Sofia University, Bulgaria Tatyana Angelova, Gergana Dacheva, Radka Vlahova, Yovka Tisheva

1. Sofia University, Bulgaria Tatyana Angelova, Gergana Dacheva, Radka Vlahova, Yovka Tisheva Working with Linguistic Diversity: European Core Curriculum for Teacher Education International Dissemination Conference November 12th 2010, London

2. Bulgarian EUCIM partners • Ministry of Education – head of board “General Education” and chief of Bulgarian Language and Literature Education • Regional inspectorates • School’s Directors • Bulgarian Association for Assessment in Education We rely on our PIRLS experience to create TEP –network.

3. Abstract of the Needs Analysis(1): • The National language, Bulgarian, by constitution is the official language of administration, public relations and services, and instruction in schools. Other languages used in the country are Turkish and Romany. There are ethnical minorities speaking other languages as their mother tongue. These are Gypsies, Turks, Jews and Armenians who speak the corresponding languages. • The language of instruction is the official language – Bulgarian. Beside this in the foreign language schools (called “Language high schools”) the instruction in different subjects is carried out in the corresponding language( for example-English, German, French, Spanish, Russian). • The real migrants group of pupils is not big – approximately 2-3 hundreds. But since 2007, when Bulgaria joined the European Union, the tendency of immigration is increasing. There is special second language reading programs in Bulgarian for emigrants only for 1-4th grades. For Roma children and for children who do not speak Bulgarian well, there are additional classes. • Minorities can study their mother tongue at public schools in the form of optional instruction.

4. Needs Analysis (2) • Problems How to integrate IALT Curriculum in National Strategy for development of Education – programs, textbooks, instruction… • Implications IALT Curriculum is scaffolding instrument for building and improving of literacy.

5. TEP – Phases in Bulgaria 0. Preparations: Making social networks and finding stakeholders. • Meetings with experts from Ministry of Education and from Regional Inspectorate • The representatives are decision makers • Directors of schools • Aims at increasing the co-operation between municipalities, schools and universities • The board of teacher training at Sofia University – Faculty of Slavic Studies. Bulgarian TEP – team. Department of Bulgarian Language • Meeting with colleagues from Veliko Tyrnovo University, Plovdiv University and Shumen University • Meeting with the Dean of The Bulgarian Association for Educational Measurement and Evaluation, Prof. Kiril Bankov

6. TEP 1 Scientific Support The Bulgarian Association for Educational Measurement and Evaluation – scientific support and consulting – colleagues of TEP team are members of the Association The data-base for educational achievements is available. • Methodological seminars on the problems of TEP –project. • Conferences – 10th International conference on Sociolinguistics, Sofia – Language and social experience, April 10th -11th 2010 • Discussions – There will be special issue of journal “Bulgarian Language and Literature” • Forums in the Internet

7. TEP 2 IALT Curriculum Intervention. Teacher Training Students (1) Theoretical Aspect We will make IALT intervention in • Compulsory courses 1. Pedagogy – 60 hours (as component of them) 2. Psychology – 60 hours (as component of them) 3. ICT –60 hours (as component of them) 4. Teaching Methodologies – 120 hours (as component of them) • Facultative courses: two groups 1. Psychology of communication; pedagogical diagnostic; problems of deviant behavior 2. School low, health education, educational management, pedagogical rhetoric, religion and education and so on.

8. TEP 3 IALT Curriculum Intervention (2) Practical Aspect - pre-service training in Faculty of Slavic Studies: • Observing in School – 60 hours • Teaching Practice- first Lessons -60 school hours • Practice Teaching – students are probationers. They are trainee in school – 100 hours . They teach independently or by theirs own. But there are tutoring and mentoring - qualified teacher and assistant- professor. • State exam – 3 members Commission with Rector’s ordinance. • IALT is component of them.

9. TEP 4 IALT Intervention in Schools in Bilingual Region – Silistra from North Bulgaria and Sliven from South Language groups- Home language -Turkish Home language- Gypsy Romanian (Silistra – because it places on the river Danube) – it is very small group • 1-5 teacher training teams at each school • Various subject in each team • Bulgarian as First language • Bulgarian as a second language for pupils with Turkish as home language and pupils with Romany as home language

10. TEP 5 Procedures • Interview to the inspectors – 3 items • Questionnaires to the teacher training students - 15 items • Video- records of seminars • Making test Items and assessment of students’ achievements • Data Analysis • Dissemination – by pedagogical issues- special issue of journal “Bulgarian Language and Literature”. and the internet – TEP site and forum in the MOODLE of our Faculty.

11. Outcomes • Identifying the needs of qualification of Bulgarian teachers in connection with inclusive education and European Core Curriculum • Filing the performance gap in qualification • Positive exchanges with the attitudes and the results in education. • Role of teacher in mainstreamed learning L2- facilitator • Role of student in mainstreamed learning L2- partner • Increasing the role of stakeholders. Making the social networks in mainstream education

12. Thank you for your attention! E-mail for contacts angelova@slav.uni-sofia.bg