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Act 6 nelsy.buelvas-2

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  • 1. UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA ESCUELA DE CIENCIAS DE LA EDUCACIÓN Licenciatura en Inglés como Lengua Extranjera 551030 -Educational Management Group 2 CEAD Barranquilla ACTIVITY 6 COLLABORATIVE ACTIVITY# 1 PRESENTED BY: NELSY PATRICIA BUELVAS BARAJAS CC.55224236 TEACHER: Claudia Yuliana Ramirez Barranquilla, March, 2014 Página 1 de 5
  • 2. Educational Management Act.6 INNOVATIVE PRESCHOOL EDUCATION Pre-school education is crucial to build a strong start to every life. In this new era, developing critical thinkers helps mould young lives to become motivated, creative and independent beings. Hence, innovative practices in pre-school education would expand the possibilities of learning and give both children and educators endless opportunities in creative discoveries. Starting Bilingualism at an early age is essential and advantageous given the fact that young children are natural language acquirers; they are self-motivated to pick up language without conscious learning. Children’s minds are not yet cluttered with facts to be stored and tested. However the truth is that there is currently a lack of knowledge and applied methodology on language learning available to schools working with little kids especially those 2 – 5 years old. As for this, we see the need to implement a plan that would help institutions and teachers become skillful and confident about second language teaching. The purpose of the following plan is to help a kindergarten institution become a bilingual educative institution by January 2017, in order to keep abreast of the competition and enhance academic excellence. Knowing different languages is of growing importance for personal development. According to Kristin Kersten et al. “Providing early opportunities for contact and interaction with a foreign language, results in a longer overall contact time with the L2 and thus in improved opportunities for language learning. Additionally, bilingual preschools provide further factors which have been identified as beneficial for the child learner.” This plan focuses on four specific objectives:  Faculty  Curriculum  Resources  Parents’ engagement Regarding faculty, the preschool team is one of the most important building blocks of a bilingual programme. Teacher quality makes an enormous difference in outcomes for students. Most bilingual preschools work with native speakers of target language, however in order to keep costs down and make transition smoother we are training actual staff in the target language. Teachers are going to be trained in L2. Classes are going to be taught 3 times a week, 2 hours each day. Patience is a very important asset in this respect: language learning takes a long Página 2 de 5
  • 3. Educational Management Act.6 time, and a willingness to learn another language and dedicated support for this goal are needed from everyone in the team. It is an essential requirement for a successful operation of a preschool that the head of the institution is able to speak both languages in order to set the example to rest of the staff and to ensure parents that their children are going to have a 100% bilingual education. As for the curriculum we must adapt it to the new learning approach. L2 is not taught as a subject but is used as a means of communication in at least 50% of the curriculum instead following the immersion principle approach. It should promote young children’s school readiness in the areas of language and cognitive development, early reading and mathematics skills, socio-emotional development, physical development, and approaches to learning. The curriculum must include hands-on activities, learning games and math specific manipulatives to entice students to discover their individual mathematical mindset. It incorporates visual arts, music, dance and drama. The teacher needs to contextualize her language on different information channels, auditory and visual, so as to provide multi-sensory learning opportunities for the children. Talking about resources, we need to improve human resources as well as material resources. Since we should not increase the amount of money being used, we need to work with the staff helping them improve their language skills. An English teacher should be hired to have a stronghold to run to when needed. Since children learn easier when taught using audio visual techniques and technological tools provide the skill building support and facilitate “anytime, anywhere” learning to supplement classroom instruction, classrooms should be adapted for this approach, perhaps acquiring TVs or a video beam whichever is less expensive and having internet access. Last but not least we must work on increasing parents’ engagement on school activities. Parents will be encouraged to contact the head of the institution and encouraged to meet with teachers during academic periods for feedback on their overall perception of the program and ways they believe can be improved. Parents will be informed of student progress at the midpoint of each grading period, and report card conferences will be scheduled for parents at least twice each semester. As said by Kristin Kersten et al. children are successful in early immersion programmes when their parents are enthusiastic about immersion and believe in the programme, when they work together with the preschool teachers, when they take an interest in what the child tells them about the programme, and when they take part in preschool activities. For parents who are not familiar with the bilingual programme, it is recommendable to provide information at the moment when they come to enroll a child, and in the course of the school year, on how bilingual education works, what they can reasonably expect with regard to the children's progress in L2 acquisition, and assure them that the L1 and academic development are not negatively affected by bilingual learning. Página 3 de 5
  • 4. Educational Management Act.6 In conclusion there is a need for innovation in order to break the routine and make learning more than an iterative task. But innovation requires willingness to take risks, to walk an extra mile and to really care about the outcome, as for these and in order for this plan to function each member should be really interested on the change, curious, responsible and perseverant in the face of difficulty, playful, and always ready to use initiative to solve problems. Let’s get ready to prepare our kids for this competitive world. References Barnett, W. S. (2008). Preschool education and its lasting effects: Research and policy implications. Boulder and Tempe: Education and the Public Interest Center Página 4 de 5
  • 5. Educational Management Act.6 & Education Policy Research Unit. Retrieved from www.epicpolicy.org/publication/ preschool-education Guardian News and Media Limited (2010). Guardian Speaker Interview: Josephine Greene. Available online at: http://www.guardian.co.uk/innovation- education/speakerinterview-josephine-green Kersten, K., Rohde, A., Schelletter, C., Steinlen, A. (eds., 2010): Guidelines for Language Use in Bilingual Preschools. Kersten, K., Rohde, A., Schelletter, C., Steinlen, A. (eds., 2010): How to Start a Bilingual Preschool: Practical Guidelines. Página 5 de 5
  • 6. Educational Management Act.6 & Education Policy Research Unit. Retrieved from www.epicpolicy.org/publication/ preschool-education Guardian News and Media Limited (2010). Guardian Speaker Interview: Josephine Greene. Available online at: http://www.guardian.co.uk/innovation- education/speakerinterview-josephine-green Kersten, K., Rohde, A., Schelletter, C., Steinlen, A. (eds., 2010): Guidelines for Language Use in Bilingual Preschools. Kersten, K., Rohde, A., Schelletter, C., Steinlen, A. (eds., 2010): How to Start a Bilingual Preschool: Practical Guidelines. Página 5 de 5

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