For those not able to attend the recent RUMACCC (University of Melbourne) seminar on raising bilingual children, the link below will take you to the handouts for the sessions on what parents can do to encourage language learning beyond the home, for their children and community alike.
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11Dec9. All ages, Carers, Everyone, Experiences, National, Parents, Principals, Resources, Teachers, VIC, Young People Comments Off
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11Dec9. All ages, ACT, Cantonese, Events, Everyone, Indonesian, Italian, Mandarin, Parents, Russian, Uncategorized Comments Off
Source: Mandy Scott
The turnout was similar to last year’s picnic – about 25 – and keen and useful links were made between a range of languages: Mandarin, Cantonese, Italian, Russian, Indonesian and Welsh.
Most of the children who attended were too young for the ‘how many languages can you find’ game. However, those who had a go (and their mum!!) got something out of it. For anyone wishing to follow up on the above language connections, please contact Mandy.Scott@anu.edu.au
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05Dec2. Pre-schoolers, 3. Kindergarten, All, Carers, Experiences, Parents, Research, Resources, Teachers Comments Off
This very informative article is published by Learning Links, an “Australian charity and non-profit organisation formed to help children who have learning disabilities, difficulties and developmental delays, and their families”.
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05Dec2. Pre-schoolers, 3. Kindergarten, 9. All ages, Everyone, Research Comments Off
The link below leads to references on the role of maintaining a learner’s first language in relation to the acquisition of English.
http://www.tesol.org.au/Issues/Place-of-First-Language
“The Australian and international TESOL fields argue that the maintenance and ongoing development of a student’s first language (L1) provides learners with a solid base from which to acquire an additional language.
Awareness of the positive influences associated with supporting L1 development is particularly important for young learners. Older learners actively draw on knowledge of their first language and its structure, conceptual and content knowledge held in this language and their L1 literacy skills when learning a subsequent language. However younger learners do not yet have this depth of knowledge to draw on and without appropriate support they are at risk of failing to acquire full proficiency in either their first language or the main language of school instruction.”
Thank you, Mandy Scott, for this information.
Tags: Place of first language
