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Pilar Pérez Esteve
Strasbourg, 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
The Ministry of Education is
responsible for:
Common (core) curriculum
(at least 55% of each Autonomous
Community Curriculum)
Background
Primary / Secondary Compulsory Education
1. Basic competences1. Linguistic competence2. Mathematical competence3. Knowledge and interaction with the physical world4. Data processing and digital competence 5. Interpersonal and civic competence6. Cultural expression7. Learning-to-learn8. Autonomy and entrepreneurship
2. Subjects1. Contribution of that specific subject to the most relevant basic
competences related with this subject. 2. General objectives3. Contents4. Assessment criteria
Shows the level of the content acquisition.
Spanish core curriculum. Structure
By cycles in Primary
By school years in Secondary
LANGUAGE OF
SCHOOLING
Language as subjectLanguage in other
subjects
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
Coordination of Linguistic Subjects:
- The language of instruction
(Spanish in this case)
- Foreign language
- Descriptors
LANGUAGE OF
SCHOOLING
Language as subjectLanguage in other
subjects
Coordination of Linguistic Subjects:
- The language of instruction
(Spanish in that case)
- Foreign language
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.
4. Literature
3. Academic field 2. Media
1. Personal relationships and institutional life
Contexts of
language use
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
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, CV’s and leaflets.
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.
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.
Context 4. LiteratureEnd of Primary Education End of Secondary Compulsory
Education
Guided reading of narrative texts from the oral tradition, children’s 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.
Context 4. LiteratureEnd 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.
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.
Assessment criteria
End of Primary 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.
Assessment criteria
End of Secondary Compulsory Education (example)
LANGUAGE OF
SCHOOLING
Language as subjectLanguage in
other subjects
All the subjects:
- Contribution of the subject to the development of the basic competences
- Contents related to specific language
- Assessment criteria
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.
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.
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.
Language in other subjects
End of Primary 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.
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.
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.
Language in other subjects
End of Secondary Compulsory Education (examples)
Some challenges
► Methodology
► Teachers training: it implies all the teachers in a school
► Resources and materials for teachers (www.leer.es)
Languages of schooling and the right to plurilingual and intercultural education
Pilar Pérez Esteve
Strasbourg, 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
