ELLINGSØY BARNEHAGE ÅLESUND KOMMUNE. A project using tablets for teaching minority children another language

Transcription

1 ELLINGSØY BARNEHAGE ÅLESUND KOMMUNE A project using tablets for teaching minority children another language Turid Stette Kindergarten teacher with postgraduate education in Norwegian as a second language with multicultural pedagogy.

2 A PROJECT USING TABLETS FOR TEACHING MINORITY CHILDREN ANOTHER LANGUAGE In the winter of 2014 municipal and private kindergartens got an offer from Ålesund to participate in a tablet project targeting minority children. We got basic training in using the tablet, an introduction to useful apps and we shared experiences. In the beginning of 2015 we started having regular gatherings with the children. We have chosen to split the children up in small groups of 3-4. We feel this gives them more room to speak and the more reserved children feels more comfortable speaking Norwegian.

3 CHALLENGES WHEN COOPERATING WITH PARENTS WHO SPEAKS ANOTHER LANGUAGE Most of the parents come to Norway without knowing Norwegian and barely knowing English. Migrant workers come to Norway for work and are not entitled to language courses. We don not have any employees that speak the relevant languages. Hiring an interpreter is expensive and will only be used when highly necessary. This makes it necessary for us to find alternatives for both the children and their parents. It is important to inform the parents about what we expect from them, and show them respect and recognize the culture they are used to.

4 LANGUAGE STIMULATION IN KINDERGARTENS We have chosen to gather the oldest children for language groups once a week. They are six children all together from to departments. Sometimes they are all together in the language group, sometimes split in two. In addition to the language groups the different departments spend every day stimulating the children s language together with the Norwegians. Our goal is that everyone knows simplified sign language. This serves both the bilingual and the others in developing their language. We also use a lot of images of everyday activities in communication with both children and parents.

5 DEFINITION MULTILINGUALISM: Being bilingual or multilingual means you use more than one language regularly in everyday life.

6 LANGUAGE. Our language is the foundation of all communication and interaction. Through language, we learn to understand ourselves and the environment around us. Our language gives us identity, community and belonging in the society we live in. When a child learns two languages at the same time it can take some time before both languages are properly established. The fundamentals when learning is satisfaction, selfesteem, being proud of own identity and culture, and to be shown respect and recognition. It is important to be aware of individual factors such as being introvert / extrovert, different learning levels, and how children behave in a social environment when teaching children languages.

7 THE KINDERGARTEN'S CONTENT AND TASKS: 1.9 An including community where there is space for every child: The kindergarten should take account of children's ethnic and cultural backgrounds, and every child should have significance in the community.

8 THE KINDERGARTEN'S CONTENT AND TASKS: Linguistic skills: Our language is personal, identifying and very related to our emotions. People s native language is important when it comes to experiencing own identity and mastery. A well-developed native tongue is a fundamental precondition for the further linguistic development, also in terms of written language and reading.

9 THE KINDERGARTEN'S CONTENT AND TASKS: 3.1 Communication, language and text: The staff must encourage trust between children and between children and adults. That way children feel joy in communicating, and also gain confidence to use different languages in their everyday life.

10 IN LANGUAGE GROUPS WE CREATE DICTIONARIES ABOUT THE BODY AND... Teeth Eyes Nose Ear Earlobe Eyelashes

11 DICTIONARIES ABOUT CLOTHING AND Mi<ens Hat Tights Socks Fleece- jacket Fleece- pants Sunglasses Sun- screen

12 ... DICTIONARIES ABOUT PLAYING OUTSIDE.

13 CHILDREN DRAMATIZE THE FAIRY TALE ABOUT BILLY GOATS GRUFF.

14 THE BILLY GOATS GRUFF APP.

15 WE USE THE TABLET WHEN LEARNING ABOUT INSECTS. HERE WE FOUND A SNAIL. WE ALSO FOUND SPIDERS, EARTHWORMS, ANTS AND A DUNG BEETLE.

16 WE ARE PLAYING "KIM S LEK. PUTTING WORDS ON DIFFERENT OBJECTS THAT WE USE TO DRAW WITH, AND THEN SHARING THE DOCUMENTATION WITH THE PARENTS.

17 EXAMPLE OF DOCUMENTATION.

18 TABLET APPS. HERE THE CHILDREN ARE PLAYING SE OG SI ( LOOK AND SAY ).

19 MY STORY-APP: Vi bruker appen til å lage e- bøker til å dele med foreldrene. Bøkene bruker vi også som støtte for samtale med barna i etterkant av en aktivitet. My story maker for kids:

20 APPLIKASJONER: SE OG SI, OG SPRÅKKISTA. Se og si har mange tema: I barnehagen, matvarer, leker etc. Språkkista har tema: Meg selv, familien min, kjøretøy, barnehagen etc. I tillegg gir språkkista mulighet til å velge språk.

21 MULTILINGUALISM IS A RESOURCE! BEING MULTILINGUAL IS NO HANDICAP. MORE SCIENTISTS AND EDUCATORS ARE LOOKING AT MULTILINGUALISM AS AN ASSET. ELSE RYEN AND OLAF HUSBY, BOTH ASSOCIATE PROFESSORS IN NORWEGIAN AS A SECOND LANGUAGE.

22 QUOTE FROM THE BOOK "TYPICAL NORWEGIAN IS BEING RUDE?" "When Norwegians are sad, they go on a mountain." Chinese student. "Norwegian children plays outside in the rain and storm, Norwegian women and men jog also when there is snow on the groud and og on walks in all weather. Even pregnant women, people over 80 years old and four-year-old children go on long ski trips! Turkish student. Cultural baggage is usually detected when meeting others...