For photos from the conference visit: https://www.flickr.com/photos/125474891@N05/
Language Learning 2-6: International perspectives on early years plurilingualism
The teaching of additional languages, usually English, begins at ever-earlier ages, not only at the start of compulsory education, but often in pre-primary. There is, however, remarkably little research and published experience in this area. With this in mind, the IATEFL Young Learner and Teenager SIG (YLT SIG) and the Cyprus Teachers of English Association (CyTEA) are coming together to organize a conference which explores the perspectives and experiences of teaching languages to very young learners of 2 to 6 years of age around the world.
The conference looks at the learning of any additional languages and is not limited to the learning of English as a foreign or second language.
For the conference final programme visit:
For more information email: languagelearning2to6@gmail.com
Meet the plenary speakers:
Caroline Linse
Plenary Abstract:
Improving plurilingualism through positive Home school connections
There are numerous challenges and joys when attempting to make positive home school connections. Positive connections with parents are a vital component of good quality early childhood and early years provisions. The purpose of this talk will be to explore ways to collaborate with parents to help children develop a wide repertoire linguistic capital.
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Sandie Mourão
Sandie Mourão is an independent scholar, teacher educator, author and educational consultant and an associate trainer for Norwich Institute of Language Education (NILE). She has a PhD in didactics and teacher education from the University of Aveiro and specialises in early years language education and the use of children’s literature in all areas of language education. Sandie is co-editor of the forthcoming Early Years Second Language Education: International Perspectives on Theories and Practice (Routledge) and the CLELEjournal, an open access online journal http://clelejournal.org/. She is author of the forthcoming Small children - teaching and learning English (DELTA Publishing) as well as a number of language learning courses and resource books. She is a regular speaker at conferences and contributes to edited volumes, journals and magazines related to ELT. Sandie has a website: http://sandiemourao.eu and writes an award winning blog Picturebooks in ELT, http://picturebooksinelt.blogspot.com/.
Plenary Abstract:
Play and language learning - cracking the enigma
The
well-known phrase, ‘play is a
child’s work and the means whereby he grows and develops’ accompanies a focus
on play as central to the early childhood curriculum over the last century.
UNESCO describes the educational attributes of
pre-primary education as including play-based
activities which provide learning opportunities that promote social
interactions with peers developing skills, autonomy and school readiness. But
what exactly is play and how are we harnessing its potential to enable children
to play in another language? Discussing play through a Vygotskian perspective,
I will consider the importance of providing children with a balance of
teacher-led and child-initiated play.
With a focus on low-exposure contexts, where the target language is
typically a foreign language and formal instruction takes place no more than a
couple of hours a week, I suggest a series of strategies to enable classroom
and language teachers to plan for and mediate child-initiated play in another
language. Much of the information I will
be sharing is supported by emerging data from a research project led by the
University of Leeds, UK, which is investigating English Language areas in
pre-school classrooms.
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Carol Read
Plenary Abstract:
Little sponges? Child development and foreign language learning in pre-school
Early years instruction in additional languages typically involves teaching discrete language items and ‘chunks’ and developing oral/aural skills. While this is undoubtedly valuable, it is not on its own sufficient. In this session, it is argued that in order to be effective, young children’s experience of a foreign language needs to contribute towards the overall child development goals that characterise pre-school. In the first part of the session, key developmental attainments of pre-primary children will be discussed. These include imagination, symbolic function, beginning to be able to think and act on an internal mental plane, the integration of emotions and thinking, and self-regulation. Following this, a variety of practical classroom procedures and activities that can be used in foreign language lessons to promote the emergence of key pre-primary developmental accomplishments will be explored. Examples will include storytelling, dramatization, pretend play, games and songs as well as activities to develop pre-academic skills and motor skills. The session will show how principled early years practice can encompass the dual function of engaging children in effectively learning a foreign language and attaining key developmental goals that are essential in laying the foundations for primary school readiness and future academic success.
Antonella Sorace
Antonella Sorace is Professor of Developmental Linguistics at the University of Edinburgh. She is a world leading authority in the field of bilingual language development across the lifespan, where she brings together methods from linguistics, experimental psychology, and cognitive science. She is also committed to disseminating the findings of research on bilingualism in different sectors of society. She is the founding director of the information centre Bilingualism Matters, which will soon have 14 branches all over Europe.
Plenary Abstract:
Why bilingualism matters: the importance of information
Bilingualism in any languages, regardless of their status, prestige, and worldwide diffusion, can give children much more than two languages if they receive enough engaging input in a supporting environment. However, there are still many widespread old misconceptions – as well as some new ones - about what it means for a child to grow up with two languages. I will first illustrate the main facts and positive effects of early bilingualism, and then show the importance of disseminating correct information on bilingualism in all sectors of society._______________________________________________________________________
Alec Williams
An accomplished storyteller, Alec Williams works with all ages in the UK, including many Early Years audiences. He also visits countries throughout the world, talking to teachers about the role of stories in language learning, and telling stories to young people. During 2013, he has been ‘circling Cyprus’, with visits to Macedonia, Turkey, Jordan, Egypt, Qatar and Oman; he was also a speaker at Istanbul’s International Storytelling Conference earlier this year.An enthusiastic advocate of children’s fiction and poetry, Alec is a great supporter of reading for pleasure; he believes that however reading is taught, creating readers for life requires reading aloud; sharing stories; a lively school library; inviting classroom book corners; parents as partners – in fact, a ‘reading culture’ throughout schools and families. His talks and training sessions are rich in humour, examples, extracts, and practical anecdotes – ‘a breath of fresh air’, as one delegate put it!
Plenary Abstract:
Bringing it Alive! Interactive Storytelling and the Early Years
This entertaining session looks at the role of stories in language learning, especially with children of 2-6 years. It begins with ‘Why tell stories?’, and goes on to look particularly at how stories help language learning. There’ll be advice on choosing stories to use; preparing a story; planning a story session; making stories interactive; practical tips for telling; and suggestions for follow-up. Alec will show how to make the most of picture book stories, as well as introducing you to stories for 2-6 year olds that can be told from memory. He’ll also look at using rhymes and simple poetry, which could be another part of a regular classroom ‘storytime’ in school.
Finally, there’ll be down-to-earth advice from an experienced storyteller on building your confidence; holding children’s interest; and dealing with interruptions – plus a chance for delegates to recommend a story to each other!
Throughout the session, there’ll be examples of stories to enjoy, both from books and from memory; you’re sure to go away with some new stories to try out with children, and pass on to others!
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Looking forward to seeing you in Cyprus ...
