A Flower Blooms in Mongat (Una Flor Brota en Mongat): An Exemplary Trilingual Program

Autor/in	Henn-Reinke, Kathryn
Titel	A Flower Blooms in Mongat (Una Flor Brota en Mongat): An Exemplary Trilingual Program
Quelle	In: Cogent Education, 6 (2019) 1, Artikel 1656869 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Henn-Reinke, Kathryn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2019.1656869
Schlagwörter	Multilingualism; Bilingual Education Programs; English (Second Language); Second Language Learning; Second Language Instruction; Spanish; Romance Languages; Language Proficiency; Magnet Schools; International Schools; Program Descriptions; Foreign Countries; Language of Instruction; Cultural Education; Literacy Education; International Assessment; Elementary Secondary Education; Program Effectiveness; Higher Education; Academic Achievement; Social Development; Emotional Development; Cultural Awareness; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Spanisch; Romanische Sprache; Language skill; Language skills; Sprachkompetenz; International school; Internationale Schule; Ausland; Teaching language; Unterrichtssprache; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung; Soziale Entwicklung; Gefühlsbildung; Cultural identity; Kulturelle Identität
Abstract	Schools throughout the world teach in several languages, but few reach the level of linguistic proficiency of Hamelin-Laie International School in Mongat, Barcelona, Spain. This school begins instruction in English, Catalan, and Spanish and at grade one, adds a fourth language as a World Language. Factors that impact the success of this school were studied, including: The commitment to language learning is evident in all aspects of the curriculum. Teachers highly proficient in the language and culture of instruction provide constant attention to the development of oracy and literacy in all languages. External international examinations reflect high expectations for language proficiency. The student body encompasses infants to baccalaureate level. A very well developed review process enables educators to continually refine and expand the effectiveness of the program to create a developmental progression of social, emotional, linguistic and academic growth from birth to university that is truly remarkable. All of these factors encapsulated within an interactive, hands-on, meaningful curriculum that fosters development of higher order/global thinking are the hallmarks of the Hamelin-Laie International School. The success of the program is owing to many factors, the greatest of which is that the students are not learning languages but using languages to learn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01