Handbucheinträge_ENGLISCH_alle_NEU

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.
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