Effective Language Learning: Strategies for Young Learners

Posted by on Feb 21, 2025 in Early Childhood Education | 0 comments

True or False Exam

  • When working with very young learners, it is a good idea to change activities frequently: TRUE
  • English should be inserted in Basque schools as a separate subject from Basque and Spanish, with different methodologies: FALSE
  • The type of activities that we use with very young learners should provide a meaningful context for the children: TRUE
  • In the Dip, Dip, Dip project, the main aim is that children learn grammar: FALSE (The main aim is motivation and a positive attitude, not to learn
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Mastering English: Reading, Writing, Speaking, Listening

Posted by on Feb 20, 2025 in Early Childhood Education | 0 comments

Mastering English: Reading, Writing, Speaking & Listening

Reading Skills

Reading subskills:

  • Fluency
  • Decoding
  • Predicting (using cultural background)
  • Inferring
  • Reading actively (using a dictionary)
  • Scanning (for specific information)
  • Skimming (for general idea)
  • Cohesion
  • Reading for detail (intensive reading – to get as many details as possible)
  • Reading for general meaning (knowing the meaning of words)

Processes in reading:

  • Bottom-up: Decoding a text to understand. Focus is on words and meanings.
  • Top-down: Using
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Effective Project-Based Learning: Tasks, Types, and Assessment

Posted by on Feb 18, 2025 in Early Childhood Education | 0 comments

Projects and Tasks in Education

A project is a written or spoken work, created by one or more students. It involves prior planning and a work process, culminating in a final outcome.

What is a Task?

  • It has an L2 (second language) learning goal.
  • It is a target for the students.
  • It has a final outcome produced by the students.
  • It involves students using L2.
  • It facilitates L2 learning.

What is a Project?

  • Projects should not be a secondary activity done only if there is time.
  • Projects need prior planning, time
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Implementing CLIL Programs: Key Factors and Materials

Posted by on Feb 13, 2025 in Early Childhood Education | 0 comments

Key Factors for Implementing CLIL Programs

Based on the Ikastolas’ experience, four key factors contribute to the successful implementation of Content and Language Integrated Learning (CLIL) programs:

  • CLIL programs require school-wide adoption and promotion, not just support from individual teachers.
  • They must be supported by didactic materials tailored to student needs.
  • Teacher training is crucial, as teaching through a foreign language involves more than simply changing the language of instruction.
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Bimodal Language vs. Cued Speech: A Comparison

Posted by on Feb 12, 2025 in Early Childhood Education | 0 comments

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Bimodal

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Key Theories and Practices in Early Language Learning

Posted by on Feb 12, 2025 in Early Childhood Education | 0 comments

Key Theories in Second Language Acquisition

Burstall: Carried out a pilot study in England, comparing two groups of students with five years of language instruction. One group began learning French at age 8, while the second started at age 11 (secondary school). Results showed that later starters were consistently superior.

Muñoz: Compared three different starting ages (8, 11, and 14). After a similar number of instruction hours, students who started older performed better in nearly all linguistic

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