Teaching English to Young Learners

1. Teaching English to Young Learners KHÍ Grunnskólaskor 2002 Samuel C Lefever

2. Why teach English at the primary level? • increased use of and exposure to English in daily life – practical need • exposes children to understanding of foreign cultures – tolerance • links communication to the understanding of new concepts • the earlier you start the more time you get to learn the language • stimulates language awareness – benefitting both L1 and L2

3. Are children better language learners? • the brain is more adaptable before puberty than after – L2 acquisition is possible without interference from self-consciousness • children have fewer negative attitudes to foreign languages and cultures – more open for learning languages • children’s language learning is more closely integrated with real communication – depends more on the immediate physical environment

4. Are children better language learners? • children are less conscious of learning English as a “school subject” – learning comes more naturally • children devote more time to language learning Conclusion: beginning at an early age can give advantages;it need not do any harm – given the availability of trained teachers and the use of appropriate materials

5. Characteristics of young learners(8-10 years old) • keen and enthusiastic – motivated • curious and inquisitive • outspoken – clear views • learning can be closely linked to the development of ideas and concepts • rely on spoken word as well as the physical world to convey and understand meaning

6. Characteristics of young learners • learn by doing/hands-on experience (physical movement and activity necessary to stimulate thinking – understanding comes through hands, eyes, and ears) • a sense of fairness – can work with and learn from others • have some sort of language awareness and readiness

7. Implications for teaching • words are not enough • play with the language • develop the awareness of language • variety in the classroom • routines and repetition • cooperation not competition • grammar is absorbed – student-directed • assessment and encouragement