Thematische Bibliographien / Early foreign language instructions

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Auswahl der wissenschaftlichen Literatur zum Thema „Early foreign language instructions“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 10. Februar 2022

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Zeitschriftenartikel zum Thema "Early foreign language instructions"

Scheffler, Paweł. „Grammar and meaning in early adult foreign language instruction“. International Journal of Applied Linguistics 21, Nr. 2 (Juli 2011): 183–201. http://dx.doi.org/10.1111/j.1473-4192.2010.00266.x.

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Asma, Houichi, und Sarnou Dallel. „Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English“. Arab World English Journal 11, Nr. 4 (15.12.2020): 110–27. http://dx.doi.org/10.24093/awej/vol11no4.8.

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Cognitive Load Theory is a theory that can be used by educators to design effective instructions. It has been applied in many areas, including teaching English as a foreign language as it contributes to positive outcomes. Before designing instructions, teachers should well understand the theory of Cognitive Load alongside human brain architecture. Sometimes students are taught more than they can learn due to their limited cognitive capacities which teachers do not consider. Students, therefore, often experience a cognitive overload which may lead to learning failure. So to what extent Algerian university teachers of English are aware of cognitive load theory? This research aims at exploring the perspectives of Algerian university teachers of English on the theory of cognitive load and its connection to instructional design. The study is expected to increase teachers' awareness of the importance of cognitive load theory in instructional design. 21 English language teachers from different universities of Algeria were enrolled in this query. A questionnaire was used to examine the respondents’ knowledge of the theory and their instructional design experiences. Even though the early expectation was that teachers are knowledgeable about the theory, the research findings showed that teachers lack sufficient knowledge of the theory; yet, they tend to work with some of its techniques when they design instructions.

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Mitchell, Rosamond, und Florence Myles. „Learning French in the UK setting“. Apples - Journal of Applied Language Studies 13, Nr. 1 (19.02.2019): 69–93. http://dx.doi.org/10.17011/apples/urn.201903011690.

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Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other than English in the early school years, in an English-dominated linguistic landscape.

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Nikolov, Marianne, und Veronika Timpe-Laughlin. „Assessing young learners’ foreign language abilities“. Language Teaching 54, Nr. 1 (09.07.2020): 1–37. http://dx.doi.org/10.1017/s0261444820000294.

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AbstractGiven the exponential growth in the popularity of early foreign language programs, coupled with an emphasis of evidence-based instruction, assessing young learners’ (YLs) foreign language abilities has moved to center stage. This article canvasses how the field of assessing young learners of foreign languages has evolved over the past two decades. The review offers insights into how and why the field has developed, how constructs have been defined and operationalized, what language proficiency frameworks have been used, why children were assessed, what aspects of their foreign language proficiency have been assessed, who was involved in the assessment, and how the results have been used. By surveying trends in foreign language (FL) and content-based language learning programs involving children between the ages of 3 and 14, the article highlights research into assessment of and for learning, and critically discusses areas such as large-scale assessments and proficiency examinations, comparative and experimental studies, the impact of assessment, teachers’ beliefs and assessment practices, young learners’ test-taking strategies, age-appropriate tasks, alternative and technology-mediated assessment, as well as game-based assessments. The final section of the article highlights where more research is needed, thus outlining potential future directions for the field.

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Zein, Mochamad Subhan. „To postpone or not to postpone? Examining access policy on early foreign language learning from second language acquisition and language planning and policy perspectives“. Applied Linguistics Review 8, Nr. 4 (27.11.2017): 419–39. http://dx.doi.org/10.1515/applirev-2016-1044.

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AbstractThis paper examines the suggestion to postpone instruction on early foreign language learning, from both second language acquisition (SLA) and language planning and policy (LPP) perspectives. Contrary to the widely held belief that SLA research on age effects can inform policymakers as to when to start instruction, this paper demonstrates that such research may not offer much to language policymaking. The paper argues that the use of a more pragmatic approach in the transdisciplinarity of SLA and LPP emphasizing research into the benefits of instruction for children should be the underpinning SLA-based rationale for early foreign language learning policies. The paper contends that collaborative work between policymakers and researchers working in LPP and/or SLA domains in an SLA-LPP consortium could help address the problems occurring in the micro-context of policy interpretation and enactment with a primary focus on input enhancement rather than postponement.

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Sadighi, Firooz, Shahrzad Chahardahcherik, Maryam Delfariyan und Fariba Feyzbar. „The Influence of L2 English Acquisition of the Request Speech Act on Persian Preschool Children“. International Journal of Education and Literacy Studies 6, Nr. 4 (31.10.2018): 25. http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.25.

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In Iran the age of learning English as a foreign language is decreasing yearly. It is obvious that learning English at a very early age is a most appropriate time to start. The investigation in this study is focused on the speech act of request. Instructional effects of learning request strategies are assessed in preschoolers who received instruction to find out whether the exposure to the foreign language learning enhances the development of request strategy use and brings about changes in their first language strategy use features. The data were collected from 10 preschool Iranian learners of English as a foreign language. The participants of the study took a two-semester speaking course in an academic setting in Iran. The study had a pretest and posttest design in which 10 conversations were used including polite request strategies of English to analyze instructional effects on the learners’ first language after the posttest, by comparing and measuring the backward transfer against the pretest results. The oral task was in the form of role plays which were also utilized for communicative practice with the learners. The data were rated for the extent of a foreign language effect on the first language by experienced tutors and linguistic analyses were done to identify the foreign language components of request strategies features in the first language production. Results showed that frequent use of English request strategy features in the first language was an indication of L2 students’ beneficial experience in their L1.

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Haas, Mari, Helena Curtain und Carol Ann Bjornstad Pesola. „Languages and Children-Making the Match: Foreign Language Instruction for an Early Start Grades K-8“. Modern Language Journal 78, Nr. 4 (1994): 543. http://dx.doi.org/10.2307/328595.

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Wellington, Marie A., Helena Curtain und Carol Ann Bjornstad Pesola. „Languages and Children, Making the Match: Foreign Language Instruction for an Early Start, Grades K-8“. Hispania 78, Nr. 1 (März 1995): 82. http://dx.doi.org/10.2307/345219.

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Andersen, Katja N. „Translanguaging pedagogy in multilingual early childhood classes“. Translation and Translanguaging in Multilingual Contexts 3, Nr. 2 (18.06.2017): 167–83. http://dx.doi.org/10.1075/ttmc.3.2.02and.

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Abstract This paper investigates translanguaging practices and pedagogy with very young children in the trilingual country of Luxembourg. Recent research has shown that in early childhood education in Luxembourg there is a focus on Luxembourgish to the exclusion of other languages and that this appears to exclude children with foreign language backgrounds from everyday institutional life. Our research asks how and in which forms can a translanguaging pedagogy offer young multilingual children opportunities to engage in literacy practices. Our empirical qualitative pilot study carried out among children aged 2 to 6 in Luxembourgish early childhood programs clarifies forms of translanguaging when instruction is accompanied by pictures and reading in German. The findings suggest that gesture and body language are part of translanguaging, providing multiple resources that enable the young multilingual learner to make meaning.

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Lightbown, Patsy M., und Nina Spada. „Teaching and learning L2 in the classroom: It's about time“. Language Teaching 53, Nr. 4 (20.12.2019): 422–32. http://dx.doi.org/10.1017/s0261444819000454.

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AbstractOne of the challenges facing second and foreign language (L2) teachers and learners in primary and secondary school settings is the limited amount of time available. There is disagreement about how to meet this challenge. In this paper we argue against two ‘common sense’ recommendations for increasing instructional time – start as early as possible and use only the L2 (avoiding the use of the first language (L1)) in the classroom. We propose two better ways to increase the instructional time: provide periods of intensive instruction later in the curriculum and integrate the teaching of language and content. Studies in schools settings around the world have failed to find long-term advantages for an early start or exclusive use of the L2 in the classroom. Nevertheless, many language educators and policy makers continue to adopt these practices, basing their choice on their own intuitions and public opinion rather than on evidence from research.

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Dissertationen zum Thema "Early foreign language instructions"

Vick, Catharina. „Opening a Global Door : Methodologies in successful instruction of English as a second language for early learners“. Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21567.

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English is a widely used language, and its standing as a tool for communication among people who do not share a common first language is ever increasing. Young students all over the globe therefore learn English in school. This study aims to investigate what some recent research says regarding what methods to use when teaching young learners a second language. It then aims to compare the research findings to the methods English teachers of young learners in four elementary schools in the southern Norrland area of Sweden employ in their instruction. The study was conducted through observations and interviews with participating teachers. It was found that research advocates that teachers should use English frequently and in great quantities during lessons with young learners. Teachers should also vary their instruction and use different avenues to make the language accessible to students (for example through course-books and through active learning situations such as stories, songs, physical activities, and drama). The results of the study show that teachers attempt to employ the methods that research advocates, but that difficulties arise in regards to the teachers’ familiarity with the language, their self-confidence as teachers, and a lack of space, time, and material.

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Willardson, Veronique. „The Effectiveness of Computer-Enhanced Shadowing and Tracking Pronunciation Exercises for Intermediate Level Foreign Language Learners“. BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5751.

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This study examines the effectiveness of on-line video-assisted pronunciation exercises in beginning level classes of foreign-language learning. A review of the current literature on pronunciation is presented, followed by a description of a study used to test the effectiveness of computer-based exercises in improving pronunciation. The participants were a group of high school students that were members of a fourth year French class. As part of their regular class time, the students participated in two types of exercises, in-class group work and computer-lab self-directed exercises, in which the students watched videos with subtitles while repeating what they heard. Satisfaction with the program was determined by collecting feedback from the students using qualitative and quantitative surveys. The students found the videos interesting and appreciated the learning autonomy provided by the self-directed exercises. Improvement was assessed by comparing performance on pre- and post-tests measuring both free response and reading pronunciation. Significant improvements were observed in both categories, but the improvements in reading pronunciation were most striking. The results demonstrate that computer-based exercises can be engaging and effective in teaching French pronunciation, and can be readily incorporated into the high school classroom.

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García, Maria G. „The impact of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program on reading, mathematics, and language achievement of Hispanic English language learners“. Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5227/.

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This study sought to answer if the Home Instruction for Parents of Preschool Youngsters (HIPPY) program had a positive academic impact on Hispanic English language learners (ELL). HIPPY is a free, 2-year, home-based early intervention program for 4-and 5-year-old children. The program is intended to provide educational enrichment to at-risk children from poor and immigrant families, increase school readiness, and foster parent involvement in their children's education. A quasi-experimental design and quantitative measures were used to measure the academic success of Hispanic ELL students in reading, mathematics, and language arts. The sample included an experimental group and a purposeful control group. Hispanic students who attended an early childhood school as 4 year olds and participated in the HIPPY 4 and 5 programs were compared to Hispanic students who attended an early childhood school as 4 year olds and did not participate in HIPPY. Results from the Texas-mandated criterion referenced Texas Assessment Knowledge and Skills (TAKS) Test and the TerraNova® and TerraNova SUPERA® norm referenced tests were used in this study. Results from the TAKS Reading and TAKS Mathematics Grade 3 and the TerraNova reading, language, mathematics, and total composite scores were analyzed using a one-way analysis of variance. The treatment group and control group results from both assessments were measured and compared. A statistically significant difference was found in 5 out of the 6 null hypotheses tested. The treatment group statistically significantly outperformed the control group in the TAKS Reading and the TerraNova and TerraNova SUPERA reading, language, mathematics, and total composite assessments. This study substantiates that the HIPPY program works and can have a positive impact on a child's school readiness. Additionally, a significant range of sustainability was also established since the results were measured from assessments administered in the third grade and 5 years after the treatment group began participating in the HIPPY program.

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Bouzar, Fadhila. „L'enseignement du Français Langue de scolarisation auprès d'enfants du premier degré : cas d'une école maternelle au Caire“. Thesis, Paris 4, 2015. http://www.theses.fr/2015PA040224.

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Cette étude s’intéresse aux pratiques d’enseignement destinées aux jeunes enfants non francophones scolarisés en français à l’étranger où l'école représente la seule source d'exposition à la langue française. L’objectif de ce travail est de mener une réflexion sur l’enseignement/apprentissage de notre langue dans une école maternelle, tout en se focalisant sur les pratiques des enseignants et les compétences langagières des apprenants face aux exigences des programmes du MENF . L’absence de dispositifs d’accompagnement des enseignants interroge sur l’enseignement dispensé dans ces établissements, non soumis à des critères de recrutement spécifiques, et sur la formation à mettre en place. Cette étude vise principalement à mettre concrètement en évidence des pistes pédagogiques et orientations à considérer pour l'enseignement du et en français à l’étranger, tant en termes de stratégies que d'objectifs linguistiques à atteindre, de façon à aboutir à un cadre didactique pouvant servir de point de départ à l'enseignement du français à l’étranger
This study deals with teaching practices for non-French speakers following a French curriculum while living outside this country. In this case, school is the only place where they are exposed to the French language. The aim of this research is to look at both teaching and learning French in a nursery school, focusing more specifically on teaching practices and language skills of the learners within the framework of the MEN (French Education Ministry). Our aim is not to describe the existing situation but rather to indicate possible orientations to be taken into consideration for teaching both French and in French. This will take the form of strategies and language targets so as to build a didactic framework useable as a starting point for teaching in French, abroad. To this effect, we will offer strategies and pedagogical accommodation that could be instigated in these schools where the aim is to teach French, a language which is not familiar to the learners but is nevertheless the support of their whole schooling

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Jago, Martine Ann. „Foreign languages in early schooling : policy, pupils and processes“. Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342149.

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This study explores the professional values which underpin choices made on behalf of young children (three to seven year olds) for learning a foreign language in English nursery, infant and primary schools. Since the Education Reform Act of 1988, young children in maintained early years settings have been excluded from the modern foreign languages curriculum in England. The aim of this inquiry is to expose the belief systems of individuals in institutions with the power to influence the quality of the early learning experience and notions of status and control with regard to the conceptualisation of both 'childhood' and 'foreign language education'. A value position is unavoidable: any interest on the part of the researcher has been set aside to eliminate traces of attachment and to ensure, as far as possible, an unbiased inquiry. The research questions which lead the investigation are as follows: • Why are modern foreign languages omitted from Government policies for nursery settings and from the National Curriculum at Key Stage 1? • To what extent, if at all, have local education authorities in England already established foreign language initiatives for young learners? • What are the challenges facing schools in the current context for the implementation of a national policy? • What is the underpinning structure that supports the policy making framework for this area of the early years curriculum? For the purpose of this study, the term 'policy maker' is used to encompass headteachers (micro level), local education authority advisers (meso level) and national authorities (macro level). Research methods include case study, postal questionnaire and indepth interviews. Outcomes are presented as an analysis of innovation in one English county, perceptions of early language learning in local education authorities and discussions with policy makers at the national level. A research study which links education policy making, constructions of childhood and theories about modern foreign language acquisition has not yet been conducted in England. It is anticipated that this investigation will contribute to the debate on curriculum and values at the turn of the millennium based on new paradigms for the sociology of childhood and the perceived needs of young children in an increasingly multicultural, multilingual society. The notion of 'bilingualism' will be deconstructed and reconstructed within an inclusive spectrum: the bilingual continuum. The outcomes of the study are likely to have implications for future education policy and practice.

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Al, Zahrani Turki Saad. „Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia“. Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/99145.

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The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology in their classrooms. Creating a set of guidelines may provide a solution to guide EFL teachers through implementing technology to teach EFL skills in their classroom. Using a developmental study, comprised of three phases (analysis, design and development, and evaluation and revision), research-based instructional strategies were operationalized using a set of guidelines instruction to guide EFL teachers to integrate technology in their EFL classroom. Using a comprehensive literature review and evaluation by expert reviewers and users, guidelines were designed and evaluated to provide EFL teachers with instructional strategies and supporting technology solutions to implement in their EFL classrooms. This study describes the development process of the guidelines, the expert review and users, and the validation and usability of the final product in the Saudi context.
PHD

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Neveu, Anne. „Context Effects in Reading for Translation: Early Target Language Activation“. Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531663827262551.

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Stuehling, Amara L. „"We Speak 'Hola' In School"| A Case Study of Global Education in a Partial-Immersion Spanish Preschool“. Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10605637.

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Promoting global awareness is commonly cited as a main benefit of early foreign language education; however, little research backs this claim. This study explores a partial Spanish immersion preschool and how it shapes young children’s global awareness and knowledge of foreign languages and cultures. The study used a series of games, activities, and interviews to address the following three aspects of the classroom: (1) foreign language activities and language use, (2) how global awareness was portrayed by students and teachers, and (3) the beliefs, goals, and motivations of parents who chose to enroll their children there. The frameworks of translingualism and global education informed analysis of classroom observations, activities with children, and interviews with parents and teachers.

Findings indicated that children did show signs of early learning related to global awareness, though language and culture were not always the primary goals for parents and teachers at the school. Children’s literature and games allowed children to express their views and understanding about their learning about Spanish and other cultures in the classroom. They were able to talk about speaking Spanish in school and knew some words and phrases learned through exposure from the teachers in the classroom. Parents and members of the staff expressed their beliefs in the value of early second language exposure; however, primary needs of the children such as keeping them safe and developing a nurturing environment were always the priority. The findings will inform future development of language immersion programs for young children and give directors of such programs insights into what parents may hope for their children to learn regarding language and other cultural instruction.

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Ramos, Susana Puerta. „The effect that an intensive literacy program, comprehension early literacy learning (CELL) has on English language learners' reading proficiency“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2607.

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This research paper investigates the effectiveness of an intensive literacy program, Comprehensive Early Literacy Learning (CELL), to teach second language learners to read and write in English. Since this program provides numerous opportunities to practice the English language through literacy activities, the researcher believes it is a good method to teach English in its oral and written forms.

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Gheitasi, Parvin. „"Say It Fast, Fluent and Flawless" : formulaicity in the oral language production of young foreign language learners“. Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-132249.

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This thesis reports on a study, which investigated the process of early foreign language learning in a classroom context and the functions of multi-word units of language known as formulaic sequences in the oral language production of young foreign language learners. A classroom with 11 students in the age range 9 to 11 years was observed and video recorded for 16 sessions (90 minutes per session). The observations were accompanied by two elicitation tasks. 10 sessions out of the 16 sessions of the collected speech samples were transcribed chronologically. In the next step, formulaic sequences were identified based on pre-established criteria, which were further developed during the analysis. The data was analyzed in order to identify the functions of formulaic sequences in learners’ oral language production in addition to the inter-learner variations in the application of formulaic sequences for different functions. The results revealed evidence of incidental learning of formulaic sequences from input; the language input provided instances for the learners to learn multi-word units. In addition, formulaic sequences played different roles in the language production of the learners. These sequences helped young language learners to overcome their lack of knowledge, to improve their fluency, and to enjoy some language play. Formulaic sequences were used as a strategy to economize effort on processing and also to buy time for processing. The findings of the study suggested that language users might introduce dis-fluency in the production of their sequences in order to buy time for further processing. Moreover, the data provided examples illustrating communicative functions of formulaic sequences where the use of formulaic sequences was affected by the relationship between the speaker and listener. The analysis revealed that although all the learners applied formulaic sequences in their language production, there was a great variation among individual learners in their intention and the extent of the application of formulaic sequences. Some learners used these sequences to be able to extend their utterances and produce more of the language, whereas other learners used them to avoid further language production. In sum, it seemed that individual learners' different personalities, needs or limitations served as explanation for the application of formulaic sequences in different contexts.

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Bücher zum Thema "Early foreign language instructions"

Curtain, Helena Anderson. Languages and children, making the match: Foreign language instruction for an early start grades K-8. 2. Aufl. White Plains, NY: Longman Publishing Group, 1994.

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The little German notebook: A breakthrough in early speaking. Collegeville, PA: Reflective Books, 1999.

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Malova, O. V., und V. A. Pogosyan. TERMINOLOGY OF EARLY FOREIGN LANGUAGE EDUCATION. Saint Petersburg: Knizhnyi Dom LLC, 2019. http://dx.doi.org/10.25807/pbh.978.5.94777.424.5.

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Gilzow, Douglas F. Lessons learned: Model early foreign language programs. Washington, DC: Center for Applied Linguistics, 2000.

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Vale, David. Early bird. Cambridge: Cambridge University Press, 1990.

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American hotline early-intermediate student book. New York: Oxford University Press, 1996.

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Differentiated early literacy for English language learners: Practical strategies. Boston: Allyn & Bacon/Pearson, 2006.

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Buere, Patricia. Parachutes: An integrated language course. Chicago, IL: McGraw-Hill, 2002.

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Brieger, Nick. Early business contacts. New York: Prentice Hall International, 1994.

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Brieger, Nick. Early business contacts. 2. Aufl. Hemel Hempstead: Prentice-Hall, 1994.

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Buchteile zum Thema "Early foreign language instructions"

Mattheoudakis, Marina, und Thomaï Alexiou. „10. Early foreign language instruction in Greece: Socioeconomic factors and their effect on young learners’ language development“. In The Age Factor and Early Language Learning, 227–52. Berlin, New York: Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110218282.227.

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Korosidou, Eleni, und Tharrenos Bratitsis. „Gamifying Early Foreign Language Learning“. In Internet of Things, Infrastructures and Mobile Applications, 726–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49932-7_68.

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Lopriore, Lucilla. „11. Young Italian Learners’ Foreign Language Development: A Longitudinal Perspective“. In Early Language Learning, herausgegeben von Janet Enever und Eva Lindgren, 186–200. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098323-013.

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Driscoll, Patricia. „3. Considering the Complexities of Teaching Intercultural Understanding in Foreign Languages“. In Early Language Learning, herausgegeben von Janet Enever und Eva Lindgren, 24–40. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098323-005.

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Prošić-Santovac, Danijela, und Vera Savić. „English as a Foreign Language in Early Language Education“. In Handbook of Early Language Education, 1–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-47073-9_13-1.

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Łowczanin, Agnieszka. „Multiculturalism, the Foreign and Early Gothic Novels“. In Second Language Learning and Teaching, 45–56. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61049-8_4.

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Porter, Alison. „5. Verbal Working Memory and Foreign Language Learning in English Primary Schools: Implications for Teaching and Learning“. In Early Language Learning, herausgegeben von Janet Enever und Eva Lindgren, 65–84. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098323-007.

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Moskovljević Popović, Jasmina. „Word Awareness and Early Foreign Language Acquisition“. In Рано и почетно учење страних језика у формалном образовању, 159–74. Београд: Универзитет у Београду, Филолошки факултет, 2019. http://dx.doi.org/10.18485/fid.2019.9.ch8.

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Guz, Ewa, und Małgorzata Tetiurka. „12. Power Relationships in an Early Foreign Language Classroom“. In Early Instructed Second Language Acquisition, herausgegeben von Joanna Rokita-Jaśkow und Melanie Ellis, 225–41. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788922517-017.

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Jelaska, Zrinka, und Lidija Cvikić. „3. Young Learners of Croatian as a Second Language: Minority Language Speakers and Their Croatian Competence“. In Early Learning of Modern Foreign Languages, herausgegeben von Marianne Nikolov, 30–45. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691477-005.

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Konferenzberichte zum Thema "Early foreign language instructions"

Wirman, Asdi. „Introducing Foreign Language in Early Childhood“. In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.29.

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Stoyanova Ilieva, Zhivka. „Picture Books IN Early Childhood Foreign Language Education“. In World Conference on Social Sciences and Humanities. Acavent, 2019. http://dx.doi.org/10.33422/shconf.2019.12.912.

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Chanifa, Arini Milla, Endang Sri Redjeki und Umi Dayati. „Benefits of Teaching Foreign Language for Early Childhood“. In 6th International Conference on Education and Technology (ICET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.018.

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Galván, Carmen. „The Role Of Parents In Early Foreign Language Education In Spain“. In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.115.

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Bijeljac-Babic, Ranka, Christelle Dodane, Sabine Metta und Claire Gérard. „Productions in bilinguism, early foreign language learning and monolinguism: a prosodic comparison“. In Interspeech 2006. ISCA: ISCA, 2006. http://dx.doi.org/10.21437/interspeech.2006-412.

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Kopylova, Elena. „Methodology Of The Nature-Activity Approach In Foreign Language Teaching Of Preschoolers“. In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.90.

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Charles Manon, Boutin. „Second Language Education in the Early Years:Implications on Literacy Learning“. In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.796.

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Learning a foreign language is not merely about learning its words and its grammar but is also learning about concepts, intellectual skills and such (Cummins, 2000: 18-19) that l that are usable skills in the first language. Many authors seem to think that this is mostly related to metalinguistic abilities (Bialystok, 2001; Garfinkel et Tabor, 1991; and others, see Gaonac’h: 2006). These skills, during early childhood, seem to be closely linked to later literacy competences, including reading and writing. Indeed, Cummins explains through his CUP theory that these skills are “linked and interdependent” (2001: 18) for additive bilingual subjects, who have a high proficiency in both of their languages. As these researchers worked mostly on balanced bilingualism in children, we are wondering if these advantages could also be seen on monolingual children who learn a second language at school in the pre-literacy years. If this was the case, how would the second-language learning influence and help develop first-language abilities and literacy? Would it be possible to easily develop a method for children in all types of schools, without the g generally high costs (financial and human) of a bilingual education? The aim of this presentation is to explore how this could be effective and if it is, how we could apply this easily in any setting. It uses a c ase-study currently taking place in Paris, France, following 38 French-speaking children during two years from age 5 to age 7.

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Schlueter, Adhmi Landri. „Learning English for Young Learners “The Aspect of Intercultural Dimension, Diversity Arts and Media in the Early Foreign Language Education”“. In Proceedings of the Sixth of International Conference on English Language and Teaching (ICOELT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoelt-18.2019.33.

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Jacobus, Frank, und Marc Manack. „Remote Control: The Natural Language of Architecture“. In 2018 ACSA International Conference. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.intl.2018.30.

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The architectural design process is a means of translating information into form, and has long relied on indirect (“remote”) control mechanisms for communicating and translating the architect’s authorial intent into a built work. These methods have generally evolved from a more direct, physical basis, as both technology and the discipline have evolved. To communicate design ideas, architects have relied on methodologies that range from an extreme desire for control, to models that attempt to relinquish many controls entirely. Early communication models, in part due to lack of material, form, and program diversity, allowed for a less systematic and complex descriptive method; inscriptions in the earth, physical detail models along with a set of instructions, or simple scale models of the intention were all that was required.2 As cultures and their technologies advanced, communication methods such as scaled orthographic drawings, specifications and other forms of written instructions, and now fully realized Building Information Models, have become normative practice in a profession that looks for total control of the built work before it is physically realized. Apart from the communicative control models mentioned above, there are authorial models which have also progressed in complexity and abstraction alongside societal advancements. In the discipline’s infancy, authorship involved subtle evolutions of proportion and order within a well-established typological system. In modernism, the authorial models evolved as architects experimented with increased typological invention in response to a radically changing technological and social environment. Advancing to the contemporary “digital” moment, architects continue to develop systems to control complexities within the work, mapping strategies that deal with collecting and spatializing data, while others see contemporary design tools as a means to relinquish some design control to outside forces whose unexpected potential is compelling. This paper gives examples of remote communicative and authorial controls, and posits a new theory of the potential meaningful effects of leveraging these control mechanisms in new ways using three projects by SILO AR+D.

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Ruutmets, Kristel, Evi Saluveer und Mari Niitra. „STUDENT TEACHERS’ OPINIONS ABOUT USING AUTHENTIC MATERIALS AND TASKS FOR ACQUIRING ESTONIAN CULTURAL HISTORY“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end120.

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According to the Estonian National Curriculum for Basic Schools (2011), students should value their cultural heritage. Therefore, schools should do everything to develop students’ cultural awareness and knowledge. Despite the importance of the topic the curriculum does not specify how and where it should be taught and does not say which material to use. One possibility to address the problem is to use authentic materials and tasks. The latter offer numerous ways to learn about one’s cultural history, and help to create a bridge between the classroom and real life. Authentic materials are not specifically created for pedagogic purposes while authentic tasks require students to learn, practise and evaluate material the same way as they would do in real life. The focus of the use authentic materials has so far been mostly on foreign language teaching and learning. However, they have a huge potential in acquiring cultural knowledge as they offer both current and historical information. The aim of the study was to find out future primary school teachers’ opinions about the authentic materials and tasks used during the course “The Child in Estonian Cultural History”. 25 first-year students who attended the course participated in the study. The data was collected from the students’ written reflection and analysed qualitatively. The results revealed that the students understood the relevance of authentic materials and tasks in acquiring and appreciating one’s cultural history. They believed that authentic materials and tasks enrich the teaching and learning process, and help to make connections to their everyday life. It also became evident that the students needed better instructions of how to find appropriate authentic materials and exploit them effectively in their future teaching career.

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