{"id":9688,"date":"2025-09-17T09:00:38","date_gmt":"2025-09-17T07:00:38","guid":{"rendered":"https:\/\/projectes.xtec.cat\/aula-acollida\/?page_id=9688"},"modified":"2025-09-17T09:02:28","modified_gmt":"2025-09-17T07:02:28","slug":"identificacio-dels-nivells-inicials-daprenentatge-duna-segona-llengua","status":"publish","type":"page","link":"https:\/\/projectes.xtec.cat\/aula-acollida\/avaluar\/identificacio-dels-nivells-inicials-daprenentatge-duna-segona-llengua\/","title":{"rendered":"Identificaci\u00f3 dels nivells inicials d\u2019aprenentatge d\u2019una segona llengua"},"content":{"rendered":"\n<p>Durant les primeres etapes d\u2019estada al centre educatiu, l\u2019<strong>alumnat nouvingut<\/strong>&nbsp;desenvolupa la&nbsp;<strong>compet\u00e8ncia comunicativa conversacional<\/strong>&nbsp;(\u00e9s a dir, les habilitats b\u00e0siques de comunicaci\u00f3 per a la interacci\u00f3 social informal) i el&nbsp;<strong>llenguatge acad\u00e8mic<\/strong>, sent aquest \u00faltim necessari per accedir als continguts curriculars i construir, aix\u00ed, els coneixements. Aquests dos aprenentatges es fan en paral\u00b7lel, per\u00f2 el proc\u00e9s per adquirir el domini en el llenguatge acad\u00e8mic \u00e9s molt m\u00e9s llarg que el que es necessita per assolir una compet\u00e8ncia conversacional.<\/p>\n\n\n\n<p>Si vinculem aquest plantejament amb el&nbsp;<a href=\"http:\/\/ateneu.xtec.cat\/wikiform\/wikiexport\/cursos\/escola_inclusiva\/adcl\/b3\/b3t4\"><strong>Marc Europeu Com\u00fa de Refer\u00e8ncia<\/strong><\/a><strong>&nbsp;(MECR)<\/strong>&nbsp;i les mesures i suports d\u2019atenci\u00f3 a l\u2019alumnat d\u2019origen estranger, es considera que l\u2019alumne\/a assoleix una primera compet\u00e8ncia comunicativa conversacional en sortir de l\u2019aula d\u2019acollida o un cop aplicades altres estrat\u00e8gies organitzatives i metodol\u00f2giques que funcionin com a suport addicional.<\/p>\n\n\n\n<p>El&nbsp;<strong>MECR<\/strong>&nbsp;descriu de manera entenedora all\u00f2 que l\u2019aprenent d\u2019una llengua ha de poder fer quan es comunica en aquesta llengua, i quins coneixements i compet\u00e8ncies, ling\u00fc\u00edstiques i no ling\u00fc\u00edstiques, ha de desenvolupar per poder-ho fer. Estableix una escala de nivells de domini de la llengua que permet identificar les diferents etapes de l\u2019aprenentatge d\u2019una llengua, de menys (<strong>pre-A1<\/strong>) a m\u00e9s (<strong>C2<\/strong>) dificultat.<\/p>\n\n\n\n<p>Tamb\u00e9 \u00e9s una eina que pot facilitar al docent la&nbsp;<strong>planificaci\u00f3 dels aprenentatges ling\u00fc\u00edstics en segones lleng\u00fces<\/strong>&nbsp;des d\u2019un enfocament comunicatiu. De fet, el Departament d\u2019Educaci\u00f3, a m\u00e9s dels curr\u00edculums vigents, el pren com una de les refer\u00e8ncies a l\u2019hora d\u2019elaborar orientacions i materials per aplicar a l\u2019aula, i tamb\u00e9 com a base per generar eines que els docents necessiten per observar i avaluar.<\/p>\n\n\n\n<p>Podem determinar el grau de domini de la llengua de l\u2019aprenent a partir de les\u00a0<strong><a href=\"http:\/\/xtec.gencat.cat\/web\/.content\/projectes\/alumnat-origen-estranger\/suport-linguistic-social\/seguiment\/Alumnat_origen_estranger_descriptors_llengua.pdf\">Pautes d\u2019observaci\u00f3. Nivells A1, A2 i B1<\/a><\/strong>. <\/p>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/projectes.xtec.cat\/aula-acollida\/wp-content\/uploads\/usu59\/2025\/01\/pautes_dobservacio_nivells_a1_a2_b1_del-MECR.pdf\" type=\"application\/pdf\" style=\"width:100%;height:450px\" aria-label=\"Incrustaci\u00f3 del fitxer pautes_dobservacio_nivells_a1_a2_b1_del-MECR.\"><\/object><a id=\"wp-block-file--media-b77d3910-a236-4002-993d-d62cdfd97d04\" href=\"https:\/\/projectes.xtec.cat\/aula-acollida\/wp-content\/uploads\/usu59\/2025\/01\/pautes_dobservacio_nivells_a1_a2_b1_del-MECR.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">pautes_dobservacio_nivells_a1_a2_b1_del-MECR<\/a><a href=\"https:\/\/projectes.xtec.cat\/aula-acollida\/wp-content\/uploads\/usu59\/2025\/01\/pautes_dobservacio_nivells_a1_a2_b1_del-MECR.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-b77d3910-a236-4002-993d-d62cdfd97d04\">Baixa<\/a><\/div>\n\n\n\n<p>Es tracta d\u2019uns descriptors adaptats a l\u2019\u00e0mbit escolar que ens poden ajudar a fer el\u00a0<strong>seguiment de l\u2019evoluci\u00f3 del proc\u00e9s d\u2019aprenentatge de la llengua<\/strong>\u00a0i la valoraci\u00f3 del nivell de compet\u00e8ncia ling\u00fc\u00edstica de l\u2019alumne\/a pel que fa a cinc habilitats comunicatives: la comprensi\u00f3, l\u2019expressi\u00f3 i la interacci\u00f3 orals, la comprensi\u00f3 lectora i l\u2019expressi\u00f3 escrita. Per als \u00e0mbits no ling\u00fc\u00edstics, tamb\u00e9 s\u00f3n \u00fatils els\u00a0<strong><a href=\"http:\/\/xtec.gencat.cat\/web\/.content\/projectes\/alumnat-origen-estranger\/suport-linguistic-social\/seguiment\/Nivells_materies_CELM.pdf\">Descriptors dels nivells A1, A2 i B1 per a la hist\u00f2ria, les matem\u00e0tiques i l\u2019educaci\u00f3 c\u00edvica<\/a><\/strong>, elaborats pel Consell d\u2019Europa per situar l\u2019alumnat d\u2019entre 12 i 16 anys en el nivell de compet\u00e8ncia ling\u00fc\u00edstica que t\u00e9 relaci\u00f3 amb la dimensi\u00f3 ling\u00fc\u00edstica d\u2019aquestes mat\u00e8ries.<\/p>\n\n\n\n<p>La&nbsp;<strong><a href=\"https:\/\/projectes.xtec.cat\/acollidasuport\/portada\/marc-europeu-comu-de-referencia-volume-companion-del-mecr\/\">darrera actualitzaci\u00f3 del MECR<\/a><\/strong>&nbsp;amplia el conjunt de descriptors a partir de noves escales il\u00b7lustratives en qu\u00e8 es proporcionen explicacions m\u00e9s completes de cadascun dels nivells i s\u2019estableix un set\u00e8 nivell anomenat&nbsp;<strong>pre-A1<\/strong>, que ajudaria a establir, per exemple, objectius m\u00e9s assolibles per a l\u2019alumnat nouvingut que comen\u00e7a a aprendre una nova llengua.<\/p>\n\n\n\n<p>En el seg\u00fcent document trobareu la versi\u00f3 provisional en llengua catalana de les\u00a0<strong>pautes d\u2019observaci\u00f3 del nivell pre-A1<\/strong>.<\/p>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/projectes.xtec.cat\/aula-acollida\/wp-content\/uploads\/usu59\/2025\/09\/Nivell-pre-A1_provisional.pdf\" type=\"application\/pdf\" style=\"width:100%;height:365px\" aria-label=\"Incrustaci\u00f3 del fitxer Nivell-pre-A1_provisional.\"><\/object><a id=\"wp-block-file--media-6dedc0a8-f10b-4fc3-bde4-d34b6447155b\" href=\"https:\/\/projectes.xtec.cat\/aula-acollida\/wp-content\/uploads\/usu59\/2025\/09\/Nivell-pre-A1_provisional.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Nivell-pre-A1_provisional<\/a><a href=\"https:\/\/projectes.xtec.cat\/aula-acollida\/wp-content\/uploads\/usu59\/2025\/09\/Nivell-pre-A1_provisional.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-6dedc0a8-f10b-4fc3-bde4-d34b6447155b\">Baixa<\/a><\/div>\n\n\n\n<p>Si l\u2019alumnat comen\u00e7a l\u2019aprenentatge de la llengua catalana des del&nbsp;<strong>nivell pre-A1&nbsp;<\/strong>en les diferents habilitats comunicatives, cal tenir present que hi ha molts continguts curriculars que, en un primer moment, no seran al seu abast. Per tant, \u00e9s el moment de refor\u00e7ar la compet\u00e8ncia comunicativa conversacional i ajudar-lo a interactuar en el context escolar i social.<\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Durant les primeres etapes d\u2019estada al centre educatiu, l\u2019alumnat nouvingut&nbsp;desenvolupa la&nbsp;compet\u00e8ncia comunicativa conversacional&nbsp;(\u00e9s a dir, les habilitats b\u00e0siques de comunicaci\u00f3 [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":8487,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-9688","page","type-page","status-publish","hentry"],"post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/projectes.xtec.cat\/aula-acollida\/wp-json\/wp\/v2\/pages\/9688","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/projectes.xtec.cat\/aula-acollida\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/projectes.xtec.cat\/aula-acollida\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/projectes.xtec.cat\/aula-acollida\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/projectes.xtec.cat\/aula-acollida\/wp-json\/wp\/v2\/comments?post=9688"}],"version-history":[{"count":1,"href":"https:\/\/projectes.xtec.cat\/aula-acollida\/wp-json\/wp\/v2\/pages\/9688\/revisions"}],"predecessor-version":[{"id":9691,"href":"https:\/\/projectes.xtec.cat\/aula-acollida\/wp-json\/wp\/v2\/pages\/9688\/revisions\/9691"}],"up":[{"embeddable":true,"href":"https:\/\/projectes.xtec.cat\/aula-acollida\/wp-json\/wp\/v2\/pages\/8487"}],"wp:attachment":[{"href":"https:\/\/projectes.xtec.cat\/aula-acollida\/wp-json\/wp\/v2\/media?parent=9688"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}