presentation otrt kicik off 2010

Centro Navarro de Autoaprendizaje de Idiomas


Teaching Spanish as 2nd language to immigrant adults in Navarre

State of the art


Background

Formal and non formal education

Addressed to people over 18

Education law supports adult education

Aims at providing knowledge and skills for the personal and

professional life

Intend to avoid situations of risk ( social exclusion,…)

Legal Background

-Ley Orgánica 2/2006, de 3 de mayo, de Educación : El alumnado que se incorpore tardíamente al sistema educativo por proceder de otros países o por cualquier otro motivo y que requiera una atención diferente a la ordinaria

- Ley de extranjería: Guarantees education for “Regular (Legal)” immigrants

- Título III de la Ley Orgánica de Ordenación General del Sistema Educativo de 1990 (LOGSE)

- Chapter XII “Libro Blanco de Educación de Adultos “


Profile of the immigrant in Spain

- Men (55%) - Between 25 and 44 - Single ( or has come alone)- Construction worker

- Due to the great mobility among the immigrants, the

rate of drops out is rather high. - 2 different profiles:

- Educated ( 29 % with higher studies)- Non educated

-Different levels of knowledge of the language- Methodologically these courses are focused on

the communicative skills which can help them in their daily life.


Reasons for coming to Spain

- To look for a job- To get a better job- Better social conditions

- Political reasons- Religious reasons- To join the family- Others (climate, education options…)


Spanish adult Learner profile

- Need to work - Needs to get the Driving Licence - See it as a way of getting integrated in society

- Needs it for the day to day life ( read press, get certificates, grants, bank statements….)

- A way to access formal education- Men ( 55%)- 70 % of immigrants taking a course- Morocco, Algeria, Bulgaria, Senegal, Ukraine

Objectives of the literacy courses

• Recognize the alphabet, both in capital and small letters and in different writing. They should be able to compare other alphabet systems.

• Recognize, reproduce and spell their own name and surname.• Recognize and reproduce other personal data (address,

nationality, date of birth, etc.) as a first contact with the writing.

• Discover, starting from the analysis of words already known, the mechanism of our alphabet: word / syllable / sound and correspondence to their own language transcription.

• Know and use the elementary rules of converting written symbols and sound (use of vowels: c / qu, g / j / gu, h, r / rr, etc.).

• Start reading and writing the most useful and usual words and sentences , as well as short texts.

Institutions providing ELE2

• • Ministry of Education:

– Education Department: Public Adult Education Centres (EPA / CEA)

– Instituto Cervantes– Local Authorities

• ONGs : Red Cross, Cáritas, ASTI• Trade Unions• Local associations: • Religious centres• Private Language Schools

Centres of Education for Adults

•


CENTRES/ AREAS OFFERING BASIC EDUCACIÓN FOR ADULTS Centres / Areas Oferta CPEBPA “José Mª Iribarren”*

Prison Centre (Pamplona)

Prioritary offer o Initial Teaching (Basic Education for adults) o Spanish for inmigrants o Spedific groups (handicaped adults) o Personas en riesgo de exclusión social

o Comunidades Terapéuticas o Minorities o Youth Dropped out (Training workshops) o Prison centre.

Vocational Training o Introduction to computers o Introduction to languagues: French and

English o Cultural issues o Courses “ Aulas Mentor” (*).

CPEBPA Tudela*

Area Alsasua

Area Estella*

Area Sangüesa*

Area Tafalla*

Teacher profile

• Primary teacher• Non specifically prepared to teach ELE• Some volunteer• Come from other teaching areas

( technical, geography, history)• Multiculturality is a must

Data of Adult Education: Spanish

•

Distribution of students in areas, centres and levels.

Area/ Centre

Basic Education .

Adults Secondary

Spanish

for

immigrant

s

Personal

Training TOTAL

E. Inic

I

E. Inic

II

ESPA Distan.

Noctur.

Alsasua

Aulas EBPA 31 25 65 121

Estella

Aulas EBPA 48 14 110 100 272

IES Ega (San Adrián) 27 27

Pamplona

CPEBPA José Mª Iribarren 278 15 521 782 1.596

IESNAPA Felix Urabayen 539 267 806

IES Plaza la Cruz 108 108

IES Navarro Villoslada 106 106

Sangüesa

Aulas EBPA 21 7 18 13 59

Tafalla

Aulas EBPA 22 79 155 256

IES Marqués de Villena 30 30

Tudela

CPEBPA Tudela 105 152 260 781 1.298

IES Benjamín de Tudela 119 123 242

TOTAL 505 213 715 267 337 1.053 1.831 4.921

Student Developement

•


Student Development Course 2005/2006 2006/2007 2007/2008 2008/2009 2009/2010

Basic Education

Initial Education I 568 496 440 382 505 Initial Education II 193 227 200 196 213 ESPA Presencial 215 260 248 260 406 ESPA Distance 137 134 112 142 309

TOTAL Basic Training 1.113 1.117 1.000 980 1.433

- Spanish for foreigners 592 689 906 1.147 1.053 - Non official studies 1.708 1.638 1.720 1.772 1.831 - Aulas Mentor 105 130 150 Total students 3.413 3.444 3.626 3.899 4.317

Distance Secondary School 153 143 227 203 267 Night Secondary School 378 n.d. 337 305 337 Total Secondary School 531 143 564 508 604

Total Students 3.944 3.587 4.295 4.537 5.071

Process of integration into an ELE learning: Programme of Linguistic Immersion ( PIL)

• Addressed to secondary students who have late joined the educative system and don’t know the language.

• Once the student enrols the secondary centre, the teacher (or counselor) will carry out an initial assessment.

• If after the assessment the school sees that the student needs to enter the programme, they contact the Multiculturality Section and once they agree, the student will start the programme.

• The programme includes a 17 hour weekly support, divided in 3 sessions a week. during 4 months which can be renew once if the need stays on.

• Know and get used to the elementary graphs and sounds ( vowels; c / qu, g / j / gu, h, r / rr, etc.).

• Start reading and writing the most usual and useful words , and brief texts.

presentation otrt kicik off 2010

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