El tratamiento de la interculturalidad en los centros de primaria de las Islas Baleares, según las programaciones generales anuales: el Plan de Acogida Lingüística y Cultural

Authors

Joan Carles Rincón VerderaSalto de línea Universitat de les Illes Balears. Departamento de Pedagogía y Didácticas Específicas. Palma de Mallorca, España.Salto de línea Salto de línea Jordi Vallespir Soler Salto de línea Universitat de les Illes Balears. Departamento de Pedagogía Aplicada y Psicología de la Educación. Palma de Mallorca, España.

Abstract

The handling of interculturality in Primary Schools in the Balearic Islands, according to annual general programmes: Linguistic and Cultural Integration PlansSalto de línea Salto de línea This paper is part of a broader research project endeavouring to ascertain how multicultural issues are handled in primary schools in the Balearic Islands. The goal of this part of the project is «to identify and analyze the organizational elements that define the educational response to multiculturalism in public as well as subsidized schools, through content analysis of annual general programmes». The annual general programme is a document prepared by each school to plan its goals for the school year. The annual general programmes of all primary schools (193 public schools and 91 state– subsidized private schools) for the 2003-04 academic year were analyzed. In order to find the reliability index and the validity of the instrument, the procedure suggested by K. Krippendorff was followed for content analysis. The system of categories was structured on the basis of five general categories. This paper presents part of the results of the category entitled, «Pedagogical and Management Strategies: The Linguistic and Cultural Integration Plan». The study shows that it is the public schools that devote more attention to the phenomenon of multiculturalism, although no significant differences were observed in terms of the strategies used by different schools. In general, schools focus primarily on immigrant students and late arrivals, who must spend most of their time in acquisition of the Catalan language through the school’s Linguistic and Cultural Integration Plan for new immigrant students. This paper focuses on describing the principles, students, evaluation, grouping, objectives, teaching staff, methodological aspects and tutor actions called for in the Linguistic and Cultural Integration Plan.

Keywords

Multiculturalism, interculturality, diversity, attention to multicultural diversity, intercultural education, linguistic and cultural integration plan