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M ultilingual E arly L anguage T ransmission MELT Project

M ultilingual E arly L anguage T ransmission MELT Project P roject number : 504186-LLP-1-2009-1-NL-COMENIUS-CMP /2009-3894. Idske Bangma MSc Brussels, 6 October , 2011 . Presentation overview:. 1. The MELT project partners and products 2. The MELT research paper

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M ultilingual E arly L anguage T ransmission MELT Project

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  1. MultilingualEarly Language Transmission MELT Project Projectnumber: 504186-LLP-1-2009-1-NL-COMENIUS-CMP /2009-3894 IdskeBangma MSc Brussels, 6 October, 2011

  2. Presentation overview: • 1. The MELT project partners and products • 2. The MELT research paper • 3. Agesof participating pre- andprimaryschool • 4. Definition: ‘pre-school’ and model: ‘Continuous multilingual development’ • 5. Best practices of the fourregions • 6. Recommendations • 7. Future challenges

  3. 1. MELT project partners: • Mercator Research Centre onMultilingualism and Language Learning/Fryske Akademy (Fryslân, Netherlands) • Folkhälsen (Swedish community, Finland) • Welsh Language Board (Wales, UK) • Divskouarn and ConseilRégional • de Bretagne (Brittany, France)

  4. 1. MELT Products: • Products: • Brochure forparents • Guide for pre-school practitioners • Local awareness raising events • Closing conference • Research paper

  5. 2. MELT Research paper: MultilingualEarlyLanguageTransmission (MELT) Summary of relevant literature on early multilingual learning, related to European smaller state and regional & minority language communities

  6. 2. Content of the Research paper: • Descriptionsof the different pre-school provisions • Definitions:multilingualism, earlylanguagelearning, pre-school education, and MELT • Best practices of immersionandstrategies • Conditions for a continuous multilingual development • Process and results of implementing the MELT Guide • Recommendationsandchallenges • Contributions of the experts: Dr. Annick De Houwer, • Dr. GunillaHolm, and Dr. Tina Hickey. • www.meltproject.eu

  7. 3. Ages of participating : Pre-school Compulsoryprimary-school

  8. 4. MELT defines ‘pre-school’ as: • The period from 0 until compulsory primary school, during which children attend pre-primary school provisions outside the home. A public provision where children must feel secure in order to be able to benefit from their experiences and to develop in their best natural way. This holds for all kinds of development, including (multilingual and minority) language acquisition. The pedagogic approaches applied in pre-school education are always offered in a playful and natural way. Language topics are offered in conscious planned activities in a thematic and project-type manner. The pre-school teacher observes the development of the children and reports the offered vocubalary. Based on these data, a well-documented portfolio can be transferred to primary school and a continuous line from pre-school toprimary school withregardtomultilingualdevelopment of the childcanbeenhanced, and the position of the actualminoritylanguagecanbestrengthened. • (I. Bangma MSc, Dr. A.M.J. Riemersma (2011) MultilingualEarly Language Transmission (MELT). Summary of relevant literature on earlymultilinguallearning, relatedto European smaller state andregional & minoritylanguagecommunities).

  9. Model: Conditionsfor a continuousmultilingualdevelopment(based on the models from De Houwer (2009), Grosjean (2010), and MELT experiences).

  10. 5. Some best practices: • Thematic and project manner • Concrete materials; such as storybox telling, character approach • Total immersion or two-way immersion • One person-one language strategy • Collaboration with (grand-/god) parents • Parent and toddler groups • Bachelor’s degree

  11. 6. Recommendations based on best practices of the four regions: • Necessary to draft a conscious language policy about multilingualism and immersion into the minority language. • Requires good skills of the pre-school practitioners, coached by mentors. • To offer a richlanguage environment, includingenough input in the minoritylanguage.

  12. 7. Futurechallenges: • Continuity from pre-school to primary education. • Training of pre-school practitioners. • Dissemination: Best practices of the four MELT regions applied in different minority regions in Europe.

  13. Nvalalepa Thank you Tige tank • Eskerrikasko Köszönöm • Grazia • Mercé plan • Dankscheen • Graciis • Kiitos • Diolch • Dźakujuso • Spassi Ba • Hvala • Multumesc • Mange Takk • Trugarez www.meltproject.eu For further information:

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