Sporteng Wolver

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Sporteng Wolver

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

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