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Empfehlungen für die Verwendung der Fremdsprache in bilingualen Kindergärten
Those children who are somehow different, standing out from the mainstream, are defined as learners with special educational needs and they need modification to the educational process in order to thrive. When talking about learners with SEN, most people think of children with learning difficulties or disabilities. However, SEN can apply to learners at both ends of the academic scale.
The chapter deals with SEN learners (gifed) and how to approach them in teaching English as a foreign language.
Open Access - Online hier:
https://www.stiftung-lernen.de/publikationen_fff_konferenz_5.html
Der Band zur 5. FFF-Konferenz 2021 online richtet sich an alle Interessierten und Verantwortlichen des frühen Fremdsprachenlernens. Lehrkräfte, Referendarinnen und Referendare, Studierende, Seminarleiterinnen und Seminarleiter, Schulleitung und Erziehungsberechtigte finden in ihm einen umfassenden Einblick in den Status quo zur Thematik und in die Inhalte der Konferenz.
Der Band „Wortschatzlernen in bilingualen Schulen und Kindertagesstätten“ präsentiert Forschungsergebnisse zur Wortschatzentwicklung bei Lernern in Kindertagesstätten, Grundschulen und weiterführenden Schulen mit bilingualem Unterricht bzw. bilingualer Betreuung. Der Band verdeutlicht, wie sich bilingualer Unterricht/bilinguale Betreuung auf das Wissen um Wörter in mehr als einer Sprache auswirken und weist gleichzeitig auf Unterschiede und Parallelen zwischen dem Wortschatzerwerb im Erst- und Zweitspracherwerb hin. Einige der Kapitel gehen darüber hinaus der Frage nach, welche Strategien Betreuungs- und Lehrkräfte anwenden sollten, um den Erwerb lexikalischen Wissens kontinuierlich und unter Berücksichtigung inhaltlicher Anforderungen effektiv bei bilingualen Lernern fördern zu können.
This paper discusses the challenges of acquiring English across different institutions from preschool to secondary school with regard to both regular language education that starts at primary level and bilingual programmes which may be offered at various stages in the learners' course of education. It is suggested that content-based bilingual programmes with no specific language curricula allow for a smoother transition across institutions than language-course-oriented approaches. The latter are problematic because the higher the level of institution, the more strongly the problems of transition are perceived. Additionally, programmes with a form of regulation within their transition processes encounter fewer problems than programmes without regulated transition. This is supported by the results of a survey that was conducted across more than 100 preschools, primary and secondary schools.
Much current discussion about com-municative language teaching incorporates the notion that second language learning will be enhanced through its integration with content learning. This paper argues that not all content teaching is necessarily good language teaching, and suggests some ways in which content teaching might be organized to enhance second lan-guage learning. The purpose of this paper is to suggest that not all content teaching is necessarily good language teaching. I hope to show, by way of examples from French immersion teaching, some ways in which typical content teaching is inadequate as a second language learning environment. And again, by means of examples, I hope to suggest some ways in which content teaching can be manipulated and complemented to enhance its language learning potential. There are many classrooms in Canada and elsewhere where the learning of content and· the learning of a second language are both programme goals. There is at least one major assumption about content teaching that is current in second language theory and pedagogical practices today. The assumption is-because content teaching is considered communicative lan-guage teaching par excellence-that through content teaching, second lan-guage learning will be enhanced. This was certainly one of the assumptions underlying the initiation of French immersion programmes. But just as it has come to be recognized in English content classes that learners of non-English backgrounds need the support of ESL classes, so in French immersion classes, the French language arts component is seen to support the language learning of the content class. What goes on in the content class, and the relationship of the language arts component to it, is the focus of this paper.
Do mothers' and fathers' attitudes towards their children's academic performance influence children's perceptions of their academic competence? Two types of parental attitudes—parents' level of satisfaction with their children's performance in school and the importance parents place on children's academic success—were the focus of this study. The data from children (n = 248), mothers (n = 219), and fathers (n = 146) were consistent with the belief that parents' attitudes play a central role in shaping children's self-perceptions. Mothers' satisfaction was positively associated with both sons' and daughters' perceptions of academic competence, independent of children's actual grades in school. Fathers' satisfaction correlated with sons' self-perceptions, but not when mothers' satisfaction was also included in the model. Both mothers and fathers reported being more satisfied with their daughters' grades than with their sons' grades, despite the fact that there were no actual differences between girls' and boys' academic performance. Finally, the importance fathers (but not mothers) placed on children's academic success was positively associated with girls' self-perceptions.
In French immersion programs, it is important to integrate the teaching of language and content. One way in which this can be accomplished is through the use of tasks which, using content-relevant material, encourage students to focus on language form. In this paper, tasks which engage students in collaborative writing and therefore in talking about content and the language needed to express that content, are presented. 1 present examples of collaborative dialogues between students to show how such tasks provide opportunities for second language learning because, among other things, students may externalize their (sometimes partial) knowledge, allowing them to reflect on it, revise it, and apply it.
Research on the learning of verb-argument constructions (VACs) emphasizes the importance of item-based patterns and their perceptual groundings in acquisition, with abstract schematic patterns emerging from the conspiracy of particular usage patterns and their interpretations. This chapter explores the distributional properties of three types of constructions (Verb-Locative, Verb Object Locative, and Verb Object Object ditransitive) as associations of form and function by means of a corpus analysis of verb selection preferences in 100 million words of usage and with the semantic network structure of the verbs in these VACs. Our initial analyses show that these constructions are (1) Zipfian in their verb type-token constituency in usage, (2) selective in their verb form occupancy, and (3) coherent in their semantics, with a network structure involving prototypical nodes of high betweenness centrality. Psychological theory relating to the statistical learning of categories suggests that these are factors that promote learning. These robust patterns of usage might therefore provide the Common Ground to facilitate processes of syntactic and semantic bootstrapping.
Recent research in psycholinguistics has suggested that experience with language in its communicative function is essential for learning to speak a second language. A suitable linguistic environment provides for the development of strategies for aural comprehension and for the acquisition of oral production. Such an environment is provided by immersion programs in Canada, whose successful second language learning results are well known. However, teaching techniques are not the same in all immersion classrooms. This article examines a teaching methodology based on activity-centered learning, which is applicable to ESL or FSL classes as well as to immersion programs. Examples are given of activities which foster second language learning both in the classroom and on out-of-school excursions, together with the psycholinguistic principles on which they are based. The activities described are suitable for 11–12 year olds and may be adapted for younger or older learners.
This research attempted to explore the language patterns of teachers of varying linguistic backgrounds teaching English as a foreign language (EFL) to young learners. In particular it examined the teachers’ use of the students’ first language (L1). The sample included six teachers teaching EFL to young learners in Hebrew and Arabic medium schools. Results reveal diverse use patterns, some of which differ from those previously found in older learner populations, and can be attributed to the teachers’ personal pedagogical beliefs and assumptions regarding the goals of young learner programs and the role of L1 use.