我語言的邊界，就是我世界的邊界。

——路德維希·維特根斯坦

語言學(xué)習(xí)的價(jià)值，絕不只是單純的知識(shí)和技巧的掌握，更包含眼界的擴(kuò)展和思維方式的建構(gòu)。

啟明星有著20年的中英雙語教學(xué)歷史。在這里，老師們不單教授學(xué)生兩種語言的知識(shí)和技巧，更通過行之有效的方式培育他們的思維，呵護(hù)他們學(xué)習(xí)的興趣，向他們交付推開認(rèn)知世界大門的重要鑰匙。

啟明星學(xué)生的語言學(xué)習(xí)歷程始于怎樣的“跬步”？怎樣的實(shí)踐奠定了他們的語言基礎(chǔ)，又保護(hù)了他們的學(xué)習(xí)興趣？

孩子們參加語言習(xí)得課程。“他們也在探究課程上通過中英兩種語言學(xué)習(xí)同樣的概念，自然體驗(yàn)兩種語言不同的思維方式，建構(gòu)不同文化的概念理解。”北皋校區(qū)小學(xué)部PYP協(xié)調(diào)員馬鳳仙說，“我們也會(huì)要求學(xué)生用兩種語言把學(xué)習(xí)的過程說出來，使用兩種語言實(shí)現(xiàn)真實(shí)的學(xué)習(xí)體驗(yàn)，于是，孩子們的語言學(xué)習(xí)是建立在體驗(yàn)的基礎(chǔ)上的，是生動(dòng)的，而不是生搬硬記……”

現(xiàn)在，就我們從英文學(xué)習(xí)開始了解，走進(jìn)學(xué)前班孩子們的英文課堂，近距離看看吧……

#01 語言沉浸：我是姜餅人！

“在學(xué)前班，我們在雙語環(huán)境下幫助孩子為1年級(jí)的學(xué)習(xí)做好準(zhǔn)備。學(xué)生要學(xué)習(xí)很多技能和知識(shí)，也要學(xué)會(huì)在雙語環(huán)境下學(xué)習(xí)的方法。” 北皋校區(qū)學(xué)前班的英文主班老師Dalian Urbonya說。

學(xué)前班的英文課涵蓋不少內(nèi)容，學(xué)生要學(xué)習(xí)自然拼讀、語法、閱讀、寫作，也要進(jìn)行探究式的學(xué)習(xí)。

不過，學(xué)前班的孩子和小學(xué)生還很不相同。“他們喜歡藝術(shù)，比如唱歌、畫畫，他們也特別活潑好動(dòng)，我會(huì)圍繞要教授的知識(shí)點(diǎn)，設(shè)計(jì)和實(shí)施很多相關(guān)的活動(dòng)。”Dalian說。

Dalian把知識(shí)點(diǎn)包納在活動(dòng)中，讓孩子們在跟讀字母、單詞，練習(xí)英文書寫的同時(shí)，多多在“做”中體驗(yàn)，在開心的活動(dòng)中潛移默化知識(shí)和技能。

比如，她設(shè)計(jì)了小讀者劇場活動(dòng)，讓孩子們角色扮演繪本《姜餅人》（The Ginger Bread Man）：

Dalian把繪本投屏在白板上，一頁頁講述，同時(shí)請(qǐng)孩子們輪番上來，扮演姜餅人——

新鮮出爐的姜餅人逃出廚房，一路狂奔：“Run! Run! As fast as you can. You can not catch me. I am the Gingerbread Man! ”

扮演姜餅人的孩子手拿紙做的姜餅人，完全沉浸在緊張的出逃行動(dòng)中！他一會(huì)戲弄小貓，一會(huì)逗逗公雞，在追逐中各種脫身……

牛、狗、公雞、小豬、貓、女孩……紛紛加入追趕大軍。小觀眾們緊跟劇情，一會(huì)兒拿出牛的卡片，一會(huì)兒拿出小貓卡片，興奮地跟著重復(fù)“Run! Run! As fast as you can. You can not catch me. I am the Gingerbread Man! ”

在學(xué)前班孩子看來，這樣有趣的學(xué)習(xí)堪比游戲，便特別投入地參與。他們不斷聽到并跟著重復(fù)押韻的英文段落，也符合低齡學(xué)習(xí)者的認(rèn)知特點(diǎn)和習(xí)慣。

幾輪下來，起初比較羞澀的孩子也開始舉手，希望扮演姜餅人；有些進(jìn)入角色比較快的學(xué)生甚至直接在白板上點(diǎn)讀故事中的文字！學(xué)習(xí)的效果一目了然！

啟明星是小班教學(xué)，每個(gè)孩子都能得到充分的練習(xí)機(jī)會(huì)。

繪本講完之后，Dalian老師設(shè)計(jì)了手工活動(dòng)，進(jìn)一步夯實(shí)學(xué)習(xí)效果：

孩子們按照Retelling Hand的提示，按照First, Then, Next, After that, Finally排序?qū)适碌闹匾獔鼍斑M(jìn)行回顧，然后從印著這些場景的紙上剪下相應(yīng)的圖片，按照時(shí)間順序貼在Story Map（故事地圖）上。

手工游戲，再次拉高每個(gè)學(xué)生作為個(gè)體的參與度，引導(dǎo)他們理清英文故事邏輯，提升學(xué)習(xí)層次——就這樣，英文學(xué)習(xí)和孩子們的開心體驗(yàn)很好地結(jié)合在一起。

#02 雙語探究：貼近真實(shí)的世界！

除了“直接”的語言教學(xué)，PYP探究單元學(xué)習(xí)也是對(duì)孩子們的語言能力發(fā)展的有力支持——并且，這是更加貼近真實(shí)世界的語言學(xué)習(xí)體驗(yàn)。

在剛剛結(jié)束的探究單元《我們是誰》中，學(xué)前班的孩子們聚焦于自己的獨(dú)特身份。

英文探究課堂上，他們畫了和自己等高的自畫像，標(biāo)注上自己認(rèn)為的與眾不同的特點(diǎn)，比如愛吃某種食物，喜歡某種顏色，甚至是一個(gè)自己給自己起的名字！

中文探究課堂上，中文主班老師樊月美子帶著孩子們做了辨識(shí)自我情緒的活動(dòng)：每個(gè)孩子制作一支貼著自己照片的書簽，插在貼著不同情緒小怪物標(biāo)簽的罐子里，比如開心，平靜，比如郁悶、傷心。每天，孩子們可以根據(jù)當(dāng)時(shí)的心情，把自己的書簽調(diào)整到另一只筆筒里，也在這個(gè)過程中不時(shí)地審視和理解自己的內(nèi)心。

這樣的活動(dòng)引導(dǎo)孩子了解自己的內(nèi)在和外在，認(rèn)識(shí)自己的獨(dú)特之處，多么有趣的設(shè)計(jì)！

活動(dòng)、沉浸、概念、體驗(yàn)……圍繞小學(xué)低齡的英文教學(xué)信息，這些都是高頻的詞匯，也體現(xiàn)著啟明星老師對(duì)低齡學(xué)習(xí)者語言學(xué)習(xí)特點(diǎn)的理解和把握，還有老師們對(duì)孩子思維能力和探索世界技能的培養(yǎng)方向和熱情期待。我們歡迎認(rèn)同啟明星教育理念的家庭持續(xù)關(guān)注啟明星公眾號(hào)，不要錯(cuò)過精彩的校園學(xué)習(xí)故事。

The limits of my language are the limits of my world.

——Ludwig Wittgenstein

The value of language learning is not only the acquisition of knowledge and skills,but also the expansion of horizons and the construction of ways of thinking.

Daystar has a 20-year history of dual lingual education, where teachers not only teach students the knowledge and skills of both languages, but also cultivate their mindsets in effective ways, nurture their interest in learning, anddeliver to them the important key to unlocking the door to the world of knowledge.

From where have Daystar students been taking on their language learning journey? What kind of practice builds their language foundation and inspire their interest in learning?

The students attend language acquisition classes. "Students (also) learn the same concepts in both Chinese and English in the UOI classes, naturally experience the different ways of thinking of the two languages, and construct a conceptual understanding of different cultures. Catherine Ma, the PYP Coordinator at Beigao Campus, explained, "We also ask students to speak the learning process in two languages and use two languages to achieve a real learning experience, so their language learning is based on experience and is vivid, rather than memorizing......

This time, let's start with English learning and take a look into the English classroom of our preschoolers...

#01 "I am the Gingerbread Man!"

"In KG at Daystar, we are preparing students to be ready for first grade in a dual language program. They need to learn content and how to learn in both languages in KG." Dalian Urbonya, English Teacher of KG at the Beigao Campus, said.

The KG students learn phonics, grammar, reading, writing, and inquiry-based learning.

However, the KG students' learning is still very different from that of elementary. "The students like art and they love to learn from singing, coloring, movement, dancing. So that is where they start in KG. I would choose activities that match my teaching points." Dalian said.

Dalian packs the knowledge points into the activities, so that the students can follow the letters and words, practice writing in English, and at the same time, experience more "doing", so that the knowledge and skills can be submerged in the fun activities.

For example, she designed a Reader's Theater activity in which students role-played the picture book The Ginger Bread Man:

Dalian projected the picture book on a whiteboard and narrated page by page while inviting students to take turns coming up and acting as the Gingerbread Man—

The freshly baked gingerbread man escapes from the kitchen, running wildly: “Run! Run! As fast as you can. You can not catch me. I am the Gingerbread Man! ”

The student playing the gingerbread man, paper gingerbread man in hand, is totally immersed in the tension of the escape! He teases the kitten one minute, the rooster the next, and gets away with all sorts of things in the chase ...

Cows, dogs, roosters, piglets, cats and girls ...have joined the chasing group. The students closely follow the play, they activley engage in the activities, excitedly following the play of "Run! Run! As fast as you can. You can not catch me. I am the Gingerbread Man!"

To the KG students, this fun learning is like a game, and they are especially engaged. They kept hearing and repeating the rhyming passages, which is also consistent with the cognitive characteristics and habits of younger learners.

After a few rounds, the initially shy students began to raise their hands to play the gingerbread man, while some of the students who were quick to get into the role even pointed and read the text directly from the whiteboard! The effect of learning is obvious at a glance!

Daystar provies students with a smaller class, so everyone gets plenty of opportunity to practice.

After students' acting out, Dalian continued a craft activity to further reinforce the learning:

The students followed the Retelling Hand's prompts to review the important scenes of the story in the order of First, Then, Next, After that, Finally, and then cut out the corresponding pictures from the paper on which the scenes were printed, and pasted them onto the Story Map in chronological order.

The craft activity, once again, increases each student's participation as an individual, guides them to clarify the logic of the English story, and enhances the level of learning - in this way, English learning and the students' fun experience are well combined.

#02 Being Closer to the Reak-World!

In addition to "direct" language teaching, PYP's Units of Inquiry also support the development of students' language skills - and are closer to real-world language learning experiences.

In the recently completed Unit of Inquiry (UOI) Who We Are, the KG students focused on their unique identities.

In the English UOI class, they drew self-portraits as tall as they were and labeled them with what they thought made them unique, such as their love of a certain food, a certain color, or even a name they gave themselves!

In the Chinese UOI class, Chinese teacher Ms. Fan led the students in an activity to identify their own emotions: each student made a stick puppet with his or her own picture on it, and inserted it into a container labeled with monsters of types of emotion, such as angry, happy, or bored, or calm. Every day, the students could adjust their stickers to another container according to their mood at that time, and in the process, they could also look into and understand themselves from time to time.

What interesting activities to guide students to understand their inner and outer selves and to recognize their uniqueness!

Activities, immersion, concepts, experiences ...These are all words that can summarize Daystars English teaching, they also reflect Daystars teachers' understanding and grasp of the language learning characteristics of the younger learners, as well as the teachers' direction and enthusiastic expectations for the cultivation of the students ability to think and their skills of exploring the world. We welcome families who agree with Daystar's educational philosophy to keep following Daystar's public number and don't miss out on the exciting school learning stories.

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