Working languages of the project: English, French
Project term: 2020-2023
There are different stages in the process of making early language learning visible:
- Identify language learning and become aware of young children’s existing linguistic potential (including all the languages they know) by looking at and listening to what they are able to achieve, how and why they do it;
- Understand language learning by linking prior to further learning steps; by linking language learning, young children’s general development and their learning in other areas; by linking language learning to learning outcomes;
- Support language learning by creating meaningful learning opportunities which consider young children’s developmental stages, interests, talents, needs and prior language learning; by enabling them to be active and to draw upon their whole linguistic repertoire;
- Document language learning processes and progress by visualizing learning steps and learning pathways; by enabling children as well as parents to become aware of learning and progress.
By putting young children’s language learning pathways at its heart, the project focuses on language learning as a continuous process ranging from use of basic to increasingly complex language.
Observation, assessment and documentation, as integral parts of learning and visualizing learning, are key to the project. Consequently, the project focuses on different forms of classroom observation and ways of documenting children’s learning as well as on main dimensions of assessment e.g. assessment FOR learning, assessment AS learning and assessment OF learning (including formative assessment, self-assessment and peer-assessment).
The exchange of experiences, the sharing of reflections and the discussion of ideas related to observation, assessment and documentation of language learning play an important role in the project.