Presentation on theme: ""Green Immersion" The concept of bilingual environmental education Kristin Kersten Otto-von-Guericke Universität Magdeburg ELIAS."— Presentation transcript:
1 "Green Immersion" The concept of bilingual environmental education Kristin Kersten Otto-von-Guericke Universität MagdeburgELIAS
2 Structure 1. Background 2. The EU-Project ELIAS 3. Green Immersion GoalsStructure3. Green ImmersionWhat it isHow it works4. The Bilingual Zoo-Preschool in Magdeburg(Suzanne Akerman & Shannon Thomas)Setting and Conceptual DesignZoo Education
3 BackgroundZoos and aquariums enable people to develop appreciation, wonder, respect, understanding, care and concern about nature.WAZA 2005: Building a Future for Wildlife – The World Zoo and Aquarium Conservation Strategy (WZACS); Chapter 5: Education and Training
4 Background: WZACS Education and Training education as a central role for all zoos and aquariumsdevelop strategic plan for education and environmental sustainability (a "green" ethos), incorporating conservation issuescollaboration with a variety of educational institutions, universities and teacher training institutes to link educational programmes to curricula developmentslifelong learning: students from pre-school to universityevidence to evaluate impact and effectiveness of education programs
5 Background: EU'Mother tongue plus two other languages': Making an Early StartLanguage competencies are part of the core of skills that every citizen needs for training, employment, cultural exchange and personal fulfilment … It is a priority for Member States to ensure that language learning in kindergarten and primary school is effective, for it is here that key attitudes towards other languages and cultures are formed, and the foundations for later language learning are laid, … in particular by teaching at least two foreign languages from a very early age.European Commission: Promoting Language Learning and Linguistic Diversity: An Action Plan 2004 – 2006, p. 7
6 BackgroundBilingual education / Immersion teaching (e.g. Wode 1995)most effective method of teaching foreign languagescontent-based integrating contents such as science & nature topics with foreign language teachingEarly start 3+ formula (Wode 2001)bilingual / immersion preschoolsbilingual / immersion primary schoolsbilingual education in high schools3+Salut!Hallo!Hello!
7 ELIAS (Early Language & Intercultural Acquisition Studies) The EU-ProjectELIAS (Early Language & Intercultural Acquisition Studies)Project GoalsMonitoring of bilingual preschoolsEnhancement of second language learning, intercultural competence, and bilingual environmental education for preschoolersscientific documentationevaluation of conceptual designsrecommendations and dissemination
8 The EU-Project Network 16 partners from 4 European Countries (Germany, Belgium, England, Sweden)Cooperation partners from Italy and the Netherlands9 UniversitiesZoological Garden Magdeburg7 bilingual preschools with English as second language, e.g. the Zoo-Preschool in MagdeburgCoordinationProf. Dr. Holger Kersten, Kristin Kersten(Magdeburg University)
9 The Study 1. Preschools 2. Cultural Studies 3. Linguistics Longitudinal Study2. Cultural Studies Intercultural Competence3. Linguistics Second Language Acquisition4. Speech Therapy First Language Acquisition5. Biology-Didactics6. Zoological Garden MD Zoo Education
10 The EU-Project Participant Observation (Spradley 1980) qualitative research methodsobservers take part in daily preschool routines integrated in the preschool systemavoiding "test situations" emotional stability for the childrenfield notes and questionnaireslanguage assessment
11 to be "immersed" in the second language (L2) Bilingual EducationImmersion method (Genesee 1987, Wode1995, Zydatiß 2000)to be "immersed" in the second language (L2)the second language as medium of communication, not as focus of grammatical learning all content matter is taught in the second languagein bilingual preschools: all daily routines and activitiesin immersion schools: as classroom language more than 50% of the school subjects are taught in L2
12 Green Immersion Combining the factors "Green Immersion": immersion language educationbased on nature-related ("green") topics(Kersten & Perret 2008)zoo educationenvironmental educationconservation
13 Immersion Teaching Comprehensible input (Lorenz & Met 1989)Comprehensible input"Understanding occurs when input ... is comprehensible, and input becomes comprehensible when it is supported by concrete experiences, visuals, realia, and nonverbal communication that assist in conveying meaning." (p. 37)Contextualization of content body language, gestures, facial expressions pictures / visual aids, concrete materials, realia repetitions, paraphrases, intonation, extensions ("caretaker speech / motherese")
14 Immersion Teaching Results of Canadian Immersion studies (e.g. Wesche 2002)the content knowledge is not negatively affectedthe development of the first language does not sufferattainment in second language is much higher than in traditional foreign language teachingmore positive socio-psychological attitudessuited both for strong and weak learners enhancement of language and general cognitive skills without negative effects for content knowledge and first language
15 Immersion Teaching Experiences from bilingual preschools One Person – One Language Principle(Döpke 1992) native speakers of English as educatorsExperiences from bilingual preschoolsthe children are enthusiastic and very proud of their second language skillswithin a few weeks they understand the daily routines in Englishcomprehension of the second language precedes production
16 Immersion Teaching Examples Researcher: Show me the mouth! Child: Die Maus is nich da.[The mouse is not there.]Researcher: Look at the ducks over there!Child: Das ist doch kein Dachs![That's not a badger!]Child: Eric is red, Paul is dead – and Tini is fat!
17 The Website www.elias.bilikita.org The ELIAS project is funded with support from the European Commission and Lotto Toto Sachsen-Anhalt.This product reflects the views only of the author, and the Commission cannot be held responsible for anyuse which may be made of the information contained therein.
19 Magdeburg’s Bilingual Zoo-Kindergarten "Green Immersion"Magdeburg’s Bilingual Zoo-KindergartenSuzanne AkermanShannon Thomas
20 The preschool August 2008 Vogelgesang Park Zoo Kindergarten Children’s House e.V. MagdeburgAugust 2008Our actual kindergarten. Cat house and bee hive information…attendance, ages, etc.Park information and location of the kindergarten.Vogelgesang ParkEZE 2009 Köln
21 The team Director: Jaklin Isensee German speaking educators: Kathleen Schladitzimmersion teaching in FranceViola Krebsintercultural experienceEnglish speaking educators:Diana Lawrenceimmersion teaching in ChinaSuzanne Akermanzoo education experienceEmployees of the kindergarten, who what whereELIAS Project participants:Lydia Gerlich (no photo)student research assistantShannon Thomasimmersion teaching in South Korea
22 The zooZoologischer Garten Magdeburg:All about the zoo.
23 Our mission“To experience the zoo with children means to learn with the mind, heart and hand. Animals can wake up emotions and improve cognitive and communicative abilities of the children – who as a consequence – are stimulated to communicate their ideas and feelings with open-hearted enthusiasm.”Jaklin IsenseeOur kindergarten’s conception“Let’s be honest you, me, our generation, we are a hopeless case that can’t be helped any more. But with today’s children, we can still achieve something. Here the preservers of our environment are born!”Dr. Kai Perret
24 Our goals Fostering environmental awareness in young children Setting the foundation for bilingual abilitiesDifferences in teaching env’t to l2Increasing young children’s intercultural awareness
25 Our goals in action A lesson from conception to completion Teaching in the classroomMorning Circlesong timenew English vocabularynew environmental conceptin-class reinforcement through either crafts or games“Behavioral enrichments”Reinforcing the morning circle lesson in the zooOnce a week the morning circle is based on the zoo topic, the rest of the morning circles are taught by the other teachers.
26 Our goals in action Materials we use for greater understanding flash cardsMaterials we use for greater understandingreal photoscraftsF.C. sources (it is always good to have words included in the F.C.), great craft sites (DLTK crafts for kids has been the best site), ARKive is a great site for videos and photos.video clipsweekly zoo visits
27 Our goals in action Facilitating children’s comprehension Teaching environmental concepts in the first languagevsTeaching environmental concepts in the second languageDifferences in teaching env’t to l2Our planning motto:Teach the basics first, then the concept
28 Our goals in actionAnother difference between we what do at the zoo kindergarten and zoo education in general is that our target audience falls within a very specific age range.Many environmental topics are very complex, requiring mental scaffolding.Our age group requires the basic building blocks to become the foundation for environmental learning.To construct this foundation we base our lessons on the cognitive development and abilities of children ages 5 and below.Our older children are already capable of linguistic taxonomy in their first language.Where as the younger children have yet to develop that ability..To maximize the learning potential of each group we create 2 sequences of lessons based on the same environmental theme.
29 The end Give us a hand Tail end Go ahead Well, we have come to the tail end of our presentation. After you have given us a hand go ahead and ask us any questions.Tail endGo ahead
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