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Games, Songs & Co. : Developing Preschool-Material Dr

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Präsentation zum Thema: "Games, Songs & Co. : Developing Preschool-Material Dr"—  Präsentation transkript:

1 Games, Songs & Co. : Developing Preschool-Material Dr
Games, Songs & Co.: Developing Preschool-Material Dr. Christine Tiefenthal, Insa Wippermann, Annelie Schober Hamburg

2 Contents 1. Introduction: language, presenters, schedule
Questionnaire: material, methodology 3. Presentation World-Café: Dogs, Seasons, Earth Group work Presentation of material Discussion

3 Card-Questionnaire Please fill in  Cards  Flipchart Material
Bilingual preschool methodology

4 Developing bilingual preschool material Dr
Developing bilingual preschool material Dr. Christine Tiefenthal, Insa Wippermann, Annelie Schober Hamburg 4

5 Presentation Introduction Bilingual teaching principles
Research findings Bilingual preschool methodology Multisensory learning Intercultural learning Overview material Bilingual education Primary school Developing units Einleitung/ introduction Bili Lehr-Prinzipien/ bilingual teaching principles Forschungsergebnisse/ research findings Bili-Kita Methodik/ bilingual Kita methodology Multisensorisches Lernen/ multisensory learning (I+II) Interkulturelles Lernen/ intercultural learning Überblick Material/ overview material (I-III) Bilinguales Lehren/ bilingual teaching Übergang Grundschule/ primary school Implikationen Themeneinheiten/ developing units

6 Introduction Topic Aim Bilingual preschools  Overview material
 Methodology  Present ideas  Sharing experiences  Developing material Language Dt und Englisch Topic aim

7 Bilingual 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 Gegenstände/ objects Spiele: original, übertragen in L2/ games: original, adapted Bewegungsspiele/ activity games Musik: Singen, Instrumente, Rhythmus, Tanz/ music Literatur: Geschichten, Gedichte/ literature: stories, poems Forscherwerkstatt/ experiments Basteln & Malen: Skulpturen, ausschneiden/ artcrafts: painting, sculpting, drawing, cutting, ... Theater: Szenen, Rollenspiele, Puppenspiel, Fingerdialoge/ theater: scenes/ role play/ hand puppets/ finger dialogs Medien: Computer, Technologie, .../ media Erkundungen, Ausflüge, Waldtage/ excursions and trips Experten einladen/ inviting experts Feste/ parties and holiday Kochen/ cooking and more...

8 Material 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

9 Methodological principles
. kanadischen Immersions-Forschung werden die Begriffe sheltered instruction, comprehensible input und negotiation of meaning Snow 1990, p.159ff.

10 Explanation: Bilingual teaching principles

11 Research findings C. Tiefenthal (2008), Fast mapping im natürlichen L2-Erwerb, 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.  learn new words after one exposure learn from stories, pictures, songs, film sequences and games L1 easier than L2 material should not be too exciting love handpuppet games combine word learning with fun activity boys vs. girls: emotional attachment hardly any age-factor

12 Nauwercks bilingual preschool 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, Access:

13 Bilingual preschool 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, ... • Lern- und Lehrziele/ learning and teaching aims: rezeptive und produktive Fähigkeiten in L1 + L2/ receptive and productive abilities in L1 and L2, kommunikative, interkulturelle, soziale Kompetenz/ communicative, intercultural, social competence, Mediation/ mediation, Sachkompetenz/ subject matter competence, Neugier, Freude/ fun, Bewegung/ moving around, Kreativität/ creativity • Sprachkontakt/ language contact: zwanglos/ no pressure, intensiv/ intensive, vielseitig/ varied, kontinuierlich/ continuous, nicht überfordernd/ not too challenging • Sprachbenutzung/ use of languages: Kontextualisierung/ contextualisation, Redundanz/ redundancy, Mimik und Gestik/ miming and gestures, natürliches Sprachhandeln/ natural dealing with language , indirekte Fehlerkorrektur/ indirect correction of mistakes, natürlicher Spracherwerb + didaktische Phasen/ natural learning and didactic sequences • Sprachlernansatz/ language learning approach: immersiv-bilingual, eine Person-eine Sprache/ one-person-one-language approach, angelehnt an den natürlichen Spracherwerb/ natural language acquisition • Alltag/ every-day work: Teamarbeit/ team teaching, bilinguale Rituale und Regeln/ rituals and routines, Materialentwicklung/ developing material

14 Example: 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 drawing sculpting

15 Multisensory 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.

16 Multisensory learning
Material can and should make use of this and thus take the various types of learners into account.

17 Intercultural 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

18 ★ Material from Germany
A material overview What‘s there? ★ Material from Germany ★ Material from the target culture

19 Material overview Literature  Books, lectures, articles, journals
 Theory, concepts, ideas and examples

20 Material overview 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

21 Bilingual teaching  How can we combine both languages (L1 & L2) for exercises and topics? What kind of material works well? (Examples)

22 Transfer 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...

23 Implications: Developing 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 Mischung eigenes, authentisches, didaktisches Material/ mixing self-made, native and didactic material ein Thema - verschiedene Aktivitäten/ one topic – many activities sprachliche Anreize: unterschiedliches Material und Arbeitsformen/ language input: different material and social forms bilingualer Ansatz: 2 Sprachen – 1 Wissen/ bilingual approch: 2 languages - one subject matter Verknüpfung L1 und L2/ combining L1 and L2 multisensorisches & ganzheitliches Lernen/ multisensory and wholistic learning Binnendifferenzierung: altersgemäß, verschiedene Persönlichkeiten/ in-class differentiation: age-appropriate, different personalities

24 You are welcome to write your impressions on the orange table cloth.
World Café Dogs, Earth, Seasons Please swop twice. You are welcome to write your impressions on the orange table cloth.

25 Discussion Material: Feedback & Discussion

26 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.

27 Presentation POSTER PRESENTATION by the group

28 Thank you for your attention!

29 Literatur 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 , 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, , Warszawa. FMKS (2005), Broschüre 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. Günther, H. & B. (2006), Frühe 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 für unsere Kinder. Opole: Niemieckie Towarzystwo Oswiatowe, Landeshauptstadt München (Hrsg.) (2003) Die Welt trifft sich im Kindergarten…und spricht viele Sprachen. Dokumentation der Fachtagung zu bilingualer und mehrsprachiger Erziehung im Kindergarten, München.

30 Literatur 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 Mitteilung der Kommission an das Europäische Parlament und den Rat: Europäischer Indikator für Sprachenkompetenz. Mitteilung der Kommission an den Rat, das europäische Parlament, den europäischen Wirtschafts- und Sozialausschuss und den Ausschuss der Regionen: Eine neue Rahmenstrategie für Mehrsprachigkeit. Olpinska, M., Rahmenprogramm bilinguale Erziehung im Kindergarten, Zugriff: Stück, Marcus (2009). Bilinguale Entspannungs- und Bewegungsförderung in der Kita. Schibri. Wode, Henning (2006) Mehrsprachigkeit durch immersive KiTas; aus: „Zukunfts-Handbuch Kindertageseinrichtungen: Qualitätsmanagement für Träger, Leitung, Team“, Walhalla Fachverlag. Regensburg/Berlin. Wode, Henning (2004) Frühes Fremd-Sprachen lernen. Wode, Henning (2000). Mehrsprachigkeit durch bilinguale Kindergärten. Kiel: Englisches Seminar der Christian-Albrechts-Universität. Wode, Henning (1995) Lernen in der Fremdsprache: Grundzüge von Immersion und bilingualem Unterricht; Ismaning Hueber. Wode, Henning (1988/1993) Einführung in die Psycholinguistik: Theorien, Methoden, Ergebnisse; Ismaning: Hueber. Nachdruck 1993 als Psycholinguistik: Eine Einführung in die Lehr- und Lernbarkeit von Sprachen. Information on bilingual education: Verein für frühe Mehrsprachigkeit an Kindertagesstätten und Schulen FMKS e.V.; Steenbeker Weg 81, Kiel, Verein Les Petits Piafs e.V.; Im Ekmken 11, Bad Salzdetfurth – OT Heinde, Frau Götzel 05064/

31 The ELIAS project has been funded with support from the European Commission. Disclaimer: 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. Grant Agreement Number: 2008 – 3378 / 001 – 001

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