2.8 presentation

The learning and teaching of second

languages in multilingual contexts

INFANT EDUCATION

6 ECTS

2012

Table of contents

• Tutors’ information

• Introduction

• Competences

• Methodology

• General organization

• Assessment

• Project information

Tutors’ information

Tutor Group

Larraitz T. 3 N. 3.10

Julia T. 1 D. 1.3

Nagore T. 2 D. 3.6

The learning and teaching of second languages in multilingual contexts

Introduction


Teachers in early years’ education need to

understand the multiple aspects of

development that are taking place in the child

during this period:

One of the most remarkable is:

language acquisition

Competences


TO KNOW:

The basic principles behind the acquisition of first and second languages in

monolingual, bilingual and multilingual formal and informal contexts up to the age of

puberty

The basic theories in relation to the age factor in the acquisition of languages

The basic principles behind theories of interaction, order of acquisition and inter-

language.

The difference between learning and acquisition in formal and informal contexts

Competences


TO KNOW:

Strategies to facilitate the process of language acquisition in multilingual contexts

Affective and emotional states that may influence language acquisition.

Technological resources to enhance the language curriculum in early years education

To recognise and exploit information from written and spoken academic expository

texts

Competences


TO KNOW HOW:

• Make use of strategies to aid learning

• Identify difficulties in communication and learning when the language

of instruction is new to the learner

• Show empathy to children in immersion contexts

• Reflect on one’s own learning process in a foreign language ( English)

• Experience how it feels to learn through another language.

Competences


TO KNOW HOW:

• Produce an expository text in English ( spoken and written) in

an academic context, with the help of visual support

• Design, plan , carry out and assess a piece of small–scale

linguistic research

Methodology


Working individually

Working in small groups

Working in average

size groups

Working in big groups

General Organization

13 weeks

Contact hours 60 contact hours and

you need a minimum

of 80% of attendance

Non-contact

hours 90 hours


Assessment


A. Individual work (10%)

Report and reflection on children’s language anxiety

and own experience during story-telling process in a

new foreign language (10%)

Hand in on 19th March

Assessment


B. Group work (55%)

•Project 1- One Child’s Linguistic Picture -

Group data collection for first and second

language (35%).

•Project 2 – The Early Years Language

Specialist’s Conference (20%)

Assessment


C. Class work (20%):

Pre-class reading (5 question sheets in pairs–

5x 3%), discussion sessions, follow up sessions,

exchanging information sessions, language

work sessions...

Assessment


D. Individual Final Exam (15%)

Reflection on work done throughout whole

module, taking into account different sources,

input, process....

Project .1.

• During the first part of the Module “The

learning and teaching of second languages in

multilingual contexts” you will be actively

involved in building up a linguistic description

of a real child at around the age of 4.


Project .1.

• You will be asked to identify a child in your

environment and describe the linguistic

context s/he has grown up in.


Project

• Apart from describing these aspects of the

child’s linguistic background you will also be

required to collect some samples of

linguistic data from the child and their

parents using standard tools for child

language data collection. The samples will be

taken in both Basque and Spanish.


• Analyzing the language you collect and how

you collected it will help you to understand

exactly what processes are involved in early

bilingual language acquisition. This

practical part will complement the more

theoretical background reading you will be

asked to do.

Project


The tools that you will learn about and be asked to use are:

• 1. Mac Arthur Bates Communicative Development Inventories III (age 31-50 months)

• 2. Peabody Picture Vocabulary Test

• 3. The Frog Story

• These tools will be explained to you in detail on Friday March 2nd.

Project


• Between now and next Tuesday 6th of March you should try to identify a child for your group to describeand bring details of this child to class.

• The child should ideally be aged between 3;6 and 4; 6

• More about this on Friday!!!!

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