Early Language and Intercultural Acquisition Studies Multilateral Comenius Project funded by the...

Early Language and Intercultural Acquisition StudiesEarly Language and Intercultural Acquisition StudiesMultilateral Comenius Project funded by the European Commission

GamesGames, Songs & Co.:, Songs & Co.:DevelopingDeveloping PreschoolPreschool--MaterialMaterial

Dr. Christine Tiefenthal, Dr. Christine Tiefenthal,

Insa Wippermann, Annelie SchoberInsa Wippermann, Annelie Schober

HamburgHamburg

Early Language and Intercultural Acquisition StudiesEarly Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. WippermannC. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-MaterialDeveloping Preschool-Material

1. Introduction: language, presenters, schedule

2. Questionnaire: material, methodology

3. Presentation

4. World-Café: DogsDogs, SeasonsSeasons, EarthEarth

5. Group work

6. Presentation of material

7. Discussion

ContentsContents


Card-QuestionnaireCard-Questionnaire

Please fill in Cards Flipchart

Material

Bilingual preschool methodologyBilingual preschool methodology

Early Language and Intercultural Acquisition StudiesEarly Language and Intercultural Acquisition StudiesMultilateral Comenius Project funded by the European Commission

Developing bilingual Developing bilingual

preschool materialpreschool materialDr. Christine Tiefenthal, Dr. Christine Tiefenthal,

Insa Wippermann, Annelie SchoberInsa Wippermann, Annelie SchoberHamburgHamburg


PresentationPresentation

• Introduction• Bilingual teaching principles• Research findings• Bilingual preschool methodology• Multisensory learning• Intercultural learning• Overview material• Bilingual education• Primary school• Developing units


IntroductionIntroduction

TopicBilingual preschools

Aim Overview material

Methodology

Present ideas

Sharing experiences

Developing material


Bilingual preschool materialBilingual preschool material Objects Games: original, adapted Activity games Music: singing, instruments, rhythm, dance Literature: stories, poems Experiments Art crafts: painting, sculpting, drawing, cutting Theatre: scenes/ role play/ hand puppets/ finger dialogs Media: computer, technology, ... Excursions and trips Inviting experts Parties and holidays Cooking

and more...


Material reviewMaterial review

• Caroline Fiedler (2009), Praxis Buch Englisch im Kindergarten, Schubi.+ good ideas, many activities

- not well-structured, no clear topic assignments

• Anne Sutter, (2006), Englisch im Kindergarten, Auer.+ clear structure

- no different activities within a topical unit


Methodological principlesMethodological principles

Snow 1990, p.159ff.

.


Explanation:Explanation:Bilingual teaching principlesBilingual teaching principles


Research findingsResearch findingsC. Tiefenthal (2008), C. Tiefenthal (2008), Fast mapping im natürlichen L2-ErwerbFast mapping im natürlichen L2-Erwerb, Trier: WVT., Trier: WVT.

• Children perform fast mapping in the L1 und the L2, i.e. learn new

words after one exposure.

• Children learn new words from stories, pictures, songs, film

sequences and games.

• Words in the L1 are easier to learn than in the L2.

• The material should not be too exciting, otherwise there is no

learning process.

• Children love hundpuppet games.

• Teachers should combine word learning with fun activities.

• The emotional connection to the teacher influences the acquisition

of vocabulary.

• The age (3-6) has no influence on the results.


Nauwercks bilingualNauwercks bilingualpreschool methodologypreschool methodology

• balanced input (quantitative / qualitative)• positive attitude toward bilingualism• language separation • emotional connection between language model

and child• high amount of language input• combination of methodology (e.g. orientation on

basic patterns of the L1 acquisition)

Dr. Nauwerck, 2008, http://zfkj.de/files/u2/Folien_Nauwerck.pdf, Access: 11.6.2010


BiBilinguallingualpreschool methodologypreschool methodology

Learning and teaching aims:

receptive and productive abilities in L1 and L2, communicative, intercultural, social competences, mediation, subject matter competence, fun, moving around, creativity, ...

Language contact:

no pressure, intensive, varied, continuous, not too challenging, ...

Use of languages:

contextualisation, redundancy, mime and gestures, naturalistic use of language, indirect correction of mistakes, naturalistic learning, didactic sequences

Language learning approach:

immersive-bilingual, one-person-one-language approach, naturalistic language acquisition, ...

Every-day work:

team teaching, rituals and routines, developing material, ...


Example: Units and materialExample: Units and material

Introducing vocab

• flashcards surprise box feely bag

Vocab revision

• memory action dice

Language

• poems nursery rhymes stories

Music

• songs drum games

PE

• activity songs games dancing

Role play

• handpuppets role play finger dialogues

Artcraft

• painting cutting drawingsculpting


Multisensory learningMultisensory learning

Multisensory learning involves activities that

help children to learn through more than one of

the senses in order to enhance memory and

learning experiences.


Multisensory learningMultisensory learning

Material can and should make use of this and

thus take the various types of learners into

account.


Intercultural learningIntercultural learning

problem: no uniform "target culture" but range of different cultures

the material of L1 and L2 should have an equal value

aim of ICL: to arouse curiosity and tolerance for other cultures

material: problem to understand the L2, therefore other forms of material are necessary


A material A material overviewoverview

What‘s there?

★ Material from Germany

★ Material from the target culture


Literature

Books, lectures, articles, journals

Theory, concepts, ideas and examples

Material Material overviewoverview


Teaching Material Books

- Children Books (e.g. Picture Books, …)- Textbooks, Workbooks- Song, rhyme and rhythm Books- Dictionaries- Bilingual Books- Poem & Story Books- Activity Books

Magazines Activity Cards / Flashcards CDs and DVDs

Material Material overviewoverview


How can we combine both languages (L1 & L2) for exercises and topics?

What kind of material works well? (Examples)

Bilingual Bilingual teachingteaching


Transfer to primary schoolTransfer to primary school

Transfer to a primary school after a bilingual preschool is a challenge due to more advanced cognitive abilities of the children.

How can bilingual material meet this challenge? E.g. bilingual material, terms in both languages...


Implications: Implications: Developing unitsDeveloping units

mixing self-made, native and didactic material

one topic – many activities

language input: different material and group organisation

bilingual approach: two languages – one subject matter

combining L1 and L2

multisensory and holistically learning

in-class differentiation: age-appropriate, different personalities


World Café

DogsDogs, , EarthEarth, , SeasonsSeasons

Please swop twice.You are welcome to write your impressions on

the orange table cloth.


Discussion

Material:

Feedback

&

Discussion


Group work

Group work Poster:

Check books/material, talk about ideas, develop your own take-home unit.

Poster presentation:

Please sign list if you like a photo protocol.


Presentation

POSTER PRESENTATION

by the group


Thank youThank you

Thank you for your attention!


LiteraturLiteratur

• Genesee, Fred, 1987, Learning through Two Languages. Studies of Immersion and Bilingual Education, Newbury House Publishers, Cambridge.

• Lambert, Wallace, E., & Tucker, Richard, G., 1972, Bilingual Education of Children. The St. Lambert Experiment, Newbury House Publishers, Rowley, Massachusetts.

• Promoting language learning and linguistic diversity, An action plan 2004-06, Office for Official Publications of the European Communities, European Commission, 2004.

• Werlen Erika, 2002, Teoria i praktyka Fremdsprachenunterrichts w szkole podstawowej. Lingwistyczne i dydaktyczne podstawy koncepcji programu nauczania języka angielskiego i francuskiego w klasach I-IV, w: Dakowska M. & Olpińska M., Edukacja dwujęzyczna. Przedszkole, szkoła podstawowa i średnia. Teraźniejszość i przyszłość. Materiały konferencji w Warszawie, 14-15.02.2002, Warszawa.

• FMKS (2005), Broschure Ich kann zwei Sprachen, Spielend Sprachen lernen – mit

Immersion im Kinderalter.• Friedrich G., Galgoczy V. (2004). Komm mit ins Zahlenland. Eine spielerische Entdeckungsreise in die Welt der

Mathematik. Christopherus.• Gunther, H. & B. (2006), Fruhe Fremdsprachen im Kindergarten, Auer.• Hubbertz, N. (2003), Fremdsprachen im Kindergarten: Didaktik - Methodik – Praxis, Sozietät zur Förderung der

Sozialpädagogik.• Kersten, K. (2005). "Bilinguale Kindergärten und Grundschulen: Wissenschaft und Praxis im Kieler

Immersionsprojekt." In P. Baron, Bilingualität im Kindergarten und in der Primarstufe. Bessere Zukunftschancen fur unsere Kinder. Opole: Niemieckie Towarzystwo Oswiatowe, 22-33. Landeshauptstadt Munchen (Hrsg.) (2003) Die Welt trifft sich im Kindergarten…und spricht viele Sprachen. Dokumentation der Fachtagung zu bilingualer und mehrsprachiger Erziehung im Kindergarten, Munchen.


LiteraturLiteratur

• Mitteilung der Kommission an den Rat, das Europäische Parlament, den Wirtschafts- und Sozialausschuss und den Ausschuss der Regionen: Förderung des Sprachenlernens und der Sprachenvielfalt : Aktionsplan 2004 - 2006.

• Mitteilung der Kommission an das Europäische Parlament und den Rat: Europäischer Indikator fur Sprachenkompetenz. Mitteilung der Kommission an den Rat, das europäische Parlament, den europäischen Wirtschafts- und Sozialausschuss und den Ausschuss der Regionen: Eine neue Rahmenstrategie fur Mehrsprachigkeit.

• Olpinska, M., Rahmenprogramm bilinguale Erziehung im Kindergarten, http://www.bilingual.com.pl/pdf/curriculum.pdf, Zugriff: 12.6.2010.

• Stuck, Marcus (2009). Bilinguale Entspannungs- und Bewegungsförderung in der Kita. Schibri.• Wode, Henning (2006) Mehrsprachigkeit durch immersive KiTas; aus: „Zukunfts-Handbuch

Kindertageseinrichtungen: Qualitätsmanagement fur Träger, Leitung, Team“, Walhalla Fachverlag. Regensburg/Berlin.

• Wode, Henning (2004) Fruhes Fremd-Sprachen lernen.• Wode, Henning (2000). Mehrsprachigkeit durch bilinguale Kindergärten. Kiel: Englisches Seminar der Christian-

Albrechts-Universität.• Wode, Henning (1995) Lernen in der Fremdsprache: Grundzuge von Immersion und

bilingualem Unterricht; Ismaning Hueber.• Wode, Henning (1988/1993) Einfuhrung in die Psycholinguistik: Theorien, Methoden, Ergebnisse; Ismaning:

Hueber. Nachdruck 1993 als Psycholinguistik: Eine Einfuhrung in die Lehr- und Lernbarkeit von Sprachen.

Information on bilingual education:• Verein fur fruhe Mehrsprachigkeit an Kindertagesstätten und Schulen FMKS e.V.; Steenbeker Weg 81, 24106

Kiel, email: [email protected], www.fmks-online.de• Verein Les Petits Piafs e.V.; Im Ekmken 11, 31162 Bad Salzdetfurth – OT Heinde, Frau Götzel 05064/ 95 00 79


www.elias.bilikita.orgwww.elias.bilikita.org

The ELIAS project has been funded with support from the European Commission. The ELIAS project has been funded with support from the European Commission.

Disclaimer: Disclaimer: This product reflects the views only of the author, and the Commission cannot be held responsible for any use This product reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. which may be made of the information contained therein.

Grant Agreement Number: 2008 – 3378 / 001 – 001

Early Language and Intercultural Acquisition Studies Multilateral Comenius Project funded by the...

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