian will be able to join a bilingual education program, always counting on the

previous stated will of parents or guardians.

Enriched Bilingual Education Program (PEBE) Infant, Primary and Secondary Education

Order of 30th of June, 1998 (DOGV no. 3258 of 14 July 1998), allows any centre in the

Valencian Community to incorporate the use of a foreign language as a vehicular or an instruction

language in Primary School.

On its behalf, Resolution of 30th of July, 2008 lays down the basic requirements, criteria

and procedures to implement a multilingual education program that allows a first approach in


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The bilingual and multilingOrganizationa

Relation between bilingual and multilingual education programs ieducation, and in Secondary Education

PREDOMINANT VALENCIAN SPEAKING AREAS PREDOMINA

ELEMENTARYAND PRIMARY PIL PEV PIPEDUCATION Linguistic Teaching Progressive

Immersion through Valencian Incorporation

Program Program Program

Teaching Progressive Through Valencian Incorporation

Program Program

NOTE:In predominant Spanish speaking areas, bilingual and multilingual education programs can also be volun

SECONDARY

EDUCATION


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3. 2. ORGANIZATIONAL DOCUMENTS THAT ARTICULATE BILINGUAL ANDMULTILINGUAL EDUCATION PROGRAMS IN SCHOOLS

Within the framework of the school educational project, all schools implementing a bilingualor multilingual education program should write one or more program particular design, depending

on the programs that are applied and the Linguistic Normalization Plan. The relevant documents

must also be written, in order to be included in the PGA.

PEC PGA

TEACHING . Program Particular

Design (DPP)

- Annual Situation of the

Program Particular

Design

USE - Linguistic

Normalization Plan (PNL)

- Annual Linguistic

Normalization Plan(PANL)

- Assessment of last

school year PANL


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13

Conselleriaof Culture, Education andScience

2074 Resolution 2074 of 21st of July, 1997,from the General Secretariat and the

General Directorates of Schools,Arrangement and Educational Innovation,and Language Policy and Personnel,approving the instructions for theorganization of primary and infanteducation schools for the academic year1997-98. (97/X9385)

3. Operating System3.1. School Educational ProjectThe development and content of the

school educational project will comply withthe organic and functional regulation of

elementary and primary public schools.The Project will be written beggining with ananalysis of the specific needs of students andthe school socioeconomic, sociolinguistic andcultural context, and within the frame of thebilingual education program that is beingapplied.

3.1.1. Linguistic Normalization Plan.

The Linguistic Normalization Plan iscontained within the School Education Projectand will include the following sections:a)Objectives.b)Actions in each of the intervention areas:

administrative and social intervention,academic or pedagogical management,interrelation with the social-family contextand educational interaction.c)Timing.d)Plan Assessment criteria. For thedevelopment of the Linguistic NormalizationPlan, schools will have the guidance andsupport from the Didactic Consultancy forValencian Teaching, dependent on theDirectorate General of Planning, LanguagePolicy and Educational Innovation.

3.1.2. Bilingual education Programs

In predominant valencian speaking areas,stated in Article 35 of Law 4 / 1983, of Useand Education of Valencian, all schools willapply one or more bilingual educationprograms. The bilingual education programswill articulate a set of normalizing andorganizational curricular components, inorder to achieve the specified objectives inboth the Law for the Use and Teaching ofValencian and the Organic Law of GeneralManagement of the Education System, andthese will be the following:

Teaching through Valencian

Program:In predominant Valencian speaking areas,schools with a major number of Valencian

speaking students may go for a Valencianteaching Program, when sociolinguisticsconditions of the context so allow it, and thatimplies the use of Valencian as a basiclearning language throughout compulsoryschooling. Decree 79/1984, of July 30th,Article 9 (DOGV August 23rd).

Linguistic Immersion Program:Schools that have a major Spanish

speaking number of students, predominantlylocated in the predominant Valencian speakingareas, may take the linguistic immersionprogram, where, counting on the voluntarychoice of families and the respect to thestudents usual language, they can achievemastery of both official languages andoptimum performance in the contents of othersubjects, through a specific methodology.

Order of 23rd of November, 1990 (DOGVMarch 4 and correction of errors on 10 July1991), and Order of 12th of May, 1994 (DOGVof 19th of July)

Valencian Progressive IncorporationProgram:

Schools located in predominant Valencianspeaking areas that do not apply theValencian language teaching program orlinguistic immersion program, will go for theProgressive Incorporation Program in whichthe basic language for learning is Spanish.Decree 79/1984, of July 30th, Article 10(DOGV August 23rd).

The Education Project will include theparticular design of each of bilingual educationprograms that the school applies, inpredominant Valencian speaking areas, statedin Article 35 of Law 4 / 1983 of the Use andTeaching of Valencian. Schools located inpredominant Spanish speaking areas, stated inArticle 36 of the same law and who wish to joina bilingual education program, must count onthe parents or guardians expressly stated willand on the centres organizational possibilities,to start with.

The program particular design consists of

the specifications and the contextualizing of abilingual education program to the schoolsparticular reality, and at the same time,consists of a set of previous decisions takeninto account for the writting of organizationand management education documents. Theprogram particular design will include:

a) The general objectives of the prescriptedcurriculum for that level, contextualizedaccording to the schools educational realityand the requirements of the program itself.b) The proportion of the use of Valencian andSpanish as languages of instruction.c) The schedule of the different subjects in the

different cycles, respecting the minimumestablished in the second and third paragraphs


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14

of the Order of 12 of May, 1994 (DOGV July19th). (This point c) will only be prescriptivefor schools that apply the LinguisticImmersion program).

d) Moments and sequence of reading and

writing systematic introduction in bothValencian and Spanish.e) Methodological treatment for the

different languages: Spanish, Valencian andforeign language.

f) Provision of activities for new studentsjoining the Valencian education system andwho may require specific attention to replacetheir low linguistic competence in one of theofficial languages.

All schools will write the particular designof each bilingual education programs thatthey apply.

The dossier for the authorization of the

Valencian Teaching Program or the LinguisticImmersion program may be initiated by theschool or by the parents or guardians will. Inaddition, the Conselleriaof Culture, Educationand Science, each school year, based on aproposal from the Directorate General forEducational Innovation and Linguistic Policy,will determine in what other schools any ofthese two programs must be started.

Sociolinguistic and sociopedagogicalcharacteristics will be taken into account forthe determination of these centres. Theproposal will be communicated to the centres

School Board and the Municipal School Board,prior to the start of the annual studentsadmission process.

The particular design of each of thebilingual education programs that are appliedby the school, shall be approved by theSchool Board and sent to the correspondingTerritorial Directorate for Culture andEducation. Together with the application forauthorization, a certification of the SchoolBoard extraordinary session where it hasbeen approved, an analysis of thesociolinguistic situation of the context, and areport on the students linguistic reality will be

required.The Territorial Directorate for Culture andEducation will resolve the request of theProgressive Incorporation Program particulardesign. For this authorization, a joint reportcompiled by the Consultancy for Valencianteaching and the Education Inspectorate willbe prescriptive. Once the design is approved,the report will be sent to the GeneralDirectorate of Educational Innovation and

Language Policy (Teaching in ValencianService).

The particular designs of the ValencianTeaching Programs and the LinguisticImmersion Programs will be sent to the

General Directorate of Educational Innovationand Language Policy for his approval, oncethey have the Education Inspectorate report.

For the development of the bilingualeducation programs particular design, schoolsmay request the technical collaboration of theTeaching in Valencian Didactic AdvisoryService, dependent on the Directorate Generalof Educational Innovation and Language Policy.

When schools, on their behalf, request achange from a Progressive IncorporationProgram into a Valencian Teaching Program ora Linguistic Immersion Program, this must bedone before the annual students admission

process.All schools modifying their particular

program design after completing the studentsadmission process, will start the formalities forits approval before the beginning of the newschool year or else during the first quarter ofthe year in which the implementation of thenew particular program design starts.

The particular design of schoolsimplementing the Valencian ProgressiveIncorporation Program will include, among thenon-linguistic subjects, at least, the subject ofNatural, Social and Cultural Environment

taught in Valencian after the third level ofPrimary Education, in accordance with Article10 of Decree 79/1984 of 30th of July (DOGVAugust 23rd).

If parents or guardians desire the studentsto receive a different linguistic treatment, otherthan the one school is applying, in accordanceto its particular design, they will so declare itwithin the first 15 days of the school year. Thisrequest will be individually written andaddressed to the school so that appropriatemeasures can be provided, always according tothe schools organizational possibilities. FromSeptember 1st to 15 days after the beginning

of the class, schools will expose on the bulletinboard the particular designs of the Programsthey may apply.

When a modification of the programparticular design is desired, same proceduresas for the authorization will be followed, andthe process will start during the previousschool year of its application.

In bilingual education programs, all schoolmaterials in subjects that use Valencian as thelanguage for instruction will be in Valencian.


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Technical Training Course A / B UNIT 3

17

4.2. DPPS CONTENT IN A TEACHING THROUGH VALENCIAN PROGRAM OR APROGRESSIVE INCORPORATION PROGRAM

PRIMARY EDUCATION DPP

A. General objectives of the prescriptive curriculum for that level, contextualized

according to the educational reality and the demands of the school program.

A.1. Infant Educational Objectives

A.2. Primary Educational Objectives

B. Proportion of use in Valencian and Spanish as languages for instruction.

CYCLE SUBJECTS INVALENCIAN

SUBJECTS IN SPANISH ENGLISH

SECOND CYCLE OFELEMENTARY

EDUCATION

FIRST CYCLE OFPRIMARY EDUCATION

SECOND CYCLE OFPRIMARY EDUCATION

THIRD CYCLE OFPRIMARY EDUCATION

C. Time and sequence of systematic introduction for reading and writing in Valencian and

Spanish.

D. Methodological treatment of Valencian, Spanish and foreign language.

* as linguistic subjects.

* Methodological aspects for the treatment of Valencian and Spanish as languages for

instruction.

*Methodological and organizational aspects. Space and time distribution.

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.

4. 3. LINGUISTIC IMMERSION PROGRAM DPPS CONTENT

A. General objectives of the prescriptive curriculum for that level, contextualized

according to the educational reality and the demands of the school program.

A.1. Infant Educational Objectives

A.2. Primary Educational Objectives


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B. Proportion of use in Valencian and Spanish as languages for instruction.

CYCLE SUBJECTS INVALENCIAN

SUBJECTS IN SPANISH ENGLISH

SECOND CYCLE OFELEMENTARYEDUCATION

FIRST CYCLE OFPRIMARY EDUCATION

SECOND CYCLE OFPRIMARY EDUCATION

THIRD CYCLE OF

PRIMARY EDUCATION

C. Different schedules for the subjects along the different cycles. *

1st Cycle 2nd Cycle 3rd CycleAREA

1stlevel

2ndlevel

3rdlevel

4thlevel

5thlevel

6thlevel

Natural, Social and Cultural EnvironmentKnowledge

4 4 3 3 3 3

Arts Education 4 4 2 2 2 2,5Physical Education 3 3 2 2 2 2Spanish: Language and Literature 0 0 5 5 5 5

Valencian: Language and Literature 5 5 5 5 3 4Foreign Languages 1,5 1,5 2,5 2,5 3 3Mathematics 6 6 4 4 4 4Education for Citizenship and human rights 0 0 0 0 1,5 0Religion/ educational attention 1,5 1,5 1,5 1,5 1,5 1,5Total 25 25 25 25 25 25

see Annexes to the Order of 28th of August, 2007 (DOCV no. 5594 of 7 of September, 2007)

D. Moment and sequence for the reading and writing systematic introduction in

Valencian and Spanish.

E. Methodological treatment of Valencian, Spanish and foreign language.

* as linguistic subjects.

* Methodological aspects for the treatment of Valencian and Spanish as languages for

instruction.

*Methodological and organizational aspects. Space and time distribution.

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.


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5. BIBLIOGRAPHY

CONSELLERIA DE CULTURA, EDUCACI I CINCIA, 1989. Dossier d'Ensenyaments en valenci.Suport nm

3, Generalitat Valenciana

ESCOLANO, J., ESPAA, A., MIR, M., PASCUAL, A. 1992. El Projecte i el Pla de Normalitzaci Lingstica

d'un centre d'Educaci Infantil i Primria.Nm. Extraordinari, Generalitat Valenciana.

ESPAA, A., PASCUAL, V., 1993. Guia per a l'Anlisi del Context del Centre. Nm. Extraordinari,

Generalitat Valenciana.

ORIOLA, R, SORIANO I CABO, M.J., CUNYAT, S., MONCLS, C., 1992. El Programma d'Immersi.Suport

nm. 8, Generalitat Valenciana.

PASCUAL, V., SALA, V., 1991. Un model educatiu per a un sistema escolar amb tres llenges. 1.Proposta organitzativa,Generalitat Valenciana.

PASCUAL, V., SALA, V., 1991. Una proposta de planificaci educativa dins el model d'enriquiment

d'educaci bilinge en el sistema valenci. Suport 5, Generalitat Valenciana.

PASCUAL, V., 2006. El tractament de les llenges en un model d'educaci plurilinge.(Suport nm.

15), Generalitat Valenciana.

Trilingual Primary Education in Europe. Inventory of the provisions for trilingual primary education

in minority language communities of the European Union

Mercator-Education. The European network for regional or minority languages and education

LEGISLATION

All regulations related to the subject can be found by clicking the "Legal Framework" at

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

unit 3 student the legal framework

Documents