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GUIDELINES TO TEACH ENGLISH AS A FOREIGN LANGUAGE TO PRESCHOOLERS IN CHILE Tesis para optar al grado de Magíster MACARENA DEL CARMEN BALBONTÍN PIZARRO PRISCILLA MARÍA PROUST CARTONI Profesor guía Patricia Irene Poblete Foncea Viña del Mar, 2012 Universidad Andrés Bello Facultad de Humanidades y Educación Programa de Magíster en la Enseñanza del Inglés como Lengua Extranjera

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GUIDELINES TO TEACH ENGLISH AS A FOREIGN LANGUAGE TO

PRESCHOOLERS IN CHILE   

Tesis para optar al grado de Magíster  

MACARENA DEL CARMEN BALBONTÍN PIZARROPRISCILLA MARÍA PROUST CARTONI

  

Profesor guía Patricia Irene Poblete Foncea  

Viña del Mar, 2012

Universidad Andrés Bello Facultad de Humanidades y Educación

Programa de Magíster en la Enseñanza del Inglés como Lengua Extranjera

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PRESENTATION

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OBJECTIVES

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To identify methodologies, teaching

techniques, and strategies to teach children, to describe relevant information about child development, and first and second language acquisition.

Finally our Suggested pedagogical guidelines are based on the theoretical background information.

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HOW DID WE ARRIVE TO OUR GUIDELINES

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Three major fields categories

1) Regarding the children emotional, cognitive, social and physical development

2) Regarding the language teaching processes

3) Regarding the learning processes that take place in children’s mind and/ or behavior

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Samples of the guidelines.

Selection criteria

Representative guidelines

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FIRST CATEGORY: REGARDING THE CHILDREN

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When working with 4 to 5 year – olds, nursery

teachers should avoid abstract explanations about concepts or topics; and always support their work with real and concrete things. Opportunities to manipulate and experience with concrete things in order to learn new concepts should be given priority.

“the young child simply runs off reality sequences in his head just as he might do it overt action. Thus, preoperational thought is extremely concrete” (Flavell, 1963, 159).

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Nursery teachers have to consider the fact that

interaction with peers and adults is crucial in the language learning process. English classrooms provide a good opportunity to establish relationships with others and to build communicative competence using as a tool interaction with peers and teachers.

“developmental processes take place through participation in cultural, linguistic, and historically formed settings such as family life and peer group interaction, and in institutional contexts like schooling, organized sports activities, and work places, to name only a few” (Lantolf & Thorne, 2007, 197).

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SECOND CATEGORY: REGARDING THE TEACHING

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Nursery teachers must offer opportunities

where students are able to interact using conversation in the English teaching context. This social learning will give them the chance to use the language with a specific purpose.

“Work in this area has concentrated largely on discourse features and has contributed to our understanding of how the exploitation of particular patterns and interactional opportunities can enhance the quality of language learning in the classroom” (Richards, 2006, 51).

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It is essential that nursery teachers offer a

language learning environment where conversation is not forced but encouraged. When this happens, it will be not necessarily perfect. This rather inaccurate interaction, however, must be accepted and valued.

“acquisition is a subconscious process; language acquirers are not usually aware of the fact that they are acquiring language, but they are only aware of the fact that they are using the language for communication” (Krashen, 1997, 10).

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THIRD CATEGORY: REGARDING THE LEARNING PROCESS

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Nursery teachers should know that when

learning has occurred in children, it is obvious in their behavior. It is advisable to be aware of any changes that may appear since this may mean learning has occurred.

“To the behaviourists, learning can be studied objectively. Researchers can observe stimuli in the environment and responses that organisms make to those stimuli” (Taylor & MacKenney, 2008, 23).

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Nursery teachers should offer the students

activities that involve all senses, given that they perceive the world through them. Give them the opportunity to experience language in the best possible learning setting.

Keefe (1979) describes it as the interaction of "cognitive, affective and psychological traits that are relatively stable indicators of how learners perceive, interact with, and respond to the learning environment"

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CONCLUSIONS

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There are no parameters for early childhood

education regarding the teaching of English as a second language, therefore we have provided a set of guidelines.

It is advisable to teach language at an early age because research shows that childhood has certain benefits for learning.

The teacher becomes an important agent in the process of learning a foreign language.

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Teaching English is the same as teaching other

subjects, so teachers should include their nursery teaching way in this process

Further studies suggestions

Unified program to teach English as a Foreign Language in Chile

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The End