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Education Technology

Carol Read & “The Secret of Working with children”

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This presentation explores the varieties of Content and Language Integrated Learning (CLIL) programmes that go under this umbrella term and explains the original four Cs of CLIL: content, communication, culture and cognition. The advantages and disadvantages of implementing a CLIL approach in the curriculum will be compared and some of the learning strategies to develop the cognitive domain while teaching a foreign language will be explained. The changes required in terms of professional development for teachers and changing roles for students will be explored and the efficacy of introducing a CLIL approach for bilingualism in a globalised world will be promoted.

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Reprinted from Young Children • January 2011 91 ® 2, 3 ReseaRcheRs widely Recommend storybook reading for promoting the early language and literacy of young children. By listening to stories, children learn about written syntax and vocabulary and develop phonologi- cal awareness and concepts of print, all of which are closely linked to learning to read and write (National Early Literacy Panel 2008). Teachers usually know a read-aloud experi- ence has been effective because they see the children maintain their interest in the story, relate different aspects of the story to their own experiences, describe the illustra- tions, and ask questions about the characters and plot. However, listening to a story read aloud can be a very different experi- ence for children who speak a language other than English. What happens when the children are read to in a language they are just beginning to learn? What happens when an English-speaking teacher reads a story to a group of children who are learning English as a second language? As illustrated in the vignette at the beginning of this article, teachers often describe young dual language learners in their class as distracted and unengaged during read-aloud sessions in English. In this article, we describe teaching strategies that English-speaking teachers can use when reading aloud to young dual language learners. These strategies are part of the Nuestros Niños Early Language and Literacy Program, a professional development intervention designed to improve the quality of teaching practices in prekin- dergarten classrooms to support Spanish-speaking dual language learners (Castro et al. 2006). The intervention was developed and evaluated in a study funded by the US Department of Education. Teachers from the North Carolina More at Four Pre-Kindergarten Storybook Reading for Young Dual Language Learners Cristina Gillanders and Dina C. Castro Cristina Gillanders, PhD, is a researcher at the FPG Child Development Institute at the University of North Carolina–Chapel Hill. She was an investigator in the Nuestros Niños study, and has worked with dual language learners as a bilingual preschool teacher, teacher educator, and researcher. [email protected] Dina C. Castro, PhD, is a senior scientist at the FPG Child Development Institute. She was the principal investigator for the Nuestros Niños study. Her research focuses on improving the quality of early education for children from diverse cultural and linguistic backgrounds. [email protected] Photos courtesy of the authors. A study guide for this article will be available in mid-January online at www.naeyc.org/yc. In a community of practice meeting, teachers discuss their experiences reading aloud to dual language learners. Susan: When I am reading a story, the Latino children in my class just sit there. They look at me, but you can tell that they are not engaged in the story. Lisa: ...

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1. TEACHERS’ DAY Valencia, March 7th

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