在启明星，双语启蒙如何在低龄课堂中实现？

语言学习的价值，绝不只是单纯的知识和技巧的掌握，更包含眼界的扩展和思维方式的建构。

启明星有着20年的中英双语教学历史。在这里，老师们不单教授学生两种语言的知识和技巧，更通过行之有效的方式培育他们的思维，呵护他们学习的兴趣，向他们交付推开认知世界大门的重要钥匙。

启明星学生的语言学习历程始于怎样的“跬步”？怎样的实践奠定了他们的语言基础，又保护了他们的学习兴趣？

孩子们参加语言习得课程。“他们也在探究课程上通过中英两种语言学习同样的概念，自然体验两种语言不同的思维方式，建构不同文化的概念理解。”北皋校区小学部PYP协调员马凤仙说，“我们也会要求学生用两种语言把学习的过程说出来，使用两种语言实现真实的学习体验，于是，孩子们的语言学习是建立在体验的基础上的，是生动的，而不是生搬硬记……”

现在，就我们从英文学习开始了解，走进学前班孩子们的英文课堂，近距离看看吧……

新鲜出炉的姜饼人逃出厨房，一路狂奔：“Run! Run! As fast as you can. You can not catch me. I am the Gingerbread Man! ”

扮演姜饼人的孩子手拿纸做的姜饼人，完全沉浸在紧张的出逃行动中！他一会戏弄小猫，一会逗逗公鸡，在追逐中各种脱身……

牛、狗、公鸡、小猪、猫、女孩……纷纷加入追赶大军。小观众们紧跟剧情，一会儿拿出牛的卡片，一会儿拿出小猫卡片，兴奋地跟着重复“Run! Run! As fast as you can. You can not catch me. I am the Gingerbread Man! ”

在学前班孩子看来，这样有趣的学习堪比游戏，便特别投入地参与。他们不断听到并跟着重复押韵的英文段落，也符合低龄学习者的认知特点和习惯。

几轮下来，起初比较羞涩的孩子也开始举手，希望扮演姜饼人；有些进入角色比较快的学生甚至直接在白板上点读故事中的文字！学习的效果一目了然！

启明星是小班教学，每个孩子都能得到充分的练习机会。

绘本讲完之后，Dalian老师设计了手工活动，进一步夯实学习效果：

孩子们按照Retelling Hand的提示，按照First, Then, Next, After that, Finally排序对故事的重要场景进行回顾，然后从印着这些场景的纸上剪下相应的图片，按照时间顺序贴在Story Map（故事地图）上。

手工游戏，再次拉高每个学生作为个体的参与度，引导他们理清英文故事逻辑，提升学习层次——就这样，英文学习和孩子们的开心体验很好地结合在一起。

除了“直接”的语言教学，PYP探究单元学习也是对孩子们的语言能力发展的有力支持——并且，这是更加贴近真实世界的语言学习体验。

在刚刚结束的探究单元《我们是谁》中，学前班的孩子们聚焦于自己的独特身份。

英文探究课堂上，他们画了和自己等高的自画像，标注上自己认为的与众不同的特点，比如爱吃某种食物，喜欢某种颜色，甚至是一个自己给自己起的名字！

中文探究课堂上，中文主班老师樊月美子带着孩子们做了辨识自我情绪的活动：每个孩子制作一支贴着自己照片的书签，插在贴着不同情绪小怪物标签的罐子里，比如开心，平静，比如郁闷、伤心。每天，孩子们可以根据当时的心情，把自己的书签调整到另一只笔筒里，也在这个过程中不时地审视和理解自己的内心。

这样的活动引导孩子了解自己的内在和外在，认识自己的独特之处，多么有趣的设计！

活动、沉浸、概念、体验……围绕小学低龄的英文教学信息，这些都是高频的词汇，也体现着启明星老师对低龄学习者语言学习特点的理解和把握，还有老师们对孩子思维能力和探索世界技能的培养方向和热情期待。我们欢迎认同启明星教育理念的家庭持续关注启明星公众号，不要错过精彩的校园学习故事。

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, and deliver 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...

"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.

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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