Intervention proposal to improve intercultural relations in Primary Education

1 Universidad de Valladolid Claudia Sánchez Lomillo FACULTAD DE EDUCACIÓN DE PALENCIA UNIVERSIDAD DE VALLADOLID Intervention proposal to improve intercultural relations in Primary Education Propuesta de intervención para mejorar las relaciones interculturales en Educación Primaria TRABAJO FIN DE GRADO EN EDUCACIÓN PRIMARIA AUTOR/A: Claudia Sánchez Lomillo TUTOR/A: María del Carmen Alario Trigueros Palencia, 14 de julio de 2023 2 Universidad de Valladolid Claudia Sánchez Lomillo RESUMEN La sociedad actual es un crisol conformado por personas procedentes de distintos países que, tal como apunta el Consejo de Europa, enriquecen nuestro mundo con la aportación de otras culturas, lenguas y nuevas perspectivas y valores. Esto supone que nuestras aulas se pueblan con niños y niñas con culturas e idiomas diferentes aunque hayan nacido en nuestro país. Así la educación que estos niños y niñas reciben debe estar centrada en la gran diversidad de manifestaciones culturales en nuestro país y dar una respuesta a esa realidad. Nos encontramos en una sociedad multicultural donde conviven un gran número de personas con diferentes culturas en la que no prima que exista una relación o concexión entre ellas, con uno currículo educativo sustentado en el plurilingüismo, el pluriculturalismo desde un enfoque intercultural. El trabajo presenta una intervención diseñada para un colegio concreto que tiene como objetivo adaptar la educación a la realidad del centro, una realidad muy similar a la que se desarrolla en la sociedad actual. Con esta intervención se pretende convertir esa realidad multicultural en una pluricultural desde una perspectva intercultural, donde todas las culturas presentes se relacionen y se prime aquello que nos hace ser similares y no diferentes. Palabras clave: multiculturalismo, pluriculturalismo, interculturalismo, educación, intervención 3 Universidad de Valladolid Claudia Sánchez Lomillo ABSTRACT Today's society is a melting pot of people who, as the Council of Europe points out, enrich our world with the contribution of other cultures, languages and new perspectives and values. This means that our classrooms are populated by children with different cultures and languages, even if they were born in our country. Thus, the education these children receive must focus on the great diversity of cultural manifestations in our country and respond to this reality. We find ourselves in a multicultural society where a large number of people with different cultures coexist and where it is not a priority that there be a relationship or conception between them, with an educational curriculum based on multilingualism, pluriculturalism from an intercultural approach. The work presents an intervention designed for a specific school that aims to adapt education to the reality of the centre, a reality very similar to that of today's society. The aim of this intervention is to convert this multicultural reality into a pluricultural one from an intercultural perspective, where all the cultures present relate to each other and give priority to what makes us similar and not different. Key words: multiculturalism, pluriculturalism, interculturalism, education, intervention 4 Universidad de Valladolid Claudia Sánchez Lomillo INDEX: 1. INTRODUCTION ................................................................................................. 6 2. OBJECTIVES ....................................................................................................... 7 3. JUSTIFICATION ................................................................................................ 11 4. THEORETICAL BACKGROUND ........................................................................ 13 4.1. Multiculturalism and Pluriculturalism in Intercultural Approach. .......................... 13 4.2. Socio-cultural Context of our Country .............................................................. 15 4.3. Dimensions to Develop Inclusion Within School. Index for Inclusion.................... 18 4.4. Development of intercultural interventions through English. ................................ 20 4.5. International, European and Spanish Bases on Intercultural Education. Educational Response in Castilla y León. ..................................................................................... 23 4.5.1. International Bases ................................................................................. 23 4.5.2. Educational response in Castilla y León..................................................... 23 5. INTERVENTION PROPOSAL ............................................................................. 25 5.1. School characteristics .................................................................................... 25 5.1.1. School context ....................................................................................... 25 5.1.2. Educational School Program .................................................................... 27 5.1.3. Programs of the School ........................................................................... 28 5.2. Proposal of the Design ................................................................................... 30 Activity 1: School journalist .................................................................................. 30 Activity 2: Creating Family Flags........................................................................... 33 Activity 3: Gastronomic Fair ................................................................................. 36 Activity 4: Detectives in action .............................................................................. 39 5.3. Connection with the Educational School Program, Programs and Services. ............ 39 6. GENERAL CONCLUSIONS ................................................................................ 40 7. BIBLIOGRAPHY................................................................................................ 41 8. APPENDIX ........................................................................................................ 44 APPENDIX I: Information about the number of foreign students in Spain........................ 44 APPENDIX II: materials of Activity 1. ....................................................................... 51 5 Universidad de Valladolid Claudia Sánchez Lomillo APPENDIX III: MATERIALS OF ACTIVITY 2 ......................................................... 54 APPENDIX III: MATERIALS FOR ACTIVITY 3. ..................................................... 58 APPENDIX III: ACTIVITY 4: DETECTIVES IN ACTION ......................................... 61 6 Universidad de Valladolid Claudia Sánchez Lomillo 1. INTRODUCTION The present work tries to demonstrate the achievement of the main competences that a teacher should have acquired along the Degree in Primary Education, specialized in Foreign Language Acquisition, carried out in the academic year 2019/2023. This project reflects the knowledge acquired during the career and the experience of the internship, as well as research skills, reading and analysis of documents. This work sets up the bases to transform some leading actions in the school educative program (PEC). This transformation pretends to contribute to the improvement of the relations among the students and create a positive and respectful atmosphere among the members of the school. In this work, it is analysed the idea of designing an intervention to achieve several objectives in order to support an important change suggesting a common line of school projects to enhance the intercultural perspective already adopted in the school. My experience during my internship allowed me to analyse and think about the reality of our society. Nowadays, there are lots of migrations from one place to another, with a different language, a different culture, ... Is very easy to see this in schools, especially in the one I had the chance to develop my internship. Most of the students came from a different culture and that supposed a cultural impact to the reality of the school. Since this is not an isolated event, and even if it were, the school has to be aware of it, preparing all the members of the educational community to relate with different cultures. In the case of this school, the objective is to improve the relationships among all its members with the special interest fixed in students in order to and avoid future discriminatory attitudes. To reach this aim we have to transform this multicultural school into a pluricultural one promoting intercultural relations among all the cultures that live together in the school, not only among the students but also among the families, teachers and the rest of the school workers. As it was said before, it is not an easy process but the present proposal could be a small contribution to help the staff with the design of a School Educative Program adding four general activities where students face the analysis not only of their differences but especially emphasizing all features, they share which would bring cultures closer despite coming from different countries where traditions, beliefs and values seem to be very different. The first part of the work offers the supporting ideas as well as the theoretical background of the intervention proposal. The second part is the design of the intervention proposal regarding the programs of the school and the educational program. 7 Universidad de Valladolid Claudia Sánchez Lomillo 2. OBJECTIVES This project aims to demonstrate the acquisition of some of the most relevant competences and objectives required on the Primary Education Degree Memory (Comisión Intercentros de la Universidad de Valladolid, 2010) created by the Governing Council of the University the 11th of March, 2008. The objectives develop among all the career that are develop in this final work are: - Abordar con eficacia situaciones de aprendizaje de lenguas en contextos multiculturales y plurilingües. Fomentar la lectura y el comentario crítico de textos de los diversos dominios científicos y culturales contenidos en el currículo escolar. - Diseñar y regular espacios de aprendizaje en contextos de diversidad y que atiendan a la igualdad de género, a la equidad y al respeto a los derechos humanos que conformen los valores de la formación ciudadana. - Fomentar la convivencia en el aula y fuera de ella, resolver problemas de disciplina y contribuir a la resolución pacífica de conflictos. Estimular y valorar el esfuerzo, la constancia y la disciplina personal en los estudiantes. - Colaborar con los distintos sectores de la comunidad educativa y del entorno social. Asumir la dimensión educadora de la función docente y fomentar la educación democrática para una ciudadanía activa (p. 25-26) In the same way as before, the Primary Education Degree Memory (Comisión Intercentros de la Universidad de Valladolid, 2010) established the specific competences develop among all the career that are develop in this final work are: - Potenciar la formación personal facilitando el auto conocimiento, fomentando la convivencia en el aula, el fomento de valores democráticos y el desarrollo de actitudes de respeto, tolerancia y solidaridad, rechazando toda forma de discriminación. Esta competencia se concretará en el desarrollo de habilidades que formen a la persona titulada para: a) Potenciar la formación personal facilitando el autoconocimiento, la estima personal, la capacidad de establecer relaciones de grupo, la actitud solidaria y democrática. 8 Universidad de Valladolid Claudia Sánchez Lomillo b) Diseñar y regular espacios de aprendizaje en contextos de diversidad y que atiendan a la igualdad de género, a la equidad y al respeto a los derechos humanos que conformen los valores de la formación ciudadana. c) Fomentar la convivencia en el aula y fuera de ella, resolver problemas de disciplina y contribuir a la resolución pacífica de conflictos. d) Potenciar el fomento de valores democráticos, con especial incidencia en los de tolerancia, solidaridad, de justicia y de no violencia y en el conocimiento y valoración de los derechos humanos. e) Facilitar el conocimiento de la realidad intercultural y el desarrollo de actitudes de respeto, tolerancia y solidaridad hacia los diferentes grupos sociales y culturales. f) Desarrollar la capacidad de analizar críticamente y reflexionar sobre la necesidad de eliminar toda forma de discriminación, directa o indirecta, en particular la discriminación racial, la discriminación contra la mujer, la derivada de la orientación sexual o la causada por una discapacidad (p. 3637). In a more specific way, attending to the Teaching-Learning of Languages, there are several competences important that are develop in this work: - Adquirir conocimiento lingüístico (fonético-fonológico, gramatical y pragmático) y sociocultural de la lengua extranjera. - Ser capaz de desarrollar actitudes y representaciones positivas y de apertura a la diversidad lingüística y cultural en el aula. - Ser capaz de planificar el proceso de enseñanza – aprendizaje de una lengua extranjera, seleccionando, concibiendo y elaborando estrategias de enseñanza, tipos de actividades y materiales en función de la diversidad de los alumnos (Comisión Intercentros de la Universidad de Valladolid, 2010, p. 4445). According to the Teaching Guide of this Final Project (Universidad de Valladolid, 2022) there are general and specific objectives that can be identified in this work. The objectives are encompassed in: 1. Drawing up the Final Degree Project Report. 2. To publicly present the main lines of the Final Degree Project. 9 Universidad de Valladolid Claudia Sánchez Lomillo 3. Discuss and debate the observations and questions formulated by the Assessment Committee. The specific objectives that are develop in this final work are: - Fomentar la convivencia en el aula y fuera de ella, resolver problemas de disciplina y contribuir a la resolución pacífica de conflictos. Estimular y valorar el esfuerzo, la constancia y la disciplina personal en los estudiantes. - Conocer la organización de los colegios de educación primaria y la diversidad de acciones que comprende su funcionamiento. Desempeñar las funciones de tutoría y de orientación con los estudiantes y sus familias, atendiendo las singulares necesidades educativas de los estudiantes. Asumir que el ejercicio de la función docente ha de ir perfeccionándose y adaptándose a los cambios científicos, pedagógicos y sociales a lo largo de la vida. - Conocer y aplicar en las aulas las tecnologías de la información y de la comunicación. Discernir selectivamente la información audiovisual que contribuya a los aprendizajes, a la formación cívica y a la riqueza cultural. - Comprender la función, las posibilidades y los límites de la educación en la sociedad actual y las competencias fundamentales que afectan a los colegios de Educación Primaria y a sus profesionales. Conocer modelos de mejora de la calidad con aplicación a los Centros educativos (p. 7-8) Personally, there are several goals or objectives that I want to achieve in relation to the development of the intervention proposal. These objectives are related with my experience during my internship. - Increase my knowledge about special terms associated to pluriculturalism, multiculturalism and interculturalism. - Have a deeper knowledge about interventions that can improve relationships based on diversity. According to the development of a suitable proposal these are the objectives that are going to be developed. - Improve good relationships between the students of the school based on respect and value of otherness. - Provide them with the necessary tools to help the pupils to solve their conflicts on their own but with an adult supervision. 16 Universidad de Valladolid Claudia Sánchez Lomillo Figure 1: Foreign students in the provinces of Spain Note: This graphic shows the percentage of foreign students in the provinces of Spain in the school years 2012-2013, 2017-2018 and 2022-2023. All the information came from EDUCAbase from the Ministerio de Educación y Formación Profesional de España. This graph involves three different courses five years apart. In which the evolution that has taken place in the majority of Spanish provinces in the 2022-2023 academic year is palpable, where the percentage of foreign students has increased. However, Ceuta was the only province in which the percentage of foreign students decreased from 5.75% to 4.70%, a decrease of 1.05%. This decrease in population may be due to the fact that the foreign population has moved to other provinces in Spain. On the other hand, the Balearic Islands has become the community with the highest percentage of foreign students with 21.34% which has increased compared to the 2017-2018 academic year where there were 15.68% of foreign students enrolled, almost a 6% increase in five years. This is followed by Catalonia with 19.48% in the academic year 2022-2023. In the case of Castilla y León, in the 2012-2013 academic year there were 8.25% of foreign students, a very similar percentage to that of the 2022-2023 academic year, but in the 2017-2018 academic year there was a decrease of 2.4% with respect to the 2012-2013 academic year. In this last academic year, the percentage has increased to 8.38%. Although our community does not have a very high percentage of foreign students, Spanish society is determined by the number of immigrants and migratory movements that have our country as their main focus. The data collected in this diagram gives sense to the reason for the development of intercultural education at national level. 0,00 5,00 10,00 15,00 20,00 25,00 Foreign students in the provinces of Spain 2012/13 2017/18 2022/23 17 Universidad de Valladolid Claudia Sánchez Lomillo Below these lines, we can see another graph showing the evolution that has taken place in our country and how the number of foreign students has increased or decreased from 2000 to 2023. In addition, this graph shows how migration has evolved in our country over the last 23 years. Figure 2: Percentage of Foreign Students in Spain Note: This graphic shows the percentage of the foreign students in Spain in the school years from 2000-2001 to 2022-2023. This graphic has been made by me with the information from EDUCAbase from Ministerio de Educación y Formación Profesional de España. This graph shows how the arrival of foreign students in our country has evolved. In the 2008-2009 academic year, the first peak of foreign enrolments in Primary Education took place with a percentage of 11.59% in Spain. After that, there was a decrease until 2014-2015, when the lowest percentage was recorded, with 8.54% due to the economic crisis that took place in Spain from 2008, the year in which it began to evolve until 2014. From then on, the number of foreign pupils began to increase until the current year, in relation to the improvement of the economic situation in the country. Finally, as can be seen in the graphic above, the maximum percentage of foreign students reached the 13, 67% in 2022-2023 and the lowest percentage in the academic year 2000-2001 with a 2,38%. 0,00 2,00 4,00 6,00 8,00 10,00 12,00 14,00 16,00 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023 Percentage of foreign students in Spain 18 Universidad de Valladolid Claudia Sánchez Lomillo After analysing both graphs, it is clear how important migration is for our country and how the number of foreign students in primary education is increasing. Specifically, in each of the autonomous communities and globally in the country, the graphs reveal how our country and especially our education is influenced by the arrival of these new students who bring richness and diversity to the Spanish society. These data show that intercultural education must be a reality in the schools, not only in our community but also in all of Spain in order to respond to the socio-cultural context of our country. In the appendix II of this document, you can find the information I have used to make those graphics and exact number of foreign enrolled students and the number of the whole enrolled students in each community and in each academic year. 4.3. DIMENSIONS TO DEVELOP INCLUSION WITHIN SCHOOL. INDEX FOR INCLUSION. The document, Index for Inclusion is a resource for those educative centres to help them in the exercise of developing the inclusion of all the students in the activities and actions of the school, especially for those students with specific characteristics such us a different cultural origin (Booth et al., 2006) The document provides several resources to transform schools into more inclusive centres taking into account the three dimensions proposed in this document that are necessary to the development of inclusion within schools. The three dimensions that support Index for Inclusion are: Figure 3: The three dimensions of the Index 19 Universidad de Valladolid Claudia Sánchez Lomillo Note: This image from the page 9 of the Index for Inclusion shows the dimensions necessary to the development of inclusion within a school (Booth et al., 2006). Booth et al. (2006) there are three dimensions based on the development of inclusion that are defined in the Index for Inclusion: Dimension A: Creating inclusive cultures This dimension is based in the creation of a secure, accepting, collaborating, stimulating community in which everyone is valued as the foundation for the highest achievements of all. Dimension B: Producing inclusive policies This dimension makes sure that inclusion is present in all school plans. Policies encourage the participation of students and staff from the moment they join the school, reach out all students in the locality and minimise exclusionary pressures. Dimension C: Evolving inclusive practices This dimension develops school practices which reflect the inclusive cultures and policies of the school. Lessons are made responsive to student diversity (p. 8). Of these three dimensions, this work is going to be focus on the development of an inclusive culture, this means that this work will develop the Dimension A of the Index for Inclusion. In order to develop the other two dimensions, creating inclusive culture has to be the first objective to develop a safe and respectful atmosphere in schools where all students can feel that they are part of something and develop a belonging feeling. Also, it´s important for them being able to share their cultures and create a common one giving more importance to the things they have in common. Although, is important to make them understand that we are all different regardless of our culture or language. Creating inclusive culture will improve the relationships between classmates as well as between all the members of the educative community with the intention of avoiding discrimination attitudes among the school members. In relation to these dimensions, the Index for Inclusion proposes an Inclusive process based in the knowledge of this document with the purpose of creating inclusion within schools. 20 Universidad de Valladolid Claudia Sánchez Lomillo Figure 4: The Index Process Note: This figure shows the different step of the Index process to develop inclusion. This figure came from the Index for Inclusion document in the page 11 (Booth et al., 2006) The diagram above represents the inclusion process advocated by the Index for Inclusion, based on knowledge of this document and its subsequent implementation through an intervention plan that should be framed within the regulations governing inclusion in schools. It is a circular process, as can be seen, which is subject to continuous changes that are required depending on how this intervention plan has been developed or on the modifications that are made to the current regulations. The Index for Inclusion provides a range of tools and materials to facilitate the development of inclusion in schools. This document places great importance on the whole educational community being involved in this process of inclusion and provides activities and keys to its development. This document has been implemented in Europe but has also been taken into account in other continents. 4.4. DEVELOPMENT OF INTERCULTURAL INTERVENTIONS THROUGH ENGLISH. Multiculturalism is a reality of our society that needs to evolve towards an intercultural perspective. For this, as mentioned above, it is necessary to develop an intercultural education with the intention of developing the dimensions of the Index for Inclusion for the development of inclusion in schools. As proposed in this document, it is necessary to implement and develop interventions that promote healthy relationships based on respect and tolerance among students 21 Universidad de Valladolid Claudia Sánchez Lomillo and members of the educational community. These interventions can be carried out through the living together program, in addition to other programs that can intervene, relating it to the subjects that students are studying. In the case of this work, the intervention has the objective of being carried out through the foreign language subject of English. One of the documents belonging to the European Framework of Reference from Beacco et al. (2015) includes the need to include plurilingual and intercultural education in the curriculum with the intention of putting it into practice in schools all over Europe. “The aims of plurilingual and intercultural education, proposed to the member states as a response to the growing plurality of our societies, have been defined in numerous Council of Europe documents. It needs to be viewed in relation to the right of every individual to education” (p. 18) This quote shows the importance of analysing the social situation that Europe and the whole world has nowadays and the importance of taking decisions to create a pluricultural and intercultural society, as it is mentioned before. Another important aspect is to develop the right that everybody has of having an individualized education in which the diversity and the characteristics of all the students are taken into account in the development of the teachinglearning process. The decision to carry out this intervention through this subject is based on the Common European Framework of Reference for Languages, which explains the importance of promoting interculturality through a different language and culture for all students, in addition to the fact that culture and especially the English language is the universal language union among all the inhabitants of the Europe and even the world. The Common European Framework of Reference for Language is a document made by the Council of Europe in which it develops the learning and teaching process of the different languages and the assessment to deal with that knowledge. This is the most important document according to the educational regulations of the languages in Europe In this regulation appears the importance of creating relations and connections with the different cultures and languages of Europe. Some of the objectives of the Common European Framework of Reference for Languages by the Council of Europe (2001) are: - That the rich heritage of diverse languages and cultures in Europe is a valuable common resource to be protected and developed, and that a major educational effort is needed to convert that diversity from a barrier to communication into a source of mutual enrichment and understanding 22 Universidad de Valladolid Claudia Sánchez Lomillo - That it is only through a better knowledge of European modern languages that it will be possible to facilitate communication and interaction among Europeans of different mother tongues in order to promote European mobility, mutual understanding and co-operation, and overcome prejudice and discrimination (p. 2). In these two aims the idea of an intercultural education is found inductively where the communication between different cultures is supposed to be an enrichment and a need to tear down the diversity barrier. To reach this communication it is necessary to have a common language as a common ground to create that relation among Europeans and to overcome stereotypes that can create in the future discrimination. In these objectives we can see how the European vision takes into account the multicultural reality of the continent and the importance of generating links between the different countries and cultures that make up the continent through language learning. “Language is not only a major aspect of culture, but also a means of access to cultural manifestations” (Council of Europe, 2001, p. 6) As it is said in this line, having a common language can make relations easier between cultures and can be a good tool to start creating connections among different countries. Using the subject of English to promote intercultural approach can make easier stablishing relations between pupils with different mother tongues and use it as an intercultural tool to connect their cultures without having any advantage. Other important aspect to use English in the development of intercultural interventions is that the English subject not only teach them the English language but also the English culture. Bringing cultures together in a subject where one culture is taught makes it easier to establish commonalities between cultures. On the other hand, getting to know another culture makes it easier to dispel stereotypes and prejudices and to see the positive aspects of each culture and people. In relation to the White Paper on Intercultural Dialogue “Living Together as Equals in Dignity” by the Council of Europe Ministers of Foreign Affairs (2008), there is an important definition about intercultural dialogue: “Intercultural dialogue is understood as an open and respectful exchange of views between individuals, groups with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect” (Council of Europe Ministers of Foreign Affairs, 2008, p. 10) 23 Universidad de Valladolid Claudia Sánchez Lomillo The existence of intercultural dialogue is what allows for an inclusive society and culture where values such as respect and tolerance for other cultures and people with whom we have differences but with whom we also have many things in common are developed. Through the subject of English, an intercultural dialogue can be established from the English culture itself to the rest of the cultural manifestations of the school and the classroom. 4.5. INTERNATIONAL, EUROPEAN AND SPANISH BASES ON INTERCULTURAL EDUCATION. EDUCATIONAL RESPONSE IN CASTILLA Y LEÓN. For the design of intercultural intervention, it is necessary to know the International, European and Regional educative regulations among this multicultural and pluricultural context and how to deal with it in the schools. 4.5.1. International Bases A) Universal Declaration of Human Rights 1948: This declaration contains several articles that provide provisions regarding the right to education of foreign or minority students. In the article 26, 27 and 28 it includes among other things, the right of all foreigners to have a free and full education. It also includes the right of parents to be able to provide a quality education to their children and to have a series of resources to facilitate the provision of such education. It includes the right to participate in the cultural life of society in a full way and where there is respect and tolerance for all people who have different cultures. (Naciones Unidas, 1948) B) Convention on the Rights of the Child: This convention lists several articles that need to be considered in relation to Education. In article 28 It lists a series of rights that focus on the type of education they should receive, that all children should have equal access to the information required in their education, that higher education should be accessible to all.... In the case of Article 29, it focuses more on the purpose of education and how children should develop. It is directed towards the development of values such as respect and tolerance in a primary way and to develop their personality and their physical and mental capacities as far as possible. (UNICEF, 2006) 4.5.2. Educational response in Castilla y León The educational response in Castilla y León is based in the Common Educational Framework of Reference for Languages and the international regulations. In the case of our 24 Universidad de Valladolid Claudia Sánchez Lomillo community, there are two main regulations that introduce the intercultural perspective in education, especially attending to the treatment of the students of different cultures and from different countries. IV PLAN ESTRATÉGICO DE COHESIÓN SOCIAL CON LAS PERSONAS INMIGRANTES Y LA CONVIVENCIA INTERCULTURAL EN CASTILLA Y LEÓN (20182021), PRORROGADO HASTA EL 31 DE DICIEMBRE DE 2022 The main objective of this plan is the integration of the population of foreign origin and the autochthonous population, creating a society where differences are not a problem and where there is equal treatment for the whole population (Juan Vicente Herrera Campo, 2018). In order to achieve this main objective, there are a number of smaller objectives that need to be achieved in order to do so. These objectives are based in the equal access of the foreign population to public services, facilitate the integration of immigrants or guarantee cultural diversity (Juan Vicente Herrera Campo, 2018). In a complementary manner, there is the PLAN DE ATENCIÓN AL ALUMNADO EXTRANJERO Y DE MINORÍAS, resolved on 10 February 2005 (Junta de Castilla y León, 2005), which establishes the lines of action to be developed for pupils of foreign origin, from minorities and cultural diversity. This action plan sets out a number of features aimed at developing interventions for the integration of foreign and minority pupils. Some of these characteristics are equal opportunities, comprehensive care, intercultural education, generalized schooling, continuity of the educational process, diversification of care pathways, coordination of measures, ... 25 Universidad de Valladolid Claudia Sánchez Lomillo 5. INTERVENTION PROPOSAL The intervention proposal developed aims to create a common school culture for all students where all cultures can coexist and enrich each other through intercultural relations. Following the dimensions of the Index for Inclusion, this intervention aims to develop the base of the pyramid with the creation, as it was mentioned before, of an inclusive culture in which the development of inclusive practices and the creation of inclusive policies are based (Booth et al., 2006). On the other hand, in relation to the Index process, this intervention proposal is intended to be applied through the school's coexistence plan, which is similar to phase 3 of the Index process, although this process is based on the knowledge of the Index for Inclusion itself. Finally, this intervention is composed of a series of activities which will be developed in different years and in different moments of the students' learning, from the subject of English. This intervention proposal is focused on a common project to create links between the cultures present in the centre through the implementation of these activities that are related to the programs developed by the centre and with the objectives of the Educational Program of the School. 5.1. SCHOOL CHARACTERISTICS 5.1.1. School context The school is located in a rural area quite near a small town. It is a rural school attended by pupils from 10 villages nearby. This school, like the rural area in which it is located, has been favoured by the arrival of immigrants with the intention of working on livestock farms. In this way, the population of this rural area has increased and has favoured the activity of the livestock farms in the area. Moreover, this arrival of immigrants has allowed the school to continue in the village and also keep the school levels without having to join them. This is a single-track school, so there is only one class per year. This school has infant education from three years old til six years old, when students start the first year of Primary Education from year 1 til year 6. Each class has a minimum of nine students and a maximum of twenty-two. There are only two years in which these two figures are the number of students. The socio-cultural context of the school is influenced by two main cultures, the Roma culture and the Moroccan culture, that constitute a 54% of the pupils. Although there are also a small number of pupils of Latin American origin. Between these two predominant cultures, several conflicts have arisen from the Roma culture towards the Moroccan culture. These 32 Universidad de Valladolid Claudia Sánchez Lomillo other and think together about the questions they want to ask their classmates. In the case that one of the members of the pair is the one who is going to be interviewed, the other member of the pair can join another pair. Another option so that the couples do not break up would be to do the interviews in pairs, that is, to interview both members of the couple so that both answer the same questions and then see what aspects they have had in common. Objectives The objectives of this activity are related to the development of the contents and competences mentioned before, on the other hand those objectives in relation to interculturality and finally in relation to the competences to be developed. English - Make simple questions about personal aspects. - Learn the structure of simple answers to personal questions. - Use the questions pronoun “What”. - Understand oral simple questions. Interculturalism - Get to know the interests, hobbies and culture of their classmates. - Generate a sense of group and belonging among all the pupils of the class. - Bringing them closer together and promoting intercultural relations between them. Competences - To develop oral comprehension through a simple interview. - To develop oral expression through simple questions and answers. - To develop written expression by transcribing their classmates' interviews. Connection with subjects and school programs Journalists of the school is an activity that is carried out through the subject of English but it can be a transversal activity to other subjects of the school. It could even be carried out in other subjects such as Spanish language, where students who have acquired the language can develop more in relation to questions and answers. On the other hand, this activity is related to school programs such as the reading plan. In order to get students, know how to conduct an interview, they must first see several examples, so showing them interviews, magazines, etc. can help them understand how the activity will work. The examples of interviews can be through videos so that they feel and look as school 33 Universidad de Valladolid Claudia Sánchez Lomillo journalists and to facilitate their understanding, as conducting a written interview will be more difficult for them to understand it. Activity 2: Creating Family Flags Introduction Family flags is an activity that aims to get students to reflect on more subjective and abstract concepts such as identity. In this activity they develop values such as respect and tolerance towards the flags that their classmates have created, and they feel represented since they are the ones who represent themselves and their families. This activity will be carried out in year 3 of Primary Education as it is an activity that requires reflection in order to know how to capture the identity of their families and their own in a flag. Another important aspect is that in this second cycle of primary education, pupils still have a highly developed artistic side, which is necessary to carry out this activity. The idea of developing this activity in the school came from Teaching Channel called Our Selves, Our Classroom, Our Families posted in 2012. The context in which it´s develop is very similar to the one of this school and that make me decide that this activity can be a good idea to improve the development of a respectful and tolerant centre culture. In appendix III it is contained the video link. Development of the activity This activity consists of students creating a flag that represents their family's identity and ultimately their own. In order to create this flag, it is necessary to have a knowledge of a series of previous concepts, such as identity, so that they know what they should depict on the flag and how they should do it. In the development of this activity, there should be a series of phases that will allow this activity to be developed. Firstly, a series of concepts such as identity should be introduced so that they know what it means and understand what the term encompasses before starting the main activity. To do this, certain mind maps can be used to help them associate these concepts with elements of everyday life that they know about their families. An example of such maps or diagrams can be found in appendix 3. Secondly, we will have to provide them with examples of different flags and allow them to deduce and reflect on the symbols used in those flags, the colours or the figures used. In this way, they will have examples to start from to get an idea of the flag they have to create. Another very positive aspect of this phase of the activity is to use examples that they recognise, i.e., to use flags that they can identify with will encourage them to get involved and carry out the activity successfully. An example of this would be to use the 34 Universidad de Valladolid Claudia Sánchez Lomillo Moroccan flag as an example so that pupils of Moroccan origin feel that they are represented and also that their family is represented within these examples. In addition, using flags that are familiar to them encourages their participation and involvement in the creation of their flag since what they are most familiar with is what they use as an example for everything. Finally, once you know the terms and what the flag should reflect, and having seen various examples of flags, the symbols used and the meaning of the colours, it is time for you to start creating your flag. Once they have finished, they should say what colours they have used and what they mean (the colours can be related to the emotions they have been studying throughout the first cycle and in year three) and what values their family represents from those they have studied. In this way, when presenting the work, they have done, they can also hold an assembly where their own classmates can ask them simple questions about the aspects of their flag. Once this dialogue is over, the flags will be put up for the whole class to see their work and feel proud of what their families are like. Contents, Specific Competences and Assessment Criteria This activity is focused on developing a series of contents, specific competences and assessment criteria established in the education law LOMLOE in the DECREE 38/2022, of September 29th, which establishes the organization and the curriculum in the Community of Castilla y León. curriculum of primary education in the Community of Castilla y León (Ministerio de Educación, 2022). As in the first activity, the contents should be worked on through activities prior to this one, so that when the activity is developed, they already have this knowledge acquired and it is the activity that closes the learning process. On the other hand, this activity works on contents and competences much more related to interculturality than to English language contents. However, they should work with structures to be able to communicate, to know the flags of the different countries and to review previous knowledge that is necessary to revise as the structure in affirmative, negative and interrogative of the verb TO BE. The specific contents, competences and assessment criteria are developed in the appendix II. Group organization The organization of this activity is focused on group work, since the first phase requires from them to complete the map or scheme found in the appendix together, providing information about their families. This tool will later help them to specify the aspects that are part of the identity of their families and, therefore, should be reflected in their flags. In the 35 Universidad de Valladolid Claudia Sánchez Lomillo second phase, where different examples of flags are seen analysing the symbols and colours and what they mean, all students will participate in the form of an assembly. Finally, when creating their flag, they will have to do it individually with the help of the teacher and also with the concept map that will be visible at all times by all students in the class. Objectives: The objectives of this activity are related to the development of the contents and competences mentioned before, on the other hand those objectives in relation to interculturality and finally in relation to the competences to be developed. English - Review the structure of the verb TO BE. - Learn the name of several countries and associate them with their flag. - Be able to complete a simple diagram about their families. Interculturalism - Bring closer to all the students the different cultures in the classroom. - Express the identity of their families through art. - Respect the identities of all the students and their families. - Develop values such as tolerance, respect and the right to be different. Competences - Develop oral expression through simple dialogues in controlled communicative situations. - To develop oral comprehension by listening to our peers in short presentations. Connection with Subjects and School Programs: This activity raises the possibility of being carried out in a transversal way to the social and plastic arts areas. The approach of the activity can be modified so that this activity is carried as a common project for three subjects, where we work with the different countries, cultures and their flags, with the structures of establishing dialogue in English and making a brief presentation of the work we have done and with the creation of a flag where the aspects that make up the identity of our families are reflected. On the other hand, this activity could be developed in the ICT's program by making the design of the flag through applications where you can make very simple designs in which it is not necessary to do a search on the internet to get symbols or elements to create it. It is a way to 36 Universidad de Valladolid Claudia Sánchez Lomillo include in this activity the TIC's program in a safe and fun way for them and that gives them experience when starting to make simple designs but with a lot of meaning. Activity 3: Gastronomic Fair Introduction Gastronomic Fair is an activity with the common objective to bring together the different cultures present in the centre and even other different ones through gastronomy. Gastronomy plays a fundamental role in culture, so much so that in 2010 UNESCO recognized gastronomy as a category of Intangible Cultural Heritage of Humanity (Fusté-Forné, 2016). and is one of the most enriching elements that join different cultures. That is why this activity with the students helps them to get closer to other cultures, getting fully involved and sharing moments with their classmates. In addition, to start with this activity family involvement is required as a good relationship among all the families of the students is also encouraged. This activity is designed for students in year five since it is a class with a great cultural diversity that allows a great variety of dishes from different cultures and also because of the number of students, since it is a smaller number of students, they can use the facilities provided the school. However, this activity could be developed in year six by adapting certain aspects that allow the use of the centre’s facilities by all students. Development of the activity The activity has a more complex structure than the previous ones. First, this activity is intended to be a final activity designed to collect and concentrate all the knowledge and learning that they have to acquired in order to carry out this activity. The activity has three phases. The first phase consists of small research that students must do through books or using digital materials, to find a recipe that is related to the origins of their culture. Once the search for this recipe is done, the students must write the recipe step by step following the structure of an instructional text, an essay that will be one of the activities prior to the gastronomic fair. The second phase focuses on creating a shopping list where students should write down the foods they will need for their recipe. In this shopping list we will make an estimate of the money we will need to buy everything and we will ask the AMPA for help to make our gastronomic fair or even do some activity that will allow us to earn some money to be able to make the fair. Another important element is to agree on the food to buy and in case several students need the same food, they will share it. Once we have made our list and obtained the money, we will go to buy all the elements we need to cook our recipes. This purchase will be made in the food stores of the village or even we can move to the surrounding villages to make the purchase but always supporting local commerce. The last phase begins with the cooking of the recipes. Since the school has a kitchen, 37 Universidad de Valladolid Claudia Sánchez Lomillo the students can distribute and share this space. As I mentioned before, it is important that the families participate in this activity and it is in this phase where they begin to participate. They will have to help the students to cook the recipes but simply by giving them certain guidelines and helping them to handle certain materials that they alone cannot. Once the cooking is finished, the students and their families will deposit the dishes they have made in the school dining room. Each dish will have a number and the rest of the students will have to vote which dish they liked the most. This vote will be blind since at no time will know who has cooked each dish. Contents, Specific Competences and Assessment Criteria This activity is focused on developing a series of contents, specific competences and assessment criteria established in the education law LOMLOE in the DECREE 38/2022, of September 29th, which establishes the organization and the curriculum in the Community of Castilla y León. curriculum of primary education in the Community of Castilla y León (Ministerio de Educación, 2022). As in the previous activities, the contents described in appendix IV are contents that must be developed before carrying out this activity, since this activity is a final activity that aims to collect the referred contents and develop a series of specific competencies. An important material within the contents that the students must learn is the English book that the centre uses as material to work on the contents in a more specific way. The specific contents, competences and assessment criteria are developed in the appendix III. Group Organization This activity will have different organizations depending on the phase we are in. In the first phase, where they will have to investigate about the recipe they want to cook, they will have to do it individually with their families, but always encouraging them to help each other when it was necessary. In the second phase where they have to make the shopping list, they will do it individually but as a group, they will have to put together the food they are going to buy to know the amount and the estimated money they will need. On the other hand, when they go shopping, they will take a common list so that together they will organize the purchase distributing the food that each one will need in their recipe. Finally, in relation to the rest of the students, it can be organized in two different ways. On the one hand, the dishes should be of a considerable quantity since all the students should be able to taste a small piece. The tasting can be done in two ways, the first one is that in an orderly way and by classes, the students go down to the dining room and taste the dishes. It is not obligatory to try all the dishes, but they can try those that most catch their attention. Once they have tasted them, they must vote anonymously by putting the number of the dish they liked the most. Another way to do this is to distribute 38 Universidad de Valladolid Claudia Sánchez Lomillo several portions of each dish to all the classes, let them try the dishes they like the most and then vote. Once the winner or winners of the Gastronomic Fair are named, a prize will be awarded to all participants and a small extra mention will be made to the winner. On the other hand, the tasks that have been carried out prior to the preparation of the recipe will also be taken into account. Objectives: The objectives of this activity are related to the development of the contents and competences mentioned before, on the other hand those objectives in relation to interculturality and finally in relation to the competences to be developed. English - Learn the structure of an instructional text - Make a simple instructional text of a recipe. Interculturalism - Bring cultures closer to the families and pupils through gastronomy. - Promote and facilitate the family’s participation in this intervention. - Using positive, non-competitive valuation methods. Competences - Develop written expression through the creation of simple instructional texts. - Develop oral expression by sharing ideas through an assembly. Connection with subjects: The food fair can be done in line with other subjects such as maths, as they have to make a shopping list where they could do research on food prices, compare the prices of food in a supermarket and in a local shop or make a graph showing what a food was worth five years ago and what it is worth now. In addition, they would have to calculate the money they will need and even make estimates of the price of some foods. On the other hand, in relation to this activity, it could be related to the school's ICT programme by doing the proposed research using the computers available to them, as well as learning how to make graphs and use Excel. Another programme with which this activity could be related is the reading plan, so that all the recipes made by the pupils are collected in a cookbook that will be filled in as more gastronomic fairs are held. 39 Universidad de Valladolid Claudia Sánchez Lomillo Activity 4: Detectives in action The following activity called Detectives in action is an activity sort of Final Task that requires the involvement of all the school members and is linked to the former activities. It has been is designed as a final activity that requires a series of previous activities and the use of a series of materials for its implementation. In appendix IIII you will find this activity in a more detailed way with the intention of creating an intervention that aims to create a common culture of the centre and that involves all the members of the centre. 5.3. CONNECTION WITH THE EDUCATIONAL SCHOOL PROGRAM, PROGRAMS AND SERVICES. The intervention proposal proposed is based on the educational project of the centre on which it is based the objectives established in this document in the treatment of interculturality and the creation of a common culture of the centre. It has been previously developed the objectives and elements of the centre’s educational project that have a direct relationship and that have been taken into account when developing the intervention. The objectives of this proposal are some of the objectives found in the PEC with the intention of bringing the PEC closer and develop it in a practical and meaningful way for all members of the educational community. In relation to the programs, the intervention is involved in the centre’s living together program since the objectives of the intervention are more focused on generating a respectful and tolerant environment with respect to the cultures present in the centre. However, this proposal may involve other programs as associated, such as the ICT plan or the radio program. In the case of the Tic plan, it can be developed in all the activities that are proposed using the electronic devices available in the centre. The radio program is a great way to involve all the students of the school in the same task and facilitate the rapprochement of cultures in a funny way in which they feel represented and involved in the activity they are developing. The same happens with the reading plan that it is include in some of the activities that have been developed above. The services associated with the school, such as the dining room, are also part of the intervention and the objectives of the school's educational project. As well as the transportation with which some of the students travel to school. The intention of generating an intercultural educational community does not only have to be worked on in the school but can also be worked on through the institutions present in the village where the school is located. 40 Universidad de Valladolid Claudia Sánchez Lomillo 6. GENERAL CONCLUSIONS Education is at a point of change as a consequence of the migrations that are taking place. There are more and more foreign pupils with a language or culture different from the environmental one, which means that there is a need to include and integrate these pupils in schools and in society as a whole. In order to get a true integration of these students in the reality of the centre, education must be provided in an intercultural way, that is to say, an education in which the cultures that form it coexist, relate to each other and create connections, thus generating an educational community and a society where respect and tolerance are the fundamental axis. It is obvious that in any school students can have some differences, as there may be disagreements and greater or lesser affinity among them. What cannot happen and should not be tolerated is that these conflicts would be generated by issues related to different values, culture, beliefs or place of origin of the students. This involves not only pupils but also families, who are often the ones who bring prejudices and stereotypes about others and pass them on to their children. It is therefore very important to encourage families to participate in this type of activities that only benefit the creation of a strong and united educational community, as well as strengthening communications between the school and the families. Therefore, interventions such as the one I have designed in this project allow not only to improve relations between pupils and families, but also to prevent the development of discriminatory or racist actions in the classroom. Prevention is even more important than eliminating these behaviours. Sometimes we feel it is necessary to implement such measures when an event or conflict has taken place between pupils, but I believe that it is not necessary for something to happen in order to put the issue on the table and make pupils reflect on their differences and similarities. Promoting the implementation of these kinds of activities is something that will improve and contribute to creating an intercultural, inclusive and pluricultural education where all students have a place and where no one is differentiated because of their country of origin or culture. Finally, I would like to emphasize the importance of highlighting the need to be aware of the educational reality we have in our schools, as well as the social reality of our country, where every day immigrants arrive and allow us to evolve as a country economically, socially and culturally. We must take advantage of this wealth of ethnicities and cultures to learn from each other and contribute to the creation of a future society that has had an intercultural education based on respect and tolerance towards others. 41 Universidad de Valladolid Claudia Sánchez Lomillo 7. BIBLIOGRAPHY Aase, L., Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Crişan, A., Fleming, M., Maradan, O., Ongstad, S., Pieper, I., Samihaian, F., Vollmer, H., & Van De Ven, P.-H. (2009). Multicultural Societies, Pluricultural People and the Project of Intercultural Education. Álvarez, L. M. (2019). El niño nazi: de la Alemania nazi a un aula de infantil actual. Valladolid: Universidad de Valladolid. Asensio, N. M. (2013). Propuesta de intervención intercultural en el aula de Educación Primaria. Segovia: Universidad de Valladolid. Bathily, A. (2021). The intercultural city step by step. Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2015). Guide for the Development and Implementation of Curricula for Plurilingual and Intercultural Education. www.coe.int/lang Booth, T., Ainscow, M., & Kingston, D. (2006). Index for Inclusion Developing play, Learning and Participation in Early Years and Childcare CSIE Supporting Inclusion Challenging Exclusion. Cavalli, M., Coste, D., Crişan, A., Van De Ven, P.-H., Aase, L., Beacco, J.-C., Byram, M., Fleming, M., Maradan, O., Ongstad, S., Pieper, I., Samihaian, F., & Vollmer, H. (2009). Plurilingual and Intercultural Education as Project. www.coe.int/lang Comisión Intercentros de la Universidad de Valladolid. (2010). Memoria de Plan de Estudios del Título de Grado Maestro o Maestra en Educación Primaria por la Universidad de Valladolid. Council of Europe. (n.d.). Intercultural Cities Key Terminology. https://www.coe.int/en/web/compass Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. 48 Universidad de Valladolid Claudia Sánchez Lomillo COMUNIDAD VALENCIANA 56.157 305.603 18,38% EXTREMADURA 2.649 58.000 4,57% GALICIA 7.159 130.196 5,50% COMUNIDAD DE MADRID 66.904 416.904 16,05% REGIÓN DE MURCIA 20.303 107.179 18,94% COMUNIDAD FORAL DE NAVARRA 5.398 42.408 12,73% PAÍS VASCO 13.755 124.142 11,08% LA RIOJA 3.636 19.221 18,92% CEUTA 305 6.492 4,70% MELILLA 1.094 7.624 14,35% TOTAL 380.545 2.783.716 13,67% Note: This table shows the percentage of foreign students in Primary Education in Spain in each Autonomous Community. This table has been made by me and the information has been collected from EDUCAbase from Ministerio de Educación y Formación Profesional de España. Figure 3: Percentage of Foreign Students in the Autonomous Communities of Spain 0,00 5,00 10,00 15,00 20,00 25,00 PERCENTAGE OF FOREIGN STUDENTS IN SPAIN 2022-2023 49 Universidad de Valladolid Claudia Sánchez Lomillo Note: This graphic shows the percentage of foreign students in Primary Education in each Community in relation to the information of the table above. This graphic has been made by me and the information collected came from EDUCAbase from Ministerio de Educación y Formación Profesional de España. Tabla 4: Percentage of Foreign Students in Spain AA.CC. 2012/13 2017/18 2022/23 ANDALUCÍA 5,62% 5,67% 8,23% ARAGÓN 13,08% 14,19% 18,74% PRINCIPADO DE ASTURIAS 4,79% 3,43% 6,55% ISLAS BALEARES 13,59% 15,68% 21,34% CANARIAS 7,68% 8,20% 13,32% CANTABRIA 5,83% 4,92% 7,34% CASTILLA Y LEÓN 8,25% 6,65% 8,38% CASTILLA LA MANCHA 9,80% 7,54% 8,59% CATALUÑA 12,31% 14,32% 19,48% COMUNIDAD VALENCIANA 10,01% 11,75% 18,38% EXTREMADURA 3,84% 3,15% 4,57% GALICIA 3,68% 2,49% 5,50% COMUNIDAD DE MADRID 11,23% 12,12% 16,05% REGIÓN DE MURCIA 11,02% 14,22% 18,94% COMUNIDAD FORAL DE NAVARRA 8,63% 8,06% 12,73% PAÍS VASCO 6,34% 7,44% 11,08% LA RIOJA 15,94% 14,67% 18,92% CEUTA 3,76% 5,75% 4,70% MELILLA 8,20% 16,28% 14,35% TOTAL 9,04% 9,67% 13,67% 50 Universidad de Valladolid Claudia Sánchez Lomillo Note: This table shows the percentage of foreign students in Primary Education in the Autonomous Communities of Spain in three academic years. The graphic in the document itself, shows the information taken in this table. This table has been made by me and the information has been collected from EDUCAbase from Ministerio de Educación y Formación Profesional de España. Table 5: Percentage of Foreign Students from 2000-2023 YEARS F.S.P.E. T.S.P.E. PERCENTAGE 2000-2001 59.387 2.491.648 2,38% 2001-2002 87.685 2.474.261 3,54% 2002-2003 132.453 2.474.287 5,35% 2003-2004 174.722 2.479.631 7,05% 2004-2005 199.023 2.467.636 8,07% 2005-2006 228.842 2.483.364 9,22% 2006-2007 262.415 2.538.033 10,34% 2007-2008 295.477 2.607.384 11,33% 2008-2009 308.896 2.665.161 11,59% 2009-2010 295.879 2.702.399 10,95% 2010-2011 285.630 2.754.986 10,37% 2011-2012 272.305 2.797.804 9,73% 2012-2013 257.158 2.828.445 9,09% 2013-2014 257.158 2.843.852 9,04% 2014-2015 248.288 2.908.538 8,54% 2015-2016 253.948 2.926.887 8,68% 51 Universidad de Valladolid Claudia Sánchez Lomillo 2016-2017 264.887 2.941.363 9,01% 2017-2018 284.717 2.942.894 9,67% 2018-2019 308.930 2.938.361 10,51% 2019-2020 336.881 2.907.214 11,59% 2020-2021 336.387 2.843.852 11,83% 2021-2022 346.546 2.798.301 12,38% 2022-2023 380.545 2.783.716 13,67% Note: This table shows the percentage of foreign students in Primary Education in all the academic years from 20002001 to 2022-2023. The graphic in the document itself, shows the information taken in this table. This table has been made by me and the information has been collected from EDUCAbase from Ministerio de Educación y Formación Profesional de España. APPENDIX II: MATERIALS OF ACTIVITY 1. Table 1: Contents of Year 1 CONTENIDOS COMUNICACIÓN PLURILINGÜÍSMO INTERCULTURALIDAD Iniciación en la autoconfianza en el uso de la lengua extranjera. Iniciación en herramientas básicas y elementales que facilitarán el desarrollo de un aprendizaje autónomo de las lenguas. La lengua extranjera como medio de comunicación y relación con personas de otros países. Funciones comunicativas elementales adecuadas al ámbito y al contexto: - saludar, despedirse, presentar y presentarse. - realizar preguntas muy sencillas sobre aspectos personales. - pedir permiso. - utilización de lenguaje en el aula. Iniciación en las estrategias básicas y sencillas de uso común para entender, respetar y apreciar la diversidad lingüística, cultural y artística, a partir de valores ecosociales y democráticos. 52 Universidad de Valladolid Claudia Sánchez Lomillo Iniciación en patrones sonoros y acentuales básicos y elementales: canciones, rimas, adivinanzas, trabalenguas y otros recursos orales de la tradición cultural de la lengua extranjera. Acercamiento a las herramientas analógicas y digitales básicas y elementales para la comprensión y expresión oral y multimodal. Note: This table detail the contents of English for Year 1 according to the DECREE 38/2022, of September 29, establishing the organization and curriculum of primary education in the Community of Castilla y León (Ministerio de Educación, 2022) Table 2: Contents of Grammar Year 1 ESTRUCTURAS SINTÁCTICO-DISCURSIVAS Afirmación: frases afirmativas; Yes + tag Negación: frases negativas con not, No + negative tag. Interrogación: How and What questions; auxiliary verbs in questions (to be). Expresión de gustos y preferencias: verb (like) + noun Note: This table detail the contents of English for Year 1 according to the DECREE 38/2022, of September 29, establishing the organization and curriculum of primary education in the Community of Castilla y León (Ministerio de Educación, 2022) Table 3: Specific Competences and Assessment Criteria for Year 1 SPECIFIC COMPETENCE ASSESMENT CRITERIA 2. Expresar textos sencillos de manera comprensible y estructurada, mediante el empleo de estrategias como la planificación o la compensación, para expresar mensajes breves relacionados con necesidades inmediatas y responder a propósitos comunicativos cotidianos. 2.1 Expresar oralmente frases cortas y sencillas, para hablar de sí mismo o de su entorno más inmediato, utilizando, de forma guiada, recursos verbales y no verbales básicos, recurriendo a modelos y estructuras previamente presentados y prestando atención al ritmo, la acentuación y la entonación. 2.2 Reconocer, de forma guiada, estrategias básicas para expresar mensajes breves y sencillos adecuados a las intenciones comunicativas usando, con ayuda, recursos y apoyos físicos o digitales en función de las necesidades de cada momento. 53 Universidad de Valladolid Claudia Sánchez Lomillo 3. Interactuar con otras personas usando expresiones cotidianas, recurriendo a estrategias de cooperación y empleando recursos analógicos y digitales, para responder a necesidades inmediatas de su interés en intercambios comunicativos respetuosos con las normas de cortesía. 3.1 Participar, de forma guiada, situaciones de interacción muy elementales sobre temas cotidianos, preparadas previamente, a través de diversos soportes, apoyándose en recursos tales como la repetición, el ritmo pausado o el lenguaje no verbal, y con actitud respetuosa. 3.2 Utilizar, de forma guiada, estrategias elementales para saludar, despedirse y presentarse; expresar mensajes sencillos y breves; y formular y contestar preguntas básicas para la comunicación, respondiendo a las necesidades comunicativas que surjan en situaciones y contextos próximos a su entorno. 4. Mediar en situaciones predecibles, usando estrategias y conocimientos, acogiendo la diversidad cognitiva, social y cultural para procesar y transmitir información básica y sencilla, con el fin de facilitar la comunicación. 4.1 Interpretar, de forma guiada, información básica de conceptos, comunicaciones y textos breves y sencillos en situaciones en las que atender a la diversidad, mostrando empatía e interés por los interlocutores y por los problemas de entendimiento en su entorno inmediato, apoyándose en diversos recursos y soportes. 5. Reconocer y usar los repertorios lingüísticos personales entre distintas lenguas, reflexionando sobre su funcionamiento e identificando las estrategias y conocimientos propios, respetando siempre la diversidad cognitiva, social y cultural, para mejorar la respuesta a necesidades comunicativas concretas en situaciones conocidas. 5.2. Identificar, de forma guiada, conocimientos y estrategias de mejora de su capacidad de comunicar y de aprender la lengua extranjera, apoyándose en el grupo y en soportes analógicos y digitales. 6. Tomar conciencia, apreciar, valorar y respetar la diversidad lingüística, cultural y artística a partir de la lengua extranjera, identificando y valorando las diferencias y semejanzas entre lenguas y culturas, para aprender a gestionar situaciones interculturales. 6.1 Mostrar interés por la comunicación intercultural, identificando, de forma guiada, los estereotipos más comunes, en situaciones cotidianas y habituales. 6.2 Reconocer la diversidad lingüística y cultural relacionada con la lengua extranjera, mostrando interés por conocer sus elementos culturales y lingüísticos elementales. Note: This table detail the specific competences and assessment criteria of English for Year 1 according to the DECREE 38/2022, of September 29, establishing the organization and curriculum of primary education in the Community of Castilla y León (Ministerio de Educación, 2022) 54 Universidad de Valladolid Claudia Sánchez Lomillo APPENDIX III: MATERIALS OF ACTIVITY 2 Table 4: Contents of Year 3 CONTENIDOS COMUNICACIÓN PLURILINGÜÍSMO INTERCULTURALIDAD Iniciación en la autoconfianza en el uso de la lengua extranjera. Léxico y expresiones elementales y simples para comprender enunciados sobre la comunicación, la lengua y el aprendizaje (metalenguaje). La lengua extranjera como medio de comunicación y relación con personas de otros países, y como medio para conocer culturas y modos de vida diferentes. Estrategias básicas y elementales de uso común para la comprensión y la expresión de textos orales, escritos y multimodales breves, sencillos y contextualizados. Herramientas que faciliten el desarrollo de un aprendizaje autónomo de las lenguas. Interés en la participación en intercambios comunicativos sencillos y planificados, a través de diferentes medios, con estudiantes de la lengua extranjera. Funciones comunicativas elementales adecuadas al ámbito y al contexto: - saludar, despedirse, presentar y presentarse. - utilización de lenguaje en el aula. Aspectos socioculturales y sociolingüísticos más significativos relativos a las costumbres, la vida cotidiana y las relaciones interpersonales básicas en países donde se habla la lengua extranjera. Unidades lingüísticas básicas de uso común y significados asociados a dichas estructuras, tales como expresión de la entidad y sus propiedades, existencia, modalidad, gustos y preferencias, cantidad y número, espacio y las relaciones espaciales, tiempo, afirmación, exclamación, negación, interrogación, relaciones lógicas elementales. Estrategias básicas de uso común para entender, respetar y apreciar la diversidad lingüística, cultural y artística, a partir de valores ecosociales y democráticos. Léxico elemental y de interés para el alumnado relativo a relaciones interpersonales próximas, vivienda, lugares y entornos cercanos (p. e. números, formas geométricas, familia, alimentación, partes del cuerpo, animales, meses, estaciones, 55 Universidad de Valladolid Claudia Sánchez Lomillo tiempo atmosférico, prendas de vestir, adjetivos descriptivos, deporte, sentimientos). Patrones sonoros, acentuales y de entonación básicos y sencillos de uso común, y funciones comunicativas generales asociadas a dichos patrones: rimas, retahílas, trabalenguas, canciones, adivinanzas, recursos de la tradición oral y escrita. Herramientas analógicas y digitales básicas y sencillas de uso común para la comprensión, expresión y coproducción oral, escrita y multimodal; y plataformas virtuales de interacción, cooperación y colaboración educativa. Note: This table detail the contents of English for Year 3 according to the DECREE 38/2022, of September 29, establishing the organization and curriculum of primary education in the Community of Castilla y León (Ministerio de Educación, 2022) Table 5: Specific Competences and Assessment Criteria of Year 3 COMPETENCIAS ESPECÍFICAS CRITERIOS DE EVALUACIÓN 1. Comprender el sentido general e información específica y predecible de textos breves y sencillos, expresados de forma clara y en la lengua estándar, haciendo uso de diversas estrategias y recurriendo, cuando sea necesario, al uso de distintos tipos de apoyo, para desarrollar el repertorio lingüístico y para responder a necesidades comunicativas cotidianas. 1.2 Seleccionar y aplicar, de forma guiada, estrategias elementales adecuadas en situaciones comunicativas cotidianas y de relevancia para el alumnado, captando el sentido global y procesando informaciones explícitas en textos orales, escritos y multimodales breves y sencillos sobre temas familiares. 2. Expresar textos sencillos de manera comprensible y estructurada, mediante el empleo de estrategias como la planificación o la compensación, para expresar mensajes breves relacionados con necesidades inmediatas y responder a propósitos comunicativos cotidianos. 2.1 Expresar oralmente frases cortas con información básica sobre asuntos cotidianos y de relevancia para el alumnado, utilizando, de forma guiada, recursos verbales y no verbales, prestando atención al ritmo, la acentuación y la entonación. 2.3 Seleccionar y aplicar, de forma guiada, estrategias para expresar mensajes breves y sencillos adecuados a las intenciones comunicativas, usando, con ayuda, recursos y 56 Universidad de Valladolid Claudia Sánchez Lomillo apoyos físicos o digitales en función de las necesidades de cada momento. 3. Interactuar con otras personas usando expresiones cotidianas, recurriendo a estrategias de cooperación y empleando recursos analógicos y digitales, para responder a necesidades inmediatas de su interés en intercambios comunicativos respetuosos con las normas de cortesía. 3.1 Participar, de forma guiada, en situaciones interactivas breves y sencillas sobre temas cotidianos, de relevancia personal y próximos a su experiencia, preparadas previamente, a través de diversos soportes, apoyándose en recursos tales como la repetición, el ritmo pausado o el lenguaje no verbal, y mostrando empatía y respeto por la cortesía lingüística y la etiqueta digital. 3.2 Seleccionar y utilizar, de forma guiada, estrategias elementales para saludar, despedirse y presentarse; expresar mensajes breves; y contestar preguntas sencillas, respondiendo a las necesidades comunicativas que surjan en situaciones y contextos próximos a su entorno. 4. Mediar en situaciones predecibles, usando estrategias y conocimientos, acogiendo la diversidad cognitiva, social y cultural para procesar y transmitir información básica y sencilla, con el fin de facilitar la comunicación. 4.2 Reconocer, de forma guiada, estrategias muy elementales que faciliten la comprensión y expresión de información y la comunicación, usando, con ayuda, recursos y apoyos físicos o digitales en función de las necesidades de cada momento. 5. Reconocer y usar los repertorios lingüísticos personales entre distintas lenguas, reflexionando sobre su funcionamiento e identificando las estrategias y conocimientos propios, respetando siempre la diversidad cognitiva, social y cultural, para mejorar la respuesta a necesidades comunicativas concretas en situaciones conocidas. 5.2. Utilizar, de forma guiada, conocimientos y estrategias de mejora de su capacidad de comunicar y de aprender la lengua extranjera, apoyándose en el grupo y en soportes analógicos y digitales. 6. Tomar conciencia, apreciar, valorar y respetar la diversidad lingüística, cultural y artística a partir de la lengua extranjera, identificando y valorando las diferencias y semejanzas entre lenguas y culturas, para aprender a gestionar situaciones interculturales. 6.1 Actuar con respeto en situaciones interculturales, identificando y reconociendo semejanzas y diferencias elementales entre lenguas y culturas, y mostrando rechazo frente a discriminaciones, prejuicios y estereotipos de cualquier tipo en contextos comunicativos cotidianos y habituales. 6.2 Reconocer y apreciar la diversidad lingüística, cultural y artística propia de países donde se habla la lengua extranjera como fuente de enriquecimiento personal, mostrando interés por comprender elementos culturales y lingüísticos elementales y habituales que fomenten la convivencia pacífica y el respeto por los demás. 57 Universidad de Valladolid Claudia Sánchez Lomillo 6.3 Distinguir, de forma guiada, estrategias básicas para entender y apreciar los aspectos más relevantes de la diversidad lingüística, cultural y artística, aceptando y respetando su valor y mostrando una actitud de apertura. Note: This table detail the specific competences and assessment criteria of English for Year 3 according to the DECREE 38/2022, of September 29, establishing the organization and curriculum of primary education in the Community of Castilla y León (Ministerio de Educación, 2022) Figure 5: What do we know about families? Note: This image was made by me but it came from a video from Teaching Channel called Our Selves, Our Classroom, Our Families posted in 2012. This poster or diagram shows the different topics according to families the pupils have to know and that they have to take into account in the design of the Family Flag they are going to create. In the link below, there is a video from Teaching Channel called Our Selves, Our Classroom, Our Families posted in 2012. In this video you can see the dynamics used by a teacher of primary school that introduce concepts like identity to kids. 64 Universidad de Valladolid Claudia Sánchez Lomillo 4.2 Seleccionar y aplicar, de forma guiada, estrategias elementales que ayuden a crear puentes y faciliten la comprensión y expresión de información y la comunicación, usando, con ayuda, recursos y apoyos físicos o digitales en función de las necesidades de cada momento. 5. Reconocer y usar los repertorios lingüísticos personales entre distintas lenguas, reflexionando sobre su funcionamiento e identificando las estrategias y conocimientos propios, respetando siempre la diversidad cognitiva, social y cultural, para mejorar la respuesta a necesidades comunicativas concretas en situaciones conocidas. 5.1 Comparar y contrastar las similitudes y diferencias entre distintas lenguas reflexionando, de forma guiada, sobre aspectos básicos de su funcionamiento, respetando la diversidad cognitiva, social y cultural. 5.2 Utilizar y diferenciar, de forma guiada, los conocimientos y estrategias de mejora de su capacidad de comunicar y de aprender la lengua extranjera, apoyándose en el grupo y en soportes analógicos y digitales. 5.3 Registrar y aplicar, de manera guiada, los progresos y dificultades elementales en el proceso de aprendizaje de la lengua extranjera, reconociendo los aspectos que ayudan a mejorar y participando en actividades de autoevaluación y coevaluación, como las propuestas en el Portfolio Europeo de las Lenguas (PEL) normalizando el error y valorándolo como una fuente de aprendizaje. 6. Tomar conciencia, apreciar, valorar y respetar la diversidad lingüística, cultural y artística a partir de la lengua extranjera, identificando y valorando las diferencias y semejanzas entre lenguas y culturas, para aprender a gestionar situaciones interculturales. 6.1 Actuar con respeto en situaciones interculturales, identificando y comparando semejanzas y diferencias elementales entre lenguas y culturas, y mostrando rechazo frente a discriminaciones, prejuicios y estereotipos de cualquier tipo en contextos comunicativos cotidianos y habituales. 6.2 Reconocer y apreciar la diversidad lingüística, cultural y artística propia de países donde se habla la lengua extranjera como fuente de aprendizaje y enriquecimiento personal, mostrando interés por comprender elementos culturales y lingüísticos elementales y habituales que fomenten la convivencia pacífica y el respeto por los demás. 6.3 Seleccionar y aplicar, de forma guiada, estrategias básicas para entender y apreciar los aspectos más relevantes de la diversidad lingüística, cultural y artística, aceptando y respetando su valor y mostrando una actitud de apertura. 65 Universidad de Valladolid Claudia Sánchez Lomillo Note: This table detail the specific competences and assessment criteria of English for Year 4 according to the DECREE 38/2022, of September 29, establishing the organization and curriculum of primary education in the Community of Castilla y León (Ministerio de Educación, 2022) Table 9: Contents of Year 4 CONTENTS COMUNICACIÓN PLURILINGÜÍSMO INTERCULTURALIDAD Autoconfianza y reflexión sobre el aprendizaje. El error como instrumento de mejora. Estrategias y técnicas de compensación de las carencias comunicativas para responder a una necesidad elemental a pesar de las limitaciones derivadas del nivel de competencia en la lengua extranjera y en las demás lenguas del repertorio lingüístico propio. La lengua extranjera como medio de comunicación y relación con personas de otros países, y como medio para conocer culturas y modos de vida diferentes. Estrategias básicas y elementales para la comprensión y la expresión de textos orales, escritos y multimodales breves, sencillos y contextualizados. Iniciación en estrategias y herramientas básicas de uso común de autoevaluación y coevaluación, analógicas y digitales, individuales y cooperativas. Aspectos socioculturales y sociolingüísticos más significativos relativos a las costumbres, la vida cotidiana y las relaciones interpersonales básicas en países donde se habla la lengua extranjera. Conocimientos, destrezas y actitudes elementales que permiten iniciarse y participar en actividades de mediación en situaciones cotidianas básicas. Léxico y expresiones elementales para comprender enunciados sobre la comunicación, la lengua y el aprendizaje (metalenguaje). Estrategias básicas de uso común para entender y apreciar la diversidad lingüística, cultural y artística, a partir de valores ecosociales y democráticos. Funciones comunicativas básicas adecuadas al ámbito y al contexto: - saludar, despedirse, presentar y presentarse. Herramientas que faciliten el desarrollo de un aprendizaje autónomo de las lenguas. 66 Universidad de Valladolid Claudia Sánchez Lomillo - describir personas, objetos, lugares, plantas, animales y actividades. Léxico elemental y de interés para el alumnado relativo a descripción personal y relaciones interpersonales próximas, vivienda, lugares y entornos cercanos (p. e. números, formas geométricas, familia, alimentación, partes del cuerpo, animales, meses, estaciones, tiempo atmosférico, prendas de vestir, adjetivos descriptivos, deporte, viajes y vacaciones, educación y estudio, compras, transporte). Patrones sonoros, acentuales y de entonación básicos de uso común, y funciones comunicativas generales asociadas a dichos patrones: rimas, retahílas, trabalenguas, canciones, adivinanzas, recursos de la tradición oral y escrita. Convenciones ortográficas básicas de uso común y significados asociados a los formatos y elementos gráficos. Note: This table detail the contents of English for Year 5 according to the DECREE 38/2022, of September 29, establishing the organization and curriculum of primary education in the Community of Castilla y León (Ministerio de Educación, 2022) 67 Universidad de Valladolid Claudia Sánchez Lomillo Year 5: Table 10: Specific Competences and Assessment criteria for year 5 SPECIFIC COMPETENCE ASSESMENT CRITERIA 1. Comprender el sentido general e información específica y predecible de textos breves y sencillos, expresados de forma clara y en la lengua estándar, haciendo uso de diversas estrategias y recurriendo, cuando sea necesario, al uso de distintos tipos de apoyo, para desarrollar el repertorio lingüístico y para responder a necesidades comunicativas cotidianas. 1.1 Reconocer e interpretar el sentido global y la información esencial, así como palabras y frases específicas de textos orales, escritos y multimodales breves y sencillos sobre temas frecuentes y cotidianos de relevancia personal y ámbitos próximos a su experiencia, así como de textos literarios adecuados al nivel de desarrollo del alumnado, expresados de forma comprensible, clara y en lengua estándar a través de distintos soportes. 1.2 Seleccionar y aplicar, de forma guiada, estrategias y conocimientos adecuados en situaciones comunicativas cotidianas y de relevancia para el alumnado, captando el sentido global y procesando informaciones explícitas en textos orales, escritos y multimodales. 2. Expresar textos sencillos de manera comprensible y estructurada, mediante el empleo de estrategias como la planificación o la compensación, para expresar mensajes breves relacionados con necesidades inmediatas y responder a propósitos comunicativos cotidianos. 2.1 Expresar oralmente textos breves y sencillos, previamente preparados, sobre asuntos cotidianos y de relevancia para el alumnado, utilizando, de forma guiada, recursos verbales y no verbales, y usando estructuras básicas y de uso frecuente, así como reproduciendo patrones sonoros, acentuales, rítmicos y de entonación básicos, propios de la lengua extranjera. 2.2 Organizar y redactar, de forma guiada, textos breves y sencillos, previamente preparados, con adecuación a la situación comunicativa propuesta, a través de herramientas analógicas y digitales, y usando las funciones comunicativas principales y estructuras y léxico básico de uso común sobre asuntos cotidianos y frecuentes, de relevancia personal para el alumnado y próximos a su experiencia. 2.3 Seleccionar, organizar y aplicar, de forma guiada, conocimientos y estrategias para preparar y expresar textos orales y escritos adecuados a las intenciones comunicativas y las características contextuales, usando, con ayuda, recursos físicos o digitales en función de la tarea y las necesidades de cada momento. 3. Interactuar con otras personas usando expresiones cotidianas, recurriendo a estrategias de cooperación y empleando recursos analógicos y digitales, para responder a necesidades inmediatas 3.1 Planificar y participar en situaciones interactivas breves y sencillas sobre temas cotidianos, de relevancia personal y próximos a su experiencia e intereses, a través de diversos soportes, apoyándose 68 Universidad de Valladolid Claudia Sánchez Lomillo de su interés en intercambios comunicativos respetuosos con las normas de cortesía. en recursos tales como la repetición, el ritmo pausado o el lenguaje no verbal, y mostrando empatía y respeto por la cortesía lingüística y la etiqueta digital. 3.2 Seleccionar y utilizar, de forma guiada, estrategias elementales para saludar, despedirse y presentarse; formular y contestar preguntas sencillas; expresar mensajes, e iniciar y terminar la comunicación, respondiendo a las necesidades comunicativas que surjan en distintas situaciones y contextos 4. Mediar en situaciones predecibles, usando estrategias y conocimientos, acogiendo la diversidad cognitiva, social y cultural para procesar y transmitir información básica y sencilla, con el fin de facilitar la comunicación. 4.1 Interpretar y explicar textos, conceptos y comunicaciones breves y sencillas, de forma guiada, en situaciones en las que atender a la diversidad, mostrando respeto y empatía por los interlocutores y por las lenguas empleadas, e interés por participar en la solución de problemas de intercomprensión y de entendimiento en su entorno próximo, apoyándose en diversos recursos y soportes. 4.2 Seleccionar y aplicar, de forma guiada, estrategias básicas que ayuden a crear puentes y faciliten la comprensión y expresión de información y la comunicación, adecuadas a las intenciones comunicativas elementales, usando, con ayuda, recursos y apoyos físicos o digitales en función de las necesidades de cada momento. 5. Reconocer y usar los repertorios lingüísticos personales entre distintas lenguas, reflexionando sobre su funcionamiento e identificando las estrategias y conocimientos propios, respetando siempre la diversidad cognitiva, social y cultural, para mejorar la respuesta a necesidades comunicativas concretas en situaciones conocidas. 5.1 Comparar y contrastar las similitudes y diferencias entre distintas lenguas reflexionando de manera progresivamente autónoma, sobre aspectos básicos de su funcionamiento, respetando la diversidad cognitiva, social y cultural. 5.2 Utilizar y diferenciar, de forma progresivamente autónoma los conocimientos y estrategias de mejora de su capacidad de comunicar y de aprender la lengua extranjera, apoyándose en el grupo y en soportes analógicos y digitales. 5.3 Registrar y utilizar, de manera guiada, los progresos y dificultades en el proceso de 69 Universidad de Valladolid Claudia Sánchez Lomillo aprendizaje de la lengua extranjera, reconociendo los aspectos que ayudan a mejorar y realizando actividades de autoevaluación y coevaluación, como las propuestas en el Portfolio Europeo de las Lenguas (PEL) o en un diario de aprendizaje, normalizando el error y valorándolo como una fuente de aprendizaje. 6. Tomar conciencia, apreciar, valorar y respetar la diversidad lingüística, cultural y artística a partir de la lengua extranjera, identificando y valorando las diferencias y semejanzas entre lenguas y culturas, para aprender a gestionar situaciones interculturales. 6.1 Actuar con aprecio y respeto en situaciones interculturales, identificando y comparando semejanzas y diferencias entre las diferentes lenguas y culturas, y mostrando rechazo ante cualquier tipo de discriminación, prejuicio y estereotipo en contextos comunicativos cotidianos y habituales. 6.2 Reconocer y respetar la diversidad lingüística, cultural y artística propia de países donde se habla la lengua extranjera como fuente de aprendizaje y enriquecimiento personal, mostrando interés por ampliar los conocimientos propios y comprender elementos culturales y lingüísticos básicos que fomenten la sostenibilidad y la democracia. 6.3 Seleccionar y aplicar, de forma guiada, estrategias básicas para entender y apreciar la diversidad lingüística, cultural y artística, aceptando y respetando su valor y mostrando una actitud de apertura. Note: This table detail the specific competences and assessment criteria of English for Year 5 according to the DECREE 38/2022, of September 29, establishing the organization and curriculum of primary education in the Community of Castilla y León (Ministerio de Educación, 2022) Table 11: Contents for Year 5 CONTENTS COMUNICACIÓN PLURILINGÜÍSMO INTERCULTURALIDAD Autoconfianza y reflexión sobre el aprendizaje. El error como instrumento de mejora. Estrategias y técnicas de compensación de las carencias comunicativas para responder a una necesidad elemental a pesar de las limitaciones derivadas del nivel de competencia en la lengua extranjera Valoración positiva e interés por establecer contactos y comunicarse a través de diferentes medios con hablantes o estudiantes de la lengua extranjera. 70 Universidad de Valladolid Claudia Sánchez Lomillo y en las demás lenguas del repertorio lingüístico propio. Estrategias básicas y elementales para la comprensión y la expresión de textos orales, escritos y multimodales breves, sencillos y contextualizados. Estrategias y herramientas básicas de autoevaluación y coevaluación, analógicas y digitales, individuales y cooperativas. Aspectos socioculturales y sociolingüísticos básicos y habituales relativos a las costumbres, la vida cotidiana y las relaciones interpersonales, las convenciones sociales básicas de uso común, el lenguaje no verbal, la cortesía lingüística y la etiqueta digital propias de países donde se habla la lengua extranjera. Conocimientos, destrezas y actitudes elementales que permiten iniciarse y participar en actividades de mediación en situaciones cotidianas básicas. Léxico y expresiones básicos para comprender enunciados sobre la comunicación, la lengua y el aprendizaje (metalenguaje). Estrategias básicas de uso común para entender, valorar y apreciar la diversidad lingüística, cultural y artística, a partir de valores ecosociales y democráticos. Funciones comunicativas básicas adecuadas al ámbito y al contexto: - saludar, despedirse, presentar y presentarse. - describir personas, objetos, lugares, plantas, animales y actividades. Herramientas que faciliten el desarrollo de un aprendizaje autónomo de las lenguas. Léxico elemental y de interés para el alumnado relativo a descripción personal y relaciones interpersonales próximas, vivienda, lugares y entornos cercanos (p. e. números, formas geométricas, familia, alimentación, partes del cuerpo, animales, meses, estaciones, tiempo atmosférico, prendas de vestir, adjetivos descriptivos, deporte, viajes y vacaciones, educación y estudio, compras, transporte). Patrones sonoros, acentuales y de entonación básicos de uso común, y funciones comunicativas generales asociadas a dichos patrones: rimas, retahílas, trabalenguas, canciones, adivinanzas, recursos de la tradición oral y escrita. 71 Universidad de Valladolid Claudia Sánchez Lomillo Convenciones ortográficas básicas de uso común y significados asociados a los formatos y elementos gráficos. Recursos para el aprendizaje y estrategias para la búsqueda guiada de información en medios analógicos y digitales. Note: This table detail the contents of English for Year 5 according to the DECREE 38/2022, of September 29, establishing the organization and curriculum of primary education in the Community of Castilla y León (Ministerio de Educación, 2022) Year 6: Table 12: Specific Competences and Assessment Criteria for year 6 SPECIFIC COMPETENCE ASSESMENT CRITERIA 1. Comprender el sentido general e información específica y predecible de textos breves y sencillos, expresados de forma clara y en la lengua estándar, haciendo uso de diversas estrategias y recurriendo, cuando sea necesario, al uso de distintos tipos de apoyo, para desarrollar el repertorio lingüístico y para responder a necesidades comunicativas cotidianas. 1.1 Reconocer, interpretar y analizar el sentido global y la información esencial, así como palabras y frases específicas de textos orales, escritos y multimodales breves y sencillos sobre temas frecuentes y cotidianos de relevancia personal y ámbitos próximos a su experiencia, así como de textos literarios adecuados al nivel de desarrollo del alumnado, expresados de forma comprensible, clara y en lengua estándar a través de distintos soportes. 1.2 Seleccionar, organizar y aplicar de, forma guiada, estrategias y conocimientos adecuados en distintas situaciones comunicativas cotidianas y de relevancia para el alumnado, captando el sentido global y procesando informaciones explícitas en textos diversos. 2. Expresar textos sencillos de manera comprensible y estructurada, mediante el empleo de estrategias como la planificación o la compensación, para expresar mensajes breves relacionados con necesidades inmediatas y responder a propósitos comunicativos cotidianos. 2.1 Expresar oralmente textos breves y sencillos, previamente preparados, sobre asuntos cotidianos y de relevancia para el alumnado, utilizando, de forma guiada, recursos verbales y no verbales, y usando formas y estructuras básicas y de uso frecuente, así como reproduciendo patrones sonoros, acentuales, rítmicos y de entonación básicos, propios de la lengua extranjera. 2.2 Organizar y redactar textos breves y sencillos, previamente preparados, con adecuación a la situación comunicativa propuesta, a través de herramientas analógicas y digitales, y usando las funciones 72 Universidad de Valladolid Claudia Sánchez Lomillo comunicativas principales y estructuras y léxico básico de uso común sobre asuntos cotidianos y frecuentes, de relevancia personal para el alumnado y próximos a su experiencia. 2.3 Seleccionar, organizar y aplicar, de forma guiada, conocimientos y estrategias para preparar y expresar textos orales y escritos adecuados a las intenciones comunicativas, las características contextuales y la tipología textual, usando recursos físicos o digitales en función de la tarea y las necesidades de cada momento. 3. Interactuar con otras personas usando expresiones cotidianas, recurriendo a estrategias de cooperación y empleando recursos analógicos y digitales, para responder a necesidades inmediatas de su interés en intercambios comunicativos respetuosos con las normas de cortesía. 3.1 Planificar y participar en situaciones interactivas breves y sencillas sobre temas cotidianos, de relevancia personal y próximos a su experiencia e intereses, a través de diversos soportes, apoyándose en recursos tales como la repetición, el ritmo pausado o el lenguaje no verbal, y mostrando empatía y respeto por la cortesía lingüística y la etiqueta digital, así como por las diferentes necesidades, ideas y motivaciones de los interlocutores. 3.2 Seleccionar, organizar y utilizar, de forma guiada, estrategias elementales para saludar, despedirse y presentarse; formular y contestar preguntas sencillas; expresar mensajes, e iniciar y terminar la comunicación, respondiendo a las necesidades comunicativas que surjan en distintas situaciones y contextos. 4. Mediar en situaciones predecibles, usando estrategias y conocimientos, acogiendo la diversidad cognitiva, social y cultural para procesar y transmitir información básica y sencilla, con el fin de facilitar la comunicación. 4.1 Inferir y explicar textos, conceptos y comunicaciones breves y sencillas, de forma guiada, en situaciones en las que atender a la diversidad, mostrando respeto y empatía por los interlocutores y por las lenguas empleadas, e interés por participar en la solución de problemas de intercomprensión y de entendimiento en su entorno próximo, apoyándose en diversos recursos y soportes. 4.2 Seleccionar y aplicar, de forma guiada, estrategias básicas que ayuden a crear puentes y faciliten la comprensión y expresión de información y la comunicación, adecuadas a las intenciones comunicativas, usando, con ayuda, recursos y apoyos físicos o digitales en función de las necesidades de cada momento. 5. Reconocer y usar los repertorios lingüísticos personales entre distintas lenguas, reflexionando sobre su funcionamiento e identificando las estrategias y conocimientos propios, respetando 5.1 Comparar y contrastar las similitudes y diferencias entre distintas lenguas reflexionando e investigando de manera progresivamente autónoma, sobre aspectos 73 Universidad de Valladolid Claudia Sánchez Lomillo siempre la diversidad cognitiva, social y cultural, para mejorar la respuesta a necesidades comunicativas concretas en situaciones conocidas. básicos de su funcionamiento, respetando la diversidad cognitiva, social y cultural. 5.2 Utilizar, diferenciar e interiorizar, de forma progresivamente autónoma los conocimientos y estrategias de mejora de su capacidad de comunicar y de aprender la lengua extranjera, apoyándose en el grupo y en soportes analógicos y digitales. 5.3 Registrar y utilizar, de manera guiada, los progresos y dificultades en el proceso de aprendizaje de la lengua extranjera, reconociendo e interiorizando los aspectos que ayudan a mejorar y realizando actividades de autoevaluación y coevaluación, como las propuestas en el Portfolio Europeo de las Lenguas (PEL) o en un diario de aprendizaje, normalizando el error y valorándolo como una fuente de aprendizaje. 6. Tomar conciencia, apreciar, valorar y respetar la diversidad lingüística, cultural y artística a partir de la lengua extranjera, identificando y valorando las diferencias y semejanzas entre lenguas y culturas, para aprender a gestionar situaciones interculturales. 6.1 Actuar con aprecio y respeto en situaciones interculturales, construyendo vínculos entre las diferentes lenguas y culturas, y mostrando rechazo ante cualquier tipo de discriminación, prejuicio y estereotipo en contextos comunicativos cotidianos y habituales. 6.2 Aceptar y respetar la diversidad lingüística, cultural y artística propia de países donde se habla la lengua extranjera como fuente de aprendizaje y enriquecimiento personal, mostrando interés por ampliar los conocimientos propios y comprender elementos culturales y lingüísticos básicos que fomenten la sostenibilidad y la democracia. 6.3 Seleccionar y aplicar, de forma guiada, diferentes estrategias para entender y apreciar la diversidad lingüística, cultural y artística, aceptando y respetando su valor y mostrando una actitud de apertura. Note: This table detail the specific competences and assessment criteria of English for Year 6 according to the DECREE 38/2022, of September 29, establishing the organization and curriculum of primary education in the Community of Castilla y León (Ministerio de Educación, 2022) 80 Universidad de Valladolid Claudia Sánchez Lomillo This is the design of the script that will be given to the pupils of year 4, 5 and 6 to make their descriptions