Teaching And Assessing

Grammar Based On The

Child Development Theories
by : Dasep Samsul Rizal (162122108)
Dina Ega Mulya (162122040)
Nanang Andrian (162122089)
Rizal Ramdhani (162122111)
Sinta Sri Melina (162122060)
Zehan Agustia A (162122092)
Syifa Asri Silviany (162122120)
Va Vani Dwi Yuniar (162122115)
Outline Theories of Childern
01
Development

02 What is Young Learners?

03 What Is Grammar and

Teaching Grammar?

04 Implication of Grammar

05 How Do We Assess It?

06 Conclusion
 The Theory of Child Development
1. Piaget (1955): Scheme building- assimilation – accommodation.
(object > experience > adapt)
Solving problem that are presenteby
environment (actively constructed)
Set of stages (by age):

-Sensory motor stage (0-2) Working with objects or ideas

IMPLICATION
-Pre-operational stage (2-7)
-Concrete operational stage (7-11)
-Formal operational stage (11-adult) Classroom activities that create and
offer opportunities

See events and activities as affordance for

development (ecological thinking)
• Development and learning take place inthe
world full of objects More into physical activity (cards, papers ,
crayon or story, adventure, situation)
 The Theory of Child Development
2. Vygotsky (1962): Social Level mediating agents (ZPD = Zone Proximal Development,
Scaffolding)-Individual level.

IMPLICATION OF THE
THEORY

a. Mediate what next it is that child can learn

b. Language experience that broad and rich
c. Demands on learners and support for learning
(demands: tasks, support : hints or clue )

Development and learning take place

in social context that full of other people (Cameron, 2001; Kausar, 2011)
 The Theory of Child Development
3. Bruner (1983, 1990): Language is the most important tool for cognitive growth, and he has
investigated how adults use language to mediate the world for children and help them to solve
problems

Baby feeding has been labelled as In experiments with American mothers and children, parents
Scaffolding. who scaffolded tasks effectively for children did the following:

Scaffolding integrates picture, object, - They made the children interested in the task;
with language. - They simplified the task
- They kept the child on the track

The context and the familiarity of the event provide a
n oppotunity for pupils to predict
meaning and intention, but the routine also offers a w
ay to add variation and novelty
that can involve more complex language.
- They pointed out what was important
- They controlled the child's frustration
- They demonstrated
 What Is Young L
earners?

According to Brno 2011, yaoung learners “are usually considered to be pupils between six to ten or
eleven years of age” (p.10)

A child is defined as anyone who has not reached their 18th birthday (UNCRC 1989).
(UNCRC= United Nations Convention on the Rights of the Child)

Young learners is a catch-all term for students who are not yet adults (Carol 2011)
 What Is Young Learners?

General Characteristics 8 to 10 Year Old

• Their basic concepts are formed. They have very dicided views of the world.
• They can tell the difference between fact and fiction.
• They ask question all the time
• The rely on the spoken word as well as the physical world to convey and
understand meaning.
• They are able to make some decisions about their own learning.
• They have difinite views about what they like and don't like doing
• They have a developed sense of fairness about ehat happens in the classroom
and begin to question the teacher's decisions.
• They are able to work with others and learn from others.
 What Is Young Learners?

Language Development 8-10 Year Old

Eight to ten year old have a language with all the basic elements in place. They are
competent users of their mother tongue and in this connection they are aware of th main rules of synta
x in their own language. By the age of ten children can :
• Understand abstracts
• Understand symbols (beginning with words)
• Generalise and systematise
 What Is Young Learners?

What This Means For Our

Teaching English to Young Learners
Teaching?
• words are not enough
• Teaching English to Young Learners is • play with the language
a course for all teachers of primary age • language as language
• variety in the classroom
students. It aims to provide teachers
• routines
with the knowledge and skills needed to support
young learners through the • cooperation not competition
delivery of engaging and motivating • grammar

lessons. • assessment
 What Is Grammar and Teaching Grammar?
What is Teaching Grammar
In teaching grammar, three areas have to b
e considered: grammar as rules,
grammar as form, and grammar as resourc
e.

(Al-Mekhlafi & Nagaratnam, 2011, p.70)

What Experts Say About It?

Harmer (2001:12) explains grammar as th “A sentence is acceptable if it is
e description of the ways in which words ca grammatically correct.”
n (Setyaningsih, n.d, p.1)
change their forms and can be combined
into sentences in the language. “Knowledge of grammar enables language users
to put words togather in the correct pattern to
communicate ideas efficiently.”
(Setyaningsih, n.d, p.2)
 Implication of Grammar
5 general principles for learning-centered grammar teaching :
Importance of attention in
the learning process

Potential conflict Learning grammar as

between meaning and g the development of
rammar internal grammar

The Need For Grammar The role of explicit

teaching of grammar
rules
 Implication of Grammar
Teaching techniques for supporting grammar learning

1). Working From Discourse to Grammar

• The language of classroom management
• Talking with the children

2). Guided Noticing Activities

• Listen and notice
• Presentation of new language with puppets
Example : Figure 5.1

3). Language Practice Activities That Offer Structuring

Opportunities.
• Questionnaires, surveys and quizzes
• Information gap activities
• Helping hands
• Drills and chants Figure 5.1
 Implication of Grammar
Teaching techniques for supporting grammar learning

4). Proceduralising Activities

• Polar animal description re-visited
• Dictogloss

5). Introducing Metalanguage

• Explicit teacher talk
• Cloze activities for word class
 Implication of Grammar
A place for grammar

Learning grammar is too complicated for children (Cameron,

2001)

From a dialogue between pupil and adult (Figure 5.1), it has illustrated
several points :

• Grammar is necessary to express precise

meanings
• Grammar ties closely into vocabulary in learning
and using the foreign language
• Grammar can evolve from the learning of chunks
of language
• Talking about something meaningful is useful
way Figure 5.1
• Grammar can be taught without technical labels
 Implication of Grammar
The grammar of a language Development of internal grammar

• From words to grammar

Different meanings in grammar • Learning through hypothesis testing
• Influence of first language

Theoretical and pedagogic grammar

A learning teaching-centered approach to teaching grammar : background

• Trends in teaching grammar

• Teaching grammar as explicit rules
• Communicative approach: no grammar needed
 Implication of Grammar
The Strategy to Teach Grammar (creative and fun aspects of writing)

Strategy #1 : (get visual) by using the object, event or experience (Piaget)

• Educational videos

• Graphic organizers, for instance: spice up your writing

(Figure 5.2)

• Posters and other classroom decorations

(Figure 5.2)
 Implication of Grammar

Strategy #2 : Get playful

· Grammatical Go Fish
· Fill-in-the-Blanks
· The grammar games ( Figure 5.3)

Figure 5.3
 Implication of Grammar

Strategy #3 : Get creative

Bring favorite books to use as reference materialà copy a sentence, a paragraph or

even a page from the book and identify different grammatical elements and how
they affect the meaning of the text.

Pick a few clips from popular age-appropriate movies or TV shows to use as examples. For instance, as
king your students to raise their hands whenever someone uses a
pronoun, or pausing after each sentence to ask what sort of punctuation mark should go at the end of it
.

To practice what they’ve learned in real-time, try having your students write a
page-long short story. And do the peer-review
 How Do We Assess It?

Why do we need assessment?

Types of student responses

Brown and Hudson (1998) identified these three types of responses required in most
classroom assessment:

1.selected-response (true-false, matching, multiple choice)

2.constructed response (fill-in, short answer, performance)
3.personal-response (conferences, portfolios, self and peer assessment).
 How Do We Assess It?
Classroom Assessment Techniques

• Role-Play
• Written Narratives
• Peer and Group Assessment
• Self-Assessment
• Nonverbal Responses
• Dialogue Journals
• Oral Interview
 CONCLUSION

The conclusion is, Teaching and assessing foreign language to young learners need a consideration and
a deep understanding regarding to many kind of fields such as the child development and the acquisition
of foreign language. It has to be well-perceived by the people who are going to support the development
of the child itself especially the teacher. Since the young age is the fundamental age where human start to
construct themselves with knowledge, thus it is important to see that teaching to young learners is
something that need to be paid more attention, because the young age is the age where we are going to
build a foundation of a human being.
REFERENCES
• Cameron, L. (2014). Teaching languages to young learners.
Cambridge: Cambridge University Press.

• Spodek, B. and Saracho, O. (1999). The Relationship Between

Theories of Child Development and the Early Childhood
Curriculum. Early Child Development and Care, 152(1), pp.1-15.

• Scott and Ytreberg, W. (n.d.). Teaching English to Children. 1st

ed. London: Longman, pp.1-108.

• Shaaban, k. (2001). Assessment of Young Learners. research

gate, 39(4).

• Kausar, G. (n.d.). Educational Implication of Piaget and

Vygotsky Language Learning Theories in Pakistani Context: A
Review. 5(3), pp.255-266.

• Studentreasures Publishing. (2019). 3 Best Strategies for Teaching Grammar in Elem

entary School |
3 Best Strategies for Teaching Grammarin Elementary School. [online] Available at: https:
//studentreasures.com/blog/3-best-strategies-for-teaching-grammar-in-elementary-school/
[Accessed 1 Apr. 2019].
THANK YOU
Q&A