Addressing future challenges in early language learning and multilingual education

Addressing future challenges in early language learning and multilingual education

  • Auteur: Otto, Ana; Cortina-Pérez, Beatriz ; Andúgar, Ana ; Álvarez-Cofiño, Angela ; Corral, Silvia ; Martínez León, Natalia
  • Éditeur: Dykinson
  • eISBN Pdf: 9788411228022
  • Lieu de publication:  Madrid , Spain
  • Année de publication: 2022
  • Pages: 402
The experiences of recent years have tested all public sectors, and society has faced challenges we would not have foreseen. This has transformed our society into one that is more global, resilient and sustainable, and where education emerges as a bastion to sustain the welfare state (International Commision on the Futures of Education, 2020). Multilingualism is, on the other hand, one of the most relevant characteristics of this new society, given the frequent migratory flows and work mobility (American Academy of Arts and Sciences, 2019; Eurostat, June 2022). Being in contact with several languages, even for monolinguals, is a daily activity. The merging of these two fields makes multilingual education a necessary and timely area of study. Within multilingual education the focus on early years seems more cutting-edge: firstly, because it is at this stages that the foundations for the child’s future career are laid (Council of Europe, 2019); and secondly, because more and more children are multilingual, either by dealing directly with multilingualism at home or in the society where they live, or because they are introduced to different languages at school contexts since early years (Schwartz, 2022). Unfortunately, research on this area is scarce, and more data and experiences are to be shared among the scientific community so as to deal with the challenges educators, families, policymakers and researchers face. The aim of this book is to approach early language learning and multilingual education from different perspectives, understanding it from a broad and inclusive perspective, encompassing all kinds of sociolinguistic varieties. In doing so, the book covers multilingual education both in social and educational contexts for children from 0 up to Primary Education (10-12 years old). It contains 45 chapters, mainly in English and some of them in Spanish, organised in five different sections. Section I. Multilingual Education in Infancy. Theory and research introduces the reader with multiple research on early multilingual education that lays the theoretical framework for the following sections, as well as it provides an international portrayal of early multilingual education in different countries such as Spain, Germany, Bolivia, Slovakia, or Ireland among others. In the second section - II. Inside the Multilingual Classroom with Young Learners–, authors take a closer look into the classroom and/or family as a multilingual ecosystem in which education happens, and challenges such as global competences, translanguaging pedagogy, flipped classroom, cultural diversity, heritage languages, among others, are addressed. Similarly, Section III. Early Language Learning in School Setting brings the focus back to the classroom but this time in contexts where children are mainly monolingual and where multilingualism is promoted in the school context through the introduction of the foreign language in the Preschool stage, the use of synthetic phonics, being English as a foreign language, or the use of theatre as a didactic strategy. Chapters in Section IV. Materials and Resources in the Early Multilingual Classroom give practical and tested examples on how to promote multilingualism with young learners using different materials and resources such as picturebooks, audiobooks, multicultural children’s literature, silent books and robots. Finally, the last section of this book -V. Teacher Education for Multilingualism- examines the key topic of the education teachers receive to deal with early multilingual learners collecting research and experiences in different parts of the world that reflect on the critical role teachers play in the success of education. All in all, this book aims to address the challenges early language learning and early multilingual education face, providing solid research and good practices that hopefully will illuminate others in the far-reaching task of educating children in todays’ society.
  • Cover
  • Title page
  • Copyright page
  • Index
  • Preface, Beatriz Cortina-Pérez
  • I. Multilingual education in infancy. theory and research
    • The journey from seed to practice: the challenges of translating curriculum and policy into practice towards fostering multilingual outcomes in irish ecec, Ute Walker and Christiane Schulte
    • Importance of pre-school education for roma bilingual children from socially disadvantaged environment in slovakia, Zlatica Jursová Zacharová and Petra Hitková
    • USO De la lengua materna en edades tempranas y contextos multilingües, Ana M. Rico-Martín y M. Ángeles Jiménez-Jiménez
    • Vocabulary development inenglish-spanish bilingual toddlers, Esther Jesus Ortiz
    • “I am half german and half brazilian”: children’s perspectives on learning portuguese as a heritage language in a non-formal context and its relationship with linguistic identity, Juliane Costa Wätzold and Silvia Melo Pfeifer
    • Actitudes y hábitos de la familia hacia el aprendizaje del inglés y su lectura en los hijos, María-José Molina-García, Silvia Corral-Robles, Ana M. Rico-Martín y Ligia Isabel Estrada-Vidal
    • Efectos del lenguaje oral en el proceso de aprendizaje del inglés en las primeras edades, Raúl Gutiérrez-Fresneda
    • The impact of choice on foreign language teaching and learning: individual perceptions as the key to understand academic choice and the way it shapes teaching and learning, Victoria Hortelano
    • How effective are early bilingual programs? a comparison of two teaching programs in a spanish-german school in la paz, bolivia, Anja Steinlen, Volker Stender-Mengel, Roswitha Grisi Huber, Cecilia Merino, Lisa Niemann and Judica Frei de Rocha
    • English language learning and teaching in cyprus: the use of language portrait technique, Sviatlana Karpava and Elena Kaourani
  • II. Inside the multilingual classroom with young learners
    • Teaching for global competences through biographies in primary school using english as an additional language, Davide Capperucc i and Ilaria Salvadori
    • ‘In between’ two educational settings: experiences of bilingual children attending polish supplementary schools in ireland in light of translanguaging pedagogy, Agnieszka Pedrak
    • Flipped clil: a possible solution to cater for diversity in the bilingual class, Pedro Díaz Santos
    • The “divcon” model for developing awareness of linguistic and cultural diversity at an early age, Silva Bratož and Anita Sila
    • The use of inclusive language in the bilingual spanish-english classroom, Silvia Marijuan and Scott Ferree
    • Early heritage language learning in multilingual families in cyprus: family language policy, emotions and well-being, Sviatlana Karpava
    • Gesture as a learning carrier in the foreign language classroom: towards an embodied learning, Tilia Gamb a Kresh
    • Inclusion of a bilingual pupil in english language classroom in japan: a year-long case study of facilitating mediation, Yuki Otsuki
    • Creating new possibilities through translanguaging: conceptualizing the continuum of classroom interactions in a heritage language classroom, Soon Young Jang
  • III. Early language learning in school settings
    • Introducing english in the preschool and the new greek preschool education curriculum: promoting multilingualism, citizenship, intercultural communication and inclusion, Penderi Efthymia
    • Synthetic phonics in italian bilingual schools: teachers' views and pronunciatio, Francesca Costa and Olivia MairN
    • Teaching english as a foreign language to first graders; insights and challenges., Merita Hoxha
    • Introducing the main features of the ean project in greece, Thomai Alexiou and Efthymia Penderi
    • Innovative approaches pre-primary clil classrooms, Angela Alvarez-Cofino Martinez, Silvia Corral-Robles, Ana Maria Pino Rodriguez, Maria Dolores, Ramirez Verdugo and Ana Andugar Soto
    • Developing educational scenarios for efl preschool learners through the ean project, Thomai Alexiou
    • Using theatre to improve english as an additional language learners' communication skills: a feasibility tria, Faidra Faitaki and Victoria A.MurphyL
  • IV. Materials and resources in the early multilingual classroom
    • Use of literary resources for teaching speaking skills at the primary school level, Marija Miju.kovi
    • The untapped potential of picture books for creating pluricultural spaces in the clil pre-primary classroom, Ana Virginia Lopez-Fuentes and Raquel Fernandez-Fernandez
    • Audiobooks as resources for language teaching, Maria Isabel Orega, Rosana Durao and Teresa Malo
    • The benefits of the picture book 'press here' to introduce mathematics curriculum content in preschol, Mercedes Perez Agustin and Esperanza Vazquez Gonzalez
    • Critical multiculturalism with children's literature: 'windows, mirror, and sliding doors, Patricia A. L. Ong
    • Storytelling and robotics in an e.a.l. italian context - retelling the gruffalo through a robot called ozobot, Roberta Contin
    • My museum. a cultural & artistic responsible study through silent picturebooks, Rocio Domene-Benito and Matilde Portales-Raga
    • Tired of sleeping beauties? an adaptation of a gender-inclusive tale for efl primary school children, Stef Barozzi and Veronica P. Recc hioni
  • V. Teacher education for multilingualism
    • The lexei project. designing a new foriegn language teacher profile for early childhood education in the spanish context, Beatriz Cortina-Pérez, Ana Andúgar and Silvia Corral
    • Project-based learning in the english classroom of the early childhood education bachelor’s degree: training future teachers, david ruiz hidalgo
    • Spaces for teacher agency in the mother tongue-based multilingual education implementation in the philippines, Jonevee Amp aro
    • Professional links between gaeltacht primary schools and naíonraí, Máire Mhic Mhathúna
    • From the bottom of your heart to your language classroom! educating sensitive multilingual teachers, Shulamit Kopeliovich
    • Teaching in multilingual classrooms in greece: identifying the gaps between teachers’ perceptions and practices in reception classes, Foteini Lytrivi and Maria Papadopoulou
    • Overcoming the challenges in teaching foreign languages in primary schools in france: the case of teacher training, Jill K Partridge Salomon and Sandrine Marie Simon
    • Student teachers on supporting parental involvement in children’s foreign language learning, José Luis Estrada Chichón
    • English in inclusive multilingual preschools: researching the potential of a teacher education model for in-service teachers, Kirsten Birsak de Jersey
    • How to build a community of practice – peer learning in early foreign language teacher education, Anna-Lena Brown, Kirsten Birsak de Jersey and Annika Kolb
    • Percepciones de maestras de inglés sobre el translenguaje en el aula de infantil, Beatriz Cortina-Pérez, María de los Ángeles Jiménez-Jiménez, Ana M. Rico-Martín y Ana Andúgar Soto

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