Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/94852
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dc.contributor.authorMazolevskienė, Aldona-
dc.contributor.authorMontvilaitė, Sigita-
dc.coverage.spatialLT-
dc.date.accessioned2019-05-29T17:38:23Z-
dc.date.available2019-05-29T17:38:23Z-
dc.date.issued2007-
dc.identifier.issn13920340-
dc.identifier.otherVDU02-000055518-
dc.identifier.urihttp://www.vpu.lt/pedagogika/PDF/2007/87/126-131.pdf-
dc.description.abstractThe artide discusses realias related to bilingual education. Lithuanian and foreign experience, accumulated while striving for establishment of sustainable education system, applying the most effective models of bilingual education, which are capable of meeting needs to develop language skills of various national minorities, including those of pre-school children is generalized in the context of bilingual education. The results of research. In the sphere of teaching Lithuanian there has recently occurred a possibility for radical changes not only in the perception of teaching the Lithuanian language as a mother tongue, but also to establish a system of teaching the state language in kindergartens and schools for non-Lithuanian children. Such changes are resulted in by spread of ideas of multicultural education in the world. All over the world the problem of bilingualism is solved applying a number of various solutions; however, whatever decision is applied, the focus is always laid on an individual and his/her needs. Possibilities for optimalisation of bilingualism as a phenomenon are directly affected by an education policy of a particular country, whereas the choice of model for bilingual education is influenced by an attitude of education institution to bilingualism or multilingualism, which exist in reality. A variety of content of models is conditioned by needs of a particular community, goals set by an education institution and resources available. Lately a new approach to a child and language teaching has been observed in Lithuania. Early bilingualism is perceived as an important social, multicultural and educational phenomenon, which requires an appropriate response and professionally prepared teaching programmes and methodologiesen
dc.description.sponsorshipVytauto Didžiojo universitetas-
dc.description.sponsorshipŠvietimo akademija-
dc.format.extentp. 126-131-
dc.language.isolt-
dc.relation.ispartofPedagogika : mokslo darbai. , [T.] 87 (2007)-
dc.relation.isreferencedbyMLA International Bibliography-
dc.subjectIkimokyklinis amžiuslt
dc.subjectDvikalbiai vaikailt
dc.subjectBilingvizmaslt
dc.subjectMultilingvizmaslt
dc.subjectDvikalbio ugdymo modeliailt
dc.subjectPreschool ageen
dc.subjectBilingual childrenen
dc.subjectBilingualismen
dc.subjectMultilingualismen
dc.subjectModels of bilingual educationen
dc.subject.otherEdukologija / Education (S007)-
dc.titleIkimokyklinio amžiaus dvikalbių vaikų kalbų ugdymo realijos: Lietuvos patirtis pasauliniame kontekstelt
dc.title.alternativeRealia of language development of young bilingual children: Lithuanian experience in the European contexten
dc.typeStraipsnis kitose duomenų bazėse / Article in other databases (S4)-
dc.date.updated2009-03-25T13:40Z-
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item.fulltextWith Fulltext-
item.grantfulltextopen-
crisitem.author.deptŠvietimo akademija-
crisitem.author.deptŠvietimo akademija-
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications
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