Development of Linguistic Abilities in Bilingual Education Through Musical Stories

2019 ◽  
pp. 575-587
Author(s):  
Adela González Fernández
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Foreign Language ◽  
Bilingual Education ◽  
Childhood Education ◽  
Music Literature ◽  
Teachers And Students ◽  
New Methodologies

Bilingual education at the earlier stages of education is one of the main concerns of current governments and educative policies. This is resulting in the proliferation of new methodologies and educative proposals in order to obtain the best possible results. However, most of the time, teachers and educators focus on teaching linguistic elements in isolation. The aim of this chapter is to propose the use of musical tales in bilingual education in early childhood education as a tool for teachers and students to learn to communicate fluently in the foreign language. The use of music, literature, and drama in the same activity makes the perfect combination to help children learn a new language, since it improves aspects like vocabulary, grammar, pronunciation, and the communicative compentence in general.

Development of Linguistic Abilities in Bilingual Education Through Musical Stories

2018 ◽  
pp. 117-129
Author(s):  
Adela González Fernández
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Foreign Language ◽  
Bilingual Education ◽  
Childhood Education ◽  
Music Literature ◽  
Teachers And Students ◽  
New Methodologies

Bilingual education at the earlier stages of education is one of the main concerns of current governments and educative policies. This is resulting in the proliferation of new methodologies and educative proposals in order to obtain the best possible results. However, most of the time, teachers and educators focus on teaching linguistic elements in isolation. The aim of this chapter is to propose the use of musical tales in bilingual education in early childhood education as a tool for teachers and students to learn to communicate fluently in the foreign language. The use of music, literature, and drama in the same activity makes the perfect combination to help children learn a new language, since it improves aspects like vocabulary, grammar, pronunciation, and the communicative compentence in general.

scholarly journals ENGLISH INSTRUCTION FOR EARLY-CHILDHOOD EDUCATION (A CASE STUDY AT TK RIYADUL JANNAH SIMO BOYOLALI CENTRAL JAVA YEAR 2016)

2017 ◽  
Vol 4 (1) ◽  
pp. 27
Author(s):  
Win Listyaningrum Arifin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Foreign Language ◽  
First Language ◽  
Kindergarten Teachers ◽  
Kindergarten Children ◽  
Childhood Education ◽  
Perceptual Skills ◽  
Central Java ◽  
Young Students

Kindergarten children are creative, resourceful, and imaginative. During the kindergarten years, the children’s perceptual skills can be sharpened by encouraging them to observe specific aspects of their environment. In line with the need of English as the international and the most spoken language, English subject is being taught to students from elementary to university level, or even to kindergarten. The consideration is that English should be taught very early as the students will easily absorb the English materials later on. However, kindergarten teachers in Indonesia are actually not the experts of the field. There are still limited graduated teachers majoring in kindergarten or early childhood education department. Promoting an effective learning can only be well done by teachers who are qualified enough. In addition, there is no best method in teaching such a foreign language to these young students. To sum up, teaching a foreign language to very young students who are living in and accustomed to the first language is a challenging task for the kindergarten teachers.

scholarly journals Pembelajaran Bahasa Inggris pada Anak Usia Dini di Kec Sukolilo Surabaya

2017 ◽  
Vol 4 (2) ◽  
pp. 133
Author(s):  
Andini Dwi Arumsari ◽  
Bustomi Arifin ◽  
Zulidyana Dwi Rusnalasari
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Foreign Language ◽  
Language Learning ◽  
Golden Age ◽  
English Language ◽  
Human Life ◽  
Childhood Education ◽  
The Subject ◽  
Learning English

<p>English has been used as a language of communication since early childhood. These demands make parents vying to include their children to schools that use English as a medium of language in learning. Learning English as a foreign language in Indonesia began to reach the level of early childhood education. Children aged 0-6 years which is a golden age (golden age) and is a critical period in the stage of human life that will determine the development of the next child. All aspects of language use should be introduced to the child before this golden age ends. English on the AUD has begun to be introduced at the kindergarten level. In learning English requires appropriate learning methods to increase interest and desire of students in using English in learning activities that are fun and interested students, both oral and written fluently and in accordance with its social context. This research seeks to gain knowledge about early childhood education related to English language learning in kindergarten education in Sukolilo sub-district of Surabaya city. Data collection techniques were conducted by interviews to obtain verbal information directly. From the total number of 57 kindergartens in Sukolilo sub-district, there are 28 kindergarten that become the research place. From the data obtained, as many as 28 kindergarten who became the subject of research has provided learning English during the learning proces.</p>

Translanguaging pedagogy in multilingual early childhood classes

2017 ◽  
Vol 3 (2) ◽  
pp. 167-183 ◽  
Author(s):  
Katja N. Andersen
Keyword(s):  
Early Childhood ◽  
Pilot Study ◽  
Early Childhood Education ◽  
Foreign Language ◽  
Literacy Practices ◽  
Body Language ◽  
Early Childhood Programs ◽  
Childhood Education ◽  
Multiple Resources ◽  
Very Young Children

Abstract This paper investigates translanguaging practices and pedagogy with very young children in the trilingual country of Luxembourg. Recent research has shown that in early childhood education in Luxembourg there is a focus on Luxembourgish to the exclusion of other languages and that this appears to exclude children with foreign language backgrounds from everyday institutional life. Our research asks how and in which forms can a translanguaging pedagogy offer young multilingual children opportunities to engage in literacy practices. Our empirical qualitative pilot study carried out among children aged 2 to 6 in Luxembourgish early childhood programs clarifies forms of translanguaging when instruction is accompanied by pictures and reading in German. The findings suggest that gesture and body language are part of translanguaging, providing multiple resources that enable the young multilingual learner to make meaning.

scholarly journals Traditions of Argumentation in Teachers’ Responses to Multilingualism in Early Childhood Education

2020 ◽  
Vol 52 (3) ◽  
pp. 267-280
Author(s):  
Anne Kultti ◽  
Niklas Pramling
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Practice ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Rhetorical Strategy ◽  
Childhood Education ◽  
Experience Teaching ◽  
Teachers And Students ◽  
Diverse Groups

AbstractIn this study, we investigate how professionals in early childhood education (ECE) reason about multilingualism. Empirical data are analyzed in terms of ‘traditions of argumentation’ which proposes that we cannot argue for something without, explicitly or implicitly, arguing against something else. The analyses use transcribed data from two focus groups conducted with teachers in two preschools in Sweden. These teachers had experience teaching culturally and linguistically diverse groups of children. The reoccurring rhetorical strategy used by the teachers to talk about their work with multilingual children used a set of contrasts. Three contrasts were identified: (1) I/we versus them (others); (2) here-and-now versus there-and-then; and (3) building ECE on research versus personal experience. The study has implications for teachers and students in preschool teacher education to understand the possible tensions and contrasts inherent in teaching culturally and linguistically diverse children. Rather than simplifying professional practice to either side of a dichotomy, teachers should be encouraged to understand and verbalize the bases of their professional knowledge, and understand the different positions from which they draw knowledge to inform practice.

Case Study of Educational Psychology Using Behavioristic Theory

2021 ◽  
Vol 1 (2) ◽  
Author(s):  
Upi Lutpiah ◽  
Ajat Rukajat ◽  
Yayat Herdiana
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Process ◽  
Educational Psychology ◽  
Qualitative Approach ◽  
West Java ◽  
Childhood Education ◽  
Teachers And Students ◽  
Research Tools

The goal of this research is to look at a case study of educational psychology that uses behavioristic theory at Edelwis PAUD in Bekasi Regency, West Java. Teachers and students at PAUD Edelwis were the subjects of this study. Interviews, documentation, and observation were utilized as research tools in a qualitative approach that was documented descriptively. The research was conducted based on the study's findings. Indicates that practically all of the teachers at PAUD Edelwis have applied behavioristic theory since the school's inception. As in the case of the instructor who explains in front of the class and writes the alphabet and numbers on the blackboard, when the learning process begins, the pupils write in their respective books under the teacher's instruction and model. The students hand in their notebooks to the teacher. The application of this behavioristic theory to PAUD (Early Childhood Education) is very appropriate and effective in learning, according to the author. When the learning process began, the students that attended the lesson were quite eager and active in the classroom. Keywords: Behavioristic Theory; Educational Psychology Case Study on the Application of Behavioristic Theory

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