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M ultilingual E arly L anguage T ransmission MELT Project Comenius - LLP, 2009-2011

M ultilingual E arly L anguage T ransmission MELT Project Comenius - LLP, 2009-2011. Idske Bangma MSc Poliglotti4.eu Expert Seminar on Early Language Learning Ljouwert , 10 February , 2012. Presentation overview:. 1. The MELT project partners 2. Target groups and goals

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M ultilingual E arly L anguage T ransmission MELT Project Comenius - LLP, 2009-2011

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  1. MultilingualEarly Language Transmission MELT Project Comenius- LLP, 2009-2011 Idske Bangma MSc Poliglotti4.eu 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: ‘Continuousmultilingualdevelopment’ 5. Model: ‘Ages of participating pre- andprimaryschool’ • 6. Best practices of the fourregions • 7. Recommendations • 8. Future challenges

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

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

  5. 2. MELT goals: • 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.

  6. 3. MELT Products: • Products: • Brochure forparents • Guide for pre-school practitioners • Research paper • Local awareness raising events • Closing conference • www.meltproject.eu

  7. I. MELT product: Brochure for parents • “Multilingualism in everyday life” • Bilingual brochures translated in eight languages: • Frisian-Dutch • Welsh-English • Swedish-Finnish • Breton-French

  8. II. MELT product: Guide for pre-school practitioners 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 children’s language - Section 5: Working with themes, and emphasis on linguistic factors - Section 6: How to stimulate children’s language use - Section 7: Playtimeto stimulate language - Section 8: Reflection - Section 9: Examples of exercises and activities - References - Suggestions for further reading - Websites and useful links

  9. II. MELT product: Guide for pre-school practitioners Using a ‘minoritycharachter’ Story box- telling; For example, the book: ‘The VeryHungry Caterpillar’ • Goals of thoseactivities: • Identification • Methodology of story telling • Immersion • Interaction • Increasevocubulary

  10. III. MELT Research paper: 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.)

  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. GunillaHolm (Finland) • Recommendations and challenges

  13. 5. Model : Ages of participating Pre-school Compulsoryprimary-school

  14. 6. Some best practices: • 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 • Bachelor’s degree

  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 richlanguage environment, includingenough input in the minoritylanguage.

  16. 8. Futurechallenges: • 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.

  17. Nvalalepa Thank you Tige tank • Eskerrikasko Köszönöm • Grazia • Mercé plan • Dankscheen • Graciis • Kiitos • Diolch • Dźakujuso • Spassi Ba • Hvala • Multumesc • Mange Takk • Trugarez www.meltproject.eu For further information:

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