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Here you can find a wide range of practical resources to use in your classroom, whether you are teaching primary students, secondary students, or adults and business students.

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Mi az a kétnyelvűség, és miért érdekes nekünk?

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Mi az a kétnyelvűség, és miért érdekes nekünk?

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Áttekintés a kétnyelvűségről: fogalmak (“hozzáadó” vs “elvonó” kétnyelvűség) is szerepel.

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Számolás és ritmus gyakorlása angolul, kisgyerekeknek.

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Storyberries - Fairy Tales, Bedtime Stories and Kids Poems!

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Read the BIGGEST collection of free fairy tales, bedtime stories, nursery rhymes, poems for kids, and short stories for kids. Free kids books and baby books online!

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The Cognitive Benefits of Being Bilingual

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The Cognitive Benefits of Being Bilingual

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Összefoglaló kutatás arról, hogy a kétnyelvű emberek agya jobb lehet a figyelemben és a feladatswitchingben.

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Editor's note:

Today, more of the world's population is bilingual or multilingual than monolingual. In addition to facilitating cross-cultural communication, this trend also positively affects cognitive abilities. Researchers have shown that the bilingual brain can have better attention and task-switching capacities than the monolingual brain, thanks to its developed ability to inhibit one language while using another. In addition, bilingualism has positive effects at both ends of the age spectrum: Bilingual children as young as seven months can better adjust to environmental changes, while bilingual seniors can experience less cognitive decline.

We are surrounded by language during nearly every waking moment of our lives. We use language to communicate our thoughts and feelings, to connect with others and identify with our culture, and to understand the world around us. And for many people, this rich linguistic environment involves not just one language but two or more. In fact, the majority of the world's population is bilingual or multilingual. In a survey conducted by the European Commission in 2006, 56 percent of respondents reported being able to speak in a language other than their mother tongue. In many countries that percentage is even higher-for instance, 99 percent of Luxembourgers and 95 percent of Latvians speak more than one language. 1 Even in the United States, which is widely considered to be monolingual, one-fifth of those over the age of five reported speaking a language other than English at home in 2007, an increase of 140 percent since 1980. 2 Millions of Americans use a language other than English in their everyday lives outside of the home, when they are at work or in the classroom. Europe and the United States are not alone, either. The Associated Press reports that up to 66 percent of the world's children are raised bilingual. 3 Over the past few decades, technological advances have allowed researchers to peer deeper into the brain to investigate how bilingualism interacts with and changes the cognitive and neurological systems.

Cognitive Consequences of Bilingualism

Research has overwhelmingly shown that when a bilingual person uses one language, the other is active at the same time. When a person hears a word, he or she doesn't hear the entire word all at once: the sounds arrive in sequential order. Long before the word is finished, the brain's language system begins to guess what that word might be by activating lots of words that match the signal. If you hear "can," you will likely activate words like "candy" and "candle" as well, at least during the earlier stages of word recognition. For bilingual people, this activation is not limited to a single language; auditory input activates corresponding words regardless of the language to which they belong. 4

Some of the most compelling evidence for language co-activation comes from studying eye movements. We tend to look at things that we are thinking, talking, or hearing about. 5 A Russian-English bilingual person asked to "pick up a marker" from a set of objects would look more at a stamp than someone who doesn't know Russian, because the Russian word for "stamp," " marka," sounds like the English word he or she heard, "marker." 4 In cases like this, language co-activation occurs because what the listener hears could map onto words in either language. Furthermore, language co-activation is so automatic that people consider words in both languages even without overt similarity. For example, when Chinese-English bilingual people judge how alike two English words are in meaning, their brain responses are affected by whether or not the Chinese translations of those words are written similarly. 6 Even though the task does not require the bilingual people to engage their Chinese, they do so anyway.

Having to deal with this persistent linguistic competition can result in language difficulties. For instance, knowing more than one language can cause speakers to name pictures more slowly 7 and can increase tip-of-the-tongue states (where you're unable to fully conjure a word, but can remember specific details about it, like what letter it starts with). 8 As a result, the constant juggling of two languages creates a need to control how much a person accesses a language at any given time. From a communicative standpoint, this is an important skill-understanding a message in one language can be difficult if your other language always interferes. Likewise, if a bilingual person frequently switches between languages when speaking, it can confuse the listener, especially if that listener knows only one of the speaker's languages.

To maintain the relative balance between two languages, the bilingual brain relies on executive functions, a regulatory system of general cognitive abilities that includes processes such as attention and inhibition. Because both of a bilingual person's language systems are always active and competing, that person uses these control mechanisms every time she or he speaks or listens. This constant practice strengthens the control mechanisms and changes the associated brain regions. 9- 12

Bilingual people often perform better on tasks that require conflict management. In the classic Stroop task, people see a word and are asked to name the color of the word's font. When the color and the word match (i.e., the word "red" printed in red), people correctly name the color more quickly than when the color and the word don't match (i.e., the word "red" printed in blue). This occurs because the word itself ("red") and its font color (blue) conflict. The cognitive system must employ additional resources to ignore the irrelevant word and focus on the relevant color. The ability to ignore competing perceptual information and focus on the relevant aspects of the input is called inhibitory control. Bilingual people often perform better than monolingual people at tasks that tap into inhibitory control ability. Bilingual people are also better than monolingual people at switching between two tasks; for example, when bilinguals have to switch from categorizing objects by color (red or green) to categorizing them by shape (circle or triangle), they do so more rapidly than monolingual people, 13 reflecting better cognitive control when changing strategies on the fly.

Changes in Neurological Processing and Structure

Studies suggest that bilingual advantages in executive function are not limited to the brain's language networks. 9 Researchers have used brain imaging techniques like functional magnetic resonance imaging (fMRI) to investigate which brain regions are active when bilingual people perform tasks in which they are forced to alternate between their two languages. For instance, when bilingual people have to switch between naming pictures in Spanish and naming them in English, they show increased activation in the dorsolateral prefrontal cortex (DLPFC), a brain region associated with cognitive skills like attention and inhibition. 14 Along with the DLPFC, language switching has been found to involve such structures as the anterior cingulate cortex (ACC), bilateral supermarginal gyri, and left inferior frontal gyrus (left-IFG), regions that are also involved in cognitive control. 9 The left-IFG in particular, often considered the language production center of the brain, appears to be involved in both linguistic 15 and non-linguistic cognitive control. 16

The neurological roots of the bilingual advantage extend to subcortical brain areas more traditionally associated with sensory processing. When monolingual and bilingual adolescents listen to simple speech sounds (e.g., the syllable "da") without any intervening background noise, they show highly similar brain stem responses to the auditory information. When researchers play the same sound to both groups in the presence of background noise, the bilingual listeners' neural response is considerably larger, reflecting better encoding of the sound's fundamental frequency, 17 a feature of sound closely related to pitch perception. To put it another way, in bilingual people, blood flow (a marker for neuronal activity) is greater in the brain stem in response to the sound. Intriguingly, this boost in sound encoding appears to be related to advantages in auditory attention. The cognitive control required to manage multiple languages appears to have broad effects on neurological function, fine-tuning both cognitive control mechanisms and sensory processes.

Beyond differences in neuronal activation, bilingualism seems to affect the brain's structure as well. Higher proficiency in a second language, as well as earlier acquisition of that language, correlates with higher gray matter volume in the left inferior parietal cortex. 18 Researchers have associated damage to this area with uncontrolled language switching, 19 suggesting that it may play an important role in managing the balance between two languages. Likewise, researchers have found white matter volume changes in bilingual children 20 and older adults. 21 It appears that bilingual experience not only changes the way neurological structures process information, but also may alter the neurological structures themselves.

Improvements in Learning

Being bilingual can have tangible practical benefits. The improvements in cognitive and sensory processing driven by bilingual experience may help a bilingual person to better process information in the environment, leading to a clearer signal for learning. This kind of improved attention to detail may help explain why bilingual adults learn a third language better than monolingual adults learn a second language. 22 The bilingual language-learning advantage may be rooted in the ability to focus on information about the new language while reducing interference from the languages they already know. 23 This ability would allow bilingual people to more easily access newly learned words, leading to larger gains in vocabulary than those experienced by monolingual people who aren't as skilled at inhibiting competing information.

Furthermore, the benefits associated with bilingual experience seem to start quite early-researchers have shown bilingualism to positively influence attention and conflict management in infants as young as seven months. In one study, researchers taught babies growing up in monolingual or bilingual homes that when they heard a tinkling sound, a puppet appeared on one side of a screen. Halfway through the study, the puppet began appearing on the opposite side of the screen. In order to get a reward, the infants had to adjust the rule they'd learned; only the bilingual babies were able to successfully learn the new rule. 24 This suggests that even for very young children, navigating a multilingual environment imparts advantages that transfer beyond language.

Protecting Against Age-Related Decline

The cognitive and neurological benefits of bilingualism also extend into older adulthood. Bilingualism appears to provide a means of fending off a natural decline of cognitive function and maintaining what is called "cognitive reserve." 9, 25 Cognitive reserve refers to the efficient utilization of brain networks to enhance brain function during aging. Bilingual experience may contribute to this reserve by keeping the cognitive mechanisms sharp and helping to recruit alternate brain networks to compensate for those that become damaged during aging. Older bilingual people enjoy improved memory 26 and executive control 9 relative to older monolingual people, which can lead to real-world health benefits.

In addition to staving off the decline that often comes with aging, bilingualism can also protect against illnesses that hasten this decline, like Alzheimer's disease. In a study of more than 200 bilingual and monolingual patients with Alzheimer's disease, bilingual patients reported showing initial symptoms of the disease at about 77.7 years of age-5.1 years later than the monolingual average of 72.6. Likewise, bilingual patients were diagnosed 4.3 years later than the monolingual patients (80.8 years of age and 76.5 years of age, respectively). 25 In a follow-up study, researchers compared the brains of bilingual and monolingual patients matched on the severity of Alzheimer's symptoms. Surprisingly, the brains of bilingual people showed a significantly higher degree of physical atrophy in regions commonly associated with Alzheimer's disease. 27 In other words, the bilingual people had more physical signs of disease than their monolingual counterparts, yet performed on par behaviorally, even though their degree of brain atrophy suggested that their symptoms should be much worse. If the brain is an engine, bilingualism may help to improve its mileage, allowing it to go farther on the same amount of fuel.

Conclusion

The cognitive and neurological benefits of bilingualism extend from early childhood to old age as the brain more efficiently processes information and staves off cognitive decline. What's more, the attention and aging benefits discussed above aren't exclusive to people who were raised bilingual; they are also seen in people who learn a second language later in life. 25, 28 The enriched cognitive control that comes along with bilingual experience represents just one of the advantages that bilingual people enjoy. Despite certain linguistic limitations that have been observed in bilinguals (e.g., increased naming difficulty 7), bilingualism has been associated with improved metalinguistic awareness (the ability to recognize language as a system that can be manipulated and explored), as well as with better memory, visual-spatial skills, and even creativity. 29 Furthermore, beyond these cognitive and neurological advantages, there are also valuable social benefits that come from being bilingual, among them the ability to explore a culture through its native tongue or talk to someone with whom you might otherwise never be able to communicate. The cognitive, neural, and social advantages observed in bilingual people highlight the need to consider how bilingualism shapes the activity and the architecture of the brain, and ultimately how language is represented in the human mind, especially since the majority of speakers in the world experience life through more than one language.

Footnotes

References

Articles from Cerebrum: the Dana Forum on Brain Science are provided here courtesy of Dana Foundation

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The Cognitive Benefits of Being Bilingual

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Today, more of the world's population is bilingual or multilingual than monolingual. In addition to facilitating cross-cultural communication, this trend also positively affects cognitive abilities. Researchers have shown that the bilingual brain ...

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Bilingual education for young children: review of the effects and outcomes

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Bilingual education for young children: review of the effects and outcomes

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Korai kétnyelvű oktatás eredményeit vizsgálja: nyelvi, írás-olvasás, akadémiai szinteken.

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Bilingualism and creativity: Benefits from cognitive inhibition and flexibility

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Bilingualism and creativity: Benefits from cognitive inhibition and flexibility

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Kutatás arról, hogy a kétnyelvűség javíthatja a kreatív gondolkodást (konvergens és divergens).

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Frontiers | Bilingualism and creativity: Benefits from cognitive inhibition and cognitive flexibility

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Bilingualism has been shown to be associated with creativity, but the mechanisms of this association are not very well understood. One possibility is that th…

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hosszú távú agyi előnyök, pl. kétnyelvűség és demencia kapcsolat.

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A kéttannyelvű oktatás hazai megvalósítása és fenntartása

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A kéttannyelvű oktatás hazai megvalósítása és fenntartása

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Tanulmány a hazai kéttannyelvű oktatás indulásáról, feltételeiről.

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Romániai magyar óvodapedagógusok kétnyelvűséggel kapcsolatos attitűdjeit vizsgáló tanulmány.

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Újvidéki Egyetem Bölcsészettudományi Kar Magyar Nyelv és Irodalom Tanszék. Újvidék. 2018. 199 oldal

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A kétnyelvűség bepótolhatatlan előnyt jelent

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A kétnyelvűség bepótolhatatlan előnyt jelent

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Rövidebb cikk arról, hogy a kétnyelvűség milyen előnyökkel járhat (pl. agyi, kognitív)

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Videó arról, hogyan alakítja a kétnyelvűség a gyerekek agyműködését, milyen kognitív előnyökkel jár. Ideális vizuális forrásként.

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Otherwords | Is Bilingualism a Superpower? | Season 2 | Episode 7

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Current studies with children show show new insight into bilingualism.

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The benefits of a bilingual brain ‑ Mia Nacamulli (YouTube)

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The benefits of a bilingual brain ‑ Mia Nacamulli (YouTube)

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Rövidebb animált videó, könnyen befogadható formában magyarázza el a kétnyelvűség előnyeit.

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The benefits of a bilingual brain - Mia Nacamulli

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Tanulmány arról, hogyan lehet már kisbabáknál is bevezetni a második nyelvet játékon keresztül – kiváló megalapozó forrás.

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Education | News releases | Social science

For years, scientists and parents alike have touted the benefits of introducing babies to two languages: Bilingual experience has been shown to improve cognitive abilities, especially problem-solving.

And for infants raised in households where two languages are spoken, that bilingual learning happens almost effortlessly. But how can babies in monolingual households develop such skills?

"As researchers studying early language development, we often hear from parents who are eager to provide their child with an opportunity to learn another language, but can't afford a nanny from a foreign country and don't speak a foreign language themselves," said Naja Ferjan Ramirez, a research scientist at the University of Washington Institute of Learning & Brain Sciences ( I-LABS).

A new study by I-LABS researchers, published July 17 in Mind, Brain, and Education, is among the first to investigate how babies can learn a second language outside of the home. The researchers sought to answer a fundamental question: Can babies be taught a second language if they don't get foreign language exposure at home, and if so, what kind of foreign language exposure, and how much, is needed to spark that learning?

The researchers took their query all the way to Europe, developing a play-based, intensive, English-language method and curriculum and implementing it in four public infant-education centers in Madrid, Spain. Sixteen UW undergraduates and recent graduates served as tutors for the study, undergoing two weeks of training at I-LABS to learn the teaching method and curriculum before traveling to Spain. The country's extensive public education system enabled the researchers to enroll 280 infants and children from families of varying income levels.

Based on years of I-LABS research on infant brain and language development, the method emphasizes social interaction, play, and high quality and quantity of language from the teachers. The approach uses "infant-directed speech" - often called "parentese" - the speech style parents use to talk to their babies, which has simpler grammar, higher and exaggerated pitch, and drawn-out vowels.

"Our research shows that parentese helps babies learn language," Ferjan Ramirez said.

Babies aged 7 to 33.5 months were given one hour of English sessions a day for 18 weeks, while a control group received the Madrid schools' standard bilingual program. Both groups of children were tested in Spanish and English at the start and end of the 18 weeks. The children also wore special vests outfitted with lightweight recorders that recorded their English learning. The recordings were analyzed to determine how many English words and phrases each child spoke.

The children who received the UW method showed rapid increases in English comprehension and production, and significantly outperformed the control group peers at all ages on all tests of English. By the end of the 18-week program, the children in the UW program produced an average of 74 English words or phrases per child, per hour; children in the control group produced 13 English words or phrases per child, per hour.

Ferjan Ramirez said the findings show that even babies from monolingual homes can develop bilingual abilities at this early age.

"With the right science-based approach that combines the features known to grow children's language, it is possible to give very young children the opportunity to start learning a second language, with only one hour of play per day in an early education setting," she said. "This has big implications for how we think about foreign-language learning."

Follow-up testing 18 weeks later showed the children had retained what they learned. The English gains were similar between children attending the two schools serving predominantly low-income neighborhoods and the two serving mid-income areas, suggesting that wealth was not a significant factor in the infants' ability to learn a foreign language. Children's native language (Spanish) continued to grow as they were learning English, and was not negatively affected by introducing a second language.

"Science indicates that babies' brains are the best learning machines ever created, and that infants' learning is time-sensitive. Their brains will never be better at learning a second language than they are between 0 and 3 years of age," said co-author Patricia Kuhl, co-director of I-LABS and a UW professor of speech and hearing sciences.

The results, Kuhl said, have the potential to transform how early language instruction is approached in the United States and worldwide:

"Parents in Madrid, in the United States and around the world are eager to provide their children with an opportunity to learn a foreign language early. The U.S. census shows that 27 percent of America's children under the age of 6 are now learning a language other than English at home. While these children are fully capable of learning both their parents' language and English, they often do not have adequate exposure to English prior to kindergarten entry and as a result, often lag behind their peers once they enter school," she said.

"I-LABS' new work shows we can create an early bilingual learning environment for dual-language learners in an educational setting, and in one hour per day, infants can ignite the learning of a second language earlier and much easier than we previously thought. This is doable for everybody," Kuhl said.

###

For more information, contact Ferjan Ramirez at naja@uw.edu or 206-747-7850 and Kuhl at pkkuhl@uw.edu or 206-685-1921.

The study was supported by the Madrid Regional Ministry of Education, Youth and Sport, and the UW I-LABS Ready Mind Project.

Tag(s): Department of Speech and Hearing Sciences * I-LABS * Naja Ferjan Ramirez * Patricia Kuhl

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Bilingual babies: Study shows how exposure to a foreign language ignites infants' learning

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Education | News releases | Social science For years, scientists and parents alike have touted the benefits of introducing babies to two languages: Bilingual experience has been shown to improve cognitive abilities, especially problem-solving. And for infants raised in households where two languages are spoken, that bilingual learning happens almost effortlessly.

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hogyan lehet videó adatokból kétnyelvű beszédet felismerni

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Bilingual Speech Recognition by Estimating Speaker Geometry from Video Data

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Speech recognition is very challenging in student learning environments that are characterized by significant cross-talk and background noise. To address this problem, we present a bilingual speech recognition system that uses an interactive video analysis system to estimate the 3D speaker geometry for realistic audio simulations. We demonstrate the use of our system in generating a complex audio dataset that contains significant cross-talk and background noise that approximate real-life classroom recordings. We then test our proposed system with real-life recordings. In terms of the distance of the speakers from the microphone, our interactive video analysis system obtained a better average error rate of 10.83% compared to 33.12% for a baseline approach. Our proposed system gave an accuracy of 27.92% that is 1.5% better than Google Speech-to-text on the same dataset. In terms of 9 important keywords, our approach gave an average sensitivity of 38% compared to 24% for Google Speech-to-text, while both methods maintained high average specificity of 90% and 92%. On average, sensitivity improved from 24% to 38% for our proposed approach. On the other hand, specificity remained high for both methods (90% to 92%).

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Ingyenes játékok, flash-kártyák sok nyelven

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Ingyenes játékok, flash-kártyák sok nyelven

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jó lehetőség a kétnyelvűség gyakorlására is.

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Családoknak és oktatóknak készült tevékenységcsomag a kétnyelvűségről.

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kétnyelvűséggel kapcsolatos kérdések akár tanórára is.

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Interaktív kvíz és munkalapok a nyelvelsajátításról és kétnyelvűségről

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Magyar-nyelvű blog, ahol letölthető játék- és kártyaanyagok, gyerekeknek is alkalmazható.

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Gyakorló-, játékgyűjtemény magyarul (szókincs, mondatok, beszédhelyzetek) a kétnyelvűség támogatására.

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A Logico-játékok a szókincsbővítésben, szövegértésben, a szavak, mondatok és beszédhelyzetek megformálásában nyújtanak nagy segítséget. A hangazonosítások, a szótagok, az összekevert betűk révén a gyerekek játszva tanulják meg azokat az alapismereteket, melyekkel az anyanyelvi foglalkozás külön élménnyé válik.

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Tanulási lehetőségek

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Written by Sheila Corwin

Teacher Trainer in Florence

Introduction to CLIL

As a CLIL teacher myself, I often use the example of a content course that would interest me and that is taking a course about French cinema (content) in French (language), while on a study abroad holiday in Paris (of course!). Since French is not my mother tongue, this kind of course would expose me to learning about the specific content of interest to me while also learning about (and becoming more fluent) in the French language.

So, what does CLIL mean?

CLIL stands for Content and Language Integrated Learning and it has officially been around since the 1990s. It is an educational approach that originally stems from Communicative Language Teaching (CLT) and has been used mostly by language teachers.

The concept is often credited to David Marsh. CLIL incorporates both the learning of content and the learning of a foreign language which is often English, but it could be teaching in any foreign language that is not the mother tongue of the students.

When we think of content, CLIL is often about the teaching of academic subject matter such as science, history, or geography, but it can also be about the teaching of any other kind of content which is less academic and, some may say, more fun subject matter such as photography, fashion, cooking, or cinema.

CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language.

David Marsh, University of Jyväskylä, Finland (1994)

Soft CLIL and hard CLIL: what is the difference?

Soft CLIL is often applied in young learner (primary school) classrooms and is mostly about teaching words and vocabulary in a foreign language i.e., getting students familiar with a second language by providing some limited exposure, while still teaching primarily in the mother tongue. Soft CLIL is appropriate for lower proficiency levels such as beginning and elementary.

Hard CLIL means that an entire course is taught in a foreign language and learners need to be at an intermediate or above proficiency level and already be quite autonomous in the second language. In a course where everything is in a foreign language, learners need to be confident in the second language and have some substantial experience studying it already.

The challenges of planning CLIL Lessons

I once attended a conference where the presenter mentioned that CLIL was a good way for primary and secondary schools to get 2 for 1. In other words, an academic subject teacher and a language teacher are represented by one individual i.e., two for the price of one.

As with anything, difficulties can arise when a trained language teacher becomes an academic subject teacher, and when the trained academic subject teacher becomes the language teacher.

What is really needed, but not easily obtained, is for every CLIL course to have access to two teachers; an academic subject teacher expert and a language teacher expert who knows how to teach a foreign language to non-native speakers.

CLIL and language teachers - challenges and the good news

If you are a language teacher, one of the biggest challenges you will face in the teaching of an academic subject is a lack of background knowledge in the teaching of specific academic content.

Furthermore, developing this expertise may not be a realistic expectation because many language teachers have been trained to teach a foreign language and may not have a higher specialized degree in an academic content area.

The Good news: If you are a language teacher, you have expertise in how to teach a foreign language to non-native speakers and you are already sensitive to working with these kinds of learners.

You know how to execute activities for second language learners and are used to checking on learners' comprehension and dealing with error correction in both writing and speaking activities.

CLIL and academic subject teachers - challenges and the good news

If you are an academic subject teacher, you may have an advanced degree in history or geography but no experience in teaching language and you may find that you are unable to make the necessary modifications to make your content knowledge comprehensible to language learners.

You may also find difficulties with teaching their subject matter in a foreign language if you, too, are non-native speakers of the language required to teach.

The Good news: If you are an academic subject teacher, you have content area expertise, which a language teacher might lack. You probably have a very specialized degree and you are an expert in your areas of study which could be anything from history, geography, art, science, or math. Since you might also be native speakers, you will know how to communicate their subject matter effectively if the mother tongue is used.

How to implement CLIL in your classroom

CLIL is driven by academic or other subject-matter content and teachers who are interested in (or required to) incorporate this approach in their classroom need to know and understand how to create and incorporate the teaching of the four skills reading, writing, listening, and speaking to non-native speakers of a language effectively and in a beneficial way for their learners.

The Receptive Skills: Listening and Reading CLIL activities

Anything that students receive in a foreign language is referred to as input. The receptive skills are known as Listening and Reading and require that all teachers check on their learners' comprehension of what has or has not been understood.

A formula for Listening activity (with handout):

1. Pre-teach difficult or unknown vocabulary words

2. Listen first time for gist - without handout

3. Listen second time for specific details - with questions on handout

4. This step can be skipped if over 50% of questions have been answered: Listen a third time for confirmation and to get missed details.

After the second or third listening, individual students can share and compare with those around them before coming back together as a class to confirm anything else that they are unsure about or that they were unable to discern with their partner or partners.

In the CLIL in Secondary School - Practical Activities for All Teachers course in Florence, Italy, the second day focuses on teaching CLIL through Science. In one of the first listening activities, the 2006 movie trailer An Inconvenient Truth is used in a cloze activity*.

The first listening allows students to listen to and watch the 3-minute trailer. Before the second listening, students are given a handout where 12 words from the transcript are provided in a word bank at the top of the worksheet. During the second listening, students are required to fill in the missing words in the text without the visual of the video to allow them to focus solely on listening.

As mentioned in the above formula, students can skip the third listening if they were able to fill in at least 50% of the missing words.

*Cloze Activity - an activity in which words are removed from a passage for a learner to fill in as an exercise in reading comprehension. The missing words may or may not be provided in a word bank.

A formula for Reading Activity (with handout):

1. Pre-teach difficult or unknown vocabulary words and highlight them in the text

2. Students Read first time aloud (dividing up reading equally by sentences or paragraphs) to practice pronunciation

3. Students read second time silently for comprehension

At this point, students can complete comprehension questions with or without the text, individually, or with a partner or partners. If comprehension questions are answered without the text, they can be answered with a partner through speaking and relying on memory of what was read together.

In another example from the course CLIL in Secondary School - Practical Activities for All Teachers, the third day focuses on teaching CLIL through History. In one of the reading activities, a short reading passage about the life of Henry VIII, a former King of England, is passed out. For the first reading, each student is allowed to read at least one sentence aloud.

During the second reading, students read silently (on their own) and are asked to write their names at the top of the handout when they have finished. Teachers can collect the reading passage from all students when they have finished reading.

As mentioned in the above formula, individual students or pairs are given one handout with 12 comprehension questions to answer without the ability to refer to the reading passage for answers.

The Productive Skills: 5 ways to do Writing and Speaking activities

Anything that students produce in a foreign language is referred to as output. The productive skills are known as Writing and Speaking and require that teachers engage in error correction which can be done by the teacher, the student, or a peer depending on what needs to be corrected, student level, and or the activity.

Students can work on productive activities (where writing and speaking are required) in any of the following ways:

On the fourth day of the course CLIL in Secondary School - Practical Activities for All Teachers, the focus is on teaching Geography through CLIL. Students are required to produce a roleplay, using speaking, based on the travels of Marco Polo. On this day, a two-minute film clip from the 2014 film Marco Polo is used.

First students choose the role they would like to play. Then they are provided with the transcript from the film. After highlighting their role(s) and what they need to say, they Listen and watch - paying attention to the character they are playing and how they sound. The next step (depending on how many students there are in class) is to put students in small groups, two teams, or as a whole class to practice the script.

When each group is ready, students perform. There can be more than one performance and everyone else who participates as the audience can provide oral or written feedback. If students are studying the part of the world where Marco Polo explored, they can also research and write about different cities along his route.

Using authentic CLIL resources

Since CLIL is all about knowing how to prepare and implement reading, writing, listening, and speaking activities to non-native speakers of a language, teachers who are particularly creative and dedicated to their craft, can seek out Authentic Materials from the real world to develop their courses.

If I use the same example of learning more about French cinema in the French language while enjoying a holiday in France, I could, for example, think about incorporating movie trailers (listening); short interviews (in French) found on YouTube with film directors or French actors (listening); include movie reviews of films in French (reading); anything about the places, people, or events that take place in any film (reading).

I could also engage my learners in speaking and writing activities that get students to express their opinions or thoughts about certain films, French actors and actresses, film topics, locations depicted in French films, timelines, genres, or songs used in French movies. Students could be asked to create movie posters or a short guide to French films perhaps from different time periods as a fun project.

Conclusion and resources

Many countries and educational institutions around the world are promoting the teaching and learning of both content and language through CLIL. For example, the European Union (EU) also embraces it.

The language policy of the EU, drawn up by the European Parliament at the Social Summit held in Gothenburg, Sweden in 2017, declares that by 2025, young citizens of the EU should be learning and able to speak at least two additional European languages along with their native tongue by the time they complete school.

As we all know, competence in more than one foreign language plays an important role in improving educational and employment opportunities. The argument then is that through CLIL students can simultaneously study academic or other subject matter through a foreign language at school which will help them reach a good level of multilingualism by the time they become an adult.

Teachers should therefore have an integrated and well-prepared education themselves to help them properly prepare their own students to be open-minded European citizens who speak more than one language.

Since CLIL is about teaching content through a foreign language. It can serve as an approach to provide meaningful language use driven by specific content, CLIL is not only an important instrument for fostering European citizens' language learning goals; it is a way to embrace language diversity and a deeper understanding of other EU countries and ways of life.

If you would like to know more about CLIL, I have an exiting news to share!

After 10 years of teaching CLIL to more than 1'000 European teachers, I recently had the opportunity to create an online course on it. The best part?

Thanks to the Erasmus+ project EUTEAM, the course is 100% free!

The MOOC clarifies the CLIL methodology and introduces several examples of CLIL activities focusing on EU content and the original EU members-with authentic (real world) materials in English.

It offers several activity handouts ready to be used in the classroom, along with questions for reflection for the students.

Click on the following link to register:

Furthemore, within our catalogue of Erasmus courses for teachers, we have an entire selection of more than 20 courses focused on CLIL!

They are all week-long courses that focuses on how to create reading, writing, listening, and speaking activities in academic subject matter such as science, history, geography, and art.

English is the language for which this specific content is taught. All these courses are filled with a multitude of activities to help both the language and academic subject teacher gain a better understanding of managing an effective CLIL classroom experience for both learners and teachers.

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CLIL (Content and Language Integrated Learning) is an educational approach credited to David Marsh (Finland) that is around since the 90s

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A Wikipédiából, a szabad enciklopédiából

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hogyan segíthet a kétnyelvűség az iskolai teljesítményben és életpályában.

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hogyan segíthet a kétnyelvűség az iskolai teljesítményben és életpályában.

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Mi is az a kétnyelvűség? | Magyar Iskola

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Az emberek többsége kemény munkával jut el odáig, hogy az anyanyelve mellett más nyelven is jól kommunikáljon. Vannak azonban olyanok, akik az anyatejjel szívják magukba a második nyelvet, de legalábbis külön erőfeszítés nélkül sajátítják el egyszerre több nyelv ismeretét. A történelem során a nagy államalakulatok jelentős része többnyelvű volt, ugyanúgy, ahogy a jelenkorban is számtalan

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Az európai és észak-amerikai emberek jó része úgy vélekedik, hogy a kétnyelvűség olyan kivételes jelenség, amely csupán néhány országra korlátozódik. A Föld népességének több mint fele számára ugyanakkor éppen az a természetes, hogy két- vagy többnyelvű környezetben él. Mi is voltaképpen a kétnyelvűség? Hogyan jöhet létre és miként szűnhet meg? Hányféle egyéni és közösségi változata létezik? Miként jelenik meg a különféle kisebbségekben és mit jelent az egyén számára? Mi jellemzi a kétnyelvűek nyelvhasználatát? Milyen nyelvi és egyéb természetű problémákkal kell szembesülniük a nyelvüket megtartani vágyó kisebbségeknek vagy azoknak a családoknak, amelyek gyermeküket kétnyelvűvé szeretnék nevelni? A kétnyelvűséget jó néhány éve kutató és oktató szerző könyve az első olyan magyar nyelvű összegző munka, amely a bilingvizmus legfontosabb, legidőszerűbb kérdéseibe, alapfogalmaiba, legújabb eredményeibe, terjedelmes nemzetközi és magyar szakirodalmába nyújt betekintést a kérdéssel foglalkozni vágyó egyetemi és főiskolai hallgatók és kutatók számára. Középpontjában a kétnyelvűség szociolingvisztikai megközelítése áll, ám a jelenség sokarcúsága miatt szükségképpen érint nyelv- és társadalomlélektani, nyelvpolitikai, jogi és oktatási kérdéseket is. így segítve az Olvasót a kétnyelvűség-kutatás különféle területeinek jobb megismerésében.

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A kétnyelvűség alapkérdései (Bartha Csilla)

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Az európai és észak-amerikai emberek jó része úgy vélekedik, hogy a kétnyelvűség olyan kivételes jelenség, amely csupán néhány országra korlátozódik. A Föld népességének több mint fele számára ugyanakkor éppen az a természetes, hogy két- vagy többnyelvű környezetben él.Mi is voltaképpen a kétnyelvűség? Hogyan jöhet létre és miként szűnhet meg?

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A kétnyelvűség alapvetően nagyszerű dolog, aminek a hétköznapi előnyeiről nem is nagyon kell (pláne ezen a blogon) hosszan értekezni. Kétnyelvű gyereket nevelni viszont már sokkal összetettebb, mint azt gondolná az ember, pláne, hogy elég sok a félreértés és a téveszme körülötte. Nektek milyen…

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Kétnyelvűség, idegen nyelv tanulás, diszlexia

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Kétnyelvűség, idegen nyelv tanulás, diszlexia

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Kétnyelvűség, idegen nyelv tanulás, diszlexia

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15 percben a kétnyelvűség néhány mítoszáról

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Köszönöm a figyelmet! Felhasznált irodalom - Judit Kovács - Éva Trentinné Benkő: The World at Their Feet (Children's Early Competence in Two Languages through Education), 2016. Budapest, Eötvös József Köny- és Lapkiadó Bt. Az óvodai CLIL pedagógus feladata együttműködés az

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Magyar-nyelvű fejlesztő anyag – beszédhangok, hallás, nyelvi tudatosság kétnyelvű környezetben.

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elte

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A kakukkmadár titkai, kétnyelvű mese gyereknek a barátságról

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CLIL - Tartalom és nyelvi integrált tanulás

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A Maltalingua CLIL-tanfolyamát úgy tervezték, hogy világszerte bővítse azoknak a tanároknak a tudását, akik az angol nyelvet használják tantermeikben a tartalom tanítására.

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CLIL - Tartalom és nyelv integrált tanulása

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CLIL - Tartalom és nyelv integrált tanulása

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CLIL - Content and Language Integrated Learning

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CLIL (Content and Language Integrated Learning) aims to teach subjects through the medium of a foreign language. It focuses on developing students’ language skills while learning academic content. A successful CLIL lesson combines elements of content, communication, cognition, and culture. It provides language support such as vocabulary lists, sentence starters, and reading guides to help students comprehend and discuss the subject matter. - Download as a PPT, PDF or view online for free

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párosító

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Wordwall - Készítsen feladatokat gyorsan, egyszerűen

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Párosító - Érintse meg a megfelelő párokat, addig, míg el nem fogynak

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igaz vagy hamis?

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🧠 Kétnyelvű hangos tanulójáték gyerekeknek – 224 kártyával- Kék – Play&Grow

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Beszélő kártyaolvasó rajztáblával angol /magyar | REGIO JÁTÉK Webáruház

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Beszélő kártyaolvasó rajztáblával angol /magyar olcsón a REGIO Játékboltban.Lexibook játékok széles választékban.

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Clementoni 64014 - Sapientino Ismerd meg a betűket - kétnyelvű oktató játék

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Clementoni (64014)Sapientino Ismerd meg a betűket, kétnyelvű

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Szórakoztató nyelvtanuló játékok gyerekeknek: Az angol nyelvismeret fejlesztése interaktív játékkal | British Council

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Fedezd fel, hogyan javíthatják a játékok a gyerekek angoltanulását! A kártyajátékoktól kezdve a mindenféle kreatív tevékenységekig találj szórakoztató és interaktív módszereket a gyerekek nyelvi készségeinek, kreativitásának és problémamegoldó képességének fejlesztésére. Tökéletes az általános iskolás diákok számára!

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Ha szétnéztél már korábban itt a blogon, láthattad, hogy hiszem, a korai idegennyelv-elsajátítás egyik sarokköve, hogy a második nyelven is olvasunk mesekönyveket a gyermekkel. Ebben a bejegyzésben olyan weboldalakat mutatok nektek, amelyek lehetővé teszik, hogy eredetileg papír alapú könyveket az interneten, ingyen is olvashassatok.

1. Oxford Owl

Az Oxford University Press hozta létre, több, mint 250 ingyenes e-könyvet lehet lapozható formában olvasni rajta. Nagy kedvencünk, megtalálható rajta az Oxford Reading Tree sorozatának néhány darabja is, amelyből a brit gyerekek 80%-a tanul olvasni. A könyvek életkor szerinti bontásban és sorozathoz kapcsolódóan is kereshetők, találhattok itt klasszikus meséket és verseket is, illetve egyes kizárólag nyomtatásban létező könyvekbe belekukucskálhattok. Vannak olyan e-könyvek is az oldalon, amelyekhez játékok kapcsolódnak. A könyveket felolvassák, de ez a funkció ki is kapcsolható, így ti vagy az angolul olvasni tanuló gyermek is átveheti a felolvasó szerepét.

Webcím: http://oxfordowl.co.uk

2. We Give Books

Ez a weboldal a Penguin Kiadócsoport és a Pearson Foundation kezdeményezésére jött létre, akik amellett, hogy lehetővé teszik a könyvek ingyenes olvasását, adományoznak is. Az ő virtuális könyvtárukban is lehet életkor vagy műfaj szerint keresni, vannak itt könyvek egészen kicsiknek, nagyobbaknak pedig tényirodalom is rendelkezésre áll. Az olvasáshoz regisztráció szükséges. Hangfájl nem tartozik a könyvekhez. A fenntartók ígérete szerint minden hónapban újabb könyvek kerülnek majd fel az oldalra.

Weboldal: http://www.wegivebooks.org/books

3. Barnes & Noble Online Storytime

Az előző két oldalhoz képest szegényes választékkal, mikor ezeket a sorokat írom, 16 könyvvel áll rendelkezésre ez az oldal, a könyvek nem is lapozhatók, hanem videós formában nézhetők, hírességek vagy a szerző olvassák fel a meséket.

Weboldal: http://www.barnesandnoble.com/u/online-storytime-books-toys/379003588

Kellemes böngészést és jó olvasást nektek, írjátok meg egy kommentben, milyen kedvencekre bukkantatok! 🙂

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Ha szétnéztél már korábban itt a blogon, láthattad, hogy hiszem, a korai idegennyelv-elsajátítás egyik sarokköve, hogy a második nyelven is olvasunk mesekönyveket a gyermekkel. Ebben a bejegyzésben olyan weboldalakat mutatok nektek, amelyek lehetővé teszik, hogy eredetileg papír alapú könyveket az interneten, ingyen is olvashassatok.