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

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the individual practitioner; but also common standards in terms of availability and accessibility of pre-service training and the setting of its quality standards. With respect to the EU Agenda 2020 the policy of mother-tongue plus two (Lisbon and Barcelona) should be re-scoped. The EU should develop “(…) a framework in which specific national, regional and local policies may flourish, and Languages for international and national/regional communication, for community cohesion and personal linguistic development may be supported” (King et.al: 40). All in all, when looking back at this MELT project, and when considering all studies and recommendations in official documents, the most important recommendation of all is concerning the relationship between theory and practice. At local and regional level, as well as at national and European level, stakeholders and policy makers, scholars and practitioners should take into account that all their ideas, proposals and work must be carried out for the benefit of the growing children. 84
References Alvarez, L., Mac Swan, J. & Valdés, G. Deficits and Differences: Perspectives on Language and Education Palo Alto, California: Stanford University & Metro Phoenix, Arizona: Arizona State University. Online document: http://www7.nationalacademies.org/cfe/Paper_Valdes_MacSwan_and_Alvarez.pdf [Accessed March 2011]. Arnau, J. & Artigal J. M. (eds.) (1998). Immersion Programmes: A European Perspective. Barcelona: Universitat de Barcelona. Aronin, L. & Hufeisen, B. (eds.) (2009). The exploration of multilingualism: development of research on L3, multilingualism and multiple language acquisition. Amsterdam: John Benjamins Publishing Company B.V. Online document: http://npu.edu.ua/!ebook/book/djvu/A/iif_kgpm_Aronin%20L.%20The%20Exploration%20o f%20Multilingualism.pdf [Accessed July 2011]. Baker, C. (1995). A Parents' and Teachers' Guide to Bilingualism. Clevedon: Multilingual Matters. Baker, C. (2006). Foundations of bilingual education and bilingualism, 4th edition. Clevedon: Multilingual Matters. Bornstein, M. H. (2002). Parenting infants. Mahwah, NJ: Lawrence Erlbaum associates. Bosch, L. & Sebastián-Gallés, N. (1997). Native-language recognition abilities in 4-month-old- infants from monolingual and bilingual environments. Barcelona: Departament Psicologia Bàsica, Universitat de Barcelona. Bosch, L. & Sebastián-Gallés, N. (2001). Early language differentiation in bilingual infants. In Cenoz, J. & Genesee, F. (eds) Trends in bilingual acquisition (pp. 71-93). Amsterdam: John Benjamins Publishing Company. Caldas, S. (2006). Raising bilingual-biliterate children in monolingual cultures. Clevedon: Multilingual Matters. Campos, M.M. & Rosenberg, F. (1995). Our Day-Care Settings Respect Children: Quality Criteria for Day Care. Washington: ERIC Document Reproduction Service, ED 394646. Chávez-Chávez, R. (1984). The pre-understandings of second language acquisition. Online document: http://education.nmsu.edu/faculty/ci/ruchavez/publications/3_ThePreUnderstandingSL.pdf [Accessed March 2011]. Clark, E.V. (2009). First Language Acquisition, 2nd. Cambridge: Cambridge University Press. Conteh, J.(ed.) (2006). Promoting Learning for Bilingual Pupils 3-11: Opening Doors to Success Door. London: PCB Paul Chapman Publishing 85
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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
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
Page 55 and 56: 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: 6.5 Challenges for the future At mi
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 and 110: References Baker, C. (1997). Langua
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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