Available in this series: Catalan Asturian; the Asturian Language in Education in ... · 2017-01-19 · Education and lesser used languages 2 information provided in the regional

CatalanThe Catalan language in

education in France

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Regional Dossiers Series

Contents

Glossary

Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

2 Pre-school education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

3 Primary education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

4 Secondary education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

5 Vocational education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

6 Higher education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

7 Adult Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

8 Educational research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

9 Prospects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

10 Summary statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Educational system in France . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

References and further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Addresses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Other websites on minority languages . . . . . . . . . . . . . . . . . . . . . . . . 37

What can Mercator-education offer you? . . . . . . . . . . . . . . . . . . . . . 39

Glossary

C.A.P.: Professional Aptitude Certificate.B.E.P.: Professional Education Certificate.IUFM: University Institute for Teacher Training.ISLRF: Higher Institute for Languages of the French Republic.BTS: Higher Vocational Degree.CAPES: Certificate showing teaching accreditation for secondary

education.CeDACC: Centre for Catalan culture, documentation and animation.ABCM: Association for bilingualism in pre-school education (the

complete name of the Alsacien school is ABCM zwei-sprachigkeit).

APLEC: Association for Catalan teaching.ACE: Catalan Student Association.UCE: Catalan Summer University.ICRESS: Catalan Institute for Research in Social Sciences. CDDP: Departmental Centre of Pedagogic Documentation

1 Regional dossier Catalan (France)

Foreword

background For several years now, Mercator-Education has made effortsto achieve one of its principal goals: to gather, store anddistribute information on minority language education inEuropean regions. Regional or minority languages arelanguages which differ from the official language of thestate where they are spoken and which are traditionally usedwithin a given territory by nationals of that state who form agroup numerically smaller than the rest of the population.The success of this series of regional dossiers has shown aneed for documents stating briefly the most essentialfeatures of the educational system of regions with anautochthonous lesser used language. With the establishmentof regional dossiers we intend to meet this need.

aim Regional dossiers aim at providing concise descriptive in-formation and basic educational statistics about minoritylanguage education in a specific region of the EuropeanUnion. This kind of information, such as features of theeducational system, recent educational policies, division ofresponsibilities, main actors, legal arrangements, supportstructures and also quantitative information on the numberof schools, teachers, pupils and financial investments, canserve several purposes.

target group Policy makers, researchers, teachers, students and journal-ists may use the information provided to assess develop-ments in European minority language schooling. They canalso use a regional dossier as a first orientation towardsfurther research or as a source of ideas for improvingeducational provision in their own region.

link with EURYDICE In order to link these regional descriptions with those ofnational educational systems, it was decided to follow theformat used by EURYDICE, the European education in-formation network in the European Union. EURYDICE pro-vides information on the administration and structure ofeducation in member states of the European Union. The

Education and lesser used languages 2

information provided in the regional dossiers is focussed onlanguage use at the various levels of education.

contents The remainder of this dossier consists firstly of an intro-duction to the region being studied, followed by six sectionswhich each deal with a specific level of the educationalsystem. These brief descriptions contain factual informationpresented in a readily accessible way. Sections eight to tencover research, prospects and summary statistics. Fordetailed information and political discussions about lan-guage use at the various levels of education, the reader isreferred to other sources.

1 Introduction

language Catalan is a Romance language which began distinguishingitself from Latin around the tenth century. This language isspoken in four autonomous communities in Spain: Cata-lonia, the Balearic Islands, Valencia and also a part of Ara-gón. Outside Spain, Catalan is spoken in the Principality ofAndorra, in the community of Alguero in Sardinia, Italy,and in the French department of Pyrénées-Orientales. TheCatalan linguistic region is spread over 68 000 km², and hasaround 11 million inhabitants. In this linguistic region, 7million inhabitants speak Catalan and almost 10 million areable to understand the language. In this dossier, we will onlyrefer to the language situation in Pyrénées-Orientales inFrance.

The northern area of the Principality of Catalonia formed aunion with the Kingdom of Aragón in the twelfth century,but preserved their own autonomy. The Catalan languageappeared for the first time in written documentation duringthe second half of the twelfth century. In 1635, when Spaindeclared war on France, Roussillon became a battle ground.In 1659, the Pyrénées peace treaty conceded to France thecounties of Roussillon, Conflent, Vallespir, Capcir and 33Pobles of Cerdagne.


What we now call Northern Catalonia is the Frenchdepartment of Pyrénées-Orientales in the Languedoc-Rous-sillon region. It is bordered north by the Aude and theAriège, west by the Principality of Andorra, south by Spainand east by the Mediterranean Sea.

population In Pyrénées-Orientales, Catalan is spoken by 126,000 in-habitants: the linguistic dynamics of the language in Spainencourage its use in the French department.

Territory Inhabitants Speakers Able to understandNorthern Catalonia 369,476 125,622 – 34% 203,211 – 55%

Média-Pluriel investigation, 1997.

language status The French political system is based on a single unifiedstate: it is a centralist structure. There is a will for culturaland linguistic uniformity within the state. To this day,France still refuses to ratify the European Charter forRegional and Minority Languages (ECRML) as it is not inline with the French constitution. Recently, during therevision of the French constitution for compatibility with theEuropean constitution, the French parliament refused tomake the necessary amendments to enable the ratification ofthe ECRML, for fear of jeopardising the unity of the state.In France, regional languages have no specific status and noofficial recognition.

For historical reasons that date back to the French Revol-ution (1789), the obligation to use French and the spread ofthe French language were central to the building of France.The French language, associated with the republican move-ment, symbolised the unity of the country and the equalityof its citizens. The development of the French language hastaken place to the detriment of other languages. The Statehas applied methods contrary to the linguistic, traditionaland cultural realities of the population. The substitution ofthe languages by the French language took place betweenthe end of 19th century and the middle of the 20th century.


French, the language of the Republic, is the only officiallanguage in France; the other languages in France aredesignated “regional languages”, and in the majority ofcases, teaching these languages is founded on the goodwilland dedication of parents and teachers. Natural transmissionstopped with grandparents or great-grandparents, whenthese groups stopped speaking Catalan to their children andtheir children's children. After World War II, it was feltthere were many reasons for using French in raisingpeople’s status and moving up in society.

status of languageeducation

Since the Deixonne law (1951) and subsequent implement-ation measures, such as the Savary circular (1982), theCatalan language and culture may be taught for one to threehours a week in schools for public education, if the teacheris willing and able to do so. To that end, extra teachinghours are offered outside the curriculum. According to theSavary circular, bilingual sections in public educationinstitutes can also be set up upon the request of at least 15parents and with the local mayor’s consent. Since 1991, acommittee for regional languages has been workingessentially to set up the examinations for regional languagesand culture at the end of upper secondary school(baccalauréat), and has drawn up a list of voluntaryteachers and examiners. In 1995, the Bayrou memorandumstated the necessity of setting up a plan at the level of theacadémie for the teaching of regional languages andcultures, including teacher training. Whether in public orprivate schools, initiatives to introduce Catalan have beenencouraged by parents and teachers, rather than by officials.Currently, regional language teaching is not compulsory andis based only on the voluntary participation of both theteachers and the pupils.

education system The French education system is largely state-controlledalthough some decentralisation measures were taken in theeighties. School attendance is compulsory from 6 to 16, butchildren can be accepted in schools from the age of 2.Curricula have been established for all compulsory schoollevels. A basic principle is free public education and the


opportunity for every young person to take up vocationaltraining before he or she leaves the system. The first threelevels of education – nursery, primary and lower secondarylevel – are subdivided into five learning cycles. From theage of 2 to 5, children may start with the first learning cycle,followed by the basic learning cycle (5-8) and theconsolidation cycle (8-11). Lower secondary educationcovers the observation (11-13) and the orientation cycles(13-15), followed by various streams in upper secondaryeducation. During the period of compulsory education, pay-ment of family allowances to parents is subject to theregistration and regular school attendance of their children.

A particular characteristic of the French education system isformed by the administrative units of education (acadé-mies). The 28 educational administrative units roughly cor-respond to the 22 regions of France. Each académie isheaded by a director (recteur) who represents the Ministryof Education and who is responsible both for the manage-ment of primary and secondary schools and for the enforce-ment of national regulations within the académie. The aca-démie of Montpellier, which covers the Languedoc-Rou-sillon region, is composed of five départments: Aude, Gard,Hérault, Lozére and Pyrénées-Orientales. Each départmenthas a local administration for the national educationauthorities, the inspection d’Académie. The academic in-spector (inspecteur d’académie) represents the director(recteur) in the département and he or she is responsible forall educational services except for higher education. Thearea in which Catalan is spoken lies in the départment ofPyrénées-Orientales.

public and private In its constitution, France advocates the idea of stateeducation in order to promote the values of the Republicitself. All teachers are paid by the national governmentthrough its Public Education Department (EducationNationale). Alongside the public education system, there arevarious categories of private schools. The most common


ones are the confessional, Catholic schools, which havesigned a simple contract or a contract of association with thestate. For institutions with a simple contract, the state paysthe teachers’ salaries, who are by law considered privateemployees. The state also monitors the conditions andcontents of the educational programmes, as well as teachertraining. In most cases, schools have signed a contract ofassociation with the state, allowing them substantial supportfor teachers’ salaries and teacher training. Finally, there areprivate schools that have not signed a contract with thestate. At these schools, the state exerts minimum control(hygiene, health, moral) and their pupils sit the nationalexams as free candidates. In the private sector, familiesmust pay school fees that vary from school to school. Suchschools must adhere to the timetables applied to publiceducation.

bilingual education Bilingual education is available in both public and privateschools. In a later section, more details will be given aboutthe teaching modality. In this section, we focus on theBressola School because the organisation of the teachingprocess is quite special. The school is an immersion schoolconcerned with fully developing the bilingual skills of thepupils by the time they leave school.

Bressola, the first modern Catalan school in NorthernCatalonia (French State), was founded in 1976 in Perpignan.Bressola’s objective is not only to teach Catalan but also toallow pupils to become bilingual. The principal objective isthat Catalan becomes a language of daily use, used inpersonal relationships. As social habits are acquired duringthe first moments of social contact, occurring at nurseryschool where classes have a maximum of ten children, thisis the ideal moment to expose children to Catalan in orderfor it to become a language of social interaction.Fortunately, nursery school activities can easily be adaptedto this linguistic goal.There are eight1 Bressolas in Pyrénées-Orientales. Theschools are run by associations: almost all of them have acontract with the government2 for the primary, nursery and


secondary school levels and the state pays the teachers’salaries. However, two schools (Cerdanya and the second-ary school) are not under supervision of the State, and so theBressola Association is responsible for paying the teachers’salaries. In 2004, the regional government allowed theBressola Association financial support amounting to 92 000euros: the funds were shared out among the schools.The Bressola Association proposes Catalan linguistic im-mersion learning, taking into account French economic andsocial circumstances and respecting the right to an educationin Catalan. It is also intended to make Catalan a language ofdaily exchange between the pupils. The justification forCatalan linguistic immersion learning is the culturaldimension of such training. The objective is to put theCatalan language at the centre of the learning process: thelanguage is a tool for the acquisition of Catalan culture andidentity. In nursery school, until the beginning of primaryschool, there is total linguistic immersion. From CE2 (8years) in primary school, teaching in French starts takingplace for six hours per week. Because of the linguisticsituation in France, this is sufficient for pupils to develop asimilar or even a superior level of French language skillscompared with students from francophone schools. Thesefindings were reported in a French linguistic evaluationcarried out in secondary schools.3Demand for enrolling in the Bressolas is increasing, and inthe current situation the number of places available is in-sufficient to meet the demand. For the school year 2004-2005, more than 120 applications for enrolment in theBressolas were refused due to a lack of places. The growingpopularity of the Bressolas is due to the linguistic modelapplied, which is adapted to the geographical and linguisticsituation of the region.

administration There are four administrative levels in France: state, region,département and local community. At state level, theMinistry of National Education has almost total control overeducational matters, such as defining educational guidelinesand curricula, the approval of diplomas, and the recruitment,training and administration of staff. The state also issues


regulations on questions of management and supervisionwith which the majority of private schools are also requiredto comply. Through the decentralisation laws of 1982 and1983, the so-called Savary regulations, the French traditionof centralisation changed and the role of the regions,départements and municipalities increased somewhat. Theregions are responsible for building and maintaining thepremises of upper secondary schools (lycées) and institutesfor vocational training. Départements have the sameresponsibility for schools for lower secondary education(collèges), and local communities or town councils withregard to nursery and primary schools. This does notinvolve any activities concerning the content of theeducation, which remains with the state.

inspection The supervision and inspection of the education system isexecuted by general inspectors of the national education andby general inspectors of administration. The first, forexample, visit classrooms and mark teachers on their class-room performance. The latter are more concerned with is-sues such as the physical organisation and the operation ofthe schools. They also provide advice and make proposals tothe Minister of National Education. Under the authority ofthe Recteur of an académie, regional and district peda-gogical inspectors are charged with evaluating and markingteachers at secondary schools and primary schools,respectively. Since 1982, assistant deputies for regionallanguages and cultures have been appointed to académieinspectors. In 1996, the Ministry of National Educationappointed for the first time ever a general inspector forregional languages and culture to each académie. Deputiesacting as regional inspectors for regional languages andcultures were also appointed.

support structure The academic inspection and several advisory bodies in thefield of education (the Departmental Centre of Pedagogicdocumentation [CDDP], the University institute of teachertraining [IUFM], the Superior institute for languages of theFrench republic [ISLRF], the Centre for Catalan culture,documentation and animation [CeDDAC] and the Catalan


Institute for Research in Social Sciences ICRESS) giveadvice, make proposals and provide information to theMinistry of National Education about various educationaltopics.

2 Pre-school education

target group Education Nationale finances schooling for two to six-year-old children, either in classes enfantines within the primaryschool, or in separate nursery schools, écoles maternelles.Pre-primary schooling is facultative in France, although99% of children aged three attend such pre-primary schools.It is important to note that most pre-primary schools aremerged with the primary schools to offer primary education.

structure The schools are divided into three sections: lower, middleand upper, according to the pupils’ age and level of de-velopment. The lower and middle sections form the firstlearning cycle, while the upper section, together with thefirst two years of primary school, form the basic learningcycle.

legislation The framework of law on education (Loi d’OrientationJospin) of 10 July 1989 states that every child at the age ofthree should be admitted to a nursery school near to his/herhome, although this is not an obligation. In rural areas, thereare peripatetic teachers to cater for a minimum number ofpupils. There are 26 teaching hours per week. As laid downby law, teachers at pre-primary level receive the sametraining as teachers in primary schools. The 1951 Deixonnelaw allows regional languages and cultures to be taught forone to three hours per week if the teacher wishes tovolunteer and, of course, is able to do so.

language use The language used depends on the institution. At mostplaygroups, nursery schools and infant classes in stateschools, French is the medium of instruction. In nearly all


pre-school education, French is the medium of instruction inPyrénées-Orientales. About half the number of pre- schoolsmake use of the legal option of spending one to three hoursa week on regional languages and culture. In activities otherthan school activities, Catalan is used to a lesser extent.There are bilingual classes in both the private and publiceducation system.

In pre-primary classes in public bilingual schools, half thenumber of activities is in French and half in Catalan. In theBressolas, the medium of instruction is Catalan: mainlybased in towns all over Pyrénées-Orientales in Perpignan,Nyils, Prada, El soler, St Esteve and Càldegues. Pupils aretotally immersed in a Catalan language environment.

Nursery school begins with classes of up to ten children atthe time of the school’s foundation (afterwards this numberis much higher). The objective is to use Catalan during theentire school day for all interaction with teachers andbetween pupils. Fortunately, the activities of nursery pro-grammes can easily be adapted to the linguistic goal.Almost none of the children know the Catalan languagewhen they enter the school. From the very beginning,children aged two to four have to be able to learn and usethe language at the same time.

Born a scion of the Bressola, the Arrels school was createdin 1987 as an association, but chose to become a publicschool in 1995. At pre-school level, this school offers Ca-talan immersion education. In primary schools, Catalan andFrench are equally spread over the different classes. At thismoment, the Arrels school is still considered an ex-perimental school project and still likely to be stopped bythe administration: a pressure tool to control teaching.Further details will be explained in the Primary Schoolchapter.

teaching material Most instruction material in Catalan is prepared by theteachers: there is no obligation to use a specified textbook orspecified material. Teachers can use teaching material


edited by the generalitat de Catalunya (in SouthernCatalonia). They can also find books and material in theCDDP library.

statistics Period 2004-2005 Initiation Bilingual Immersion

Public pre-school 3 327 443

Private school4 233

Bressola5 530

Arrels 79

Total 3 560

At the pre-school, primary and secondary education level,for the period 2004-2005, the Bressola schools have 530pupils (year 2004 / 2005) and 591 for year 2005 /2006.

In the public pre-school, 443 pupils follow bilingual edu-cation, 3,327 pupils have initiation education and 79 pupilsimmersion education in the Arrels school. In recent years, inboth private and public pre-schools, there has been acontinuing increase in students, leading to the building ofnew schools.

3 Primary education

target group Since 1995, the programmes for pre-primary and primaryschools have been integrated into the new primary school,consisting of three learning cycles. The first two years makeup the first learning cycle, followed by the basic learningcycle, starting with the last year of pre-primary school up tothe second grade of primary school. The last three years ofprimary school form the consolidation cycle. In the first ofthese learning cycles, stress is put on general developmentand discovery; in the second, the main focus is languageacquisition, and in the third cycle various subjects are taughtto prepare pupils for access to secondary school (collège).

legislation Primary education is governed by the framework law on


education of 10 July 1989 and by decree no. 90-788 of 6September 1990, which establishes its organisation andfunctioning. Primary school attendance is free of charge andallows pupils to make use of and develop their cognitive andsensitive skills in manual, physical and artistic activities.The elementary school comprises five classes with 24-26hours of teaching per week. National curricula only exist forcompulsory subjects. As mentioned above, the 1951Deixonne law allows regional languages and culture to betaught from one to three hours per week, depending on theteacher.

language use As is the case in pre-primary education, most primaryschools only use French. It is the primary schools where themajority of pupils learn Catalan, using different linguisticmodels. There are three linguistic models: initiation,bilingual education and linguistic immersion, which is onlyavailable in Bressolas. There are 125 primary schools thatoffer Catalan as a subject in their curriculum. These schoolsorganise Catalan initiation lessons, about 1 to 3 hours perweek. It should be noted that the aim of the initiation is notto develop bilingualism in the children. As the teaching ofCatalan remains quite isolated, it is only taught as a subject:its function is only to create an awareness of the language.

Teaching through the medium of Catalan takes up half ofthe teaching time in bilingual education in a number ofpublic and private schools. In the public bilingual schools,two systems have been adopted. There is no fixed scheduleaccording to which a specific language should be themedium of instruction of a specific subject. In Bressola pri-mary schools, Catalan is the main medium of instruction(through linguistic immersion) and French is introduced atthe age of 8 for about six hours per week. There are alsoEnglish lessons for one hour per week.In the Arrels School, during the two years (CP and CE1),Catalan is the only language of instruction. Then, French isintroduced for around 20% of all teaching. There is a pro-gressive increase of instruction in French, with 80% of in-struction in French at the end of primary school. Over the


whole period of primary school education, there is paritybetween the teaching of each language. This system is con-sidered to be bilingual.

teaching material As we said before, home-prepared and home-built materialis the basis of the material used in the different Catalanschools. In spite of that, teachers can use teaching materialedited by the generalitat de Catalunya (in Southern Cata-lonia). They can also find books and material in the CDDPlibrary.

For bilingual education, teachers also use material fromSouthern Catalonia. For Catalan as a modern language, theCDDP proposes books with three levels called Benvingutsand work-books for pupils and teachers.6 The Bressolas'teachers have put in considerable effort to create the neces-sary material for immersion teaching. However, unfortun-ately, this material remains unpublished and cannot be usedby others.

statistics

Period 2004-2005 Facultative/ modern language Bilingual ImmersionPublic primary school 3 053 732Private school7 233Bressola8 494Arrels 204Total 3 286 936 494

In primary schools, for the school year 2004-2005, there are5,410 pupils learning Catalan in Pyrénées-Orientales. Inpublic school, 3,053 pupils learn Catalan as an optionalclass (one or two hours per week), and 898 pupils studyCatalan as a modern language (it is incorporated in thecourse and it is obligatory) for about two or three hours perweek. 732 pupils are in bilingual classes (half of the pro-gramme is in Catalan) and 204 pupils in the Arrels School.In the private schools, 233 pupils learn Catalan as an option-al class or as a modern language. In the Bressolas, 530pupils are in linguistic immersion.


In public schools, pupil registration numbers have beenstable in the last few years, but there has been a decrease inthe number of pupils in the facultative or other modalities.This year has shown a significant increase in the number ofpupils following bilingual education.

4 Secondary education

target group Secondary education is divided into two levels. The lowerlevel (collège) has four grades for 12 to 15-year–olds, iscompulsory for everyone and gives access to eithervocational education or the upper level (lycée). In the lastyear of collège, pupils can choose to specialise betweeneither humanities or technology. The lycées (16 to 18 years)form the upper level of secondary education. There are threemain streams for general education: literary, scientific andeconomic. Other types include technical lycées (subdividedinto several specialisations) and vocational lycées (to whichagricultural lycées can be added). They all prepare pupils forthe baccalauréat or for a technical certificate.

legislation With the introduction of the law of 11 July 1975, collègeswere created allowing for education of a general naturewithin the compulsory system. The collèges have the statusof local public institutions. Weekly teaching adds up tosome 22-28 hours. The lycées are non-compulsory second-ary schools leading towards a baccalauréat and they giveadmission to higher education. Weekly teaching time variesbetween 29.5 and 31.5 hours. An official measure has beentaken allowing a regional language to be studied during thebaccalauréat. The modalities for sitting the baccalauréatfor a regional language are based on the Law Deixonne ofthe 11 January 1951 and the Circular Bayrou of the 7 April1995.

language use Catalan as a subject: Catalan may be chosen as a second orthird modern language or as an optional subject. Teachingtime is generally at least three hours per week in collège andlycée. Since 1995, pupils have been allowed a choice to sit


the baccalauréat exam for a regional language. Catalan hasmade considerable progress in this sector and is offered inan increasing number of schools (see summary statistics).There are four options as to the extent to which Catalan istaught:

- Initiation: As in primary school, initiation into Catalan ispossible in the collège for one hour a week. It is an optionin addition to the obligatory timetable.

- Facultative subject: From the first year of collège on-wards, Catalan can be offered as an optional subject to amaximum of three hours per week. There is no systematicevaluation of teaching results.

- Second or third modern language: Catalan can be chosenas a second modern language in the third and fourth yearof collège, normally with 2 to 3 hours of teaching perweek. Catalan can also be chosen as a speciality or facult-ative subject.

- Bilangue9: In this situation, there are two languages as asubject: a continuation of the primary language and intro-duction of a second modern language in the first year ofthe collège. In the school year 2004-2005, two 6ème classes(first year of collège) were opened for pupils who hadalready chosen Catalan as a modern language in primaryschool.

Catalan as a medium of instruction: The bilingual streamincludes teaching in the collège and lycée public schools.Situations vary per school, but usually the Catalan languageis taught for about three hours per week, and two classes aretaught in the Catalan language. The collèges and lycéesconcerned are situated in Céret, Perpignan and Prades. Thelaw states that up to half of the classes maybe taught inCatalan, although this is not possible at the moment.Currently, the subjects taught in Catalan includehistory/geography, mathematics and sport.

The objective of the Bressola collège is for pupils to be-come bilingual: Catalan is a vehicular language for all sub-jects (mathematics, sciences, history) Bressola Collège


gives linguistic immersion teaching. Subjects respect aprogramme and timetable required by the EducationNationale.

The private Collège Comte Guifré, which does not have acontract with the government, gives linguistic immersionteaching to 31 pupils.

statistics

Period 2004-2005 Initiation Modern language Bilingual ImmersionCollège Lycée Collège Lycée Lycée Collège Collège

Public School 1 130 313 94 189 172Private School 165 72 33 (Bressola)Comte Guifré 31Total 1 130 574 487

Collège: During the school year 2004-2005, in publicschools, 1,615 pupils took Catalan classes. In this group,1,443 had an initiation of Catalan as a second or thirdlanguage with no more than three hours of Catalan classesper week. The other 172 pupils followed bilingual educa-tion.

There are 27 collèges in Pyrénées-Orientales and 22 col-lèges offering Catalan lessons. The collèges offer differentmodalities of Catalan teaching. The distribution of theoptions and organisation is as follows. All the collèges(1 130 pupils) offer facultative Catalan lessons for about oneor two hours per week. In 14 collèges (313 pupils), there isalso the option of Catalan as a modern language for abouttwo or three hours per week. Three collèges (172 pupils)offer bilingual education with an equal number of classestaught in French and Catalan. Finally, three collèges giveabout three hours per week and one or two classes inCatalan. (Here, the reader is referred to the summarystatistics chapter.)

In the private school sector, 199 pupils had an initiation inCatalan in confessional schools under contract with the


government. The associative school, Comte Guifre, whichhas no contract with the government, gave immersiveCatalan classes to 31 pupils. With regard to the Bressola, acollège opened in the school year 2003-2004, and therewere 32 pupils for the school year 2004-2005.

Lycées: In public schools, in the school year 2004-2005,there were 94 pupils who took Catalan classes. This figureis low in comparison with the collège (1 615 pupils) and theprimary schools (8 453 pupils). The seven lycées offered asecond or third modern language option for two or threehours per week to 199 pupils. Three lycées offered bilingualeducation to 94 pupils: the linguistic model is three hours ofCatalan language classes and two classes taught in theCatalan language.

In the private school sector, 72 pupils followed Catalaninitiation for about two or three hours per week.

5 Vocational education

target group Vocational education is offered to pupils after completion ofthe lower secondary school (collège), at age 15-16 as analternative to academic education. Pupils can study for aprofessional certificate over a two-year period, preparingthem to enter professional life. Alternatively, they can con-tinue their studies to prepare for a vocational baccalauréat.The objective of this career path is to provide pupils with aprofessional qualification allowing quick employment in aprofessional career upon leaving the school system.

structure At secondary level, there are various vocational streamswithin the lycée leading to: a certificate of professionalaptitude (C.A.P.: Certificat d’aptitude professionnelle), acertificate of vocational studies (B.E.P.: Brevet d’étudeprofessionnelle), or to a vocational baccalauréat. Educationat this level includes a number of general subjects, half theteaching being dedicated to general subjects, the other halfto professional skills. After the baccalauréat, a student can


continue towards higher vocational and technologicaleducation in order to prepare in two years' time for thecertificate of advanced technician. Preparation for this cert-ificate can be done at an apprenticeship training centre withthe cooperation of an employer who offers training on thejob. Full responsibility for vocational education now lieswith the regional authorities.

legislation A characteristic of the French education system is theresponsibility of the Minister of National Education to makesure that every young person (from the age of 16) is offeredvocational training before leaving the education system. In1993, this resulted in a law introducing regional plans forthe development of vocational training (Circular 93-154, 12March 1993).

language use The teaching of a regional language is optional. Twovocational schools offer optional Catalan classes for aboutone or two hours per week. These classes are offered inPerpignan and Vilallonga dels Monts-Lagrange.

teaching material Information about the use of teaching material in Catalan invocational education is not available.

statistics Period 2004-2005 FacultativeB.T.S. 10Professional secondary 60Total 70

During the school year 2004-2005, there were 70 pupilswho took facultative Catalan lessons between one and twohours per week.

6 Higher education

structure Universities, University Institutes of Technology and theSpecial State Higher Institutes (Grandes Ecoles) make uphigher education in France. Applicants for all forms of


higher education pay a certain fee, but they may also beeligible for financial assistance by the state.Building a European higher education system aims at per-mitting and facilitating the exchange of students, teachersand researchers on the European continent. A new organi-sation for the higher education system, called the Licence-Master-Doctorat (LMD), is being implemented more andmore in France. The first cycle is the Licence, lasting threeyears; the second cycle is the Master, in a further two years,and the third cycle is the Doctorat (PhD) - in three years.

Since 2003, the University of Perpignan has been offeringthe LMD study organisation, although the old versions ofthe diplomas are still available: DEUG (corresponds tobaccalauréat + 2 years), licence (baccalauréat + 3 years) andmaîtrise (corresponds to baccalauréat + 4 years).

Organisation of higher education in France

language use University teaching of Catalan is provided by the “InstitutFranco-Catalan Transfrontalier” at the University of Per-pignan. The institute caters for the licence and maîtrise anddoctorat (Ph.D) levels. There is a collaboration between theUniversity of Perpignan and 20 Catalan universities fromSouthern Catalonia (in Spain) linked by the Joan Lluís VivesInstitut.10 There is also a Catalan video- learning series


called SETELCAT. Also, there is a possibility forfacultative Catalan training during the Superior TechnicalCertificate (BTS).

teacher training Since 1991, the training of teachers for both primary andsecondary levels has been provided by university teachertraining institutes (IUFM: Institut universitaire de formationdes maîtres). These institutes are linked to the universitiesand prepare future teachers over a period of two years.Candidates must have completed three years of post-secondary education before being admitted to an IUFM. Theonly IUFM which provides Catalan teacher training in theterritory of the Académie of Montpellier is in Perpignan.

In these institutes, primary and secondary teachers aretrained for both public and private schools. Future teachersof the Catalan language are trained at the IUFM ofPerpignan.

In order to be appointed as a teacher at primary level, onehas to pass several tests. Some of these tests are facultative,such as the test on regional languages. A serious complaintis that there are no facilities to prepare for the exam forregional languages during teacher training. This specifictraining for primary school teachers should have beenoffered in IUFMs since 1997, according to the Bayroumemorandum. However, this has not yet been implemented.In-service training courses are organised in the“Département Plan for the in-service training of Teachers”.

The Bressolas' teachers are trained in the superior instituteof languages of the French Republic (ISLRF) and in theUniversity of Girona in Southern Catalonia. The federationof Basque schools, Seaska, Brittany schools, Diwan, Occi-tan schools, Calendretas, Alsacien schools, Zweisprachig-keit and Bressola were grouped together to establish theISLRF. This institute is a training centre for teachers andprepares them for the competitive recruitment procedurewithin the framework of the ministerial order of 21September 1992. As is the case in the IUFM, students enter


this institute after the licence and the teacher trainingprogramme also lasts for a period of two years.

The CAPES (Certificate showing teaching accreditation forsecondary education) for the subject of Catalan can beprepared for at the IUFM of Perpignan in association withthe IFCT at university, after a student has obtained auniversity degree in Catalan. Aspiring teachers can sit thisexam after one year of attendance at the IUFM.

statisticsPeriod 2004-2005 Catalan teaching

University of Perpignan 358B.T.S. 60I.U.F.M. 45Total 463

For the academic year 2004-2005, there were 358 studentsstudying Catalan at the University of Perpignan, some ofwhom took it as a speciality. In the BTS, 60 students tookCatalan as a facultative option. In the IUFM, there were 45students preparing for the certificate to become qualifiedteachers in primary or secondary school.

7 Adult education

Medium ofinstruction orsubject

Adult education is mainly based on private initiatives andsometimes integrated into community-based programmes.The Régie de la Culture Catalane of the City of Perpignanorganises adult education at four levels: Basic level: for an initiation into the Catalan language forpeople who do not use this language and who want to learnbasics skills.Elementary level: for people who have some knowledge ofthe Catalan language and want to consolidate their level.Intermediate level: for people who have a conversationallevel of Catalan and want to gain a good level of practice.


Perfecting level: for people who already have a good levelof Catalan and want to perfect it.

For each training course, usually 30 hours of teaching areavailable with classes two times per week. The Catalancentre of cultural documentation and animation (CeDACC)organises activities for the promotion of the Catalan lan-guage and culture. The CeDACC directs people toappropriate Catalan language classes according to theirneeds and expectations.

For this reason, it is difficult to give a complete overview ofthe adult Catalan Classes in the Pyrénées-Orientales. Suchclasses are offered by many different associations and thereare no comprehensive or exhaustive data for the total num-ber of adults participating in Catalan classes. However, it isimportant to mention that the number of adults learningCatalan is increasing steadily. This also holds good for thenumber of younger course participants.

8 Educational research

Catalan teachingdemand in primaryschool

An investigation, conducted by the service of the Inspectiond’Académie during the school year 2002-2003, amongparents with children in primary school showed a highdemand for bilingual education. 52.1% of parents with achild in pre-school education were in favour of bilingualeducation and 43.5%11 of parents with a child in primaryschool held similar views. Parents have a strong wish fortheir children’s schooling to take place through bilingualeducation. At the moment, the school institutions cannotmeet the demand. However, plans exist to develop bilingualeducation as far as available funding allows.

Bressola schools At the end of 1993, the Bressola Association asked for anevaluation to assess the teaching situation and the needs oftheir schools. The objective of this evaluation was to ob-serve the spontaneous linguistic production of the childrenand to what degree Catalan was used as a common lan-


guage. A commission was established, composed of JeanPetit, university teacher of Reims and Constance; GentilPuig i Moreno, teacher at the French Institute of Barcelonaand associate with the University of Perpignan; DomènecBernardo, of the Research Centre and Catalan Studies of theUniversity of Perpignan; and Joan Tocabens, teacher of theUniversity Teacher Training Institute of Perpignan. Theevaluation had already been used to evaluate theABCM-Zweisprachigkeit schools in Alsace and wasadapted to the Catalan situation. This evaluation alsoallowed the teachers' technical competence combined withtheir psychological and didactical aptitude to be evaluated.

The evaluation concluded that Catalan oral skills werepicked up quickly and without restriction, and that almostall the children have spontaneous and fluent abilities.Pupils’ linguistic competence at the end of their education isas good as those of native speakers.

University ofPerpignan

The mission of the Institut Franco-Catalan Transfrontalieris to ensure initial and continuous training of Catalan,scientific research, cultural diffusion and internationalcooperation. The Catalan country house within the uni-versity (Casa dels Països Catalans) brings together variousassociations linked to the promotion and the teaching of theCatalan language and culture: the Association for CatalanTeaching (APLEC: Associació Per L’Ensenyament delCatalà), the Catalan Student Association (ACE:AssociacióCatalana d’Estudiants), the Catalan Summer University(UCE: Universitat Catalana d’Estiu) and the territorialdelegation of the Institut d’Estudis Catalan, the CatalanLanguage Academy.

The Catalan Institute of Social Science Research (ICRESS:Institut Catalan de Recherche en Science Social) studies theproblems provoked by the border dividing the region ofCatalonia. Also, the Institute studies the Catalan region froma perspective of identity structuring, with research onlanguage, the society and the territory. The Institute also


tries to provide solutions to social and local needs and itsresearch reflects on specific social issues.

The ICRESS also works with the Catalan universities’ linkswithin the Joan Lluís Vives Institute and with the CatalanStudies Institute (Institut d’Estudis Catalans), the CatalanLanguage Academy.

The CeDACC The CeDACC is the Catalan cultural centre of document-ation and animation. It provides access to a large anddiverse collection of documental resources. This service ofthe Perpignan city council is a centre specialised in theCatalan language and cultural issues. The documentarydepartment harbours more than 60,000 documents, thecentre allows the Catalan language to be practiced and itrecommends Catalan lessons to people according to theirneeds and wishes (level, timetable and location). A specialyouth section offers Catalan children’s books.

The CeDACC ensures the promotion of books and theCatalan identity in all contemporary media. The CeDACC isaided by the Régie de la Culture Catalane in organising –amongst others – exhibitions, conferences, school prizes,literature competitions and Sant Jordi.12

9 Prospects

The school institutions are not at all able to answer the de-mand for places, but they have tried to schedule a develop-ment plan depending on available funding.

As explained in the introduction, France has not ratified theEuropean Charter for regional and minority languages. Thisfailure to acknowledge regional languages seriously harmsthe promotion and protection of regional languages inFrance. During the last decades, under pressure from as-sociations and the population, the government has not re-fused the right to this education. Due to increasing pressure,the French government is obliged, in practice rather than by


law, to develop a general schooling system for regionallanguages.

Despite the constant increase in the use of Catalan and inclaims to education in regional languages, for the momentonly a minority of people in Pyrénées-Orientales haveaccess to this type of education. Education in this fieldneeds to be developed continually and spread to the entireterritory of Pyrénées-Orientales.

Pyrénées-Orientales benefits from the proximity and dyna-mism of Southern Catalonia, although the difference be-tween north and south is significant, in terms of recognitionand promotion of the language and also its use in society.

Although the teaching of and in Catalan is increasingsteadily, it is not sufficient to answer demand, which isbecoming increasingly strong. The Catalan language,despite of the fact that it is a trans-border language, isaffected by a lack of institutional recognition of linguisticheritage in France. Despite the dynamic advantage due tothe use of the language in Southern Catalonia, it is insuf-ficient to guarantee its subsistence in France.

10 Summary statistics

All statistics are taken from the Academic Inspection ofPyrénées-Orientales and from the general board of theBressola Association.


Table 1: Pupils learning Catalan during school year 2004-2005.

MONTPELLIER ACADEMY CATALAN TEACHING

Period2004-2005 Public school Private

School Associative School

PRIMARY ModernLanguage

Bressola ComteGuifre OCIC13 OC14

Facultative ML15 Bilingual Immersion ImmersionPre-School 3 327 443

Primary 3 053 898 732Subtotal 7 278 1 175 406 88

Total Primary 8 453 233 496

SECONDARY

Collège 1 130 313 172 165 33 31Total Collège 1 615 165 33 31

Facultative ML1 ML2 BilingualLycée 25 164 94 72B.T.S. 10

VocationalSchool 60

Subtotal 259 94

Total Lycée 353 72

TotalSecondary 1968 237 33 31

Subtotal 8980 1441

TOTAL 10 421 470 527 31


Table 2. Distribution of students at the University of Perpignan for the school year2004-2005

SpecialitiesDegree in Catalan 1st year 18Degree in Catalan 2nd year 14Degree in Catalan 3rd year 26Vocational degree (translation) 19Masters in Catalan 16PhD in Catalan 6Accreditation to supervise research 3Catalan Training Certificate 13Total 115

No specialitiesNo Specialities (NSP1, NSP2,NSP3) 120Catalan country discovering 90DU Journalism + DUEC+ Translation 10Masters PRO-TRANSFRONTERER 13Masters research 2LEA with Catalan 8Total non-specialists 243

Total University 358

I U F MPE1 concours spécial 12PE2 concours spécial 12PE1 concours normal 5PE2 concours normal 8PLC1 6PLC2 2 Total IUFM 45


Table 3. Distribution of pupils in Bressola schoolsProgressió d'efectius 1998/2005

0

100

200

300

400

500

600

700

Secundària Perp inyà -StG ald ri c

Perpinyà -Verne t

Nyils Prada El Soler St Esteve Cà ldegues T OTAL

1998-99

99-2000

2000-01

2001-02

2002-03

2003-04

2004-05

2005-06

Table 4. Distribution of pupils in Pyrénées-Orientales during the school year 1998-1999.Graph from Joan Becat.16


1. Seven schools are nursery and primary schools, and the other one is a secondary school.2. The Bressola schools more than five years old have a contract with the government. Of the

eight Bressola schools six are in contract with the government and two others are funded bythe Bressola Association.

3. See: http://perso.wanadoo.fr/.escoles/resultHTML 4. There are no details about the repartition between Pre-school and primary school.5. Ibid.6. See: http://www.cddp66.fr/benvinguts/7. There are no details about the repartition between the Pre-school and the primary school.8. Ibid.9. The facultative bilangue education must not be confused with bilingual education. The

bilangue education allows students who have previously studied Catalan at primary schoolto continue this education from the first year of secondary school.

10. The Institute Joan Lluís Vives is a network of universities in Southern Catalonia, Valencia,the Balearic Isles, Northern Catalonia and Andorra that coordinates teaching, research andcultural activities for the promotion of the Catalan language. This network is formed by 20universities.

11. Statistics from the inspection of Catalan language teaching.12. St Jordi’s Day is celebrated every year on 23 March. According to the tradition of St Jordi’s

Day, men have to offer a rose to women and in return women have to offer a book to men.It derives from the famous legend about the dragon, the princess and the holy knight George(Jordi in Catalan).

13. I.C. : In Contract with the State14. O.C. : Out of Contract with the State15. M.L. : Modern language16. Joan Becat i Rajaut, La situació del català a França, Institut d’Estudis Catalans, Barcelona,

2000.

Endnotes


Educational system in France


References and further reading

Main official textsregulating theteaching of regionallanguages andcultures

Deixonne Law (51-46 of 11-1-51) allows optional coursesin regional languages for one hour per week at pre-primary and primary and secondary levels, dependingupon the inclination of teachers and parents.

Directive 66-361 of 21-10-66: set-up of Academic Com-missions for Regional Languages and Cultures.

Haby Law (75-620 of 11-7-75): Art.12 says the teaching ofregional or minority languages may take place at school.

Circular Savary (76-123 of 29-3-76). Circular allowing theemployment of pedagogic advisers for regional orminority language teaching. Dating back to 1982 (circular82-261), the Savary circular confirms a state commitmentto the teaching of regional languages, but on a voluntarybasis. In this circular, setting up bilingual classes is madepossible with a minimum of 12-15 children in rural areasand 20 in an urban setting.

Decree 85-88 of 22-1-85: for primary school teachers inregional languages and cultures.

Directive 96-134 of 14-5-86: training of primary schoolteachers facilitated.

Orientation Law (Loi d’orientation Jospin) 10-7-89: teach-ing regional languages and cultures is possible frompre-school to university level.

Circular Bayrou 95.086 (7-4-95) determines the regulationswhich make regional language teaching official.

Circular 2001-167 (5-9-01) determines the organisation ofbilingual education.

publications Becat i Rajaut Joan, 2000. La situació del català a França.Barcelona: Institut d’Estudis Catalan.

Cerquiglini Bernard, 1999. Les langues de la France,Rapport au Ministre de l'Education Nationale, de la Re-cherche et de la Technologie, et à la Ministre de la Cultureet de la Communication.

Hammel Etienne, 1996. Aide-mémoire : langues et culturesrégionales et région Languedoc-Roussillon, Col.lecció apal Sud.


Joan Ramo Sole i Durany, 1998. Legislació lingüística.Barcelona: Generalitat de Catalunya departament decultura.

Lelièvre Claude, 1990. Histoire des institutions scolaire(1789-1989), Nathan.

Leprêtre Marc, 1992. La langue catalane aujourd’hui.Barcelona: Generalitat de Catalunya departament decultura.

Marley Dwan, Parler catalan à Perpignan, L’harmattan1995.

OCDE, L’école et les cultures, OCDE, Paris 1989.Poignant Bernard, Langue et cultures régionales, rapport à

monsieur Lionel Jospin, juillet 1998.Sous la direction de Henri Goetschy et André Louis San-

guin, Langues transfrontalières en Europe, L’Harmattan1995.

Rapport commandité par la région Languedoc-Roussillon,Pratiques et représentation du Catalan, Montpellier 1998.

Dirrecció general de politica linguistica, La llenguacatalana an l’actulitat, 1998.

Discours de Jack Lang, ministre de l’éducation nationale,Les nouvelles orientations de l’enseignement des languesrégionales, mercredi 25 avril 2001.

Council of Europe, European Charter for regional andminority languages, Strasbourg, 5 November 1992. ETS148. www.coe.int/T/E/Legal_Affairs/Local_and_regional_Democracy/Regional_or_Minority_languages

Addresses

Official bodies Ministry of National EducationRectorat de l’Académie de Montpellier31, Rue de l'Université34064 Montpellier Cedex 2


Tel. : +33 4.67.91.47.00

Inspection d’académie des Pyrénées-Orientales45 Avenue Jean GiraudouxBP 1080 66103 Perpignan CedexTel. : +33 4 68 66 28 00E-mail : [email protected]

Chargée de mission et d'inspection pour l’enseignement duCatalan : Marie - Dolorès Solà

Institut Franco-Catalan TransfrontalierCasa dels Països CatalansUniversité de PerpignanCamí de la Passió Vella66860 Perpignan CedexTel.: +33 4.68.66.22.10 Fax: +33 4.68.50.25.85 http://www.univ-perp.fr/

Institut d’Estudis CatalansIECCarme, 4708001 BarcelonaTel.: +34 933 185 516Fax: +34 934 122 994E-mail: [email protected]://www.iec.es/

Xarxa d’Universitats Institut Joan Lluís Viveshttp://www.ijlv.uji.es/

IUFM – Site de Perpignan3 Avenue Alfred Sauvy66027 PERPIGNAN CEDEXTel. : +33 4.68.85.15.17Fax : +33 4. 68.54.40.87


Cultural centres and associations

La BressolaCarrer Natura66000 PerpinyàTel. :+33 4.68.66.50.01Fax : +33 4.68.66.50.01E-mail : [email protected]://www.bressola.com

CeDACC42 Avenue de Grande Bretagne66 000 PerpignanTel. : +33 4.68.62.37.60Fax: +33 4.68.34.76.55E-mail: [email protected]

Régie de la culture Catalane de la ville de PerpignanHôtel Pams18 Rue Emile Zola66 000 PerpignanTel. : +33 4.68.62.38.82Fax: +33 4.68.66.33.52 E-mail: [email protected]

Other websites on minority languages

Mercator www.mercator-central.orgGeneral site of the Mercator-project. It will lead you to thethree specialized centres:

Mercator-Education www.mercator-education.orgHomepage of Mercator-Education: European Network forregional or minority languages and education. The site con-tains the series of regional dossiers, a database with organi-sations and bibliography and many rated links to minoritylanguages.

Mercator-Media www.aber.ac.uk/~merc/Homepage of Mercator-Media. It provides information onmedia and minority languages in the EU.

Mercator-Legislation

www.ciemen.org/mercator Homepage of Mercator-Legislation. It provides informationon minority languages and legislation in the EU.

European Union http://europa.eu.int/comm/education/langmin.html At the website of the European Union an explanation isgiven of its support for regional or minority languages.

Council of Europe http://conventions.coe.int/European Charter for Regional or Minority Languages.(1992) and Framework Convention for the Protection ofNational Minorities (1995) European Treaty Series/Sériedes traités européens ETS 148 and 157, Strasbourg.

Eurydice www.eurydice.org Eurydice is the information network on education in Europe.The site provides information on all European educationsystems and education policies.

EBLUL www.eblul.org/ Homepage of the European Bureau for Lesser UsedLanguages. This site provides general information on lesserused languages as well as on projects, publications andevents.

Eurolang www.eurolang.netEurolang provides coverage of the concerns felt in theminority language regions in the European Union. Eurolangis EBLUL’s news service.

Documents

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