{"id":5025,"date":"2016-02-28T15:15:22","date_gmt":"2016-02-28T15:15:22","guid":{"rendered":"https:\/\/internationalschoolcommunity.com\/blog\/?p=5025"},"modified":"2016-03-01T15:21:26","modified_gmt":"2016-03-01T15:21:26","slug":"teaching-and-learning-through-a-multilingual-lens-in-the-early-years-part-33","status":"publish","type":"post","link":"https:\/\/internationalschoolcommunity.com\/blog\/teaching-and-learning-through-a-multilingual-lens-in-the-early-years-part-33\/","title":{"rendered":"Teaching and Learning through a Multilingual Lens in the Early Years (Part 3\/3)"},"content":{"rendered":"

This article is part three\u00a0of a guest-author series by Eithne Gallagher:\u00a0The Glitterlings and Interlingual Classrooms:\u00a0Teaching and Learning through a Multilingual Lens in the Early Years<\/strong><\/p>\n

Part one can be found here<\/a>, and part two here<\/a>.<\/p>\n

What is Oxford International Early Years: The Glitterlings?<\/h3>\n

The Glitterlings is an Interlingual story and play-based English Language course which is the first of its kind. Interlingual Teaching and Learning is, in fact, the essence of the course and what is unique about it. The Glitterlings programme is aligned to the successful Early Years Foundation Stage Framework (EYFS) which originates in the UK. The EYFS combined with the Interlingual Teaching and Learning Goals (ITLGs) ensure the needs of young learners are met in a creative and dynamic way that allows the child and the teacher to become involved in a mutual learning process where each one learns from the other. Learning is not the sole domain of children: teachers have to become learners as well. To this end, teaching and learning goals are grouped together to facilitate the Interlingual approach and to provide a more genuine setting for mutual learning to take place.<\/p>\n

\"22222\"
Glitterlings poster<\/em><\/figcaption><\/figure>\n

Parental Involvement<\/h3>\n

The Glitterlings New Word Book, along with the \u2018write-in space\u2019 in the Story books, allows parents and children to connect key words and concepts from the course to their home or second language. Connecting learning to students\u2019 home lives is a core component of effective instruction.<\/p>\n

Interlingual teachers hold parent meetings to inform them about interlingual teaching and learning and discuss the tasks that parents can fullfil such as:<\/p>\n

\u2022 Taking part in language related activities in the classroom;<\/p>\n

\u2022 Retelling the stories in their home language;<\/p>\n

\u2022 Translating classroom materials;<\/p>\n

\u2022 etc.<\/p>\n

By sharing knowledge with parents, teachers can bring about change that will benefit the child as an individual and improve the school community as a whole. Every parent is a valuable resource that teachers and children can count on to diffuse and extend the multilingual, multicultural ethos of the school.<\/p>\n

In Glitterling environments children know that their home language is valued and respected and they learn that there is a place for all languages in the classroom.<\/p>\n

The Joy of Multilingual and Multicultural Learning<\/h3>\n

The Interlingual Glitterling classroom empowers children for lifelong learning and enables them to act effectively and powerfully in their personal lives and on the global stage. The nine stories are based around exciting, global themes that are charming, relevant and engaging for children. The Glitterling characters are curious, delightful, fun-loving polyglots that come from \u2018two stars left of the moon\u2019<\/em>. They help children discover the joy of learning about multilingualism and multiculturalism. They challenge them to think beyond the limits of the classroom walls and introduce them to a world of languages beyond their own and the language of instruction.<\/p>\n

A Global Child<\/h3>\n

The Glitterlings Interlingual classrooms are places where, through cultural awareness and respect for other languages, the ideas and responsibilities of \u2018world citizenship\u2019 are nurtured and developed. There is cultural and linguistic authenticity in everyday play. Glitterling classrooms are places where international mindedness is seen in action, internationalism is felt and Interlingual children learn who they are<\/em> in the context of the classroom and the broader society. They learn to work within an international framework of tolerance and respect.<\/p>\n

The Multilingual Lens<\/h3>\n

Cummins says (2015), \u2018Inspirational pedagogy becomes a feasible goal when we interpret curricular expectations in light of the funds of knowledge represented by our students and their communities and expand the instructional space within our classrooms by teaching through [an Interlingual,] multilingual lens.\u2019 This involves school and literacy experiences that students are likely to remember throughout their lifetimes. <\/strong><\/p>\n

\"Screenshot<\/p>\n

We can change our way of thinking through changing what happens in classrooms. Communication expands becoming more inclusive and democratic through the \u2018emerging, inspirational pedagogy\u2019 of Interlingual teaching and learning in Glitterling classrooms.<\/p>\n

Through such genuine experiences with other languages in the formative years of schooling we can set a trend of international mindedness that will be a step towards our world becoming better, more genuinely democratic, pluricultural and plurilingual.<\/p>\n

\"155595-linebreak\"<\/a><\/p>\n

\"eithne\"Eithne Gallagher is a recognised authority in the field of ESL in International Education and has over twenty years\u2019 experience of teaching in international schools. She has twice been chair of the European Council of International Schools ESL & Mother-tongue Committee; she is a regular presenter at international school conferences and has delivered workshops and lectures for teachers, administrators and parents across the world.<\/p>\n

Her writings on ESL & Mother-tongue issues have been widely published in educational journals and magazines and she has published a book entitled Equal Rights to the Curriculum in which she argues for school reform to meet the educational needs of all children growing up in a multicultural society. Eithne\u2019s most recent work is a story-based Early Years programme for International Schools and Pre-schools: The Glitterlings was published by Oxford University Press in October 2015. Eithne provides support and consultancy for schools wishing to implement inclusive, ESL and mother-tongue policies.<\/p>\n

Eithne is the mother of three bilingual children and lives with her family on a hilltop outside Rome.<\/p>\n

* The Bibliography for this article series can be found here<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

This article is part three\u00a0of a guest-author series by Eithne Gallagher:\u00a0The Glitterlings and Interlingual Classrooms:\u00a0Teaching and Learning through a Multilingual Lens in the Early Years Part one can be found here, and part two here. What is Oxford International Early Years: The Glitterlings? The Glitterlings is an Interlingual story and play-based English Language course which […]<\/p>\n","protected":false},"author":1,"featured_media":5030,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[12],"tags":[2215,2210,1492,1182,2211,366,2212,2216,2209,434,2213,2214],"class_list":["post-5025","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-highlighted-articles","tag-bilingualism","tag-eal","tag-eithne-gallagher","tag-esl","tag-esl-mother-tongue","tag-european-council-of-international-schools","tag-glitterlings","tag-global-citizens","tag-interlingual-teaching","tag-international-education","tag-oxford-university-press","tag-translanguaging"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/internationalschoolcommunity.com\/blog\/wp-content\/uploads\/2015\/12\/22222.png?fit=509%2C679&ssl=1","jetpack_shortlink":"https:\/\/wp.me\/p2flVT-1j3","jetpack_sharing_enabled":true,"jetpack_likes_enabled":true,"jetpack-related-posts":[{"id":5020,"url":"https:\/\/internationalschoolcommunity.com\/blog\/the-glitterlings-and-interlingual-classrooms-teaching-and-learning-through-a-multilingual-lens-in-the-early-years\/","url_meta":{"origin":5025,"position":0},"title":"Teaching and Learning through a Multilingual Lens in the Early Years (Part 1\/3)","author":"ISCommunity","date":"December 7, 2015","format":false,"excerpt":"This article is Part One\u00a0of a guest-author series by veteran international school teacher Eithne Gallagher -\u00a0The Glitterlings and Interlingual Classrooms:\u00a0Teaching and Learning through a Multilingual Lens in the Early Years Building a better world for future generations is essential for the continued existence of humanity. 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Inspirational Pedagogy Inspirational Pedagogy was coined by Cummins (Cummins and Early, 2015). 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Eithne Gallagher would definitely be one of them! Marymount International School (Rome) Eithne Gallagher is one of the leading EAL specialists in the international school teaching community.\u00a0 She has been a presenter at countless conferences and led a\u2026","rel":"","context":"In "Video Highlight"","block_context":{"text":"Video Highlight","link":"https:\/\/internationalschoolcommunity.com\/blog\/category\/video-highlight\/"},"img":{"alt_text":"","src":"https:\/\/internationalschoolcommunity.files.wordpress.com\/2012\/11\/screen-shot-2012-11-16-at-11-13-52-pm.png?w=350&h=200&crop=1","width":350,"height":200},"classes":[]},{"id":3488,"url":"https:\/\/internationalschoolcommunity.com\/blog\/new-survey-school-official-english-policy-campus\/","url_meta":{"origin":5025,"position":4},"title":"New Survey: Does your school have an official English-only policy on their campus?","author":"ISCommunity","date":"July 13, 2014","format":false,"excerpt":"A new survey has arrived! 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Many veteran international school teachers have already figured out\u00a0that there are a nice \"handful\" of these types of international schools throughout the world. \u00a0Some teachers and administrators think this kind of English-only policy is\u2026","rel":"","context":"In "Surveys"","block_context":{"text":"Surveys","link":"https:\/\/internationalschoolcommunity.com\/blog\/category\/surveys\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/internationalschoolcommunity.com\/blog\/wp-content\/uploads\/2014\/07\/Screen-Shot-2014-07-12-at-9.46.09-AM.png?fit=563%2C402&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/internationalschoolcommunity.com\/blog\/wp-content\/uploads\/2014\/07\/Screen-Shot-2014-07-12-at-9.46.09-AM.png?fit=563%2C402&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/internationalschoolcommunity.com\/blog\/wp-content\/uploads\/2014\/07\/Screen-Shot-2014-07-12-at-9.46.09-AM.png?fit=563%2C402&ssl=1&resize=525%2C300 1.5x"},"classes":[]},{"id":1326,"url":"https:\/\/internationalschoolcommunity.com\/blog\/common-myths-and-misconceptions-about-bilingual-children-5-you-have-to-be-gifted-in-languages-in-order-to-learn-two-languages-at-once\/","url_meta":{"origin":5025,"position":5},"title":"Common Myths and Misconceptions about Bilingual Children #5: You have to be gifted in languages in order to learn two languages at once.","author":"ISCommunity","date":"July 29, 2012","format":false,"excerpt":"As teachers working in international schools, we are most likely teaching and working with bilingual children (or even, more likely, multilingual children).\u00a0 Many international school educators also find themselves starting a family; with potentially bilingual children.\u00a0 We all know colleagues that have ended up finding a partner from the host\u2026","rel":"","context":"In "12 Common Myths and Misconceptions about Bilingual Children"","block_context":{"text":"12 Common Myths and Misconceptions about Bilingual Children","link":"https:\/\/internationalschoolcommunity.com\/blog\/category\/12-common-myths-and-misconceptions-about-bilingual-children\/"},"img":{"alt_text":"","src":"https:\/\/internationalschoolcommunity.files.wordpress.com\/2012\/07\/dsc_8677.jpg?w=350&h=200&crop=1","width":350,"height":200},"classes":[]}],"_links":{"self":[{"href":"https:\/\/internationalschoolcommunity.com\/blog\/wp-json\/wp\/v2\/posts\/5025","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/internationalschoolcommunity.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/internationalschoolcommunity.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/internationalschoolcommunity.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/internationalschoolcommunity.com\/blog\/wp-json\/wp\/v2\/comments?post=5025"}],"version-history":[{"count":0,"href":"https:\/\/internationalschoolcommunity.com\/blog\/wp-json\/wp\/v2\/posts\/5025\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/internationalschoolcommunity.com\/blog\/wp-json\/wp\/v2\/media\/5030"}],"wp:attachment":[{"href":"https:\/\/internationalschoolcommunity.com\/blog\/wp-json\/wp\/v2\/media?parent=5025"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/internationalschoolcommunity.com\/blog\/wp-json\/wp\/v2\/categories?post=5025"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/internationalschoolcommunity.com\/blog\/wp-json\/wp\/v2\/tags?post=5025"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}