The bilingual and multilingual educational programs. Legal framework.

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The bilingual and multilingual educational

programs. Legal framework. Organizational
SESSION and pedagogical management documents.

3
(Students Material)
Leo Boix
OBJECTIVES
1. Taking 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. Knowing the general organization of 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. Knowing the different DPP sections and its implementation for bilingual and multilingual
educational programs.

TABLE
0. Initial Questionnaire.
1. The educational system regarding the situation of languages in contact: bilingual and
multilingual educational models.
2. Valencian educational system. Legal framework.
3. Bilingual and multilingual educational programs.
3.1. Classification of Bilingual and Multilingual Educational Programs.
3.2. Organizational documents articulating Multilingual and Bilingual Programs in schools.
4. Program particular design in Infant, Primary and Secondary Education. Development.
Content and implications.
5. Bibliography & Legislation.

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0. INITIAL QUESTIONNAIRE
Check the appropriate box whether you believe the statement is true or false.
T
1. The whole Valencian educational system is bilingual
2. Valencian educational system is trilingual.
3. The LOE says nothing about teaching Valencian.
4. Teachers should know Valencian language.
5. The Program Particular Design (DPP) is a document which is produced by
the school staff.
6. In a Valencian Teaching Program, all subjects should be taught in
Valencian.
7. The Environmental Knowledge can be taught in Valencian in the first
level of primary education in a Progressive Incorporation Program
8. In primary education, some curricular contents can be taught in English.
9. A Infant and a primary education teacher having the Advanced Level of
the EOI, can teach in English.
10. In a Language Immersion Program (PIL) Spanish language as a subject
or any other subject in Spanish is not taught.
11. A Language Immersion Program (PIL) is the same as a Progressive
Incorporation Program (PIP), only languages change.
12. Language proficiency in English is well enough accomplished only by
having English as a subject.
13. Teachers attitudes towards languages are not important.
14. At the end of compulsory education, students should have full
competence in Spanish and Valencian, and a sufficient competence in
English.

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Final task
Students must write two texts (250 words minimum), choosing two proposals from the four options
below.

Option A) (Both Primary and Secondary)

Locate the Program Particular Design (DPP) of the multilingual or bilingual education programs that
are implemented in the centre where you work. Compose a text explaining their characteristics and
suitability to the sociolinguistic context in which it is located.

Option B) (Both Primary and Secondary)

You've chosen to explain your centres Comittee for Coordinating Education (CoCoPe) the
appropriateness of applying a Plurilingual Program, enriching the current linguistic program with
the addition of English as the language used for teaching part of the curriculum. You have to
overcome the reluctance of some teachers. Explain detailed reasons why the implementation of
this program would be advisable or not.

Option C) (Both Primary and Secondary)

Write a letter to the families of the students who will start attending your school next year in order
to guide them on the features and benefits of a Plurilingual Program implemented in that centre.

Option D) (both Primary and Secondary)

Write a text to be read to the parents of those students you will have next year, since they want
some information about voluntarily implementing a Progressive Incorporation Program (PIP) in a
Spanish speaking area, enriched with the incorporation of English to teach some curricular
contents.

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1. THE EDUCATION SYSTEM REGARDING THE SITUATION OF LANGUAGES IN

CONTACT: BILINGUAL EDUCATIONAL MODELS.
1.1. BILINGUAL EDUCATIONAL MODELS

Bilingual educational models

objectives

model

The most spoken language becomes, the

sooner the better, the only language used
in teaching, and the subordinated
language remains finally as a mere
subject or disappears completely.

compensatory
or transitional

The less spoken language is studied as a

subject, being used as a vehicle in
teaching only for students that have it as
their mother tongue, but not by users of
the most spoken language.

The two languages in contact have to be

studied as a subject and used as a
vehicular language in teaching by the two
collectives of speakers: the less spoken
and the most spoken language.

addressees

Only the speakers of the

less spoken language

manteinance

enrichment

Designed for the whole

community and not just for
the less spoken language
speakers.

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AN EDUCATIONAL MODEL
for a bilingual society; regarding the less spoken language can...
Accept it

Exclude it

Only as a
subject

Also as a medium of
instruction

In order to abandon
it later

In order to
maintain it

Only for the

less spoken
language
speakers

Monolingual
education
types

COMPENSATORY MAINTEINANCE
OR TRANSITIONAL
MODEL
MODEL

For
everybody:
less spoken
and most
spoken
language
speakers

ENRICHMENT
MODEL

BILINGUAL EDUCATION TYPES

TEACHING THROUGH
VALENCIAN
PROGRAM

LINGUISTIC
IMMERSION
PROGRAM
(Only in primary
schools)

PROGRESSIVE
INCORPORATION
PROGRAM

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2. ORGANIZATION OF VALENCIAN EDUCATIONAL SYSTEM. LEGAL FRAMEWORK

2. 1. LEGAL FRAMEWORK
Educaci Secundria

Resoluci de 26 dabril de 2010 de la Direcci General dOrdenaci i Centres Docents de la

Conselleria dEducaci, per la qual es regulen i sestablixen els requisits en el curs 2010-11 per
a lexperimentaci de l's de les llenges estrangeres com a llenges vehiculars (Programa
Plurilinge) en les etapes de lEducaci Secundria Obligatria, els Batxillerats i els Cicles
Formatius dels centres de la Comunitat Valenciana sostinguts amb fons pblics.

Educaci Primria

Orde reguladora dels PEBE (Orde de 30 de juny de 1998, de 14 de juliol. DOGV 3285)
<http://www.docv.gva.es/datos/1998/07/14/pdf/1998_X5768.pdf>

Educaci Infantil

Resoluci per la qual s'establixen els requisits bsics, criteris i procediments per aplicar en els
centres educatius un programa d'educaci plurilinge que permeta fomentar una primera
aproximaci a la llengua anglesa en el segon cicle de l'educaci infantil (Resoluci de 30 juliol
de 2008, DOGV de 21 d'agost de 2008)
<https://www.docv.gva.es/portal/portal/2008/08/21/pdf/2008_10089.pdf>

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, Primary and Secondary education

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)

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)

Order of 28th of August, 2007 from the Conselleria of Education, regulating the
schedule in Primary Education. (DOCV nm. 5594, date 7.09.2007)

Decree 233/1997 approving the ROF of Infant and Primary schools (DOGV nm. 3.073,
date 08.09.1997)

Order of 30th of June, 1998 establishing the basic requirements, criteria and procedures for
implementing an enriched bilingual education program in Primary Education. (DOCV
nm. 3285, date 14.07.1998)

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Resolution of 30th of July, 2008, establishing the basic requirements, criteria and
procedures for applying a multilingual education program that enables to promote a first
approach to the English language in the second cycle of infant education in schools
(DOGV nm. 5832, date 21.08.2008)

Resolution of 29th of June, 2009, from the Directorate General of Planning and Schools
and the Directorate General 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 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.
All these regulations can be found in:
http://www.edu.gva.es/ocd/sedev/val/legal.htm

IMPLICATIONS OF THE CURRENT LAWS IN THE VALENCIAN

EDUCATIONAL SYSTEM
SPANISH CONSTITUTION
1978

Statute of
Autonomy of the
Valencian
Community
2006
Law of Use and
teaching of
Valencian

Organic Law of the

Right to Education in
Education System

1983

1986

Decree 79/1984
About aplication of
the LUEV

Organic Law of
Education
LOE
2006

Royal Decree 1630/2006 of 20th

December, Infant Education
Royal Decree 1513/2006, of
December 7th, Primary Education
Royal Decree 1631/2006 of 29th
of December, Secondary Education
Decree 111/2007 of July 20th,
Primary Education Curriculum
Decrees of Multilingual Educational
Programs in Infant, Primary and
Secondary Education.

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1. Valencian is the language of the Valencian Community.

2. Learning Valencian language is compulsory in the Valencian Education System.
3. All students must achieve an equal domain 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. Educational administration has to foster and move towards multilingualism 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 nm. 5238)
Article six.
1. The language of the Valencian Community is Valencian.
2. The Valencian is the official language in the Valencian Community, as it is Spanish, which is the official
language of the state. All are 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 his language.
5. Special protection and respect for the recovery of Valencian language is granted.
6. The law shall establish the criteria for applying the proper language in administration and education.
7. Predominant areas where one language or the other are used, is stablished by the Law, as well as those
cases when a person can be exempted from the teaching and the use of Valencian.
8. Valencian Language Academy is the institution that states the rules 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
whatever language students have initiated their studies, an equal level of competence in Valencian and in

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Spanish, orally and in writting, should be achieved.

ORGANIC LAW OF EDUCATION (LOE)

Primary Education
Article 17. Objectives.
e) Know and use appropriately the Castilian language and, if applicable, the co-official language of the
Autonomous Community, and develop reading habits.
f) Acquire basic communicative competence in at least one foreign language to enable them to express and
understand simple messages and get by in everyday situations.

Secondary Education
Article 23. Objectives.
h) Understand and produce correctly complex texts and messages both orally and in writing in Castilian and,
where applicable, in the co-official language of the Autonomous Community. Get to know, read and study
literature.
i) Understand and express themselves appropriately in one or more foreign languages.

Batxillerat
Article 33. Objectives.
e) Master both orally and in written form the Castilian language and, where applicable, the co-official language
of the Autonomous Community.
f) Express themselves accurately and fluently in one or more foreign languages.

3. BILINGUAL AND MULTILINGUAL EDUCATIONAL PROGRAMS

The bilingual education enrichment model pretends that any student reaches 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 multilingual education is that all students, regardless of
their geographic origin, regardless of their usual language, and their sociocultural backgrounds,
must achieve the same objectives at the end of compulsory education. But if we look at the reality
in schools, several factors, including the sociolinguistic context, the diversity of students and the
attitudes and expectations of parents, configure well diverse application contexts throughout our
different territories. Consequently, the heterogeneity of these starting positions makes that 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, must be also different.
Therefore, we offer an education system which is structured in bilingual educational programs
and, more recently, multilingual: 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, achieve the objectives in all
the languages of the curriculum. A series of didactic and organizational strategies, based on
psycholinguistic and sociolinguistic reality in order to achieve predetermined goals, must be taken.
A Multilingual Educational Program is 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

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who are linguistically and culturally diverse from the beginning, with competence in two or more
languages, an optimal domain of one or two foreign languages, the contents of different subjects,
and an enriching sociocultural integration.
Multilingual Educational Programs in the Valencian Community articulate the referred factors to:
- The curriculum area: vehicular use of languages (Particular Program Design, DPP)
- The use of Valencian area: administrative or social, academic or pedagogic
management, didactic interaction, interrelation with social-family context
Therefore, all the centre organizational documents must be consistent with the program chosen in
order to meet the specific requirements of the school context.

3.1. CLASSIFICATION OF BILINGUAL AND MULTILINGUAL EDUCATION PROGRAMS (PEB

/ PEBE) IN VALENCIAN EDUCATIONAL SYSTEM.
The classification of programs has been based on three elements: the territory, the basic learning
language and students 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 multilingualism
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.

Teaching through Valencian Program (PEV)

In predominant Valencian speaking areas, centres with a majority of Valencian speaking
students may take, when the sociolinguistic context conditions so allow it, the Teaching through
valencian Program, which will involve the use of Valencian as a basic learning language throughout

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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 programs continue as a Teaching through
Valencian program in secondary school (ESO), in a coherent way.

Progressive Incorporation Program (PIP)

Primary: Centres located in predominant Valencian speaking areas that do not apply the
Teaching through Valencian Program or Linguistic Immersion Program; adopt the Progressive
Incorporation Program, in which the basic language for learning is Spanish. The particular 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 whats been applied in Primary
Education. This program involves the use of Valencian as a vehicular language in a part 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 predominant 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.
On its behalf, Resolution of 30th of July, 2008 lays down the basic requirements, criteria
and procedures to implement a multilingual education program that allows a first approach in

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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.
Secondary Schools can apply for the experimentation of the multilingual program. You can
take a look for the requirements at the following website:
http://www.edu.gva.es/ocd/sedev/val/pluri_sec.htm
Centres that voluntarily wish to join the program must 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 its use as languages of instruction, among others
contents, will be defined.

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Relation between bilingual and multilingual education programs in Infant and Primary
education, and in Secondary Education
PREDOMINANT VALENCIAN SPEAKING AREAS

ELEMENTARY
AND PRIMARY
EDUCATION

SECONDARY
EDUCATION

PIL
Linguistic
Immersion
Program

PEV
Teaching
through Valencian
Program

Teaching
Through Valencian
Program

PIP
Progressive
Incorporation
Program

Progressive
Incorporation
Program

PREDOMINANT SPANISH SPEAKING AREAS

Valencian
as a subject

Valencian
as a subject

NOTE:
In predominant Spanish speaking areas, bilingual and multilingual education programs can also be voluntarily applied.

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3. 2. ORGANIZATIONAL DOCUMENTS THAT ARTICULATE BILINGUAL AND

MULTILINGUAL EDUCATION PROGRAMS IN SCHOOLS

Within the framework of the school educational project, all schools implementing a bilingual
or multilingual education program should write one or more program particular design, depending
on the programs that are applied and the Linguistic Normalization Plan. The relevant documents
must also be written, in order to be included in the PGA.

PEC

TEACHING

PGA

. Program Particular

- Annual Situation of the

Design (DPP)

Program Particular
Design

USE

- Linguistic

- Annual Linguistic

Normalization Plan (PNL)

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

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Conselleria of Culture, Education and
Science
2074
Resolution 2074 of 21st of July, 1997,
from the General Secretariat and the
General
Directorates
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 beggining with an
analysis of the specific needs of students and
the school socioeconomic, sociolinguistic 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
Valencian Teaching, dependent on the
Directorate General of Planning, Language
Policy and Educational Innovation.
3.1.2. Bilingual education Programs
In predominant valencian speaking areas,
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
Program:
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
Program:
Schools located in predominant 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
particular design of each of 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 program particular design consists of
the specifications and the contextualizing of a
bilingual education program to the schools
particular reality, and at the same time,
consists of a set of previous decisions taken
into account for the writting of organization
and management education documents. The
program particular design will include:
a) The general objectives of the prescripted
curriculum for that level, contextualized
according to the schools 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

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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 particular design
of each 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.
Sociolinguistic
and
sociopedagogical
characteristics will be taken into account for
the determination of these centres. The
proposal will be communicated to the centres
School Board and the Municipal School Board,
prior to the start of the annual students
admission process.
The particular design 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 extraordinary session where it has
been
approved,
an
analysis
of
the
sociolinguistic 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 particular
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 particular 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 his approval, once
they have the Education Inspectorate report.
For the development of the bilingual
education programs particular design, 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 particular
program design 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 particular program design starts.
The
particular
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 school is applying, in accordance
to its particular 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 schools organizational possibilities. From
September 1st to 15 days after the beginning
of the class, schools will expose on the bulletin
board the particular designs of the Programs
they may apply.
When a modification of the program
particular design is desired, 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.

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4. THE PROGRAM PARTICULAR DESIGN. DEVELOPMENT. CONTENT AND

IMPLICATIONS
4.1. THE PROGRAM PARTICULAR DESIGN (DPP)
The DPP is the specification and the contextualizing of a bilingual or multilingual education program
to each schools particular reality. It is a fundamental document in educational planning because:
- It allows assuming the specific appropriate program for each school.
- 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 PCCs.
- 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 taking 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 multilingual educational programs. For its development, schools may request the
technical collaboration of the Consultancy for Languages Teaching.
Each program particular design 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 multilingual programs must be authorized, if they fulfilled
the requirements stated by the regulations, by the same Directorate General.

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School Education Project

PROGRAM PARTICULAR DESIGN
(Resolution 21-7-1997, 31-7-1997 DOGV of, successively extended
until today)
What is a DPP?
The DPP is the specificification and contextualizing of a bilingual or multilingual education program to
the particular reality of each school.
Why the DPP is a fundamental document in educational planning?
- It allows to develop the specific appropriate program for each school.
- It allows the educational administration to know the status of the use of languages in each centre.
- It allows the revitalization and promotion of the vehicular use of Valencian among all groups of the
educational community.
- It allows to make decisions about the use of Valencian and foreign language as vehicular languages
that should be taken into account afterwards, in other aspects of the PEC and PCC.

Legal Framework for the DPPs development:

procedure and approval.
What schools should develop a DPP?

Who is concerned with the development and

approval?

All schools in the predominant Valencian

speaking areas.
Schools in the predominant Spanish
speaking area that wish to apply a bilingual or
a multilingual education program.

The DPP should be developed by the Committee

on Educational Coordination and approved by the
School Board.
Advisorys collaboration may be requested.

DPPs content

The general objectives of the prescriptive curriculum for that level, contextualized according
to the educational reality of the centre and the requirements of the bilingual education
program or programs applied.
The proportion of the use of Valencian, Spanish and English as languages of instruction.
The schedule for the different subjects in the different cycles (only for immersion *)
The moment and sequence for the reading and writing systematic introduction, in Valencian
and Spanish.(Primary Education)
The methodological treatment of different languages: Valencian, Spanish and foreign
language/s.
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.

Annual General Program

It includes annual information on the status of implementation of the DPP designed by the centre. It is
submitted for approval by the School Board.

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4.2. DPPS 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.
CYCLE

SUBJECTS IN
VALENCIAN

SUBJECTS IN SPANISH

ENGLISH

SECOND CYCLE OF
ELEMENTARY
EDUCATION
FIRST CYCLE OF
PRIMARY EDUCATION
SECOND CYCLE OF
PRIMARY EDUCATION
THIRD CYCLE OF
PRIMARY EDUCATION
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 attention to replace the low linguistic competence in one of the
official languages.

4. 3. LINGUISTIC IMMERSION PROGRAM DPPS 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

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B. Proportion of use in Valencian and Spanish as languages for instruction.

CYCLE

SUBJECTS IN
VALENCIAN

SUBJECTS IN SPANISH

ENGLISH

SECOND CYCLE OF
ELEMENTARY
EDUCATION
FIRST CYCLE OF
PRIMARY EDUCATION
SECOND CYCLE OF
PRIMARY EDUCATION
THIRD CYCLE OF
PRIMARY EDUCATION

C. Different schedules for the subjects along the different cycles. *

AREA
Natural, Social and Cultural Environment
Knowledge
Arts Education
Physical Education
Spanish: Language and Literature
Valencian: Language and Literature
Foreign Languages
Mathematics
Education for Citizenship and human rights
Religion/ educational attention
Total

1st Cycle
1st
2nd
level
level

2nd Cycle
3rd
4th
level
level

3rd Cycle
5th
6th
level
level

4
3
0
5
1,5
6
0
1,5
25

4
3
0
5
1,5
6
0
1,5
25

2
2
5
5
2,5
4
0
1,5
25

2
2
5
5
2,5
4
0
1,5
25

2
2
5
3
3
4
1,5
1,5
25

2,5
2
5
4
3
4
0
1,5
25

see Annexes to the Order of 28th of August, 2007 (DOCV no. 5594 of 7 of September, 2007)
D. Moment and sequence for the reading and writing systematic introduction 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.

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4.4 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.

VALENCIAN

SPANISH

FOREIGN LANGUAGE

st

1 cycle
FIRST COURSE

SECOND COURSE

2nd cycle
THIRD COURSE

FOURTH COURSE

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.

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5. BIBLIOGRAPHY
CONSELLERIA

DE

CULTURA, EDUCACI

CINCIA, 1989. Dossier d'Ensenyaments en valenci. Suport nm

3, Generalitat Valenciana
ESCOLANO, J., ESPAA, A., MIR, M., PASCUAL, A. 1992. El Projecte i el Pla de Normalitzaci Lingstica
d'un centre d'Educaci Infantil i Primria. Nm. Extraordinari, Generalitat Valenciana.
ESPAA, A., PASCUAL, V., 1993. Guia per a l'Anlisi del Context del Centre. Nm. Extraordinari,
Generalitat Valenciana.
ORIOLA, R, SORIANO

CABO, M.J., CUNYAT, S., MONCLS, C., 1992. El Programma d'Immersi. Suport

nm. 8, Generalitat Valenciana.

PASCUAL, V., SALA, V., 1991. Un model educatiu per a un sistema escolar amb tres llenges. 1.
Proposta organitzativa, Generalitat Valenciana.
PASCUAL, V., SALA, V., 1991. Una proposta de planificaci educativa dins el model d'enriquiment
d'educaci bilinge en el sistema valenci. Suport 5, Generalitat Valenciana.
PASCUAL, V., 2006. El tractament de les llenges en un model d'educaci plurilinge.(Suport nm.
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

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