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Publikationen in indigenen Sprachen Ozeaniens im Bestand von mikado Aachen : ein Beitrag zum Jahr der indigenen Sprachen der Vereinten Nationen
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Richter, Thomas (Zusammenstellender). - Aachen : Institut für Katholische Theologie der RWTH Aachen, 2019
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BLLDB
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UB Frankfurt Linguistik
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| 8 |
Medium of instruction ideologies: accommodation of multilingualism in the bilingual regime of Navarre
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In: Erdocia, Iker orcid:0000-0003-2459-1346 (2019) Medium of instruction ideologies: accommodation of multilingualism in the bilingual regime of Navarre. Current Issues in Language Planning, 20 (3). pp. 284-308. ISSN 1466-4208 (2019)
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| 9 |
The Linguistic Landscape of the Valencian Community: A Comparative Analysis of Bilingual and Multilingual Signs in Three Different Areas
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In: Languages ; Volume 4 ; Issue 2 (2019)
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| 10 |
L’usage de l’anglais dans une école de langue française en milieu minoritaire : un véritable enjeu ?
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Mady, Callie. - : University of New Brunswick, 2019. : Érudit, 2019
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| 11 |
Practical Research on Preschool Bilingual Education in Remote Minority Areas of Yunnan: A report of the ChiME cooperative program 2014-2019
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| 13 |
ECEC Teachers? Perspectives on EAL Support for Minority Language Children in Northern Ireland
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Abstract:
Master in Education Studies (Early Childhood Education) ; Early childhood education and care (ECEC) settings across Northern Ireland (NI) are becoming increasingly diverse. To provide English as an additional language (EAL) learners with the best possible education and care, ECEC teachers should possess knowledge of good EAL practice and intercultural learning principles. Recent research demonstrated that minority language children benefit from high-quality ECEC programmes. Yet, previous studies conducted in different types of schools across Europe and the United Kingdom (UK) have shown a considerable knowledge gap amongst teachers regarding pedagogical EAL strategies and good practice. The purpose of this qualitative study was to investigate the way in which eleven ECEC teachers comprehend and address the language learning needs of minority language children in their respective early years? settings in NI. This research project involved questions concerning EAL knowledge and the related practice of participants as well as their consideration for and incorporation of children?s minority language and culture into the learning environment. Eleven semi-structured interviews were held with ECEC teachers from different early years settings across NI. The findings of this study suggest that ECEC teachers are not provided with enough EAL training, both in their initial and subsequent training. Basic EAL strategies, such as the use of visual cues and repetition, could be named by participants. Yet, a lack of in-depth knowledge of good EAL practice and SLA became apparent. Participants? practice was mostly based on their experiences in working with minority language children and not theoretical knowledge. Above all, most of the participants seemed unaware of the importance of language learning support for minority language children. In this sense, the individual language learning needs of minority language children were rarely addressed. Furthermore, the cultural and linguistic elements of EAL learners background were rarely considered by participants and seldom incorporated into class activities or discussions. Rather, the children?s minority language was only perceived as a communication tool that helps create a relationship between the ECEC teachers and children. Most participants pointed out that language assessment was especially difficult for EAL children, as there are no EAL assessment tools. Overall, evidence from this small-scale study suggests that EAL and intercultural training for ECEC teachers in NI should be mandatory and updated regularly through CPD courses, whereby special attention must also be paid to the importance of children?s minority languages and cultural backgrounds and their incorporation into the learning environment.
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Keyword:
EAL practice; Early childhood care; Early childhood education; Minority language children; Research Subject Categories::SOCIAL SCIENCES; Teachers? perspectives
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URL: http://hdl.handle.net/2262/91975
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Interrogating quality: minority language, education and imageries of competence in Nepal
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Translanguaging in the Family Context: Evidence from Cyprus, Sweden and Estonia ; Смешение языков в семейном общении (на примере Кипра, Швеции и Эстонии)
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Findings from the first phase of developing a receptive vocabulary test for the Irish language
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Writing Orkney’s Future: Minority Language and Speculative Poetics
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Migrants' minority-language newspeakerism: The pervasiveness of nation-state monolingual regimes in transnational contexts
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The Legal Rights of Aragonese-Speaking Schoolchildren: The Current State of Aragonese Language Teaching (Spain)
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