1. Introduction: language, presenters, schedule

1. Introduction: language, presenters, schedule

• 1. Introduction: language, presenters, schedule

• Questionnaire: material, methodology

• 3. Presentation

• World-Café: Dogs, Seasons, Earth

• Group work

• Presentation of material

• Discussion

Please fill in  Cards  Flipchart

• Please fill in  Cards  Flipchart

• Material

Introduction

• Introduction

• Bilingual teaching principles

• Research findings

• Bilingual preschool methodology

• Multisensory learning

• Intercultural learning

• Overview material

• Bilingual education

• Primary school

• Developing units

Topic

• Topic

• Bilingual preschools

• Aim

•  Overview material

•  Methodology

•  Present ideas

•  Sharing experiences

•  Developing material

Objects

• 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

Caroline Fiedler (2009), Praxis Buch Englisch im Kindergarten, Schubi.

• 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

.

• .

Children perform fast mapping in the L1 und the L2, i.e. learn new words after one exposure.

• 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.

balanced input (quantitative / qualitative)

• 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

Learning and teaching aims:

• 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, ...

Introducing vocab

• 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

• Multisensory learning involves activities that help children to learn through more than one of the senses in order to enhance memory and learning experiences.

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

•  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

• What‘s there?

• ★ Material from Germany

• ★ Material from the target culture

Literature

• Literature
•  Books, lectures, articles, journals
•  Theory, concepts, ideas and examples

Teaching 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

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

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

• 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...

 mixing self-made, native and didactic material

•  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

Dogs, Earth, Seasons

• Dogs, Earth, Seasons

• Please swop twice.

• You are welcome to write your impressions on the orange table cloth.

• Material:

• Feedback

• &

• Discussion

Group work  Poster:

• 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.

• POSTER PRESENTATION

• by the group

Thank you for your attention!

• Thank you for your attention!

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

• 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), 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, 22-33. 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.

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 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 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, http://www.bilingual.com.pl/pdf/curriculum.pdf, Zugriff: 12.6.2010.

• 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, 24106 Kiel, email: [e-mail], www.fmks-online.de

• Verein Les Petits Piafs e.V.; Im Ekmken 11, 31162 Bad Salzdetfurth – OT Heinde, Frau Götzel 05064/ 95 00 79