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Kétnyelvű mesekönyv: Hol volt, hol nem volt.../ Once Upon a Time...

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Kétnyelvű mesekönyv: Hol volt, hol nem volt.../ Once Upon a Time...

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Ezek a könyvek magyar-angol meséket is tartalmaznak.

Remek választás gyerekeknek!

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Egyre többen kerestek nálunk a kezdő olvasó korosztálynak angol nyelvű, kétnyelvű könyveket, amikből magyar gyerekek tanulhatnak angolul, vagy amikkel angol ajkú gyerekeket lehet bevezetni a magyar nyelv világába. Szóval úgy döntöttünk, merünk alapozni a Most én olvasok! sikerére, és elindítunk egy új sorozatot, aminek címe: Most angolul olvasok!A sorozatnak most jelent meg az 5. kötete, Szabó Borbála Famama, fapapa című kétnyelvű meséje!

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A bilingual individual, generally, is someone who speaks two languages.

Bilingualism is a specific case of multilingualism, which has no ceiling on the number of languages a speaker may dominate.

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BILINGUALISM AND MULTILINGUALISM.
A bilingual individual, generally, is someone who speaks two languages. An ideal or balanced bilingual speaks each language as proficiently as an educated native speaker. This is often referred to as an ideal type since few people are regarded as being able to reach this standard. Otherwise, a bilingual may be anywhere on a continuum of skills. Source for information on Bilingualism and Multilingualism: New Dictionary of the History of Ideas dictionary.

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A Parents' and Teachers' Guide to Bilingualism (Colin Baker, 1995.)

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A Parents' and Teachers' Guide to Bilingualism (Colin Baker, 1995.)

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In this accessible guide to bilingualism in the family and the classroom, Colin Baker delivers a realistic picture of the joys and difficulties of raising bilingual children.

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Tény: a kétnyelvű gyerekek gyakran kevergetik a nyelveket!

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Tény: a kétnyelvű gyerekek gyakran kevergetik a nyelveket!

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Ez természetes! Sőt, a kutatások szerint a nyelvek keverése nem hiba, hanem a kreatív gondolkodás egyik jele.

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Bilingual acquisition is complex. In comparison with monolingual children who usually learn language from their parents, bilingual children may depend not only on parents but also on grandparents, playmates, or childcare and daycare workers to learn their languages.

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It is estimated that there may be as many children who grow up learning two languages as one. Despite this, childhood bilingualism is poorly understood by many and regarded with skepticism by others. Because of lack of familiarity with or knowledge about childhood bilingualism, parents, educators, and early childhood specialists may express doubts about childhood bilingualism and they may expect negative consequences to result from children learning two languages during the preschool years. Such concerns are especially common in communities where most children grow up monolingual and, as a result, adult members of the community come to view monolingualism as normal and bilingualism as abnormal.

In recent years, researchers have been actively involved in studying bilingual acquisition and, although all the research evidence is not yet in, we now have a more detailed description of important aspects of bilingual development than previously. Bilingual acquisition is complex. In comparison with monolingual children who usually learn language from their parents, bilingual children may depend not only on parents but also on grandparents, playmates, or childcare and daycare workers to learn their languages. Bilingual children may learn their languages primarily in the home, like monolingual children, or in the daycare, or neighborhood. Bilingual children's exposure to their languages can also differ greatly, as, for example, if the child is learning one language from a parent who works at home and the other from a parent who works outside the home. Their language exposure can fluctuate greatly over time, if, for example, the parent who is the primary source of one of the languages takes a job in another city and is only home on weekends.

Here are responses to some concerns that are commonly expressed by parents and child care professionals about bilingual acquisition in early childhood.

Learning two languages in childhood is difficult and can result in delays in language development.

Children who have regular and rich exposure to both languages on a daily or weekly basis from parents and other caregivers exhibit the same milestones in language development and at roughly the same ages as monolingual children. It is important to remember that there are large individual differences in language acquisition - some children acquire their first words or use complex utterances much earlier than other children. Delay in the emergence of these milestones does not necessarily mean that there is something seriously wrong; in most cases it simply means that the child has taken longer to reach this stage. The same kinds of differences are characteristic of bilingual children.

It is important that parents of bilingual children provide systematic exposure to both languages all the time and that they avoid radical changes to the language environment of the child. Such changes can disrupt language development and create difficulties for the child.

Bilingual children have less exposure to each of their languages than monolingual children. As a result, they never master either language fully and, compared to monolingual children, they never become as proficient.

Bilingual children can acquire the same proficiency in all aspects of their two languages over time as monolingual children even though they usually have less exposure to each language. Bilingual children acquire the same proficiency in the phonological and grammatical aspects of their two languages as monolingual children do in their one language, provided they are given regular and substantial exposure to each. Bilingual children may have somewhat different patterns of development in certain aspects of language in the short term. Vocabulary is one of those areas. Sometimes, young bilingual children know fewer words in one or both of their languages in comparison with monolingual children of the same age. This is probably because all young children have limited memory capacities, and bilingual children must store words from two languages, not just one. As well, because bilingual children learn words in each language from different people, they sometimes know certain words in one language but not in the other. When the vocabulary that bilingual children know in both languages is considered together, they generally know the same number of words and have the same range of vocabulary as their monolingual peers. Most importantly, when and if differences like these occur, they are short term and are likely to disappear by the time the children begin school.

Interpersonal communication is another area where bilingual children sometimes differ. The ways of communicating in certain social situations or of expressing certain meanings can be quite different in some languages. If bilingual children are acquiring such languages and they have not had full exposure to one or both of them, then they may not have acquired the ability to express these meanings or they may not be proficient in certain social situations. Given adequate and appropriate experience with their languages, most bilingual children quickly acquire all of the social language skills and ways of expressing themselves they need.

Generally speaking, bilingual children's overall proficiency in each language reflects the amount of time they spend in each. Thus, a child who has just returned from a visit to a grandparent where only one of the languages was used, may prefer to use only that language for awhile and, thus, may appear to have lost some proficiency in the other language. This is usually a short term, temporary shift in preference that is corrected once the child is exposed to the neglected language. It is important not to overreact to these temporary fluctuations in proficiency since they are usually temporary.

Parents can best ensure that their children achieve full proficiency in both languages by providing rich experiences with each and especially with the language that might otherwise not get strong support in the extended community; for example, a minority language such as Spanish or Chinese in North America. It is important in this regard that parents who do not speak the majority language of the community continue to use their native language so that they expose their child to varied and rich ways of using language. This is difficult to do if parents use a language that they are not proficient in. It is also important for parents to maintain use of heritage languages in the home because it is part of the family culture and an important part of the child's developing identity. It helps them feel unique and connected to their families.

Young bilingual children can't keep their languages separate; they use both at the same time; they are obviously confused.

At some stage, most bilingual children use sounds and words from both languages in the same utterances or conversations even though the people talking with them are using only one language. Some parents and early childhood educators are concerned when they hear this because they believe that it means that the child is confused and cannot separate the two languages. Research shows that this is not true. The main reason for children mixing their languages in these ways is because they lack sufficient vocabulary in one or both languages to express themselves entirely in each language. Thus, they borrow from the other language. Indeed, this is an effective communication strategy in most families because parents and other adults who care for bilingual children usually understand both languages and may mix the languages themselves when talking with the child.

Bilingual adults in some communities mix their languages extensively. Research has shown that the most proficient bilinguals mix the most and in the most sophisticated ways without violating the rules of either language. It is normal for children growing up in these communities to mix their languages extensively because they are simply learning the patterns of communication that are common in their community.

In any case, mixing languages is a natural and normal aspect of early bilingual acquisition, even among proficient adult bilinguals. Parents should not try to stop their children from mixing. Bilingual children will naturally stop doing it, unless of course mixing is a frequent form of language use in the community.

Using both languages in the same sentence or conversation is bad. Parents can discourage and even prevent their children from doing this by making sure that each of them uses one and only one language with their child at all times. The same goes for other adults who interact with the child.

Research has shown that most bilingual children mix their languages sometimes no matter how much their parents mix, for the reasons mentioned earlier. As well, most parents mix their languages when talking with their young children because it is a natural and effective way of communicating with one another and their children. Because mixing languages is common among people who are bilingual, it can be difficult and unnatural, if not impossible, to keep the languages completely separate. If most people in the children's wider community use only one language, then there is probably no reason to worry about how much parents or children mix; the children will eventual learn the monolingual patterns.

What are the most important things for parents or early childhood educators to know about early childhood bilingualism?

There are number of important things to keep in mind:

bilingual acquisition is a common and normal childhood experience

all children are capable of learning two languages in childhood

knowing the language of one's parents is an important and essential component of children's cultural identity and sense of belonging

bilingual acquisition is facilitated if children have sustained, rich, and varied experiences in both languages

proficiency in both languages is more likely if children have sustained exposure in the home to the language that is used less extensively in the community; the language that is used more widely will get support outside the home

parents can facilitate bilingual proficiency by using the language they know best and by using it in varied and extensive ways

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It is estimated that there may be as many children who grow up learning two languages as one. Despite this, childhood bilingualism is poorly understood by many and regarded with skepticism by others.

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Creating bilingual minds | Naja Ferjan Ramirez | TEDxLjubljana

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💬 THE INTERPRETER - Bilingual Read Aloud with the Author | Brightly Storytime

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🦋 BE KIND: SE AMABLE by Sam E. Viana Bilingual Kids Book Read Aloud

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There are many bilingual fairy tales online, it's worth checking them out.

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MESE TV - dalok, mesék, rajzfilmek gyerekeknek

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Time for English - Mesék 1. rész (Bird Surprise) | MESE TV

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Some examples of bilingual nurseries, kindergartens, primary schools and high schools in Hungary

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Some examples of bilingual nurseries, kindergartens, primary schools and high schools in Hungary

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A HAPPY KIDS óvoda és bölcsőde nevelési programja nemzetközi alapokon nyugvó program. Ennélfogva nagy hangsúlyt fektet a fogalomértésre és a szocializációra. Következésképpen a tudás megszerzése és a képességek fejlesztése is a fókuszban van .

Programunk arra a meggyőződésre épül, mely szerint a hatékony tanulás egy aktív, tárgyterületeket ötvöző, kíváncsiság motiválta folyamat.

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Happy Kids - Budapest első számú angol nyelvű óvodája 1,5 - 7 éves gyermekek számára. Ugyanaz a célunk: boldog gyermekek angol nyelv tudással

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Az Under the Rainbow bölcsődében a szilárd elméleti alapokat egy örömteli, gyakorlati megközelítéssel ötvözik a kisgyermekkori nevelésben. Napjaikat zene, kézműves foglalkozások, mozgás, ukulele és bábozás színesíti, egy élénk és inspiráló környezetet teremtve, ahol minden gyermek kibontakozhat.

Minden óvodai csoportuk egy angol nyelvű, a Projektalapú Tanulásra (PBL) épülő tantervet követ. Meggyőződésük, hogy a PBL a legjobb módszer az óvodai oktatásban, mivel tökéletesen illeszkedik a kisgyermekek természetes tanulási folyamataihoz, ahogyan felfedezik és értelmezik a körülöttük lévő világot.

A projektalapú tanulás során a gyermekek kézzelfogható tapasztalatok, felfedezés és problémamegoldás révén tanulnak, ami rendkívül izgalmassá és érdekessé teszi számukra az oktatást. Ahelyett, hogy passzívan fogadnák az információkat, aktív résztvevőivé válnak saját tanulási folyamatuknak, ezáltal jobban megértik és hosszabb távon megőrzik az új ismereteket.

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Under the Rainbow - Kindergarten & Nursery

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Under the Rainbow - Angol nyelvű óvoda és bölcsőde | Budapest II. kerület

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Az Under the Rainbow nem csupán egy óvodai és bölcsődei szolgáltatást nyújtó intézmény, hanem egy élő, sokszínű, angol nyelvű közösség Budapest zöldövezetében. A magas színvonalú oktatás és nevelés mellett változatos gyerekfoglalkozások helyszínéül is szolgál.

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Hisznek a gyermekek szabad gondolkodásában, és abban, hogy egy szerető, kedves és mosolygós tanító néni iránymutatásának és kedves terelgetésének sokkal nagyobb ereje van, mint a stresszalapú poroszos oktatási rendszer nyomásának.

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Terézvárosi Magyar-Angol, Magyar-Német Két Tannyelvű Általános Iskola

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Terézvárosi Magyar-Angol, Magyar-Német Két Tannyelvű Általános Iskola

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A top10 legjobb két tanítási nyelvű gimnázium 2025

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A top10 legjobb két tanítási nyelvű gimnázium 2025

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Ez a 10 legjobb kéttannyelvű gimnázium 2025-ben

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A top10 legjobb két tanítási nyelvű gimnázium között 3 budapesti és 7 vidéki középiskola szerepel. Mutatjuk a listát, amit a HVG 2025-ös középiskolai rangsora alapján készítettünk el.

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In English-speaking countries, he says cock-a-doodle-doo when he has a notion to announce himself or to greet the dawn. But in Spanish-speaking countries, he says ki-kiri-ki.

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These animated videos, available in 8 languages, offer ideas on how families can support their child's literacy through activities that celebrate language, culture, and special time together at home!

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These animated videos, available in 8 languages, offer ideas on how families can support their child's literacy through activities that celebrate language, culture, and special time together at home! This project features the artwork of award-winning illustrator Rafael López. Languages include: English, Spanish, Arabic, Chinese, Vietnamese, Somali, Haitian Creole, and French.

For more ideas on how to use these videos as part of your family engagement, see our related guide (also available as a PDF), as well as our related tip sheets and tip graphics for sharing on social media in 16 languages.

Acknowledgements

This project was made possible with the support of our founding partner, the American Federation of Teachers.

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Being Bilingual Is a Superpower!: Multilingual Tips to Support Language and Literacy at Home

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These animated videos, available in 8 languages, offer ideas on how families can support their child's literacy through activities that celebrate language, culture, and special time together at home! This project features the artwork of award-winning illustrator Rafael López. Languages include: English, Spanish, Arabic, Chinese, Vietnamese, Somali, Haitian Creole, and French.

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Angol szótanulás gyerekeknek - Testrészek angolul

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Gyerekdal - Számoló dal magyarul és angolul (Totyizselé)

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Hello Around the World | Say Hello in 15 Different Languages | Explore World Song | JunyTony

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"Counting to 10" Song in Four Languages! Kids Learn to Count 1 to 10. Numbers Song, Kids Songs

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Kids Share Their Languages | Show & Tell | HiHo Kids

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Canticos - Bilingual Nursery Rhymes & Kids Songs

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30 Bilingual Nursery Rhymes to Learn & Sing | 1 hour | Learn Spanish with Cartoons @canticosworld

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Black Eyed Peas, Shakira - GIRL LIKE ME (Official Music Video)

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Ed Sheeran - Perfect Symphony [with Andrea Bocelli] (Official Music Video)

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Mylène Farmer feat. Seal - Les Mots (Clip Officiel)

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Megan Thee Stallion - Mamushi (feat. Yuki Chiba) [Official Audio]

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G.E.M.【來自天堂的魔鬼 AWAY】Official MV [HD] 鄧紫棋

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Anitta feat. Cardi B & Myke Towers - Me Gusta [Official Music Video]

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What makes the song special is that it uses five languages: Korean, English, Italian, Spanish, and Latin.

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English + Spanish + Japanese + Arabic

Multiple storylines in different countries, realistic language mixing.

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English + German + French + Italian

War film, characters speak in their native language.

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English + Spanish

Musical, Latino characters use Spanish in dialogue.

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Korean + English

English phrases in everyday Korean dialogues.

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In the case of international brands, the advertising text is adapted to the language of the given country, but the slogan remains in the original language.

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In the case of international brands, the advertising text is adapted to the language of the given country, but the slogan remains in the original language.

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„I’m lovin’ it"

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"Taste The Feeling"

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Coca Cola Taste The Feeling Multilanguage

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"Just do it" - the slogan is known to almost everyone in the world. The sporting goods manufacturer has based many of its advertising campaigns on these three words.

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English phrases and song titles in Japanese text.

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Joyce often mixes languages ​​in internal monologues and quotes.

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There is a bilingual edition. Original French text and English translation in parallel.

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Characters' language and slang are mixed in the narrative.

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In the historical context of Africa, languages ​​alternate in the narrative.

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It's great for playing in different languages.

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It's great for not only nurturing language but also squeezing in a bit of spelling practice.

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It can be played in multiple languages, and helps with descriptive words.

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It helps with creativity and picture description. It can also be played in multiple languages, even simultaneously.

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The game combines elements of charades and verbal descriptions, helping you learn languages ​​in a fun way.

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French, Italian and Spanish

During the game, words are displayed on cards and players can form sentences from them, thus improving their language skills.

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A multilingual word search is a word puzzle that includes hidden words in several different languages within the same grid, offering a fun way to practice vocabulary in various languages.

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Is the Padlet organised in a clear way? 

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Is the Padlet organised in a clear way? 

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Is the Padlet organised in a clear way? 

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It was clear, but it could have been structured better.

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Which post did you find most interesting? (Explain in the comment.)

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Which post did you find most interesting? (Explain in the comment.)