L/O/G/O
Teaching English to Young Learners
Fact or Myth? 1
Children who learn a language before adolescence are much more likely to have native-like pronunciation.
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It is easier to motivate children.
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Children learn and develop in different ways and at different rates.
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Children only need to learn simple language and simple topics.
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Adults have a longer concentration span compared to children.
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Young children learn languages better.
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Teachers of young learners need less training.
Children and adults learn a foreign/ second language in the same way.
Children learning a foreign language JEAN PIAGET
LEV VYGOSTKY
JEROME BRUNER
The child interacts with the things in his/her environment himself /herself.
Development and learning Language as an important take place in a social tool for cognitive growth. context.
Children learn by doing: “It is through taking action to solve problems that learning occurs.”
Children learn by socializing and interacting.
Problem with his theory: He neglects the social.
Collaboration is important; “what a child does in collaboration with others today she will learn to do by herself tomorrow.”
Scaffolding – Talk that supports a child in carrying out an activity. Routine helps language development as the children can predict meaning and intention through familiarity of an event.
Age and second language learning 4 – 6 years old
• •Training in class routines conventions Not used to classroom • •ToClumsy developcontrol motor of control pen / scissors etc.
• •Opportunities move, sing, play, explore, touch, etc Whole childto needs stimulation • •Exposure chunks of language Cannot to analyse language • •Lots of listening and speaking – Fun introduction to Limited reading/writing skillsactivities in L1
letters •English Students useand L1 words exclusively • •Reasons to speak English Love stories, fantasy • Stories, fantasy, fun
Age and second language learning 7 – 9 years old
• Beginning to be logical and analytical Opportunities to experimente e.g. making up own chants • • Asking questions • Freedom to express themselves and learn more than language
• Reading and writing still minimal in L1 • Practice and sucess oriented activities
• Still have problems sharing
• Guidance and chances to work alone
• Developing confidence to express themselves - Students will • Chance to state opinions
have views on what they want to do / talk about
• Chances to use what they know
• Developing knowledge of the world around them - know more than we often give them credit for
Age and second language learning 10 – 12 years old
• Opportunities to engage in tasks that require focus and • Longer attention span commitment • More topics can be addressed • Stimulation – e.g. information from internet or cross-curricular • Taking learning more seriously - Can be given responsibility • Chances to be independente • Still children - Have need for security and pleasure • Teacher sensitive to their needs and moods • More cooperative with peers • Variety of grouping in class • Intellectual, motor and social skills developing • Activities that challenge them • Developing own learning strategies • Chance to personalise their learning experience
ACTIVITIES 4 – 5 years old
6 – 8 years old
• Chants – Ss • Chants
can add their
• Songs
own verses
• Stories
• World
• Cooperative
Knowledge
games
(QUIZ)
• Cutting and
• Mini-Projects
coloring Year
• Cooperative games
9 – 12 years old
• Songs • Projects • Cooperative games and Competitive games
Planning and sharing activities
Activities and games – where to find
http://www.mes-english.com/
http://eslkidsgames.com/
http://www.eslkidstuff.com/
http://www.esl4kids.net/
http://www.onestopenglish.com/
“See what children like to do with you or what
things they you do they find interesting. Then apply those to your teaching methodology to
make learning fun and effective.� (COX, M. 2006)
L/O/G/O
Thank You!