English Language Teaching For Young Learners 2

Semester VBy

CLARRY sADA9/21/2010 1ELT for Young Learners Clarry 2010

A. Introduction

• Policies of EYL1) The important role of English language as an

international language2) Human resources should have a capability to

communicate in English language (foreign language in Indonesia)

3) Education Minister’s Decree on English Language to be taught at Elementary school (Kepmen No. 060/U/1993)

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• Challenges of EYLsa) 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.

b) 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.

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c) 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.

d) 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

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B. 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)

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C. How do children learn?

1. 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.

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2. 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.

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3. 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

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4. 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

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5. 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.

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6. 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

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TASKS: INDIVIDUAL WORK

1. In your own words, specify possible difficulties children in Elementary schools are faced with when learning English as a foreign language.

2. 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?

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CHILDREN’S DEVELOPMENT AND INTEREST

Learning about children’s development and interest, teacher should:1. Become familiar with students2. Knowing what interests your students3. Be knowledgeable about child’s social/emotional,

physical, cognitive and moral developments (some attributes of development)

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WAYS TO LEARN ABOUT CHILDREN’S DEVELOPMENT

• Observe children both in and out of the classroom activities:1. Children’s interaction (social & emotional)2. Type of conversation (cognitive)3. Engage in sport activities (physical)4. Reaction to others (moral)

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OBSERVING CHILDREN’S INTEREST

• Teacher may start from doing observation, such as:1. 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.

2. 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

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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.

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GROUP ASSIGNMENT• MAKE AN OBSERVATION TO THE ELT

TEACHERS AT THE PRIMARY SCHOOL, AND NOTE ON THE FOLLOWINGS:

1.METHOD/TECHNIQUE USED2.MEDIA3.ACTIVITIES4.LANGUAGE• DESCRIBE YOUR OBSERVATION RESULT S• PRESENTATION STARTS FROM THE

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QUESTIONS

1. HOW TO MAKE STUDENTS’ DISCIPLINE?– HAPPY– FUN 1. TALK ABOUT REGULATION

Blog: clarrysada.wordpress.comEmail: clarrysada@yahoo.co.idHP: 081522614260

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