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Multilingual Early Language Transmission MELT Project Comenius- LLP, 2009-2011 Idske Bangma MSc Expert Seminar on Early Language Learning.

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Presentation on theme: "Multilingual Early Language Transmission MELT Project Comenius- LLP, 2009-2011 Idske Bangma MSc Expert Seminar on Early Language Learning."— Presentation transcript:

1 Multilingual Early Language Transmission MELT Project Comenius- LLP, 2009-2011 Idske Bangma MSc Expert Seminar on Early Language Learning Ljouwert, 10 February, 2012

2 Presentation overview: 1. The MELT project partners 2. Target groups and goals 3. MELT products: I) Brochure, II) Guide, III) Research paper 4. Model: Continuous multilingual development 5. Model: Ages of participating pre- and primary school 6. Best practices of the four regions 7. Recommendations 8. Future challenges

3 1. MELT project partners: Mercator Research Centre on Multilingualism and Language Learning/ Fryske Akademy (Fryslân, Netherlands) Folkhälsen (Swedish community, Finland) Welsh Language Board (Wales, UK) Divskouarn and Conseil Régional de Bretagne (Brittany, France)

4 2. MELT target groups: Parents, families and peers Pre-school practitioners Policymakers, local and regional authorities Children aged 0 - 4 years in minority language settings

5 1) Development of pre-school teaching methodology. 2) Encouraging practitioners on how to immerse children in the minority language. 3) Increase of parents awareness about multilingualism. 4) Raise awareness of policymakers across Europe. 2. MELT goals:

6 3. MELT Products: Products: Brochure for parents Guide for pre-school practitioners Research paper Local awareness raising events Closing conference

7 I. MELT product: Brochure for parents Multilingualism in everyday life Parents need more information about the advantages and benefits of multilingualism, but also need knowledge of different the development stages and the capacity of their children. Bilingual brochures translated in eight languages: Frisian-Dutch Welsh-English Swedish-Finnish Breton-French

8 The content: - Introduction - Section 1: Adults as linguistic role models - Section 2: Collaboration with parents on linguistic matters - Section 3: Everyday situations and the physical environment - Section 4: Suggestions for observing and recording childrens language - Section 5: Working with themes, and emphasis on linguistic factors - Section 6: How to stimulate childrens language use - Section 7: Playtime to stimulate language - Section 8: Reflection - Section 9: Examples of exercises and activities - References - Suggestions for further reading - Websites and useful links II. MELT product: Guide for pre-school practitioners

9 Story box- telling; For example, the book: The Very Hungry Caterpillar Using a minority charachter Goals of those activities: Identification Methodology of story telling Immersion Interaction Increase vocubulary II. MELT product: Guide for pre-school practitioners

10 Summary of relevant literature on early multilingual learning, related to European smaller state and regional & minority language communities (2011, Bangma I. & Riemersma A.M.J.) III. MELT Research paper:

11 4. Model: Conditions for a continuous multilingual development (based on the models from De Houwer (2009), Grosjean (2010), and MELT experiences).

12 MELT product : Research paper Descriptions of the different pre-school provisions Best and worst practices of immersion Definitions Process and results of implementing the MELT Guide Contributions of the experts: Dr. Annick De Houwer (Germany) Dr. Tina Hickey (Ireland) Dr. Gunilla Holm (Finland) Recommendations and challenges

13 5. Model : Ages of participating Pre-schoolCompulsory primary-school

14 – Thematic and project manner – Concrete materials; such as storybox telling, character approach – Total immersion or two-way immersion – One person-one language strategy – Collaboration with (grand-/god) parents – Parent and toddler groups – Bachelors degree 6. Some best practices:

15 7. Recommendations based on best practices of the four regions: Necessary to draft a conscious language policy about multilingualism and immersion into the minority language. Requires good skills of the pre-school practitioners, coached by mentors. To offer a rich language environment, including enough input in the minority language.

16 Promotion of Early Linguistic diversity and multilingualism (including migrant languages, regional and minority languages). Continuity from pre-school to primary education. Training of pre-school practitioners. Dissemination: Best practices of the four MELT regions applied in different minority regions in Europe. 8. Future challenges :

17 Eskerrik asko Mange Takk Diolch Tige tank Trugarez Grazia Graciis Dankscheen Mercé plan Kiitos Dźakuju so Köszönöm Hvala Multumesc Spassi Ba Nvala lepa Thank you For further information:

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