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

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The contents of this publication may be reproduced in print, except for commercial purposes, provided that the extract is proceeded by a complete reference to the Mercator European Research Centre on Multilingualism and Language Learning. Published in September 2011 Project number: 504186-LLP-1-2009-1-NL-COMENIUS-CMP / 2009-3894 (2009-2011) ISBN number: 978 94 9071 90 43 Copyright © Fryske Akademy Authors: Idske Bangma and Alex Riemersma Mercator European Research Centre on Multilingualism and Language Learning www.mercator-research.eu c/o Fryske Akademy PO Box 54 8900 AB Leeuwarden/Ljouwert www.fryske-akademy.nl This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Additional funds and technical assistance have generously been provided for by the Network to Promote Linguistic Diversity. 2
The MELT project is carried out in a cooperation of four European regions and five partners: Acknowledgements The authors wish to express their gratitude to the partners of the MELT project who were very helpful and who supplied all necessary information with great enthusiasm. Special and personal thanks go to Veronica Hertzberg, Gari Lewis and Gregor Mazo, who have contributed to the content, and to Heledd Daniel, Osian Llywelyn, Virginie Pronost, Bauke Okkema, Robert Harris, Jan van der West, Saskia Benedictus-van der Berg, Verena Backer-Steinbrink, Tjallien Kalsbeek and René Jorna who have assisted greatly to this publication and to the success of the project. 3
Page 1: Multilingual Early Language Transmi
Page 5 and 6: in chapter 4, have demonstrated tha
Page 7 and 8: 4.2 Early immersion approach in pre
Page 9 and 10: The MELT project aims: - to identif
Page 11 and 12: The tasks, deliverables and respons
Page 13 and 14: 1.2.1 Guide for pre-school practiti
Page 15 and 16: 1.2.4 Expert seminars and conferenc
Page 17 and 18: 2. Information on best practices in
Page 19 and 20: However, the European Commission an
Page 21 and 22: 2.2 Fryslân in the Netherlands 2.2
Page 23 and 24: those of single parents, attend the
Page 25 and 26: The Foundation SFBO was founded in
Page 27 and 28: speaking children; the idea is that
Page 29 and 30: Child-staff ratios and maximum grou
Page 31 and 32: 2.4 Wales in UK 2.4.1 Background in
Page 33 and 34: of the nursery and playgroups. In W
Page 35 and 36: It combines what currently was call
Page 37 and 38: 2.5 Brittany in France 2.5.1 Backgr
Page 39 and 40: Collaboration between pre-school pr
Page 41 and 42: Parents in Brittany are mostly also
Page 43 and 44: 2.5.3 Training of practitioners The
Page 45 and 46: 2.6 Summary of best practices in th
Page 47 and 48: 3. Multilingual Early Language Tran
Page 49 and 50: ecognised as a language or not; in
Page 51 and 52: ‘starting age’, ‘social and g
Page 53 and 54:
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
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children was not good for their int
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4. Multilingual Early Language Tran
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status even if the grounds are some
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The “language-time” strategy is
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multilingual person it is important
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5.1.1. Quality of language input Th
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answers with a physical response su
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acquisition. Some pre-school staff
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Most participating settings are now
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has to be able to understand the ne
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6. Recommendations and challenges L
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6.3 Multilingual Early Language Tra
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6.5 Challenges for the future At mi
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References Alvarez, L., Mac Swan, J
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Duquette, G. (1992). The home cultu
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McGrath, E., Repetti, R. L. (2000).
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7. “Early Bilingual Development:
Page 93 and 94:
Needless to say, if parents themsel
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Let's compare Pelle's case with the
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languages they are learning. Also,
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equires a heightened attention on t
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8. “Immersion Preschooling in Ire
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Curriculum and Training for Irish M
Page 105 and 106:
using the language every day...with
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This is supported by research showi
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References Baker, C. (1997). Langua
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Ó Laoire, M. (2006). Language educ
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Those of us working for this progra
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of 180 study points whereof 20 are
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exclude the increasing social class
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References Advisory Board for Early
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Appendix A: Partnership of the MELT
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Appendix B: MELT Project flyer Engl
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Dutch version: Frisian version: 125
Page 127 and 128:
Appendix C: MELT Awareness-raising
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This project has been funded with s
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