Games, Songs

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Games, Songs Co.Developing Preschool-Material
Dr. Christine Tiefenthal, Insa Wippermann,
Annelie SchoberHamburg
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Contents

• 1. Introduction language, presenters, schedule
• Questionnaire material, methodology
• 3. Presentation
• World-Café Dogs, Seasons, Earth
• Group work
• Presentation of material
• Discussion

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Card-Questionnaire

• Please fill in ? Cards ? Flipchart
• Material

Bilingual preschool methodology
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Developing bilingual preschool materialDr.
Christine Tiefenthal, Insa Wippermann, Annelie
SchoberHamburg
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Presentation

• Introduction
• Bilingual teaching principles
• Research findings
• Bilingual preschool methodology
• Multisensory learning
• Intercultural learning
• Overview material
• Bilingual education
• Primary school
• Developing units

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Introduction

• Topic
• Bilingual preschools
• Aim
• ? Overview material
• ? Methodology
• ? Present ideas
• ? Sharing experiences
• ? Developing material

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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...
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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

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Methodological principles

• .

Snow 1990, p.159ff.
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ExplanationBilingual teaching principles
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Research findingsC. 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.

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Nauwercks bilingualpreschool 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, http//zfkj.de/files/u2/Folien
  _Nauwerck.pdf, Access 11.6.2010

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Bilingualpreschool 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, ...

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Example Units and material

• 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

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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.

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Multisensory learning

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

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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

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A material overview

• Whats there?
• ? Material from Germany
• ? Material from the target culture

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Material overview

• Literature
• ? Books, lectures, articles, journals
• ? Theory, concepts, ideas and examples

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Material overview

• 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

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Bilingual teaching

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

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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...

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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

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World Café

• Dogs, Earth, Seasons
• Please swop twice.
• You are welcome to write your impressions on the
  orange table cloth.

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Discussion

• Material
• Feedback
• Discussion

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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.

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Presentation

• POSTER PRESENTATION
• by the group

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Thank you

• Thank you for your attention!

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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 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 jezyka angielskiego i
  francuskiego w klasach I-IV, w Dakowska M.
  Olpinska M., Edukacja dwujezyczna. Przedszkole,
  szkola podstawowa i srednia. Terazniejszosc i
  przyszlosc. Materialy konferencji w Warszawie,
  14-15.02.2002, Warszawa.
• FMKS (2005), Broschure 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 fur unsere Kinder. Opole
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  Landeshauptstadt Munchen (Hrsg.) (2003) Die Welt
  trifft sich im Kindergartenund spricht viele
  Sprachen. Dokumentation der Fachtagung zu
  bilingualer und mehrsprachiger Erziehung im
  Kindergarten, Munchen.

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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 2004 - 2006.
• Mitteilung der Kommission an das Europäische
  Parlament und den Rat Europäischer Indikator
  fur Sprachenkompetenz. Mitteilung der Kommission
  an den Rat, das europäische Parlament, den
  europäischen Wirtschafts- und Sozialausschuss und
  den Ausschuss der Regionen Eine neue
  Rahmenstrategie fur Mehrsprachigkeit.
• Olpinska, M., Rahmenprogramm bilinguale Erziehung
  im Kindergarten, http//www.bilingual.com.pl/pdf/c
  urriculum.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
  fur Träger, Leitung, Team, Walhalla Fachverlag.
  Regensburg/Berlin.
• Wode, Henning (2004) Fruhes Fremd-Sprachen
  lernen.
• Wode, Henning (2000). Mehrsprachigkeit durch
  bilinguale Kindergärten. Kiel Englisches Seminar
  der Christian-Albrechts-Universität.
• Wode, Henning (1995) Lernen in der Fremdsprache
  Grundzuge von Immersion und
• bilingualem Unterricht Ismaning Hueber.
• Wode, Henning (1988/1993) Einfuhrung in die
  Psycholinguistik Theorien, Methoden, Ergebnisse
  Ismaning Hueber. Nachdruck 1993 als
  Psycholinguistik Eine Einfuhrung in die Lehr-
  und Lernbarkeit von Sprachen.
• Information on bilingual education
• Verein fur fruhe Mehrsprachigkeit an
  Kindertagesstätten und Schulen FMKS e.V.
  Steenbeker Weg 81, 24106 Kiel, email
  info_at_fmks-online.de, www.fmks-online.de
• Verein Les Petits Piafs e.V. Im Ekmken 11, 31162
  Bad Salzdetfurth OT Heinde, Frau Götzel 05064/
  95 00 79

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