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

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Language Acquisition: Proceedings of the 2 nd International Symposium on Bilingualism (pp. 1297-1318). Vigo, Spain University of Spain. Online document: http://webs.uvigo.es/ssl/actas2002/06/04.%20Tina%20Hickey.pdf [Accessed August 2011]. Hickey, T. (2004a). Sealbhú an chéad teanga. In D. Uí Ghrádaigh (eag.) Cúnamh: Tacábhar Cúram Leanaí 0-6. Support Material for Early Childhood Education, Baile Átha Cliath: Forbairt Naíonraí Teo. Hickey, T. (2004b). An tSocheolaíocht, an dátheangachas agus luathshealbhú an dara teanga. In D. Uí Ghrádaigh (eag.) Cúnamh: Tacábhar Cúram Leanaí 0-6. Support Material for Early Childhood Education, Baile Átha Cliath: Forbairt Naíonraí Teo. Hickey, T. (2004c). An tumoideachas In D. Uí Ghrádaigh (eag.) Cúnamh: Tacábhar Cúram Leanaí 0-6. Support Material for Early Childhood Education, Baile Átha Cliath: Forbairt Naíonraí Teo. Hickey, T. (2007). Children’s language networks in minority language immersion: What goes in may not come out. Language and Education, 21, 1 (pp. 46-65). Online document: http://www.multilingual-matters.net/le/021/1/default.htm [Accessed August 2011]. Moffatt, S. (1991). Becoming bilingual in the classroom: Code choice in school. Language and Education, 5, 1 (pp. 55–71). Mhic Mhathuna, Maire (2008). Supporting Children's Participation in Second Language Stories in an Irish Language Preschool, Early Years, 28, vol. 3 (pp. 299-309). Mougeon, R. & Beniak, E. (1994). Bilingualism, language shift and institutional support for French: The case of the Franco-Ontarians. International Journal of the Sociology of Language (pp.99–126; 105–106). National Council for Curriculum and Assessment (2009). Aistear: the Early Childhood Curriculum Framework. Dublin: NCCA. Online document: http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary Education/Early_Childhood_Education/Framework_for_Early_Learning/ [Accessed August 2011]. Ní Rianaigh, Máire (2011). Aistear: Creatchuraclam na Luathóige sa chomhthéacs naíonra agus bunscoile. Ó Giollagáin, Conchúir, Mac Donnacha, S., Ní Chualáin, F., & Ní Shéaghdha,A. Acadamh na hOllscolaíochta Gaeilge, NUI Galway 2007. Staidéar Cuimsitheach Teangeolaíoch ar Úsáid na Gaeilge sa Ghaeltacht/Comprehensive Linguistic Study of the Use of Irish in the Gaeltacht. Tuarascáil taighde don Roinn Gnóthaí Pobail, Tuaithe agus Gaeltachta. BÁC: Oifig an tSoláthair Dublin: Stationery Office. Online document: http://www.pobail.ie/ie/anghaeltacht/anstaidearteangeolaioch/ [Accessed August 2011]. 110
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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
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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 and 108: This is supported by research showi
Page 109: References Baker, C. (1997). Langua
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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