English Language Teaching For Young Learners 2

1. English Language Teaching For Young Learners 2 Semester V By CLARRY sADA ELT for Young Learners Clarry 2010

2. Introduction • Policies of EYL • The important role of English language as an international language • Human resources should have a capability to communicate in English language (foreign language in Indonesia) • Education Minister’s Decree on English Language to be taught at Elementary school (Kepmen No. 060/U/1993) ELT for Young Learners Clarry 2010

3. Challenges of EYLs • Relates to lack of social uses of the English language in real-life situations which would likely involve children in their daily life. This lack of demonstration in – and exposure to – functional uses of English makes it difficult for children to see learning English as a useful and relevant activity. • Relates to the way English words are written as opposed the way the words are pronounced. For examples: Bahasa Indonesia the phonetic system—the sounds are clearly reflected consistently in the way they are written down. In English, there is no immediately obvious one-to-one correspondence between the pronunciation of a word and its spelling. ELT for Young Learners Clarry 2010

4. Teachers should have a wide concept and knowledge on how English is taught to the young learners. The misconception will be resulted in a far-reaching achievements. • Children have a short attention span, and they learn with the motive of meeting immediate goals. This uniquely child-like ways of doing things call for a certain methodological styles ELT for Young Learners Clarry 2010

5. Who are the Young Learners? • Carol (2005:2) defines YLs are the children between the ages of 5-12 years • Kasihani (2007:15) classifies YLs into two groups : Younger Group (6-8 years) and Older Group (9-12 years) • Scott and Ytreberg (1990) classify YLs into two levels: Level One (5-7 years) and Level Two (8-10 years), while preschool or kindergarten students are considered as the very young learners (VYLs) ELT for Young Learners Clarry 2010

6. How do children learn? • Children learn naturally Based on brain research, human brains can never tolerate confusion- meaning that our brains tend to be actively find ways to get settled –rightly or wrongly—with things that cause some confusion. In other words, children always active, exploring their environment and accumulating knowledge and experiences. ELT for Young Learners Clarry 2010

7. Children know a lot about literacy before schooling Children have participated in literate activities in a wider social context. For when they see a logo “McDonald”, children would readily say “Ma, makan di McDonald, yuk”. Children know that the logo stands for McDonald’s. This means that the children understand that signs carry meaning. Children understand the signs of : traffic lights, traffic signs, brand names, etc. ELT for Young Learners Clarry 2010

8. All children can learn • Multiple Intelligences Theory originating from Howard Gardner has marked that human intelligence is not monolithic concept. • Old conceptions had categorized that children’s intelligences only in two categories: verbal and mathematical intelligences, but now it has been widely recognized that children can have many different intelligences with differing levels of sophistication. for examples: acquire new words, constructing/arrange blocks, pick new song fast and very wonderful ELT for Young Learners Clarry 2010

9. Children learn best when they make their own choices • When children are given options, they will make choices based on their personal wants and needs • Learning becomes meaningful if their decision is related to their interest. • Implication in teaching, teachers should give opportunities for the children to format or provide their own learning activities ELT for Young Learners Clarry 2010

10. Children learn best as a community of learners in a non-competitive environment • Unlike adults who can benefit from spirits of competition to boost up their motivation for achievement, children tend to do things and relate to others in a cooperative (non-competitive ) way. • In language learning, instead of encouraging children to compete against one another, it would be mre productive if they are to work collaboratively towards the achievement of shared goals. • Non-competitive environment is good for children • Collaborative work will result in a better quality product, promote a sense of belonging to social group and a sense of social responsibility. ELT for Young Learners Clarry 2010

11. Children learn best by talking and doing in a social context • Language as a functional use and cultural tool, therefore English should be taken as a means of communication. • Children should be encouraged to use a language for social communication in many different purposes of social context. • English only? The linguistic choices of teachers of young EFL learners International Journal of Bilingualism September 2010 14: 351-367, first published on July 21, 2010 ELT for Young Learners Clarry 2010

12. TASKS: INDIVIDUAL WORK • In your own words, specify possible difficulties children in Elementary schools are faced with when learning English as a foreign language. • Do an observation to school: observe the teachers of Elementary Schools and describe what might be a serious problems for them? Interview the teachers for confirmation? Take their pictures for originality? ELT for Young Learners Clarry 2010

13. CHILDREN’S DEVELOPMENT AND INTEREST Learning about children’s development and interest, teacher should: • Become familiar with students • Knowing what interests your students • Be knowledgeable about child’s social/emotional, physical, cognitive and moral developments (some attributes of development) ELT for Young Learners Clarry 2010

14. WAYS TO LEARN ABOUT CHILDREN’S DEVELOPMENT • Observe children both in and out of the classroom activities: • Children’s interaction (social & emotional) • Type of conversation (cognitive) • Engage in sport activities (physical) • Reaction to others (moral) ELT for Young Learners Clarry 2010

15. OBSERVING CHILDREN’S INTEREST • Teacher may start from doing observation, such as: • Pay attention to children’s belongings or treasures they carry around: eg. Miniature basketball in his pencil case – likely he has a specia interest in basketball. • Do a Simple Survey. Teacher may ask several questions to explore children’s interest. The result of the survey then discussed wth the children – a process of developing the interest • Deep study on children’s work ELT for Young Learners Clarry 2010

16. REFLECTION • FOR REFELCTION, THE STUDENTS ARE PUT IN GROUP TO EXPLORE THEIR EXPERIENCES DEALING WITH CHILDREN OR LITTLE BROTHERS AND SISTERS AT HOME. • DO A SIMPLE SURVEY TO CHILDREN AT PRIMARY SCHOOL. ELT for Young Learners Clarry 2010

17. GROUP ASSIGNMENT • MAKE AN OBSERVATION TO THE ELT TEACHERS AT THE PRIMARY SCHOOL, AND NOTE ON THE FOLLOWINGS: • METHOD/TECHNIQUE USED • MEDIA • ACTIVITIES • LANGUAGE • DESCRIBE YOUR OBSERVATION RESULT S • PRESENTATION STARTS FROM THE FORTHNIGHT/TWO WEEKS LATER ELT for Young Learners Clarry 2010

18. QUESTIONS • HOW TO MAKE STUDENTS’ DISCIPLINE? • HAPPY • FUN • TALK ABOUT REGULATION Blog: clarrysada.wordpress.com Email: clarrysada@yahoo.co.id HP: 081522614260 ELT for Young Learners Clarry 2010