1. Centro Navarro de Autoaprendizaje de Idiomas Teaching Spanish as 2 nd language to immigrant adults in Navarre State of the art

2. Centro Navarro de Autoaprendizaje de Idiomas Background Formal and non formal education Addressed to people over 18 Education law supports adult education Aims at providing knowledge and skills for the personal and professional life Intend to avoid situations of risk ( social exclusion,…)

3. Legal Background -Ley Orgánica 2/2006, de 3 de mayo, de Educación : El alumnado que se incorpore tardíamente al sistema educativo por proceder de otros países o por cualquier otro motivo y que requiera una atención diferente a la ordinaria - Ley de extranjería: Guarantees education for “Regular (Legal)” immigrants - Título III de la Ley Orgánica de Ordenación General del Sistema Educativo de 1990 (LOGSE) - Chapter XII “Libro Blanco de Educación de Adultos “

4. Centro Navarro de Autoaprendizaje de Idiomas Profile of the immigrant in Spain - Men (55%) - Between 25 and 44 - Single ( or has come alone) - Construction worker - Due to the great mobility among the immigrants, the rate of drops out is rather high. - 2 different profiles: - Educated ( 29 % with higher studies) - Non educated -Different levels of knowledge of the language - Methodologically these courses are focused on the communicative skills which can help them in their daily life.

5. Centro Navarro de Autoaprendizaje de Idiomas Reasons for coming to Spain - To look for a job - To get a better job - Better social conditions - Political reasons - Religious reasons - To join the family - Others (climate, education options…)

6. Centro Navarro de Autoaprendizaje de Idiomas Spanish adult Learner profile - Need to work - Needs to get the Driving Licence - See it as a way of getting integrated in society - Needs it for the day to day life ( read press, get certificates, grants, bank statements….) - A way to access formal education - Men ( 55%) - 70 % of immigrants taking a course - Morocco, Algeria, Bulgaria, Senegal, Ukraine

7. Objectives of the literacy courses Recognize the alphabet, both in capital and small letters and in different writing. They should be able to compare other alphabet systems. Recognize, reproduce and spell their own name and surname. Recognize and reproduce other personal data (address, nationality, date of birth, etc.) as a first contact with the writing. Discover, starting from the analysis of words already known, the mechanism of our alphabet: word / syllable / sound and correspondence to their own language transcription. Know and use the elementary rules of converting written symbols and sound (use of vowels: c / qu, g / j / gu, h, r / rr, etc.). Start reading and writing the most useful and usual words and sentences, as well as short texts.

8. Institutions providing ELE2 Ministry of Education: – Education Department: Public Adult Education Centres (EPA / CEA) – Instituto Cervantes – Local Authorities ONGs : Red Cross, Cáritas, ASTI Trade Unions Local associations: Religious centres Private Language Schools

9. Centres of Education for Adults Centro Navarro de Autoaprendizaje de Idiomas

10. Teacher profile Primary teacher Non specifically prepared to teach ELE Some volunteer Come from other teaching areas ( technical, geography, history) Multiculturality is a must

11. Data of Adult Education: Spanish

12. Student Developement Centro Navarro de Autoaprendizaje de Idiomas

13. Process of integration into an ELE learning: Programme of Linguistic Immersion ( PIL) Addressed to secondary students who have late joined the educative system and don’t know the language. Once the student enrols the secondary centre, the teacher (or counselor) will carry out an initial assessment. If after the assessment the school sees that the student needs to enter the programme, they contact the Multiculturality Section and once they agree, the student will start the programme. The programme includes a 17 hour weekly support, divided in 3 sessions a week. during 4 months which can be renew once if the need stays on. Know and get used to the elementary graphs and sounds ( vowels; c / qu, g / j / gu, h, r / rr, etc.). Start reading and writing the most usual and useful words, and brief texts.