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    The Implications On Teaching English To Young Learners

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    Mãdãlina Mitran
    The document discusses implications for teaching English to young learners based on theories of child development and language acquisition. It recommends that teachers provide a supportive environment, use hands-on activities, and scaffold instruction to support learning. Teachers should model correct language use while keeping lessons fun, varied, and accommodating different learning styles. Considering how young learners develop will help ensure teaching practices are effective.

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    The Implications On Teaching English To Young Learners

    Uploaded by

    Mãdãlina Mitran
    166 views1 page
    The document discusses implications for teaching English to young learners based on theories of child development and language acquisition. It recommends that teachers provide a supportive environment, use hands-on activities, and scaffold instruction to support learning. Teachers should model correct language use while keeping lessons fun, varied, and accommodating different learning styles. Considering how young learners develop will help ensure teaching practices are effective.

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    The implications on teaching English to young learners

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    The document discusses implications for teaching English to young learners based on theories of child development and language acquisition. It recommends that teachers provide a supportive environment, use hands-on activities, and scaffold instruction to support learning. Teachers should model correct language use while keeping lessons fun, varied, and accommodating different learning styles. Considering how young learners develop will help ensure teaching practices are effective.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    166 views1 page

    The Implications On Teaching English To Young Learners

    Uploaded by

    Mãdãlina Mitran
    The document discusses implications for teaching English to young learners based on theories of child development and language acquisition. It recommends that teachers provide a supportive environment, use hands-on activities, and scaffold instruction to support learning. Teachers should model correct language use while keeping lessons fun, varied, and accommodating different learning styles. Considering how young learners develop will help ensure teaching practices are effective.

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    © All Rights Reserved
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    The implications on teaching English to young learners

    Relating the theories above, come implications can be drawn on. Firstly, knowing that
    children learn from the world around them, it is necessary that teachers provide a conductive
    environment for children to learn. Teachers should also make sure that the subject is taught in a
    very practical, hand-on way that they can interact with actual, physical and here and now or
    concrete aspects, which is appropriate with their concrete operational stage as suggested by
    Piaget.
    Following Vygotsky’s and Bruner’s views, it is equally essential to support children
    learning by providing support or scaffolding. This can be done by simplifying the tasks,
    providing the vocabulary, giving guiding questions or phrases, etc.
    Teachers should provide adequate support to the learners, but not excessive, because
    children’s ability to hypothesize in the new language should not be underestimated. It is also
    advisable to remember that we are trying to provide opportunities for these learners to find out
    about and use the new language. The teaching and learning process should be connected with
    everyday life, and more importantly, should be fun. Children have a short attention span so
    teachers should be ready with a rich variety of learning activities. Language teachers also have
    roles as mentors - who must support and scaffold the learning, and as modelers - who must
    provide good examples of the language in use. As a good model, teachers should make sure that
    they use the correct forms of language and pronunciation, because children imitate their teachers
    with deadly accuracy. Providing incorrect model will lead children to fossilize the error until
    they are adults.
    Children’s learning styles must also be taken into account, so teachers should manage
    activities that accommodate the three main learning styles mentioned previously. For example,
    teachers can provide interesting pictures, photos, and other visual media to facilitate visual
    learners. The room can be colorfully decorated to attract their attention. Teachers can also give
    music, songs or audio stimuli for auditory learners and invite students to make physical
    movement (drawing, jumping, dancing) for kinesthetic learners. The latter one might require a
    room large enough to move around. Teachers should be prepared with various activities and be
    flexible to move from one another to prevent boredom, considering children’s short attention
    span.
    Taking into account factors related to young learners, which involve knowledge on how
    they learn as well as their characteristics into the teaching and learning process will continuously
    remind teachers to review whether their practices have been in accordance with the principles of
    teaching English to young learners. This will, in turn, result in a more effective learning.
    The following points about second language learning should be helpful for a teacher in
    understanding more about ELL students’ efforts to learn English.
     It is not simple or easy for children to learn a second language
    Learning a second language is a big task for anyone. After all, while learning a first
    language is a process that involves much of a young child’s day, ELLs must work even harder to
    acquire a second language. For children as for adults, it can be difficult emotionally to take the
    step into a new language and culture. Children, perhaps even more than adults, can be shy and
    embarrassed around others when trying out beginning language skills.
     Young children need time to learn a new language

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