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Early Language and Intercultural Acquisition Studies Multilateral Comenius Project funded by the European Commission Games, Songs & Co.: Developing Preschool-Material.

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Präsentation zum Thema: "Early Language and Intercultural Acquisition Studies Multilateral Comenius Project funded by the European Commission Games, Songs & Co.: Developing Preschool-Material."—  Präsentation transkript:

1 Early Language and Intercultural Acquisition Studies Multilateral Comenius Project funded by the European Commission Games, Songs & Co.: Developing Preschool-Material Dr. Christine Tiefenthal, Insa Wippermann, Annelie Schober Hamburg

2 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material 1.Introduction: language, presenters, schedule 2.Questionnaire: material, methodology 3.Presentation DogsSeasonsEarth 4.World-Café: Dogs, Seasons, Earth 5.Group work 6.Presentation of material 7.Discussion Contents

3 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material Card-Questionnaire Please fill in Cards Flipchart Material Bilingual preschool methodology

4 Early Language and Intercultural Acquisition Studies Multilateral Comenius Project funded by the European Commission Developing bilingual preschool material Dr. Christine Tiefenthal, Insa Wippermann, Annelie Schober Hamburg

5 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material Presentation Introduction Bilingual teaching principles Research findings Bilingual preschool methodology Multisensory learning Intercultural learning Overview material Bilingual education Primary school Developing units

6 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material Introduction Topic Bilingual preschools Aim Overview material Methodology Present ideas Sharing experiences Developing material

7 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material 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 and more...

8 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material 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 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material Methodological principles Snow 1990, p.159ff..

10 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material Explanation: Bilingual teaching principles

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

12 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material 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: http://zfkj.de/files/u2/Folien_Nauwerck.pdf

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

14 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material Example: Units and material Introducing vocab flashcardssurprise box feely bag Vocab revision memoryaction dice Language poems nursery rhymes stories Music songsdrum games PE activity songsgamesdancing Role play handpuppetsrole playfinger dialogues Artcraft paintingcuttingdrawingsculpting

15 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material 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 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material Multisensory learning Material can and should make use of this and thus take the various types of learners into account.

17 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material 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 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material A material overview Whats there? Material from Germany Material from the target culture

19 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material Literature Books, lectures, articles, journals Theory, concepts, ideas and examples Material overview

20 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material 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 overview

21 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material How can we combine both languages (L1 & L2) for exercises and topics? What kind of material works well? (Examples) Bilingual teaching

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

24 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material World Café Dogs, Earth, Seasons Please swop twice. You are welcome to write your impressions on the orange table cloth.

25 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material Discussion Material: Feedback & Discussion

26 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material 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 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material Presentation POSTER PRESENTATION by the group

28 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material Thank you Thank you for your attention!

29 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material 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, 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), Broschu ̈ re 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 fu ̈ r unsere Kinder. Opole: Niemieckie Towarzystwo Oswiatowe, Landeshauptstadt Mu ̈ nchen (Hrsg.) (2003) Die Welt trifft sich im Kindergarten…und spricht viele Sprachen. Dokumentation der Fachtagung zu bilingualer und mehrsprachiger Erziehung im Kindergarten, Mu ̈ nchen.

30 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material 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 fu ̈ r Sprachenkompetenz. Mitteilung der Kommission an den Rat, das europäische Parlament, den europäischen Wirtschafts- und Sozialausschuss und den Ausschuss der Regionen: Eine neue Rahmenstrategie fu ̈ r 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 fu ̈ r Träger, Leitung, Team, Walhalla Fachverlag. Regensburg/Berlin. Wode, Henning (2004) Fru ̈ hes Fremd-Sprachen lernen. Wode, Henning (2000). Mehrsprachigkeit durch bilinguale Kindergärten. Kiel: Englisches Seminar der Christian- Albrechts-Universität. Wode, Henning (1995) Lernen in der Fremdsprache: Grundzu ̈ ge von Immersion und bilingualem Unterricht; Ismaning Hueber. Wode, Henning (1988/1993) Einfu ̈ hrung in die Psycholinguistik: Theorien, Methoden, Ergebnisse; Ismaning: Hueber. Nachdruck 1993 als Psycholinguistik: Eine Einfu ̈ hrung in die Lehr- und Lernbarkeit von Sprachen. Information on bilingual education: Verein fu ̈ r fru ̈ he 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 Early Language and Intercultural Acquisition Studies C. Tiefenthal, A. Schober, I. Wippermann Developing Preschool-Material 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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