PLURILINGUALISM Begoña del Rio Rebeca Talens Fernando Solsona Laura Martínez Yolanda Domínguez

Plurilingualism / multilingualism Situation wherein a person who has competece in more than one language can switch between languages –from one laguage to another and viceversa- according to the circumstances at hand for the purpose of coping with a social matter Hola Hello Γεια σας Zdravo Добры

Plurilingualism / multilingualism It is connected to situations wherein multiple languages exist side-by-side in a society but are utilized separately.

The recent developments in the Council of Europe’s Language Programme have been designed to produce tools for use by all members of the language teaching profession in the promotion of plurilingualism (ELP)

THE COMMON REFERENCE LEVELS Created Council Of Europe Aim The organization of language learning, to be recognized in all Europe.

Communicative language competences Language competence is a broad term which includes 1. Linguistic or grammatical competence

Communicative language competences Language competence is a broad term wich includes 2. Discourse competence

Communicative language competences Language competence is a broad term wich includes 3. Sociolinguistic or sociocultural competence

Communicative language competences Language competence is a broad term wich includes 4. What might be called textual competence

Communicative language competences Language competence is a broad term wich includes Always taking into account the scale descriptors in order to give an overview

Communicative language activities & strategies Language competence is best developed in the context of activities or tasks where the language is used for real purposes, in practical applications

Communicative language activities & strategies Communicative language activities can be WITH WITHOUT

Communicative language activities & strategies Strategies are considered tools to fulfil the demands of communication according to an specific purpose.

Communicative language activities & strategies The use of these strategies can be seen as the application of the metacognitive principles

Productive activities & strategies Include both speaking and writing activities ORAL PRODUCTION - Singing - Speaking spontaneously - Addressing audiences

Productive activities & strategies Include both speaking and writing activities - Writing reports - Creative and imaginative writings - Writing personal or business letters WRITING PRODUCTION

Legal framework 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 (L.O. 2/2006) LOMCE (L.O. 8/2013)

Legal framework Specific regulation Specificr egulation for Infant & Primary Education Specific regulation for Secondary Education Plurilingualism legislation. The most important is the Decree127/2012

Objetives Plurilingualism Decree 1. To improve the linguistic competence in foreign languages, Valencian and Spanish 2. To give a coofficial treatment to Valencian and Spanish 3. To respond to the growing social demand to advance towards plurilingualism societies 4. To acknowledge the efforts made by our teaching centers 5. To encourage and stimulate plurilingual programs 6. To facilitate the indispensable teacher training in curricular languages and in the specific methodology required for the application of plurilingual programs

Bilingual educational models Objetives Model Addresses The most spoken language is used for teaching and the less spoken language tends to disappear Compensatory To the speakers of the less spoken language. The less spoken language is studied as a subject Manteinance Both languages have to be studied as a subject and used as a vehicular language by the two collectives of speakers. Enrichment To the whole community.

Programs in the Valencian educational system Spanish speaking predominant areas Valencian as a subject Optionally, a bilingual educational program which can be developed

Programs in the Valencian educational system Valencian speaking predominant areas Teaching through Valencian Program (PEV) Linguistic Immersion Program (PIL) Progressive incorporation program (PIP)

Programs in the Valencian educational system PIP PIL PEV These enriched programs have now converted into two plurilingual programs… PPEV PPEC Valencian teaching Plurilingual Program Spanish teaching Plurilingual Program … depending on the language base of the program

Conclusions All of these programs can be developed in Valencian or in Spanish speaking areas

Plurilingual programs can be changed by the educational centers Conclusions Plurilingual programs can be changed by the educational centers

Conclusions All schools implementing a bilingual or plurilingual education program should write one or more specific designs of documents, depending on the programs that are applied

Conclusions Each program follows a specific process in order to have the authorization

Begoña del Rio Rebeca Talens Fernando Solsona Laura Martínez Yolanda Domínguez