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Questions are often raised as to whether the learning of two or
more languages in early childhood is an advantage in terms of the
academic, cognitive and social benefits it brings to a child. Yet,
the age for formal school based second language learning continues
to drop with very little published research existing to support
teachers, teacher educators and policy-makers in this
decision.
Drawing on a synthesis of theory, research and practice, this
edited volume makes an innovative contribution to the literature
concerning second language learning in very young children. It
explores language learning in a wide range of geographical contexts
and focuses on second and foreign language learning as well as
plurilingualism with children under the age of 6 years old.
Chapters present theory and research related to practice in teacher
education, policy-making,
country case studies, school and home based projects, code
switching and language use, and methodologies and approaches. This
makes the book essential reading for researchers, academics,
teacher trainers, and post-graduate students alike.
The age for early language learning has dropped dramatically in the
past decade to include children under 6 years old, yet very little
published research exists to support the implementation of such
programmes. Drawing on a synthesis of theory, research and
practice, this edited volume makes an innovative contribution to
literature concerning language education for very young children.
It explores language learning in a wide range of geographical
contexts with reference to second and foreign language learning,
bilingualism and plurilingualism with children under the age of 6
years old. Chapters present discussion around teacher education,
policy-making, international case studies, school and home-based
projects, code switching and language use, and methodologies and
approaches. Early Years Second Language Education: International
perspectives on theory and practice will be essential reading for
researchers, academics, teacher trainers, and post-graduate
students in the fields of early years education, foreign and second
language education, language didactics and teacher education.
The Hello Jack Class Audio CDs contain all the songs and stories
from Hello Jack. They also contain chants, routine songs and
karaoke versions of some of the main songs.
Captain Jack is a three level pre-primary course, designed to teach
English to 3-6 year olds in Spain. The course follows a story-based
approach with a variety of age-appropriate activities. Worksheet
activities are designed to develop children's motor skills and
their cognitive skills with more challenging activities, such as
matching, circling and sequencing. Early maths and early literacy
skills are also worked on, which helps develop children's
linguistic competences. The materials address the whole child and
tie in closely with the new educational law in Spain. The syllabus
covers vocabulary topics that relate to young learners' immediate
environment, and the stories take place within surroundings
familiar to children. The syllabus also covers areas of CLIL
(Content Language Integrated Learning) to make children more aware
of the world around them. The inclusion of photos in the material
help to serve this purpose as well. There is also a light
introduction to phonics. Captain Jack is designed for the same
market as previous Macmillan Infantil courses for Spain i.e. Robby
Rabbit, Patch and Cheeky Monkey. The main difference with this
course from previous courses is the new PLUS book which includes
two additional units for schools with more hours.
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