Languages Project

The PLC is understood as a process of reflection on the treatment of the different languages that, at different levels, are in the center. The Linguistic Project is part of the Educational Project.

0.INTRODUCTION

 

Presentation of the document


The PLC is understood as a process of reflection on the treatment of the different languages that, at different levels, are in the center. The Linguistic Project is part of the Educational Project and is present both in the legal framework and in the diagnosis of the reality of the center and is defined in these major issues: the role of the vehicular language, the treatment of curricular languages and aspects of organization And management that have linguistic repercussions.

The principles expressed in the PLC are developed in the rest of the management documents of the center and are specified in the annual plan.

 

 Diligence

 
The School Council of the Tiziana school, on June 29, 2017, approves by consensus the Language Project of the Center and the annex 2017-2018.

And for that to be stated, sign.

 

             Gemma Pérez        Rosa Domínguez

             Director                  Secretary

 

 1. SOCIOLINGUISTIC CONTEXT OF THE EDUCATIONAL CENTER

 
1.1 Students

The Tiziana school is a newly launched educational center that opened its doors in the 2010-2011 academic year. It has a line and has students up to 6th of Primary.

In the last courses, the enrollment data has been elevated with respect to the new students of Infant Education 3 years and there have been new registrations to other courses promoted, in the majority of the cases, by changes of domicile. Similarly, the losses that have been caused lately have also been promoted mainly for this reason.

The students of the Tiziana school come from a stable population with very reduced mobility, which, in the majority of cases, as mentioned above, is attributed to change of domicile. Most of the students in the center reside in Tiana and there is a small group that lives in Montgat, Sant Fost de Campsentelles or Badalona.

The degree of attendance is high, although a small percentage of sporadic absenteeism and delays at school admissions have been highlighted, which, thanks to exhaustive work, have been declining in recent years.

The predominant mother tongue of the students in the school is Catalan. There is also a large number of students whose mother tongue is Spanish and a small percentage of families that have as their mother tongue other languages, such as Italian, Arabic, French ...


Families form a heterogeneous group. Socio-economic and cultural levels are diverse, but we can say that the average is at a medium-high level. As I mentioned earlier, most families are Catalan-speaking. The degree of involvement in attendance to the proposed school activities and the degree of collaboration they offer in school requirements is, in most cases, very high.

1.2 Environment

The Tiziana school is located within the municipality of Tiana. Tiana is located in the Marina Range and on the east coast of Catalonia, in the most southern part of the Maresme region. It borders to the north with the neighboring municipalities of Santa Maria de Martorelles and Sant Fost de Campsentelles, to the east with Masnou and Alella, at noon with Montgat, and to the west with Badalona. Tiana has an area of 7.90 km², the majority of forest, vineyards and scrubland. This extension of forest and vineyards, as well as the innumerable orchards and nurseries that lodge there, allow the school to promote the discovery of the environment and the knowledge of the environment with activities and direct collaborations.

Tiana has 8,446 inhabitants (January 2015), still below the municipalities of its surroundings such as Badalona, Montgat, El Masnou or Alella. The scarcity of declared urbanizable land and the constructive typology of the municipality did not allow the growth of the municipality to be spectacular. This causes Tiana to be a small and family town where educational activities have an important weight in the day to day life of the town.

The jobs in Tiana are reduced and are mainly aimed at services, specifically those related to the satisfaction of the immediate needs of families, such as food. This feature allows students to discover their surroundings with ease, it is usual to have the collaboration of merchants and other services for any activity that they want to develop within the municipality.

The building of the Tiziana school has an antiquity of about 35 years. Over the years, interventions have been carried out to improve their conservation, although in some cases their state of conservation is improved and efforts must continue to be invested so that the two Administrations in charge will be allocating economic items for The remodeling of the building.

 

 2. THE LANGUAGE AREA: The Catalan language, the vehicular language and of learning, the Castilian language and the English language.

 
2.1 Languages as communication vehicles.

Catalan, as a language of Catalonia, is also teaching, and, therefore, is the language used in the different teaching and learning activities of the center. The Catalan language is the tool of cohesion and integration between all the people of the center and is the vehicle of expression of most of the different academic activities. Spanish and English are languages that are present in the center from their own areas and apart from them, they are also present in other areas when necessary.

The center ensures a coherent and progressive distribution of the Catalan, Spanish and foreign language curriculum throughout the stage and establishes criteria that allow reinforcing and not repeating the common contents that have been programmed.

According to the sociolinguistic context and its own educational project, it is necessary to make a rollout of the curriculum incorporating the work of the forms of use of languages, making an impact on the less known by their students, as is the case of Spanish and the " English. For this reason, individualized care in Castilian is used when necessary.

The sociolinguistic reality of students is taken into account. There is continuity and methodological coherence between what is done in Catalan and what is done in Spanish: it is clear that the final objective is that students have the same level of Catalan as in Castilian, but it is a goal That is not just achieved.

Students, at the end of the stage, must know at least one foreign language in order to become users and learners capable of communicating and gaining access to knowledge in a multilingual and multicultural environment. The center, as already mentioned previously, has chosen the English language.

The center plans to advance the learning of the first foreign language in children's education, specifically from P4, taking into account the contextualization of this language within the curriculum of the infant education, following the methodology of At this stage, ensuring hours work and an organization that favors frequent contact with the language. It is ensured that the person in charge of the experience has the necessary linguistic competence and the specific training for this stage.

In addition, the center decides that the English language classroom is an immersion space in the language of learning, understanding that this space is the best guarantee to offer opportunities for real use and contact with the language of learning. Therefore, teachers use this language as usual in the interactions (formal and informal) with the students always watching to establish a favorable climate in which the students feel safe and stimulated to go using it progressively.

2.2 Languages as tools of coexistence.

In our educational center, Catalan is the language of use in situations of informal relationship, between equals, between teachers and students.

In situations of informal relationship Catalan and Spanish almost equate in their use, although Catalan is the language that dominates the informal relationships among students. It should be noted, however, that this use of Catalan and Spanish in informal relationships differs between the different groups in the school.

 
2.3 The learning and teaching of languages.

The center prioritizes the work of the oral language and the written language in all its registries. For the center the role of the oral language is fundamental: you must learn to speak, listen, exhibit and talk to learn. Good command of the expression is essential for being citizens who are prepared to know how to express their opinions in a reasoned and coherent way.

The center works on the initial courses the variant of the Catalan language in the area. At the end of compulsory education, students have a good knowledge of the standard Catalan variant of the area.

The oral language is usually used in all the cycles and in the three languages, and the different types of oral texts (interview, conversation, dramatization, argumentation ...) are worked on both in the areas that make up the linguistic field and the no.

The teaching of the written language must have like objective at the end of the obligatory education to train competent readers and writers. To achieve this objective, the curriculum guidelines will be applied and reading and writing activities will be planned that take into account the communicative and academic needs that students have at different levels. It will be coordinated between the areas of Catalan and Spanish language in order to take advantage of transfers.

At school the methodological approach given by the curriculum is followed. There is a global approach to teaching reading and writing that takes into account that it is a complex process that must be addressed from all areas of the curriculum. The activities that are proposed for reading and writing have clear objectives that are shared with the students and establish mechanisms of revision to improve each one of the two abilities. They are sequenced according to the teaching process.

There is an integrated approach to the four abilities. This approach is shared by all teachers. Activities are planned from all areas where the interrelation of skills is present. The teachers share that the activities that have this approach allow to process the information and to communicate it more efficiently. The oral language and the written language are used as a support to analyze, reflect and improve the other ability. There are activities in which the relation of the oral language and written language is inherent: expressive reading, theater ... There is a gradation regarding the difficulty of the activities.

Language learning is the responsibility of teachers in all areas, the whole cloister must be conscious and act accordingly. In order for the students to achieve the level of expression and understanding in Catalan, Spanish and English, specified in the center's assessment criteria, the teaching team will apply to the classroom methodologies that stimulate oral and written expression with Didactic supports in Catalan and other languages as appropriate, taking into account that this includes aspects that are related to teaching materials and assessment.

The cloister considers that achieving a good level of expression and understanding in Catalan, Spanish and English is the responsibility of the teaching staff in all areas and is carried out accordingly. Appropriate monitoring and evaluation mechanisms are planned.

2.4 Time distribution of the areas of the linguistic field.

Since the beginnings of this Educational Project, the importance of having students in the linguistic field has been taken into account, and that is why the languages receive an increase in weekly hours from the Free center hour package that each center has.

Decree 119/2015, of June 23, on the education of primary education, establishes the minimum and global stages of the stage as follows:

 

 

 

 

TOTAL

EP

Catalan

1050

Spanish

English

420

 With the purpose of guaranteeing the treatment of the curricular content of the three languages equitably and the achievement of the basic competences associated with each of these areas, the distribution of hours that the school establishes in the treatment of the linguistic areas is the next:

 

 

 

 

CICLE INICIAL

CICLE MITJÀ

CICLE SUPERIOR

TOTAL

1r

2n

3r

4t

EP

Catalan

4

4

4

4

4

4

840

Spanish

2.5

2.5

2.5

2.5

2.5

2.5

525

English

2.5

2.5

2.5

2.5

2.5

2.5

525

 2.4.1 COMMON LINGUISTIC STRUCTURES

The well-executed work of common language structures helps to achieve the learning objectives of the Catalan, Spanish and foreign languages of primary education. The cornerstone of the teaching of languages in Catalonia revolves around the treatment of these languages and how teaching-learning is organized in common language structures.

The center has reflected on the treatment of common language structures. The agreement for language treatment and common language structures involves all teachers in the area of language, taking into account the basic principles of its methodology: avoiding repetition of contents, avoiding learning anticipation, Content specificity The center has taken the decision to work on the common language strategies with material that takes them into account, as well as the fact of the treatment of the Catalan language as the first language of learning. Each course evaluates the methodology of the common linguistic structures and improves the didactics.
 

2.5 Spanish and English in non-linguistic areas.

The center plans to impart blocks of curricular contents of non-linguistic areas in Spanish and justifies the selection. In the programming of this option, the methodology of the area is used and language support is included to facilitate the completion of tasks and ensure the learning of the contents.

The center must annually evaluate the need to make content blocks in Spanish or English because, with the hours established by the curriculum for these languages, sometimes it is not enough to obtain the desired results in terms of lexicon and expression. The communicative, instrumental and motivating aspect of the teaching / learning of the language is enhanced. The freely available strip is also used to reinforce the oral language, if applicable.

 
 2.6 Assessment of the knowledge of the language.

The set of actions planned by the center in relation to the different phases of the evaluation of the learning and the use of the languages will include the evaluation of the teaching-learning processes of the dimensions included in the linguistic field, Management of the curriculum and the mechanisms of coordination between the teaching staff.

Evaluation is applied as part of the teaching-learning process, which, in part, must be used to make students responsible for their own learning. There are indicators and monitoring mechanisms, which include the use of the language, to coordinate the application of the evaluation criteria along the courses that are also elements of reflection to make decisions regarding the organization of the curriculum and the Methodological approaches The competences related to the linguistic field are evaluated in communicative contexts and work for tasks, without prioritizing the moment of the final evaluation to the students.

The center places at the disposal of the families the criteria of evaluation of the areas of the linguistic scope so that they can be tracked.

2.7 Attention to diversity.

The center should define how to organize the attention to the diversity of the students' learning needs and rhythms, which, in linguistic matters, should focus primarily on strengthening the development of the oral language in nursery school, The achievement of reading and writing in the initial cycle of primary education and the development of reading comprehension and oral and written expression in the rest of cycles and levels. It is necessary to define the mechanisms that must be put into operation to achieve these objectives, which refer to the adaptation of the curriculum, the organizational aspects and the methodological guidelines, with the support of the educational services.

The center, with the advice of educational services, has defined the organizational, curricular and pedagogical mechanisms to attend to the diversity of the students, in accordance with the guidelines of the Department of Education. Although, in general, these mechanisms are applied, it is often difficult to find spaces for reflection to adapt them to the changing reality of the center.

 The center is developing, in collaboration with the EAP, the Plan for Attention to Diversity that aims to regulate the management that is carried out in the center. This plan includes documents that foresee necessary actions to improve the results of those students who have learning disorders in reading and writing, which are the following:

    Guide for families with children in Infant Education to stimulate and favor the pleasure of reading.
    Guide for families with children in the Initial Cycle to stimulate and favor the pleasure of reading.
    Action guidelines for students of the Initial Cycle: Reading and writing learning process.
    Performance guidelines for the students of the Middle Cycle and Upper Cycle: Learning disorder of reading and writing (dyslexia).

 The school allocates hours of reinforcement to the learning of the Catalan and Spanish language to those students who have difficulties in achieving the proposed goals. These reinforcement hours are distributed as follows:

    Writing workshop: from 1 st of Primary to 6th of Primary there is a writing workshop divided weekly, that is, it works with groups of 12-13 students approximately.
    Reinforcement in the Initial Cycle: one hour a week and a split on each level.
    Reinforcement in the Middle Cycle: one hour a week.
    Reinforcement in Upper Cycle: one hour a week.

 
2.7.1 Personalized school support in a passive strip (SEP).

The school offers the SEP for all primary school students. The passive strip consists of 30 minutes daily, from 12.15 to 12.45, from Monday to Thursday.

As recommended by the regulations, part of this SEP serves to reinforce the basic skills in the development of reading and writing.

For this reason, from the school the following complementary activities are organized, in order that each student can obtain a better performance in the linguistic areas of Catalan and Spanish.

    Visual memory: training to improve spelling.
    Reading aloud: reading mechanics training, expressive reading and reading comprehension.
    InfoK: training of comprehension and oral expression through the comprehension of news and the development of critical thinking.

 
2.8 Teaching materials.

The center, when determining the didactic materials for the learning-teaching of the languages, applies clear and coherent criteria on what their functions must be, on the characteristics that they must have and on the adaptation to the Curriculum vitae

The center establishes criteria of consistency and methodological continuity for the selection of didactic materials and looks to give students opportunities for access to varied additional resources that favor attention to diversity.

Shared criteria for the selection of textbooks and notebooks are applied, and for the adaptation and / or creation of teaching materials to meet the diversity of learning needs and for materials that are considered complementary (dictionaries, real texts , Audiovisual resources ...). The elaboration of the didactic sequence for the treatment of the literary dimension, which has a fair amount of continuity throughout the entire stage, is monitored.

Annually, the textbooks and the teaching materials that will be used the following year according to the needs of the students are reviewed and agreed upon.

2.9 Continuity and coherence between cycles and levels.

To guarantee the educational role of all school centers, it is essential that the teaching team have a space to be able to coordinate and agree on the methodological principles that should guide the teaching of the dimensions that the curriculum dictates, To agree on the linguistic uses to be used and their teaching and to transfer the information about the characteristics of the students and on the values that are to be transmitted and worked on.

The center has documents that specify quite comprehensive methodological and organizational aspects. These documents have been developed in a participatory manner and the teaching staff applies them. The schedules and evaluation criteria are reviewed jointly. There are protocols for transferring a promotion of students when there is a change of teacher, when there is a change of stage and when there is a change of cycle. There is coordination with the secondary schools that receive pupils from a primary school, both from the transfer of student information and from methodological aspects. Coordination meetings between cycles are planned in a systematic way. The teaching staff is organized into teams to establish lines of intervention that are consistent with the students.

 
2.10 Welcome of the newcomer students.

The center has not yet implemented a reception plan (understood as the set of actions and organizational and curricular measures that a center starts up in order to facilitate the incorporation of newly arrived pupils), although Some protocols (explicit or implicit) are applied in relation to the initial reception of the students that are incorporated into the center. There has been no systematic reflection on the initial learning needs of the Catalan and / or Spanish language of the newly arrived pupils.

The reason for which this plan has not yet been developed is because there are no newly incorporated students in the Catalan Education System at the center, rather, it is necessary to speak of sporadicism. In these cases, the LIC Coordinator of the school and the LIC referent of the area coordinate to detect the needs of the newly arrived students so that the center can develop the necessary actions so that its adaptation is successful.

In the first phase, a basic level of Catalan language for newly arrived students is ensured. Later, a teaching of the Castilian language began, which is what the Catalan-language student already knows and the presence of Spanish. In any case, in this first phase, Spanish will be used as long as we know that this instrument will facilitate the student a faster and faster adaptation. In this case, Catalan will be incorporated gradually.

 
2.11 Incentive activities for the use of the language.

The center organizes curricular programming and assessment to enhance the use of Catalan, Spanish and English. Activities are also organized that have the purpose of promoting it.

The center foresees the use of the Catalan language mainly, and also Spanish and English, in the projection of the results of the curricular work outside the classroom of learning by means of: communicative supports to the use, such as the blog and various exhibitions Oral scheduled during the course.

The center ensures the presence of ICT and audiovisual resources in the learning of languages as a means of accessing diverse material, to attend to the different styles and rhythms of student learning, for the added value that these tools have In the development of strategies for the treatment of information and for the dissemination of the results of the learning tasks.

The organization of curricular programming and assessment to promote the use of Catalan, Spanish and English, and the organization of specific incentives for language improvement progressively thanks to the careful follow- N do

These activities, organized on a timely basis during the academic year, provide motivation in the students and encourage the interest in language learning.

As an example, we will mention that the school participates in the Contest of Reading in High Voice organized by the Fundació Enciclopèdia Catalana and the Department of Education.

2.12 The linguistic diversity of the center.

As already mentioned above, the linguistic diversity of the center is very small. Even so, the students' linguistic background is valued and, sometimes, it becomes a protagonist in some curriculum development activity that has a different language in Catalan or Spanish as a family language.

Often, this little linguistic diversity in the school is used within the same class group to promote multilingual work, in which colleagues can know another language and appreciate the differences that exist there Ha, especially in lexicon.

 

 3. ORGANIZATION AND MANAGEMENT

 
3.1 Organization of linguistic uses.

The educational center has agreed to follow a linguistic criterion favorable to the use of Catalan in the signs, posters and the general decoration of the center. In practice this agreement is respected and monitored.

 
3.2 Center documents.

The documents of the center: PE, PL, NOFC ... with the contents and references of the language, must impregnate the life of the center, they must be reviewed and periodically updated, all the teachers must know them and it is necessary to have them Be taken into account in all actions to avoid contradictions between the contents of the documents and the actions that arise from them. They should be made known, even in a small version, to the whole educational community.

 
3.3 Non-sexist use of language.

Schools should use non-sexist and androcentric language. It is necessary to work with the students so that they can overcome all kinds of stereotypes and so that they can have critical attitudes to the risk content that denigrates people for reasons of sex or that they associate with them with topical images that become a segregation vehicle Or inequality.

In this sense, the criteria for the use of a non-sexist and androcentric language are taken into account in all the documents in the center.

3.4 External communication.

The educational center uses Catalan in its internal actions (acts, communications, reports ...) and in the relationship with public corporations in Catalonia, institutions and with the companies that it contacts. It also uses the Catalan language in communications and notifications addressed to natural or legal persons residing in the Catalan linguistic area, without prejudice to the right of citizens to receive them in Spanish, if they request it. In this last case, it will be done in bilingual Catalan / Spanish format.

Exceptionally, and during the period of reception at the center, and whenever possible, bilingual Catalan / language of origin for newly arrived families will be made.

The center makes the documentation in Catalan and the requests in Spanish requested by the families (offering a bilingual format). The languages of the new immigration are taken into account, when possible, by means of already translated documents.

Likewise, the educational center has agreed that all the professionals of the center will usually address in Catalan to the families of all the students, as long as this does not impede the understanding of the oral message that they want to move. Families with these difficulties will be treated in Spanish if this improves the quality of the conversation.

 
3.5 Web page of the educational center.

The center has a web page that allows communication with the entire educational community. You can find all the information that students and their families need: documentation, features, outputs, extracurricular activities, participation in projects ... The website is in the Catalan, Spanish and English languages.

The web page is a resource shared and used by the entire educational community and the mechanisms have been established to constantly update it. There is a clear criterion of the use of the Catalan language and the other languages present in the center.
 

 3.6 The school library.

The school library is a resource center, a space for learning and support for the development of curricular areas, where you can find all kinds of information in different supports, which must be available to students , Teachers and the entire educational community.

The composition of your fund must respond to the educational level of the students of the center and must foresee the different types of their users. There are documents available in the three languages, as well as magazines.

The center has a school library with a sufficient background of documents to respond to the information needs of your educational community. As for the language, the documents are written in Catalan, Spanish and English. With regard to the activities to promote the reading and access and use of information, the library participates actively and works in conjunction with the public library of the environment.

 ANNEX 2 - COURSE 2018-2019

The Tiziana school cloister, meeting in the ordinary session of June 27, 2017, agrees to take the following measures in the pedagogical treatment of languages to improve educational outcomes.

After observing the results of the tests of basic competences that the pupils of 6th of Primary School carry out for two consecutive years, they emphasize the good achievement of the competences of the linguistic field.

Even so, the cloister reflects on the difference that is generated between the achievement of competences in Catalan and Spanish.

We have observed that the strip of excellence is twice as much in Catalan as in Castilian, and the mid-bottom achievement also doubles, but in this case it is greater for the Spanish language.

On the other hand, very good results are also shown in the English language, mainly linked to the work done in classrooms in English hours.

We have not had a good performance of the hours dedicated to the CLIL (Integrated Learning of Contents in Foreign Language). These sessions limit the productivity of the area to which they are assigned by impoverishing, in some cases, the treatment of the contents.

For this reason, the cloister has decided to put into practice the following measures for the next year with the aim of obtaining an improvement in the academic results of the students.

2.5 Spanish and English in non-linguistic areas:

During the 2018-2019 course, no non-linguistic area will be made in English. As explained above, the use made of it is minimal compared to the investment of time and contents that are used.

It is proposed to carry out specific activities outside the hours dedicated to English to enhance the use of the language in other school situations, such as reinforcing the English Day that the school has already celebrated for two years.

Also, it is proposed to start, in the English area and Upper Cycle at the moment, small learning challenges linked to non-linguistic content to promote the use of structures in oral expression and an increase in lexicon.

On the other hand, in order to improve the oral and written expression of the students in the Spanish language, it is proposed that one of the projects or challenges that will be developed in the area of the environment, in the Middle and Higher Cycle, will be done in Spanish. In this way, it is expected to increase the communicative situations that imply the use of this language and an improvement in written and oral expression due to the increase in lexis and the hours of exposure to the language, as well as an increase Of the requirement of written and oral productions in Spanish.

 

ANNEX 3 - 2019-2020 COURSE

The Tiziana school cloister, meeting in the ordinary session of June 28, 2019, agrees to take the following measures in the pedagogical treatment of languages ​​to improve educational outcomes.

After observing the results of the tests of basic competences that the students of 6th of Primary school do, highlight the good achievement of the competences of the linguistic field.

Even so, the cloister reflects on the difference that is generated between the achievement of competences in Catalan and Spanish.

We have observed that the strip of excellence is twice as much in Catalan as in Castilian, and the mid-bottom achievement also doubles, but in this case it is greater for the Spanish language.

On the other hand, very good results in English are also evidenced, mainly related to the work done in classrooms in English hours.

We did not have a good performance of the hours dedicated to the CLIL (Integrated Learning of Contents in Foreign Language). These sessions limit the productivity of the area to which they are assigned by impoverishing, in some cases, the treatment of the contents.

For this reason, the cloister has decided to put into practice the following measures for the coming year with the aim of obtaining an improvement of the academic results of the students.

2.5 Spanish and English in non-linguistic areas:

During the 2019-2020 course there will be no non-linguistic area in English language. As explained above, the advantage that is taken is minimal compared to the investment of time and contents that are used.

It is proposed to carry out specific activities outside the hours dedicated to English to enhance the use of the language in other school situations, such as reinforcing the English Day that the school has already celebrated for two years.

Also, it is proposed to start, in the English area and the Higher Cycle at the moment, small learning challenges linked to non-linguistic content to promote the use of structures in oral expression and an increase in lexicon.

On the other hand, in order to improve the oral and written expression of the students in the Spanish language, one proposes that one of the projects or challenges that will be developed in the area of ​​the environment, in the Middle and Upper Cycle, will be done in Spanish. In this way, it is expected to increase the communicative situations that imply the use of this language and an improvement in written and oral expression due to the increase in lexis and hours of exposure to the language, as well as an increase of the requirement of written and oral productions in Spanish.