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Language difference and disorder in early sequential bilingual children
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Hemsley, Gayle. - : The University of Queensland, School of Medicine, 2015
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82 |
Effects of Home Literacy Environment and Parental Beliefs on Additional Language Learners’ Literacy Development: A Closer Look at What Can Be Done to Facilitate the Process.
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83 |
Parental Spatial Input During Parent-Child Interactions: A Two-Dimensional versus a Three-Dimensional Learning Experience
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In: Theses and Dissertations (Comprehensive) (2015)
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84 |
Pre-service primary teachers’ self-evaluations of language proficiency and self-efficacy for teaching English to young learners
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In: Conference Proceedings from Early Language Learning: Theory and Practice ; https://hal.archives-ouvertes.fr/hal-01119418 ; Conference Proceedings from Early Language Learning: Theory and Practice, Jun 2014, Umea, Sweden. http://umu.diva-portal.org/smash/record.jsf?pid=diva2%3A771777&dswid=7253 (2014)
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85 |
Learning English as an L2 in PreK: A Practice Perspective on Identity and Acquisition
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In: Bernstein, Katherine. (2014). Learning English as an L2 in PreK: A Practice Perspective on Identity and Acquisition. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/4245n62j (2014)
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86 |
Shared Understanding and Idiosyncratic Expression in Early Vocabularies
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In: ISSN: 1363-755X ; Developmental Science (2014) pp. 1-12 (2014)
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87 |
Frühe bilinguale Sprachförderung bei Kindern unter 3 Jahren
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88 |
Supporting young ESL students from disadvantaged contexts in their engagement with mathematics: Teachers' pedagogical challenges
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89 |
What Words Can Do: Analyzing Adult/Child Relations in Narratives of Literature and Psychosocial Theory
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90 |
Wie sollte ein erfolgreiches Material für Kinder mit LRS aussehen? Theoretische Grundlagen und ein praktisches Beispiel: "Das schaffe ich!"
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In: Hellmich, Frank [Hrsg.]; Siekmann, Katja [Hrsg.]: Sprechen, Lesen und Schreiben lernen. Erfolgreiche Konzepte der Sprachförderung. Berlin : Deutsche Gesellschaft für Lesen und Schreiben 2013, S. 200-214. - (DGLS-Beiträge; 15) (2013)
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Wie sollte ein erfolgreiches Material für Kinder mit LRS aussehen? Theoretische Grundlagen und ein praktisches Beispiel: "Das schaffe ich!" ...
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The role of FL Aptitude and the executive functions of Working Memory and Inhibition in FL vocabulary acquisition by young Greek learners of English: ...
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93 |
Aprendendo naturalmente: a importância da oralidade na aquisição da língua inglesa
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94 |
Fragile civility: an evangelical American school meets Korean educational sojourners in neoliberal time
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95 |
Parents and early immersion : reciprocity between home and immersion preschool
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97 |
Principles of designing an English course in a kindergarten setting in Vienna
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Abstract:
Vor dem Hintergrund der Sprachenpolitik und des zunehmenden Bedarfs an Englischkursen im Kindergarten ist das Ziel dieser Diplomarbeit, zur Qualität von frühem Fremdsprachenunterricht beizutragen. Basierend auf Recherche Einschlägiger Literatur und Experteninterviews werden Prinzipien für das frühe Fremdsprachenlehren formuliert. Des Weiteren fasst diese Diplomarbeit relevante Hintergrundinformation über den Unterrichtskontext, die Zielgruppe und den Prozess der Kursentwicklung zusammen. Diese Informationen sollen als Werkzeug für die Entwicklung von hochwertigen Sprachkursen im Kindergarten dienen. Erkenntnisse aus der Fremdsprachenvermittlung, der Entwicklungspsychologie, der Elementarpädagogik und der Expertise dreier Lehrerinnen bilden das Fundament dieser Arbeit. Das Ergebnis zeigt, dass es für einen effektiven Fremdsprachenunterricht im Kindergarten nötig ist, bekannte Vermittlungstechniken und Methoden an die Bedürfnisse der jungen Zielgruppe anzupassen. ; Against the backdrop of language policy and the increasing demand for English courses in kindergartens, this thesis aims at contributing to the quality of early foreign language teaching (EFLT). Principles for teaching English to young learners (TEYL) are formulated based on literature research and expert interviews. Furthermore, this thesis offers background information on the teaching context, the target group of learners and the process of course design in order to offer a toolkit for those planning to teach English at kindergarten. Insights from English Language Teaching (ELT), developmental psychology, elementary pedagogy and the practical expertise of three teachers to young learners are drawn together in order to arrive at cornerstones for designing a quality English course for a kindergarten setting in Vienna. The results of this investigation show that due to young learners’ characteristics, teaching a foreign language effectively to preschool learners requires different approaches and techniques.
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Keyword:
17.22 Sprachlenkung; 17.31 Spracherwerb; 17.41 Sprachdidaktik; 18.04 Englische Sprache; 80.03 Methoden und Techniken der Pädagogik; 80.57 Interkulturelle Erziehung; 81.13 Bildungsplanung; 81.73 Vorschulerziehung; Elementarpädagogik / Englisch im Kindergarten / frühe Fremdsprachenvermittlung / Course Design / Sprachkurs / Sprachförderung / kindliche Lernformen; ELT / Methodology / Teaching English to Young Learners / TEYL / Early Foreign Language Learning / EFLL / Course Design / Child Learner / Teaching Children; Sprachpolitik
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URL: http://othes.univie.ac.at/30040/
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A Case Study of Pedagogical Practices and Learning Environment in an Ontario Francophone Child Care Centre
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In: Electronic Thesis and Dissertation Repository (2013)
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Communication and Literacy in Trinidad and Tobago-- From Chatterbox to Old Talk: New Perspectives in Caribbean Literacy
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Culturally responsive coaching and professional development for teachers working with English learners: a case study in early childhood education ...
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Pelayo, Icela. - : University of Southern California Digital Library (USC.DL), 2012
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