Second Language Learning in primary ages. 

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Europe is focusing more and more on the importance of second language acquisition since primary ages.

The widespread of CLIL brought a new way of teaching in a foreign language and schools are starting experimenting CLIL modules since primary school.The field of second language acquisition embraces different factors such as linguistic, socio-linguistic, education, as well as motivation, psychology, cognitive science, neuroscience and the changing environment. We are living in a multicultural society and multiculturalism, as well as pluriculturalism, is directly linked to multilingualism and plurilingualism. Multilingualism is more connected to a geographic context (that is, in the same place we may find people speaking different languages) while plurilingualism is more connected to the individual’s natural ability to speak more languages.To know and respect a language is, by such an extent, to know and respect a culture. Europe is supporting the study of second language aimed at instilling the study and knowledge of languages and cultures, so to create the basis for a sheer plurilingualism.

Hence the importance of promoting second language learning since primary (and pre primary) ages. Learning a second language is easier for a child. Children can be engaged through storytelling, music, games, role plays and different activities which may expose them to a natural acquisition of the language.Children live the language and therefore learn the language for the languageOf course, teachers must be ready to teach the second language in a motivating way, through a multi-sensory approach, through synthetic phonics and through CLIL, so engaging all possible activities and stimuli. Studies on Second Language Learning prove that children studying in a context of bilingual education also develop a higher procedural memory and long term memory.A Research by Dr. Diana Pili Moss (Lancaster University) with Italian students of primary school engaged in IBI-BEI Project proved that children reacted more positively than adults in procedural learning ability.Moreover, bilingual education in primary ages could be also supported in a context of PBL (project based learning) such as eTwinning projects, where children learn “cultures” through the foreign language.We can easily say: “Bilingual education is good for your brain. Start young!” 

Angela Panzarella (02/08/1978), laureata in lingue e letterature straniere moderne (inglese e serbocroato) con indirizzo filologico letterario, un’ulteriore laurea in lettere (storia delle tradizioni popolari) presso La Sapienza di Roma, master in traduzione, abilitazione SSIS (A345/A346), master CeCLIL (Ca’ Foscari) e Metodologie CLIL nel XXI secolo (IUL Firenze), benemerenza in Filologia (Philology Sila Trophy, per il saggio “As You Like Her…”), expertise in bilingual education since primary years, dopo anni di docenza nella scuola secondaria di secondo grado, insegna inglese nella scuola primaria per la sperimentazione e il proseguimento dell’esperienza bilingue (IBI-BEI, istruzione bilingue, bilingual education, CLIL & technoCLIL) nella provincia di Milano. E’ formatrice riconosciuta dall’USR Lombardia (per corsi linguistici e metodologici CLIL, technoCLIL e webtools per la didattica) e certificatrice Cambridge Young Learners (International House) ed ESOL (Cambridge, International House, English Speaking Board). Referente per l’Internazionalizzazione, è anche esperta eTwinning, Erasmus+ ed Europrogettazione, con partecipazione a seminari multilaterali in Italia, Europa e Paesi del Mediterraneo. Attiva con pubblicazioni anche su Scientix e per Stem Discovery Week. Ha scritto per i suoi “gnomi” (come si diverte a chiamarli, e per i quali è Miss Angela), la collana completa di testi per la didattica bilingue 100% CLIL e technoCLIL per la scuola primaria.Last but not least, è una bassista con esperienze musicali in ambito nazionale e internazionale.

 

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