{"id":19,"date":"2024-04-04T01:18:35","date_gmt":"2024-04-04T01:18:35","guid":{"rendered":"https:\/\/sisu.ut.ee\/multilingual\/week-4-early-childhood-multilingualism-resources-for-further-study\/"},"modified":"2024-04-04T01:19:21","modified_gmt":"2024-04-04T01:19:21","slug":"week-4-early-childhood-multilingualism-resources-for-further-study","status":"publish","type":"page","link":"https:\/\/sisu.ut.ee\/multilingual\/week-4-early-childhood-multilingualism-resources-for-further-study\/","title":{"rendered":"Week 4 &#8211; Early Childhood Multilingualism &#8211; resources for further study"},"content":{"rendered":"<p>\n\tThe readings, videos and activities below are designed to provide opportunities for deepening\u00a0your knowledge about\u00a0the topics covered in Week 4 of the MOOC (e-Course) on the topic of\u00a0 \u201cEarly Childhood Multilingualism\u201d. It is aimed to be used in academic seminars, providing extra materials, some suggestions for activities etc.\u00a0\n<\/p>\n<p>\n\tIn order to become familiar\u00a0with the basics of the topic, it is recommended that you go through the self-study e-Course as follows:\n<\/p>\n<ol>\n<li>\n\t\t<span><span style=\"line-height:115%\">To become\u00a0generally acquainted with the topic and concepts of early childhood multilingualism,\u00a0study the MOOC materials of Week 4 part 1 here:\u00a0\u00a0<\/span><\/span><a href=\"https:\/\/sisu.ut.ee\/multilingual\/book\/language-acquisition-early-childhood\"><span><span style=\"line-height:115%\"><span style=\"color:#1155cc\">https:\/\/sisu.ut.ee\/multilingual\/book\/language-acquisition-early-childhood<\/span><\/span><\/span><\/a>\n\t<\/li>\n<li>\n\t\t<span><span style=\"line-height:115%\">Week 4 part 2 here<\/span><\/span><span><span style=\"line-height:115%\">:\u00a0 <\/span><\/span><a href=\"https:\/\/sisu.ut.ee\/multilingual\/book\/2-rich-language-input\"><span><span style=\"line-height:115%\"><span style=\"color:#1155cc\">https:\/\/sisu.ut.ee\/multilingual\/book\/2-rich-language-input<\/span><\/span><\/span><\/a>\u00a0\n\t<\/li>\n<li>\n\t\t<span><span style=\"line-height:115%\">Week 4 part 3 here: <\/span><\/span><a href=\"https:\/\/sisu.ut.ee\/multilingual\/book\/language-emergence-childhood\"><span><span style=\"line-height:115%\"><span style=\"color:#1155cc\">https:\/\/sisu.ut.<\/span><\/span><\/span><\/a><a href=\"https:\/\/sisu.ut.ee\/multilingual\/book\/language-emergence-childhood\"><span><span style=\"line-height:115%\"><span style=\"color:#1155cc\">ee\/multilingual\/book\/language-emergence-childhood<\/span><\/span><\/span><\/a>\u00a0\n\t<\/li>\n<li>\n\t\t<span><span style=\"line-height:115%\">Complete the Week 4 quiz here:\u00a0 <\/span><\/span><a href=\"https:\/\/sisu.ut.ee\/multilingual\/node\/19167\">https:\/\/sisu.ut.ee\/multilingual\/node\/19167<\/a>\n\t<\/li>\n<\/ol>\n<p>\n\t\u00a0\n<\/p>\n<p>\n\t<strong>Extra materials for academic seminars or for individual learners to deepen their understanding of\u00a0the topic:\u00a0<\/strong>\n<\/p>\n<h2>\n\t<strong>Creating bilingual minds<\/strong><br>\n<\/h2>\n<p>\n\tDr. Naja Ferjan Ramirez is a researcher studying the brain processing of language in infants and young children. In her talk, she showcases the latest techniques to study the infant brain and explains why all babies have the full potential to learn two languages at the same time. She discusses the benefits of bilingual environments for language and brain development, and describes what it takes to create bilingual minds. This talk was given at a TEDx event using the TED conference format\u00a0but was independently organized by a local community.\n<\/p>\n<p>\n\t<\/p><div class=\"ratio ratio-16x9 mb-3\"><div class=\"video-placeholder-wrapper video-placeholder-wrapper--16x9\">\n\t\t\t    <div class=\"video-placeholder d-flex justify-content-center align-items-center\">\n\t\t\t        <div class=\"overlay text-white p-2 w-100 text-center d-block justify-content-center align-items-center\">\n\t\t\t            <div>To view third-party content, please accept cookies.<\/div>\n\t\t\t            <button class=\"btn btn-secondary btn-sm mt-1 consent-change\">Change consent<\/button>\n\t\t\t        <\/div>\n\t\t\t    <\/div>\n\t\t\t<\/div>\n<\/div>\n\n<p>\n\t<span style=\"color:#b22222\">Video <\/span>\u2013\u00a0Ramirez, Naja Ferjan\u00a0\u201cCreating bilingual minds\u201d <a href=\"https:\/\/www.youtube.com\/watch?v=Bp2Fvkt-TRM\">https:\/\/www.youtube.com\/watch?v=Bp2Fvkt-TRM<\/a>\u00a0<span style=\"color:#b22222\"> <\/span>(TEDxLjubljana)\n<\/p>\n<p>\n\tQuestions for the follow-up discussion:\u00a0\n<\/p>\n<ul>\n<li>\n\t\tHow does Dr Ramirez\u2019s view compare to\u00a0your previous understanding of the topic?\n\t<\/li>\n<li>\n\t\tWhat conclusions could you draw to your own work? How could you use her suggestions? Are there any obstacles that might constrain the use of her ideas?\n\t<\/li>\n<\/ul>\n<p>\n\t\u00a0\n<\/p>\n<h2>\n\t<strong>Visual representation of multilingualism in early childhood classrooms in Cape Town, South Africa<\/strong><br>\n<\/h2>\n<p>\n\tThe article presents some findings of visual representation of multilingualism in South African classrooms.<br>In urban classrooms, immigrant childrens\u2019 multilingual competence is not always recognised\u00a0and this is often reflected in the visual environment itself. The physical elements in the classroom reflect priorities that can send messages to families and visitors and influence how children think.\u00a0\n<\/p>\n<p>\n\tTo explore whether this was the case in the multilingual nation of South Africa, photos were taken in two first grade classrooms in Cape Town searching for signs that multilingualism is represented visually in the physical environment, reflecting a multilingual linguistic landscape. In addition teachers were interviewed regarding this topic. The findings indicate that South African teachers\u2019 own multilingual identity may have enabled them to more readily recognise the multilingual resources of their young pupils.\n<\/p>\n<p>\n\tKari Bratland, \u201cVisual representation of multilingualism in early childhood classrooms in Cape Town, South Africa\u201d.\u00a0<em>Journal of the European Teacher Education Network<\/em> 2016, Vol. 11, 142-149,\u00a0<a href=\"https:\/\/pdfs.semanticscholar.org\/369b\/71d9442754b9ac9d70fb387e84f3ca7efd53.pdf\">https:\/\/pdfs.semanticscholar.org\/369b\/71d9442754b9ac9d70fb387e84f3ca7efd53.pdf<\/a>\u00a0\n<\/p>\n<p>\n\tQuestions for reflection:\u00a0\n<\/p>\n<ul>\n<li>\n\t\tHave you noticed any visual representation of multilingualism in the classrooms where you have studied, taught, visited?\u00a0\n\t<\/li>\n<li>\n\t\tWhy do you think there are such representations in some classrooms and not in others?\u00a0\n\t<\/li>\n<li>\n\t\tWhat could be done in your classroom\/institution\/country to be more inclusive of diversity in the physical environment?\u00a0\n\t<\/li>\n<\/ul>\n<p>\n\t\u00a0\n<\/p>\n<h2>\n\t\u00a0<strong>The Brain Science of Bilingualism<\/strong><br>\n<\/h2>\n<p>\n\t<span style=\"color:#b22222\">Reading <\/span>\u2013\u00a0Ramirez, Naja Ferjan, and Patricia Kuhl \u201cThe Brain Science of Bilingualism\u201d\u00a0 \u00a0<a href=\"http:\/\/ilabs.uw.edu\/sites\/default\/files\/2017_FerjanRamirez_Kuhl_NAEYC.pdf\">http:\/\/ilabs.uw.edu\/sites\/default\/files\/2017_FerjanRamirez_Kuhl_NAEYC.pdf<\/a>\n<\/p>\n<p>\n\t\u00a0\n<\/p>\n<h2>\n\t<strong>Investigating cognitive-linguistic development in second language acquisition<\/strong><br>\n<\/h2>\n<p>\n\t<span style=\"color:#b22222\">Reading <\/span>\u2013 Kersten, Kristin, and Werner\u00a0Greve\u00a0\u201cInvestigating cognitive-linguistic development in SLA\u201d (second language acquisition SLA)\n<\/p>\n<p>\n\t<a href=\"https:\/\/www.uni-hildesheim.de\/media\/fb3\/englische_sprache\/PDF\/K_Kersten\/Greve___Kersten__accepted__Investigating_cognitive-linguistic_development_in_SLA__PREPRINT_.pdf\">https:\/\/www.uni-hildesheim.de\/media\/fb3\/englische_sprache\/PDF\/K_Kersten\/Greve___Kersten__accepted__Investigating_cognitive-linguistic_development_in_SLA__PREPRINT_.pdf<\/a>\n<\/p>\n<p>\n\t\u00a0\n<\/p>\n<p>\n\t\u00a0\n<\/p>\n<h2>\n\t<strong>Seminar activities (options):\u00a0<\/strong><br>\n<\/h2>\n<p>\n\t1)\u00a0<u><span><span style=\"line-height:115%\">Phonetics and prosody \u2013 authentic exposure<\/span><\/span><\/u>\n<\/p>\n<p style=\"border:none\">\n\t<span><span style=\"line-height:115%\">Using a nursery rhyme, song, or chant, explain how it can be used to stimulate listening to sound patterns and encourage early vocalization in the L1\/L2.<\/span><\/span>\n<\/p>\n<p>\n\t<span><span style=\"line-height:115%\"><span>Identify the song, explain why you have chosen it, and write a brief explanation [200 words] of how it can be used with very young learners.<\/span><\/span><\/span>\n<\/p>\n<p>\n\t2)\u00a0<u><span><span style=\"line-height:115%\">\u2018Doing\u2019 the Montessori method<\/span><\/span><\/u>\n<\/p>\n<p>\n\t<span><span style=\"line-height:115%\"><span>Drawing on the Montessori method observed in Week 4 Task 3, choose an object and explain how it could be used variously to stimulate language activity. Pay attention to provide \u2018rich language input\u2019 in your activity.<\/span><\/span><\/span>\n<\/p>\n<h2>\n\t<br><strong><span><span style=\"line-height:115%\"><span>Early language acquisition\u00a0and intercultural communication<\/span><\/span><\/span><\/strong><br>\n<\/h2>\n<p>\n\t<a href=\"http:\/\/www.elias.bilikita.org\/\">http:\/\/www.elias.bilikita.org\/<\/a>\n<\/p>\n<p>\n\tThe webpage provides materials on the topic of bilingual education at the pre-school level.<br>The Comenius programme of the European Union under the name ELIAS\u00a0has been funded with support from the European Commission.<br>The products reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.\u00a0\n<\/p>\n<h2>\n\t<strong>Supporting linguistic and cultural diversity in early childhood <\/strong><br>\n<\/h2>\n<p>\n\t<a href=\"https:\/\/www.youtube.com\/watch?v=XWg-ZrV3wPk\">https:\/\/www.youtube.com\/watch?v=XWg-ZrV3wPk<\/a> (for teacher training)\n<\/p>\n<p>\n\tThe video presents an inclusive, culturally diverse preschool and how the educators work together to embed children\u2019s home culture and languages in everyday preschool routines.\n<\/p>\n<p>\n\t<\/p><div class=\"ratio ratio-16x9 mb-3\"><div class=\"video-placeholder-wrapper video-placeholder-wrapper--16x9\">\n\t\t\t    <div class=\"video-placeholder d-flex justify-content-center align-items-center\">\n\t\t\t        <div class=\"overlay text-white p-2 w-100 text-center d-block justify-content-center align-items-center\">\n\t\t\t            <div>To view third-party content, please accept cookies.<\/div>\n\t\t\t            <button class=\"btn btn-secondary btn-sm mt-1 consent-change\">Change consent<\/button>\n\t\t\t        <\/div>\n\t\t\t    <\/div>\n\t\t\t<\/div>\n<\/div>\n\n<p>\n\t\u00a0\n<\/p>\n<h2 style=\"text-align: justify\">\n\t<b><span lang=\"EN-GB\">CLIL-orodje za izbiro nejezikovnih vsebin.\/Werkzeug f\u00fcr die Auswahl von nichtsprachlichen Inhalte<\/span><\/b><br>\n<\/h2>\n<p style=\"text-align:justify\">\n\t<span lang=\"EN-GB\">In the article below (in Slovenian), the authors discuss the selection of non-linguistic content for CLIL teaching. Read the article and think about how useful the proposed tool is for selecting suitable CLIL content for different levels. <\/span>\n<\/p>\n<p style=\"text-align:justify\">\n\t<span lang=\"EN-GB\"><span style=\"color:#ff0000\">Reading:<\/span> article by Lipavic O\u0161tir, A., Lipovec, A., &amp; Raj\u0161p, M. (2015). CLIL-orodje za izbiro nejezikovnih vsebin. Revija za elementarno izobra\u017eevanje, 8(1\/2), 11-26.<\/span>\n<\/p>\n<p style=\"text-align:justify\">\n\t<span><a href=\"https:\/\/search.proquest.com\/openview\/5a50d12985f955d669d8abeb86ae36ef\/1?cbl=1316364&amp;pq-origsite=gscholar\">https:\/\/search.proquest.com\/openview\/5a50d12985f955d669d8abeb86ae36ef\/1?cbl=1316364&amp;pq-origsite=gscholar<\/a> <\/span>\n<\/p>\n<h2>\n\t\u00a0<br>\n<\/h2>\n<h2>\n\t<span style=\"font-family:Arial,Helvetica,sans-serif\"><span style=\"font-size:26px\"><strong>Plurilingual children\/Ve\u010djezi\u010dnost otrok<\/strong><\/span><\/span><br>\n<\/h2>\n<p>\n\t<span lang=\"EN-GB\"><span style=\"line-height:107%\"><span>Listen to the radio programme in Slovenian on the children\u2019s brain activity when learning different languages at the same time. The broadcast includes reports from multilingual families, an international school and an interview with the Slovenian neuroscientist dr. Naja Ferjan Ramirez. <\/span><\/span><\/span>\n<\/p>\n<p>\n\t<span lang=\"EN-US\"><span style=\"line-height:107%\"><span>Radio programme: Plurilingual children <a href=\"https:\/\/4d.rtvslo.si\/arhiv\/frekvenca-x\/174451396\">https:\/\/4d.rtvslo.si\/arhiv\/frekvenca-x\/174451396<\/a><\/span><\/span><\/span>\n<\/p>\n<p>\n\t\u00a0\n<\/p>\n<h2 style=\"text-align: justify\">\n\t<b><span lang=\"EN-US\">Learning foreign languages: when to start?\/ Kdaj se za\u010dnemo u\u010diti tujih jezikov?<\/span><\/b><br>\n<\/h2>\n<p style=\"text-align:justify\">\n\t<span lang=\"EN-US\">Watch the interview with two Slovenian language learning experts about the best time to start learning foreign languages and the best approaches used with young learners. Discuss: What are the implications of the \u201cmonolingual paradigm\u201d? <\/span>\n<\/p>\n<p style=\"text-align:justify\">\n\t<span lang=\"EN-US\"><span style=\"color:#ff0000\">Video:<\/span> <a href=\"https:\/\/4d.rtvslo.si\/arhiv\/dobro-jutro\/174639915\">https:\/\/4d.rtvslo.si\/arhiv\/dobro-jutro\/174639915<\/a> <\/span>\n<\/p>\n<h2 style=\"text-align: justify\">\n\t<b><span lang=\"EN-US\">How toddlers perceive different languages?\/Kako mal\u010dki zaznavajo razli\u010dne jezike?<\/span><\/b><br>\n<\/h2>\n<p style=\"text-align:justify\">\n\t<span lang=\"EN-US\">Read the article by Anita Sila and Silva Brato\u017e and discuss the different ways in which toddlers perceive their mother tongue and foreign languages. How can the research findings be applied in foreign language teaching practice?<\/span>\n<\/p>\n<p style=\"text-align:justify\">\n\t<span lang=\"EN-US\"><span style=\"color:#ff0000\">Reading: <\/span>article by Sila, A. in Brato\u017e, S. (2019). <\/span><span lang=\"IT\">Kako otroci prvega starostnega obdobja zaznavajo razli\u010dne jezike? <\/span><span lang=\"EN-US\">Koper: Zalo\u017eba Univerze na Primorskem. (article not available on-line)<\/span>\n<\/p>\n<p style=\"text-align:justify\">\n\t\u00a0\n<\/p>\n<p style=\"text-align:justify\">\n\t\u00a0<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The readings, videos and activities below are designed to provide opportunities for deepening\u00a0your knowledge about\u00a0the topics covered in Week 4 of the MOOC (e-Course) on the topic of\u00a0 \u201cEarly Childhood Multilingualism\u201d. It is aimed to be used in academic seminars, &#8230;<\/p>\n","protected":false},"author":150,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-19","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sisu.ut.ee\/multilingual\/wp-json\/wp\/v2\/pages\/19","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sisu.ut.ee\/multilingual\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sisu.ut.ee\/multilingual\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/multilingual\/wp-json\/wp\/v2\/users\/150"}],"replies":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/multilingual\/wp-json\/wp\/v2\/comments?post=19"}],"version-history":[{"count":1,"href":"https:\/\/sisu.ut.ee\/multilingual\/wp-json\/wp\/v2\/pages\/19\/revisions"}],"predecessor-version":[{"id":229,"href":"https:\/\/sisu.ut.ee\/multilingual\/wp-json\/wp\/v2\/pages\/19\/revisions\/229"}],"wp:attachment":[{"href":"https:\/\/sisu.ut.ee\/multilingual\/wp-json\/wp\/v2\/media?parent=19"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}