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Bilingual Teaching A Policy Proposal (PDF 272 Kb)

Bilingual Teaching A Policy Proposal (PDF 272 Kb)

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Published by: Mourad Diouri on Feb 21, 2011
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02/06/2012

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Proposed
 
Guidelines
 
for
 
Implementing
 
the
 
Early
 
Years
 
Bilingual
 
English
Arabic
 
Program
 
Islamic Shakhsiyah Foundation
By
 
Hiba
 
Zein,
 
Deputy
 
Head
 
Teacher
 
 
 1
 May 2009
This is a working document which is currently underconsideration by the Islamic Shakhsiyah Trust.Table of Contents
 
Introduction …………………………………………………………31- Second Language Acquisition in Early Childhood……………….5What Every Teacher Needs to Know1- The process of second language acquisition…………………….5A- First language acquisition……………………………………6B – Early second language acquisition………………………….82- Misconceptions about early second language acquisition……..112- Planning and scheduling a content-related program………………231- Language integration over isolation…………………………...232- Curriculum and instruction…………………………………….24A- Factors to take in consideration……………………………..24B- Separation of languages……………………………………..24C- Programs should provide a minimum of 4 to 6 years of bilingualInstruction to participating students…………………………..25D- The focus of instruction should be the same core academicCurriculum that students in other program experience………..253- The qualification of early years’ second language teachers……25A- Teachers’ language competence and pronunciation…………25B- Teaching experience and training…………………………...264- Class size and time……………………………………………...26A- Class size……………………………………………………26B- Class time…………………………………………………...275- Involving parents………………………………………………..273- Practice principles for instructed language acquisition………………28Principle 1- Effective planning……………………………………..28A- Planning clear content and language objectives andoutcomes……………………………………………………...28B- Designing developmentally appropriate instruction…..…..29Principle 2- Successful instructed language learning requiresExtensive second language input………………………..30A- Karshen’s hypotheses in language acquisition……………....30B- Karshen’s hypotheses weakness points……………………...32
 
 2
Principle 3- Successful instructed language learning also requiresOpportunities for output………………………………..32Principle 4- Providing opportunities for effective interaction……...33A- The importance of oral interaction in language acquisition..33
 
B- Using appropriate teaching methods to develop children’sSpeech……………………………………………………….34Principle 5- Instruction needs to ensure that learners also focus onForm………………………………………………….34
 
Principle 6- Teaching second language while using only targetLanguage…………………………………………….36A- An age-appropriate Arabic teaching methods at ISF…36
 
B- The bilingual program model at ISF………………….37
 
C- The amount of instruction delivered in the secondLanguage at ISF………………………………………..39
 
Principle 7- Teaching young children according to their Characteristics…………………………………………40
 
A- Words are not enough; objects and pictures are Needed…………………………………………………40B- Young children need to be praised…………………….41
 
C- Young children love rhymes, Anasheed and stories…..41
 
D- Variety in the classroom………………………………42
 
E- Use Gestalt language in the initial stage of EnglishClasses…………………………………………………..42F- Arabic lessons should be well planned in advance……43Principle 8- Motivation is essential in second languageAcquisition……………………………………………44Principle 9- Assessing students’ comprehension………..…….454- Methods of teaching foreign language……………………………….471- Effective early years’ foreign language teaching methods……48A- The Direct Method……………………………………..48B- The Total Physical Response…………………………...49C- The Natural Approach………………………………….512- The Accelerative Integrated Method …………………………52Conclusion………………………………………………………………55

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