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Hooray Ol é! Bilingual Storytime for Beginners

Hooray Ol é! Bilingual Storytime for Beginners. Presented by: Breanne Zipko and Karen Payonk. Importance of Bilingualism. “The Spanish-speaking population is young, with more preschool-aged Hispanic children than children of any other ethnic group” 1

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Hooray Ol é! Bilingual Storytime for Beginners

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  1. Hooray Olé!Bilingual Storytime for Beginners Presented by: Breanne Zipko and Karen Payonk

  2. Importance of Bilingualism • “The Spanish-speaking population is young, with more preschool-aged Hispanic children than children of any other ethnic group”1 • “Multilingualism [can be] a national economic and trade asset, and a symbol of group identification in a multicultural society”2 • “The international norm in child development”3

  3. Why Start So Young? • By listening to stories read aloud or songs sung in another language, children will internalize more than what they can vocalize properly.4 • “Literacy is often spoken of as if it is something that begins in a school classroom, with little appreciation of how a preschool or child care centre can provide context for both first and second language development”5

  4. Advantages of Bilingualism • Verbal Memory6 • Ethnic Pride7 • Less Egocentric8 • Cognitive Flexibility9

  5. Establishing a Bilingual Storytime • The success of any bilingual educational setting depends on “the warmth and skill of the teacher, and the overall cultural context. Any method [of teaching] tends to fail if children feel shy, stupid, or lonely because of their language.”10 • One of the key components of a successful bilingual storytime is consistency. • Provide caregivers with lyrics to songs and fingerplays. • Communicative approach to second language acquisition11

  6. Methods of Reading Bilingually • One-Voice-One-Language • Word Repetition • Word Substitution Bilingual Kids From Parents

  7. Citations 1. Gildersleeve-Neumann, Christina E., Ellen S. Kester, Barbara L. Davis, and Elizabeth D. Peña. “English Speech Sound Development in Preschool-Aged Children From Bilingual English-Spanish Environments.” Language, Speech, and Hearing Services in Schools 39 (2008): 314. 2. Milne, Rosemary, and Priscilla Clarke. Bilingual Early Childhood Education in Child Care and Preschool Centres. Commonwealth of Australia: FKA Multicultural Resource Centre, 1993: 38. 3. Milne, Rosemary, and Priscilla Clarke. Bilingual Early Childhood Education in Child Care and Preschool Centres. Commonwealth of Australia: FKA Multicultural Resource Centre, 1993: 12. 4. Berger, Kathleen Stassen. The Developing Person: Through the Life Span. (7th ed.) New York: Worth Publishers, Inc., 2005: 244. 5. Milne, Rosemary, and Priscilla Clarke. Bilingual Early Childhood Education in Child Care and Preschool Centres. Commonwealth of Australia: FKA Multicultural Resource Centre, 1993: 13.

  8. 6. Westman, Martin, Marit Korkman, Annika Mickos, and Roger Byring. “Language profiles of monolingual and bilingual Finnish preschool children at risk for language impairment.” International Journal of Language and Communication Disorders 43.6 (2008): 701. 7. Berger, Kathleen Stassen. The Developing Person: Through the Life Span. (7th ed.) New York: Worth Publishers, Inc., 2005: 244. 8. Milne, Rosemary, and Priscilla Clarke. Bilingual Early Childhood Education in Child Care and Preschool Centres. Commonwealth of Australia: FKA Multicultural Resource Centre, 1993: 29. 9. Milne, Rosemary, and Priscilla Clarke. Bilingual Early Childhood Education in Child Care and Preschool Centres. Commonwealth of Australia: FKA Multicultural Resource Centre, 1993: 48. 10. Berger, Kathleen Stassen. The Developing Person: Through the Life Span. (7th ed.) New York: Worth Publishers, Inc., 2005: 316. 11. Milne, Rosemary, and Priscilla Clarke. Bilingual Early Childhood Education in Child Care and Preschool Centres. Commonwealth of Australia: FKA Multicultural Resource Centre, 1993: 73.

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