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					COMENIUS-Project No. 226496 (2005-2008) (


Linguistics for (Pre-)Primary Schools Teachers

Co-ordination: Verein "Projekt Integrationshaus" (Vienna, AUSTRIA). Partner Institutions:
AUSTRIA: - Wiener Kinderfreunde (Austria-wide private kindergarten organisation, In-service Training Department) (Vienna) - Pädagogische Hochschule Kärnten (‘University College of Teacher Education − Carinthia’) [since 1. October 2007] - Kirchliche Pädagogische Hochschule Wien (‘Church University College of Teacher Education – Vienna’) [since 1. October 2007] - Bundesakademie für Kindergartenpädagogik (’Federal Academy of Kindergarten Pedagogy’) (Linz) [until November 2006] - Pädagogisches Institut in Oberösterreich (’Upper Austria Pedagogic Institute’) (Linz): associated partner. GERMANY: - Schulzentrum des Sekundarbereichs II Neustadt – Berufliche Schule (’Centre for the Initial Training of Pre-primary School Teachers − Vocational School’) (Bremen) - Institut für Interkulturelle Pädagogik im Elementarbereich/IPE (’Institute of Intercultural Pedagogy’) (Mainz) - CEB Fortbildungswerk GmbH (‘Christian Centre for Adult Education’) (Merzig) [since 1. October 2007]. - Bezirksregierung Köln (Local Government of the Region Cologne, Cologne) [since 1. Oktober 2007]: associated partner. ITALY: - Comune di Milano (Municipality of Milan) - Comune di Bologna (Municipality of Bologna): associated partner. LATVIA: - Latvijas Universitātes, Pedagoģijas Institūta (‘University of Latvia, Institute of Education’) - OMEP/Organisation Mondiale pour l'Education Préscolaire Latvia (‘World Association of Pre-primary Education’) (Riga): associated partner. TURKEY: - Marmara Üniversitesi, Atatürk Eğitim Fakültesi (‘Marmara University, Atatürk Education Faculty’) (Istanbul).



A crucial presupposition of the 3-year ENEMU project was the conviction that pedagogues − in particular, pre-school teachers − can understand fundamental aspects of multilingualism only on the basis of a well-founded competence in the main theoretical issues of linguistics. Only adequate scientific data and reflexions on the structure of the language system and language acquisition components and processes can contribute to appropriately enhance the early multilingualism of children speaking any mother tongue. Thus, this learning process connects linguistic theory and pedagogic practice. Therefore target of the project was developing well-founded and updated

Study Materials in Linguistics for pre-school and elementary school teachers.
For this purpose, the project worked in co-operation with internationally reputed linguists. 15 (in-service) teacher training courses based on these study materials have been hold in 9 different European educational institutions and evaluated by a specialised team. A widespread implementation of the study materials − produced in English − has been made possible by translations into German, Italian, Latvian and Turkish.

Besides the course in linguistics, the project team produced a small collection of

Language Learning Materials with Chinese, English, Kurdish, Latvian, Russian and Turkish as target language (L1, L2, foreign language) for 3-6-year-old children.
These materials have been selected and adapted according to psycholinguistic criteria taking also into account possible intercultural differences in the users’ group. These materials too have been tested and evaluated. The collection has exemplary function for enhancing L1, L2 and foreign language acquisition also in minority or less wide-spread languages.