Technology-supported language immersion in the first cycle of Early Childhood Education (0-3 years)
DOI:
https://doi.org/10.51660/ripie.v2i2.90Keywords:
Early Childhood Education, linguistic immersion, technologies, learning method, L2Abstract
This paper presents an educational experience of linguistic immersion with technologies carried out in the first cycle of Infant Education with children aged 0-3 years. Starting to work with a second foreign language in the first cycle of Infant Education generates numerous benefits, specifically, improving communicative competence and facilitating a globalised education. To these benefits must be added those of the technologies which, in the first stage of Infant Education, are not only motivating but also very useful for the learning of a second language. The experience has been carried out in a nursery school, with pupils from 0 to 3 years of age, using the Humanistic TPR method for linguistic immersion. The aim of the study is to find out the impact of technologies as a support resource for second language learning. In order to ascertain this impact, information was gathered from the different subjects involved in this process: children from 0-3 years of age in a nursery school, their families and their teachers, making up a total of 154 subjects. An observation scale was drawn up for the children and two surveys, one for the families and the other for the teachers. The results obtained indicate that children aged 0-1 years do not suffer significant changes with the use of technology in their learning, while for children aged 1-2 and 2-3 years there are significant differences. The findings show that working the second language with technology in the first cycle of infancy provides a novel and motivating methodology for children in the first cycle of infancy and that their learning shows significant improvements as well as providing benefits in their teaching-learning process. We can say that the digital game provides these children with operational skills, and broadens their knowledge of the world as well as developing their willingness to learn and understand the role of technologies in everyday life.
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