By Sandra Smidt
Read Online or Download Supporting Multilingual Learners in the Early Years: Many languages - many children (The Nursery World Routledge Essential Guides for Early Years Practitioners) PDF
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Extra resources for Supporting Multilingual Learners in the Early Years: Many languages - many children (The Nursery World Routledge Essential Guides for Early Years Practitioners)
Sample text
She plans to do this for the coming term and then perhaps choose another language in the following term. She is very concerned that what she is doing makes some sense to the children and doesn't want it to be tokenist. So she is also planning to display the Urdu script in the graphics area and to read stories to the children about Pakistan. 3 some attention paid to offering the children artefacts and books and images to help re¯ect the wider multicultural world. The nursery teacher has put some saris in the & 34 LANGUAGE AND IDENTITY dressing-up area together with cooking utensils which she bought at a local shop.
Here are some examples to make this clearer: 15-month-old Antonio points to the plastic farm animals he is playing with and labels them ± `cows, horses, sheep'. Here you can see that this very young child is imitating the correct form of plurals he has heard the ¯uent speakers in his world use. He has not yet worked out the pattern that operates in English for making plurals. One might say that he is `just copying'. Later, at the age of 3 Antonio points to the plastic sheep and labels them `sheeps'.
We will con®ne ourselves to looking at some of the principles that emerge from the writing of people like Baker (2006), Kenner (2004b) and others. & 24 LANGUAGE AT HOME AND BEYOND These principles are summarised here: The context in which children acquire a new language matters. Language is acquired when the learner understands messages. It is not grammar or vocabulary that is learned, but meanings and messages that are exchanged. So learning languages is social. " Children learn a huge amount from their peers and they do this through play, in meaningful activities such as eating lunch, in different contexts like in the playground and so on.
