AUTONOMOUS COMMUNITY OF ANDALUSIA
Sebastián Cárdenas Zabala Agencia Andaluza de Evaluación Educativa Consejería de Educación de Andalucía
Language and Literacy Andalusia is located in the south of Spain and is one of its 17 autonomous regions, having a status of historical nationality recognized by the 1978 Spanish Constitution.1 As the most populated and the second largest region, Andalusia has significant standing within Spain. The official language in Andalusia is Spanish, specifically its Andalusian linguistic modality, the use of which is recognized and protected by the Statute of Autonomy of Andalusia (2006).2 Just as in other European countries, the number of schools in Andalusia that have adopted a Content and Language Integrated Learning curriculum, in which some of the curriculum subjects are taught in English, has grown considerably in the past decade.
Emphasis on Literacy Since 2007, the Education Department has been developing the Reading and School Libraries Project in educational centers. The aim of this project is to promote the use of school libraries in an effort to increase reading habits among students. Schools play an essential role in fostering positive attitudes toward books and reading and can structure mid or long term global reading projects with the help of adapted and systematic action plans. Schools have some resources via school libraries, which are indispensable for an adequate education of students in a society that demands citizens with skills in research through various information sources, critical selection of information, and autonomous knowledge building.
Overview of the Education System The Spanish Constitution of 1978, in accordance with the autonomous territorial structure of the state, has allowed for a great degree of decentralization of education. The central administration is responsible for overseeing legislation, basic structure, and foreign relations to guarantee the unity of the education system. Andalusia, like the rest of Spain’s autonomous communities, is responsible for all other aspects of the education system, such as financial management and management of teachers, schools, and curriculum in its territory.3 The process of transferring responsibilities to the autonomous communities concluded in 2000 (some years earlier in Andalusia). Subsequent education legislation
PIRLS 2016 ENCYCLOPEDIA AUTONOMOUS COMMUNITY OF ANDALUSIA 1 has attempted to reconcile this distribution with the interregional cooperation necessary to guarantee a coordinated effort in developing educational policies throughout the state. The Organic Law on Education of 2006 modified by the Organic Law for the Improvement of Educational Quality (known by its Spanish acronym, LOMCE) of 2013 guarantees the necessary basic homogeneity and unity of the education system and highlights the broad legislative and executive frameworks available to the autonomous communities to achieve the goals of the education system.4,5 This law includes a proposal for regional cooperation among the education authorities in order to develop projects and programs of general interest, share information, and benefit from best practices. According to Andalusian Education Department statistics, public expenditure on education totaled €5.6 billion in 2014.6 This expenditure is distributed as follows: preprimary, primary, and special education (43.19 percent); secondary and professional education (38.78 percent); and artistic education, adults, and other (18.03 percent). According to 2016–2017 data, 1.83 million students are enrolled in these types of schools (public and private) in Andalusia, excluding universities.7 Public schools are owned by a public authority. However, the majority of private schools also are publicly funded, since the autonomous community finances their operational costs under the general system for grant-maintained schools in return for the public education service they provide to society. The basic structure of the Spanish education system was established in 1990 by the Organic Law on the General Organization of the Education System. The system is organized into stages, cycles, years, and levels of education. The levels include preprimary (ages 0 to 6), primary (ages 6 to 12), comprehensive secondary (ages 12 to 16), baccalaureate (ages 16 to 18), and vocational (ages 16 to 18 at the intermediate level and age 18 and older at the higher level). Primary and comprehensive secondary education are called basic education, which is compulsory and free of charge and lasts 10 years, generally from ages 6 to 16. Secondary education is divided into comprehensive secondary education and post-compulsory secondary education, which includes the baccalaureate level, the intermediate level of vocational education, the intermediate level of vocational education in arts and design, and the intermediate level of sports education. Higher education includes university education, higher arts education, the higher level of vocational education, the higher level of arts and design, and the higher level of sports education. The primary stage comprises six years and typically includes students ages 6 to 12. The goal of this stage is providing all students with an education that allows them to consolidate their personal development and well-being, and for students to acquire basic cultural skills relating to oral expression and comprehension, reading, writing, and numeracy. Primary education also focuses on the development of social skills, work and study habits, and creative and emotional growth. The education provided in this stage must integrate different experiences and knowledge, and adapt the instruction to individual students’ needs. LOMCE has established objectives that describe the student competencies to be developed for the primary stage. The primary stage emphasizes responding to student differences and supporting individual students, preventing learning difficulties, and putting remedial mechanisms into place as soon as difficulties are detected.
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The preprimary stage of education is not compulsory. It is organized into two cycles (ages 0 to 3 and ages 3 to 6), the second of which is free of charge.
Language/Reading Curriculum in the Fourth Grade Reading Policy During the primary stage, students are given general instruction of the communicative practices necessary to live in 21st century society. The goal of instruction in the language and literature area is to achieve competence in the linguistic skills of speaking, listening, taking part in conversations, reading, and writing. The main purpose of the language and literacy curriculum is to introduce students to reading and understanding literary texts. The starting point for linguistic education is the use of language that students have acquired at the beginning of the primary stage, and the role of primary education is to broaden this linguistic and communicative competence so students are able to participate in the different social spheres they will become involved in. Article 19 of the Organic Law for the Improvement of Educational Quality (known by its Spanish acronym, LOMCE), which applies not only to Andalusia but to all of Spain, mandates a period of time to be devoted to reading instruction each day to enforce positive reading habits.8 Article 19 also states that although reading comprehension is specifically included in the language and literature area, teachers of other subjects also must cover reading. Finally, Article 113 of the Organic Law for the Improvement of Educational Quality states that every school must have a school library.9
Summary of the Autonomous Curriculum Reading is included in the language and literature section of the curriculum. The Organic Law for the Improvement of Educational Quality defines “curriculum” as the set of objectives, key competencies, content, pedagogical methods, and assessment criteria for each type of education. Reading, as an interactive process between reader and text, always implies an active reader reading with a specific purpose, whether in a mother tongue or a foreign language. The initiation and development of learning reading requires a continuous functional approach to any reading—students should live with reading as a pleasant experience and an important tool for the transmission of values and language. Hence, texts selected for children must have a practical function and be connected to the nearest environment of the students. Additionally, the school library is a resource center to create reading experiences that lead to reading habits.
Content Reading should be a process of understanding the world. Hence, it requires the collaboration of studentsʼ families with school and progressive skills regarding the processing of verbal and nonverbal languages (e.g., Braille, sign language). Reading should involve enjoying ideas, stories, and experiences in different space and time contexts. Children must read in a variety of formats (e.g., paper and digital, individual and shared) and know of the existence of nonverbal languages (e.g., Braille, sign language). Reading must imply
PIRLS 2016 ENCYCLOPEDIA AUTONOMOUS COMMUNITY OF ANDALUSIA 3 understanding different types of texts and their purpose, intention (implicit or explicit), and mode of production (e.g., personal, official, journalistic, political, religious). Reading in school, finally, also must be a privileged means of discovering the unknown. The curriculum in Andalusia specifically deals with the following topics: • Reading and comprehension of near-life experience, local, and regional texts • Knowledge and reading of newspaper articles related to our region (e.g., society, culture, science) • Knowledge of literature about Andalusian themes (written by Andalusian and non-Andalusian authors) as a way of understanding the historical and cultural reality of the region:
o Narratives (e.g., oral tradition, short stories) o Poetry (e.g., oral tradition, proverbs, riddles) o Theater (read or dramatized) o Short films (view and analyze Andalusian films)
Methodology and Resources Initially, students must achieve a basic reading level on simple texts, progressing gradually toward more complex and varied ones. This progression should be based on functional and expressive reading, allowing an understanding of the purposes and contexts in which texts are produced. Later, analysis and reflection on the texts will follow. This also applies to the progressive mastery of foreign languages, with particular emphasis on the cultural knowledge of other areas and societies. In the methodological treatment of this ability, the following activities may arise for students: • The importance of reading in the understanding of other perspectives, cultures, and ages • Reading comprehension as a vehicle to express ideas, feelings, and needs about the world in which we live • Critical reading • Improving reading comprehension skills • The freedom to express themselves through messages in various formats • Appreciation of the usefulness and pleasure that reading entails • Resources such as books, papers, other texts, films, songs, and the Internet are used in the classroom
Teachers, Teacher Education, and Professional Development There are no specific requirements for teachers who teach reading at the primary level.10
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Reading Instruction in the Primary Grades Instructional Materials In addition to textbooks, schools frequently use books that include reading comprehension activities for instruction. Furthermore, classrooms usually contain sets of children’s literature anthologies. All books made available to teachers (e.g., textbooks, teacher’s manuals) are for illustrative purposes only and are not prescriptive.
Use of Technology In primary education, one of the competencies specified in language and literature instruction is to use the media of everyday communication and Information and Communications Technology (ICT) to obtain, understand, and value different opinions and information. The content specified in each block for all cycles includes references to relevant elements of new technologies for support or as a source of information to develop comprehension and expression.
Role of Reading Specialists There are no reading specialists in primary education in Andalusia. The language and literature teacher, usually the classroom teacher, is responsible for reading instruction, even though other subject teachers also cover reading comprehension.
Second Language Instruction In 2007, Andalusia created a service for immigrant students who do not know Spanish or struggle with it called Linguistic Adaptation Temporary Classrooms (LATC). Immigrants in LATC are placed in a Spanish learning program with a specialist teacher to become integrated with their school and the learning activities specific to their age and level. The main objectives of LATC are to provide specific care for immigrant students with no knowledge of Spanish using a unique program that supports the acquisition of language and communication skills and to allow the integration of these students in the school and social environment in the shortest time possible with guarantees of progress in the mainstream classroom.
Students with Reading Difficulties Diagnostic Testing The classroom teacher is responsible for assessment and making the first diagnosis of disabilities or reading difficulties based on observations and specific tests. When the disabilities are considered serious, the educational psychologist intervenes. Since 2011, a test called ESCALA has been administered to all students finishing second grade in order to detect reading difficulties. ESCALA is the biggest test developed in the country, given every year to about 100,000 students ages 7 to 8. This test includes a reading passage that is administered to about 35,000 students a year.
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Instruction for Children with Reading Difficulties
Reading instruction begins when students are in the preprimary stage of education, and reading abilities are strengthened at the end of the first cycle in primary education. In Andalusia, specific guidance is provided to improve reading comprehension, and disabled students are given specialized support in specific classrooms in accordance with the arrangements of the school. When students’ progress in reading is inadequate, remedial measures are established and should be adopted as soon as the difficulties are detected. These measures are designed to guarantee students’ acquisition of essential skills in order to continue the educational process. In the event of serious disabilities, the educational psychologist intervenes.
Special Education In accordance with the Organic Law, education authorities must provide the necessary resources for students who require special education due to specific learning disabilities, high intellectual abilities, late integration into the education system, personal problems, and/or unsatisfactory academic record so these students can achieve the maximum development of their personal abilities and the general objectives established for all students. From the time their needs are identified, students with special needs are provided with comprehensive support governed by the principles of standardization and social inclusion. Furthermore, these students are guaranteed equality of access to education and continuance in the education system as necessary in the different stages of education.
Monitoring Student Progress in Reading Primary school teachers evaluate individual student progress. The evaluation of student achievement in reading and in other subjects is ongoing and global and takes into account students’ progress in all areas of the curriculum. The evaluation criteria specified for a content area serve as the basis for determining the level of the key competencies attained. All students and their families receive a report explaining the level achieved in reading, mathematics, and writing. Education authorities, within the framework of their respective subject areas, carry out whatever evaluation plans they consider appropriate. The autonomous communities have the responsibility of evaluating schools, taking into account the socioeconomic and cultural contexts of the parents and students, the school environment, and the resources available.
Use and Impact of PIRLS PIRLS has contributed elements of analysis to improve the Andalusian educational system, especially by facilitating the comparison of performance in reading comprehension with the different regions of Spain and the countries participating in this evaluation. Therefore, it has been useful to appreciate the strengths and weaknesses that appear when evaluating the reading comprehension. Likewise, as an impact measure, PIRLS appreciates the importance of reading comprehension to obtain educational success for students. From PIRLS,
PIRLS 2016 ENCYCLOPEDIA AUTONOMOUS COMMUNITY OF ANDALUSIA 6 together with other evaluations and studies that have been carried out in the Regional Government of
Education and the pedagogical reflection itself, there are concrete measures that influence reading comprehension such as the incorporation of the daily reading schedule in all courses of primary education, making reading a key objective of all subjects and prioritizing educational attention in students with the lowest levels of reading performance. In conclusion, participation in PIRLS serves to facilitate the adoption of possible and necessary measures for the improvement of our educational system.
References 1 Constitución Española de 1978 [Spanish Constitution]. (1978). Retrieved from https://www.boe.es/buscar/act.php?id=BOE-A-1978-31229
2 Ley orgánica 2/2007, de 19 de marzo, de reforma del estatuto de autonomía para Andalucía [Organic Law 2/2007 of March 19, Amending the Statute of Autonomy for Andalusia]. (2007). Retrieved from https://www.boe.es/buscar/pdf/2007/BOE-A-2007-5825-consolidado.pdf
3 Real decreto 3936/1982, de 29 de diciembre, sobre traspaso de funciones y servicios de la Administración del Estado a la Comunidad Autónoma de Andalucía en materia de educación [Royal decree 3936/1982 of 29 December on the Transfer of functions and services of the state administration of the Autonomous Community of Andalusia in education]. (1982). Retrieved from https://www.boe.es/boe/dias/1983/01/22/pdfs/A01663-01664.pdf
4 Ley orgánica 2/2006, de 3 de mayo, de educación [Organic law of education]. (2006). Retrieved from http://www.boe.es/buscar/doc.php?id=BOE-A-2006-7899
5 Ley orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa [Organic law for the improvement of educational quality]. (2013). Retrieved from https://www.boe.es/buscar/pdf/2013/BOE-A-2013-12886- consolidado.pdf
6 Consejería de Educación, Junta de Andalucía. (2016). Sistema Andaluz de indicadores de la educación, edición 2016 [Andalusian system of education indicators, 2016 edition]. Retrieved from http://www.juntadeandalucia.es/educacion/webportal/ishare-servlet/content/7a4667c9-d49c-493c-8e33- 3f57c32c09b1
7 Consejería de Educación, Junta de Andalucía. (2016). Recursos y utilización del sistema educativo en andaluz [Statistics on use of resources and Andalusian educational system]. Retrieved from http://www.juntadeandalucia.es/educacion/webportal/ishare-servlet/content/69df59f5-7cbc-4daf-8930- 9029b7855c69
8 Article 19 of the ley orgánica 2/2006, de 3 de mayo, de educación [Organic law of education]. (2006). Retrieved from http://www.boe.es/buscar/doc.php?id=BOE-A-2006-7899
9 Article 113 of the ley orgánica 2/2006, de 3 de mayo, de educación [Organic law of Education]. (2006). Retrieved from http://www.boe.es/buscar/doc.php?id=BOE-A-2006-7899
10 Real decreto 276/2007, de 23 de febrero, por el que se aprueba el Reglamento de ingreso, accesos y adquisición de nuevas especialidades en los cuerpos docentes a que se refiere la Ley Orgánica 2/2006, de 3 de mayo, de Educación, y se regula el régimen transitorio de ingreso a que se refiere la disposición transitoria decimoséptima de la citada ley [Royal Decree 276/2007 of 23 February, which approves the regulation of entry, access and acquisition of new specialties in the faculty referred to the organic law 2/2006 of May 3, education, and regulating the transitional income referred to the transitional provisions of act 17]. (2007). Retrieved from https://www.boe.es/buscar/doc.php?id=BOE-A-2007-4372
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