CHAPTER REPORT

Submitted to English education department in partial fulfillment of the requirement for English for Children Subject

Lecturer: Maisa Rahman, M.Pd.

Arranged by:
Name NPM : : Suri Hartini ( 5B ) 882030109116

English Department Faculty Teachers Training and Education Science UNIVERSITY of WIRALODRA INDRAMAYU 2011

PREFACE
The teching of english to young children has become especially important in recent years. One reason forthis has been the introduction of primary EFL teaching in a number of European countries, but it is also a world-wide phenomenon. There is a lot of very good teaching in primary EFL classrooms. However, it isa fact that many teachers now find themselves teaching in primary school even though they have not been trained, there is a lack of good books concerning this important area of teaching. In this opportunate, I arranged some of ideas and approaches for use with young children, and help us to adapt our styles of teaching to accommodate the needs and motivations of young learners. In this Chap Report, begin from chapter I until chapter II from LONGMAN book and also add several related theory from other resources.

CHAPTER I
THE YOUNG LANGUAGE LEARNER 1. Foreign Language Learning at Primary Level One aspect of globalization is the growing trend for using English as a

world language which has led to the introduction of English language learning by many children in many countries all over the world. A believe that young children learn language better more easily than

older children lead the government and private school over the world have decided to introduce English at primary level. Globalization of the world has caused people can more easily come into

contact with other cultures and languages through travel, communication or new technology. Pressure to introduce early English learning has often come from the

parents who strongly believe that having English as a tool will benefit their children greatly by giving them more opportunities to gain economic, cultural or educational advantages.

2.

English Language Learning as Global Phenomenon The impact of global English in East Asia has lead many countries started Parents wishes have created a rapid growth in private school for English

teaching English at the state primary sector.

at primary and secondary level because they are very aware of how competitive the educational climate is. In countries where educational competition is very strong, many young

pupils are faced with a constant round of tests and examinations for English language. Year 2001 was designated as the European Year of Language by the

European Union. Many activities were organized to raise the profile of foreign language learning.

Its aims were to celebrate the diversity of languages, to encourage life long

learning and to provide information about the teaching and learning of language. In a growing number of European countries where English is part of the public and family environment, especially through cartoon, television, films, pop music, magazines and newspaper, the dominance of English pushes other languages into the background, an imbalance which the European Year of Languages has tried to correct. In a survey conducted in 1989, thirteen countries in the European Union

considered foreign language teaching in primary school to be a national priority .Why Teach A Foreign Language at Primary Level? Europe in the 1960s experienced the first large-scale wave of foreign

language learning in primary schools and numerous conferences reported a high level of agreement on language teaching including UNESCO conferences in 1962 and 1966 (Stern, 1969) and the Council of Europe conferences at reading (1967). A report by Girard (1974) provided a detailed overview of several

European FLL projects which underlining the need for creating the optimal or best condition for teaching languages. The best condition for teaching languages according to Girards report

refers to: having appropriately trained teachers, proper timetabling with sufficient timing, appropriate methodology, continuity and liaison with secondary school, provision of suitable resources and integrated monitoring and evaluation. The conferences and reports highlighted the issues for introducing early

foreign language learning including: 1. 2. Advantage can be taken of certain aptitudes children have. There is no theoretical optimum age to start teaching. The starting

age can vary according to country and linguistic situation; although at that time the age of nine was often chosen. 3. Early learning of a non-mother tongue language must be

integrated into other teaching in the primary school. 4. ground Whatever else may be achieved, the main concern is to prepare the

so that the most can be made of teaching which will be received in secondary sc hool. 5. The linguistic and pedagogical skills of the teachers are the two

most important factors. One reason for starting to learn foreign language several years earlier (i.e.

at age six or nine instead of eleven or twelve) was simply to increase the total number of years spent learning the language. Another reason most commonly put forward was the fact that young

children seem to have a great facility for understanding and imitating what they hear than secondary school pupils. 3. Characteristics of the Young Language Learner

Five to seven years old : They can talk about what they are doing. They can tell you what they have done or heard. They can plan activitie. They can argue for something and tell you why they think what they think. They can use logical reasoning. Thry can use their vivid imaginations. They can use a wide range of intonation patterns in their mother tongue. They know that the world is governed by rules. They may no understand the rules, but they know that they are there to be obeyed, and the rules help to nurture a feeling of security. They understand situations more quickly than they understand the language used. They use language skills long before they are aware of them. Their own understanding comes through hands and eyes and ears. The physical world is dominant at all times.

They are very logical-what you say first happens first. Before you turn off the light, put your book away can mean I turn off the light and then 2 put your book away.

They have a very short attention and concentration span.

Eight to ten years old : They can tell the differece between fact and fiction. They ask questions all the time. They are able to work with other and learn from other. Understand abstract and symbols (begining with others). They have develope sense of fairness. They have definite views about what they like and dont like doing.

4.

English Language Learning Policies at Primary Level In the European Union, teaching English to young learners is part of a

policy for foreign language learning where it has been suggested that EU citizens have a personal document called a European Language Portfolio (ELP) which intended to act as a guide to peoples language learning and to show their competencein different languages and their contacts with other cultures. The ELP has four aims: 1. To encourage people to learn more languages and to continue

learning throughout their lives. 2. To improve their learning and their ability to assess their own

competence. 3. To help movement within Europe by documenting language skills

in a clear and intentionally comparable way. 4. To contribute to a shared cultural understanding within Europe.

Conditions which need to be met when a policy of teaching English to

young learners is introduced are:

1.

It should be properly planned, ideally taking into account the

experiences of other countries which have succeeded. Teachers, teacher educators, curriculum designers, material writers and assessment specialists must have clear idea of intended goals and outcomes; ideally they will have been involved through consultation or participation in the process of policy creation. 2. Governments and private institutions must ensure that adequate resources are provided to ensure optimal conditions so that the younger equals better slogan can be turned into successfully reality. This provision includes appropriate material resources, appropriate course books and other classroom aids, and appropriately trained teacher educators and teacher. 3. An evaluation of the learning outcomes after a set period is

essential in providing information on the validity of the teaching and the cost effectiveness of the national spending involved. 5. Language Development Eight to ten years olds have a language with all the basic elements in place. They are competent users oftheir mother tongue and in this connection they are aware of the main rule of syntax in their own language. By the age of ten children can: Understand abstracts Understand symbols (beginning with words) Generalise and systematise. This refers to childrens general language development. When comes to learning a foreign language, there still a lot we do not know. There are many similarities between learning ones mother tongue and lerning a foreign language inspite of the differences in age and the time available. So far nobody has found a universal pattern of language learning which everyone agree with. What is clear here is that most eight to ten years olds will have some sort of language awarness and readiness which they bring with them into the foreign language classroom. At around seven or eight, things seem to fall into place for most children and they begin to make sense of the adult world as we see it.

What This Means for Our Teaching Words are not enough Dont rely on the spoken word only. Most activities for the younger learners should include movement and involve the sense. Demonstrate what you want them to do. The balance will change as the children get older, but appealing to the sense will always help the pupils to learn. Play with the language Playing with the language in this way is very natural stage in the first stages of foreign language learning too. Language as language Become aware of language as something separate from the events taking place takes time. Most eight to ten year olds already have this awarness in their language. Reading and writing are extremely important for the childs growing awarness of language, although both are very demanding and take time and patience to learn. Variety in the classroom Routines Cooperate not competition Avoid rewards and prizes. Make room for shared experiences, they are an involvement and togetherness. Most of us enjoy the feeling belonging abd this is particulary true of young children. Grammar As a teacher, should note the structure, functions and grammar items which you want your pupils to learn as well those they already know, but your actual teaching should include the barest minimum of grammar taught as grammar and then for the older children only. Because as we know that children have an amazing ability to absorb language through play and other activitieswhich they find enjoyable. Assessment Its always useful for the teacherto make regular notes about each chils progress. You may want to tell parents how their children are doing, and

you should be talking to the children regularly about their work and encouraging self-assessment. From the beginning this can be done in very simple terms, stressing the possitive side of things and playing down what the pupil has not been able to master. Nothing succeeds like sucess. 6. Aims and Objectives The general aims of early foreign language learning should appear

attractive to parents, teachers and administrators and workable for children while avoiding being over-ambitious and unrealistic. In France, the policy document stated that the aim was not the creation of bilingual children but more reasonably, to prepare children linguistically, psychologically and culturally for language learning (BOEN 1989). Generally speaking, foreign language programs goal is not only to learn

to use the language but also developing sensitivity to and awareness of foreign languages and cultures. The aims of primary language learning all over the world can generally b e

classified to: psychological preparation, linguistics preparation and cultural preparation.

CHAPTER II
CLASS MANAGEMENT AND ATMOSPHERE As a teacher of young children it helps a lot if you have a sense of humour, youre open-minded, adaptable, patient, etc. But even if you are the silent, reserved type, you can work on your attitudes and abilities. Abilities

We may not all be brilliant music teachers, but most of us can learn to sing or even play a musical instrument. All music teachers would agree in any case that everyone can sing, although perhaps not always in tune! We can all learn to mime, to at and to draw very simple drawings. We can all learn to organise our worksheets so that they are planned and pleasing to look at. And we can certainly all learn to have our chalk handy! Attitudes

Respect your pupils and be realistic about what they can manage at an individual level, then your expectations will be realistic too. Young children have a very keen sense of fairness. It will make all the difference in the world if you your self feel secure in what you are doing. Knowing where you are going and what you are doing is essential.

Building Student Engagement: Classroom Atmosphere

effective teaching strategies for building student engagement by setting the

tone with the syllabus and first classes. Today we move to the general classroom atmosphere. The following suggestions will help you build an atmosphere of constant engagement, passion and learning.

Convey your passion and enthusiasm for the subject: Your whole body

language and voice must convey the message that there is nowhere else youd rather be. Many professors like to walk among the students, and have their whole body and voice reflect their great fascination with the subject matter. Classes are much more engaging when teachers are moving around and not sitting still or lecturing from a lectern. When students see their professors passion, they want to participate. Create a welcoming environment: Effective teachers create welcoming

classroom environments that motivate students to thrive. They are committed to excellence in teaching. This manifests itself in enthusiasm, responsiveness to students e-mail and office visits, and willingness to go beyond the call of duty. Foster a sense of belonging and respect: Students want to feel as if they

belong in the class and that they have friends there. The atmosphere must be inclusive and trusting so students feel their views are heard and valued. Pupils need to know what is happening, and they need to feel that you are in charge. As a teacher, we must know how to plan it. A lesson plan is a teacher's detailed description of the course of instruction for one class. A daily lesson plan is developed by a teacher to guide class instruction. Details will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of children. There may be requirements mandated by the school system regarding the plan. While there are many formats for a lesson plan, most lesson plans contain some or all of these elements, typically in this order:

Title of the lesson Time required to complete the lesson List of required materials List of objectives, which may be behavioral objectives (what the student can do at lesson completion) or knowledge objectives (what the student knows at lesson completion)

The set (or lead-in, or bridge-in) that focuses students on the lesson's skills or conceptsthese include showing pictures or models, asking leading questions, or reviewing previous lessons

An instructional component that describes the sequence of events that make up the lesson, including the teacher's instructional input and guided practice the students use to try new skills or work with new ideas

Independent practice that allows students to extend skills or knowledge on their own

A summary, where the teacher wraps up the discussion and answers questions

An evaluation component, a test for mastery of the instructed skills or conceptssuch as a set of questions to answer or a set of instructions to follow

Analysis component the teacher uses to reflect on the lesson itself such as what worked, what needs improving.

A continuity component reviews and reflects on content from the previous lesson

Setting an objective The first thing a teacher does is create an objective, a statement of purpose for the whole lesson. An objective statement itself should answer what students will be able to do by the end of the lesson. Harry Wong states that, Each [objective] must begin with a verb that states the action to be taken to show accomplishment. The most important word to use in an assignment is a verb, because verbs state how to demonstrate if accomplishment has take place or not.[5] The objective drives the whole lesson, it is the reason the lesson exists. Care is taken when creating the objective for each days lesson, as it will determine the activities the students engage in. The teacher also ensures that lesson plan goals are compatible with the developmental level of the students. The teacher ensures as well that their student achievement expectations are reasonable.

Selecting lesson plan material A lesson plan must correlate with the text book the class uses. The school usually selects the text books or provides teachers with a limited text book choice for a particular unit. The teacher must take great care and select the most appropriate book for the students. Types of Assignments The instructor must decide whether class assignments are whole-class, small groups, workshops, independent work, peer learning, or contractual:

Whole-classthe teacher lectures to the class as a whole and has the class collectively participate in classroom discussions.

Small groupsstudents work on assignments in groups of three or four. Workshopsstudents perform various tasks simultaneously. Workshop activities must be tailored to the lesson plan.

Independent workstudents complete assignments individually. Peer learningstudents work together, face to face, so they can learn from one another.

Contractual workteacher and student establish an agreement that the student must perform a certain amount of work by a deadline. These assignment categories (e.g. peer learning, independent, small

groups) can also be used to guide the instructors choice of assessment measures that can provide information about student and class comprehension of the material. As discussed by Biggs (1999), there are additional questions an instructor can consider when choosing which type of assignment would provide the most benefit to students. These include:

What level of learning do the students need to attain before choosing assignments with varying difficulty levels?

What is the amount of time the instructor wants the students to use to complete the assignment?

How much time and effort does the instructor have to provide student grading and feedback?

What is the purpose of the assignment? (e.g. to track student learning; to provide students with time to practice concepts; to practice incidental skills such as group process or independent research).

How does the assignment fit with the rest of the lesson plan? Does the assignment test content knowledge or does it require application in a new context?

Encourage high performance: Students should take risks, and teachers should

challenge students with more work than they think they can handle, encouraging them to develop high-level critical and analytical thinking skills. Demand that your students push themselves further than they normally do. Dont give pupils English names. Language is a personal thing, and you are

the same person no matter what language you are using. Promote active engagement: Lecturing may work sometimes, but even

dynamic lectures can be tedious for students. Most students learn more when they are actively engaged in their own learning through reacting to lectures with questions and comments, participating in class discussions, and through active learning exercises. [McGlynn 79, 86} Sit in a circle: For a small class, give the students a sense of community by

sitting in a circle. This provokes dialogue and provides space for intentional and respectful engagement. This are some pictures of arrangement desk;

Your Desk Arrangement Choices Reflect Your Teaching Goals and Philosophy: The furniture in your classroom isn't just a bunch of meaningless wood, metal, and plastic. In fact, how you arrange the desks in your room says a lot to students, parents, and visitors about what you want to accomplish and even what you believe about student interactions and learning.

So before you start sliding desks and chairs around, consider how various student desk arrangements can make it easier for you to accomplish learning goals and manage student discipline issues. Classic Rows: I would bet that most of us sat in traditional rows during our school years, from elementary school all the way through college. Picture a room with students facing forward to the teacher and whiteboard in either horizontal or vertical rows. The classic row set-up places students in an audience collectively focused on traditional teacher-centric lessons as the day goes along. It's relatively easy for teachers to spot chatty or misbehaving students because every child should be facing forward at all times. One drawback is that rows make it difficult for students to work in small groups. Cooperative Clusters: Many elementary school teachers utilize cooperative clusters, generally disappearing as students move into junior high school and beyond. If, for example, you have twenty students, you could organize their desks into four groups of five, or five groups of four. By strategically forming the groups based on student personality and work style, you can have students work together cooperatively throughout the day without having to take time to rearrange desks or form new groups every day. One drawback is that some students will get easily distracted by facing other students and not the front of the class.

Horseshoe or U-shape: Arranging desks in a wide horseshoe shape or angular u-shape (facing the teacher and whiteboard) facilitates whole group discussions while still forcing students to face forward for teacher-directed instruction. It might be a tight

squeeze to fit all of your students' desks into a horseshoe shape, but try forming more than one row or tightening the horseshoe, if necessary. Full Circle: It's unlikely that you will want elementary-aged students to sit in a full circle all day every day. However, you may want to have your students move their desks into a closed circle on a temporary basis in order to hold a class meeting or hold a writer's workshop where students will be sharing their work and offering each other feedback. Remember to Include Aisles: No matter how you choose to arrange your students' desks, remember to build in aisles for easy movement around the classroom. Not only do you need to allow students space to move, it's important to note that effective teachers are always walking around the classroom using proximity to manage behavior and help students as they need assistance. Final Tip: Keep It Fluid: It may be tempting to set up your students' desks once in the beginning of the school year and keep it that way all year long. But the art of desk arrangement should actually be fluid, functional, and creative. If a certain set-up isn't working for you, make a change. If you notice a recurring behavior problem that could be alleviated by moving desks, I encourage you to give it a try. Remember to move your students around, too - not just their desks. This keeps students on their toes. As you get to know them better, you can judge where each student should sit for maximal learning and minimal distraction.

Make every class writing-intensive: Writing has a major role in student

learning and engagement, and in promoting critical thinking and intellectual

curiosity. Include a variety of writing assignments throughout the semester, informal and formal, in-class and out-of-class, thinking pieces, interpretive essays, research papers, reports and journals. Students not only learn to write, but they also write to learn. Manage large lecture-based classes: If you have a large lecture-based class

where many of the above ideas are irrelevant, you might try the following ideas. Chat informally with students before class and try to learn the names of some students. Set out a box by the door for feedback questions, thoughts, suggestions, ideas, opinions, commentaries, critiques, etc. Begin or end your lectures with items from the box [Magnum 27]. Announce at the beginning of the lecture that you will ask a student to summarize the lecture at the end of the class. Or less threateningly, have students spend three minutes at the end writing up the main points, or have them write the most important thing they learned [McKeachie 61]. And have students stand up and stretch in the middle of class, no matter what the size. Make eye contact as you lecture and try to make eye contact with each student equally. Dont give the impression of teaching to the front of the room or only to a select group or population of students.

CONCLUTION
As a teacher of young children, we must to know that language teaching and efficient language learning only occur in a positive class climate. There is the big difference between what children of five can do and what children of ten can do. Some children develop early, some later. Some children develop grdually, others in leaps and bounds. Its not possible to say that at the age of five all children can do something x, at the age of seven they can all do y. So because of that reason, the language development is also different. It is important to keep in mind that not all children will take to pair and group work at once. Particularly, five and six year olds are often happiest working alone, and are not yet willing to cooperate and share. So we dont ignore about arrangement desk for children. Trully we try to make the desk suitable with the criteria of child. The circle desk is suitable for five or seven year olds, because they cant make cooperative each other, so with circle desk they are forced to be able cooperate with their friends. Teacher also have to prepare their material well. They have to make a lesson plan for guide them on teaching learning process.

BIBLIOGRAPHY
Scott, WA and Ytreberg, LN 1994 Teaching English to Children Longman London New York
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