HUMANITATEAK ETA HEZKUNTZA ZIENTZIEN FAKULTATEA
STUDENT’S BOOKLET The learning and teaching of second languages in multilingual contexts INFANT EDUCATION 6 ECTS
1. TUTOR INFORMATION 2. INTRODUCTION 3. GENERAL COMPETENCES TO BE DEVELOPED 4. METHODOLOGY 5. GENERAL ORGANIZATION 6. SEQUENCING and TIMETABLE 7. ASSESSMENT 8. FOLLOW-UP SESSIONS 9. BIBLIOGRAPHY
1. TUTORS’ INFORMATION
Julia Barnes (Coordinator) Euskara eta Kulturaren Normalizazioa Gunea jbarnes@mondragon.edu Telephone extension: 5141
Nagore Ipiña Hizkuntza eta Literaturaren Gunea nipina@mondragon.edu Telephone extension: 5167
Larraitz Ariznabarreta Hizkuntza eta Literaturaren Gunea lariznabarreta@mondragon.edu Telephone extension: 5201
2. 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 that of language acquisition and the teacher’s familiarity with the complexity of it is crucial, especially in bilingual contexts where early immersion is the norm for most children who do not have Basque as their L1. Furthermore most children have been exposed to a foreign language by the age of 3. The aim of this module is to understand the basic concepts behind the acquisition of language in childhood from infancy to puberty, with particular reference to the acquisition of first, second and third languages during early childhood both simultaneously and consecutively. Students are invited to put themselves in the role of the child and to reflect on the sensations they may be experiencing when exposed to non-home languages in formal contexts such as school. Research based teaching strategies will be suggested for making this process as positive as possible for the child. Appropriate materials for language education will be taken from published sources and also designed for young children, taking into consideration the requirements of the Basque Curriculum for language in Early Years education. The Module is divided into 4 sections: 1. Learning about affective factors in language learning 2. Linguistics: The basic principles behind the acquisition of first and second languages in monolingual, bilingual and multilingual formal and informal contexts during childhood 3. Immersion and integrated curriculum in Pre-school education 4. Good practice in Infant- Junior Language Teaching
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Two Projects are at the core of the Module. Project 1 is a small scale research study in which students are required to collect a sample of child language to examine to identify evidence of the multiple processes that take place during language acquisition. It covers the first two sections of the Module: 1. Learning about affective factors in language learning 2. Linguistics: The basic principles behind the acquisition of first and second languages in monolingual, bilingual and multilingual formal and informal contexts during childhood. It lasts from 28th February until 4th May. Project 2 is the design and preparation of a Mini-Conference. Student groups will prepare Poster Presentations and accompanying handouts in which they display and explain to each other different aspects of methodology and materials appropriate for language teaching in Early Years education. It covers the last two sections of the Module: 3. Immersion and integrated curriculum in Pre-school education. 4. Good practice in Infant- Junior Language Teaching. It lasts from 4th May until 1st June. 5. GENERAL COMPETENCES TO BE DEVELOPED:
Specific competences TO KNOW:
TO KNOW HOW:
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 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 The problems of linguistic integration that could be experienced by children who know neither of the local native languages
Make use of strategies to aid learning Identify difficulties in communication and learning when the language of instruction is new to the learner
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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. 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 Ability to deal with learning situations in multilingual contexts Ability to express oneself in spoken and written English Ability to make oneself understood in a non-native language Ability to learn how to learn by reflecting on one’s own process of learning curricular content through the medium of a non-native language.
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Cross curricular competences -
Team-work; collaborate with classmates in tasks with common aims, planning and meeting common objectives and commitments in relation to the work , dates, formats, quality Learning to learn; apply learning strategies previously acquired in academic contexts in Basque and Spanish
6. METHODOLOGY In this module we are going to be using different ways of working. At different times you will be asked to work individually and some other times you will have to work in groups (different size groups) depending on the requirements. In this way we aim to achieve the following aspects: Working individually will help you develop your personal reflection ability and personal work (through readings, personal experience...) Working in small groups should help you to reflect together, learn how to cope with group work, prepare and produce different tasks, learn from each other... Working in average size groups should allow you to learn from each other, have different workshops, present projects to classmates... Working in large groups will be something done from time to time in order to listen to talks, watch films...
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Working individuall y
Working in small groups
Working in big groups
Working in average size groups We should be very conscious of the importance that the student’s own responsibility for their own learning is implied in this module. As part of this, different aspects such as reflection, individual work, suggestions and/or second-thought ideas are foreseen. Individual work is also very important if you want to improve your level of English. Apart from the assignments in class you should always be doing some extra grammar and vocabulary work on your own. Some of you may have lower levels of English and should make an extra effort to improve. You can talk to the teacher if you feel you are one of these students. She will give you some recommendations. 7. GENERAL ORGANIZATION This module consists of 13 weeks in which we will be working in different ways, and apart from the individual and group work mentioned already. Contact hours Attendance is compulsory for the contact hours. By coming to class you work many other competences that are necessary in your professional career; sense of responsibility, working in groups, taking decisions, learning from other works and experience, etc. There are 60 contact hours and you need a minimum of 80% of attendance if you want to get a final mark. Non-contact hours In these 90 hours you will have to read articles, prepare assignments, look for information using different sources, and work on your project on a weekly basis… Apart from that you should be doing some extra grammar and vocabulary work on your own. You can always talk to the teacher if you feel that you should make an extra effort and she will give you some recommendations. During these non-contact hours you will be developing other competences such as working in groups, taking decisions, negotiating, being responsible, learning to learn, etc. Student’s Booklet
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8. ASSESSMENT: For the final mark in this module, the following will be taken into account: A. Individualwork (10%) Report and reflection on children’s language anxiety and own experience during storytelling process in a newforeign language (10%) B. Groupwork (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%) 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... D. Individual Final Exam (15%) Reflection on work done throughout whole module, taking into account different sources, input, process.... All these aspects will be assessed for the different competences mentioned above. The course covers 6 ECTS and is given on Tuesday 9:00 – 11:15
Friday 09:00-11:15
The tutors are: Larraitz Ariznabarreta
T3 Room N.3.10
Julia Barnes
T1 Room D.1.3
Nagore Ipiña
T2 Room D.3.6
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9. SEQUENCING AND ORGANIZATION
Week 1
Week 2- 3
Week 4
Week 5-6
Week 7
Week 8
• Introduction to the Module • Introduction to One Child's Linguistic Picture research project and tools
• Learning about affective factors in language learning • Linguistics •Basic pronciples of first, second and multilingual language acquisition. The Age factor.
• Linguistics 2 •Developmental sequences, crosslinguistic influence and learner language
• Linguistics 3 • To know the basic principles behind theories of interaction, order of acquisition and interlanguage.
• Immersion and integrated curriculum in Infant school •Research and CLIL methodology- why is it appropriate?
Week 9
• Tools to teach infant language • Miker / Artigal/ MELT Project
Week 10
• Good practice in Infant- Junior Language Teaching
Week 11
• Preparing Early Years Specialist Language Conference
Week 12
• Early Years Specialist Language Conference
Exam preparation
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BIBLIOGRAPHY (English) Barnes, J. (2006) Early Trilingualism: A Focus on Questions. Clevedon: Multilingual Matters Berko Gleason, J. (1993) The Development of Language. New York: Macmillan Brumfit, C. Moon, J. and Tongue, R. (1991) Teaching English to Children. London: Collins De Houwer, A. (2009) Bilingual First Language Acquisition. Clevedon: Multilingual Matters. De Houwer, A. (2009) An Introduction to Bilingual Development. Clevedon: Multilingual Matters. Genesee, F. (1994) (ed.) Educating Second Language Children. Cambridge: CUP Harley, B. (1986) Age in Second Language Acquisition. Clevedon: Multilingual Matters Lightbown, P. and Spada, N. (1999) (2nd Ed.) How Languages are Learned. Oxford: OUP
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