Content uploaded by Norbert Schlüter
Author content
All content in this area was uploaded by Norbert Schlüter on Sep 19, 2015
Content may be subject to copyright.
A preview of the PDF is not available
Fortschritte im Frühen Fremdsprachenlernen. Ausgewählte Tagungsbeiträge – Weingarten 2004.
Abstract
Der vorliegende Band enthält die wichtigsten Beiträge der Tagung „FFF – Fortschritte im frühen Fremdsprachenlernen“ in Weingarten im Oktober 2004. Er zieht eine Bilanz des bisher Erreichten und beschreibt den zukünftigen Handlungs- und Forschungsbedarf.
Im Mittelpunkt stehen die Schwerpunkte Leistungsfeststellung und Reflexion des eigenen Lernens, Imitation und bewusste Verwendung von Sprachmitteln, Spracherwerb und Sprachproduktion sowie Ausspracheschulung. Darüber hinaus finden sich weitere Beiträge zu interessanten Einzelthemen. Neben den Ausführungen zum frühen Englischunterricht enthält das Werk auch Beiträge zum Frühbeginn im Französischen.
Der Band bietet allen Beteiligten am frühen Fremdsprachenlernen einen Einblick in den aktuellen Diskussionsstand um Konzepte und Inhalte des Fremdsprachenlernens an der Grundschule. Sämtliche Beiträge können auf das Lernen von weiteren Fremdsprachen an der Grundschule übertragen werden und sind von hohem Wert für Schule und Ausbildung.
... Çocukların dili, oyun, taklit ve pekiştirme yoluyla, bilinçsiz ve sezgisel, bir çırpıda, etkileşim ve somut davranış içinde edindikleri düşünüldüğünde, gerçekten dile ulaşmaları ve kendi gelişimlerini desteklemeleri için, çocuğa uygun dil teşviki gerekmektedir; ailede dil teşviki ve okulda teşvik (Karakoç 2007;Villis 1998). Öğrencinin daha serbest, özgürce hareket etmesine, öğrendiklerini deneyimleyebilmesine, seçenekler arasından kendine uygun olanı tercih edebilmesine olanak veren ortamlar oluşturulması çocuk yaştaki öğrenenler için çok önemlidir (Od 2013;Schlüter 2006). Öğrencilerin bireysel yeterliliklerinin tanınması ve öğrenenlere bu doğrultuda girdiler sunulması çok önemlidir. ...
Emphasis of European Union about learn, know a foreign language and begining foreign language education at an early age revealed the tendency of begining foreign language education at an earlier age in both other countries and our country. In this study were searched “foreign language education at en early/kind age” that is a new research and application field in european countries and Turkey, and perceptions and attitudes of parents whose children are going to school of foreign language at an early age. Through a questionnaire for parents’ views of foreign language education to be taken at an early age and tried to determine perceptions on this issue. Evaluation of the data obtained through surveys carried out based on frequency analysis using the SPSS 16.0 (Statistical Package for the Social Sciences) program. Answers were tabulated as freguency and percentage and described in figures and perfomed profiency evaluation. Based on the results of this study, parents at an early age they look positively to foreign language acquisition and their children also were encouraged by supporting it, not to apply new and begin to understand that early in complimented by the young and middle age group of foreign language education and, therefore, parents, children in early foreign language training will be sent to the institution can be expressed comments. It was determined that parents who send own children at an early age foreign language institutions wants their children to learn foreign language. It also determined that there are predominantly institutional problems about foreign language education at an early age. Değerli Bilim İnsanları,
Turkish Studies dergisi Mart 2016 sayısını, özelde ‘Türkçe Eğitimi’ genelde ise ‘Sınıf Öğretmenliği Eğitimi’ alanında çalışan, eserleri ve yetiştirdiği öğrencileriyle Türkiye’de bu alanların gelişmesinde çok önemli rol oynayan Prof. Dr. Hayati AKYOL hocamıza armağan olarak çıkarma kararı almıştır. Bu sayımızın misafir editörlüğünü Prof. Dr. Mehmet Dursun ERDEM, Doç. Dr. Mustafa YILDIZ, Doç. Dr. Seyit ATEŞ ve Yrd. Doç. Dr. Mustafa TAHİROĞLU, Doç. Dr. Çetin ÇETİNKAYA ve Doç. Dr. Kasım YILDIRIM yapacaklardır. Son yazı gönderim tarihi 15.02.2016 olarak belirlenmiştir. Bu sayımıza sınıf öğretmenliği ve Türkçe eğitimi akademisyenlerinin makaleleriyle katkılarını bekliyor, saygılar sunuyoruz.
Prof. Dr. Mehmet Dursun ERDEM
Doç. Dr. Mustafa YILDIZ
Doç. Dr. Seyit ATEŞ
Doç. Dr. Çetin ÇETİNKAYA
Doç. Dr. Kasım YILDIRIM
Yrd. Doç. Dr. Mustafa TAHİROĞLU
In recent years, early language learning has become increasingly popular in Germany. However, there are no uniform guidelines as to the implementation of immersion programs; consequently, school officials seeking to set up an immersion program are confronted with the difficult task to plan and implement their ideas. This paper gives an overview of important issues and strategies to consider when establishing a language immersion program. After providing a definition of the concept of immersion teaching, the article turns to important aspects of practical impementation and addresses a number of issue such as logistical considerations, choice of immersion language, teacher recruitment and parent participation. The implication is to plan comprehensively and to follow established best practices when starting an immersion program.
(Language of chapter: German.)
Unsere elfjährigen Kinder sind nicht zu beneiden: Sehr früh werden in den meisten Bundesländern für sie direkt oder indirekt die Weichen in die Bildungszukunft gestellt. Die Zeit in der dritten und vierten Klasse der Grundschule ist geprägt durch Vorstellungen und Erwartungen der Eltern, eine Vielzahl von Leistungsmessungen und dem Notendruck – all das gilt es zwei Jahre lang auszuhalten und zu meistern, bis zum Übergang auf eine weiterführende Schule.
ResearchGate has not been able to resolve any references for this publication.