Handbucheinträge_ENGLISCH_alle_NEU

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4) Report by Sari-Veren Öholm | Fachschule für Sozialpädagogik Work Placement Institution: Bright Start Day Care, London Description of the situation The information board in the day care centre (for parents AND children) shows different descriptions of different kinds of words (like water (engl.)- wasser (german)- apa (romanian)). If the children have difficulties understanding a word the teacher said, they have the opportunity to go to the board and look it up again. Observed support With checking up the words on the board again the children get the chance to build up their self esteem with improving their language skills on their own. They don't need the help from the teacher directly because they are much more independent with learning and discovering their interests. Hints for the practical implementation in German day care centres The teachers have the opportunity to print out parent letters in the languages they need to communicate in the way they need to with the parents from different countries. The letters sometimes get handed directly to the parents or hung up on the information board (it depends what the matter of the topic or situation is). Also the new words (on the information board) give the parents an input to learn and improve their language skills as well. 5) Report by Maria Weber | Fachschule für Sozialpädagogik Work Placement Institution: Bluebell Montessori, London sprachlich Situation 1 Description of the situation In the company there is a three-year-old girl. She speaks only Rumanian. Her mom, who works in this company, speaks only Rumanian, too. She can understand some things but she can’t speak 8
English very well. The little girl is very interested in the English language. She would like to understand it. When someone speaks English with her she repeats it. The little girl show us with her finger when she would like something and says, “that“. Naturally, the children use their body language to express what they need or like. Observed support In many cases it’s the teacher who most strikingly influences the children’s process of learning English. The teacher talks to the children in English only and does not use their mother tongue. When a child points to a book with its finger, the teacher says, “This is a book, do you like it?“ The teacher naturally asks in English and avoids the mother tongue (our boss in this case speaks Rumanian as well, but nevertheless she speaks only English with the little girl). The teacher also speaks in complete sentences instead of single words. Hints for the practical implementation in German day care centres In Germany they mostly handle it the same way. Situation 2 linguistic social cultural Description of the situation Many children who are not yet proficient in English imitate a lot of things in different situations. The most of time they imitate their friends. They learns better and faster from their friends or other children when they play. For example, when the teacher says, “Sit down please!” and a child who understand the language sits down, then the child who doesn’t understand it imitates it. The child can link the words and the action. Observed support Playing together, singing and dancing promotes the community feeling and a playful encounter with the new language. In the nursery, they sing and dance a lot. Most of the time they dance and sing on the cultural carpet. On this carpet you can see different children. They look different in terms of skin color, which can be white, black or Asian, and/or the face shape is different. The songs they sing often deal with everyday situations. 9
Page 1 and 2: Support of immigrant children in da
Page 3 and 4: Observed support The children like
Page 5 and 6: how the activities will be realized
Page 7: the teacher. The teacher shows the

Handbucheinträge_ENGLISCH_alle_NEU

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