Glossary This glossary is not intended to be exhaustive, neither is it a neutral piece of work by an external person to the Plurilingualism Promotion Plan in Andalusia (PPPA), since it has been collected by a stakeholder, a person who is in charge of the coordination of the Plan at a provincial level. However, it has tried to include all those words, expressions and acronyms that are commonly used in the literature, courses and workshops offered to the teachers who have voluntarily decided to take part in the implementation of the Plan. So, it could be a helpful resource for them, particularly for those who learn and/or teach English or through English, but also for any other professionals of education interested in understanding the philosophy and implications of the PPPA from within. Acquisition: According to Krashen (1986), it is the product of a subconscious process by which people acquire a second language. It requires meaningful interaction in the target language - natural communication - in which speakers concentrate not on the form of their utterances, but on the meaning of the communicative act. (See “incidental learning”) Actions of the Plurilingual Promotion Plan: They are 74 measures related to the development of the five programmes that make up the Plan as well as its organization and assessment. These actions constitute a network that gives cohesion and coherence to the Plan by providing funds and activities that try to foster long-life language learning among teachers, students and all Andalusian citizens. Examples are the provision of language assistants to schools, the organization of specific linguistic and methodological training courses for teachers, or the expansion of distance language learning. Assessment: In the PPPA, this must be understood as the process of documenting, in quantitative and qualitative terms, not only the knowledge, skills and attitudes of a learner, or the design, delivery and outcome of the syllabus and courses that s/he follows at bilingual schools, but also the outcome of the foreign language courses or teacher training programmes that language and content teachers take, as well as the implementation of the actions of the Plan as a whole. BICS: It is an acronym created by J. Cummins (1979) to refer to the basic interpersonal communicative skills that a second language learner needs to communicate fluently in everyday life in the target language, that is, his/her conversational language proficiency, GLOSSARY RELATED TO “THE PLURILINGUALISM PROMOTION PLAN: A LANGUAGE POLICY FOR ANDALUSIA” Sacramento Jáimez Muñoz Delegación de Educación de Granada sacramento.jaimez.ext@juntadeandalucia.es Sacramento Jáimez Muñoz, an English teacher in the Secondary School “IES Francisco Ayala” in Granada, has a Ph.D in Applied Linguistics. She is currently in charge of the Plurilingualism Promotion Plan of Andalusia in the provincial Delegation of Education of Granada. Her principal interests are plurilingual and bilingual education, intercultural competence, CLIL and the integrated curriculum of languages, competences and skills of teachers and their permanent training, as well as the integration of literature in language teaching, topic of her Doctoral Thesis, for which she received second national prize of educational research in 2004. 67 GRETA • 2007 • 15/1&2