AICLE I: FUNDAMENTOS Y PROPUESTAS

CURRICULARES PARA EL AULA DE PRIMARIA

Session 11/05/2023 The bilingual School

Plan de Lenguas (PLC)
CLIL
Basic guide for bilingual and
ANL teachers in primary and
secondary education

Profª: Beatriz Moreno López

 AICLE I: FUNDAMENTOS Y PROPUESTAS CURRICULARES PARA EL AULA DE PRIMARIA

11/05/2023

A. THE BILINGUAL SCHOOL

B. PLAN DE LENGUAS (PLC)
1. What is it?
2. How does it work?
3. Contents
4. Lines
C. CLIL AT SCHOOLS
D. BASIC GUIDE FOR BILINGUAL AND ANL TEACHERS IN
PRIMARY AND SECONDARY EDUCATION

Profª: Beatriz Moreno López

 AICLE I: FUNDAMENTOS Y PROPUESTAS CURRICULARES PARA EL AULA DE PRIMARIA

11/05/2023

2004/05 2006/07 2008/09 2010/11

THE BILINGUAL SCHOOL
26 Public schools 101 Public schools Concerted schools High Schools

The implementation of multilingualism throughout Andalusia has as its objective the gradual
improvement of linguistic competence, both in the Spanish language, the heritage we enjoy as speakers,
and in at least one foreign language.

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Profª: Beatriz Moreno López

 AICLE I: FUNDAMENTOS Y PROPUESTAS CURRICULARES PARA EL AULA DE PRIMARIA

11/05/2023

THE PLC – What is it?

It is a Program for Educational Innovation whose main objective is to promote a global project in
educational centers to improve competence in linguistic communication from different areas and
subjects:

➢ Strategies for coordination, collaboration and cooperation of teachers.

➢ Regulation of normative aspects related to linguistic uses in the center.
➢ Treatment of linguistic diversity.
➢ Improvement of the competence in linguistic communication in mother tongue and
foreign languages (reading, writing, listening, speaking and interaction).
➢ Design of the reading project, the plan for the use of the center's school library and the
orality plan.
➢ Map of discursive genres of the center.
➢ Writing strategies across the curriculum in all areas.
➢ Functional-communicative approach and cooperative and collaborative didactic
methodologies.
➢ Incorporation of ICT in its communicative aspect. Profª: Beatriz Moreno López
 AICLE I: FUNDAMENTOS Y PROPUESTAS CURRICULARES PARA EL AULA DE PRIMARIA

11/05/2023

THE PLC – How does it work?

As the construction of the PLC must advance through the progressive achievement of objectives, the project
is designed for 3 academic years with a proposal of achieving goals in a reasonable period of time.

Each center has to focus on the lines to work and carry out a series of tasks that will be reflected in the
Action Plan corresponding to each year of permanence in the program. Basically, the tasks that each center
must carry out are:

➢ Settle coordination measures for teachers.

➢ Make a diagnosis.
➢ Settle objectives regarding the treatment of linguistic competence in every area.
➢ Determine the standards, criteria and evaluation instruments.
➢ Agree standardization measures.
➢ Prepare the reading project and plan for the use of the school library.
➢ Prepare the Orality Plan.
➢ Settle writing strategies through the curriculum of the various areas.
➢ Design specific work proposals in the classroom.
➢ Settle evaluation strategies of the PLC itself.
Profª: Beatriz Moreno López
 AICLE I: FUNDAMENTOS Y PROPUESTAS CURRICULARES PARA EL AULA DE PRIMARIA

11/05/2023

To develop a communicative approach to

THE PLC – Contents use in classroom: didactics of listening,
speaking, reading and writing.
Methodology

Both the curricular

For the different curricular areas contents of the areas
and the development
Incorporation Programming of linguistic skills are
of the Didactic and elaboration integrated.
communicative of didactic
contents Contents sequences

Approach to the
evaluation of
the competence
in linguistic
to the didactic programming in
communication every area

Profª: Beatriz Moreno López

 AICLE I: FUNDAMENTOS Y PROPUESTAS CURRICULARES PARA EL AULA DE PRIMARIA

11/05/2023
In bilingual or multilingual centers, the preparation of the integrated language curriculum (CLIL) and the CLIL
methodology constitute a line of special relevance that can find excellent support in the orality work plan and in
the line of work of oral and written discursive genres, such as a main axis.
THE PLC – Lines
➢The center unifies documents, the format of the works or the presentations in digital support
Normalization ➢Some measures regarding the treatment of writing errors or the rules of verbal courtesy are agreed

➢It involves both intensive reading (fragments and short texts), and extensive reading
Reader Project ➢Both the linguistic areas (Spanish and second languages) and the non-linguistic areas (ANL) contribute to the reading project, selecting texts
appropriate to the level of communicative competence of the students and to the contents that are worked on at all times

➢For different areas and subjects and both formal (exhibitions, debates, colloquiums) and exploratory types (conversation in the
Orality work plan classroom to build knowledge) are common ways to evaluate the process
➢The use of ICT is used in its most communicative aspect

➢Different discursive genres are present in the different curricular areas, some of a more transversal nature (summaries, diagrams,
Writing Strategies papers, written expositions), others of a more specific type (comments, laboratory reports, narratives) or typical of daily life or work.
the media (notes, notices, invitations, emails, news, opinion texts).

Attention to ➢This focuses on the preparation of proposals that allow attending to both the students of the center who have a mother tongue
linguistic diversity other than the official language, as well as those students who present specific educational needs related to language

CLIL Preparation ➢Development of the Integrated Learning of contents and foreign languages

➢The development of informational competence (ALFIN) is especially relevant.

Plan to use the
➢The PLC must contribute to its strengthening, seeking, in turn, links with the other educational plans and programs that are
school library developed in the center Profª: Beatriz Moreno López
 AICLE I: FUNDAMENTOS Y PROPUESTAS CURRICULARES PARA EL AULA DE PRIMARIA

11/05/2023

CLIL/ANL
According to the Order of June 28, 2011, which regulates bilingual education in Andalusia, “a
bilingual center is one in which subjects are taught in two languages: the mother tongue and
another foreign language”.

So, the acquisition of the basic skills of listening, speaking, mediation, reading and writing is
promoted through the Integrated Learning of Contents and Foreign Languages (CLIL). That is why
a bilingual center must:

1. Be authorized to teach those matters of every cycle for which an authorization is

requested.

2. Have teachers to teach the non-linguistic areas, subjects or modules (ANL) that accredit at
least the B2 level of the Common European Framework of Reference for languages.

3. Modify the existing educational project adapting it to what the Order indicates.
Profª: Beatriz Moreno López
 AICLE I: FUNDAMENTOS Y PROPUESTAS CURRICULARES PARA EL AULA DE PRIMARIA

11/05/2023

CLIL/ANL
Nowadays, the Ministry of Education of the Junta de Andalucía has just launched the web:
Integrated Learning of Contents and Foreign Language (CLIL) including some material for the
Bilingual Centers of the Autonomous Community of Andalusia.

In order to support and facilitate the work of

teachers in the classroom, some authors made
130 didactic sequences in German, French and
English available to bilingual schools, with a
CLIL approach ( Integrated Learning of Contents
and Foreign Language), of non-linguistic areas
(ANL) and subjects of each course of primary
education and compulsory secondary
education.

Profª: Beatriz Moreno López

 AICLE I: FUNDAMENTOS Y PROPUESTAS CURRICULARES PARA EL AULA DE PRIMARIA

11/05/2023

CLIL/ANL

Each didactic sequence contains:

➢ CLIL material identification sheet,

➢ Table of the CLIL approach,
➢ The content of the sequence and, where appropriate, complementary material
(auditions, flash cards, presentations, etc.) and
➢ Answers.

Profª: Beatriz Moreno López

 AICLE I: FUNDAMENTOS Y PROPUESTAS CURRICULARES PARA EL AULA DE PRIMARIA

11/05/2023

CLIL/ANL

The sequences in the three mentioned languages cover the whole Primary Education with
sequences for the following areas and subjects:

NON-LANGUAGE AREAS: Knowledge of the natural, social and cultural environment

➢ Artistic education
➢ Physical education

NON-LANGUAGE SUBJECTS:
➢ Natural Sciences
➢ Social Sciences (geography and history)
➢ Physical education
➢ Music

Profª: Beatriz Moreno López

 AICLE I: FUNDAMENTOS Y PROPUESTAS CURRICULARES PARA EL AULA DE PRIMARIA

11/05/2023

https://www.juntadeandalucia.es/educacion/portals/web/plurilinguismo/centros-bilingues-ingles

Plurilinguismo: https://www.juntadeandalucia.es/educacion/portals/web/plurilinguismo/centros-bilingues

Cádiz: https://blogsaverroes.juntadeandalucia.es/plurilinguismodelegacioncadiz/

https://sites.google.com/a/iesitaca.org/international-programmes-at-ies-itaca/programa-bilinguee/informacion-general-
programa-bilinguee

https://colaboraeducacion30.juntadeandalucia.es/educacion/colabora/web/proyecto-linguistico-de-
centro/presentacion#:~:text=El%20programa%20Proyecto%20Ling%C3%BC%C3%ADstico%20de,las%20distintas%20%C3%A1rea
s%20y%20materias.

Profª: Beatriz Moreno López

AICLE I: FUNDAMENTOS Y PROPUESTAS CURRICULARES PARA EL AULA DE PRIMARIA

11/05/2023

Profª: Beatriz Moreno López