Diapositiva 1

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www.hocus-lotus.edu info_at_hocus-lotus.edu
Second language learning at very early ages
The adventures of Hocus and Lotus
Research and methodology
Sabine Pirchio Traute Taeschner
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Synergy of projects for innovation in
language teaching to small children
European Phase 1 (1991-1995)
European Phase 3 (1998-2001)
European Phase 2 (1995-1998)
University of Rome La Sapienza Faculty of
Psychology 1 EU Lingua Research Actions D and A
Italian Ministry of Education Key Stage
1 Experimentation EU Socrates Lingua Action A
La Sapienza EU Socrates Lingua D Province of
Bolzano Rai Fiction
Creation of Stories of Hocus and Lotus
Research Collection, transcription and analysis
of linguistic data
Training 120 teachers from all over Italy
Diffusion of the Model in the 7 member Countries
Translation and adaptation of the materials into
5 languages. Development and production of the
first 18 episodes of the animated language cartoon
Evaluation of the materials developed in the
schools of 4 European Countries
Diffusion of the training and teaching models in
Italy
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European Phase 4 (2003-2004)
University of Rome "La Sapienza" Faculty of
Psychology EU Socrates- Lingua Rai
Fiction Musicartoon
DVD in 5 languages for teacher training. Sing
Along for children.
Episodes 19-30 of the language cartoon.
School book in English language (distributed by
Editrice La Scuola).
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Teacher's material
Teachers guide with the formats scripts, the
linguistic analysis and the dvd for training
acting out and minimusical in 5 languages
Teachers learn the language and the methodology
while teaching
Teachers magic T-shirt for the creation of a new
context for the new language
The theoretical principle of bilingualism
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Children's material
Cartoons and Sing Along with the same stories
learned at school
The Dinobook for italian children learning english
Repeated language experiences for a better
learning
The Magic T-shirt
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To know how to speak a language means to produce
language structures (words, sentences, etc.) in a
communicative manner
BUT NOT ONLY
We can say that a person is bilingual when he/she
can understand and tell a story in two different
languages.
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How much do children learn?

• After two years of foreign language learning each
  child told a story of his or her choice from
  among those learnt at school.
• Narration took place in a quiet classroom in the
  presence of the teacher. During narration the
  child was wearing the teachers magic shirt and
  was following the story on the illustrated book.
• Narrations were video-recorded and later
  transcribed.

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Transcription of narration ofRats adventure
(format n13 3rd level)

• Rat in the jungle.
• Once upon a time xx Hocus and Lotus were at Rats
  house.
• Rat was coming back from a long long trip. Rat
  brought back a present for Hocus and Lotus.
• In this suitcase there is a present for you Hocus
  and Lotus. Oh a present?! For us?! Look
  taratadan! What? A feather? Oh yes! its a magic
  feather. I want to tell the story of the magic
  feather. Listen carefully, listen carefully!
• One day Rat was walking in the jungle. Dum dum
  dum dada dum dum dum.
• In the jungle there was a monkey hallo rat, I am
  a monkey, Im jumping look. Ohhh Im afraid!
  are you dangerous? Oh! Im not dangerous, I
  wont. Bye bye rat.

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Rat continued to walking in the jungle. Dum dum
dum dada dum dum dum. In the jungle there was a
giraffe. Hallo, I am a giraffe. Uhmmm! Im
afraid , are you dangerous, are you dangerous? Oh
Rat dont be afraid , Im not dangerous I wont
eat you, I eat leaves, hight up in the tree. Bye
bye rat. Rat continued to walking in the jungle.
Dum dum dum dum dum. In the jungle there was an
elephant. Hallo rat, I am an elephant. Uhhhmm
Im afraid, are you dangerous? Are you
dangerous? Oh Rat Im not dangerous, I wont eat
you, I eat a lot of peanuts. Bye bye rat. Rat
continued to walking in the jungle. Dum dum dum
daradum dum dum. In the jungle... Ehi listen
there is a fearful animal.
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Im a lion, a big strong lion, my stomach is
empty and I eat meat, and I eat you. Help, help
help the lion want to eat me! What shall I do? Oh
look a tree! Let me climb up in the tree.
Gruuuu gruuuu! I am hungry! Gruuu gruuu. Uhmmmm
Im afraid! Oh look a bird is coming. Oh rat I
come to save you rat! Jump, jump on my back. One
two three, jump! Oh thank you magic bird, thank
you magic bird, you are wonderful! Thank you.
Magic bird brought rat a safe place. Thank you
magic bird you are wonderful! This is a magic
feather. Stroke stroke and say the magic words
amalaamalaait and then will be all right.
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Rats adventure (f. 13 3rd level)
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(No Transcript)
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(No Transcript)
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Gestures help understand what the teacher
says and to remember words
The frog
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Concluding

• The Narrative Format is a research-based model
  and methodology. This is an important ethical
  point we only propose to teachers and children
  something reseach has proved to be effective.
• The reseach showed that, with this model, even
  teachers who have not great language knowledge of
  the foreign language can become a good foreign
  language teacher.
• The research showed which social, relational and
  emotional features are needed to learn a new
  language effectively and in happiness even at
  school.
• Teacher training is one of the most effective
  dissemination strategies.