Umgang mit Mehrsprachigkeit in Kindertages-einrichtungen und Grundschulen

E.M.M. Le Pichon-Vorstman

Umgang mit Mehrsprachigkeit in Kindertages-einrichtungen und Grundschulen

E.M.M. Le Pichon-Vorstman

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Professional

Abstract

After successfully having completed the training module, participants are able: 1. To recognize the links between language, culture, and perceptions. 2. To understand what it means to adjust to a cultural and linguistic way of living that is unfamiliar and to behave like a person from the target culture when at school. 3. To understand the responsibility of school in the access to social empowerment or social discrimination. 4. To develop strategies to communicate more effectively with minority language children within the school context. 5. To recognize and identify communication problems, misunderstandings and comprehension issues. 6. To develop activities and practices based on language learners’ plurilingual resources.

Original language	English
Title of host publication	Übergang in die Schule und Mehrsprachigkeit – Ein Curriculum für pädagogische Fach- und Lehrkräfte
Editors	W Griebel, R Heinisch, C Kieferle, E Röbe, A Seifert
Place of Publication	Hamburg, Germany
Publisher	Verlag Dr. Kovač
Publication status	Published - 2013

Access to Document

http://www.tram-project.eu/

Cite this

@inbook{ac184c09db034854b752ec0a5c32aec1,

title = "Umgang mit Mehrsprachigkeit in Kindertages-einrichtungen und Grundschulen",

abstract = "After successfully having completed the training module, participants are able: 1. To recognize the links between language, culture, and perceptions. 2. To understand what it means to adjust to a cultural and linguistic way of living that is unfamiliar and to behave like a person from the target culture when at school. 3. To understand the responsibility of school in the access to social empowerment or social discrimination. 4. To develop strategies to communicate more effectively with minority language children within the school context. 5. To recognize and identify communication problems, misunderstandings and comprehension issues. 6. To develop activities and practices based on language learners{\textquoteright} plurilingual resources.",

author = "{Le Pichon-Vorstman}, E.M.M.",

year = "2013",

language = "English",

publisher = "Verlag Dr. Kova{\v c}",

editor = "W Griebel and R Heinisch and C Kieferle and E R{\"o}be and A Seifert",

booktitle = "{\"U}bergang in die Schule und Mehrsprachigkeit – Ein Curriculum f{\"u}r p{\"a}dagogische Fach- und Lehrkr{\"a}fte",

}

Umgang mit Mehrsprachigkeit in Kindertages-einrichtungen und Grundschulen. / Le Pichon-Vorstman, E.M.M.
Übergang in die Schule und Mehrsprachigkeit – Ein Curriculum für pädagogische Fach- und Lehrkräfte. ed. / W Griebel; R Heinisch; C Kieferle; E Röbe; A Seifert. Hamburg, Germany: Verlag Dr. Kovač, 2013.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Professional

TY - CHAP

T1 - Umgang mit Mehrsprachigkeit in Kindertages-einrichtungen und Grundschulen

AU - Le Pichon-Vorstman, E.M.M.

PY - 2013

Y1 - 2013

N2 - After successfully having completed the training module, participants are able: 1. To recognize the links between language, culture, and perceptions. 2. To understand what it means to adjust to a cultural and linguistic way of living that is unfamiliar and to behave like a person from the target culture when at school. 3. To understand the responsibility of school in the access to social empowerment or social discrimination. 4. To develop strategies to communicate more effectively with minority language children within the school context. 5. To recognize and identify communication problems, misunderstandings and comprehension issues. 6. To develop activities and practices based on language learners’ plurilingual resources.

AB - After successfully having completed the training module, participants are able: 1. To recognize the links between language, culture, and perceptions. 2. To understand what it means to adjust to a cultural and linguistic way of living that is unfamiliar and to behave like a person from the target culture when at school. 3. To understand the responsibility of school in the access to social empowerment or social discrimination. 4. To develop strategies to communicate more effectively with minority language children within the school context. 5. To recognize and identify communication problems, misunderstandings and comprehension issues. 6. To develop activities and practices based on language learners’ plurilingual resources.

M3 - Chapter

BT - Übergang in die Schule und Mehrsprachigkeit – Ein Curriculum für pädagogische Fach- und Lehrkräfte

A2 - Griebel, W

A2 - Heinisch, R

A2 - Kieferle, C

A2 - Röbe, E

A2 - Seifert, A

PB - Verlag Dr. Kovač

CY - Hamburg, Germany

ER -

Umgang mit Mehrsprachigkeit in Kindertages-einrichtungen und Grundschulen

Abstract

Access to Document

Fingerprint

Cite this