孩子的双语教学

null怎样培养孩子对外语的兴趣怎样培养孩子对外语的兴趣Lin Gao Wendy Zhaonull为什么要孩子学外语？ 接触多元文化，做世界公民 Improved ability to communicate Better cognitive development Richer cultural awareness 什么时候开始学比较好？ 孩子的语言敏感期 （0-6岁） 0 - 3岁 口头语言敏感期 3 – 4.5岁 书 关于书的成语关于读书的排比句社区图书漂流公约怎么写关于读书的小报汉书pdf 写敏感期 4.5 – 5.5岁 阅读敏感期 双语和外语的区别 0 - 6岁 双语 6 - 12岁 双语（可能有口音） 12- 18岁 外语 太早学会不会造成语言混淆？影响母语的发展？The Four Stages of Language Development The Four Stages of Language Development http://www.gymboreeturkey.com/pdf/your_childs_brain_newsweek.pdf1.       Overcome fears or anxiety of hearing foreign language 2.      Be familiar with the language & understand 3.      Respond to it & produce words 4.      Conversation / fluency  HOW TO?HOW TO?传统的方法为什么行不通？ 急功近利 你教我学 缺少父母的参与 什么是最好的办法？ 最接近母语学习的办法 最适合你孩子的办法 兴趣是最好的老师兴趣是最好的老师英文歌 电视 英文书籍 游戏 创造孩子对英语的需求 激发孩子对英语的兴趣null"We all assumed that when infants stare at a television, and look engaged, that they are learning from it….. But they need PEOPLE to learn" http://www.msnbc.msn.com/id/8852928/site/newsweek/page/0/Language development is part of children’s emotional development.Children’s Brain Development听说读写四部曲听说读写四部曲听：Phonics 对元音和辅音作基本分类 辨别起始音：big, pig 辨别终止音：book, boot, 辨别中间音：bag, big, book, boat 填写缺失音：b_g 说： 靠语言环境。建议家长在这方面不要有太大压力，还是多听些原版的东西，比如迪斯尼英语，先打好语感基础。市场上大部分国内编的教材，建议不用，太害人。 读： 不象寓意深刻的中文读物，英文儿童读物通常傻傻的，但小孩都非常喜欢。 读，是非英语环境学英语的突破点，关键要找到孩子喜欢的书，而这些书最好有一定的语文教学的系统性。 大家共建一个小图书库？ 写：Phonics 读：We went to the zoo this afternoon and we saw a big lion 孩子可能写成：Wi wan to le zu lis aftrnun end wi sal a big lain 但不急于全部纠正，很快孩子就自己纠正了 Q & AQ & A我自己英语不好，还能教孩子吗？ 是不是去双语幼儿园就行了？ 有什么社会上的学校， 培训 焊锡培训资料ppt免费下载焊接培训教程 ppt 下载特设培训下载班长管理培训下载培训时间表下载 班推荐？ 为什么我孩子学了好几年英语了还是就会那么几句？ 为什么他/她连ABC都不会？What’s considered a good bilingual program? What’s considered a good bilingual program? Activities should help to develop pride and cultural identity in both languages being learned. Children are more focused when classroom activities are engaging, meaningful, and useful to them personally. Activities that elicit and encourage peer interaction are more highly effective. Teacher collaboration, bridging and sharing activities across classrooms, helps children make meaningful connections between languages. Careful, step-by-step sequencing of activities is necessary in order to build on children’s previous knowledge and to advance skills and concepts What to expect when children are introduced with the 2nd languageWhat to expect when children are introduced with the 2nd languageStage 1: Home Language Use. At first, young children who are monolingual don’t understand that others may not speak or understand the same language they do. They often continue to speak their home language and are confused when others do not respond to them. Stage 2: Nonverbal period. This stage is the toughest. It begins when children realize that others are not understanding or responding to what they say. The result is a period of time where they stop using their home language in the setting, may begin watching others, listen more intently, and employ nonverbal means to communicate. Stage 3: Telegraphic and Formulaic Speech. During this phase, children intentionally use solitary vocabulary words in the new language or put them together in short phrases or brief sentences. They frequently mix together words from their home language and the newly acquired language, “code switching” back and forth between the two. Stage 4. Productive language. The child begins to speak the new language relatively well, though sentences may be rather awkward and some words may continue to be used inappropriately.ReferenceReference