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Teaching English to Young Learners FOREWORD Welcome to our Special Supplement on Teaching English to Young Learners (YLs). First and foremost, a huge ‘Thank you’ to all of our contributors. We have been graced with some excellent articles providing views into YL teaching from all angles. Contributions have come from Switzerland, but also from Germany, Norway, Portugal, the UK, and Zimbabwe, adding to the culturally rich diversity of our Special Supplement on YL teaching. It has been approximately a decade since the last YL Special Supplement so it was definitely time someone did something about that. It was wonderful to work together on this project to give you ETAS readers a rich insight into our colourful corner of the profession. This YL Special Supplement includes thirteen articles. There are nine articles on useful teaching resources and ideas for teaching YLs. Dorothy Sommer presents some theoretical background on how children learn, and gives suggestions on how to teach very young children and what we can do to support learning beyond the classroom. Caroline Briggs Ambrosi de Magistris Verzier discusses what makes an effective Primary English Language Teaching program. Kim Ashmore gives us a host of web links and ideas for using that up-and-coming language learning resource – the iPod touch. An interesting contrast is Teddy Hadebe’s contribution about teaching English at Silobi Primary School in Zimbabwe and how teachers manage with limited resources. Sandie Mourão writes about using picturebooks to enhance interest and develop authentic language use while Kate Egerton offers her suggestions for a pre-school ‘toolbox’ to dip into when teaching little ones. Mary Slattery discusses using ‘Bear’ in the YL classroom in the article called Teaching with Bear: what teachers ask… . Diane Simmons-Tomczak writes about fun learning with suggestions of games and activities, and we can go singing and chanting along with Carole Nicoll and her ideas on how to help children remember useful vocabulary. A Special Supplement on teaching children would not be complete without suggestions for classroom management. Naomi Moir’s article argues that teachers cannot successfully teach English to children without good classroom management and suggests ideas on how to manage YLs, highlighting the importance of routines in teaching children successfully. Using a case study, Ruth Benvegnen illustrates how teachers can respond to challenges in the EFL YL classroom by adopting a proactive approach to problems. And lastly, Marneta Viegas stresses the importance of relaxation in the classroom and how it can help young learners focus and develop their creativity. The Supplement concludes with an article about a private extracurricular YL language school. Sarah Pralong gives an honest account of her experience of moving from teaching to running her own private YL school. We very much hope that you enjoy reading through the variety of articles in this Special Supplement and are able to extract ideas to use yourselves. By no means are all the suggestions to be confined to use with only young learners. We believe that with slight adaptation, many of these ideas are highly suitable for teaching in some of the other branches of EFL. Please feel free to give us any feedback about the Supplement and contact the contributors directly if you are interested in learning more about their topic. Ruth Benvegnen Regional Coordinator for Lausanne Joy Cosslett YL SIG Coordinator Am I repeating myself? Yes, I teach Young Learners! Dorothy Sommer Advantages and disadvantages of getting an early start Many parents are interested in giving their children an early start in English language learning, and here in Germany where I teach, there are even schools that offer courses for children together with their parents from infancy to three years of age. However, I am particularly interested in very young learners between the ages of three to five in their pre-school years. One of the main advantages of starting early is that children become accustomed to the intonation and sounds of the new language. Moreover, for many children who do not live in a multicultural family or setting, learning about other languages and countries can be an exciting discovery. Introducing them to special festivities in the English-speaking world, in particular such holidays as Halloween or special culture-specific stories about Christmas, will broaden their horizons even at a tender age. Cameron (2004, p. 10) argues that “…young learners develop better pronunciation and listening skills” when they begin at an earlier age. In most cases, children do copy their teacher’s gestures and words when repeating rhymes and songs although all the while trying to understand the content. In my experience, some of the problems and disadvantages come later when children start English in school and have to re-learn the same topics that were already at the core of their early learning lessons. For example, a child who has been introduced to colors, food, and farm animals for two years no longer needs to start from scratch in school. Unfortunately, there is often very little room for this kind of flexibility in the curriculum. Cameron (2004) mentions that this and the overall duration of English learning might cause problems in sustaining motivation over a long period of time. Nevertheless, children are not just learning a second language, or about foreign holidays, but also more about the world around them through English. Carol Read (2003, p. 6) also notes that younger learners are not only more flexible and can easily be motivated, but are also at a point in their development that could be beneficial for language learning. How children learn Nonetheless, every child has a tremendous potential for learning. Psychologists Wood, Bruner, and Ross (1976) introduced the term “scaffolding” to describe the tutorial interaction between an adult and a child. The term was used to explore the nature of the support system provided by a ETAS Journal 28/3 Summer 2011 31
SPECIAL SUPPLEMENT Teaching English to Young Learners teacher or more knowledgeable peers to children learning how to carry out a task they could not perform alone. Similarly, Vygotsky’s concept of the Zone of Proximal Development or ZPD (1978, cited in Brewster, 1994, p. 3) also supports the view that children are able to achieve more by working together with an adult or someone who can help them. This concept is also at the root of Carol Read’s C-Wheel towards whole learning where the child remains the center of attention (1999, pp. 33 - 39). Therefore, it is our task as teachers to create a classroom set-up where children feel comfortable within their group, are respected and respect others, are interested and eager to learn, and feel that English is a part of their lives. So, how do we help children to enjoy learning English and how do we keep up their motivation? Children, according to Holden (1980, cited in Brewster, 1994, p. 7), “…cannot concentrate on one thing for a long period”. Anyone who has children of their own knows that a child’s attention span is short. Moreover, children go through phases and also have expectations of their own. As teachers of young learners, we need to keep in mind other issues that affect youngsters, such as family, safety, health, comfort, the weather, and even the time of day. So, first of all, we can support children’s learning by creating a friendly environment within the classroom and making them feel comfortable and happy to be there. Secondly, by allowing for plenty of learning opportunities outside of the classroom and getting parents and grandparents involved in the process, children will be proud to be a part of the English-learning world. Lessons in the classroom A typical topic-based lesson plan for a 45-minute lesson for a group of three-to-five-year-olds will rely heavily on listening and speaking skills because children at that age do not yet read or write. Brewster (1994, p. 13), for example, suggests a framework for topic-based lessons, and here are a few components which I have related to my own teaching: What can you teach the very young learner? Listening skills: songs, rhymes, teacher or other children reading storybooks to the children Speaking: repeating what the teacher says, repetition of songs, rhymes Vocabulary: introduction of vocabulary; recycling vocabulary over long periods of three to six months and longer Functional phrases: idiomatic or fixed expressions, for example: Take off your shoes; Hang up your jacket; Please, sit down; Cut the fish out. Discourse: Ready, listen, and one, two, three…; Hello, how are you?; Here’s the glue. Grammar: embedded grammar, including word order and different tenses: Listen! 32 ETAS Journal 28/3 Summer 2011 Please hang up your jackets!; Oh, it was your birthday on Monday, Lucy?; I am talking now; It’s your turn! (Simple present, present continuous, past tense) Sequencing of a lesson should include many rituals and plenty of repetition. A typical lesson could look something like this: 1. Saying/singing Good morning/Good afternoon 2. Taking roll call 3. Storytelling in a special corner 4. Coloring, arts and crafts, or making something special 5. Action game, DVD, or playing the guitar and singing 6. Playing games such as memory, bingo, or dominoes 7. Saying goodbye Cameron (2001, pp. 9 - 11) stresses the importance of routines and predictability when teaching young learners as these allow children to build their vocabulary and extend lexical chunks as teachers use them and expand their language in the classroom over time. As a result, children understand lexical chunks, discover embedded grammar, and also increase their vocabulary. Learning outside of the classroom As mentioned earlier, it is important to allow for plenty of learning opportunities outside of the classroom. Since the number of lessons per week in the classroom for very young learners is normally quite limited, why not involve parents in their learning process? 1.) Here are the contents of a folder I have prepared for parents: • advice for parents • information about local English theaters for children • useful websites for ideas, games, and videos • ideas for birthday gifts • wordlists • lyrics to songs • rhymes • a CD with songs (recorded by my guitar teacher and me) 2.) A small library in the form of a large wooden box includes various items children can pick and choose from at their leisure before or after class: • storybooks • storybooks with a cassette or a CD • videos and DVDs • games to play with the family in English • CDs and cassettes with songs and rhymes Conclusion In summary, there are manifold benefits to starting English early. The obvious benefits of better pronunciation from the start, improved understanding, and more developed listening skills over time are at hand. By soliciting parental support and widening the opportunities for learning to take place, children can make good progress. Why should we hold back youngsters who are ready and eager to learn? All in all, what really counts is happy children having fun learning English. This fosters a positive attitude towards language learning in general and prepares children for their future endeavors in our globalized world. Some useful websites: www.funwithspot.com www.bogglesworldesl.com www.weesing.com http://learnenglishkids.britishcouncil.org/ short-stories www.britishcouncil.org/kids www.britishcouncil.org/kids-topicsfantasy-animals www.manythings.org/e/easy.html References Brewster, J. (1994). What is good primary practice? In C. Brumfit, J. Moon, & R. Tongue (Eds.), Teaching English to Children: from Practice to Principle. London: Nelson English Language Teaching. Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press. Cameron, L. (2004). Challenges for ELT from the expansion in teaching children. In G. Ellis & K. Morrow (Eds.), Year of the young learner: Special Collection. Oxford: Oxford University Press. Holden, S. (Ed). (1980). Teaching children. London: Modern English Publications. Read, C. (1999). Towards whole learning. IATEFL CATS 1, pp. 33 - 39. Read, C. (2003). Is younger better? English Teaching Professional, 28, pp. 5 - 7. Reilly, V. & Ward, S. (2000). Very young learners. Oxford: Oxford University Press. Vale, D. & Feunteun, A. (1995). Teaching children English. Cambridge: Cambridge University Press. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, pp. 89 - 100. About the Author Originally from the USA, Dorothy Sommer is a freelance teacher for young learners and Business English in the Berlin/Brandenburg area. She holds an MA in English Language Teaching, a BA in Business and German, and the RSA Cambridge CELTA, which she completed in Geneva before starting her teaching career in Geneva and nearby France. A long-time member of ELTABB, ETAS, and IATEFL and their respective special interest groups, Business English (BESIG) and Young Learners (YLTSIG), she has been active in the teaching profession since the mid-1990s. As the ELTABB events coordinator for three years from 2007 – 2010, she was responsible for inviting internationally-renowned speakers within the ELT profession to Berlin, organizing numerous workshops and a number of social events.
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Page 4: EDITOR’S NOTES “To educate as t
Page 7 and 8: ETAS NEWS President’s Report Oh,
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Page 18 and 19: PERSPECTIVES Interview with Urs Ras
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Page 30 and 31: REVIEWS A Look at Books Nicola Mart
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