{"id":2779,"date":"2007-09-19T02:00:00","date_gmt":"2007-09-19T00:00:00","guid":{"rendered":"http:\/\/omnium.whads.com\/vi-jornades-de-linstitut-europeu-de-programes-dimmersio\/"},"modified":"2007-09-19T02:00:00","modified_gmt":"2007-09-19T00:00:00","slug":"vi-jornades-de-linstitut-europeu-de-programes-dimmersio","status":"publish","type":"post","link":"https:\/\/www.omnium.cat\/ca\/vi-jornades-de-linstitut-europeu-de-programes-dimmersio\/","title":{"rendered":"VI Jornades de l’Institut Europeu de Programes d’Immersi\u00f3"},"content":{"rendered":"\n

19\/09\/07<\/span>
<\/span><\/b>Conclusions extretes a partir del debat <\/span>Unallengua ens uneix… i com l’aprenem? <\/i>en el marc de les VI Jornades del’Institut Europeu de Programes d’Immersi\u00f3. <\/span><\/p>\n

<\/p>\n

Elsdies 6 i 7 de setembre se celebraren a Palma les VI Jornades de l’InstitutEuropeu de Programes d’Immersi\u00f3 amb l’objectiu de reflexionar, intercanviar,debatre i innovar en l’\u00e0mbit de l’aplicaci\u00f3 del programa d’immersi\u00f3ling\u00fc\u00edstica.<\/span><\/p>\n

Eltema central, La immersi\u00f3 ling\u00fc\u00edstica,avui. Metodologia i experi\u00e8ncies<\/i>, fou el punt de partida i l’instrument d’an\u00e0lisisobre l’ensenyament de lleng\u00fces als territoris de parla catalana. Tenint encompte el context de diversitat ling\u00fc\u00edstica i cultural del nostre alumnat, calaplicar a l’escola el tractament did\u00e0ctic m\u00e9s adient, en refer\u00e8ncia al’ensenyament de lleng\u00fces, per tal de possibilitar un aprenentatge coherent iefectiu d’acord amb la realitat de cada infant, centre i entorn m\u00e9s proper.Assolir una bona compet\u00e8ncia en les lleng\u00fces del curr\u00edculum a partir delcatal\u00e0, llengua vehicular i eix fonamental del programa d’immersi\u00f3 ling\u00fc\u00edstica,implica una correcta i \u00f2ptima aplicaci\u00f3 d’aquest model educatiu, per la qualcosa es requereixen propostes significatives de formaci\u00f3, suport i seguimentper als professionals de l’educaci\u00f3.<\/span><\/p>\n

Unade les fites essencials d’aquestes Jornades era extreure conclusions entre elsassistents sobre la realitat educativa dels nostres centres i valorar els fetsm\u00e9s significatius <\/span>a l’hora de gestionarel tractament de lleng\u00fces: \u00e8xits, necessitats, dificultats, propostes demillora, demandes, etc.<\/span><\/p>\n

Enel transcurs d’un debat en el qual hi va haver una implicaci\u00f3 constructiva degran part dels assistents (unes tres-centes persones) <\/span>sorgiren propostes, les quals, tant el professorat d’Educaci\u00f3Infantil com d’Educaci\u00f3 Prim\u00e0ria i Secund\u00e0ria, consideren priorit\u00e0ries a l’horad’obtenir bons resultats en l’aprenentatge de la llengua catalana: <\/span><\/p>\n

<\/span><\/span><\/p>\n

\u00a0\u00a0\u00a0 – <\/span><\/span>Necessitat de posar a l’abast de totesles fam\u00edlies cursos de llengua catalana. Cada vegada m\u00e9s, pares i mares,sol\u00b7liciten aquesta preparaci\u00f3 per poder involucrar-se amb major dedicaci\u00f3 enl’educaci\u00f3 dels seus fills i filles.<\/span><\/span><\/span>
– Es considera un fet evident que lacompet\u00e8ncia ling\u00fc\u00edstica en la segona llengua de l’alumnat minva a partir delsegon cicle de prim\u00e0ria, per la qual cosa <\/span>s’hauria d’intensificar el treball de l’expressi\u00f3 oral per tal d’aportarcontinu\u00eftat a la tasca iniciada a Educaci\u00f3 Infantil i primer cicle de Prim\u00e0ria.
<\/span><\/span><\/span>– El professorat, en general, opin\u00e0 que aSecund\u00e0ria s’hauria de fer un seguiment per part de l’Administraci\u00f3 perassegurar el treball de l’expressi\u00f3 oral <\/span>i el de les actituds positives envers la llengua catalana. I es lament\u00e0la gaireb\u00e9 desaparici\u00f3 de l’ESAIT (Equip de Suport a la Incorporaci\u00f3 Tardana).
<\/span><\/span><\/span>– El professorat de les aules d’acollidadels IES reclamen a la resta de professorat i personal no docent, <\/span>el manteniment del catal\u00e0 com a llenguavehicular <\/span>amb el seu alumnat.
<\/span><\/span><\/span>– L’adquisici\u00f3 d’una segona llengua, segonsalguns dels experts que presentaren pon\u00e8ncies, necessita un treball continu dequatre a sis anys. L’Administraci\u00f3 hauria de proporcionar el suport adientdurant tot el per\u00edode d’aprenentatge, ja que en la majoria del centres aquest\u00e9s insuficient.<\/span><\/span><\/span>
– Malgrat tothom est\u00e0s d’acord en laconveni\u00e8ncia d’introduir l’ensenyament d’una tercera llengua (angl\u00e8s), s’estim\u00e0que no es pot fer de la mateixa manera a tots els centres educatius. Cal unprojecte ling\u00fc\u00edstic respectu\u00f3s amb la realitat de cada escola que garanteixi laigualtat d’oportunitats, la dotaci\u00f3 de recursos humans i materials i laseguretat <\/span>de no interferir negativamenten un aprenentatge de qualitat de les dues lleng\u00fces oficials.<\/span>
<\/span><\/span>– El treball de la llengua catalana, enmoltes ocasions, resulta desencisador per al professorat, <\/span>que comprova com l’alumnat nom\u00e9s utilitzaaquesta llengua dins l’aula. Es necessiten mecanismes d’actuaci\u00f3 perdinamitzar <\/span>i normalitzar la nostrallengua tant <\/span>a la totalitat de l’espaiescolar com en els diferents contextos de la societat.
<\/span><\/span><\/span>– Es pos\u00e0 en dubte l’adequada formaci\u00f3inicial del professorat <\/span>en relaci\u00f3 a ladid\u00e0ctica de la llengua i es propos\u00e0 una urgent <\/span>revisi\u00f3 dels plans d’estudis universitaris.
<\/span><\/span><\/span>– El professorat, en general, s’oposa a laconcentraci\u00f3, en alguns centres, de l’allau d’alumnat immigrant <\/span>arribat aquests darrers anys a la nostracomunitat i pensa que l’Administraci\u00f3 n’hauria de possibilitar una distribuci\u00f3racional i equilibrada.
<\/span><\/span><\/span>– Es va fer incid\u00e8ncia a l’estretacorrespond\u00e8ncia entre la r\u00e0tio adequada d’alumnat per aula i la qualitat del’ensenyament de totes les \u00e0rees del curr\u00edculum i en concret de la segonallengua, ja que la seva did\u00e0ctica precisa d’un espai educatiu on sigui possiblel’atenci\u00f3 personalitzada per poder avaluar i afavorir el progr\u00e9s de lacompet\u00e8ncia ling\u00fc\u00edstica de cada infant.
<\/span><\/span><\/span>– Els mitjans informatius (televisi\u00f3,r\u00e0dio, premsa), sobretot els p\u00fablics, tenen una obligaci\u00f3 ineludible amb lanormalitzaci\u00f3 de la llengua i segons el professorat assistent, que es pronunci\u00e0a favor d’una programaci\u00f3 en catal\u00e0, poden ser un recurs vertaderament efectiuper al seu aprenentatge.
<\/span><\/span><\/span>– Diverses accions exposades per algunscentres poden ser model d’intervenci\u00f3: voluntariat ling\u00fc\u00edstic, escola de paresi mares, etc. Per tal de poder-les generalitzar i aportar continu\u00eftatl’Administraci\u00f3 hauria de proporcionar els recursos i les compensacionsnecess\u00e0ries.
<\/span><\/span><\/span>– Els programes d’immersi\u00f3 ling\u00fc\u00edstica \u00e9sconsideren totalment v\u00e0lids en l’actualitat. Malgrat la diversitat ling\u00fc\u00edsticai de proced\u00e8ncia del nostre alumnat, les estrat\u00e8gies i els recursos utilitzatsfins ara amb alumnat majorit\u00e0riament castellanoparlant tenen vig\u00e8ncia iefectivitat. No obstant aix\u00f2 es fa necess\u00e0ria una revisi\u00f3 constant i unaampliaci\u00f3 de recursos que contempli la nova realitat.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

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