UNIT 3: MULTILINGUALISM IN THE EDUCATIONAL SYSTEM

Sara Navarro
Mind Map by Sara Navarro, updated 8 months ago
Sara Navarro
Created by Sara Navarro 8 months ago
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Mind Map on UNIT 3: MULTILINGUALISM IN THE EDUCATIONAL SYSTEM, created by Sara Navarro on 01/30/2020.

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UNIT 3: MULTILINGUALISM IN THE EDUCATIONAL SYSTEM
1 The Education System and Languages in Contact
1.1 The legal framework
1.1.1 Obligatory Secondary Education, Batxillerat and Vocational Education Training
1.1.2 Pre-primary Education
1.1.3 Multilingualism
1.1.4 General Regulations
1.1.5 Adult Education
1.1.6 Official certificates entitling language-based subject teaching
1.2 Bilingual Educational models
1.2.1 Consell Valencià de Cultura: when 2 languages are in contact, pupils should be fully exposed to the least widespread one
1.2.2 Acadèmia Valenciana de la Llengua: teaching and learning on and in Valencian should be completed, not replaced by other language
1.3 Valencian linguistic model
1.3.1 Languages in the Valencian education model
1.3.1.1 Valencian
1.3.1.2 Spanish
1.3.1.3 English
1.3.1.4 Other foreign tongues
1.3.2 Objectives of the multilingual and intercultural education programme
1.3.2.1 Guarantee students in Valencian education acquire linguistic competence
1.3.2.1.1 Speaking & writing in both official languages, proficiency in 1 or + foreign languages & enriching cultural contact with extra-curricular languages
1.3.2.1.2 Interest & curiosity about languages. Knowledge about them
1.3.2.2 Guarantee = opportunities for all students in Valencian education
1.3.2.3 Guarantee social & institutional use of Valencian within the education system
1.3.3 Basic language reference levels
1.3.3.1 On finishing obligatory education: B1 Valencian & Spanish, A1 in 1st foreign language
1.3.3.2 On finishing post-obligatory pre-university stages: B2 Valencian & Spanish, A2 in 1st foreign language
1.3.4 Multilingual and Intercultural Education Programme (MIEP)
1.3.4.1 Time devoted to official languages<25%
1.3.4.2 Time devoted to foreign language: 15-25%
1.3.4.3 To calculate those %, will be counted:
1.3.4.3.1 Lessons of Valencian & Spanish
1.3.4.3.2 Lessons of oral communicative competence
1.3.4.3.3 Lessons of other subjects in official languages
1.3.5 Language distribution across stages
1.3.5.1 Second pre-primary education cycle
1.3.5.2 Primary education
1.3.5.3 Obligatory secondary education and batxillerat
1.3.5.4 Special education
1.3.5.5 Adult education
1.3.5.6 Vocational Education Training
1.3.6 Language distribution for newly arrived students and adult education
1.3.6.1 Newly arrived students
1.3.6.1.1 Curriculum accommodation
1.3.6.2 Adult education
1.3.6.2.1 Curriculum accommodation
1.3.7 Promotion of Valencian and improvement of foreign language skills
1.3.7.1 Public-funded schools: Valencian 50%, English 25%
1.4 The school language project (SLP)
1.4.1 SPL is a tool by which every school articulates and customises the MIEP
1.4.2 Structure of SLP (3 parts)
1.4.2.1 Plan defining learning languages stating
1.4.2.2 School language normalisation plan
1.4.2.3 Project assessment tools
1.4.3 Drafting and approval
1.4.3.1 SPL will be in forced in 4 years, after it will be assessed and modified if necessary
1.4.4 Repercussion on the annual general plan and the improvement action plan
1.4.4.1 School annual general plan will contain all measures, improvements and innovations previewed by the SLP.
1.5 Classroom didactic intervention
1.5.1 Valencian teachers adapt SLP to their lessons and take CLIL as reference framework
1.6 Foreign language skill accreditation of teachers
1.6.1 Minimum CEFR certificate to teach in Valencian, Spanish or English=C1
1.6.2 Provisional measure until 2026-2027=English B2
1.7 Implementation time schedule and applicable regulations in the meantime
1.7.1 2018-2019: Pre-primary and 1st cycle of primary education
1.7.2 2019-2020: 2nd and 3rd cycles of primary education and special education
1.7.3 2020-2021: Obligatory secondary education, batxillerat, vocational education training and adult education
1.8 Bilingual and multilingual programmes before Law 4/2018
1.8.1 Primary education
1.8.1.1 Multilingual Programme of Valencian Teaching: Valencian basic learning language
1.8.1.2 Multilingual Programme of Spanish Teaching: Spanish basic learning language
1.8.2 Obligatory Secondary Education and batxillerat
1.8.2.1 Teaching through Valencian programme
1.8.2.2 Progressive incorporation programme
1.8.3 Organisational documents for bilingual and multilingual programmes
1.8.3.1 School Educational Project
1.8.3.2 Linguistic Normalisation Plan
1.8.3.3 The Particular Programme Design
1.8.3.4 The School Linguistic Programme
2 Internationalisation and its importance in the Educational System
2.1 Internationalisation alternatives. MECD programmes and other programmes
2.1.1 Personnel
2.1.1.1 Education Counsellors
2.1.1.2 Education Aggregates
2.1.1.3 General Secretaries
2.1.1.4 Teaching Technical Consultants
2.1.1.5 Teachers
2.1.2 Centres
2.1.2.1 Education offices
2.1.2.2 Schools
2.1.2.3 Resource centres
2.1.3 MECD programmes
2.1.3.1 Schools owned by the Spanish State
2.1.3.2 Mixed ownership schools
2.1.3.3 School groups of Spanish language and culture
2.1.3.4 Spanish sections at schools owned by other states
2.1.3.5 European Schools
2.1.3.6 Bilingual sections in Central Europe, Eastern Europe, China and Turkey
2.1.3.7 Covenant schools
2.1.3.8 International Spanish Academies
2.1.3.9 Spanish private schools abroad
2.1.4 Other programmes
2.1.4.1 Visiting teachers to USA, Canada and UK
2.1.4.2 Language assistants
2.2 Erasmus +
3 The Common European Framework of Reference
3.1 Recommendations, contributions and orientations of the Council of Europe for the teaching and learning of languages
3.1.1 The Council of Europe
3.1.1.1 International organisation created in 1949
3.1.1.2 Council of Europe ≠ European Union
3.1.1.3 Aims to:
3.1.1.3.1 Facilitate cooperation among institutions
3.1.1.3.2 Consolidate recognition of language qualifications
3.1.1.3.3 Help enhance multilingualism in multicultural enviroment
3.1.1.3.4 Protect and develop diversity for the heritage of linguistic diversity
3.1.1.3.5 Promote effective international communication
3.1.1.3.6 Facilitate communication anf mobility of European cirizens
3.1.1.4 49 members
3.1.2 The Common European Framework of Reference
3.1.2.1 Lays basis for design language materials in Europe
3.1.2.2 Main goal: offer equal opportunities
3.1.2.3 Describes what to learn in a language to be effective and communicative
3.1.2.4 Specifies the skills needed to interact effectively
3.1.2.5 Defines language competence levels
3.1.3 Multilingualism
3.1.3.1 Knowledge and coexistence of different languages in a given society
3.1.3.2 Attained by:
3.1.3.2.1 Diversifying languages offered in educational system
3.1.3.2.2 Encouraging pupils to learn +1 foreign language
3.1.3.3 Aims to:
3.1.3.3.1 Develop a linguistic repertory (all linguistic abilities have a place)
3.2 The Common Reference Levels
3.2.1 Flexibility in a branching approach
3.2.1.1 Levels divided into 3 big blocks
3.2.1.1.1 A1 & A2 (Basic)
3.2.1.1.2 B1 & B2 (Independent)
3.2.1.1.3 C1 & C2 (Proficient)
3.2.2 Communicative language competences
3.2.2.1 Scaled descriptors for linguistic, pragmatic and sociolinguistic competences
3.2.2.1.1 Listening
3.2.2.1.2 Reading
3.2.2.1.3 Spoken interaction
3.2.2.1.4 Spoken production
3.2.2.1.5 Writing
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