Teaching English to Young Learners

Question 1

Intellectual Development

Answer 1

children are centered on the here and now (on the functional purposes of language)
 T should avoid using metalanguage:
 do not explain grammar (present progressive or relative clauses)
 avoid abstract terms (“to make a statement into a question you add a DO or DOES“)
 upper levels of children, show them certain patterns (notice –ing at the end of the word, e.g. I am walking to the door)
 use more repetition, basic routines classroom

Question 2

Attention Span

Answer 2

„short attention span“ when dealing with material that to them is boring
 variety of activities - to capture their immediate interest (ages 5-7: 5-10 min. long activities, ages 8-10: 10-15 min.long)
 T needs to be animated, lively, enthusiastic about the subject matter
 a sense of humour – to keep children laughing
 take advantage of their natural curiosity

Question 3

Sensory Input

Answer 3

all 5 senses stimulated
 have them act out things (role-plays)
 do TPR activities (head, shoulders, knees, toes)
 projects (exploring a topic and making booklets or displays on it)
 sensory aids (the smell of flowers, the touch of plants and fruits, the taste of food, videos, pictures, tapes, music)
 use nonverbal language (gestures, mime …)

Question 4

Affective Factors

Answer 4

children are extremely sensitive
 help them laugh with each other at various mistakes that they make
 be patient and supportive to build self-esteem but be firm
 encourage quieter pupils to participate as much as possible

Question 5

Authentic, Meaningful Language

Answer 5

language needs to be firmly context embedded (story lines, familiar situations, real-life conversations)
 a series of lessons on the same topic – broader context
 NOT! context-reduced language in abstract, isolated, unconnected sentences
 a whole language approach (interrelationships among skills)

Question 6

Important sources of interest for children learning languages

Answer 6

1. PICTURES
   - the more clearly visible, striking and colourful the better (Wright: 1000 Pictures for Teachers to Copy, 1984)
2. STORIES, JAZZ CHANTS, SONGS
   - the simplest and richest source of FL input
3. GAME-LIKE language learning activities (association dominoes, doodles, decide on names)

Question 7

Characteristics of TEENS

Answer 7

► at the age of 12 – abstract operational thought
► logical thinking (metalanguage is possible)
► lengthening of attention spans
► dominance of factors surrounding ego, self-image, self-esteem (keep it high)
► ability to dwell on a grammar point or vocabulary item
► respond well to work that is clearly organised and takes their interest into account
► changing interests (get bored quickly, thus – ACTIVITIES!!!)
► motivation may appear to be low
► they are outspoken
► discipline can seem to be a problem
► they are demanding on the teacher

Question 8

The key techniques for teenage classes

Answer 8

► avoid anything that might be seen as childish
► use group work
► experiment with activities
► reading and listening materials – up-to-date sources relevant for LLs (ask them to bring their own materials)
► project work on topics entirely selected by the LLs
► collaborate with LLs and listen to them
► “What could we do in English lessons that would really be interesting for you?“
► negotiate and agree codes of behaviour and penalties in advance of problems boiling up

Question 9

Characteristics of adult learners

Answer 9

► autonomous and self-directed (be free to direct themselves)
► Instructor - actively involve adult participants, facilitator (guiding participants to their own knowledge rather than supplying them with facts)
► Instructor - get participants’ perspectives about what topics to cover
► Instructor - let them work on projects that reflect their interests
► adults need to be shown respect (treated as equals - do not call them “kids“, opinions freely in class)
► life experiences and knowledge (need to connect learning to this knowledge/experience base)
► goal-oriented (what goal they want to attain, clearly defined programs, how the class will help them attain their goals)
► relevancy-oriented (a reason for learning sth., objectives before the course begins, reflect their interests)
► practical (instructor explicitly explain how the lesson will be useful to them in their work)
► able to handle abstract rules and concepts
► longer attention spans
► sensory input need not be as varied with adults (but lively adult classes = their appeal to multiple senses)
► have self-confidence (the fragility of egos is not as critical as those of children)
► abstract thinking = ability to understand a context-reduced segment of language (BUT authenticity and meaningfulness are still highly important)
► metalanguage possible

Question 10

The activities for adult classes

Answer 10

► ACTIVITIES (work-related, family responsibilities and previous education - their experience)
► Role-plays
► Discussions
► Interviews
► Games
► Giving advice
► Quizzes