孩子的双语教学

为什么要孩子学外语？接触多元文化，做世界公民ImprovedabilitytocommunicateBettercognitivedevelopmentRicherculturalawareness什么时候开始学比较好？孩子的语言敏感期（0-6岁）0-3岁 口头语言敏感期3–4.5岁 书写敏感期4.5–5.5岁 阅读敏感期双语和外语的区别0-6岁 双语6-12岁 双语（可能有口音）12-18岁 外语太早学会不会造成语言混淆？影响母语的发展？第1页/共10页TheFourStagesofLanguageDevelopment/pdf/your_childs_brain_newsweek.pdf1.

Overcomefearsoranxietyofhearingforeignlanguage2.

Befamiliarwiththelanguage&understand3.

Respondtoit&producewords4.

Conversation/fluency

第2页/共10页HOWTO?传统的方法为什么行不通？急功近利你教我学缺少父母的参与什么是最好的办法？ 最接近母语学习的办法最适合你孩子的办法第3页/共10页兴趣是最好的老师英文歌电视英文书籍游戏创造孩子对英语的需求激发孩子对英语的兴趣第4页/共10页"Weallassumedthatwheninfantsstareatatelevision,andlookengaged,thattheyarelearningfromit…..ButtheyneedPEOPLEtolearn"/id/8852928/site/newsweek/page/0/Languagedevelopmentispartofchildren’semotionaldevelopment.Children’sBrainDevelopment第5页/共10页听说读写四部曲听：Phonics对元音和辅音作基本分类辨别起始音：big,pig辨别终止音：book,boot,辨别中间音：bag,big,book,boat填写缺失音：b_g说：靠语言环境。建议家长在这方面不要有太大压力，还是多听些原版的东西，比如迪斯尼英语，先打好语感基础。市场上大部分国内编的教材，建议不用，太害人。读：不象寓意深刻的中文读物，英文儿童读物通常傻傻的，但小孩都非常喜欢。读，是非英语环境学英语的突破点，关键要找到孩子喜欢的书，而这些书最好有一定的语文教学的系统性。大家共建一个小图书库？写：Phonics读：Wewenttothezoothisafternoonandwesawabiglion孩子可能写成：Wiwantolezulisaftrnunendwisalabiglain但不急于全部纠正，很快孩子就自己纠正了第6页/共10页Q&A我自己英语不好，还能教孩子吗？是不是去双语幼儿园就行了？有什么社会上的学校，培训班推荐？为什么我孩子学了好几年英语了还是就会那么几句？为什么他/她连ABC都不会？第7页/共10页What’sconsideredagoodbilingualprogram?Activitiesshouldhelptodevelopprideandculturalidentityinbothlanguagesbeinglearned.Childrenaremorefocusedwhenclassroomactivitiesareengaging,meaningful,andusefultothempersonally.Activitiesthatelicitandencouragepeerinteractionaremorehighlyeffective.Teachercollaboration,bridgingandsharingactivitiesacrossclassrooms,helpschildrenmakemeaningfulconnectionsbetweenlanguages.Careful,step-by-stepsequencingofactivitiesisnecessaryinordertobuildonchildren’spreviousknowledgeandtoadvanceskillsandconcepts第8页/共10页Whattoexpectwhenchildrenareintroducedwiththe2ndlanguageStage1:HomeLanguageUse.Atfirst,youngchildrenwhoaremonolingualdon’tunderstandthatothersmaynotspeakorunderstandthesamelanguagetheydo.Theyoftencontinuetospeaktheirhomelanguageandareconfusedwhenothersdonotrespondtothem.Stage2:Nonverbalperiod.Thisstageisthetoughest.Itbeginswhenchildrenrealizethatothersarenotunderstandingorrespondingtowhattheysay.Theresultisaperiodoftimewheretheystopusingtheirhomelanguageinthesetting,maybeginwatchingothers,listenmoreintently,andemploynonverbalmeanstocommunicate.Stage3:TelegraphicandFormulaicSpeech.Duringthisphase,childrenintentionallyusesolitaryvocabularywordsinthenewlanguageorputthemtogetherinshortphrasesorbriefsentences.Theyfrequentlymixtogetherwordsfromtheirhomelanguageandthenewlyacquiredlanguage,“codeswitching”backandforthbetweenthetwo.Stage4.Productivelanguage.Thechildbeginstospeak