The project Learn English Through Signs (LETS) will develop the approach of Learning English through using signs in the area of early language learning with children from 2- 6 years old) It will also develop and test training materials and courses for child care practitioners and early years teachers courses. The same methodology will be used in all countries but the target groups will be different. Within the United Kingdom, the project will be targeted at early years education settings and children (2-6) whose first language is not English. This project therefore aims to develop a new model where all children in the educational setting can support the children whose first language is not English in learning new English words. Elsewhere the project will however also aim to develop innovative methods of language learning in early years which can develop a holistic approach to language teaching and build on the diversity of todays multilingual classrooms. This will be done by introducing a new model of English to early learners between the ages of 2 and 6 in Slovenia and Poland. The project will and implement several intellectual outputs: training courses for child care professionals in preschool education to equip them with the knowledge and skills of how to incorporate sign supported language use/learning into their existing educational settings and to enhance the early second language development of the children in their care. We therefore aim at “strengthening the profile of teaching profession”, by providing training materials for sign supported English language instruction aimed at parents as well as child care professionals and language teachers, they will be available via on line learning community. The activities will be developed through networks and open dialogue among all involved categories of stakeholders; linguists, child care professionals, experts in the field of early years education, in special needs education, curriculum authorities, schools and kindergartens, parents and others. Our further aim is to create a more meaningful dialogue between home and early childhood settings to support language learning. We will do so through the increased participation of parents in both the development as well as the implementation of LETS curriculum. We will benefit from the wealth of cultural and linguistic experience which the early childhood professionals can draw upon. In addition we aim to engage parents into teaching their children also at home, and will therefore prepare and implement the parents/children sign supported English language activities with the basic English signs vocabulary which can be used with the mother tongue as well as second language. In this way we will stimulate children’s natural condition to code switching from one language to another using the signs as a common denomina. We are therefore aiming at enhancing the quality of early childhood education and care (ECEC) and are introducing the method of early English language learning which will be accessible to all also on line. The project mobilises appropriate institutions from 3 European countries bringing together a critical mass with complementary educational expertise, a diverse number of learners in countries with different early language learning policies and different needs in second language learning given their geographical location, affiliations and culture and specialists from disciplines such as foreign language learning , linguistics, inclusive education policies, pre-school education, teacher training of child care professionals and also project management.
The project Learn English Through Signs (LETS) has developed and tested tools and methodologies for Teaching and Learning English through using signs, symbolic gestures and music for children between the ages of 2 and 6 years who are learning English as a second language. The aim was to teach children below the age of 6 their frst 500 words and phrases in English. The materials have been tested in early years settings in each of the 3 partner countries, following international training in Leeds, UK. The training materials and course were developed from initial research in the partner countries to identify firstly the current position (in 2017) as to how children are taught an additional language in early years education in the partner countries. Further research into the training requirements and recommendations from professionals to develop the materials, resources and training programme for the international training programme then took place. The target group for the training was childcare practitioners, early years teachers courses and language teachers, with 5 participants taking part in the international training from Poland and Slovenia, together with 15 childcare professionals from the UK. The 5 day international training programme therefore delivered the tools, materials and methodologies and those who received the international training then were tasked with delivering national training programmes in their own country. In the case of the UK the national training took part within the international training. To support the training and delivery of introduction of Learn English Through Signs, the project developed a wide range of signs, materials, lesson plans and accompanying music. The material is stored within the project website and within the eLearning platform. All of these materials will be freely available for a minimum of 5 years following the end of the project. The childcare practitioners, early years teachers and language teachers were therefore provided with both training to deliver the programme as well as the tools to deliver the programme within the classroom. Lesson Plans have been produced by the partners with a final course of 36 weeks, broken down into 3 x 12 week programmes. Examples are provided through case studies A final project handbook has been produced which acts as an introductory guide to childcare providers and language teachers who would like to introduce elements of the model within their settings. This is then supported by songs, signs and other materials available online. The methods have been very successful within the 20 settings that they have been tested and all settings have confirmed that they will use the methods on an ongoing basis. The numbers of childcare professionals, language teachers, children and their parents involved in the learning from the project has far exceed our initial expectations. The same methodology was used in all countries but the target groups in each country has been different. Within the United Kingdom, the project was targeted at early years education settings and children (2-6) whose first language is not English. This project therefore developed a new model where all children in the educational setting can support the children whose first language is not English in learning new English words. The models have also been used and tested within 20 childcare settings. Elsewhere the project has developed innovative methods of language learning in early years which has introduced a holistic approach to language teaching building on the diversity of todays multilingual classrooms. This has been done by introducing a new model of English to early learners between the ages of 2 and 6 in Slovenia and Poland. Additionally the project has aimed is to create a more meaningful dialogue between home and early childhood settings to support language learning. This has been done through the increased participation of parents in both the development as well as the implementation of LETS curriculum.. We have therefore engaged parents into learning with their children also at home, and have prepared and implemented the parents/children sign supported English language activities with the basic English signs vocabulary which can be used with the mother tongue as well as second language. In this way we have stimulated children’s natural condition to code switching from one language to another using the signs as a common denomina. This has been supported therefore via a variety of methods of engaging parents, through offering signing courses to parents through to providing learning bags for the children to take home to use with their parents. The packs have included books, signs, music and toy animals eg spiders to link with the songs in the pack. All materials in the packs were therefore in English.