EN 16 EN Children should not be forced to use one of the two languages. However, even if they are allowed to use their first language/mother tongue when communicating with the staff, they are encouraged and prompted to start using the target language. In the initial period both staff members may have to be present because the children need a contact person who speaks the language with which they are more comfortable in problematic situations. 7.3.4. Monolingual exposure Monolingual exposure involves immersion in an official or minority/regional language other than the child’s first language/mother tongue. The language of instruction is in fact the target language. Good practice in existing models – Lets play in English (Awareness raising — Italy) – Brown bear (Cooperative learning — Cyprus) – Multicultural teaching (Language tandems — Poland) – Bilingual French-German early childhood education and culture (Language tandems — Germany) – Early English in kindergarten and primary school (Total Physical Response method — the Netherlands) – Early Language Learning in preschool (Total Physical Response method — Slovenia) – Inglegoiz (CLIL — Spain) – Children’s heart (CLIL — Belgium, French Community) – The scientific approach (CLIL — Belgium, French Community) – Mathematics (activity in the target language) (CLIL — Belgium, French Community) 7.4. Language materials Materials can usefully support the pedagogical work of the staff. They may include – specific language-learning tools suitable for different contexts, including bi-or multilingual tools – other materials — not necessarily developed for language learning — that can be used for language mainstreaming – tools for monitoring the child's language-learning progress and anticipating his/her potential development. ELL materials are ready-made or developed by teams of staff and language experts, tested in practice settings and further validated. Support for this process can be obtained through the EU Lifelong Learning Programme.
