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    Parcours linguistiques des jeunes enfants
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    Why

Parcours linguistiques des jeunes enfants

Introduction
Why
PALINGUI?
Making
language
learning
more
visible
Multilingual
voices
Cette page sera disponible en français en 2024. Veuillez vous référer aux pages en anglais pour le moment.

Principles and reflective toolkit


Overview


Key principles for teachers and educators


Reflective tools for teachers and educators

PALINGUI – Young children’s language learning pathways – builds on the principles and concepts identified in the ECML’s resource ILLEY and encourages teachers and educators to make the language learning of the children visible within their education system. PALINGUI encourages teachers and educators to think about the question: “how do we know language learning has been inspiring for the children in our educational setting”? 

PALINGUI extends the notions that are explored in ILLEY and supports teachers and educators in identifying, understanding, and documenting language learning of children aged 3 to 12. 

Teachers and educators are encouraged to observe, assess, and document all the big and small steps that children make as they progress along their language learning pathways, and to motivate the children to understand their own learning and support them in taking their next steps on their language learning journey.

ILLEY – Inspiring Language Learning in the Early Years

ILLEY, which was part of the 2016-2019 ECML programme ‘Languages at the Heart of Learning’ – set out the principles on which inspiring language learning in an education setting for children aged 3 to 12 are based. These principles (language learning is holistic, relies on the existing linguistic repertoire of the child, is meaningful, active, ongoing and continuous, and integrated) – place the child at the heart of the learning process and make children active agents in their own language learning. ILLEY encourages teachers and educators to welcome all languages to their classroom, regardless of their status within the education system – this can include the language(s) of schooling, additional languages taught as part of the curriculum, but also community languages, or home languages.

ILLEY also recognises that all contexts are different – ranging from (largely) monolingual to fully multilingual and that community and societal attitudes play an important role in the way that languages are viewed, both within and beyond the education system and encourages teachers and educators to foster inclusivity and diversity.