Child 1: Parents are from Manchester and both speak in English to the child

The economic situation of the family is good, both parents have studied university degrees
so they work in a qualified position as doctors and with a salary of 47.731 forty-seven and
seven hundred thirty-one thousandths
every year as says in glasdoor.com . The parents both speak a little of Spanish, so they can
understand it. The child is still little so it would be easier for him to learn Spanish as a
second language and maybe Catalan as a third one as Baker said that there are more
advantages than disadvantages for people that know more than one language. There were
three possibilities that we have thought about: the kid to go to a public school where the
official languages are Catalan and Spanish, to a bilingual school or to a British one. We all
decided for a multilingual school for the kid to develop Spanish and English at the same time
and at the same level. We opted for St. Paul’s school in Barcelona: ‘’ Nursery (P3) y Kinder
(P4) se centran en conseguir un buen desarrollo oral, verbal y de comprensión, tanto en
inglés como en castellano. En Prep (P5) los niños pueden leer y escribir en ambas lenguas.
El catalán se introduce a través de la asignatura de música y los distintos talleres.’’
So, in short, the kid would alternate the languages in school in order to have a good
development of both of them and a brief introduction of Catalan. Baker defends that two
languages don’t act like a balance so they operate from the same central operating system.
Bilinguals with an age- appropriate competence in both languages share cognitive
advantages over monolinguals. Distinction between BICS that concern every day, contextual
support and CALP, no contextual support. A distinction in terms of basic interpersonal
communicative skills (BICS) academic language proficiency (CALP). BICS: contextual
support. CALP: context reduced. In this case he starts with an acquisition in English,
Spanish and catalan because he is little and does not have good control over those
languages (BICS). Later on, he will acquire academic knowledge in his L2 and L3 as
catalan and Spanish are the curricular languages in Barcelona, in English he will continue
acquiring the language at home with his parents and family. King encourages parents to
prioritize the emotional experience of the child rather than the bilingualism of it, so the child
would have a beautiful development of the l1 and will be ready to acquire the others.

The other two options were not the worst but the child would focus more on one language
over another. What we wanted was a balance. At home it is very important to maintain the
native language with the parents and with the other part of the family because the parents
overall are the ones that feel more comfortable with their native language and because of
king’ s theory. With friends it would be good and useful to try and talk Spanish and Catalan in
order to develop confidence in the languages and feel accepted by others, of course all this
after a minimum of understanding and learning at least the oficial language catalan. The
child goes to piano 3 days a week and this activity is taught in catalan, as he needs also to
develop his social skills not just linguistic one and there might be people that do not know
English around him all the time. So, in order to have an easier life, he should know Spanish
and Catalan.

This situation is the same as the one of the one interview our team did: Patric Condure. His
parents opted for a public school where the languages used are Catalan, Spanish and
English when that is the case , for example, at school, in the academy and with his uncle

1
who only speaks English. He does extra activities in Spanish, Catalan and English. He is
using his native language, Romanian, just at home and with his family in Romania through
the internet. However, there can be seen a lack of vocabulary, grammar, sometimes even
miss spelled words or invented ones or mixing up with the other languages. So, this can
provide us information about his CALP, he is lacking academic knowledge in romanian.
So, this is also why we opted for a multilingual school for the kid in order to not happen this
to him and to have a higher level of flexibility in three languages: Spanish, English and
Catalan.

Child 2: Parents from Pakistan that speak Punjabi to their child

The economic possession of this family is more limited then the first one, both parents being
regular workers in a company earning a minimum salary. The academic education that the
child’s parents had received is more limited and not that advanced as the parents from the
first family.
The child does not speak any Spanish but his parents do. We decided for this kid to go to a
public school in order to learn Spanish and Catalan. Public schools have a useful resource
called Reception Room (Unamono explains that The LIC Plan displays a number of
organizational structures and resources to achieve the educational intentions. As the name
suggests, the Reception Classroom is a place where newly arrived pupils spend up to twelve
hours a week, where they can receive tailored attention tailored to their needs and where
they are made to feel welcome in the mainstream)

So there they do Catalan or Spanish in another way then in mainstream class (Baker
suggested that a child’s second language competence is partly dependent on the level of
competence already achieved in the first language.) However, all the other classes are
assisted normally and I think this is important in order for the child to feel accepted by the
collective. EXPLAIN IN THE PRES We chose the school Mercè Rodoreda because it is the
school that has a pretty well done plan of studies. The school offers the following
programme: in child education the used languages are Spanish and catalan; there is a
linguistic immersion, beginning to read and write and in English oral language. Later he will
work on the same languages but at a higher level and gradually achieve more contents. this
we think that can be useful for any kind of students as long as he is doing a regular base of
classes de reforç so he wouldn t have any difficulties MIRAR MES COSES SOBRE EL
COLE
This is what they claim in their presentation, so the child would be able to talk both
languages and not just that but write and read them fluently. EXPLAIN WHY Home with his
parents will be useful to talk in his native language and even take classes on how to write
and read in order to have a better development but is not necessary as Baker says that two
languages separated outside, are similar in the way they work because operate in the same
way and don’t function separately because it’s the same central processing system.
EXPLAIN THIS A BIT
Out with his friends he should try to talk Catalan or Spanish in order to develop confidence in
the language and feel adapted and accepted by the others.

Extraactivities football in Catalan or even spanish

2
Problem on Multilingualism
Child 1: Parents are from Manchester and both speak in English to the child
The parents both talk a little of Spanish, so, they can understand it.
The child is still little so it would be easier for him to learn Spanish as a second language and
maybe Catalan as a third one as Baker said that there are more advantages than disadvantages
for people that know more than one language. There were three possibilities that we have
thought about: the kid to go to a public school where the official languages are Catalan and
Spanish, to go to a bilingual school or to a British one. We all decided for a bilingual school
for the kid to develop Spanish and English at the same time and at the same level. We opted
for St. Paul’s school in Barcelona: ‘’ Nursery (P3) y Kinder (P4) se centran en conseguir un
buen desarrollo oral, verbal y de comprensión, tanto en inglés como en castellano. En Prep
(P5) los niños pueden leer y escribir en ambas lenguas. El catalán se introduce a través de la
asignatura de música y los distintos talleres.’’
So, in short, the kid would alternate the languages in school in order to have a good
development of both of them and a brief introduction of Catalan. The other two options were
not the worst but the child would focus more on one language over another. What we wanted
was a balance. At home we think is very important to maintain the native language with the
parents and with the other part of the family because the parents overall are the ones that feel
more comfortable with their native language and losing this with their child would be like a
tragedy. With friends it would be good and useful to try and talk Spanish and Catalan in order
to develop confidence in the languages and feel accepted by others, of course all this after a
minimum of understanding and learning the languages. If there are any extra activities the kid
would like to have, those should be in Spanish or Catalan as he needs also to develop his
social skills not just linguistic one and there might be people that do not know English around
him all the time. So, in order to have an easier life, he should know at least English and
Spanish.
This situation is the same as the one of the one interview our team did: Patric Condure. His
parents opted for a public school where the languages used are Catalan, Spanish and English
when is the case. He does extra activities in Spanish, Catalan and English. He is using his
native language, Romanian, just at home and with his family in Romania through internet.
However, there can be seen a lack of vocabulary, grammar, sometimes even miss spelled
words or invented ones or mixing up with the other languages.
So, this is also why we opted for a bilingual school for the kid in order to not happen this to
him and to have a higher level of flexibility in both languages: Spanish and English.

Child 2: Parents from Pakistan that speak Punjabi to their child

The child does not speak any Spanish either the mother, the father does speak some.
For the second family we chose different way in order to see the differences between the two
kids and to see what happens later. So we decided for this kid to go to a public school in order

3
to learn Spanish and Catalan. Public schools have a thing called ‘’Aula d’Acollida’’ where
kids can learn Catalan and Spanish starting with level 0. Also, there are classes that are
adjusted to them: ‘’classes de reforç’’; where they do maths, Catalan and Spanish in another
way then in normal class. However, all the other classes are assisted normal and I think this is
important in order for the child to feel accepted by the collective.
We chose the school Mercè Rodoreda from Barcelona that has good reviews from parents,
teachers and other ex-students that have been there in their early ages.
‘’ L’assoliment de la competència plena en català i castellà és la garantia que l’escola
proporciona als alumnes el coneixement lingüístic, comunicatiu i literari que cal als alumnes
per tenir les mateixes oportunitats.’’
This is what they claim in their presentation, so the child would be able to talk both languages
and not just that but write and read them fluently. For this kid is going to be more difficult to
learn Spanish and Catalan because his native language is less closer to them than the English
with the Spanish. His language has a different alphabet and that is a very important point.
Home with his parents it would be useful to talk his native language and if possible to take
even classes on how to write and read in his native language because we think that if the
language is not used in other areas like academic areas the most important parts of the
language are going to get lost. Out with his friends and in any other activities he should try
talk Catalan or Spanish in order to develop confidence in the language and feel adapted and
accepted by the others.
Comparing this, again, with Patric that have followed the same way we can say that maybe if
Patric would have been taught his native language by a professional and not just home with
his parents, maybe, now, he would not have any difficulty with the language.
So, we think that going to a bilingual school is as good as going to a public school as long as
the native language is used in one than more area. The native language needs to be worked as
much as any other acquired.

WORK CITED PAGE

St. Paul’s School - Colegio Privado Internacional Bilingüe - Trilingüe Barcelona | Early
Years. Colegio Infantil | St. Paul’s School.
(s. f.). https://www.stpauls.es/colegio-privado-infantil/

Projecte LingüÃstic. (s. f.). Escola Mercè Rodoreda -

Barcelona. https://agora.xtec.cat/esc-mrodoreda-bcn/lescola/projectes-de-centre/projecte-ling
uistic/

4
BAKER

In Chapter 8 of "Foundations of Bilingual Education and Bilingualism" by Colin Baker, the

author discusses various cognitive theories and models of bilingualism and their implications
for curriculum design and instruction. The chapter covers the cognitive benefits of
bilingualism, the relationship between language proficiency and cognitive development, and
the role of metacognition in bilingualism.

The author starts by discussing the cognitive benefits of bilingualism, such as enhanced
cognitive flexibility, improved executive function, and better problem-solving skills. These
benefits are thought to result from the bilingual brain's ability to constantly switch between
languages, which strengthens certain cognitive processes.

The author also examines the relationship between language proficiency and cognitive
development. He notes that while bilingual children may be slower to acquire their first
language, they tend to catch up to monolingual peers in cognitive development and may
even surpass them in certain areas.

Baker also notes the role of metacognition in bilingualism. Metacognition refers to the ability
to think about one's own thinking, and it is important for bilinguals because it allows them to
monitor and control their language use.

He also examines the different approaches to teaching and assessing bilingual students. He
discuss the use of first and second language in the classroom, and the importance of cultural
awareness and sensitivity. He emphasizes that curriculum design and instruction should be
tailored to the needs and abilities of individual bilingual students, and should take into
account the social and cultural context in which the languages are used.

Finally, the author emphasizes the need for further research on bilingualism and its
implications for education in order to develop effective teaching methods and curriculum for
bilingual students.

5
the Iceberg Theory
Cummins had originally thought that two languages operate separately (SUP). He revised
with (CUP) in that the two languages can be represented as two separate icebergs above
the surface but underneath the surface the icebergs are fused together so that they do not
function separately and that both languages operate through the same central processing
system (Baker 2011).
The Common Underlying Proficiency (CUP)
When a person owns two or more languages they come from the same central engine
Bilingualism and multilingualism are possible because we have the capacity to store two or
more languages. Informational processing and educational attainment can be developed
through two languages.Language in the classroom needs to be well developed to process
cognitive challenges.Speaking, listening, reading, and writing in L1 and L2 helps the whole
cognitive system to develop, but if children operate in an insufficiently developed L2 the
system will not function. When one or both languages are not functioning fully cognitive
functioning and academic performance may be negatively affected.

UNAMUNO

"Languages and Language Learning in Catalan Schools: From the Bilingual to the
Multilingual Challenge" is a study by Escobar-Urmeneta & Unamuno published in 2008. The
study examines the language education policies and practices in Catalan schools, with a
focus on the transition from a bilingual to a multilingual approach.

The study starts by providing an overview of the historical and political context of language
education in Catalonia. It then discusses the language education policies that have been
implemented in the region, including the transition from a bilingual model (Catalan and
Spanish) to a multilingual model (Catalan, Spanish, English, and other languages).

The study also examines the challenges faced by Catalan schools in implementing this
multilingual approach. It notes that while the transition has led to an increase in language
proficiency among students, it has also created challenges such as lack of resources, limited
teacher training, and difficulties in coordinating the teaching of multiple languages.

6
The study also highlights the importance of cultural awareness and intercultural education in
multilingual education. It argues that a multilingual approach should not only focus on
language proficiency, but also on understanding and valuing the cultures associated with the
languages being learned.

Overall, the study highlights the importance of a multilingual approach in language education
and the challenges faced in its implementation in Catalan schools. It highlights the need for
further research to understand the impact of multilingual education on student language
proficiency and intercultural competence.

1. What were the two main objections raised by minority groups to the generalized use of
Catalan in education (as opposed to other contexts which allow Language choice, such as
Andorra or the Basque Country)? Why did the majority of the population support the use of
Catalan in schools?

Providing Catalan schooling to everyone would imply discrimination against

Spanish-speaking children, who would be disadvantaged compared to their
Catalan-speaking classmates. Also , Catalan-speaking children would be disadvantaged
because they would not be able to attain native-like proficiency.

2. What do the studies analyzing the impact of Catalan immersion on students’ linguistic
development suggest?

Despite the decision to adopt Catalan as the school's working language, the studies show
that it does not necessarily mean that the patterns of language choice and language use in
peer interactions or the patterns of interactions between learners and teachers in informal
settings, such as break or lunchtime, will change.
As Spanish is an important language at school and is the predominant language in many
out-of-school milieus, there were no significant differences between Spanish-speaking
children and Catalan-speaking children regarding their school results. All teachers are highly
proficient in Spanish, a common language used to ensure understanding of school content
and avoid communication breakdowns.

3. In which ways does the LIC Plan attempt to facilitate the incorporation of newly arrived
children with no linguistic competence in Catalan and/or previous school experience (as
suggested in Excerpt 1, 2, 3)?

The LIC Plan displays a number of organizational structures and resources to achieve the
educational intentions. As the name suggests, the Reception Classroom is a place where
newly arrived pupils spend up to twelve hours a week, where they can receive tailored
attention tailored to their needs and where they are made to feel welcome in the
mainstream.

4. What does the case study of El Port school suggest with respect to the use of Catalan,
Spanish, English and other minority languages in the school context?

As part of the LIC Plan, they consider Catalan to be a minority language and, therefore, the
school should ensure that pupils have the opportunity to learn it. This is to be carried out

7
through spaces which favor monolingual practices, with reception classrooms being one of
the very few spaces of this kind.

5. According to the authors’ standpoint, what are the three principles that should guide
policies concerning newcomers in Catalan schools? In which way does this proposal
contrast with the one expressed by the Deputy Head of El Port School on p. 242?

Assisting learners in the technique of getting to know the two co-official languages, which
implies guaranteeing prosperous instructional experiences in Catalan for these scholars who
would in any other case have very restrained get admission to to this language; making
provision for measures which assurance that, by means of the give up of their obligatory
education, all rookies, regardless of their linguistic origin, possess a sound understanding of
at least a 0.33 language of worldwide use; and organizing a stable framework for initiatives
main to the understanding and promoting of the languages added via immigrant families.

As cited in the Deputy Head of the school, the college focuses on curricular elements which
are frequent to all rookies and might also assist them in the sense that they belong to one
frequent community, whereas highlighting differential elements is consciously avoided. In her
view, multicultural proposals have the undesirable aspect impact of fragmenting the college
community, whereas a built-in task has to be constructed around the traits that are frequent
to the specific ethnic, cultural and social groups, and the core of such a venture needs to be
the instructing and mastering of Catalan.

6. Please summarize the main ideas of this paper in a paragraph so that you can explain
them clearly and easily to your groupmates.

Using a minority language as the only one in the school teaching system would be harmful
for those students that are not familiarized with that foreign language and would add more
difficulties at the moment of studying and learning the rest of the subjects. That’s why it
would be highly recommended to use a language that everyone knows and also a foreign
languages to increase students knowledge for the future.

KING

King et al.'s 2008 paper "Family Language Policy" is a study that examines the ways in
which families establish and maintain language use within the home. The study found that
families use a variety of strategies, such as setting rules for language use and providing
language-specific interactions, to promote the use of a particular language or variety of
language within the household. The study also found that these language policies are often
influenced by factors such as the family's cultural background and the availability of
language resources outside of the home. The authors conclude that family language policies
play a significant role in shaping children's linguistic development and that understanding
these policies can provide insight into the ways in which language is transmitted across
generations.