Multilingual Early Language Transmission (MELT) - Mercator ...

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consider not only ways of teaching the language, but also ways of promoting target language enrichment and use among children. Such support for children’s use of Irish will be based on the formation of strong Irish-medium peer networks in the naíonra. It is this which will most effectively provide a strong foundation for these children to continue such Irish-medium social interaction into their early school years. 108
References Baker, C. (1997). Language contact in the classroom. In Wölck, W. & De Houwer, A. (eds.) Recent Studies in Contact Linguistics. Bonn: Dummler. Baker, C. & Jones, S. (1998). Encyclopaedia of Bilingualism and Bilingual Education. Clevedon, Avon: Multilingual Matters. Carrigo, D. (2000). Just how much English are they using? Teacher and student language distribution patterns between Spanish and English in upper-grade two-way immersion Spanish classes. Dissertation Abstracts International, A, The Humanities and Social Sciences, 61, 4, Oct, 1260-A Central Statistics Office (2007). Census 2006. Online document: http://www.cso.ie/census/census2006_volume9.htm [Accessed August 2011]. Comhar Naíonraí na Gaeltachta Teo. (n.d.) Eolas. Online document: http://comharnaionrai.com/eolas.asp [Accessed August 2011]. Corson, D. (1993). Language, Minority Education and Gender: Linking social justice and power. Clevedon, Avon: Multilingual Matters. Council of Europe (2011). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Council of Europe. Online document: http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp [Accessed August 2011]. Edelenbos, P., Johnstone, R. & Kubanek, A. (2006). The main pedagogical principles underlying the teaching of languages to very young learners. Languages for the children of Europe: Published Research, Good Practice & Main Principles. Final Report of the EAC 89/04, Brussels: European Commission. Online document: http://ec.europa.eu/education/policies/lang/doc/young_en.pdf [Accessed August 2011]. Forbairt Naíonraí Teo. (n.d.) Ar gcuid cuspóirí. Online document: http://www.naionrai.ie/index.ga [Accessed August 2011]. Hickey, T. (1997). Early Immersion Education in Ireland: Na Naíonraí Dublin Institiúid Teangeolaíochta Éireann. Hickey, T. (1999). Luathoideachas trí Ghaeilge sa Ghaeltacht/ Early Education through Irish in the Gaeltacht. Gaillimh: Údarás na Gaeltachta & Institiúid Teangeolaíochta Éireann. Hickey, T. (2001). Mixing beginners and native speakers in Irish immersion: Who is immersing whom? Canadian Modern Language Review, 57, 3, (pp. 443–474). Hickey, T. (2005). Language contact in the minority language immersion preschool. In A. Suarez, F. Ramallo & X. Rodrigeuz-Yanez (eds.) Bilingual Socialization and Bilingual 109
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Multilingual Early Language Transmi
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The MELT project is carried out in
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in chapter 4, have demonstrated tha
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4.2 Early immersion approach in pre
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The MELT project aims: - to identif
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The tasks, deliverables and respons
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1.2.1 Guide for pre-school practiti
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1.2.4 Expert seminars and conferenc
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2. Information on best practices in
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However, the European Commission an
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2.2 Fryslân in the Netherlands 2.2
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those of single parents, attend the
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The Foundation SFBO was founded in
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speaking children; the idea is that
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Child-staff ratios and maximum grou
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2.4 Wales in UK 2.4.1 Background in
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of the nursery and playgroups. In W
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It combines what currently was call
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2.5 Brittany in France 2.5.1 Backgr
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Collaboration between pre-school pr
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Parents in Brittany are mostly also
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2.5.3 Training of practitioners The
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2.6 Summary of best practices in th
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3. Multilingual Early Language Tran
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ecognised as a language or not; in
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‘starting age’, ‘social and g
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3.3 Definition of Multilingual Earl
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This general division in years is f
Page 57 and 58: should adopt strategies to reinforc
Page 59 and 60: children was not good for their int
Page 61 and 62: 4. Multilingual Early Language Tran
Page 63 and 64: status even if the grounds are some
Page 65 and 66: The “language-time” strategy is
Page 67 and 68: multilingual person it is important
Page 69 and 70: 5.1.1. Quality of language input Th
Page 71 and 72: answers with a physical response su
Page 73 and 74: acquisition. Some pre-school staff
Page 75 and 76: Most participating settings are now
Page 77 and 78: has to be able to understand the ne
Page 79 and 80: 6. Recommendations and challenges L
Page 81 and 82: 6.3 Multilingual Early Language Tra
Page 83 and 84: 6.5 Challenges for the future At mi
Page 85 and 86: References Alvarez, L., Mac Swan, J
Page 87 and 88: Duquette, G. (1992). The home cultu
Page 89 and 90: McGrath, E., Repetti, R. L. (2000).
Page 91 and 92: 7. “Early Bilingual Development:
Page 93 and 94: Needless to say, if parents themsel
Page 95 and 96: Let's compare Pelle's case with the
Page 97 and 98: languages they are learning. Also,
Page 99 and 100: equires a heightened attention on t
Page 101 and 102: 8. “Immersion Preschooling in Ire
Page 103 and 104: Curriculum and Training for Irish M
Page 105 and 106: using the language every day...with
Page 107: This is supported by research showi
Page 111 and 112: Ó Laoire, M. (2006). Language educ
Page 113 and 114: Those of us working for this progra
Page 115 and 116: of 180 study points whereof 20 are
Page 117 and 118: exclude the increasing social class
Page 119 and 120: References Advisory Board for Early
Page 121 and 122: Appendix A: Partnership of the MELT
Page 123 and 124: Appendix B: MELT Project flyer Engl
Page 125 and 126: Dutch version: Frisian version: 125
Page 127 and 128: Appendix C: MELT Awareness-raising
Page 129: This project has been funded with s
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