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Languages for social cohesion

Language education in a multilingual and multicultural Europe

Les langues pour la cohésion sociale

L'éducation aux langues dans une Europe multilingue et multiculturelle

Teaching modern languages

to young learners

teachers, curricula and materials

Edited by: Brigitta Busch

Edited by Marianne Nikolov, Jelena Mihaljevi ´ Djigunovi ´, Marina Mattheoudakis, Gun Lundberg and Tanya Flanagan

TEMOLAYOLE

Teaching modern languages to young learners

TEMOLAYOLE

Focusing its work on promoting innovative approaches

in language education since 1995, the European Centre

for Modern Languages (ECML) of the Council of Europe

plays a significant role in disseminating good practice

and assisting in its implementation in member states.

The ECML runs research and development projects within the frame-

work of medium-term programmes of activities. These projects are led

by international teams of experts and concentrate mainly on training

multipliers, promoting professional teacher development and setting

up expert networks. The ECML’s publications, which are the results of

these projects, illustrate the dedication and active involvement of all

those who participated in them, particularly the project co-ordination

teams.

The overall title of the ECML’s second medium-term programme

(2004-2007) is “Languages for social cohesion: language education in

a multilingual and multicultural Europe”. This thematic approach aims

to deal with one of the major challenges our societies have to face at

the beginning of the 21st century, highlighting the role of language

education in improving mutual understanding and respect among the

citizens of Europe.

***

Set up in Graz, Austria, the ECML is an “Enlarged Partial Agreement”

of the Council of Europe to which 33 countries have currently subscribed 1 .

Inspired by the fundamental values of the Council of Europe, the ECML

promotes linguistic and cultural diversity and fosters plurilingualism

and pluriculturalism among the citizens living in Europe. Its activities

are complementary to those of the Language Policy Division, the Council

of Europe unit responsible for the development of policies and planning

tools in the field of language education.

For further information on the ECML and its publications:

http://www.ecml.at

The 33 member states of the Enlarged Partial Agreement of the ECML are: Albania, Andorra, Armenia,

Austria, Bosnia and Herzegovina, Bulgaria, Croatia, Cyprus, Czech Republic, Estonia, Finland, France,

Germany, Greece, Hungary, Iceland, Ireland, Latvia, Liechtenstein, Lithuania, Luxembourg, Malta,

Netherlands, Norway, Poland, Romania, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, “the

former Yugoslav Republic of Macedonia”, United Kingdom.

The TeMoLaYoLe book

Teaching modern languages to young learners:

teachers, curricula and materials

Editedby

MarianneNikolov

JelenaMihaljevićDjigunović

MarinaMattheoudakis

GunLundberg

TanyaFlanagan

EuropeanCentreforModernLanguages

CouncilofEuropePublishing

Allrightsreserved.Nopartofthispublicationmaybereproducedortransmittedinany

form or by any means, electronic (CDRom, Internet, etc.) or mechanical, including

photocopying, recording or any information storage or retrieval system, without the

priorwrittenpermissionofthePublishingDivision,DirectorateofCommunicationand

Research(F67075Strasbourgorpublishing@coe.int).

The opinions expressed in this publication are not to be regarded as reflecting the

policyofanygovernment,oftheCommitteeofMinistersoroftheSecretaryGeneralof

theCouncilofEurope.

Cover:GrossWerbeagentur,Graz

Printer:Bachernegg,Kapfenberg

Layout:C.Stenner,Graz

http://book.coe.int

CouncilofEuropePublishing

F67075StrasbourgCedex

EuropeanCentreforModernLanguages/CouncilofEurope

Nikolaiplatz4

A8020Graz

Austria

www.ecml.at

ISBN:9789287162977

TEMOLAYOLE: what is involved and included?

Marianne Nikolov

TheacronymTEMOLAYOLEstandsfortheteachingofmodernlanguagestoyoung

learnersandthisiswhatthisbookisabout.Morespecifically,itfocusesonteachersof

modern languages teaching children in primary schools, on curricula and syllabi, as

well as on teaching materials and methodology. The chapters in this volume are the

edited versions of ten selected papers presented at the TeMoLaYoLe: Research into

Teaching Modern Languages to Young Learners Conference, which took place

between 1 and 3 February 2007 (for a full programme please visit

www.pte.hu/temolayole).TheeventwasjointlyorganisedbytheEuropeanCentrefor

Modern Languages (ECML), Graz, and the University of Pécs, Hungary. It was also

one of the highlights and a major event of the TEMOLAYOLE project hosted and

sponsored by the ECML. The editors of this publication are members of the

TEMOLAYOLEteam.

The aim of this volume is to provide insights into what we consider good practice,

innovationandqualityresearchinrecentlanguagepedagogy.Thetenpaperslookinto

issuesinbothpreandinserviceteachereducation,innovativecurriculumandsyllabus

design in tertiary education and lower primary schools, and how new ideas can be

implementedatnationalandclassroomlevels.

The first six papers in the edited volume focus on teacher education curricula and

teachers’developmentinpreserviceandinserviceprogrammes,whereasthelastfour

paperslookintocurricula,teachingmaterialsandprojectsinprimaryschools.

The first chapter is a comparative analysis of two special programmes that aim to

developteachersofyounglearnersinCroatiaandSlovenia.Bothcountriescanboastof

a tradition of early modern foreign language education and teacher development

courses aiming to boost teachers’ competencies in the domain of young learners.

Marija Andraka and Mateja Dagarin evaluate their curricula and provide valuable

informationonthecontentanddeliveryoftheirprogrammes.Theydemonstratehow

newareasofexpertisecanbeintegratedintotraditionalcurricula.

In the second chapter, Gun Lundberg describes and analyses a threeyear action

researchprojectinSwedishinserviceteachereducationforlanguageteachersofyoung

learners.Shedrawsonherexperiencewith160teachersparticipatinginaprogramme

challenging common routines, as teachers applied a researchbased, ageappropriate

methodologybasedontheirlearners’needs.

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