Geöffnetes Zeitfenster nutzen!

Frühes Fremdsprachenlernen – Zwischen Theorie und Praxis

Contributions by Aldona Sopata Contributions by Claudia Polzin-Haumann Contributions by Christina Reissner Contributions by Joanna Szczęk Contributions by Magdalena Olpińska-Szkiełko Contributions by Mariusz Jakosz Contributions by Jolanta Gładysz Contributions by Iwona Wowro Contributions by Małgorzata Bielicka Contributions by Beate Widlok Contributions by Anna Bitmann Contributions by Jiazhen Cao Contributions by Luiza Ciepielewska-Kaczmarek Contributions by Kinga Kwiatkowska Contributions by Renata Kozieł Contributions by Maria Trela Contributions by Marzena Będkowska-Obłąk Contributions by Marta Zachariasz-Janik Edited by Iwona Wowro Edited by Mariusz Jakosz Edited by Jolanta Gładysz

Book cover: Geöffnetes Zeitfenster nutzen!

Extent: 366 pages

Publisher: V&R unipress

Subjects: Language & Linguistics

Language: German

Hardback (Published)

(August 2019)

ISBN: 9783847110101

6.3 x 9.33 inches

Price: $82.00

Out of stock

Anhand verschiedener Lehrkonzepte und Projekte in Deutschland und Polen prasentieren und diskutieren die AutorInnen eine Bandbreite theoretisch fundierter Aspekte des Fruhfremdsprachenunterrichts in Verbindung mit zahlreichen praktischen Erkenntnissen. Mit sehr unterschiedlichen, empirisch ausgerichteten Beitragen wird damit ein reicher Fundus an erprobten Ideen und Unterrichtskonzepten zusammengestellt, die als Grundlage fur einen Fremdsprachenunterricht dienen, in dem die Kinder die Sprache in realen und moglichst naturlichen Situationen erfahren und von ihm sowohl sprachlich als auch sozial, emotional und kognitiv profitieren konnen.


Based on different teaching concepts and projects in Germany and Poland, this anthology reflects on how foreign language teaching can be further optimized and successfully continued in preschool and elementary education. Thus, based on the background of the children’s psychological and developmental learning prerequisites and educational policy requirements, a range of theoretically substantiated aspects of early foreign language teaching is presented and critically discussed in conjunction with their numerous practical findings. Very different empirically-oriented papers are an extensive source of proven ideas and lesson concepts that can be used as a basis for teaching a foreign language, where children learn the language in real and as “natural” situations as possible, and benefit from them both linguistically and socially, emotionally and cognitively.

  • Contributions by Aldona Sopata
  • Contributions by Claudia Polzin-Haumann
  • Contributions by Christina Reissner
  • Contributions by Joanna Szczęk
  • Contributions by Magdalena Olpińska-Szkiełko
  • Contributions by Mariusz Jakosz
  • Contributions by Jolanta Gładysz
  • Contributions by Iwona Wowro
  • Contributions by Małgorzata Bielicka
  • Contributions by Beate Widlok
  • Contributions by Anna Bitmann
  • Contributions by Jiazhen Cao
  • Contributions by Luiza Ciepielewska-Kaczmarek
  • Contributions by Kinga Kwiatkowska
  • Contributions by Renata Kozieł
  • Contributions by Maria Trela
  • Contributions by Marzena Będkowska-Obłąk
  • Contributions by Marta Zachariasz-Janik
  • Edited by Iwona Wowro
  • Edited by Mariusz Jakosz
  • Edited by Jolanta Gładysz