Teaching Across Age Level (children)

Teaching English to Teaching English to Young LearnersYoung Learners

The Joy and the ChallengesThe Joy and the Challenges

Basic AssumptionBasic Assumption

It is popularly believed that children are It is popularly believed that children are better language learners than adultsbetter language learners than adults

CRITICAL PERIOD HYPOTHESISCRITICAL PERIOD HYPOTHESISThe LAD is on the pinnacle period (between The LAD is on the pinnacle period (between

2 to 10) where it is widely open to 2 to 10) where it is widely open to acquisition & learningacquisition & learning

Young Learners based on agesYoung Learners based on ages

Are between 6 – 12 years old Are between 6 – 12 years old 1.1. Younger group (6 – 8 years old)Younger group (6 – 8 years old)2.2. Older group (9 – 12 years old)Older group (9 – 12 years old)

Scott & Ytreberg (1990) distinguish young Scott & Ytreberg (1990) distinguish young learners into : Level One (5-7 years old) learners into : Level One (5-7 years old) and Level Two (beginners) (8 – 10 years and Level Two (beginners) (8 – 10 years old).old).

Young Learners based on classesYoung Learners based on classes

Younger Group (6 – 8 years old) are the Younger Group (6 – 8 years old) are the 11stst, 2, 2ndnd, & 3, & 3rdrd graders, and graders, andOlder Group (9 – 12 years old) are the 4Older Group (9 – 12 years old) are the 4thth, , 55thth, and 6, and 6thth graders. graders.

CharacteristicsCharacteristics

1.1. Egocentric (5 – 7 years old)Egocentric (5 – 7 years old)2.2. Reciprocity (8 – 10 years old)Reciprocity (8 – 10 years old)3.3. Concrete vs abstract conceptsConcrete vs abstract concepts

1.1. Level one : hardly differentiate the two Level one : hardly differentiate the two conceptsconcepts

2.2. Level two : are developing cognitive Level two : are developing cognitive concepts to differentiate the two. concepts to differentiate the two.

Characteristics (con’t)Characteristics (con’t)

4. Active and Imaginative.4. Active and Imaginative.Learners enjoy learning through games, Learners enjoy learning through games, stories, songs (Recreational time out stories, songs (Recreational time out activities).activities).Ur (1996) advises three motivating Ur (1996) advises three motivating sources for young learners : PICTURES, sources for young learners : PICTURES, FAIRY TALES, GAMES.FAIRY TALES, GAMES.


5. Short Memory Span (easily get bored). 5. Short Memory Span (easily get bored). Learning needs to be varied and changed Learning needs to be varied and changed every 10 – 15 minutes.every 10 – 15 minutes.(learners of upper classes may (learners of upper classes may concentrate longer than the lower classes)concentrate longer than the lower classes)

6. Joyful & Colorful life.6. Joyful & Colorful life.Colorful flash cards and puppets may be Colorful flash cards and puppets may be used. Songs can also be used.used. Songs can also be used.


7. Young learners love stories as they love games.7. Young learners love stories as they love games.stories may train the learners to concentrate stories may train the learners to concentrate more on the context / meaning rather than on more on the context / meaning rather than on words.words.

8. Younger groups are more self-centered. They 8. Younger groups are more self-centered. They like to do the tasks by themselves, yet like to do the tasks by themselves, yet sometimes with their close friends.sometimes with their close friends.Upper groups are more social. We can use in-Upper groups are more social. We can use in-pairs or in-groups tasks. Peer learning and pairs or in-groups tasks. Peer learning and correction are in the good start.correction are in the good start.


9. Upper groups are ready for further step of 9. Upper groups are ready for further step of learning (providing that their learning history are learning (providing that their learning history are sufficient). They are developing the ability to sufficient). They are developing the ability to understand a context of a discourse without understand a context of a discourse without word by word translation.word by word translation.

10. Learning By Doing.10. Learning By Doing.Input – Exposure – OpportunityInput – Exposure – Opportunity

(The best way of studying a language is by (The best way of studying a language is by functioning it in communication).functioning it in communication).

Therefore,Therefore,

The learning should be fun and natural : avoiding The learning should be fun and natural : avoiding stresses and anxiety. This can be done by using stresses and anxiety. This can be done by using commands, physical movements and picturescommands, physical movements and picturesThe language is presented through sounds not The language is presented through sounds not written symbols, therefore listening come first written symbols, therefore listening come first before speakingbefore speakingThe learning should facilitate the children’s The learning should facilitate the children’s senses, such as touching, seeing, listening, senses, such as touching, seeing, listening, smelling, tastingsmelling, tasting

Meaning should be made clear by Meaning should be made clear by presenting concrete objects or by presenting concrete objects or by presenting experiencespresenting experiencesThe teaching should start from what the The teaching should start from what the students already know in order to activate students already know in order to activate association processes. Teachers add one association processes. Teachers add one new segment new segment

Education

Teaching Across Age Level (children)