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Year 2018, Volume: 2 Issue: 1, 15 - 36, 01.06.2018

Abstract

References

  • Arzamendi, J., Etxeberría, F., Lindsay, D., Garagorri, X., & Azpillaga, B. (1996). Proyecto europeo para enseñar lenguas segundas o extranjeras a niños y niñas [European Project for teaching second languages to children]. In A. Moyano, A. Muñoz, & P. Pérez (Eds.), Enseñar y aprender una lengua extranjera en el segundo ciclo de la Educación Infantil [Teaching and learning a foreing language in the second cycle of Infant Education]. Barcelona: Dossiers de Rosa Sensat.
  • Baetens-Beardsmore, H., & Anselmi, G. (1991). Code-Switching in a heterogenous unstable, multilingual speach community. In Papers for the symposium on code-swithcing in bilingual studies: Theory, significance and perspectives. Strasbourg. European Science Foundation.
  • Bruner, J. (1984). Los formatos de adquisición del lenguaje. Acción, pensamientoy lenguaje [The language acquisition formats. Action, thought and language]. Madrid: Alianza.
  • Caballero de Rodas, B., & Masats, D. (1999). Les llengües estrangeres com a vehicle d’aprenentatges escolars [Foreign languages as a vehicle for school learning]. Perspectiva Escolar [School Perspective], 232, 19-25.
  • Candlin, Ch. (1990). Hacia una enseñanza de lenguas basada en tareas [Towards a task-based language teaching]. Comunicación lenguaje y educación [Communication, language and education], 7(9), 33-54.
  • Cantero, F.J., & de Arriba, J. (1997). Psicolingüística del discurso [Psycholinguistics of speech]. Barcelona, Spain: Ediciones Octaedro.
  • Català, M. (2001). Tractament de les llengües i les TIC a l’escola [Treatment of languages and ICT at school. Unpublished material developed to obtain a Strategic Plan of the Department of Education].
  • Cohen, L., & Manion, L. (1990). Métodos de investigación educativa [Methods of eductional research]. Madrid: La Muralla.
  • Cook, G. (2000). Language play, language learning. New York: Oxford University Press.
  • Cook, V. (1996). Teaching English as a foreign language in Europe. In E. Hinkel (Ed.), Handbook of reasearch on second language teaching and learning. New York & London: Routledge Taylor and Francis Group.
  • Crookes, G., & Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469- 512.
  • Council for Cultural Co-operation (2001). Common European framework of reference for languages: learning, teaching, assessment. Cambridge: Cambridge University Press.
  • Day, M. & Parlakian, R. (2004) How culture shapes social-emotional development: Implications for practice in infant-family programs. Washington DC: Zero To Three Publishing Company.
  • Duarte, G., & Cortez-Castro, D. H. (2015). Play cannot wait: The child’s right to play. In G. Duarte & D. Cortez- Castro (Eds.), Children’s play: Research, reflections and possibilities (p. 7). New York: Linus Publishing Company, NYC.
  • Generalitat de Catalunya, Departament d’Ensenyament (2004). La llengua estrangera al cicle inicial. Aspectes organitzatius i didàctic [The foreign language at the First Cycle. Organizational and didactic aspects]. Barcelona: Servei de difussió i Publicacions.
  • Guillén, C., & Alario, C. (2002). La introducción de las LEs en la Educación Infantil [The introduction of foreign languages in infant education]. In J. M.Vez (Ed.), Didáctica de la lengua extranjera en educación infantil y primaria [Foreign language didactics in infant and primary education]. Madrid: Síntesis Educación.
  • Lantolf, J. P. (2001). Sociocultural theory and second language acquisition. In R. Kaplan (Ed.), Handbook of applied linguistics. Oxford: Oxford University Press.
  • Lorenzo, N., & Piquer, I.. (2013). Report and evaluation of the development of programmes in Catalonia.Temps d’Educació [Education time], 5, 143-180. Retreived from http://www.publicacions.ub.edu/revistes/tempsDEducacio45/default.asp?articulo=941&modo=resumen
  • Muñoz, C., & Nussbaum, L. (1997). Les enjeux linguistiques dans l’éducation en Espagne [Linguistic aspects in Education in Spain]. In Muñoz, C., Nussbaum, L. & Pujol, M. (Eds.), Appropriation de langues dans une situation de contact [Incorporating languages in contact]. Aile, 10, 5-20.
  • Murado Bouso, J. L. (2012). Didáctica de inglés en educación infantil. [English didactics in infant education]. Vigo: Ideaspropias Editorial.
  • Navalón, J.D. (1996). Aprender a usar el lenguaje en la escuela infantil [Learning how to use the language in Infant Education]. Aula, 46, 9-13.
  • Nussbaum, L. (1999). Perspectives actuals per a l’ensenyament i l’aprenentatge de llengües estrangeres a l’educació obligatòria [Nowadays perspectives on teaching and learning foreign languages in compulsory education]. Perspectiva Escolar [School Perspective], 232, 2-8.
  • Pérez, P., & Roig, V. (2009). Enseñar inglés o enseñar en inglés? Factores que inciden en la eficacia de la enseñanza y aprendizaje del inglés en Educación Infantil [Teaching English or teaching in English? Impact factor son teaching and learning English in infant education]. Tribuna Abierta, 87-99.
  • Pérez, P., & Roig, V. (2004). Enseñar y aprender inglés en educación infantil y primaria (Vol. I) [Teaching and learning English in infant and primary education Vol. I]. Barcelona: ICE-Horsori. Piquer, I. (2009). Timetabling pre-school classes. Macmagonline. Retreived from http://macmagonline.macmillan.es/editions/archive/issue-18-summer-2009/infants/timetabling-pre-school- classes/
  • Taeschner, T., Nias, J., Plooij, F., Etxeberría, F. & Arzamendi, J. (1992). European project for teaching a second language to children between 3 and 7 years. Unpublished.
  • Tosi, A. (1991). First, second or foreign language learning? In Papers for the symposium on code-swithcing in bilingual studies: Theory, significance and perspectives. Strasbourg. European Science Foundation.
  • Van Hoorn, PJ., Monighan-Nourto, P., Scales, B., & Rodriguez-Alward, K. (2011). Play at the center of the curriculum. Pearson Publishing Company. Boston: MA
  • Vygotsky, L. (1978). Mind in society. Cambridge MA: Harvard University Press.
  • Vygotsky, L. (1933). Play and its role in the mental development of the child. In J. Bruner, A. Jolly, & K. Sylva (Eds.), Play: It's role in development and evolution (pp. 461-463). New York: Penguin Books.
  • Zanon, J. (1990). Los enfoques por tareas para la enseñanza de las lenguas extranjeras [Task teaching approaches in foreign language teaching]. Cable, 5, 19-27.

The Critical Role of Play in Teaching a Foreign Language: Considerations in a Catalan School, Barcelona Spain

Year 2018, Volume: 2 Issue: 1, 15 - 36, 01.06.2018

Abstract

For many children in first language and second language settings, monolingual teachers carry out all the educational activities. There is a lack of public school support for bilingual programs, often parents who lack the dominant language are often misunderstood, judged, or excluded in the formal school or early childhood setting. Given the global migration across Europe, this article presents a play-based approach to foster the acquisition of English for young children in a state school in a village near Barcelona, Spain. The current study revealed that play based approaches provide young children context, opportunities for practice, safe emotional spaces to practice language, and exposure to positive feedback in the mode of play

References

  • Arzamendi, J., Etxeberría, F., Lindsay, D., Garagorri, X., & Azpillaga, B. (1996). Proyecto europeo para enseñar lenguas segundas o extranjeras a niños y niñas [European Project for teaching second languages to children]. In A. Moyano, A. Muñoz, & P. Pérez (Eds.), Enseñar y aprender una lengua extranjera en el segundo ciclo de la Educación Infantil [Teaching and learning a foreing language in the second cycle of Infant Education]. Barcelona: Dossiers de Rosa Sensat.
  • Baetens-Beardsmore, H., & Anselmi, G. (1991). Code-Switching in a heterogenous unstable, multilingual speach community. In Papers for the symposium on code-swithcing in bilingual studies: Theory, significance and perspectives. Strasbourg. European Science Foundation.
  • Bruner, J. (1984). Los formatos de adquisición del lenguaje. Acción, pensamientoy lenguaje [The language acquisition formats. Action, thought and language]. Madrid: Alianza.
  • Caballero de Rodas, B., & Masats, D. (1999). Les llengües estrangeres com a vehicle d’aprenentatges escolars [Foreign languages as a vehicle for school learning]. Perspectiva Escolar [School Perspective], 232, 19-25.
  • Candlin, Ch. (1990). Hacia una enseñanza de lenguas basada en tareas [Towards a task-based language teaching]. Comunicación lenguaje y educación [Communication, language and education], 7(9), 33-54.
  • Cantero, F.J., & de Arriba, J. (1997). Psicolingüística del discurso [Psycholinguistics of speech]. Barcelona, Spain: Ediciones Octaedro.
  • Català, M. (2001). Tractament de les llengües i les TIC a l’escola [Treatment of languages and ICT at school. Unpublished material developed to obtain a Strategic Plan of the Department of Education].
  • Cohen, L., & Manion, L. (1990). Métodos de investigación educativa [Methods of eductional research]. Madrid: La Muralla.
  • Cook, G. (2000). Language play, language learning. New York: Oxford University Press.
  • Cook, V. (1996). Teaching English as a foreign language in Europe. In E. Hinkel (Ed.), Handbook of reasearch on second language teaching and learning. New York & London: Routledge Taylor and Francis Group.
  • Crookes, G., & Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469- 512.
  • Council for Cultural Co-operation (2001). Common European framework of reference for languages: learning, teaching, assessment. Cambridge: Cambridge University Press.
  • Day, M. & Parlakian, R. (2004) How culture shapes social-emotional development: Implications for practice in infant-family programs. Washington DC: Zero To Three Publishing Company.
  • Duarte, G., & Cortez-Castro, D. H. (2015). Play cannot wait: The child’s right to play. In G. Duarte & D. Cortez- Castro (Eds.), Children’s play: Research, reflections and possibilities (p. 7). New York: Linus Publishing Company, NYC.
  • Generalitat de Catalunya, Departament d’Ensenyament (2004). La llengua estrangera al cicle inicial. Aspectes organitzatius i didàctic [The foreign language at the First Cycle. Organizational and didactic aspects]. Barcelona: Servei de difussió i Publicacions.
  • Guillén, C., & Alario, C. (2002). La introducción de las LEs en la Educación Infantil [The introduction of foreign languages in infant education]. In J. M.Vez (Ed.), Didáctica de la lengua extranjera en educación infantil y primaria [Foreign language didactics in infant and primary education]. Madrid: Síntesis Educación.
  • Lantolf, J. P. (2001). Sociocultural theory and second language acquisition. In R. Kaplan (Ed.), Handbook of applied linguistics. Oxford: Oxford University Press.
  • Lorenzo, N., & Piquer, I.. (2013). Report and evaluation of the development of programmes in Catalonia.Temps d’Educació [Education time], 5, 143-180. Retreived from http://www.publicacions.ub.edu/revistes/tempsDEducacio45/default.asp?articulo=941&modo=resumen
  • Muñoz, C., & Nussbaum, L. (1997). Les enjeux linguistiques dans l’éducation en Espagne [Linguistic aspects in Education in Spain]. In Muñoz, C., Nussbaum, L. & Pujol, M. (Eds.), Appropriation de langues dans une situation de contact [Incorporating languages in contact]. Aile, 10, 5-20.
  • Murado Bouso, J. L. (2012). Didáctica de inglés en educación infantil. [English didactics in infant education]. Vigo: Ideaspropias Editorial.
  • Navalón, J.D. (1996). Aprender a usar el lenguaje en la escuela infantil [Learning how to use the language in Infant Education]. Aula, 46, 9-13.
  • Nussbaum, L. (1999). Perspectives actuals per a l’ensenyament i l’aprenentatge de llengües estrangeres a l’educació obligatòria [Nowadays perspectives on teaching and learning foreign languages in compulsory education]. Perspectiva Escolar [School Perspective], 232, 2-8.
  • Pérez, P., & Roig, V. (2009). Enseñar inglés o enseñar en inglés? Factores que inciden en la eficacia de la enseñanza y aprendizaje del inglés en Educación Infantil [Teaching English or teaching in English? Impact factor son teaching and learning English in infant education]. Tribuna Abierta, 87-99.
  • Pérez, P., & Roig, V. (2004). Enseñar y aprender inglés en educación infantil y primaria (Vol. I) [Teaching and learning English in infant and primary education Vol. I]. Barcelona: ICE-Horsori. Piquer, I. (2009). Timetabling pre-school classes. Macmagonline. Retreived from http://macmagonline.macmillan.es/editions/archive/issue-18-summer-2009/infants/timetabling-pre-school- classes/
  • Taeschner, T., Nias, J., Plooij, F., Etxeberría, F. & Arzamendi, J. (1992). European project for teaching a second language to children between 3 and 7 years. Unpublished.
  • Tosi, A. (1991). First, second or foreign language learning? In Papers for the symposium on code-swithcing in bilingual studies: Theory, significance and perspectives. Strasbourg. European Science Foundation.
  • Van Hoorn, PJ., Monighan-Nourto, P., Scales, B., & Rodriguez-Alward, K. (2011). Play at the center of the curriculum. Pearson Publishing Company. Boston: MA
  • Vygotsky, L. (1978). Mind in society. Cambridge MA: Harvard University Press.
  • Vygotsky, L. (1933). Play and its role in the mental development of the child. In J. Bruner, A. Jolly, & K. Sylva (Eds.), Play: It's role in development and evolution (pp. 461-463). New York: Penguin Books.
  • Zanon, J. (1990). Los enfoques por tareas para la enseñanza de las lenguas extranjeras [Task teaching approaches in foreign language teaching]. Cable, 5, 19-27.
There are 30 citations in total.

Details

Other ID JA96DH27PV
Journal Section Research Article
Authors

İnma Piquer Vives This is me

Georgianna Duarte This is me

Publication Date June 1, 2018
Published in Issue Year 2018 Volume: 2 Issue: 1

Cite

APA Vives, İ. P., & Duarte, G. (2018). The Critical Role of Play in Teaching a Foreign Language: Considerations in a Catalan School, Barcelona Spain. Research on Education and Psychology, 2(1), 15-36.

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