3-6岁的孩子，应该如何进行双语浸润式学习(上)

In early childhood education, contact with bilingualism can improve children's ability to learn a language.  Vygotsky published Thought and Language in 1934 that children's ability to express the same idea in two languages can make children regard language as a special system among the many systems that they already have in their mind, as one of the many languages, thus to improve their language operation ability.

研究表明，进入双语学习的儿童，其发散性思维优于单语儿童，因为在双语儿童 处理两种语言时，思维于两种语言之间产生了连接，产生了较强的发散思维能力，促进幼儿的多全面发展，因此，对于孩子来说，是有益的学习。

Research shows that the divergent thinking of children entering bilingual learning is better than that of monolingual children, because when bilingual children are dealing with two languages, their thinking is connected between the two languages.  This then results in stronger divergent thinking ability, and more comprehensive development of children. Therefore, it is beneficial for children to learn.

“什么是双语浸润式学习？”

“What is bilingual immersion learning?”

浸润式是一个近几年的新概念，首先， “浸润” ， 即浸泡在语言环境里，儿童的课堂和生活语言都用双语沟通;真正的浸润式，需要具备时间、质量和内容。孩子通 过双语浸润式学习，可以最终在幼儿园阶段发散思维，脱离语境地思考问题，在接下来的中小学，能够用第二语言(我园为英语)学习其他学科。在我们诺德幼儿园，我们按照“少与多，易与难”的原则在教学中添加英语的比例。

Infiltrating style is a new concept in recentyears. First, "infiltrating" means immersed in the languageenvironment, children's classroom and life language are communicatedbilingually. True immersion requires time, quality, and content. Throughbilingual immersion learning, children can finally get divergent thinking andget rid of the model of fixed thinking in kindergarten stage. In the nextprimary and secondary schools, they can learn other subjects in a secondlanguage (it is English in our kindergarten). In Nord Anglia Kindergarten, weadd the proportion of English in teaching according to the principle of"less and more, easy and difficult".

“如何给幼儿的早期教育提供两种语言的支持和学习?”

“How to provide bilingual support and learning for early childhood education?”

我想用一个有意思的例子先来说明，很多外籍教师在进入幼儿园教学之前，对 于中文无法理解和使用，但是他们在和孩子相处了一个学期甚至一两个月之后，他们 会说很多baby Chinese. 由此，我们发现，原来孩子在不断地和他们重复需求，并且用 非常简单的词和短语、短句和他们进行交流。所以，我们通过这个小现象发现，孩子在进行第二种非母语语言学习的时候，我们也需要进行“重复原则”，用词汇、短语、短句进行灌输，也和孩子在一开始进行baby English的沟通，打通日常沟通障碍，帮助 孩子识别并教他们运用第二语言作为日常交际用语和功能用语。在此基础上，我们同 样发现，歌曲和书籍能够激发孩子学习第二语言的兴趣，让儿童对节奏韵律的喜爱加上歌词，吟唱歌曲，对有趣的书籍进行语言重复和表演，让双语学习变得更加日常和有趣，从而达到无形的支持和有趣的学习!

I want to start with an interesting example; a lot of foreign teachers before entering kindergarten teaching, the Chinese cannot understand and use, but they were with children for a semester or even after a month or two, they would say many basic Chinese. As a result, we found that children are constantly repeating their needs, and use very simple words and phrases, and sentences to communicate with them. So, what we found from this little phenomenon is that when children learn a second non-native language, we also need to carry out the "repetition principle", using words, phrases and short sentences, also and the children in the beginning of baby English communication, break down daily communication barriers, help children recognize and teach them to use a second language as a daily communicative and functional language. On this basis, the same sample, we found that songs and books can stimulate children's interest in learning a second language, make children's love of rhythm, add lyrics, sing songs, language repetition and performance of interesting books.  Let bilingual learning become more daily and interesting, so as to achieve invisible support and interesting learning!

“幼儿同步学习两种语言会造成语言发展障碍吗？”

“Will children's simultaneous learning of two languages cause language development disorders?”

在幼儿园进行双语教育的根本目的，是为了促进儿童的各方面发展，正确处理好英语和汉语的关系，使得两种语言相互促进，相互支持，让儿童更好地进行思维拓 展。

The fundamental purpose of bilingual education in Kindergartenis to promote children's development in all aspects, correctly handle therelationship between English and Chinese, and to make the two languages promoteand support each other, so that children can better develop their thinking.