Multilingualism

The children in our centre speak various languages, languages they speak in their families, languages that are dear to them. They use them to communicate and to describe their environment (objects, activities, persons, etc.). All the languages children bring to the centre will be equally valued and form part of day-to-day life there. No child or family will experience a devaluation of their own family language or a devaluation of their cultural identity.
Promotion of language learning in our centre aims above all to develop competency in German. Some of the children will have the additional opportunity to learn Russian in our language immersion groups. But for us, language promotion also means encouraging children to develop an interest in other languages and cultures.
At „The Little Globe“,

  • languages are heard and experienced (intonation, sounds, emotions)
  • children learn terms for objects, animals, activities… in different languages
  • children hear how animal noises are represented in diverse languages and imitate these
  • children of pre-school age get to know letters of different alphabets,
    we make use of a large variety of games, toys, picture books, and CDs
  • the rooms are well-equipped for a variety of purposes

In our centre, teaching staff, parents and a speech therapist work closely together, and the children participate actively, too. Speech therapy is an important part of our educational work; we cooperate with a professional speech therapist.

Learning Languages in Immersion Groups
In our immersion groups, children are literally „immersed in“ a language and its social context. The earlier that children can experience such „immersion“, the better.
Apart from immersion, which is a natural encounter with and practice of a language, we do not employ any specific language learning methods. Languages are not „learned“, but acquired – a perfectly natural process.
In our immersion groups, the daily routine is consistently bilingual. Children in these groups encounter and experience two languages and their speakers as absolutely equivalent. On the principle of „one person – one language“ there will be two members of the teaching staff, A and B, representing one language each. In a first trial phase of immersion the language for children to „dip into“ will be Russian.