1. PLURILINGUALISM Begoña del Rio Rebeca Talens Fernando Solsona
Laura Martínez
Yolanda Domínguez

2. Plurilingualism / multilingualism
Situation wherein a person who has competece in more than one language can switch between languages –from one laguage to another and viceversa- according to the circumstances at hand for the purpose of coping with a social matter
Hola
Hello
Γεια σας
Zdravo
Добры

3. Plurilingualism / multilingualism
It is connected to situations wherein multiple languages exist side-by-side in a society but are utilized separately.

4. The recent developments in the Council of Europe’s Language Programme have been designed to produce tools for use by all members of the language teaching profession in the promotion of plurilingualism (ELP)

5. THE COMMON REFERENCE LEVELS
Created Council Of Europe Aim The organization of language learning, to be recognized in all Europe.

6. Communicative language competences
Language competence is a broad term which includes
1. Linguistic or grammatical competence

7. Communicative language competences
Language competence is a broad term wich includes 2. Discourse competence

8. Communicative language competences
Language competence is a broad term wich includes 3. Sociolinguistic or sociocultural competence

9. Communicative language competences
Language competence is a broad term wich includes 4. What might be called textual competence

10. Communicative language competences
Language competence is a broad term wich includes
Always taking into account
the scale descriptors
in order to give an overview

11. Communicative language activities & strategies
Language competence is best developed in the context of activities or tasks where the language is used for real purposes, in practical applications

12. Communicative language activities & strategies
Communicative language activities can be
WITH
WITHOUT

13. Communicative language activities & strategies
Strategies are considered tools to fulfil the demands of communication according to an specific purpose.

14. Communicative language activities & strategies
The use of these strategies can be
seen as the application of the
metacognitive principles

15. Productive activities & strategies
Include both speaking and writing activities
ORAL PRODUCTION
- Singing
- Speaking spontaneously
- Addressing audiences

16. Productive activities & strategies
Include both speaking and writing activities
- Writing reports
- Creative and imaginative writings
- Writing personal or business letters
WRITING PRODUCTION

17. Legal framework 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 (L.O. 2/2006)
LOMCE (L.O. 8/2013)

18. Legal framework Specific regulation
Specificr egulation for Infant & Primary Education
Specific regulation for Secondary Education
Plurilingualism legislation. The most important is the Decree127/2012

19. Objetives Plurilingualism Decree
1. To improve the linguistic competence in foreign languages, Valencian and Spanish
2. To give a coofficial treatment to Valencian and Spanish
3. To respond to the growing social demand to advance towards plurilingualism societies
4. To acknowledge the efforts made by our teaching centers
5. To encourage and stimulate plurilingual programs
6. To facilitate the indispensable teacher training in curricular languages and in the specific methodology required for the application of plurilingual programs

20. Bilingual educational models
Objetives
Model
Addresses
The most spoken language is used for teaching and the less spoken language tends to disappear
Compensatory
To the speakers of the less spoken language.
The less spoken language is studied as a subject
Manteinance
Both languages have to be studied as a subject and used as a vehicular language by the two collectives of speakers.
Enrichment
To the whole community.

21. Programs in the Valencian educational system
Spanish speaking predominant areas
Valencian as a subject
Optionally, a bilingual educational program
which can be developed

22. Programs in the Valencian educational system
Valencian speaking predominant areas
Teaching through Valencian Program (PEV)
Linguistic Immersion Program (PIL)
Progressive incorporation program (PIP)

23. Programs in the Valencian educational system
PIP
PIL
PEV
These enriched programs have now converted into two plurilingual programs…
PPEV
PPEC
Valencian teaching
Plurilingual Program
Spanish teaching
Plurilingual Program
… depending on the language base of the program

24. Conclusions
All of these programs can be developed in Valencian or in Spanish speaking areas

25. Plurilingual programs can be changed by the educational centers
Conclusions
Plurilingual programs can be changed by the educational centers

26. Conclusions
All schools implementing a bilingual or plurilingual education program should write one or more specific designs of documents, depending on the programs that are applied

27. Conclusions
Each program follows a specific process in order to have the authorization

28. Begoña del Rio
Rebeca Talens
Fernando Solsona
Laura Martínez
Yolanda Domínguez