Linguistic Projects for Multilingual Programmes
Krista Ireland
2nd Conference on Foreign Languages
A Realistic Approach
Pamplona-Iruña 15th December 2010
1.
2.
3.
4.
5.
The Context of
Multilingual
Programmes in Spain
2010
What is a Linguistic
Project?
Main aspects of the
PLC
Checklist for planning
a PLC
Coordination
suggestions: A PLC
step by step
1. Multilingualism in Spain Today


Personalization and
innovation: from
Catalonia to Cadiz
Wide array of
curricular possibilities
in all communities.
 Hours
 Languages
 Area contents
1. Multilingualism in Spain Today
1.1 A brief comparative
example of Spanish diversity:
•
Madrid
Castilla-La Mancha
Andalucia

Copia de Mapa_Bilingue_contenidos_areas_horas_def.xls
•
•
1. Multilingualism in Spain Today
1. Multilingualism in Spain Today
1.2 Comparative outcome:
• Many different possible models.
• Within regions, schools can opt for
varied combinations of hours, area
subjects and languages.
So…our deductive conclusion = each
centre needs to define their own
personalized documents.
PE = PGA + PCE + PEC + PLC new!
1. Multilingualism in Spain Today

What are the main
documents of the Centre?
 PE = Educational Project
 PGA= General Annual Programme
 PCE= Curricular Project /Proposal
 PEC= Educational Project /Proposal
 PLC= Linguistic Project
1. Multilingualism in Spain Today

1.3.1 Methodological foundations underlying
the documents of the centre
Figure 1: Constructivist Course Design
Adapted from Hutchison & Waters 1987
Contextual Needs Analysis
Curricular legislation
oMinimum Content
requirements
o Socio-cultural setting
o Student’s needs
o Student’s psychological /
linguistic development
oAssessment procedures
oAttention to Diversity
oStrategies and teaching tools
Results in the creation of:
Personalized Documents for the centre
PE = PGA + PCE + PEC + PLC new!!
Classroom Course Designs and units
1. Multilingualism in Spain Today

1.3.2 Legislative foundations
PLC
Figure 2: Levels of Educational Planning
Adapted from Escamilla & Lagres 2007
1. Multilingualism in Spain Today
1.4 What does a Linguistic Project
offer the Centre? It helps us to…
•
organize choices made about
languages: L1, L2, L3, L4…
•
reflect on the relevance of previous
choices that have been made.
•
carry on with, update or complete
previous choices after reflection.
•
give coherence to: language
learning, student learning, the use
of languages in other areas.
•
foment literacy and Communicative
competence in all languages used
at the centre in a systematic
fashion.
•
coordinate more effectively.
2.1 Background

Developed from 1990’s to present

Catalonia-proposals and guides

Basque Country & Valencia

Andalucía with CIL
(Currículo Integrado de la Lenguas)
Planning literacy from here……..to infinity!
2.2 Key features of a Linguistic Project
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It is a document that takes into account
the educational and linguistic objectives
of the centre as well as the sociolinguistic context of the setting.
It defines the resources set out to
develop language in a coherent and
coordinated aspect in Bilingual /
Plurilingual programmes in all of the
spaces in the centre.
It reflects a series of organizational
criteria and paths of action that serve to
plan and regulate the introduction of
language, the treatment it is given and
the role of it’s presence.
2.2 Important Choices: Steps in organization


Who participates? The whole teaching staff=
Language and content teachers who help each other
“democratically”
What to consider?
◦
◦
◦
◦
Define the centre’s Socio-linguistic reality
Define the objectives at the centre regarding
Language and Education
Consult the legislation in your Autonomous
Community for hours, area subjects and time tables
Set out the criteria for organization and a plan of
action:
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moment of stating a language programme and at what
level
the degree of language present
the linguistic treatment that will be given
Now determine the Bilingual or Plurilingual Project
needed !
2.3 What is NOT a linguistic
project?

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Course design / syllabus
(Although they will interact
with the PLC.)
A prescriptive project or plan
for all centres
A tome that will be sent to
the basement of the DAT
Conclusion: It must be a working
document specific for the
context! See an example:
www.cavanilles.com/document/img/org6.gif
Characteristics of a PLC:
 Legal, Lasting, Coherent,
Parcipitative, Integrated

Linked to the following
documents:
 Educational project of the
centre (PEC)
 Curricular Project of the
Centre PCC
 Regulations of
Organization in the
Centre (ROC)
 Project of Regulating
Linguistic Usage
(Valencia, etc.)
3.1 Define the setting. What
about….?
•
•
•
•
The general objectives for
the stage and areas
The student’ profiles
The use of languages in
the centre.
The coherence & flexibility
ex. Madrid secondary = 3
modes in 1 centre.
3.2 Establish a relationship between
Cycles and stages:
• Model / Type of centre
ex. Line 4 or CRA?
•
Hours for L1, L2 and L3
•
The treatment of each language
•
Staging / Timing of pre-writing
& reading skills stages
ex. Andalucía CIL vs. Madrid
3.3 In all areas establish:



the use of languages in
all areas subjects
diverse activities and
tasks to use of language.
See Fernando Trujillo’s
Task based proposal PLC
in the webography
Activities
Tasks
Provide specific
practice:
-Guided
-Semi-guided
-Freer
-Free
Tasks give a feeling
of unity
&
provide a
final product.
Looking for
information
on Internet is
an activity.
Creating a class
newspaper
or webpage
is a task.
3.4 In linguistic areas establish:
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Methodological criteria for all
languages
Time and place for language
learning
Staging of contents of each
language
Common assessment criteria
for each language
Official assessment criteria for
the school- standardized
exams ex. Trinity, KET, PET
and/or Content Exams
1 Define Contextualization
2 Define Legislation
4.2 Communicative competenceMethodological assumptions

(Consult your CCAA)
3 Check and modify Centre’s Objectives
4. Methodology
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4.1. Integration of different aspect to ensure the
building of knowledge to provide coherence
between:
 Cycles and stages
 areas and the whole centre
 consensus between teachersex.. Use of PEL?
 define common aspects in
language teaching and shared
methodology CLIL? AICOLE? In
order to develop
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Definition: the use of language in different
communicative situations: Sociolinguistic,
discourse, linguistic, strategic, grammatical
Communicative competence vs. Academic
Competence (Fred Genesse CEIB)
Communicative focus in CLIL
Real use of Language
Various contexts
Genre based & Content based-learn by
doing-Task based planning
Learning through motivation and use
Activities that include reception and
production of oral and written texts in
addition to conversation
Selection and sequencing of texts according
to communicative situations
Assessment- Diagnostic, formative and
summative
Units are developed related to concrete
linguistic uses and contents linked to a
task, a project, etc. participation in
meaningful learning. Ex. Not “copying” in
Science to create a book, rather give
portfolio adaptation idea w / PEL.
5 From Planning to practice
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Implementing PEL
Planning for tasks and project work=
literacy in linguistic activity,
multimodal communication,
socio-cultural and cognitive aspects
◦ 1. Get together information about
the Linguistic Project and agree
on a possible table of contents
outline.
◦ 2. Analyze the documentation of
the centre to accept or modify the
choices being made.
◦ 3. Use the table of contents as a
guide to fill in for the choices that
are being made at the centre.
◦ 4. Make needed choices.
Research, then be firm!
◦ 5. Use the PLC create and
integrated planning strategy for
the centre.
THANK YOU!
You can reach me at:
irelandk@santillana.es
PPT del proyecto Lingüístico del Centro:
Ponencia presentada por Antonia Gómez Vidal y Diego Arcos Cañete, el Proyecto lingüístico del IES
Mirador del Genil, Iznájar, Córdoba
http://redes.cepindalo.es/mod/resource/view.php?id=229
Crónicas de las secciones bilingües VII Encuentro en Santander 2009
Resumen de todas las esquemas de ponencias.
http://www.cepazahar.org/eco/n6/spip.php?article12
Video de la Ponencia Fernando Trujillo sobre el Proyecto Lingüístico del
centro VII Encuentro en Santander 2009:
http://www.educantabria.tv/canalcongresos/index.php?iditem=playconference&idreg=2009-1015xaUttHtsmM&account=Kc74Snr99R
Conferencia “Leer en el Escorial”- Fernando Trujillo
Sobre El proyecto Lingüístico en Castellano, relacionado con tareas = producto final y la vida real –
http://deestranjis.blogspot.com/2010/07/leer-en-el-escorial.html
El Proyecto Lingüístico de Centro Montserrat Ferrer
http://www.slideshare.net/CGENDL/el-proyecto-lingstico-de-centro-montserrat-ferrer-2675678
Todo ELE: Sección de Proyectos Lingüístico del Centro propuestas para
castellano
http://www.todoele.org/todoele20/category/etiquetas/proyecto-ling%C3%BC%C3%ADstico-de-centro
Practical example: Lorca CEP- PLC (Registration required- Moodle)
http://www.loracep.org/moodle/
Excellent practical E-book on Lingusitic Project
T. I. L. B01 2002-2003 DESDE EL PROYECTO LINGÜÍSTICO HACIA EL TRATAMIENTO INTEGRADO
DE LENGUAS Programa de Programa de PROCESOS LINGÜÍSTICOSPROCESOS LINGÜÍSTICOS
http://es.calameo.com/read/00001105145b4554c5a7f
http://www.calameo.com/books/00001105145b4554c5a7f
Plan de mejora de la competencia lingüística. elaboración del proyecto
lingüístico de centro
Escrito por Antonia Gómez Vidal y Diego Arcos
Revista de Avances en supervisión educativa- La revista de la asociación de Inspectores en España
http://adide.org/revista/index.php?option=com_content&task=view&id=224&Itemid=49