Best Practices for Teaching English to Young Learners

Joan Kang Shin, Ph.D.

University of Maryland, Baltimore County Education Department

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Teaching English to Young Learners (TEYL) is a rapidly

growing field around the world, and English education is increasingly found at the primary levels. However, starting earlier is not necessarily the solution for producing better English speakers. Therefore, what can EFL teachers of young learners do to take advantage of the flexibility of young minds and the malleability of young tongues to grow better speakers of English?
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Outline
! Introduction to TEYL ! Considerations for teaching young learners ! Effective teaching approaches for young learners ! Future considerations

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YLs
! Young Learners ! 7-12 years

VYLs
! Very Young Learners ! Under 7

(Slatterlywww.umbc.edu & Willis, 2001)

! Teaching English to Young Learners ! EFL Assessment ! Methods I: Survey of Best Practices for TESOL ! Methods II: Project Based Learning ! Building Teaching Skills through the Interactive Web ! English for Specific Purposes Best Practices ! Critical Thinking Skills
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Data from 63 countries 86% of countries start English instruction in primary school Majority start teaching English to very young learners
www.umbc.edu Data collected through the E-Teacher Scholarship Program in 2009-2010

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! ! ! ! !

Is earlier really better? Characteristics of young learners How children learn Approach to grammar Language learning environment

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! Critical Period Hypothesis (Penfield &

Roberts, 1959; Lenneberg, 1967)

! Instructional time a factor (Carroll, 1975) ! Native-like pronunciation (Scovel, 1988) ! Greater oral proficiency and confidence
(Harley, 1986)

! Higher attainment in pronunciation, morphology, and syntax (Harley & Wang,

1997)
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! ! ! !

Type of program and curriculum Number of hours spent in English Adequate training for teachers Techniques and activities used
FLEXIBILITY OF YOUNG MINDS MALLEABILITY OF YOUNG TONGUES
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LOUD! HYPER! CANT SIT STILL! TOO TALKATIVE! EASILY DISTRACTED!

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FUN! SOCIAL! CURIOUS! ENERGETIC! SPONTANEOUS!

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! Children are active learners and thinkers.

(Piaget, 1970)

! Children learn through social interaction.

(Vygotsky, 1962)

! Children learn effectively through scaffolding by adults. (Bruner, 1983)

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Parents who scaffolded effectively

! created interest in the task; ! broke the task down into smaller steps; ! modeled the task, including different ways to do the task; ! kept child on task by reminding him of the purpose or goal; ! pointed out the important parts of the task; ! controlled the childs frustration during the task.
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! Meaning-focused input (Pinter, 2008) ! Grammar is noticed (Cameron, 2001;

Pinter, 2008)

! Learning-centered grammar teaching

(Cameron, 2001)

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children see the foreign language from the inside and try to find meaning in how the language is used in action, in interaction, and with intention, rather than from the outside as a system and form.
(Cameron, 2003)

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L1 environment
! Language highly contextualized ! Language used is authentic ! Learner is highly motivated

L2 environment
! Language more decontextulized ! Language used more artificial ! Learners may not be highly motivated

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! ! ! !

Try to imitate the L1 environment! Teach language in context! Dont teach grammar explicitly! Create an English speaking environment in your class! ! Make English fun!

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We help children learn language when what we ask them to do is

!! Enjoyable !! Supported !! Social !! Meaningful !! Purposeful !! Full of practice
Read, C. (1998, April). The challenge of teaching children. English www.umbc.edu Teaching Professional, 7: 8-10.

FOOD
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Peanut, peanut butter ~ and jelly! Peanut, peanut butter ~ and jelly! First, you take the peanuts and you crunch em, you crunch em. Then you take the grapes and you squish em, you squish em. Then you take the bread and you spread it, you spread it. Then you take the sandwich and you eat it, you eat it.
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Dish: Peanut Butter & Jelly Sandwich

Peanut, peanut butter ~ and jelly!
NOUN First you take the Then you take the Then you take the Then you take the peanuts grapes bread sandwich and you and you and you and you VERB crunch em. squish em. spread it. eat it.

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First you take the peanuts, and you crunch em.!

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Dish: Peanut Butter & Jelly Sandwich

Peanut, peanut butter ~ and jelly!
NOUN First you take the Then you take the Then you take the Then you take the peanuts grapes bread sandwich and you and you and you and you VERB crunch em. squish em. spread it. eat it.

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Dish: Maki Sushi (Japan)

Maki, maki sushi ~ with soy sauce!
NOUN First you take the Then you take the Then you take the Then you take the Then you take the Then you take the rice fish seaweed maki sushi and you and you and you and you and you VERB spread it. lay it. roll it. cut it. dip it. eat it.

soy sauce and you

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Dish from your culture!

NOUN First you take the Then you take the Then you take the Then you take the Then you take the Then you take the and you and you and you and you and you and you VERB

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Song with movement

Scaff

Mode

oldin

FOOD
g
Implicit grammar teaching

Bring in food

ling

r o um

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1.! Make English learning active and fun 2.! Use lots of visuals, realia, and movement 3.! Establish classroom routines in English 4.! Move from activity to activity 5.! Encourage creativity

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Do not train children to learning by force and harshness, but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each. ~ Plato

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! ! ! !

Songs and chants Storytelling Drama Games

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http://www.youtube.com/watch?v=6xpw9s7PmbA
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ENGLISH IS FUN! x x xx x ENGLISH IS COOL! x x xx x I SPEAK ENGLISH! x x xx x AND SO DO YOU! x x xx x YAAAAAY! ENGLISH!

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GIVE ME AN E! GIVE ME AN N! GIVE ME A G! GIVE ME AN L! GIVE ME AN I! GIVE ME AN S! GIVE ME AN H!

E! N! G! L! I! S! H!
ENGLISH! ENGLISH! ENGLISH!
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WHAT DOES THAT SPELL? WHAT DO WE SPEAK? WHAT DO WE LOVE? YAAAAAY! ENGLISH!

http://www.youtube.com/watch?v=0Rl0EXetKwc&NR=1
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http://www.youtube.com/watch?v=FcIZWGhmkHA
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I hear, and I forget. I see, and I remember. I do, and I understand. ~ Confucius

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! Brightly colored visuals ! Toys, puppets, and masks ! Body as visual

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http://www.youtube.com/watch?v=g_fmPkD1phk&NR=1 www.umbc.edu

Whats the weather? Whats the weather? Whats the weather like today? Tell us (students name), Whats the weather? Whats the weather like today? Is it sunny? Is it cloudy? Is it rainy out today? Is it snowy? Is it windy? Whats the weather like today?
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AMERICAN SIGN LANGUAGE www.umbc.edu

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! Engages childs multiple intelligences in representing language symbolically. ! Provides constructive physical outlet for kinesthetic learners. ! Combines saying and doing, which increases retention of language and concepts by 90%. ! Develops phonemic awareness, the alphabetic principal, vocabulary, and spelling skills. ! Builds comprehension by creating internal images of language.
Dancing With Words: Signing for Hearing www.umbc.edu Children's Literacy by Marilyn Daniels

You can learn many things from children. How much patience you have, for instance. ~Franklin P. Jones

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! ! ! !

Start of class or activity Attention getters Brain breaks End of class or activity

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www.umbc.edu Joan Kang Shin

Good morning, class! / Good morning, Ms. Shin! How is everyone today? / Great! How are you? ENGLISH CHEER

EACH STUDENT TURNS IN ACCORDION BOOK AND GETS A STICKER AS EXIT TICKET. END OF THE DAY CHANT www.umbc.edu Joan Kang Shin

ENGLISH IS FUN! x x xx x ENGLISH IS COOL! x x xx x I SPEAK ENGLISH! x x xx x AND SO DO YOU! x x xx x YAAAAAY! ENGLISH!

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Good morning, class! / Good morning, Ms. Shin! How is everyone today? / Great! How are you? ENGLISH CHEER Class, what is todays date? WRITE ON BOARD Todays date is March 11th, 2011. DAYS OF THE WEEK SONG

EACH STUDENT TURNS IN ACCORDION BOOK AND GETS A STICKER AS EXIT TICKET. END OF THE DAY CHANT www.umbc.edu Joan Kang Shin

There are 7 days in a week, 7 days in a week, 7 days in a week, and I can say them all! Sunday, Monday and Tuesday, Wednesday, Thursday and Friday Saturday is the last day And I can say them all!
www.umbc.edu http://www.youtube.com/watch?v=GJXNz1y1bOg&NR=1

Good morning, class! / Good morning, Ms. Shin! How is everyone today? / Great! How are you? ENGLISH CHEER Class, what is todays date? WRITE ON BOARD Todays date is March 11th, 2011. DAYS OF THE WEEK SONG What day is it today? / Its Friday! And Friday is Storytelling Day! Todays story is THE RAINBOW FISH!

EACH STUDENT TURNS IN ACCORDION BOOK AND GETS A STICKER AS EXIT TICKET. END OF THE DAY CHANT www.umbc.edu Joan Kang Shin

Teacher: 1-2-3 eyes on me! Students: 1-2 eyes on you!

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WHEN I SAY -------, YOU SAY -------! EXAMPLE: When I say PEANUT, you say BUTTER! PEANUT! BUTTER! PEANUT! BUTTER!

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2 4 6 8! WHO DO WE APPRECIATE? (NAME), (NAME)! YAAAA~AAAAAY, (NAME)!

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! Shake Shakes: Shake one hand (or foot) for 3 seconds then the other. Repeat 5x. ! Close your eyes and breathe in, breathe out (5x) ! Nosey Ear Get your left hand to touch your right ear lobe and then get your right hand to touch the tip of your nose. Then swap positions. Repeat 5x.
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Good morning, class! / Good morning, Ms. Shin! How is everyone today? / Great! How are you? ENGLISH CHEER Class, what is todays date? WRITE ON BOARD Todays date is March 11th, 2011. DAYS OF THE WEEK SONG What day is it today? / Its Friday! And Friday is Storytelling Day! Todays story is THE RAINBOW FISH!

When I say RAINBOW, you say FISH. Shake shakes

EACH STUDENT TURNS IN ACCORDION BOOK AND GETS A STICKER AS EXIT TICKET. END OF THE DAY CHANT www.umbc.edu Joan Kang Shin

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Every student can learn, just not on the same day, or the same way. ~ George Henry Evans

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! Dont spend too much time on one activity ! Use different kinds of activities
!!Quiet vs noisy activities !!Listening, speaking, reading, writing !!Individual pair work group work whole class !!Teacher-student and student-student !!Vary learning styles and intelligences

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Lisa and Rosa run into John on the street.

Lisa: Hi, John! How are you? John: Hi, Lisa! Im fine. How are you? Lisa: Im good. This is my friend Rosa. Rosa: Hi! Im Rosa. (Shake hands with John.) John: Nice to meet you. Rosa: Nice to meet you too!
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! Act out the dialogue using gestures without speaking out loud.

Hi, John! How are you?

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! Write your lines on paper. ! Practice the dialogue by mouthing the words with no sound and holding up the paper.

Hi, John! How are you?

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! Use a simple dialogue and have the characters do it in different ways: nervously, fearfully, happily, laughing, angrily, and naturally, of course!
(The teacher can act like the director of a movie and say, Cut! Cut! No, thats not right. I want to see more emotion. Do it with anger this time!)
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There are no seven wonders of the world in the eyes of a child. There are seven million. ~ Walt Streightiff

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! ! ! !

Student-made visuals Foldables Poetry Drama

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http://www.makingbooks.com
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J umping O verjoyed A thletic N ever tired!

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http://www.readwritethink.org

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A SPECIAL PLACE I see _________________ I hear _________________ I feel _________________ I smell_________________ I taste _________________

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I see children playing in the sand. I hear waves crashing on the shore. I smell fish on the grill. I taste salt on my lips. I feel the sun on my back.
Now remove I see, I hear, I smell, I taste, I feel. What do you have?
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The Beach Children playing in the sand. Waves crashing on the shore. Fish on the grill. Salt on my lips. The sun on my back.

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1.! Make English learning active and fun 2.! Use lots of visuals, realia, and movement 3.! Establish classroom routines in English 4.! Move from activity to activity 5.! Encourage creativity

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CONSIDER YOUR LEARNERS! ! English teacher education programs need to focus on methods for teaching children. ! Primary English teachers should discuss approaches with other primary school teachers. ! Teaching at the secondary level needs to reassess the curriculum based on the new methods and approaches used at the primary level.

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Children are the world's most valuable resource and its best hope for the future. ~ John Fitzgerald Kennedy

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Remember you are not just teaching English! You are teaching YOUNG LEARNERS!
! Encourage and praise them! ! Help them build good character! ! Create life long learners of English! ! Build positive attitudes toward English! ! Start teaching intercultural sensitivity early!

You are teaching them to use English as an international language!

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www.yl-sig.com
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References
Bruner, J. (1983). Childs talk: learning to use language. Oxford: Oxford University Press. Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press. Cameron, L. (2003). Challenges for ELT from the expansion in teaching children. ELT Journal, 57(2), 105-112. Carroll, J.B. (1975). The teaching of French as a foreign language in eight countries. New York: John Wiley. Daniels, M. (2000). Dancing with words: Signing for hearing children's literacy. New York: Bergin & Garvey. Harley, B. (1986). Age in second language acquisition. Clevedon, UK: Multilingual Matters. Harley, B., & Wang, W. (1997). The critical period hypothesis: Where are we now? In A.M.B. de Groot & J.F. Kroll (Eds.). Tutorials in bilingualism: Psycholinguistic perspectives (pp. 19-51). Hillsdale, NJ: Lawrence Erlbaum.
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Lenneberg, E.H. (1967). Biological foundations of language. New York: John Wiley. Penfield, W., & Roberts, L. (1959). Speech and brain mechanisms. Princeton, NJ: Princeton University Press. Pinter, A. (2006). Teaching young language learners. Oxford: Oxford University Press. Piaget, J. (1970). The science of education and the psychology of the child. New York: Oxford. Read, C. (1998, April). The challenge of teaching children. English Teaching Professional, 7: 8-10. Scovel, T. (1988). A time to speak: A psycholinguistic inquiry into the critical period for human speech. Rowley, MA: Newbury House. Shin, J.K. (2006). Ten helpful ideas for teaching English to young learners. English Teaching Forum, 44(2), 2-7, 13. Slatterly, M., & Willis, J. (2001). English for primary teachers. Oxford: Oxford University Press. Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press.
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