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Aaada® English

Jazyková výuka Aaada

V roce 2006, kdy poslední lístky opadávaly ze stromů, navštěvoval Steve workshopy vedené Milenou Láskovou, která ho velmi zaujala. Workshopy se soustředily na cíle výuky, které Steve stanovil v Aaadě a které tu praktikuje už od roku 1999. Steve své poznámky a materiály vzal a se svolením autorky je zveřejnil na stránkách Aaady. V případě dotazů ohledně výuky jazyků v Aaadě a cílů projektu "Národního plánu výuky cizích jazyků" nás neváhejte kontaktovat.

Proč seznamovat s cizím jazykem v raném věku?

Workshop I k projektu Angličtina pro předškoláky - 23. listopadu 2006

Základní info o projektu: Aktivita 1.3 Národního plánu výuky cizích jazyků vyhlášeného MŠMT „Zařadit angličtinu s metodikou výuky do programu přípravy učitelů mateřských škol v pedagogických školách a na pedagogických fakultách“

Název projektu: Angličtina pro předškoláky Časový horizont projektu: 07/2006 – 12/2007 Odpovědnost za projekt: Národní ústav odborného vzdělávání

Milena Lásková

Autorka projektu: Milena Lásková Kontakt e-mail: milena.laskova@nuov.cz

Stáhnout prezentaci v Powerpointu: Proč seznamovat s cizím jazykem v raném věku? (2006 Powerpoint prezentace .ppt 272k)

Aaada® English

Language Learning

Excerpts from textbooks by Verna Hildebrand Phd.

from "Guiding Young Children:"

Animals: “Animals contribute important concepts for children’s learning. In your guidance, help children relate the animal’s needs and appearance to their own. “How many legs does it have?” “What does it eat?” “Where does it sleep?” “How does it take care of its babies?” may be discussed with the children. Because animals hold such a natural fascination for young children, they provide lots of opportunities for sciencing.” Sciencing in this case = teaching English.

Dramatic Play/Role Play: “Few activities can rival the richness of dramatic play for encouraging children to use language in complex and meaningful ways. Dramatic play is spontaneous play in which children decide for themselves whether to join in, what role to take, and how to interpret that role.”

“Language is learned through speaking, listening, and responding to conversations. A room full of meaningful conversations is more desirable than a quiet room…The self-selected activities you make available will generate many conversations…between you and the children. You will find that children naturally have a lot to say when your conversation centers around something interesting that they are doing at the moment.”

from “Introduction to Early Childhood Education:”

“The brain is the center of both cognitive and language development. Recent work in mapping functions of the brain indicates the left hemisphere controls both language and analytical thinking …. Between ages two and eight is said to be the period of greatest linguistic abilities.”

“… the best way to learn [another language] is early and the best way to learn is from a person who speaks that language as a mother tongue, that is, a native speaker. Advantages are in terms of ease of learning sounds, flexibility of brain function, and related cognitive development.”

“Language is a two-way street—listening and speaking. Listening may be as important as speaking itself. Listening must be done with comprehension. Active thinking should accompany listening.”

“… the teacher does not explain a song word for word but lets most of the song’s meaning come to the children as they sing and as they experience their world. If a song has a catchy melody in a suitable range, children will sing it with gusto even if they do not understand it entirely.” (pg. 349)

“By singing a new word, children receive a kinesthetic or sensory experience in the speech and hearing organs from which other understandings can grow.” (pg. 349)

“Listening is also important for language development. Many of the opportunities offered through music make important contributions to language. Acuity is tested. Memory is developed through listening activities.” (pg. 356)