More laws are being created in the European Union to promote new models for multilingual education through the use of the minority languages in a region as vehicular languages. A clear example of this new direction is the new pedagogical model implemented in our region called the Dynamic Multilingual Project. This new model reinforces minority languages, in this case Valencian, and English, as important pedagogical tools necessary for the promotion of multilingualism. However, the fact that secondary schools are committed to teaching in English and Valencian can lead to inclusion and access difficulties for migrant and refugee groups who have not yet mastered these languages. This is a problem currently happening all across Europe, especially in countries that use minority languages as cultural and pedagogical tools, like Wales or Ireland. In Wales, a 21st century school project is being promoted to include Welsh as an educational language, in Italy all regional languages have the same status as Italian and their use is compulsory in the schools and in Ireland, there is a significant commitment to use Gaelic more commonly in schools. Given the explicit and real need to promote and inclusive and high quality education for all students, especially young migrants and refugees who have language barriers to an equal access to education with minority language as a vehicular educational language, the INNOVATIVE EDUCATIONAL METHODOLOGY FOR INCLUSION THROUGH MINORITY LANGUAGES has been suggested. This project aims to create a crosscutting network to contribute to an equal inclusion into bilingual educational systems of young migrants, refugees, or students with an educational lag. Five internationally prestigious entities will participate in necessary and complementary fields of this project: Acción Cultural del País Valencià (ACPV) from Spain, European Language Equality Network (ELEN) from france and Europe, IAITH from UK, Consiglio Nazionale delle Ricerche (CNR) from Italy and Institute of Education of Diublin City University (IoE DCU) from Ireland, plus several secondary schools across Europe, teachers’ associations, high school federations, and policy makers. To this end, we suggest a development of the CLIL methodology and the Prisma model to develop the social, cultural, academic, and linguistic inclusion of students in an innovative way. This system promotes a new vision of educational inclusion, approaching it from a holistic perspective, which is why it is considered that educational inclusion must be accompanied by a full social and cultural inclusion. In order for a migrant student with special educational needs (SEN) to overcome the language barriers inherent to the access to educational centers with a minority language as a educative vehicular language, it is necessary to make curriculum adaptations. It is essential to encourage their interest in this new culture and in the advantages that the mastery of these languages will grant them. To this end, the interventions should not only be carried out during school hours, but also outside of them, through extracurricular activities, and they should not only include teachers, but the entire educational community and social entities. A common effort must be done to achieve an inclusive and multilingual education. This project will have a span of 24 months, and thanks to the creation of a network of social entities (in collaboration with teachers and secondary schools), 4 transnational meetings (in Spain, Ireland, the United Kingdom, and France) and multiple activities will yield an important intellectual result: THE METHODOLOGICAL GUIDE FOR INCLUSION IN CENTERS WITH MULTILINGUAL PROGRAMS, which model is based on a conceptual model emerged from the results of several researches. This material aimed to the first year of secondary education (ages 12-13) will allow centers, teachers, and students to eliminate the access barriers of young migrants and SEN to centers that teach in minority languages, through four main components that boost the acquisition of this new language: socio-cultural, linguistic, academic, and cognitive processes. This result will include a great variety of high-quality materials such as curriculum adaptations, educational units, OERs, an extracurricular activity program, the development of the innovative CLIL methodology through the Prisma Model, and learning for inclusion. These materials will be spread among secondary schools thanks to a multiplier event and the support of prestigious entities, achieving a great impact in more than 20 secondary schools in the year after its completion, and hopefully this will become a tool promoted and used throughout the EU in the next 5 years.
The European Union is aware of the need to promote new models of multilingual education that promote mobility and cohesion before anti-European and segregating speech. In recent years, it has supported the implementation of innovative educational systems and learning methodologies through the use of minority languages as vehicle languages that facilitate the inclusion and employability of people from other countries in these regions. In this sense, many of the national and regional governments of the member states have developed their own multilingual education systems. A clear example of this is the new pedagogical model implemented by the Government of Generalitat Valenciana through the Department of Education, Research, Culture, and Sports called "Multilingual Dynamic Project". This model reinforces minority languages, in this case Valencian and English, as important pedagogical tools necessary for the promotion of multilingualism. However, in the first years since the implementation of this innovative system, despite its undoubted successes, it was detected that it could generate difficulties of inclusion and access for groups of migrants and refugees who do not yet speak these languages. This has not been a problem unique to Generalitat Valenciana, but is currently happening throughout Europe, especially in territories with minority languages as cultural and pedagogical tools, such as Wales or Ireland. In order to face the problems of inclusion of foreign students in the classrooms of secondary schools in the Valencian Community, while promoting its replication in other European countries with their own languages and multilingual learning systems, a project has been carried out during two years that has allowed us to promote inclusive strategies in the classrooms of the Valencian Community. This project has managed to generate a long-distance European network that is already working, and will continue to do so in the coming years, to promote the equal inclusion of young foreigners in bilingual education systems (especially migrants, refugees, or students with an educational delay). Developed Acciò Cultural del País Valencià (ACPV) from Spain, European Language Equality Network (ELEN) from France and Europe in general, IAITH from the United Kingdom, Consiglio Nazionale delle Ricerche (CNR) from Italy, and the Institute of Education of the Dublin City University (IoE DCU) from Ireland, is has progressively included new entities from other European countries, like Conradh na Gaeilge, Oideas Gael, or the Center for Breton and Celtic Research. One of the great achievements of this project has been the creation of an educational guide developed by great experts and pedagogues to implement an innovative methodology developed two years ago, called "Speech Community Integration" (SCI). The SCI method focuses on repeated communication patterns that can be easily learned and exploited with practice. As the student repeats these interactions, older lessons are reinforced and new ones are assimilated more quickly. The fact that several educational centers are implementing it with great success in their classrooms has made it very successful, especially thanks to the collaboration of the Department of Education, Research, Culture, and Sports (GVA) through the PLURILINGUALISM CEFIRE. For 24 months, and thanks to the developed network of social entities (in collaboration with teachers and secondary schools), 3 transnational meetings (in Spain, Ireland and Italy) and various activities, an important Intellectual Output was created: THE METHODOLOGICAL GUIDE FOR INCLUSION IN SCHOOLS WITH MULTILINGUAL PROGRAMS, whose model is based on a concept that came from the results of multiple researches. This material specifically aimed at secondary education has helped schools, teachers, and students to eliminate the barriers of access for foreign students who participate in the multilingual education system of the Valencian Community, especially those who enter the Advanced Level, through four main components that drive language acquisition: sociocultural, linguistic, academic, and cognitive processes. These materials are achieving a high level of impact in the Valencian Community, where they have been distributed to dozens of schools through the collaborating networks, the Government of the Generalitat Valenciana, the many dissemination activities, and a large multiplier event held on July 2nd 2019 in Valencia/Paiporta; but also throughout Europe, where various schools in more than 10 countries are testing these results by seeing the ways to adapt the materials to their specific multilingual systems.