Idske Bangma

Multilingual Early Language Transmission
MELT Project
Project number: 504186-LLP-1-2009-1-NL-COMENIUS-CMP /2009-3894
Idske Bangma MSc
Brussels, 6 October, 2011
Presentation overview:
1. The MELT project partners and products
2. The MELT research paper
3. Ages of participating pre- and primary school
4. Definition: ‘pre-school’ and model: ‘Continuous
multilingual development’
5. Best practices of the four regions
6. Recommendations
7. Future challenges
1. MELT project partners:
• Mercator Research Centre on
Multilingualism and Language Learning/
Fryske Akademy
(Fryslân, Netherlands)
• Folkhälsen
(Swedish community, Finland)
• Welsh Language Board
(Wales, UK)
• Divskouarn and Conseil Régional
• de Bretagne (Brittany, France)
1. MELT Products:
• Products:
Brochure for parents
Guide for pre-school practitioners
Local awareness raising events
Closing conference
Research paper
2. MELT Research paper:
Multilingual Early Language Transmission (MELT)
Summary of relevant literature on early multilingual
learning, related to European smaller state and
regional & minority language communities
2. Content of the Research paper:
• Descriptions of the different pre-school provisions
• Definitions: multilingualism, early language learning,
pre-school education, and MELT
• Best practices of immersion and strategies
• Conditions for a continuous multilingual development
• Process and results of implementing the MELT Guide
• Recommendations and challenges
• Contributions of the experts: Dr. Annick De Houwer,
Dr. Gunilla Holm, and Dr. Tina Hickey.
3. Ages of participating :
Compulsory primary-school
4. MELT defines ‘pre-school’ as:
The period from 0 until compulsory primary school, during which children attend
pre-primary school provisions outside the home. A public provision where
children must feel secure in order to be able to benefit from their experiences
and to develop in their best natural way. This holds for all kinds of development,
including (multilingual and minority) language acquisition. The pedagogic
approaches applied in pre-school education are always offered in a playful and
natural way. Language topics are offered in conscious planned activities in a
thematic and project-type manner. The pre-school teacher observes the
development of the children and reports the offered vocubalary. Based on these
data, a well-documented portfolio can be transferred to primary school and a
continuous line from pre-school to primary school with regard to multilingual
development of the child can be enhanced, and the position of the actual
minority language can be strengthened.
(I. Bangma MSc, Dr. A.M.J. Riemersma (2011) Multilingual Early Language Transmission (MELT). Summary of
relevant literature on early multilingual learning, related to European smaller state and regional & minority
language communities).
Model: Conditions for a continuous multilingual development
(based on the models from De Houwer (2009), Grosjean (2010), and MELT experiences).
5. Some best practices:
– Thematic and project manner
– Concrete materials; such as storybox telling,
character approach
– Total immersion or two-way immersion
– One person-one language strategy
– Collaboration with (grand-/god) parents
– Parent and toddler groups
– Bachelor’s degree
6. Recommendations based on
best practices of the four regions:
• Necessary to draft a conscious language
policy about multilingualism and immersion
into the minority language.
• Requires good skills of the pre-school
practitioners, coached by mentors.
• To offer a rich language environment,
including enough input in the minority
7. Future challenges:
• Continuity from pre-school to primary education.
• Training of pre-school practitioners.
• Dissemination: Best practices of the four MELT
regions applied in different minority regions in
Thank you
Tige tank
Nvala lepa
• Eskerrik asko
• Grazia
• Mercé plan
• Graciis
• Dankscheen
• Kiitos
• Diolch
• Dźakuju so
• Hvala
• Multumesc
• Mange Takk
• Trugarez
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