Unit 1: Legal framework- Introduction
Unit 1: Legal framework. The bilingual and plurilingual educational programs.
Organizational and pedagogical management documents.
This module will study the different regulations governing language programs and
organizational and pedagogical documents that are needed.
It also shows the linguistic models that have been implemented in schools so far, as well as
the new model originated by the decree of plurilingualism.
With this thematic unit it is intended that teachers who use foreign language in non-linguistic
areas get a legal and organizational basis of our educational system in terms of languages
and thus adapt their teaching within this framework.
Outcomes
OBJECTIVES
1. To take 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. To know the general organization of the 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- To know the different DPP sections and their implementation in bilingual and plurilingual
educational programs.
General Regulation
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)
- LOMCE (L.O. 8/2013)
Infant and Primary Education
Decree 108/2014, of Primary Education curriculum (DOCV No. 7311, date 07.07.2014)
Decree 38/2008, of Infant Education curriculum (DOCV No. 5734, date 3.04.2008)
Decree 233/1997 approving the ROF of Infant and Primary schools (DOGV núm. 3.073,
date 08.09.1997).
Resolution of 30th of July, 2008, establishing the basic requirements, criteria and procedures
for applying a plurilingual education program that enables the promotion of a first approach to the
English language in the second cycle of infant education in schools (DOGV núm. 5832, date
21.08.2008)
Order of 30th of June, 1998 establishing the basic requirements, criteria and procedures for
implementing an enriched bilingual education program in Primary Education. (DOCV núm. 3285,
date 14.07.1998)
Order of 23 of November 1990, from the Conselleria of Culture, Education and Science, by
which the Decree 79/1984, of the 30th of July, for the application of Law 4/1983, regarding the
Use and teaching of Valencian is specified.
Order 46/2011, of the 8th of June, fron the Conselleria of Education, by which the transition
between the stage of Primary Education to Secondary Education in the Valencian Community is
regulated.
Royal Decree 1594/2011, of the 4th of November, by which the teaching specialities of the body
of teachers who are carrying out their functions in the stages of Infant Education and Primary
Education regulated by the Education Organic Law 2/2006, of the 3rd of May, are established.
All these regulations can be found in:
http://www.edu.gva.es/ocd/sedev/val/legal.htm
Secondary Education
Decree 87/2015, of Secondary Education and Batxillerat (DOCV No. 7544, date 10.06.2015)
Decree 8/1998 by which the general organisation of teaching for Specific Vocational Training is
established
Decree 234/1997 by which the ROF at Compulsory Secondary Schools is approved.
Resolution of the 3rd of February 2012, from the General Direction of Ordination and
educatonal centres, by which tha application of the Electronic European Language Portfolio, e
PEL (+14), in Secondary Education Schools, adult training schools and schools of languages in
the Valencian Community is regulated, and the requirements for its apllication are established.
Plurilingualism legislation
Decree 127/2012, de 3 d’agost, from the Valencian Goverment, by which plurilingual
teaching is regulated at non university levels in the Valencian Community.
Resolution of the 1st of October 2012, from the Genaral Direction of Educational
Innovation, Ordination and Quality, by which instructions regarding the application of
Decree 127/2012, of the 3rd of August, from the Valencian government, by which the
plurilingualism at the non universitary levels is regulated.
Order 19/2011, from the 5th of April, from the Conselleria of Education, by which the
network of Plurilingual schools in the Valencian Community is established.
1. Valencian is one of the official languages of the Valencian Community.
2. Learning the Valencian language is compulsory in the Valencian Education System.
3. All students must achieve an equal command 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 of instruction.
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. Education administration has to foster and move towards plurilingualism 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 use it.
2. The other Spanish languages are also official in the respective Autonomous Communities in
accordance with their Statutes.
3. The richness of the linguistic modalities of Spain is a cultural heritage that is an object of special
respect and protection.
Organic law 1/2006 (Statute of Autonomy of the Valencian Community, DOGV núm. 5238)
Article 6.
1. The language of the Valencian Community is Valencian.
2. Valencian is the official language in the Valencian Community, as is Spanish, which is the official
language of the state. Everyone is entitled to know them and use them and to receive teaching of
Valencian and in Valencian.
3. The Government will guarantee the normal and official use of the two official languages, and will take
the necessary measures to ensure their knowledge.
4. No one shall be discriminated against because of their language.
5. Special protection and respect for the recovery of the Valencian language is granted.
6. The law shall establish the criteria for applying the autonomous language in administration and
education.
7. Predominant areas where one language or the other are used, are established by the Law, as well as
those cases when a person can be exempted from the teaching and the use of Valencian.
8. The Valencian Language Academy is the institution that establishes the norms for the Valencian
language.
LAW OF USE AND TEACHING OF VALENCIAN
Article 19.
2. (…), at the end of the cycles in which the incorporation of Valencian teaching is declared mandatory,
and of which language students have initiated their studies in, an equal level of competence in Valencian
and in Spanish, both orally and in writing, should be achieved.
ORGANIC LAW OF EDUCATION (LOE)
Primary Education
Article 17. Objectives.
e) To know and use the Spanish language appropriately and, if applicable, the co-official language of the
Autonomous Community, and develop reading habits.
f) To acquire basic communicative competence in at least one foreign language to enable the spaekers
to express and understand simple messages and get by in everyday situations.
Secondary Education
Article 23. Objectives.
h) To understand and produce complex texts and messages correctly both orally and in writing in
Spanish and, where applicable, in the co-official language of the Autonomous Community. To Get to
know, read and study literature.
i) To understand and for learners to express themselves appropriately in one or more foreign languages.
Baccalaureate
Article 33. Objectives.
e) Master both orally and in written form the Spanish language and, where applicable, the co-official
language of the Autonomous Community.
f) For elarners to express themselves accurately and fluently in one or more foreign languages.
PLURILINGUAL DECREE
Objectives
To improve the linguistic competence of the citizens of the Valencian Community, in foreign
languages as well as in Valencian and Spanish.
To give a coofficial treatment to languages that guarantees the acquisition of linguistic
competences both in Valencian and in Spanish.
To respond to the growing social demand to advance progressively towards plurilingualism and
linguistic diversity which defines the most advanced societies.
To acknowledge the efforts made by the Valencian Community teaching centres towards
plurilingualism.
To encourage and stimulate the already existing plurilingual programs
To facilitate the indispensable teacher training in curricular languages and in the specific
methodology required for the application of plurilingual programs.
The Education System regarding the situation
of languages in contact: Bilingual Educational
Models.
2.1 . BILINGUAL EDUCATIONAL MODELS
Bilingual educational models
Objectives
Model
The most spoken language
becomes, the sooner the
better, the only language
used in teaching, and the
subordinated
language
remains finally as a mere
subject
or
disappears
compensatory
or transitional
Only the speakers of the less
spoken language The two
languages in contact have to
completely.
be studied as a subject and
used as a vehicular language
The less spoken language is
studied as a subject, being
used as a vehicle in teaching
only for students that have it
as their mother tongue, but
not by users of the most
spoken language.
Addresses
manteinance
in teaching by the two
collectives of speakers: the
less spoken and the most
spoken language.
The two languages in contact
have to be studied as a
subject and used as a
vehicular
language
in
teaching
by
the
two
collectives of speakers: the
less spoken and the most
spoken language.
enrichment
Designed for the whole
community and not just for
the less spoken language
speakers.
2.2. BILINGUAL AND PLURILINGUAL EDUCATIONAL PROGRAMS
Up until now the bilingual education enrichment model aimed that students should reach 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 plurilingual education
was and is that all students, regardless of their geographic origin, regardless of their usual
language, and their sociocultural backgrounds, were to achieve the same objectives at the
end of compulsory education. But if we look at the reality in schools, several factors,
including the socio linguistic context, the diversity of students and the attitudes and
expectations of parents, make up quite diverse application contexts throughout our different
territories. Consequently, the heterogeneity of these starting positions has marked
differences in 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.
Therefore, we offered an education system which was structured in bilingual educational
programmes and, more recently, plurilingual: 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, had to achieve the objectives in all the languages of the curriculum. A
series of didactic and organizational strategies, based on psycholinguistic and socio
linguistic reality in order to achieve predetermined goals, were adopted.
Attending to the growing social demand to incorporate more presence of foreign languages
at schools for personal and professional development, the Plurilingual Educational
Programs have gained more and more strength. These programmes are 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 who are linguistically and culturally diverse
from the beginning, with competence in two or more languages, an optimal command of one
or two foreign languages, the contents of different subjects, and an enriching sociocultural
integration.
Plurilingual Educational Programs in the Valencian Community articulate the referred
factors to:
- The curriculum area: vehicular use of languages (Specific Design of the Program, DPP or
School Linguistic project, SLP).
- The use of Valencian area: administrative or social, academic or pedagogic management,
didactic interaction, interrelation with social-family context
Therefore, all the organizational documents of the centre must be consistent with the
programme chosen in order to meet the specific requirements of the school context.
2.3. CLASSIFICATION OF BILINGUAL AND PLURILINGUAL EDUCATION PROGRAMS
IN THE VALENCIAN EDUCATIONAL SYSTEM.
The classification of programs has been based on three elements: the territory, the basic
learning language and student’s 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 plurilingualism
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.
All these enriched programs have now converted into two plurilingual programs:
When Valencian is the language base the program will be called : Valencian Teaching
Plurilingual Program, PPEV.
When Spanish is the language base the program will be called: Spanish Teaching
Plurilingual Program, PPEC.
Teaching through Valencian Program (PEV)
In predominant Valencian speaking areas, centres with a majority of Valencian speaking
students may take, when the socio linguistic context conditions so allow it, the Teaching
through Valencian Program, which will involve the use of Valencian as a basic learning
language throughout 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 programmes continue as
a Teaching through Valencian program in secondary school (ESO), in a coherent way.
Progressive Incorporation Program (PIP)
Primary: Schools located in predominant Valencian speaking areas that do not apply the
Teaching through Valencian Programme or Linguistic Immersion Programme; adopt the
Progressive Incorporation Programme, in which the basic language for learning is Spanish.
The Specific 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 what has been applied in
Primary Education. This program involves the use of Valencian as a vehicular language in a
number of nonlinguistic 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 predominantly 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.
In this respect, Resolution of 30th of July, 2008 lays down the basic requirements, criteria
and procedures to implement a plurilingual education program that allows a first approach in
promoting English language in the second cycle of infant education from 4-year-olds
onwards in schools teaching part of the curricular contents through this language.
From 2010 onwards, Secondary Schools could apply for the experimentation of the
plurilingual program. The requirements can be seen on the following website:
http://www.edu.gva.es/ocd/sedev/val/pluri_sec.htm
Schools, up until now, that voluntarily wished to join the program had to prepare a new
version of their DPP in which, based on the previous bilingual program, a teaching
methodology for each of the curricular languages , and as for their use as languages of
instruction, among other contents, had to be defined.
With the publication of the Decree of plurilingualism, schools have to coexist with the
enriched plurilingual programmes and organizational documents (DPP & PNL) and the new
plurilingual programme and the school linguistic project (PLC).
Centres will propose the program or programs to be applied through their Linguistic Project.
Both programs have to take into account the vehiculation in Valencian and in Spanish.
The Spanish Teaching Plurilingual Program, from the first year of Primary Education, will
vehiculate Social and enviromental studies in Valencian, in those municipalities where
Valencian is predominant. And it will be vehiculated in Spanish, in those municipalities where
Spanish is the predominant language.
Students have to achive the same linguistic competence in Valencian and in Spanish when
finishing Primary Education, except when exemptions are applied (Law of Use and Teaching
Valencian).
2.4. ORGANIZATIONAL DOCUMENTS THAT ARTICULATE
PLURIILINGUAL EDUCATION PROGRAMS IN SCHOOLS
BILINGUAL
AND
Within the framework of the school educational project, all schools implementing a bilingual
or plurilingual education program should write one or more specific design of programs,
depending on the programs that are applied and the Linguistic Normalization Plan and with
the plurilingual decree, with 3 years old Infant, they have to implement the school linguistic
project. The relevant documents must also be written, in order to be included in the PGA.
1983-2012
PEC
2012-...
PGA
PEC
PGA
- Annual
Situation of the
Teaching
Use
. Programme
Particular
- Annual Situation of
the
Design (DPP)
Programme Particular
Design
- Linguistic
Normalization Plan
(PNL)
- Annual Linguistic
Normalization Plan
(PANL)
- Assessment of last
school year PANL
- Linguistic
School Project
(PLC)
School
Linguistic
Project
- Linguistic
Normalization
Plan (PNL)
- Annual
Linguistic
Normalization
Plan
(PANL)
- Assessment of
last
school year
PANL
Conselleria of Culture, Education and Science
Resolution 2074 of 21st of July, 1997, from the General Secretariat and the General
Direction of Schools, Arrangement and Educational Innovation, and Language Policy
and Personnel, approving the instructions for the organization of primary and infant
education schools for the academic year 1997-98. (97/X9385)
3. OPERATING SYSTEM
3.1. School Educational Project
The development and content of the school educational project will comply with the organic
and functional regulation of elementary and primary public schools. The Project will be
written beginning with an analysis of the specific needs of students and the school
socioeconomic, socio linguistic and cultural context, and within the frame of the bilingual
education program that is being applied.
3.1.1. Linguistic Normalization Plan.
The Linguistic Normalization Plan is contained within the School Education Project and 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 context and educational
interaction.
c)Timing.
d)Plan Assessment criteria. For the development of the Linguistic Normalization Plan,
schools will have the guidance and support from the Didactic Consultancy for Language
Teaching, dependent on the General Direction for Educational Innovation, Organization and
Quality.
3.1.2. Bilingual and plurilingual education Programs
In predominant Valencian speaking areas, as stated in Article 35 of Law 4 / 1983, of Use and
Education of Valencian, all schools will apply one or more bilingual education programs. The
bilingual education programs will articulate a set of normalizing and organizational curricular
components, in order to achieve the specified objectives in both the Law for the Use and
Teaching of Valencian and the Organic Law of General Management of the Education
System, and these will be the following:
Teaching through Valencian Programme:
In predominant Valencian speaking areas, schools with a major number of Valencian
speaking students may go for a Valencian teaching Program , when sociolinguistics
conditions of the context so allow it, and that implies the use of Valencian as a basic learning
language throughout compulsory schooling. Decree 79/1984, of July 30th, Article 9 (DOGV
August 23rd).
Linguistic Immersion Program:
Schools that have a major Spanish speaking number of students, predominantly located in
the predominant Valencian speaking areas, may take the linguistic immersion program,
where, counting on the voluntary choice of families and the respect to the students usual
language, they can achieve mastery of both official languages and optimum performance in
the contents of other subjects, through a specific methodology. Order of 23rd of November,
1990 (DOGV March 4 and correction of errors on 10 July 1991), and Order of 12th of May,
1994 (DOGV of 19th of July).
Valencian Progressive Incorporation Programme:
Schools located in predominantly Valencian speaking areas that do not apply the Valencian
language teaching program or linguistic immersion program, will go for the Progressive
Incorporation program in which the basic language for learning is Spanish. Decree 79/1984,
of July 30th, Article 10 (DOGV August 23rd). The Education Project will include the specific
design of the program of each of the bilingual education programs that the school applies, in
predominant Valencian speaking areas, stated in Article 35 of Law 4 / 1983 of the Use and
Teaching of Valencian. Schools located in predominant Spanish speaking areas, stated in
Article 36 of the same law and who wish to join a bilingual education program, must count on
the parents or guardians’ expressly stated will and on the centres organizational possibilities,
to start with.
The specific design of the program (DPP) consists of the specifications and the
contextualizing of a bilingual education program to the school’s own reality, and at the same
time, consists of a set of previous decisions taken into account for the writing of organization
and management education documents.
The specific design of the program will include:
a) The general objectives of the prescripted curriculum for that level, contextualized
according to the school’s educational reality and the requirements of the program itself.
b) The proportion of the use of Valencian and Spanish as languages of instruction.
c) The schedule of the different subjects in the different cycles, respecting the minimum
established in the second and third paragraphs of the Order of 12 of May, 1994 (DOGV July
19th). (This point c) will only be prescriptive for schools that apply the Linguistic Immersion
program).
d) Moments and sequence of reading and writing systematic introduction in both Valencian
and Spanish.
e) Methodological treatment for the different languages: Spanish, Valencian and foreign
language.
f) Provision of activities for new students joining the Valencian education system and
who may require specific attention to replace their low linguistic competence in one of the
official languages.
All schools will write the specific design of the program of each of the bilingual education
programs that they apply.
The dossier for the authorization of the Valencian Teaching Program or the Linguistic
Immersion program may be initiated by the school or by the parents or guardians will. In
addition, the Conselleria of Culture, Education and Science, each school year, based on a
proposal from the Directorate General for Educational Innovation and Linguistic Policy, will
determine in what other schools any of these two programs must be started.
Socio linguistic and socio pedagogical characteristics will be taken into account for the
determination of these centres. The proposal will be communicated to the centre’s School
Board and the Municipal School Board, prior to the start of the annual students admission
process. The specific design of the program of each of the bilingual education programs that
are applied by the school, shall be approved by the School Board and sent to the
corresponding Territorial Directorate for Culture and Education. Together with the application
for authorization, a certification of the School Board's extraordinary session where it has
been approved, an analysis of the socio linguistic situation of the context, and a report on
the students' linguistic reality will be required.
The Territorial Directorate for Culture and Education will resolve the request of the
Progressive Incorporation Program specific design. For this authorization, a joint report
compiled by the Consultancy for Valencian teaching and the Education Inspectorate will be
prescriptive. Once the design is approved, the report will be sent to the General Directorate
of Educational Innovation and Language Policy (Teaching in Valencian Service).
The specific designs of the Valencian Teaching Programs and the Linguistic Immersion
Programs will be sent to the General Directorate of Educational Innovation and Language
Policy for their approval, once they have the Education Inspectorate report. For the
development of the bilingual education specific design of programs, schools may request the
technical collaboration of the Teaching in Valencian Didactic Advisory Service, dependent on
the Directorate General of Educational Innovation and Language Policy.
When schools, on their behalf, request a change from a Progressive Incorporation Program
into a Valencian Teaching Program or a Linguistic Immersion Program, this must be done
before the annual students admission process. All schools modifying their specific design
program after completing the students' admission process, will start the formalities for its
approval before the beginning of the new school year or else during the first quarter of the
year in which the implementation of the new specifc design program starts.
The specific design of schools implementing the Valencian Progressive Incorporation
Program will include, among the non-linguistic subjects, at least, the subject of Natural,
Social and Cultural Environment taught in Valencian after the third level of Primary
Education, in accordance with Article 10 of Decree 79/1984 of 30th of July (DOGV August
23rd).
If parents or guardians desire the students to receive a different linguistic treatment, other
than the one the school is applying, in accordance to its specific design, they will so declare
it within the first 15 days of the school year. This request will be individually written and
addressed to the school so that appropriate measures can be provided, always according to
the school’s organizational possibilities. From September 1st to 15 days after the beginning
of classes, schools will display the specific designs of the Programs they may apply on the
bulletin board.
When a modification of the specific design program is desired, the same procedures as for
the authorization will be followed, and the process will start during the previous school year
of its application. In bilingual education programs, all school materials in subjects that use
Valencian as the language for instruction will be in Valencian.
The Specific Design of the Program.
Development; content and implications.
3.1. THE SPECIFC DESIGN OF THE PROGRAM (DPP)
The DPP is the specification and the contextualizing of a bilingual or plurilingual education program to
each school’s particular reality. It is a fundamental document in educational planning because:
- It allows the specific appropriate program for each school to be apllied.
- It must be approved by the School Board and should allow the discussion and debate about aspects
and decisions concerning the use of languages for instruction.
- Its development is previous to the PCC’s.
- It allows the educational administration to become aware of the situation of teaching and use of
different languages in each school.
- It allows the revitalization and promotion of the vehicular use of Valencian language among the
different groups of the educational community in each school.
- It allows the taking of decisions regarding the use of Valencian or any other foreign languages as
vehicular languages, that should be taken into account afterwards for the rest of the aspects included in
the School Education Project (PEC).
The DPP must be developed by all schools located in a predominant Valencian speaking area and by
those schools that, being located in a predominant Spanish speaking area, wish to implement any of the
bilingual or plurilingual educational programs. For its development, schools may request the technical
collaboration of the Consultancy for Languages Teaching.
Each specifc design of the program applied in schools must be approved by the School Board of the
centre and sent to the relevant Regional Directorate of Education. Together with the request for
authorization, a certification of the School Board extraordinary session in which it has been approved, an
analysis of the sociolinguistic situation of the context and a report on the students linguistic reality, are
required.
All requests for the implementation of plurilingual programs must be authorized, if they fulfilled the
requirements stated by the regulations, by the same General Direction.
3.2. DPP’S CONTENT IN A TEACHING THROUGH VALENCIAN PROGRAM OR A PROGRESSIVE
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.
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.
3.3. LINGUISTIC IMMERSION PROGRAM DPP’S 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
D. Timing and sequence for the systematic introduction of reading and writing 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.
3.4 DPP DESIGN IN SECONDARY EDUCATION
0. INTRODUCTION (Secondary School characteristics and context, characteristics of the attached
primary schools and the linguistic programs they use, objectives of the DPP of the Secondary School)
1. General Objectives of the official curriculum of Compulsory Secondary Education, Batxillerat and
Vocational Training. Decree 112/2007, 20th July – Curriculum of Secondary Education (DOCV 5562,
24th July, 2007).
Basic Competencies – Royal Decree 1105/2014 (basic curriculum of Secondary Education and
Bachillerato) and Orden ECD/65/2015, describing the relationships between competencies, contents
and assessment criteria)
Decree 87/2015, 5th June – Curriculum of Secondary Educationa and Batxillerat (DOCV 7544 10th
June, 2015)
Decree 8/1998, 3rd February, Vocational Training (DOGV 3182, 12th February, 1998)
2. Methodological treatment of the different languages, as linguistic areas and methodological treatment
of Valencian, Spanish and foreign language as vehicular languages.
3. Treatment of students who need individual attention due to their low performance in any of the official
languages.
4. Proportion of use in Valencian, Spanish and foreign language/s in the different programs, cycles,
levels and groups.
We use the same kind of grid for the areas, subjects and modules in Batxillerat and vocational Training.
5. Forecast of the teachers’ distribution according to their linguistic competence in the different
languages in which they can teach.
6. The Provision of activities for new students joining the Valencian education system, who may require
specific attention to replace their low linguistic competence in one of the official languages.
3.6. SCHOOL LINGUISTIC PROJECT
With the current documents (DPP and PNL) new ones will have to be done starting on Infant Education
and following the application of the decree as the annex indicates.
The School Linguistic project is the teaching centre's document where all the curricular and
organisational measures taken for the development of the linguistic programmes are specified.
It includes:
1. Details of the teaching centre/school
2. Context analysis
3. Authorised programmes
4. Applied programmes
5. Linguistic Objectives
6. Introduction to reading and writing
7. Methodologies to integrate languages
8. Gradation of Language Integrated Treatment
9. Organisation of human and material resources
10. Teacher training
11.The Centre's project to improve the aplication of the plurilingual program
12. Implementation calendar
13. Linguistic normalization Plan
The project will folllow the procedure that is shown bellow:
State Schools
Independent Schools
Bibliography
4. BIBLIOGRAPHY
CONSELLERIA DE CULTURA, EDUCACIÓ I CIÈNCIA, 1989. Dossier d'Ensenyaments en
valencià. Suport núm 3, Generalitat Valenciana.
ESCOLANO, J., ESPAÑA, A., MIRÓ, M., PASCUAL, A. 1992. El Projecte i el Pla de
Normalització Lingüística d'un centre d'Educació Infantil i Primària. Núm. Extraordinari,
Generalitat Valenciana.
ESPAÑA, A., PASCUAL, V., 1993. Guia per a l'Anàlisi del Context del Centre. Núm.
Extraordinari,
Generalitat Valenciana.
ORIOLA, R, SORIANO I CABO, M.J., CUNYAT, S., MONCLÚS, C., 1992. El Programa
d'Immersió. Suport núm. 8, Generalitat Valenciana.
PASCUAL, V., SALA, V., 1991. Un model educatiu per a un sistema escolar amb tres
llengües. 1.
Proposta organitzativa, Generalitat Valenciana.
PASCUAL, V., SALA, V., 1991. Una proposta de planificació educativa dins el model
d'enriquiment
d'educació bilingüe en el sistema valencià. Suport 5, Generalitat Valenciana.
PASCUAL, V., 2006. El tractament de les llengües en un model d'educació plurilingüe.
(Suport núm. 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