孩子的雙語教學(xué)

為什么要孩子學(xué)外語？接觸多元文化，做世界公民ImprovedabilitytocommunicateBettercognitivedevelopmentRicherculturalawareness什么時(shí)候開始學(xué)比較好？孩子的語言敏感期（0-6歲）0-3歲 口頭語言敏感期3–4.5歲 書寫敏感期4.5–5.5歲 閱讀敏感期雙語和外語的區(qū)別0-6歲 雙語6-12歲 雙語（可能有口音）12-18歲 外語太早學(xué)會(huì)不會(huì)造成語言混淆？影響母語的發(fā)展？第1頁/共10頁TheFourStagesofLanguageDevelopment/pdf/your_childs_brain_newsweek.pdf1.

Overcomefearsoranxietyofhearingforeignlanguage2.

Befamiliarwiththelanguage&understand3.

Respondtoit&producewords4.

Conversation/fluency

第2頁/共10頁HOWTO?傳統(tǒng)的方法為什么行不通？急功近利你教我學(xué)缺少父母的參與什么是最好的辦法？ 最接近母語學(xué)習(xí)的辦法最適合你孩子的辦法第3頁/共10頁興趣是最好的老師英文歌電視英文書籍游戲創(chuàng)造孩子對(duì)英語的需求激發(fā)孩子對(duì)英語的興趣第4頁/共10頁"Weallassumedthatwheninfantsstareatatelevision,andlookengaged,thattheyarelearningfromit…..ButtheyneedPEOPLEtolearn"/id/8852928/site/newsweek/page/0/Languagedevelopmentispartofchildren’semotionaldevelopment.Children’sBrainDevelopment第5頁/共10頁聽說讀寫四部曲聽：Phonics對(duì)元音和輔音作基本分類辨別起始音：big,pig辨別終止音：book,boot,辨別中間音：bag,big,book,boat填寫缺失音：b_g說：靠語言環(huán)境。建議家長(zhǎng)在這方面不要有太大壓力，還是多聽些原版的東西，比如迪斯尼英語，先打好語感基礎(chǔ)。市場(chǎng)上大部分國內(nèi)編的教材，建議不用，太害人。讀：不象寓意深刻的中文讀物，英文兒童讀物通常傻傻的，但小孩都非常喜歡。讀，是非英語環(huán)境學(xué)英語的突破點(diǎn)，關(guān)鍵要找到孩子喜歡的書，而這些書最好有一定的語文教學(xué)的系統(tǒng)性。大家共建一個(gè)小圖書庫？寫：Phonics讀：Wewenttothezoothisafternoonandwesawabiglion孩子可能寫成：Wiwantolezulisaftrnunendwisalabiglain但不急于全部糾正，很快孩子就自己糾正了第6頁/共10頁Q&A我自己英語不好，還能教孩子嗎？是不是去雙語幼兒園就行了？有什么社會(huì)上的學(xué)校，培訓(xùn)班推薦？為什么我孩子學(xué)了好幾年英語了還是就會(huì)那么幾句？為什么他/她連ABC都不會(huì)？第7頁/共10頁What’sconsideredagoodbilingualprogram?Activitiesshouldhelptodevelopprideandculturalidentityinbothlanguagesbeinglearned.Childrenaremorefocusedwhenclassroomactivitiesareengaging,meaningful,andusefultothempersonally.Activitiesthatelicitandencouragepeerinteractionaremorehighlyeffective.Teachercollaboration,bridgingandsharingactivitiesacrossclassrooms,helpschildrenmakemeaningfulconnectionsbetweenlanguages.Careful,step-by-stepsequencingofactivitiesisnecessaryinordertobuildonchildren’spreviousknowledgeandtoadvanceskillsandconcepts第8頁/共10頁Whattoexpectwhenchildrenareintroducedwiththe2ndlanguageStage1:HomeLanguageUse.Atfirst,youngchildrenwhoaremonolingualdon’tunderstandthatothersmaynotspeakorunderstandthesamelanguagetheydo.Theyoftencontinuetospeaktheirhomelanguageandareconfusedwhenothersdonotrespondtothem.Stage2:Nonverbalperiod.Thisstageisthetoughest.Itbeginswhenchildrenrealizethatothersarenotunderstandingorrespondingtowhattheysay.Theresultisaperiodoftimewheretheystopusingtheirhomelanguageinthesetting,maybeginwatchingothers,listenmoreintently,andemploynonverbalmeanstocommunicate.Stage3:TelegraphicandFormulaicSpeech.Duringthisphase,childrenintentionallyusesolitaryvocabularywordsinthenewlanguageorputthemtogetherinshortphrasesorbriefsentences.Theyfrequentlymixtogetherwordsfromtheirhomelanguageandthenewlyacquiredlanguage,“codeswitching”backandforthbetweenthetwo.Stage4.Productivelanguage.Thechildbeginstospeak