The implementation of language immersion in early childhood education & care. (ECEC)
Heinikangas, Sheryl; O´Connor, Amanda (2023)
2023
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2023121537535
https://urn.fi/URN:NBN:fi:amk-2023121537535
Tiivistelmä
The study aims to analyze the methods used to support language immersion while teaching English as a second language in Early Childhood Education and Care (ECEC). The study is conducted in an English-language immersion daycare center with native Finnish and Swedish speaking children. Over a period of 8weeks, weekly themes and daily activities, focusing on how the educator supports language acquisition through the environment, play, group interaction, and imitation will be documented through daily diaries and a weekly summary.
This diary-based thesis aims to analyze and evaluate the effectiveness of language immersion in ECEC (Early Childhood Education and Care), specifically on how we support language immersion through our weekly Theme and daily practices while adhering to the Finnish national core curriculum guidelines.
During the diary process important questions related to language immersion and how ECEC professionals can facilitate it will be used to give an opportunity for reflection at the end of each week discussions between the ECEC educators and working life partner will take place sharing the outcomes and findings. A summary of the diary entries will be documented to build knowledge and understanding of how the educator can support language immersion through weekly themes and activities.
This diary-based thesis aims to analyze and evaluate the effectiveness of language immersion in ECEC (Early Childhood Education and Care), specifically on how we support language immersion through our weekly Theme and daily practices while adhering to the Finnish national core curriculum guidelines.
During the diary process important questions related to language immersion and how ECEC professionals can facilitate it will be used to give an opportunity for reflection at the end of each week discussions between the ECEC educators and working life partner will take place sharing the outcomes and findings. A summary of the diary entries will be documented to build knowledge and understanding of how the educator can support language immersion through weekly themes and activities.