Building on Language Diversity with Young Children: Teacher Education for the Support of Second Language Acquisition
Across Europe there is increasing concern that children from migrant families frequently under-perform in state school systems. The situation makes high demands on nursery and primary teachers whose initial and continuing professional development requires appropriate re-evaluation. The Socrates-Comenius project TESSLA with experts in Estonia, France, Germany, Sweden, Turkey and the UK presents courses that comprise the relevant subject areas: bilingual language acquisition, intercultural and language awareness, language assessment, literacy development and parental involvement. Teacher educators are also provided with a discussion of appropriate methodologies, including problem-based and online learning.
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acquire activities additional language approach assessment bilingual children child classroom Clevedon cognitive communication context cooperation course cultural diversity curriculum Didenheim early literacy Eesti English environment Estonian Estonian language ethnic European evaluation example experience feedback foreign language French German guage HELOT home language identity immigrant initial teacher education integration intercultural competence issues Istanbul knowledge language awareness language learning language support languages and cultures langues Learning outcomes linguistic linguistic and cultural literacy development migrant background migrant languages minority languages module monolingual mother tongue multicultural Multilingual Matters parental involvement participants perspective phonological awareness play presentation primary school problem Problem-Based Learning programme pupils questions reading role school language second language acquisition session situation skills social speak strategies student teachers Sweden Swedish TESSLA tion Turkish Turkish language tutor understanding University University of Edinburgh University of Hanover University of Tartu Unutkan
Page 21 - January 1951 and owing to a wellfounded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable or, owing to such fear, is unwilling to avail himself of the protection of that country...
Page 10 - State using different languages; f. the provision of appropriate forms and means for the teaching and study of regional or minority languages at all appropriate stages; g. the provision of facilities enabling non-speakers of a regional or minority language living in the area where it is used to learn it if they so desire; h. the promotion of study and research on regional or minority languages at universities or equivalent institutions; i.
Page 10 - In determining their policy with regard to regional or minority languages, the Parties shall take into consideration the needs and wishes expressed by the groups which use such languages. They are encouraged to establish bodies, if necessary, for the purpose of advising the authorities on all matters pertaining to regional or minority languages.
Page 10 - Objectives and principles 1. In respect of regional or minority languages, within the territories in which such languages are used and according to the situation of each language, the Parties shall base their policies, legislation and practice on the following objectives and principles: a. the recognition of the regional or minority languages as an expression of cultural wealth; b.
Page 10 - The adoption of special measures in favour of regional or minority languages aimed at promoting equality between the users of these languages and the rest of the population or which take due account of their specific conditions is not considered to be an act of discrimination against the users of more widely-used languages.
Page 10 - the adoption of special measures in favour of regional or minority languages aimed at promoting equality between the users of the languages and the rest of the population or which take account of their specific conditions is not considered to be an act of discrimination against the users of more widely used languages.
Page 22 - Copying or distributing in print or electronic forms without written at ive knowledge, problem solving proficiency, self-directed learning strategies and team participation skills. The process...
Page 10 - Parties undertake to eliminate, if they have not yet done so, any unjustified distinction, exclusion, restriction or preference relating to the use of a regional or minority language and intended to discourage or endanger the maintenance or development of a regional or minority language.