The acquisition of the language begins with the birth of the child. The first years of life are the basis for language acquisition. During this time, children can effortlessly learn their mother tongue and, if necessary, a second language. It is therefore important to support the children in this phase of their lives in their language development. As educators, we play a big role in this. It is a central elementary educational task for us.
The dialogue between mother and child begins in the womb. The child responds to familiar voices. The parents' body language, timbre and intonation convey feelings and moods that the child understands long before it can speak. This is one of the reasons why later it is important for some children to speak in their mother tongue/first language. They associate certain feelings with it. It conveys security when you hear or speak this language. I chose the topic "multilingualism" because it has interested me for a long time and I think that it already plays an important role and will play an even more important role in the near future. In class, I was able to get my first impressions of this topic.
Table of Contents
1. Introduction
2. What is language?
2.1 Definition of language
2.2 Language as an educational process
3. Child language development
3.1 How children learn to speak
3.2 The phases of language acquisition
4. Basic knowledge of multilingualism
4.1 What is multilingualism?
4.2 Double language acquisition
4.3 Child's second language acquisition
5. Language acquisition of a second language in childhood
5.1 The importance of the first language and the associated development of identity
5.2 The first language as a basic framework for the acquisition of the second language
5.3 How children learn a second language
5.4 Possible difficulties in learning a second language
6. Language acquisition of two languages after birth
6.1 The phases of double language acquisition
6.2 Bilingual education
6.3 Which language is preferred when children grow up bilingual?
7. Using multilingualism as an opportunity
7.1 Normality Multilingualism
7.2 Seeing multilingualism as an opportunity for development
8. Dealing with multilingualism in children with a migration background in kindergarten and school
8.1 Multilingual children are often children with a migrant background
8.2 Language support for children with a migration background
8.3 Language development instead of language teaching for children with a migration background
8.4 A practical way of promoting language skills in the sense of language development
9. Intercultural pedagogy in support of multilingualism
9.1 Intercultural pedagogy
9.2 Foundations of intercultural pedagogy
9.3 Prejudice-conscious education
9.4 Conclusion of intercultural education in support of multilingualism
10. Projects from practice
10.1 Project for early language support for children with a migration background
10.2 Project "Open languages: Life at the intersection of cultures"
10.3 Promotion of Turkish-speaking children
Objectives and Core Themes
This thesis examines the processes of early childhood language development and the specific challenges and opportunities associated with multilingualism, particularly in children with migration backgrounds. It aims to demonstrate that multilingualism is a resource rather than a burden and explores pedagogical approaches to support language skills in kindergarten and school settings.
- Theoretical foundations of first and second language acquisition.
- The role of the first language in developing identity and cognitive skills.
- Pedagogical strategies for dealing with multilingualism in diverse educational settings.
- The impact of intercultural pedagogy on creating inclusive learning environments.
- Practical examples of early language support projects for children from diverse linguistic backgrounds.
Excerpt from the Book
1. Introduction
"The limits of my language, means the limits of my world." (Ministerium für Kultus, Jugend und Sport Baden-Württemberg, quoted by Ludwig Wittgenstein (1889-1951) Philosopher, 2006, p. 90)
Language is the most important prerequisite for communication with other people. I communicate with my fellow human beings. You can't not communicate.
With the help of language we can get in touch. We can express our desires, feelings and thoughts and communicate them to others. We can ask questions and give answers and understand connections.
Components of communication are body expression and language, but also speech melody, rhythm, tone of voice, gestures and facial expressions are part of it.
Summary of Chapters
1. Introduction: Outlines the fundamental role of language in human communication and the author's motivation for researching multilingualism.
2. What is language?: Defines language as both a motor and cognitive performance, serving essential communication and emotional-expressive functions.
3. Child language development: Explores how children naturally acquire language and details the typical phases of this development.
4. Basic knowledge of multilingualism: Provides a theoretical framework for multilingual competence and differentiates between double language acquisition and secondary acquisition.
5. Language acquisition of a second language in childhood: Discusses the significance of the first language as a foundation for identity and learning a second language.
6. Language acquisition of two languages after birth: Examines the dynamics of growing up bilingual and the impact of educational environments on preferred language usage.
7. Using multilingualism as an opportunity: Argues that multilingualism is a global norm and a significant asset for developmental and analytical thinking.
8. Dealing with multilingualism in children with a migration background in kindergarten and school: Focuses on the rights and specific needs of children with migration backgrounds, advocating for supportive language development over narrow teaching methods.
9. Intercultural pedagogy in support of multilingualism: Promotes a pedagogy that respects and integrates diverse cultural backgrounds, fostering peaceful and respectful coexistence.
10. Projects from practice: Presents real-world initiatives that successfully implement early language support and promote intercultural understanding among children.
Keywords
Multilingualism, Language Acquisition, First Language, Second Language, Bilingual Education, Migration Background, Intercultural Pedagogy, Early Childhood Education, Identity Development, Language Development, Prejudice-Conscious Education, Communication, Cognitive Development, Socialization, Language Support.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on the developmental aspects of language in young children and how multilingualism can be positively integrated into educational practices for children with and without migration backgrounds.
What are the primary themes discussed in the work?
The main themes include the theoretical foundations of speech, the phases of language development, the importance of the first language for identity, bilingual education, and strategies for intercultural pedagogy in kindergartens.
What is the primary goal of the study?
The primary goal is to advocate for a pedagogical approach that views multilingualism as a developmental opportunity and to provide practical guidelines for supporting children in their linguistic journey.
Which scientific methodology is utilized?
The study relies on a comprehensive literature review of language acquisition research, child development theories, and an analysis of practical educational projects and intercultural pedagogical concepts.
What topics are covered in the main section?
The main section covers the distinction between first and second language acquisition, the impact of the environment on bilingual development, and specific methods for facilitating language skills without placing excessive burdens on children.
Which keywords best characterize this work?
Key terms include multilingualism, language acquisition, intercultural pedagogy, early childhood education, and language development support.
How does the first language influence second language acquisition?
According to the text, a well-developed first language serves as a crucial framework; the deeper the understanding of the first language's structure, the easier it is for a child to grasp the rules of a second language.
Why should institutions avoid "special measures" for migrant children?
Bilingual institutions aim to integrate children so that both languages stand on equal footing, avoiding the potential stigmatization or exclusion that can result from singling out children for "special measures."
What is the "interdependence hypothesis"?
It is a theory stating that the two languages a child acquires develop in mutual dependence, meaning the development of one language is intrinsically linked to and supportive of the other.
- Arbeit zitieren
- Marlen Beyrle (Autor:in), 2007, Multilingual childhood, München, GRIN Verlag, https://www.grin.com/document/1170827
