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Sporteng Wolver

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Transcript

  • 1. The Very Young Learner and Learning English Language through the Vehicle of Sport and Dance
  • 2. A Case study Polona Oblak, M.Sc. Matjaž Vehovar, BA
  • 3. Who is the target group
    • Children aged 4-6:
    • Old Enough to Socialise
    • Young Enough to Acquire a Language
    • Being the most Receptive
    • Whole Person Development
    • Great Potential to Develop Skills and Abilities
  • 4. Who are we?
    • Co-operation between Secondary Grammar School (SSD Borci) and
    • Faculty of Education Maribor
    • Pilot Project (4 years)
  • 5. Why?
    • Needs Analysis:
    • Emotions
    • Knowledge
    • Motivation
  • 6. How?
    • Sportshall
    • 2 Pedagogs at the same time
    • Small Groups (10 - 12)
    • Authentic Situations
    • EFL (English as a Foreign Language)
    • 90 Minutes per Week
  • 7. Main Sport Objectives
    • Functional Capabilities (cardio-vascular system, heart, and loungs)
    • Psychomotor Development
    • Learning the Motor–physical Skills
    • Relaxation (Yoga for Children)
  • 8. Main Dance Objectives
    • Rhythm
    • Music Appreciation
    • Posture
    • Group Work
  • 9. Main Language Objectives
    • Positive Attitude towards Foreign Language Learning
    • Acquire Pronunciation
    • Acquire Chunks of Language
    • Grasp the Meaning
    • Be Creative and Develop Child’s Imagination
    • Use their Instinct for Talk and Interaction for FLA
  • 10. Cross-disciplinary Goals
    • Communicative Approach
    • Topic Based
    • TPR (Total Physical Response)
    • Satisfy Different Learning Styles
    • Develop Child’s Multiple Intelligences
    • Stimulative Enviroment
    • Interesting Activities
    • Authentic Situations
  • 11. Future Goals
    • Find Cross-curricular Activities that would link Sports/ Dance and English
    • Produce more Authentic Situations
    • Include Native Speaker
    • Apply to other Languages (German, French, Spanish)
    • Write and Publish own Materials (activities, tasks, audio-video)
    • Develop Methods of Assessment and Evaluation for Very Young Learners
  • 12. Workshop Questions
    • What can we learn from each other?
    • Methodology
    • Approach
    • Activities
  • 13. Workshop Questions
    • 2. Make Comments on:
    • Testing Very Young Learners
    • The Use of Mother Tongue
    • Native Speaker
    • Knowledge
  • 14. The Difference between Learning the Mother Tongue and a Foreign Language
    • MOTHER TONGUE
    • Topics
    • Content
    • Language Environment
    • Language is Acquired
    • FOREIGN LANGUAGE
    • Topics
    • Content
    • Less time
    • Structured Learning
    • Grammar Oriented
  • 15. Biography
    • Dunn, O. (1984). Developing English with Young Learners. Hemel Hampsted. Practice Hall.
    • Gardner, H. (1993). Multiple Intelligences: The theory in practice. New York: Basic Books.
    • Krashen, D. S. (1982). Principles and Practice in SLA. Oxford: Pergamon Press Ltd.
    • Lightbown, M.P. and Spada, N. (1999). How Languages are Learned. Oxford: OUP.
    • Oblak, P. (2003). The Young Learner and Learning a Language through the Vehicle of Sport: A Case Study. Oxford: Oxford Brookes University.