Pilar P

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Pilar Pérez EsteveStrasbourg, 8-10 June 2009
Languages of schooling and the right to
plurilingual and intercultural education
The Spanish Curriculum competence descriptors in
linguistic and non-linguistic subjects
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Background
The Ministry of Education is responsible
for Common (core) curriculum (at least 55 of
each Autonomous Community Curriculum)
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Spanish core curriculum. Structure

• Primary / Secondary Compulsory Education
• Basic competences
• Linguistic competence
• Mathematical competence
• Knowledge and interaction with the physical world
• Data processing and digital competence
• Interpersonal and civic competence
• Cultural expression
• Learning-to-learn
• Autonomy and entrepreneurship
• 2. Subjects
• Contribution of that specific subject to the
  most relevant basic competences related with this
  subject.
• General objectives
• Contents
• Assessment criteria
• Shows the level of the content acquisition.

By cycles in Primary By school years in Secondary
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• Coordination of Linguistic Subjects
• The language of instruction
• (Spanish in this case)
• Foreign language
• Descriptors

• Coordination of Linguistic Subjects
• The language of instruction
• (Spanish in this case)
• Foreign language
• Descriptors

Coordination of Linguistic Subjects Descriptors
in Primary and Secondary education, in different
subjects
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• Coordination of Linguistic Subjects
• The language of instruction
• (Spanish in that case)
• Foreign language

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LANGUAGE OF SCHOOLING
Language as subject
Objective To develop communicative competence
The knowledge about the language and procedures
of use which are necessary to interact
satisfactorily in the different areas of social
activity.
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1. Personal relationships and institutional life

Contexts of language use
2. Media
3. Academic field
4. Literature
It is in these social areas where students
interpret and produce texts and where linguistic
habilities should be developed. GRAMMAR
(Kowledge of the language) is always related with
USE
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Context 1. Personal relationships and institutional life Composition of written texts Context 1. Personal relationships and institutional life Composition of written texts
End of Primary Education End of Secondary Compulsory Education
Compose texts relevant to everyday social situations (correspondence, rules, programmes, announcements, work plans, etc.), using the usual characteristics of these genres. Compose texts appropriate to everyday life and social relations such as forums, application forms, reclamations, CVs and leaflets.
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Context 2. Media Composition of written texts Context 2. Media Composition of written texts
End of Primary Education End of Secondary Compulsory Education
Compose information and opinion texts found in the social media about important events with special reference to news, interviews, book and music reviews , in simulated or real situations. Compose texts appropriate to the media such as letters to the editor and articles of opinion (editorials and opinion columns), written for paper or digital format.
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Context 3. Academic field. Text for learning Composition of written texts Context 3. Academic field. Text for learning Composition of written texts
End of Primary Education End of Secondary Compulsory Education
Compose texts related to academic life to obtain, organise and communicate information (questionnaires, polls, summaries, plans, reports, descriptions, explanations, etc.). Compose, on paper or in a digital format, academic texts, especially essays, texts which explain and argue based on information from different sources and produced using mind maps and summaries, and the preparation of plans and reports on tasks and learning.
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Context 4. Literature Context 4. Literature
End of Primary Education End of Secondary Compulsory Education
Guided reading of narrative texts from the oral tradition, childrens literature, adaptations of classic works and contemporary literature. Guided reading of poems, stories and theatre plays bearing in mind the literary conventions (genres, figures...), and the presence of certain recurring themes and motifs. Understand, memorise and recite poems with the appropriate rhythm, pronunciation and expression. Participate in dramatised reading of literary texts. Guided reading and recitation of contemporary poems, with special attention to the contribution of symbolism and innovators to poetic language, appreciating the value of the function of symbolic elements and of rhetoric and metric devices in the poem. Guided reading of different kinds of contemporary stories which show different structures and narrative voices. Guided reading and dramatisation of brief contemporary theatre pieces, or of different kinds of fragments which display innovations in themes and forms.
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Context 4. Literature Context 4. Literature
End of Primary Education End of Secondary Compulsory Education
Recreate and compose poems and stories to communicate feelings, emotions, mood or memories, recognising the characteristics of certain models. Value and appreciate the literary text as a means of communication, a source of knowledge about other worlds, times and cultures, as a cultural object and as a vehicle of personal enjoyment. . Compose texts with a literary intent, and preparation of essays about works read. Develop autonomy in reading and in appreciation of literature as a source of pleasure and a source of knowledge of other worlds, times and cultures.
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Assessment criteria End of Primary Education
(example)
Narrate, explain, describe, summarise, and
present opinions and information in written texts
related to everyday and school situations in an
ordered and satisfactory way, relating the
sentences, making a habit of planning and
revising the texts, and of taking care with
grammar and spelling rules and formal aspects,
whether on paper or in digital format.
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Assessment criteria End of Secondary Compulsory
Education (example)
Present, explain, argument, summarise and
comment, on paper or in a digital format, using
the appropriate register, organising ideas with
clarity, linking the headings in coherent lineal
sequences, respecting the rules of grammar and
spelling and valuing the importance of planning
and revising texts.
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• All the subjects
• Contribution of the subject to the development
  of the basic competences
• Contents related to specific language
• Assessment criteria

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Language in other subjects End of Primary
Education (examples)

• Arts
• ? Search, select and organize information on
  artistic expressions from the students own
  cultural heritage and from other cultures, on
  events, creators and professionals related to the
  plastic arts and music.

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Language in other subjects End of Primary
Education (examples)

• Mathematics
• ? Anticipate a reasonable solution in a context
  of simple problem solving and look for the most
  suitable mathematical procedure to approach the
  solution process. Evaluate different strategies
  and persevere in the search for data and accurate
  solutions, both in the formula and in the
  solution to the problem. Express the process
  followed, both orally and using written methods,
  in a clear and organised way.

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Language in other subjects End of Primary
Education (examples)

• Environmental, social and cultural studies
• ? Present reports (on paper or in digital format)
  about problems or simple situations. Collect
  information from different sources (directly,
  books, the Internet). Establish a work plan and
  express conclusions.

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Language in other subjects End of Secondary
Compulsory Education (examples)

• Social Sciences Geography and History
• ? Use diverse sources (graphs, sketches, thematic
  maps, data bases, images, written sources) to
  obtain, link and process information about social
  facts and communicate the conclusions in an
  organised and intelligible way using ICT as a
  resource.

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Language in other subjects End of Secondary
Compulsory Education (examples)

• Mathematics
• ?Plan and use reasoning processes and
  problem-solving strategies such as the emission
  and justification of hypothesis or
  generalisation, and express verbally, in a
  precise and rigorous manner, reasoning,
  quantitative relationships and information which
  incorporates mathematical elements, evaluating
  the usefulness and simplicity of the mathematical
  language for this process.

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Language in other subjects End of Secondary
Compulsory Education (examples)

• Music
• ? Critically present a personal opinion about a
  range of music and musical events taking support
  from information obtained from different sources
  books, advertisements, concert programmes,
  criticism, etc.

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Languages of schooling and the right to
plurilingual and intercultural education

• Some challenges
• ? Methodology
• ? Teachers training it implies all the teachers
  in a school
• ? Resources and materials for teachers
  (www.leer.es)

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Pilar Pérez EsteveStrasbourg, 8-10 June 2009
Languages of schooling and the right to
plurilingual and intercultural education
The Spanish Curriculum competence descriptors in
linguistic and non-linguistic subjects