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experiences. It is important for teachers to model themselves as people who love learning and use
many strategies for mastering new skills and information. The teacher should be the #1 Learner
in the class.
4. As an Agent of Socialization: This process occurs alongside language development, as much of
what we express is our own needs, interests, and concerns. Because teachers of young learners
must focus on the whole child (full of feelings, fears, hopes, habits, etc.) as we lead them into
new experiences and relationships, they need models and direction to more smoothly work with
others and reach their own full potential. Children at this level are adapting to being with others
outside their protective homes and need new coping skills and flexibility to work both alone and
with others. They may also be taking their first steps to form friendships and deal with new social
pressures and challenges, so teachers must be extremely sensitive to the class atmosphere,
individual sensibilities, and try to build an inclusive, non-threatening and spirited environment
for learning.
Mario Herrera, teacher trainer and co-author of Balloons (kindergarten) and Parade (primary)
believes the teachers role is special. He maintains that what is needed is enthusiasm and having
fun in the language (including doing silly things!).
MODELING. Herrera stresses that young learners learn by seeing or doing. He advises
that teachers demonstrate new vocabulary by showing realia, pictures or actually
performing an action. By watching and listening to your modeling, children understand
what they must do or say. Modeling is the most important technique or strategy to use
when teaching a new language. Kids watch and listen, copy and learn. Do it often!
PACE. He recommends that the pace of early learner classes should be lively and
activities should be short. Then, since children like to repeat activities, they will want to
return to the same things again and again. He advises teachers to repeat activities as long
as the children maintain an interest.
VARIETY. Herrera suggests that teachers plan a variety of activities that practice using
target vocabulary and sentences: songs, Total Physical Response (TPR) activities, working
with picture cards, conversation games, asking children questions as they cut and paste,
asking children to listen and follow directions, pantomiming and doing actions. These can
all serve to hold the childrens attention. Anything with movement, chanting and singing
works well, he says.
TPR. Total Physical Response lets you put childrens natural energy to use to learn
English. He reports This approach is ideal for young learners whose verbal abilities are
still underdeveloped and even the shyest children like it because there is no speaking
involved. It provides intense listening practice of basic language as children physically
respond to commands. Children show they understand the action by acting it out and they
can feel successful at English from the very beginning.
MATERIALS. Using materials that are appealing to children also maintains a high
interest level: toys, puppets, masks, pictures, cutouts, their drawings, and cards cards to
hang around necks, to play games with, to hold up and put somewhere while listening,
etc. He recommends using paper of different sizes, colors, textures when you make
materials and use crayons, markers and paints.
FEEDBACK. Herrera explains that children need to know if they are doing something
right or wrong. Feedback must be given carefully, however. Catch them doing something
right and give them lots of praise. Correct them sensitively, taking pains not to single out
or embarrass an individual (have the whole group practice the correct pronunciation
together) Most of all, repeat the correct version, sometimes overemphasizing so they get
the correct way of saying it.
I feel it is most important for teachers of young learners to develop pacing through a variety of
shorter activities to work with the limited attention spans of younger pupils. Also I could not
imagine working with this age level without lots of visual and manipulative materials. When one
teacher asked me how long it took me to build up my bank of activity materials (which is still
growing) I responded that 1) it can be fun to produce colorful and interesting materials that you
can use again and again, and 2) children need concrete objects, visual displays and things they
can touch, hold and work with to connect the real world with the language that naturally goes
with it (here, in a foreign language).
In her Tips for Teachers of Children Helene Jarmol Uchida, teacher-trainer, Director Little
America English Schools (Japan) and author of The Challenge Book (elementary students)
stresses that Elementary children are the most gratifying age level to work with. Why? Because
they possess three very important conditions before they even enter the classroom: they are
naturally cooperative, curious and the least self-conscious of all students. She goes on to give
eleven points she feels are the most important to remember:
l. Make fair and consistent rules, clear from the first day of class.
2. Remember students names. Use names often when teaching.
3. Show students what to do. Dont explain. Just do. Just be. English needs to be experienced, not
explained.
4. Nourish trust between you and the students of each class. Let them know you will never
embarrass them for making a mistake in English.
5. Use eye contact to communicate your praise and disappointment.
6. Create well-planned, consistent lessons with a predictable format giving students a sense of
security and balance.
7. Always be pleasantly surprised when students interact with each other or you in English.
8. Reassure your students that you understand their English and you approve of their attempts.
9. Show respect to the children and let them sometimes be teacher.
10. Use English as a tool to build their self-esteem.
Because she sees the teacher-pupil relationship as crucial, the fact that teachers fear their
charges and underestimate their ability to learn is a judgment on our profession for holding
students back rather than setting them free.
Another expert, Margaret Lo, CELTYL teacher-training courses, Head of the Young Learners
unit, British Council, Hong Kong, also discusses teachers attitudes towards young learners. She
also emphasizes that teachers must focus on childrens whole development. She recommends a
cross-curricular, activity-based approach, where children are engaging in meaningful tasks and
activities. Then, she says, children use English genuinely, learn something new, and develop as
whole people.
It is important to see children as unique individuals. Give them a voice in the classroom to
choose which song to sing or decide the topic of a project. In fact, Make the whole classroom
experience meaningful in the moment, through activities intrinsically interesting and engaging
from the childs viewpoint.
I agree children must be educated holistically and language related to the whole of their reality.
Pupils should also be empowered in class and valued as unique beings.
David Nunan of the University of Hong Kong asks How young is young in Young Learners?
He believes that the important factors in introducing English to very young students are the
amount of time kids are given, the competence and training of teachers, and the quality of
resources. Most importantly, is the need to effectively exploit the natural learning abilities of
young learners.
Nunan is concerned about the great danger that children will be turned off English early if it is
done badly. In that case, he advises, it should not be attempted. But if it is done well, then kids
love it and thrive! With beginners he has two principles: 1) Avoid overload select key
grammar, vocabulary, etc. stuff that learners are familiar with in their own context and 2)
Recycle.
In Nunans experience the order of acquisition is not critical. Regardless of the tense you
use/introduce, students wont get it until theyve encountered the target structure in lots of
different contexts and environments in many different situations. So students understanding will
naturally be partial and piecemeal. He advocates something like guided acquisition where the
teacher helps learners to notice about how language works.
Mr. Nunans wise counsel insists that young learners be approached by teachers who know what
they are doing, not be given too much and be given time to digest new material.
Working with Children in an Activity-Based Environment
1. Establish a class behavior code. Remember that interest and involvement are the best forms of
motivation.
2. A good teacher knows that learning takes place during quiet times (drawing, cutting, gluing).
Chatting to children while they work is part of teaching.
3. The priority must be the working relationship with children, taking the role of teacher, parent,
Dont...
Use English as the language of instruction. Use Give explanations and directions in
it to give directions as part of the English lesson. the native language. This cheats
pupils of their motivation to
understand. They will become lazy
Speak in short sentences, and discrete phrases.
Pronounce clearly and slowly, looking directly and wait for the Russian instead of
reaching to understanding.
at the class. Write clearly, using print.
Act out meanings, or use props, objects,
pictures, or gestures to make meanings clear.