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3/31/2013
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Teaching ENGLISH TO
Young Learners
In-depth TEFL-C bridging course
Winda Hapsari 2013
1. They have the ability
to grasp meaning
without necessarily
understanding
individual words. 2. They are creative
in using limited
language
resources. Susan Halliwell,
Scott and Ytreberg
3. They have the capacity
of indirect learning
through observation,
immitation, and
repetition. 4. They have the
instinct for play
and fun. a.k.a
acquisition Susan Halliwell,
Scott and Ytreberg
6. They have
instinct for
interaction and
talk.
5. They have a great
sense of imagination.
Susan Halliwell,
Scott and Ytreberg
Carol Read Carol Read
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They won’t care how much you
know until they know how much
you care
• Cooperation /
collaboration
• communication Carol Read Carol Read
Language Learning
babies as young as two months of age have the capacity to discriminate speech and sounds
(Vihman in Linse, 2006).
Listening first
You need to hear a word before you can say it You need to say a word before you can read it You need to read a word before you can write it.
Teaching English to
Children in Asia—Paul
Listening skill doesn’t demand or put pressure too much.
Listening is the foundation for other
ski lls
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Classroom
implications?
1. Create a calm and quiet atmosphere in the class during listening.
2. Use classroom rules.
3. Avoid talking and walking at the same time.
4. Use gestures, pictures, realia or flashcards.
5. Pay attention to your pronunciation.
repetition
Listening in Backpack series
• As inputs, in the forms of:
– Songs / chants
– Listening exercises via audio CDs
• As part of the test
– Written: unit tests, mid test, progress test
– Oral: T’s questions
speaking
Speaking in Backpack series
Speaking exists in most of terminal objectives (LIA)
Speaking exists in ALL academic stages (Backpack)
Speaking in oral test
Expressions Classroom language Pronunciation speaking
P
E CL
What do we expect from students?
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fluency
accuracy
Little EC
BIG EC
Audiolingual Method
(ALM)
*ALM to language teaching is based on the notion that one can learn language by developing habits based on the pattern of language (Celce-Murcia in Linse, 2006).
*This method focuses on accuracy on the use of the language.
behaviorism
Two important features in ALM:
1. Drills
2. Dialogs
Communicative Language
Teaching (CLT)
*CLT is an approach and a philosophical orientation that
connect classroom-based language learning with the
language that learners need in order to communicate
outside the classroom (Nunan in Linse, 2006).
*In CLT, the focus is on getting the message across and
helping children acquire fluency.
*One of fun activities using CLT approach is through
role-play or drama.
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reading
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Reading for Young Learners
• Many children are growing up in print-dominated world.
• When they grow older, reading is essential to pass exams and to succeed in school.
• Children develop positive attitude, strong motivation, and a sense of achievement through learning to read.
• Reading also reinforces what children learn orally
• Reading in English first language (Carol Read)
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Reading comprehension
Reading aloud
Teaching Reading
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Reading Aloud
• Phonics, Words
• Decoding If a child is going to learn how to
decode letters, he must understand what different written symbols
represent.
Scott & Ytreberg
C /k/ cat, carpet (hard sound)
C /s/ cereal (soft sound)
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Reading for Comprehension
• Meaning
• Understanding
Teaching children how to derive meaning as well as analyze and synthesize what they have read is an
essential part of the reading process.
Linse
Reading in Backpack
Little book Magazine
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Reading in Backpack
Language in the
Real World Content Readers
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writing
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What makes writing difficult?
• You can’t use body language, tone, eye contact, etc to help you convey the meaning.
• Mechanics in writing. • Grammar stuff. • Correcting errors. • Research says so children
master writing skills for a long time, even for L1.
- Scott and Ytreberg -
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What can teachers do?
1. Create meaningful context. 2. Provide purpose of writing. 3. Find out the target
audience. 4. Prepare for it. 5. Do it from controlled to
free writing activities.
- Read, Scott and Ytreberg -
Writing in Backpack
Writing as Terminal Objective: VALUES
The opportunity to reinforce materials language practice, art project, know it show it.
Children’s work can be displayed as environment prints as exposure and motivator.
A learning proof for parents.
Writing in Backpack
Level 1 to 3
o Serves as reinforcement of materials presented earlier
o Word/phrase/ sentence levels
Level 4 to 6
o Process of writing
o Exercises are provided in the workbook
o Consult the writing handbook
Backpack 2 Unit 1
SWBAT write sentences
about working together in
school.
Backpack 4 Unit 2
SWBAT write a paragraph
describing their work and play
routines in a typical week.
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Language Learning
LIST
SPK
RDG
WRT
Children develop their ability of words,
literal knowledge and the ability to read
and write at the same time when they
develop their listening and speaking
ability, instead of after they have
developed perfect speaking ability.
- Kenneth Goodman -
Key issues:
1. Make it interesting,
2. Keep it relevant,
3. Teach words in context
4. Set achievable goals,
Teaching Vocabulary deductive
inductive
Teaching Grammar
Teaching Grammar
‘Although formal teaching of
grammar is not usually a
major objective in the YL
classroom, teachers can
most usefully contribute to
children’s understanding of
grammar by using form-
focused techniques in
meanigful and interesting
context’ Brewser and Ellis: The Primary English
Teacher’s Guide
HOWEVEr… Unlikely to be appropriate
before the age 8-10
• Initial grammatical patterns are learned implicitly by
meeting language in the context of lesson routines,
games, stories, rhymes, etc
• Holistic learning of language chunks I like to….,
Can I … ?
• YL can relate these chunks to new context and use
them creatively
• Can I go to toilet? …. Can I go to the outside?
H
O W
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Thank
You
Questions?
