ENGLISH FOR SPECIFIC PURPOSE

“English for Young Learners”

Lecturer :
Welliam Hamer, M.Pd.

Name of Group :
- Eris Sasqia Mei Liana (2223180003)
- Fitriani Rahayu (2223180042)
- Siti Yulyanah (2223180045)
- An Nisa Febriyani (2223180108)
Class :
3C

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF SULTAN AGENG TIRTAYASA
2019/2020
 PREFACE

First of all, the writer wants to express his thanks to Allah SWT, because of His bless and
grace, the entitled English for Young Learners can be finished on time. This paper is a
requirement to fulfill the assignment from Welliam Hamer, M.Pd. as the lecturer in University
of Sultan Ageng Tirtayasa. The writer also thanks to him for all the guidance to complete it. In
completing this paper, the writer faced many problems, but with the help of many people, all the
problems could be passed. May Allah SWT give the blessing for them. It provides the intrinsic
elements in the Happy Prince short story with detail explanation. Although this paper has many
deficiencies in the arrangement and explanation, the writer hope that it can be used as a reference
for the reader to understand about the purpose and the importance of teaching English for young
learners.

Serang, September 2th 2019

Author
 TABLE OF CONTENT

PREFACE…………………………………………………………………………………………
TABLE OF CONTENT…………………………………………………………………………...
CHAPTER 1 : BACKGROUND…………………………………………………………………
CHAPTER 2 : DISCUSSION…………………………………………………………………….

2.1 What is the Teaching?........................................................................................

2.2 What is Young Learners?...................................................................................
2.3 Teaching English for Young Learners…………………………………………………………….
2.4 Teaching Strategies……………………………………………………………………………………….
2.5 Procedures…………………………………………………………………………………………………….
2.6 The Obstacles………………………………………………………………………………………………..
2.7 What is the Purpose of Teaching English for Your Learners?...........................
2.8 What is the Important of Teaching English for Young Learners?......................

CHAPTER 3 : CLOSING………………………………………………………………………..

3.1 Conclusion…………………………………………………………………...

3.2 References…………………………………………………………………...
 CHAPTER I

BACKGROUND

Introduction

There are many media is use in teaching learning process. Usually media is use in teching
english to young learners because use it the teaching learning process will more easily.Young
learners will be interesting and enjoyable in class room. For example Realia. realia is various
kind of visual media which can be efectively use by EFL and EYL. Real is a term used in library
science and education to refer to certain real-life objects. In library classification systems, real
are objects such as coins, tools, and textiles that do not easily fit into the orderly categories of
printed material. In education, real are objects from real life used in classroom instruction.
 CHAPTER II

DISCUSSION

A. What is the Teaching?

Once again, our understanding of what ‘teaching’ is, is based on our past experience. Our earliest
experience was in school, where the teacher was also a ‘master’ or ‘mistress’, standing in front of
the class, telling us what to do and what to learn. Some of us experienced the same kind of
‘teaching’ at college. Others may have experienced teaching where the ‘teacher’ is more of an
equal, who takes account of the learner's experience and even learns from the learner. That is
why Abbatt and McMahon say: ‘Teaching is helping other people to learn’. They go on to say
that the job of ‘teaching’ health care workers has four elements:

The teacher has to decide what students should learn. The students may take part in this
decision, but all are guided by the same principle: it is the job that people have to do, that
determines what they should learn. They have to learn all the knowledge, skills and attitudes
that they need to perform a specific job. They learn what they ‘must know’ and ‘should know’,
not what is ‘nice to know’.

The teacher has to help the learners to learn. This does not mean that the teacher ‘spoon feeds’
the students, as if they were babies. It does mean that the teacher's first concern should be that
the students should learn as well as possible. Teaching sessions or classes have to be planned
carefully, taking into account the learning styles, the language, the background of the students. In
short, the teachers must be student centred, not teacher centred.

The teacher has to make sure that the students have learnt - s/he has to assess them. Assessment
helps teachers and students to see how well the students are progressing, so that they can attend
to any weaknesses. It sets a standard, so that society is given people who are competent to
practice. Assessment must be carefully planned so that it supports the learning we want to
see- we know that students learn what they believe they need to pass the exams, and leave out
the rest.
The teacher has to look after the welfare of her/ his students. Students who are stressed and
unhappy do not learn well. Good teachers try to ensure that the general living conditions and
environment of their students are adequate. They also provide opportunities for personal
counseling for them. Teachers need to cultivate an open and trusting relationship with their
students.

In the next article in this series we will start applying these ideas and principles, by considering
‘Communication and Effective Teaching’. Stay with us!

B. What is Young Learners?

Young learners are learners in elementary school aging 9-10 years old who are learning as
foreign language. we as a teacher can give young learners lesson on the beginner level, because
the young learners is the beginner step in learning process. Young learners is a learners that learn
in first step, and they can proceed into the next level based on their skill. basically, young
learners can be learn in play group, kindergarten, or elementary school to teach young learners.

We as a teachers must be professional to teach them, because our lesson can be the big
foundation on their learning, young learners also can learn fast and good on imitating their
teachers, so, we as a teachers must be a good model on their learning process.

Young learners have a big motivation if they learn with what they like, for example: from their
hobby, they can be very enthusiastic for their learning. as a parent, if we want to give additional
lesson for our children s or young learners, we can choose based on their hobby, because that can
make them feel enthusiastic for their learning, they also can enjoy their lesson.

Aside from the usual considerations which you should give to any TEFL class, there are certain
extra considerations to take into account. This page offers general tips and ideas for the young
learners classroom.

Note, young learners here are assumed to be about 3 – 12 years old.

  First Lessons with Young Learners
 In the first few classes with a YL group, it’s often good to just sit and play with the
children and not to “teach” them. This way the children will begin to relax around you
and not feel threatened or worried by the new face.

Also, and this is important, it’s good to speak English only. Young children who are learning
languages are very proficient at working out what languages people speak and will switch
automatically to what is appropriate. Even though you may understand the child’s mother tongue
(MT) and be able to respond, unless it’s an emergency you should speak only in English with the
child (while at the same time allowing the child to speak their MT).

Finally, speak naturally to the children. Don’t simplify your grammar too much and speak “baby
talk” to them, just make sure you use fairly basic words and phrases.

 What to Teach Young Learners?

A first general rule is to forget teaching grammar to young learners but instead concentrate on
simple, useful phrases and conversations. Functional English in other words.

By this we mean don’t get them to learn and practice the present continuous, instead get them to
talk about what they are doing and what their friends are doing. Young children do not tend to
think in the abstract so make things real: talk about what they see and what they did and what
they will do. Don’t practice conjugations, instead read books together and get them to talk about
their family and pets.

 Tips and Tricks for Teaching English to Young Learners

Teaching English to young learners is a whole specialized field. Here we offer just a few ideas to
think about when you begin.

 Attention Spans of Young Learners

In general children have much shorter attention spans than adults. This means that while it is
easy to get them motivated and involved, it is also very easy to lose them if the activity is too
long or complex.

This being the case, it’s wise to break your lesson down into small segments. On the same lines,
it’s also useful to break any instructions down into small units (which you should do with any
class).

For example, each activity should have an average length of perhaps 5 – 15 minutes at most.
Once you see the children are getting a little bored or distracted, move on to something new.

 Motivating Young Learners

Children are easily motivated by reward. They will do something because they will gain
something at the end. If you can turn an activity into a competition with a prize (however small)
it will motivate the students. Boys Vs Girls is an easy one here.

 Teacher Stress with Young Learners

TEYL can be more stressful than many classes. It’s noisier, young children have a shorter
attention span and need more stimulation to keep them interested, and they are likely to give you
less polite feedback!

In TEYL you need to try your utmost to keep calm during the class. There’s little point in getting
mad or angry with children as it will upset both you and them further. Instead, after the lesson try
to work out what went wrong and how it can be corrected for future lessons.

 Abstract Thought in Young Learners

For children, the dominant sense is visual (as it is for most adults also, but for children it is
especially important) so try to use as many visual aids as possible – flashcards or realia and
especially toys. As children develop so too does their ability to think in an abstract sense so
remember that whilst they are young it is easier for them to see a picture and understand what it
is rather than hear a word and try to imagine it.
  Language Development in Young Learners

The children in your class are probably still learning their own mother tongue. Although this is
not going to cause a problem, remember that teaching grammar is probably going to be out of the
question since they will not even be able to apply to their own language and it will be extremely
abstract for them to understand.

Instead, concentrate on teaching simple, useful language: colors, names, phrases and so on which
are highly practical and useful and relevant to the classroom or their life.

 Language Ability & Development in Young Learners

Even though the age of the students may be very similar, you are likely to find major differences
in the abilities of your students as children develop at very different rates; this means you are
very likely to be facing a mixed ability class.

To help counter this, build up a repertoire of different activities which you can change at a
moment’s notice. Get the class used to working in small groups on different kinds of activities as
well.

 Punishment & Young Learners

Try to avoid using punishment with children (and with classes in general, but especially in the
TEYL classroom). They will be noisy at times and every so often there might even be a tantrum.
But stay calm and let it pass.

Instead, reward positive behavior. It is a slightly longer process but worth it in the long run.
Children will work because they want to please you, rather than because they are afraid of you.

 Activities for Young Learners

Children love stories and there are plenty of books you can use – children’s books in English are
fine with the right class since they are often very well written using very simple language.
However, make sure to try and teach much of the key vocabulary beforehand in other activities
so the children do not lose track during the story telling and wander off (either mentally or
literally). Children also love games and songs so use them liberally in your class.

Kind of Teaching Techniques of Teaching English To Young Learners

(TEYL) For ECE Teachers. Here are some kinds of teaching techniques of teaching English to a
young learner (TEYL) that can be used and selected by the kindergarten teachers or early
childhood education teachers, there are:

1. Listen and Repeat

Techniques listen and repeat can be implemented in learning listening, speaking, or reading. This
listens and repeats activity can start by asking students to mimic the words and then imitate a
phrase and then mimic a simple sentence.

For examples: Orange – an orange.

There is an orange on the table.
Teacher: Listen and Repeat
it’s a dog
Student: it's a dog
Teacher: it's a cat
Student: it's a cat

2. Listen and Do
Examples :
Teacher: "Stand up, please" (Students stand up)
Teacher: "Sit down, now" (Students sit down)
Teacher: "Open your book!" (Students open his book)

Teacher: "Put your pencil under the book! "

(Students put a pencil under the book)
This activity is an application of a language learning method known as TPR (Total Physical
Response). The teacher trains the student to understand his or her command and the student
demonstrates his understanding by doing what the teacher says correctly.
3. Question and Answer
The question and answer technique is a very well known technique in any class. For the initial
level, activities can be done with teachers starting to ask questions and give examples of
answers. Then the students imitated, after which the teacher asks, and ask the students to answer.
This technique can be applied to learning listening and speaking. Before answering questions,
students should listen and understand the question. In this technique, certain sentence structures
can be applied, for example, sentences with familiar vocabulary.

Question: "Are you ........................

With the songs “Are you sleeping?”, The teacher can train the question sentence with the answer.
Yes, I am or No, I'm not.

For Example :

Question Answer
Are you sleeping? No, I'm not.
Are you sleeping? Yes, I am.
Are you cooking? No, I'm not.
Are you cooking? Yes, I am.
Are you studying? No, I'm not.
Are you studying? Yes, I am.

4. Substitution
In applying this technique, the teacher removes or deletes one part of the sentence and asks the
student to replace in other similar words. This substitution technique can be applied in learning
listening, speaking, vocabulary addition, and grammar. To apply this technique, teachers can use
tools such as flashcards, flip cards, posters, or real objects (realia). One of the important things
that teachers need to remember is that in applying substitution techniques, this teacher is a
mechanical drill. Little by the little drill of this kind is reduced and replaced with a
communicative drill for learning and language training becomes more meaningful.
For examples: It’s a Dog
Cat
Cow

5. Draw and Colour

For Early Childhood Education students, kindergarten or grade 1 students, those activities can be
augmented by drawing and coloring activities after they get to know some words, objects, and
colors, such as rabbit, carrot, orange, and green. The images given can be adjusted to what the
student likes or what they have. Similarly, color is adapted to the context of the reality that exists
in the real world. For examples: Draw a carrot. It is orange. (Students draw and color).

6. Listen and Identify

Teachers can train students to two similar sounds in an interesting way, for example with
"minimal pairs" for certain vowels and consonants.
a. Vowel example :
(1) (2)
cat it
pen pan
When the teacher pronounces cat, students identify one, if the teacher pronounces it students
mention two. It can be done several times so that students will know and can distinguish two
vowel sounds are almost the same.
b. Consonant example:
(1) (2)
pig big
coat goat
The teacher says / phig /, the student calls the number "one" (one), if the teacher says / big /, the
student says "two" (two). In the English language, the exercises identify sounds as important
because different speeches can mean little else.

7. See Differences
Train students to observe, to find similarities and differences between two objects or images.
This kind of activity to train precision and is a fun activity for students kindergarten or
elementary school. Then to prove the results of his duties, students are asked to write his
findings. This activity should be done in pairs or small groups and students can help each other.
For examples: Activities looking for the 5 differences that exist in the following
pictures.Teachers can help with questions.
How many butterflies?

………………………………………….……….
………………………………………….……….
…………………………………………….…….
How many flowers?
……………………………………………….….
……………………………………………….….
……………………………………………….….

8. In-Pair Activities (In-pair)

Activities undertaken by students in pairs or together can train students to interact and
communicate. This activity will trigger students to interact and learn to respect the opinions of
others. The activities done in pairs, students practice until they are really ready to interact or ask
questions about a thing. This paired activity can be either question-answer or complete a
sentence or an answer to a problem.

For example: Student A: May I use your pencil?

Student B : No, I'm sorry. I only have one.

 Mistakes from Young Learners

Avoid pointing out mistakes; instead, praise and point out correct English.

 Other Children

Although you should encourage children working together in small groups, remember that young
children can be very touchy about others in the class so you should avoid pushing students to
work together when obviously one of them doesn’t want to be there and would rather work with
their friend.
  Parents of Young Learners

Bear in mind that the children in your class are likely to tell their parents everything which goes
on! It is like teaching in a class with a dozen or more video cameras to avoid any problems, just
imagine the parents are sitting there at the back of the classroom while you teach.

C. Teaching English for Young Learners

Teaching English for Young Learners refers to a more specialized area of teaching English
which deals with younger students. It can be for students of kindergarten or students of primary
school (3-12 years old).

D. Teaching Strategies

In language learning context it is believed that children will learn a foreign language more
effectively under certain conditions. Therefore, there are some assumptions about language
learning that should be considered when teaching English as foreign language to children. The
assumptions below are adapted from different sources (Larsen- Freeman, 2000; Mackey, 1957
and Richards and Rogers, 2001).

a. Learning should be fun and natural for children. In order for them to be successful in learning
the target language, there must be the absence of stress. It is commonly believed that the
environment of the foreign language learning often causes stress and anxiety. Children are
believed not to learn language forms directly; commands are believed to helpful for children to
interpret meanings. This activity is believed to liberate self-conscious and stressful situations.

b. The language should be first presented through sounds, not written symbols. Listening and
speaking are worked on as the learners produce meaningful utterances concerning physical
objects and their own experience. After children can produce sounds in the target language and
connect the sounds with the truth, the may begin to read symbols in the target language. This
process can begin after the children are able to understand what other people speak (listening)
and able to produce the language (speaking).

c. Children are more sensitive to anything that touches the senses; they react easily to physical
objects. Language is taught by having the students use their senses: touch, see, listen, smell, and
even taste if necessary. This will help them relate the linguistics signs to truth that they perceive
with their senses.

d. Meaning should be made perceptible through concrete objects or by presentation of

experience. When a language learner makes a mistake or misconception of something, the
teacher does not correct it through translation but he/she tries to show something to make the
meaning clear.

e. The idea that teaching should start from what the students already know in order to encourage
association processes seems to favor children. By teaching through this way, children are
expected to know what they are doing. They are not only saying something without being aware
of what they are saying.

E. Procedures

The methods for teaching children should maintain the characteristics of children in order that
the students can learn the target language optimally. One of the common principles that may be
considered to develop or choose methods for children is that learning English language should be
fun and natural. From this principle a language teacher may develop his or her own techniques,
such as introducing songs and games to make their learning fun and natural. In addition to the
techniques, the choice of vocabulary and structure also make teaching children different from
other levels. A language teacher should choose the simple vocabulary and structure that are
relatively easy to learn.

F. The Obstacles

According to Shelley Vernon’s website, Teaching English Games, here are some problems that
many teachers have when teaching English to children:

1. Children have short attention spans.

2. Children forget things quickly.

3. Very small children may not speak their own language correctly yet.

4. Children can be shy and hesitant to participate in activities.

5. Children develop at different rates so there may be mixed ability levels in one class even
though all the children are of the same age.

6. Children learn through repetition which can be boring.

“It is quicker to raise a child’s motivation and enthusiasm than an adult’s but it is also easier to
lose a child’s motivation and enthusiasm than it is with an adult’s,” says teacher trainer, Olga
Simpson, for the EBC International TEFL Certificate Course, in a March 2010 phone interview.

Children have a great need to be motivated in order to learn effectively, and a teacher will often
be faced with the question,” What do we win?” Children love prizes and rewards even if the
prize is a key ring or box of Smartest. A smart teacher can make badges and pin them on winners
if prize-giving becomes too pricey. Even though children love prizes they shouldn’t be the focus
for every task. Intrinsic motivation or interest in doing the learning activity is what counts so a
teacher should use the 3 important sources of interest for children: pictures, stories and games.

Pictures or posters should be colorful, clear and professionally drawn. Photographs or the
children’s own drawings can be used too. For children, the dominant sense is the visual channel.
If young learners are not given something to look at that is relevant to the learning task, they will
get distracted by something else that is of more interest to them.

Children love being read stories, and most of the vocabulary for a story can be pre-learnt through
games before the story is read. Telling a story in a foreign language is one of the simplest and
richest sources of input for children as long as there are lots of colorful pictures the children can
look at while listening.

Games put the fun back into learning, and playing is what children do naturally, so a smart
teacher should capitalize on what children want to do. A teacher should have a selection of
games and songs ready so that activities can be changed every 5 to 15 minutes depending on the
age group of the children. Games can be used to teach vocabulary and expressions and develop
listening and comprehension skills.

G. What is the Purpose of Teaching English for Your Learners?

Teaching English to Young Learners (TEYL) is a way to introduce English as a foreign language
to young students. While children may not have an understanding of why it is important to learn
a second language, there are many reasons that answer the question, “Why teach English to
young learners?” For instance, creating a fun and positive learning environment can equip kids
with a strong foundation for success in more advanced courses later in their academic careers.

H. What is the Important of Teaching English for Young Learners?

Taking the Fear Out of Learning

One of the most important aspects of teaching English to young learners is creating an enjoyable
and creative learning atmosphere. To most children, learning English is just another activity in
their average day. Though it will take time for them to understand the future impact of what they
are learning, the basic skills that these kids learn will prepare them for more advanced language
courses.
 CHAPTER III

CLOSING

Conclusion

To arrive at the intended goal of the teaching-learning of English at elementary school, there are
several factors which need to be considered. Those factors are the theories of the teaching of
language to young learners (in this case, elementary school students), the management of English
classroom and atmosphere, and factors to consider in designing materials.

Having comprehended the theories of teaching language to young learners in general, the
teachers of English could determine how English is to be taught to young learners-learning
English through activities in social contexts. Mean while, the management of the English
classroom and atmosphere during the teaching-learning process depends on the activities which
are done so that the students (children), instead of getting bored, will become interested in
participating the class.

However, to meet the goal of the teaching-learning of English at elementary school, the English
teachers must know not only the students’ development related to language ability in general but
also their students’ background and wants-especially the students’ characteristics. They could
then teach appropriately because they teach at a certain elementary school. In short, the teachers
need to consider who their students are and why they learn English. Therefore, they are able to
design materials and teach their students naturally on the basis of a social and economic
environment; as a result, the students (children) master English through acquisition rather than
learning.
 REFERENCES

Burden, Paul R. and Byrd, David M. 1999. Methods for Effective Teaching (Second Edition).
U.S. A. (Boston): Allyn and Bacon.

Clark, Herbert H. and Clark, Eve V. 1977. Psychology and Language. New York: Harcourt
Brace Jovanovich. INC.

Corder, S. Pit. 1973. Introducing Applied Linguistics. England: Penguin Books Ltd.

Diller, Karl Conrad. 1978. The Language Teaching Controversy. Rowley, Massachusetts:
Newbury House Publishers, INC.

Dulay, H., Burt, M. and Krashen, S. 1982. Language 2. New York: Oxford University Press.

Hutchinson, Tom and Waters, Alan. 1987. English for Specific Purposes, Cambridge: Cambridge
University Press.

https://cicikprasetia-wordpress-
com.cdn.ampproject.org/v/s/cicikprasetia.wordpress.com/2011/08/29/teaching-english-for-
young-
learners/amp/?amp_js_v=a2&amp_gsa=1&usqp=mq331AQEKAFwAQ%3D%3D#aoh=156855
25485971&referrer=https%3A%2F%2Fwww.google.com&amp_tf=Dari%20%251%24s&ampsh
are=https%3A%2F%2Fcicikprasetia.wordpress.com%2F2011%2F08%2F29%2Fteaching-
english-for-young-learners%2F

https://www.tefl-online.com/tefl-jobs/online-tefl-articles/why-teach-english-young-learners/