Unit 1: Legal framework- Introduction

Unit 1: Legal framework. The bilingual and plurilingual educational programs. Organizational and
pedagogical management documents.

This module will study the different regulations governing language programs and
organizational and pedagogical documents that are needed.

It also shows the linguistic models that have been implemented in schools so far, as
well as the new model originated by the decree of plurilingualism.
With this thematic unit it is intended that teachers who use foreign language in
non-linguistic areas get a legal and organizational basis of our educational system in
terms of languages and thus adapt their teaching within this framework.
OBJECTIVES Outcomes
1. To take into account the circumstances in territories with languages in contact, being
able to identify and intervene didactically on language attitudes to benefit efficient
communication.

2. To know the general organization of the Valencian educational system and the legal
framework, with special attention to bilingual and multilingual education programs and
the school planning documents that develop them.

3- To know the different DPP sections and their implementation in bilingual and
plurilingual educational programs.
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 Organic Law of Education (L.O. 2/2006)

Infant and Primary Education

Decree 108/2014, of Infant Education curriculum (DOCV No. 7311, date

7.07.2014)
Decree 38/2008, of Infant Education curriculum (DOCV No. 5734, date
3.04.2008)
Decree 111/2007, of Primary Education curriculum (DOCV No. 5562, date
24.07.2007)
Order of 28th of August, 2007 from the Conselleria of Education, regulating the
planning in Primary Education. (DOCV núm. 5594, date 7.09.2007)
Decree 233/1997 approving the ROF of Infant and Primary schools(DOGV núm.
3.073,
date 08.09.1997).
Resolution of 30th of July, 2008, establishing the basic requirements, criteria and
procedures for applying a plurilingual education program that enables the promotion
of a first approach to the English language in the second cycle of infant education in
schools (DOGV núm. 5832, date 21.08.2008)
Order of 30th of June, 1998 establishing the basic requirements, criteria and
procedures for implementing an enriched bilingual education program in Primary
Education. (DOCV núm. 3285, date 14.07.1998)
Resolution of 29th of June 2009, from the General Direction of Planning and
Schools
and the General Dircetion of Staff, which are dictated and approved instructions for
the
organization and running of second cycle Infant Education schools and Primary
Schools for the 2009-2010 academic year. (DOCV no. 6061, date 21.07.2009).
It extends some resolutions that have been published each school year since the
Resolution of 21st of July, 1997 (DOGV no. 3047 date 31.07.1997), by which
instructions for the organization and running of Infant and Primary Education Schools
were approved, that affect some aspects in bilingual education programs were
approved.
Order of 23 of November 1990, from the Conselleria of Culture, Education and
Science, by which the Decree 79/1984, of the 30th of July, for the application of Law
4/1983, regarding the Use and teaching of Valencian is specified.
Resolution of the 3rd of August 2012, from the Subsecretary and the General
Directions for Educational Innovation, Organization and Quality and of School
Centres, from the Conselleria of Education, Training and Ocupation, by which
instructions for the organization and running of second cycle Infant Education
schools and Primary Schools are dictated and approved for the 2012-2013 academic
year.

Order 46/2011, of the 8 th of June, fron the Conselleria of Education, by which the
transition between the stage of Primary Education to Secondary Education in the
Valencian Community is regulated.

Royal Decree 1594/2011, of the 4th of November, by which the teaching

specialities of the body of teachers who are carrying out their functions in the stages
of Infant Education and Primary Education regulated by the Education Organic Law
2/2006, of the 3 of May, are established.
All these regulations can be found in:
http://www.edu.gva.es/ocd/sedev/val/legal.htm
Secondary Education

Decree 112/2007, of Secondary Education (DOCV No. 5562 , date 24.07.2007)

Decree 102 / 2008, of Batxillerat (DOCV No. 5806, date 15.07.2008)

Royal Decree 881/2012, from the first of June, that modifies the additional
disposition from the Royal Decree 1146/2011, of the 29th of July, about the calendar
of implementationfor the Compulsory Secondary Education Regime.
Decree 8/1998 by which the general organisation of teaching for Specific
Professional Training is established
Decree 234/1997 by which the ROF at Compulsory Secondary Schools is approved.

Resolution of the 5 th of August 2012, from the Subsecretary and the General
Directions of Educational Innovation, Organization and Quality and of School
Centres, from the Conselleria of Education, Training and Ocupation, by which
instructions regarding academic ordination and teaching activity organization for
schools teaching Compulsory Secondary Education and Baccalaureate are dictated
for the school year 2012-2013.

Resolution of 26 th of April 2010, from the General Direction of Ordination and

educational centres, by which the requirements for the school year 2010-2011 to
experiment the use of foreign languages as vehicular languages (plurilingual
programs) in the Compulsory Secondary Education, Baccalaureate and Training
Cycles are regulated and established.

Resolution of 24 h of March 2011, from the General Direction of Ordination and

educational centres, by which the requirements for the school year 2011-2012 to
experiment the use of foreign languages as vehicular languages (plurilingual
programs) in Compulsory Secondary Education, Baccalaureate and Training Cycles
in all schools in the Valencian Community with public funding are regulated and
established.

Resolution of the 3 rd of February 2012, from the General Direction of Ordination

and educatonal centres, by which tha application of the Electronic European
Language Portfolio, e PEL (+14), in Secondary Education Schools, adult training
schools and schools of languages in the Valencian Community is regulated, and the
requirements for its apllication are established.

Plurilingualism legislation

Decree 127/2012, de 3 d’agost, from the Valencian Goverment, by which plurilingual

teaching is regulated at non university levels in the Valencian Community.

Resolution of the 1 st of October 2012, from the Genaral Direction of Educational

Innovation, Ordination and Quality, by which instructions regarding the application of
Decree 127/2012, of the 3rd of August, from the Valencian government, by which the
plurilingualism at the non universitary levels is regulated.

Order 19/2011, from the 5 th of April, from the Conselleria of Education, by which
the network of Plurilingual schools in the Valencian Community is established.
1. Valencian is one of the official languages of the Valencian Community.
2. Learning the Valencian language is compulsory in the Valencian Education System.
3. All students must achieve an equal command of the two official languages at the end
of compulsory schooling.
4. The pedagogical organization of the education system must ensure the achievement
of the previous goal.
5. The education system should extend the use of Valencian as a language of
instruction.
6. All teachers must understand both official languages of the community.
7. Educational administration should ensure availability of competent teachers in
different languages for each school so that they can accomplish their Educational
Project.
8. Education administration has to foster and move towards plurilingualism and
implement progressively these programs in all kinds of schools.

Legal Framework

SPANISH CONSTITUTION

Article 3.
1. Spanish is the official language of the state. All Spanish citizens have the duty to
know it and the right to use it.
2. The other Spanish languages are also official in the respective Autonomous
Communities in accordance with their Statutes.
3. The richness of the linguistic modalities of Spain is a cultural heritage that is an
object of special respect and protection.

Organic law 1/2006 (Statute of Autonomy of the Valencian Community, DOGV núm.
5238)
Article 6.

1. The language of the Valencian Community is Valencian.

2. Valencian is the official language in the Valencian Community, as is Spanish, which
is the official language of the state. Everyone is entitled to know them and use them
and to receive teaching of Valencian and in Valencian.
3. The Government will guarantee the normal and official use of the two official
languages, and will take the necessary measures to ensure their knowledge.
4. No one shall be discriminated against because of their language.
5. Special protection and respect for the recovery of the Valencian language is granted.
6. The law shall establish the criteria for applying the autonomous language in
administration and education.
7. Predominant areas where one language or the other are used, are established by the
Law, as well as those cases when a person can be exempted from the teaching and the
use of Valencian.
8. The Valencian Language Academy is the institution that establishes the norms for
the Valencian language.

LAW OF USE AND TEACHING OF VALENCIAN

Article 19.
2. (…), at the end of the cycles in which the incorporation of Valencian teaching is
declared mandatory, and of which language students have initiated their studies in, an
equal level of competence in Valencian and in Spanish, both orally and in writing,
should be achieved.

ORGANIC LAW OF EDUCATION (LOE)

Primary Education

Article 17. Objectives.

e) To know and use the Spanish language appropriately and, if applicable, the
co-official language of the Autonomous Community, and develop reading habits.
f) To acquire basic communicative competence in at least one foreign language to
enable the spaekers to express and understand simple messages and get by in
everyday situations.

Secondary Education

Article 23. Objectives.

h) To understand and produce complex texts and messages correctly both orally and in
writing in Spanish and, where applicable, in the co-official language of the Autonomous
Community. To Get to know, read and study literature.
i) To understand and for learners to express themselves appropriately in one or
more foreign languages.
Baccalaureate

Article 33. Objectives.

e) Master both orally and in written form the Spanish language and, where applicable,
the co-official language of the Autonomous Community.

f) For elarners to express themselves accurately and fluently in one or more foreign
languages.

PLURILINGUAL DECREE

Objectives
To improve the linguistic competence of the citizens of the Valencian Community, in
foreign languages as well as in Valencian and Spanish.
To give a coofficial treatment to languages that guarantees the acquisition of
linguistic competences both in Valencian and in Spanish.
To respond to the growing social demand to advance progressively towards
plurilingualism and linguistic diversity which defines the most advanced societies.
To acknowledge the efforts made by the Valencian Community teaching centres
towards plurilingualism.
To encourage and stimulate the already existing plurilingual programs
To facilitate the indispensable teacher training in curricular languages and in the
specific methodology required for the application of plurilingual programs.
The Education System regarding the situation of languages in
contact: Bilingual Educational Models.

2.1 . BILINGUAL EDUCATIONAL MODELS

Bilingual educational models

Objectives Model Addresses

The most spoken language

becomes, the sooner the
better, the only language compensatory
used in teaching, and the or transitional
subordinated language Only the speakers of the
remains finally as a mere less spoken language The
subject or disappears two languages in contact
completely. have to be studied as a
subject and used as a
The less spoken language vehicular language in
is studied as a subject, teaching by the two
being used as a vehicle in manteinance collectives of speakers: the
teaching only for students less spoken and the most
that have it as their mother spoken language.
tongue, but not by users of
the most spoken language.

The two languages in

contact have to be studied enrichment Designed for the whole
as a subject and used as a community and not just for
vehicular language in the less spoken language
teaching by the two speakers.
collectives of speakers: the
less spoken and the most
spoken language.
 2.2. BILINGUAL AND PLURILINGUAL EDUCATIONAL PROGRAMS

Up until now the bilingual education enrichment model aimed that students should
reach an equal linguistic competence in any of the official languages, and a positive
psychosocial behaviour and tolerance. One of the basic premises of bilingual and
plurilingual education was and is that all students, regardless of their geographic origin,
regardless of their usual language, and their sociocultural backgrounds, were to
achieve the same objectives at the end of compulsory education. But if we look at the
reality in schools, several factors, including the socio linguistic context, the diversity of
students and the attitudes and expectations of parents, make up quite diverse
application contexts throughout our different territories. Consequently, the heterogeneity
of these starting positions has marked differences in the route to be followed by each
centre in order to reach the objectives, which are the same for all students at the end of
compulsory education.

Therefore, we offered an education system which was structured in bilingual

educational programmes and, more recently, plurilingual: i.e., an organizational pattern
with three or more languages that articulates a minimum set of provisions - related to
the curriculum design and development, the social and administrative use of the less
spoken language, the use of a foreign language in one part of the curriculum and the
organization of resources- so that pupils and students, regardless of the usual language
and sociocultural experiences they bring to school, had to achieve the objectives in all
the languages of the curriculum. A series of didactic and organizational strategies, based on
psycholinguistic and socio linguistic reality in order to achieve predetermined goals, were adopted.
Attending to the growing social demand to incorporate more presence of foreign
languages at schools for personal and professional development, the Plurilingual
Educational Programs have gained more and more strength. These programmes are
a way of school and of educational organization, in which more than two languages are
used as a means of instruction, and that tries to provide students who are linguistically
and culturally diverse from the beginning, with competence in two or more languages,
an optimal command of one or two foreign languages, the contents of different
subjects, and an enriching sociocultural integration.
Plurilingual Educational Programs in the Valencian Community articulate the referred
factors to:
- The curriculum area: vehicular use of languages (Specific Design of the Program,
DPP or School Linguistic project, SLP).
- The use of Valencian area: administrative or social, academic or pedagogic
management, didactic interaction, interrelation with social-family context

Therefore, all the organizational documents of the centre must be consistent with the
programme chosen in order to meet the specific requirements of the school context.
PROGRAMS IN THE VALENCIAN EDUCATIONAL SYSTEM.

The classification of programs has been based on three elements: the territory, the
basic learning language and student’s usual language:

a) Spanish speaking predominant area: Valencian language is usually treated as a

subject, outside of bilingual educational programs. Optionally, a bilingual educational
one can be developed.

b) Valencian speaking predominant area:

– Teaching through Valencian Program (PEV)

– Linguistic Immersion Program (PIL) (Only in Primary Education)
– Progressive incorporation program (PIP)

The elements taken into account when specifying the different programs are:

• The language of the environment, commonly used in the social environment and the
regular context of students.

• The need for a major vehicular use in Valencian language, from an additive
plurilingualism perspective.

• The attitude of parents towards the presence of Valencian at school.

• The basic learning language in which reading and writing will be introduced, and in
which most part of the contents will be taught.

• The vehicular use of the different languages: Valencian, Spanish and Foreign
Language/s.

All these enriched programs have now converted intotwo plurilingual programs:

When Valencian is the language base the program will be called : Valencian Teaching
Plurilingual Program, PPEV.
When Spanish is the language base the program will be called: Spanish Teaching
Plurilingual Program, PPEC.

Teaching through Valencian Program (PEV)

In predominant Valencian speaking areas, centres with a majority of Valencian

Teaching through Valencian Program, which will involve the use of Valencian as a basic
learning language throughout the infant and primary education. The Teaching through
Valencian Program continues in ESO, in a coherent way. In this program, most
non-linguistic subjects have Valencian language as the vehicular language for learning.
Linguistic Immersion Program (PIL)

Centres which have a major Spanish speakers number of students, located in the
Valencian speaking predominant area, may adopt the linguistic immersion programs, in
which, from the voluntary choice of families and the respect to the students’ usual
language, students will achieve mastery of both official languages and a good
performance in the content of other subjects, by using a specific methodology. The
linguistic immersion programmes continue as a Teaching through Valencian program in
secondary school (ESO), in a coherent way.

Progressive Incorporation Program (PIP)

Primary: Schools located in predominant Valencian speaking areas that do not apply
the Teaching through Valencian Programme or Linguistic Immersion Programme; adopt
the Progressive Incorporation Programme, in which the basic language for learning is
Spanish. The Specific design of the PIP will include, at least, the subject of Natural,
Social and Cultural Environment, taught in Valencian after the third year of primary
education.

Secondary: The PIP in the ESO will ensure the continuity of what has been applied in
Primary Education. This program involves the use of Valencian as a vehicular language
in a number of nonlinguistic subjects, according to the specifications contained in the
DPP. This will try to guarantee, at least, the use of Valencian as a learning language in
two non-linguistic subjects in each one of the groups.

Spanish speaking Area

Centres in predominantly Spanish speaking areas located in Article 36th of the Law of
Use and teaching of Valencian will be able to join a bilingual education program, always
counting on the previous stated will of parents or guardians.

Enriched Bilingual Education Program (PEBE) Infant, Primary and Secondary

Education

Order of 30th of June, 1998 (DOGV no. 3258 of 14 July 1998), allows any centre in the
Valencian Community to incorporate the use of a foreign language as a vehicular or an
instruction language in Primary School.

In this respect, Resolution of 30th of July, 2008 lays down the basic requirements,
criteria and procedures to implement a plurilingual education program that allows a first
approach in promoting English language in the second cycle of infant education from
4-year-olds onwards in schools teaching part of the curricular contents through this
language.

From 2010 onwards, Secondary Schools could apply for the experimentation of the
plurilingual program. The requirements can be seen on the following website:

http://www.edu.gva.es/ocd/sedev/val/pluri_sec.htm
 Schools, up until now, that voluntarily wished to join the program had to prepare a new version of their
DPP in which, based on the previous bilingual program, a teaching methodology for each of the
curricular languages , and as for their use as languages of instruction, among other contents, had to be
defined.

With the publication of the Decree of plurilingualism, schools have to coexist with the
enriched plurilingual programmes and organizational documents (DPP & PNL) and the
new plurilingual programme and the school linguistic project (PLC).
Centres will propose the program or programs to be applied through their Linguistic
Project. Both programs have to take into account the vehiculation in Valencian and in
Spanish.
The Spanish Teaching Plurilingual Program, from the first year of Primary Education,
will vehiculate Social and enviromental studies in Valencian, in those municipalities
where Valencian is predominant. And it will be vehiculated in Spanish, in those
municipalities where Spanish is the predominant language.
Students have to achive the same linguistic competence in Valencian and in Spanish
when finishing Primary Education, except when exemptions are applied (Law of Use
and Teaching Valencian).
 2.4. ORGANIZATIONAL DOCUMENTS THAT ARTICULATE BILINGUAL AND
PLURIILINGUAL EDUCATION PROGRAMS IN SCHOOLS

Within the framework of the school educational project, all schools implementing a
bilingual or plurilingual education program should write one or more specific design of
programs, depending on the programs that are applied and the Linguistic Normalization
Plan and with the plurilingual decree, with 3 years old Infant, they have to implement the
school linguistic project. The relevant documents must also be written, in order to be
included in the PGA.

1983-2012 2012-...

PEC PGA PEC PGA

- Annual
Teaching . Programme - Annual Situation of - Linguistic Situation of the
Particular the School School
Design (DPP) Programme Project (PLC) Linguistic
Particular Design Project

Use - Linguistic - Annual Linguistic - Linguistic - Annual

Normalization Plan Normalization Plan Normalization Linguistic
(PNL) (PANL) Plan (PNL) Normalization
- Assessment of last Plan
school year PANL (PANL)
- Assessment
of last
school year
PANL

Conselleria of Culture, Education and Science

Resolution 2074 of 21st of July, 1997, from the General Secretariat and the General Direction of
Schools, Arrangement and Educational Innovation, and Language Policy and Personnel, approving
the instructions for the organization of primary and infant education schools for the academic year
1997-98. (97/X9385)
3. OPERATING SYSTEM

3.1. School Educational Project

The development and content of the school educational project will comply with the
organic and functional regulation of elementary and primary public schools. The Project
will be written beginning with an analysis of the specific needs of students and the
school socioeconomic, socio linguistic and cultural context, and within the frame of the
bilingual education program that is being applied.

3.1.1. Linguistic Normalization Plan.

The Linguistic Normalization Plan is contained within the School Education Project and
will include the following sections:

a)Objectives.

b)Actions in each of the intervention areas: administrative and social intervention,

academic or pedagogical management, interrelation with the social-family context and
educational interaction.

c)Timing.

d)Plan Assessment criteria. For the development of the Linguistic Normalization Plan,
schools will have the guidance and support from the Didactic Consultancy for Language
Teaching, dependent on the General Direction for Educational Innovation, Organization
and Quality.

3.1.2. Bilingual and plurilingual education Programs

In predominant Valencian speaking areas, as stated in Article 35 of Law 4 / 1983, of

Use and Education of Valencian, all schools will apply one or more bilingual education
programs. The bilingual education programs will articulate a set of normalizing and
organizational curricular components, in order to achieve the specified objectives in
both the Law for the Use and Teaching of Valencian and the Organic Law of General
Management of the Education System, and these will be the following:

Teaching through Valencian Programme:

In predominant Valencian speaking areas, schools with a major number of Valencian

speaking students may go for a Valencian teaching Program , when sociolinguistics
conditions of the context so allow it, and that implies the use of Valencian as a basic
learning language throughout compulsory schooling. Decree 79/1984, of July 30th,
Article 9 (DOGV August 23rd).

Linguistic Immersion Program:

Schools that have a major Spanish speaking number of students, predominantly

located in the predominant Valencian speaking areas, may take the linguistic immersion
program, where, counting on the voluntary choice of families and the respect to the
students usual language, they can achieve mastery of both official languages and
optimum performance in the contents of other subjects, through a specific methodology.
Order of 23rd of November, 1990 (DOGV March 4 and correction of errors on 10 July
1991), and Order of 12th of May, 1994 (DOGV of 19th of July) .
Valencian Progressive Incorporation Programme:

Schools located in predominantly Valencian speaking areas that do not apply the
Valencian language teaching program or linguistic immersion program, will go for the
Progressive Incorporation program in which the basic language for learning is Spanish.
Decree 79/1984, of July 30th, Article 10 (DOGV August 23rd). The Education Project
will include the specific design of the program of each of the bilingual education
programs that the school applies, in predominant Valencian speaking areas, stated in
Article 35 of Law 4 / 1983 of the Use and Teaching of Valencian. Schools located in
predominant Spanish speaking areas, stated in Article 36 of the same law and who wish
to join a bilingual education program, must count on the parents or guardians’ expressly
stated will and on the centres organizational possibilities, to start with.

The specific design of the program (DPP) consists of the specifications and the
contextualizing of a bilingual education program to the school’s own reality, and at the
same time, consists of a set of previous decisions taken into account for the writing of
organization and management education documents.

The specific design of the program will include:

a) The general objectives of the prescripted curriculum for that level, contextualized
according to the school’s educational reality and the requirements of the program itself.
b) The proportion of the use of Valencian and Spanish as languages of instruction.
c) The schedule of the different subjects in the different cycles, respecting the
minimum established in the second and third paragraphs of the Order of 12 of May,
1994 (DOGV July 19th). (This point c) will only be prescriptive for schools that apply the
Linguistic Immersion program).
d) Moments and sequence of reading and writing systematic introduction in both
Valencian and Spanish.
e) Methodological treatment for the different languages: Spanish, Valencian and
foreign language.
f) Provision of activities for new students joining the Valencian education system
and who may require specific attention to replace their low linguistic competence in one
of the official languages.

All schools will write the specific design of the program of each of the bilingual
education programs that they apply.

The dossier for the authorization of the Valencian Teaching Program or the Linguistic
Immersion program may be initiated by the school or by the parents or guardians will. In
addition, the Conselleria of Culture, Education and Science, each school year, based on
a proposal from the Directorate General for Educational Innovation and Linguistic
Policy, will determine in what other schools any of these two programs must be started.

Socio linguistic and socio pedagogical characteristics will be taken into account for the
determination of these centres. The proposal will be communicated to the centre’s
School Board and the Municipal School Board, prior to the start of the annual students
admission process. The specific design of the program of each of the bilingual
education programs that are applied by the school, shall be approved by the School
Board and sent to the corresponding Territorial Directorate for Culture and Education.
Together with the application for authorization, a certification of the School Board' s
extraordinary session where it has been approved, an analysis of the socio linguistic
situation of the context, and a report on the students' linguistic reality will be required.
The Territorial Directorate for Culture and Education will resolve the request of the Progressive
Incorporation Program specific design. For this authorization, a joint report compiled by the
Consultancy for Valencian teaching and the Education Inspectorate will be prescriptive. Once
the design is approved, the report will be sent to the General Directorate of Educational
Innovation and Language Policy (Teaching in Valencian Service).

The specific designs of the Valencian Teaching Programs and the Linguistic Immersion
Programs will be sent to the General Directorate of Educational Innovation and
Language Policy for their approval, once they have the Education Inspectorate report.
For the development of the bilingual education specific design of programs, schools
may request the technical collaboration of the Teaching in Valencian Didactic Advisory
Service, dependent on the Directorate General of Educational Innovation and Language
Policy.

When schools, on their behalf, request a change from a Progressive Incorporation

Program into a Valencian Teaching Program or a Linguistic Immersion Program, this
must be done before the annual students admission process. All schools modifying their
specific design program after completing the students' admission process, will start the
formalities for its approval before the beginning of the new school year or else during
the first quarter of the year in which the implementation of the new specifc design
program starts.

The specific design of schools implementing the Valencian Progressive Incorporation

Program will include, among the non-linguistic subjects, at least, the subject of Natural,
Social and Cultural Environment taught in Valencian after the third level of Primary
Education, in accordance with Article 10 of Decree 79/1984 of 30th of July (DOGV
August 23rd).

If parents or guardians desire the students to receive a different linguistic treatment,

other than the one the school is applying, in accordance to its specific design, they will
so declare it within the first 15 days of the school year. This request will be individually
written and addressed to the school so that appropriate measures can be provided,
always according to the school’s organizational possibilities. From September 1st to 15
days after the beginning of classes, schools will display the specific designs of the
Programs they may apply on the bulletin board.

When a modification of the specific design program is desired, the same procedures as
for the authorization will be followed, and the process will start during the previous
school year of its application. In bilingual education programs, all school materials in
subjects that use Valencian as the language for instruction will be in Valencian.
 The Specific Design of the Program. Development; content
and implications.

3.1. THE SPECIFC DESIGN OF THE PROGRAM (DPP)

The DPP is the specification and the contextualizing of a bilingual or plurilingual

education program to each school’s particular reality. It is a fundamental document in
educational planning because:

- It allows the specific appropriate program for each school to be apllied.

- It must be approved by the School Board and should allow the discussion and debate
about aspects and decisions concerning the use of languages for instruction.
- Its development is previous to the PCC’s.
- It allows the educational administration to become aware of the situation of teaching
and use of different languages in each school.
- It allows the revitalization and promotion of the vehicular use of Valencian language
among the different groups of the educational community in each school.
- It allows the taking of decisions regarding the use of Valencian or any other foreign
languages as vehicular languages, that should be taken into account afterwards for the
rest of the aspects included in the School Education Project (PEC).

The DPP must be developed by all schools located in a predominant Valencian

speaking area and by those schools that, being located in a predominant Spanish
speaking area, wish to implement any of the bilingual or plurilingual educational
programs. For its development, schools may request the technical collaboration of the
Consultancy for Languages Teaching.

Each specifc design of the program applied in schools must be approved by the School
Board of the centre and sent to the relevant Regional Directorate of Education.
Together with the request for authorization, a certification of the School Board
extraordinary session in which it has been approved, an analysis of the sociolinguistic
situation of the context and a report on the students linguistic reality, are required.

All requests for the implementation of plurilingual programs must be authorized, if they
fulfilled the requirements stated by the regulations, by the same General Direction.
3.2. DPP’S CONTENT IN A TEACHING THROUGH VALENCIAN PROGRAM OR A
PROGRESSIVE INCORPORATION PROGRAM

PRIMARY EDUCATION DPP

A. General objectives of the prescriptive curriculum for that level, contextualized

according to the educational reality and the demands of the school program.

A.1. Infant Educational Objectives

A.2. Primary Educational Objectives
B. Proportion of use in Valencian and Spanish as languages for instruction.

C. Time and sequence of systematic introduction for reading and writing in Valencian
and Spanish.

D. Methodological treatment of Valencian, Spanish and foreign language.

* as linguistic subjects.
* Methodological aspects for the treatment of Valencian and Spanish as languages for
instruction.
* Methodological and organizational aspects. Space and time distribution.

E. Provision of activities for new students joining the Valencian education system and
that may require specific.

3.3. LINGUISTIC IMMERSION PROGRAM DPP’S CONTENT

A. General objectives of the prescriptive curriculum for that level, contextualized

according to the educational reality and the demands of the school program.

A.1. Infant Educational Objectives

A.2. Primary Educational Objectives
D. Timing and sequence for the systematic introduction of reading and writing in
Valencian and Spanish.

E. Methodological treatment of Valencian, Spanish and foreign language.

* as linguistic subjects.
* Methodological aspects for the treatment of Valencian and Spanish as languages for
instruction.
* Methodological and organizational aspects. Space and time distribution.

F. Provision of activities for new students joining the Valencian education system and
that may require specific attention to replace the low linguistic competence in one of the
official languages.

3.4 DPP DESIGN IN SECONDARY EDUCATION

0. INTRODUCTION (Secondary School characteristics and context, characteristics of

the attached primary schools and the linguistic programs they use, objectives of the
DPP of the Secondary School)

1. General Objectives of the official curriculum of Compulsory Secondary Education,

Batxillerat and Vocational Training. Decree 112/2007, 20th July – Curriculum of
Secondary Education (DOCV 5562, 24th July, 2007).

Basic Competences – Royal Decree 1631/2006 29TH September (BOE 5, 5th January
2007)

Decree 102/2008, 11th July – Curriculum of Batxillerat (DOCV 5806 15th July, 2008)
Decree 8/1998, 3rd February, Vocational Training (DOGV 3182, 12th February, 1998)

2. Methodological treatment of the different languages, as linguistic areas and

methodological treatment of Valencian, Spanish and foreign language as vehicular languages.
3. Treatment of students who need individual attention due to their low performance in
any of the official languages.

4. Proportion of use in Valencian, Spanish and foreign language/s in the different

programs, cycles, levels and groups.

We use the same kind of grid for the areas, subjects and modules in Batxillerat and
vocational Training.

5. Forecast of the teachers’ distribution according to their linguistic competence in the

different languages in which they can teach.

6. The Provision of activities for new students joining the Valencian education system,
who may require specific attention to replace their low linguistic competence in one of
the official languages.

3.6. SCHOOL LINGUISTIC PROJECT

With the current documents (DPP and PNL) new ones will have to be done starting on
Infant Education and following the application of the decree as the annex indicates.
The School Linguistic project is the teaching centre's document where all the
curricular and organisational measures taken for the development of the linguistic
programmes are specified.
It includes:
1. Details of the teaching centre/school
2. Context analysis
3. Authorised programmes
4. Applied programmes
5. Linguistic Objectives
6. Introduction to reading and writing
7. Methodologies to integrate languages
8. Gradation of Language Integrated Treatment
9. Organisation of human and material resources
10. Teacher training
11.The Centre's project to improve the aplication of the plurilingual program
12. Implementation calendar
13. Linguistic normalization Plan
The project will folllow the procedure that is shown below:
Bibliography

CONSELLERIA DE CULTURA, EDUCACIÓ I CIÈNCIA, 1989. Dossier d'Ensenyaments

en valencià. Suport núm 3, Generalitat Valenciana.

ESCOLANO, J., ESPAÑA, A., MIRÓ, M., PASCUAL, A. 1992. El Projecte i el Pla de
Normalització Lingüística d'un centre d'Educació Infantil i Primària. Núm. Extraordinari,
Generalitat Valenciana.

ESPAÑA, A., PASCUAL, V., 1993. Guia per a l'Anàlisi del Context del Centre. Núm.
Extraordinari,
Generalitat Valenciana.

ORIOLA, R, SORIANO I CABO, M.J., CUNYAT, S., MONCLÚS, C., 1992. El Programa
d'Immersió. Suport núm. 8, Generalitat Valenciana.

PASCUAL, V., SALA, V., 1991. Un model educatiu per a un sistema escolar amb tres
llengües. 1.
Proposta organitzativa, Generalitat Valenciana.

PASCUAL, V., SALA, V., 1991. Una proposta de planificació educativa dins el model
d'enriquiment
d'educació bilingüe en el sistema valencià. Suport 5, Generalitat Valenciana.

PASCUAL, V., 2006. El tractament de les llengües en un model d'educació

plurilingüe.(Suport núm. 15), Generalitat Valenciana.

Trilingual Primary Education in Europe. Inventory of the provisions for trilingual primary
education
in minority language communities of the European Union Mercator-Education. The
European network for regional or minority languages and education.

LEGISLATION

All regulations related to the subject can be found by clicking the "Legal Framework" at
http://www.edu.gva.es/ocd/sedev/val/sedev.htm