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    12 Considerations For Teaching Young Learners

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    Nguyen Dang
    This document outlines 12 considerations for teaching young English language learners based on their characteristics and how children learn. It recommends that teachers make lessons active, interactive, and engaging by incorporating games, songs, role plays and hands-on activities. It also stresses the importance of scaffolding, modeling tasks, and providing a supportive learning environment that exposes students to meaningful English through everyday contexts. Explicit grammar rules should be avoided, and language acquired through comprehensible input, practice and noticing patterns in the language.

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    12 Considerations For Teaching Young Learners

    Uploaded by

    Nguyen Dang
    204 views2 pages
    This document outlines 12 considerations for teaching young English language learners based on their characteristics and how children learn. It recommends that teachers make lessons active, interactive, and engaging by incorporating games, songs, role plays and hands-on activities. It also stresses the importance of scaffolding, modeling tasks, and providing a supportive learning environment that exposes students to meaningful English through everyday contexts. Explicit grammar rules should be avoided, and language acquired through comprehensible input, practice and noticing patterns in the language.

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    12 Considerations for Teaching Young Learners

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    This document outlines 12 considerations for teaching young English language learners based on their characteristics and how children learn. It recommends that teachers make lessons active, interactive, and engaging by incorporating games, songs, role plays and hands-on activities. It also stresses the importance of scaffolding, modeling tasks, and providing a supportive learning environment that exposes students to meaningful English through everyday contexts. Explicit grammar rules should be avoided, and language acquired through comprehensible input, practice and noticing patterns in the language.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    204 views2 pages

    12 Considerations For Teaching Young Learners

    Uploaded by

    Nguyen Dang
    This document outlines 12 considerations for teaching young English language learners based on their characteristics and how children learn. It recommends that teachers make lessons active, interactive, and engaging by incorporating games, songs, role plays and hands-on activities. It also stresses the importance of scaffolding, modeling tasks, and providing a supportive learning environment that exposes students to meaningful English through everyday contexts. Explicit grammar rules should be avoided, and language acquired through comprehensible input, practice and noticing patterns in the language.

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    12 CONSIDERATIONS FOR TEACHING YOUNG LEARNERS

    CHARACTERISTICS OF YOUNG LEARNERS


    CHILDREN ARE … SO TEACHERS SHOULD …
    1. ENERGETIC AND PHYSICALLY  Use kinesthetic activities, like Total Physical Response (TPR), Simon
    ACTIVE Says game
    2. SPONTANEOUS AND NOT  Use songs, rhymes, chants, and diaglogs
    AFRAID TO SPEAK OUT OR  Use drama activities that encourage students to be expressive
    PARTICIPATE
    3. CURIOUS AND RECEPTIVE TO 
    Arouse students’ curiosity with games, like Mystery Bag
    NEW IDEAS Use topics like exotic animals and plants and international cultures e.g.
    food, dress, music, holidays.
    4. IMAGINATIVE AND ENJOY  Use role plays and pretend games, like Animal Charades
    MAKE-BELIEVE  Use stories that involve fantasy and imagination
     Have students use their creativity to make their own pictures or
    puppets to retell stories
     Let students play make-believe by dressing in costumes and role
    playing characters
    5. EASILY DISTRACTED AND HAVE  Make learning fun
    SHORT ATTENTION SPANS  Capture students’ attention with brightly colored pictures, photos, and
    posters
     Use audio-visuals like songs, TV shows, movie clips, Youtube videos
     Move quickly from activity to activity, spending about 5-10 minutes per
    activity
     Use brain breaks
    6. EGOCENTRIC AND RELATE  Encourage students to personalize new information and language, like
    NEW IDEAS TO THEMSELVES the acrostic name poem
     Relate new information and language to students’ native culture and
    local surroundings
    7. SOCIAL AND ARE LEARNING TO  Make learning interactive
    RELATE TO OTHERS  Incorporate group games and cooperative activities
     Use a variety of different kinds of interactions, i.e., S-S in pairs, Sts-Sts
    in groups, T-S one-on-one, T-Sts with whole class
    HOW CHILDREN LEARN
    CHILDREN… SO TEACHERS SHOULD…
    8. LEARN BY DOING AND  Make learning active
    INTERACTING WITH  Use realia like food, toys, and other real objects
    ENVIRONMENT  Organize filed trips in the local environment like the zoo, park, beach,
    or forest
    9. NEED OF SUPPORT AND  Create interest in the task
    SCAFFOLDING BY THE TEACHER  Use engaging activities
     Be enthusiastic and passionate about tasks
     Simplify the task
     Break tasks down into smaller tasks
     Keep children on task
     Have a real purpose and goal l
     Focus them on the task by praising, encouraging, reminding, and giving
    suggestions to students
     Model the task, including different ways to do it
     Clearly show your expectations and the ideal end product
     Cater to different learning styles
     Control children’s frustration
     Assess if the task is too hard
     Break task down into smaller steps
     Give students hints or make a game out of figuring out the right answer
     Create a comfortable classroom atmosphere in which students can
    succeed
    HOW CHILDREN LEARN LANGUAGE
    CHILDREN… SO TEACHERS SHOULD…
    10. NEED A LEARNING  Use authentic contexts and situations that mirror real life
    ENVIRONMENT SIMILAR TO L1  Use activities with a real purpose and reason to use English, like
    ACQUISITION storytelling, singing, chanting, dialogs, plays, TV shows, movies, letter
    writing, emailing, recipes, etc. that present language in a real context
    11. LEARN LANGUAGE THROUGH  Create an English-speaking classroom environment by using English as
    LOTS OF MEANINGFUL much as possible
    EXPOSURE AND PRACTICE  Give plenty of comprehensible input (just above students’ current
    level)
     Make input comprehensible by using visuals, realia, gestures, and
    caregiver speech
     Train students to use classroom language in English
     Recast any use of L1 in English
    12. DO NOT LEARN LANGUAGE  Avoid using grammatical terms and rules that young learners will not
    THROUGH EXPLICIT GRAMMAR understand
    EXPLANATIONS  Help learners “notice” the grammar by repeating and recycling new
    language.

    Source:

    Teaching Young Learners English – From Theory to Practice by Joan Kang Shin and JoAnn (Jodi) Crandall

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