Your SlideShare is downloading. ×
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Hugs,songs,art and language
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Hugs,songs,art and language

1,550

Published on

Here is the presentation from my workshop - Hugs, Songs, Art and Language that I presented at the Edelvives Jornadas de Infantil in Valencia, Baiona, Madrid and Sevilla.

Here is the presentation from my workshop - Hugs, Songs, Art and Language that I presented at the Edelvives Jornadas de Infantil in Valencia, Baiona, Madrid and Sevilla.

Published in: Education, Technology
0 Comments
5 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
1,550
On Slideshare
0
From Embeds
0
Number of Embeds
6
Actions
Shares
0
Downloads
0
Comments
0
Likes
5
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Taller 6Hugs, songs art andlanguage.
  • 2. Hugs, songs, art and languageThe hundred languages of childhood The child is made of one hundred. The child has a hundred languages a hundred hands a hundred thoughts a hundred ways of thinking, of playing, of speaking. A hundred always a hundred ways of listening of marveling, of loving a hundred joys for singing and understanding a hundred worlds to discover a hundred worlds to invent a hundred worlds to dream.
  • 3. Hugs, songs, art and language The child has a hundred languages (and a hundred hundred hundred more) but they steal ninety-nine. The school and the culture separate the head from the body. They tell the child: to think without hands to do without head to listen and not to speak to understand without joy to love and to marvel only at Easter and at Christmas.
  • 4. Hugs, songs, art and language They tell the child: to discover the world already there and of the hundred they steal ninety-nine. They tell the child: that work and play reality and fantasy science and imagination sky and earth reason and dream are things that do not belong together. And thus they tell the child that the hundred is not there. The child says: No way. The hundred is there. Loris Malaguzzi, Founder of the Reggio Emilia Approach
  • 5. Hugs, songs, art and languageWhat are the hundred languages of children?• Symbolic languages, including drawing, sculpting, dramatic play,writing, painting are used to represent children‟s thinking processesand theories.• As children work through problems and ideas they are encouragedto depict their understanding using many different representations.
  • 6. Hugs, songs, art and languageHow young children acquire their mother tongueCaretaker language • Years and hours of comprehensible input • The silent period • Masses of repetition • Constant praise and admiration from all the adults around them • Pressure free • Language develops alongside the development of the whole child- physical, social, intellectual, emotional needs • Language development is secondary to the purpose it is being used for • Caretaker language
  • 7. Hugs, songs, art and languageChildren learn through tasks which:• Are enjoyable and rewarding• Involve them actively• Are cognitively challenging but achievable• Focus on meaning not form• Help them to interpret clues from context• Link language learning to other areas• Have a clear purpose in the child‟s world• Enable the teacher to respond positively to what is said or done and then elaborate on the response, or reformulate/ extend the response until the children can take control themselves
  • 8. Hugs, songs, art and languageComprehensible Input and the Affective Filter• According to Stephen Krashen, “the Input Hypothesis claims thathumans acquire language in only one way – by understandingmessages, or by receiving `comprehensible input´”• However, Krashen also argues that “Comprehensible input isnecessary for acquisition but it is not sufficient. The learner must beOPEN to the input.”• The affective filter is like a mental block that prevents learners fromfully using the comprehensible input they receive for languageacquisition.
  • 9. Hugs, songs, art and languageLowering the affective filter• The affective filter is up when the child is unmotivated, lacking in self-confidence or anxious or when he or she is “on the defensive”• The affective filter is down when the child is not concerned with the possibility of failure and when he or she considers him/herself to be a potential member of the group speaking the target language.• Krashen states “It is lowest when the acquirer is so involved in the message that he temporarily „forgets‟ he/she is hearing another language.”
  • 10. Hugs, songs, art and languageLowering the affective filter Student feels anxious, bored, unmotivated, on the defensive Student feels safe, self-confident, so involved in the message, they “forget” they are hearing another language
  • 11. Hugs, songs, art and languageCreating a magical world • The English classroom as a magical world beckoning the students to learn and explore. • Their own unique place to grow and express themselves. • A warm and caring environment where students feel safe above all, safe to be themselves, learn without fear and have the freedom to take risks in their learning. • Classroom management is fundamental to creating a safe and caring environment
  • 12. Hugs, songs, art and language Comprehensible input Low Safe, caring Classroom affective management filter environment Symbolic language
  • 13. Hugs, songs, art and languageWhat is classroom management?Classroom management is:• All of the things that a teacher does to organize students, space, time and materials so that instruction in content and student learning can occur.
  • 14. Hugs, songs art and languageCharacteristics of a well-managed class:•Students are deeply involved in the lesson•Students know what we expect of them and are successful•There is little wasted time or confusion•The climate of the classroom is work-oriented, but relaxed and pleasant.Here is an example of an English teacher with no classroommanagement: http://www.youtube.com/watch? v=0rqykAlYebQ
  • 15. Hugs, songs, art and languageRoutines and procedures help us to create anenvironment rich in English• Establish your routines, connect them to specific phrases and songs in English, and maximise their use.• You feel confident, prepared and relaxed.• The students understand what to do.• The affective filter is low• The students receive a lot of comprehensible input in a context that is useful and makes sense to them.
  • 16. Hugs, songs, art and languageHow to extend a routine into more EnglishDays of the week• Teach a Days of the week song• Sing the Days of the week song every day or each session• Ask the students “Is it Monday?”• Students answer with thumbs up or down and yes or no• Students answer with “Yes, it is” or “No, it isn‟t”• Gradually, add “What day is it today?”• Students answer “ Monday” and then “It is Monday”
  • 17. Hugs, songs, art and languageThis same routine can be used for:•The months of the year• The seasons• The weather• Colours• Shapes• Clothes• Anything you can think of!
  • 18. Hugs, songs, art and languageOrganising your space and materialsSpecial considerations for English teachers in infants• We have a lot of groups.• We go from class to class.• We often work directly with the classroom teacher.• The classroom teachers have well-established routines.• The schedule of our sessions is varied: - first session of the morning - before recess (morning snack) - last session
  • 19. Hugs, songs, art and languageAdvantages of a portable display• You can take it with you everywhere• You have all of your materials in one place• It adapts to any space or situation• The children are excited and motivated when they see it• You design it the way you want• You don‟t have to make multiple copies of flashcards, popouts, calendars, etc. Mi compañera Mª Ángeles Martinez Polo con su diseño en 5 años.
  • 20. Hugs, songs, art and language Peanut butter and jelly
  • 21. Hugs, songs, art and language peanut butter
  • 22. Hugs, songs, art and language jelly
  • 23. Hugs, songs, art and language bread
  • 24. Hugs, song, art and language sandwich
  • 25. Hugs, songs, art and language Peanut butter and jelly • Song • Role play • Sequence activity • Zig-zag book • Draw pictures • Play “fish” card game – “Have you got bread?” • Make peanut butter and jelly sandwiches
  • 26. Hugs, songs, art and languagedo door
  • 27. Hugs, songs, art and language grass
  • 28. Hugs, songs, art and language mushrooms
  • 29. Hugs, songs, art and language mud
  • 30. Hugs, songs, art and language sticks
  • 31. Hugs, songs, art and language tree
  • 32. Hugs, songs, art and language pond
  • 33. Hugs, songs, art and language cave
  • 34. Hugs, songs, art and language dragon
  • 35. Hugs, songs, art and languageStory songs and chantsThe Dragon Hunt• Sing song• Draw pictures• Illustrate with plasticine figures• Make a map• Play a game – post flashcards around the class and the children have to walk to that place• Invent more verses for the chant• Connect this experience to art.
  • 36. Hugs, songs, art and language From songs to art Artist – Richard Long “Art made by walking in landscapes.Photographs of sculptures made along the way. Walks made into textworks.” Circle in AlaskaBering Strait Driftwood on the Artic Circle 1977
  • 37. Hugs, songs, art and language Richard Long River Avon Mud Hand Circles The Hayward Gallery London 1991
  • 38. Hugs, songs, art and languageLinks from one artist to another:Wassily KandinskySquares with concentric circles
  • 39. Hugs, songs, art and languageReferencesKandinsky, Wassily. Farbstudie: Quadrate mit konzentirischen Ringen (Color Study: Squares with Concentric Circles) 1913 Städtische Galerie im Lenbachhaus(City Gallery in Lenbachhous, Munich, Germany).Krashen, Stephen D. The Input Hypothesis: Issues and Implications. Torrance, CA: Laredo Publishing Company, 1985Long, Richard. Circle in Alaska 1977 www.richardlong.orgLong, Richard. River Avon Mud Hand Circles 1991 The Hayward Gallery LondonReilly, Teresa. “Developing the Whole Child Through English in the Early Years‟ Classroom” Alcala de Henares. September 2002
  • 40. Hugs, songs, art and languageShin, Joan Kang. “Teaching English to Young Learners” English Language Center. University of Maryland, Baltimore CountyWong, Harry K. and Rosemary T. Wong. How to Be an Effective Teacher the First Days of School. Mountainview, CA: Harry K. Wong Publications, Inc.1998

×