1. Policy and Practice in Early Foreign Language Learning: The Case of Poland

Rokita-Jaśków, Joanna; Pamuła-Behrens, Małgorzata

doi:10.21832/9781788922517-004

Cited by 3 publications

(2 citation statements)

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“…The intervention of the state also helps to specify realistic goals and possibilities of such early instruction. It should be noted that it is not possible to create such classroom conditions that would imitate real-life settings and thus employ implicit mechanisms for language learning (Rokita-Jaśkow & Pamuła-Behrens, 2019).…”

Section: The Ecological Approachmentioning

confidence: 99%

Teaching foreign languages at the pre-primary level in a monolingual setting: the case of Poland

Rokita-Jaśków¹

2022

PortaLin

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In Poland, teaching a foreign language to very young children, i.e. aged 6 and below, has had a relatively long tradition in both educational services and research, which grew out of strong parental aspirations for their children’s educational, and consequently vocational, achievements in the globalized job market. The goals of the paper are twofold: firstly, it aims to outline the evolution of research directions in language teaching methodology to very young learners (i.e. below 6) over the last three decades. In this respect three major strands are distinguished, i.e. the language acquisition approach, the pedagogical approach and the ecological approach. Secondly, Polish research in pre-primary education is going to be outlined against the backdrop of these major trends in applied linguistics. It is believed that some of the findings may bear relevance to other contexts in which very early teaching of foreign languages is being implemented.

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Section: The Ecological Approachmentioning

confidence: 99%

Teaching foreign languages at the pre-primary level in a monolingual setting: the case of Poland

Rokita-Jaśków¹

2022

PortaLin

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“…The document, similarly, to previous types of portfolios (e.g., EPOSTL, the European Portfolio for Student-Teachers of Languages) (Newby et al 2007) is supposed to assist trainee teachers in developing reflective practice in the occupation while promoting European values of intercultural interest and mutual understanding. At this point it has to be emphasised that Poland was among pioneer countries which introduced the policy of very early teaching of foreign languages i.e., to pre-primary children, already in 2015 (Rokita-Jaśkow, Pamuła-Behrens 2019).…”

Section: Introductionmentioning

confidence: 99%

Preparing teachers of Early Childhood Education to teach a foreign language: the PEPELINO portfolio in practice

Rokita-Jaśków

Król-Gierat

2021

PWE

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Teaching a foreign language at pre-primary level has been officially introduced in Poland in 2015 as a follow-up to European policy guidelines (European Commission 2011b). Teachers are agents of any language policy as it is them who have to warrant its implementation through pedagogical practice. While most of the studies conducted on policy implementation focus on teacher beliefs and multilingual practices (e.g., Haukås 2016; Lundberg 2019), the following paper concentrates on implementing European language policy guidelines in respect of early foreign language education and pluralistic approaches. It describes a quantitative study of early education in-service teachers who attended a 3-semester preparation course for language teaching. The data analysis revealed that ‘supporting the linguistic development of children with other first languages than Polish’ gained the least support among the respondents, despite a significant course module devoted to this issue. Therefore, the conclusion can be drawn that the teachers will be able to raise interest in language learning by very young learners, by drawing on their experience as Early Childhood Educators, yet it will be difficult to foster plurilingualism and attitudes of intercultural interest by teachers who often lack intercultural experience and plurilingual awareness themselves.

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Construyendo puentes entre Educación Infantil y Primaria para la enseñanza bilingüe en inglés

Guillén

2020

E-JournALL

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El presente artículo ofrece una visión general del funcionamiento de la enseñanza del inglés en educación Infantil en el contexto español y presenta sugerencias de buenas prácticas. Para garantizar el éxito de la educación bilingüe en Primaria, en la que asignaturas no lingüísticas se estudian a través del inglés, es necesario equipar a alumnos y a docentes con los instrumentos y técnicas pedagógicas necesarias para acometer las habilidades lingüísticas y conceptuales cuanto antes. Basándose en estudios de adquisición del inglés, en las reflexiones de los propios docentes, en el enfoque metodológico AICLE, y con el foco puesto en la Comunidad Autónoma de Madrid, este artículo explica la situación de la enseñanza del inglés en educación Infantil y presenta intervenciones pedagógicas creativas para construir puentes entre Infantil y el aula bilingüe de Primaria. Tras justificar la conveniencia del aprendizaje temprano del inglés, se presentan prácticas útiles para equipar mejor al alumnado en Infantil y ayudarle a enfrentarse al reto que supone la educación bilingüe en Primaria.

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1. Policy and Practice in Early Foreign Language Learning: The Case of Poland

Cited by 3 publications

References 0 publications

Teaching foreign languages at the pre-primary level in a monolingual setting: the case of Poland

Teaching foreign languages at the pre-primary level in a monolingual setting: the case of Poland

Preparing teachers of Early Childhood Education to teach a foreign language: the PEPELINO portfolio in practice

Construyendo puentes entre Educación Infantil y Primaria para la enseñanza bilingüe en inglés

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