Teaching English to young learners ages 6-12 presents both joys and challenges. Young learners are believed to be better language learners than adults due to their critical period of language acquisition between ages 2-10. They have characteristics like egocentric thinking, short attention spans, enjoyment of games, stories and pictures, and learning by doing. Effective teaching for this age group focuses on making learning fun and natural through commands, movement, and engaging the senses to build understanding before reading and writing.
Teaching English to young learners ages 6-12 presents both joys and challenges. Young learners are believed to be better language learners than adults due to their critical period of language acquisition between ages 2-10. They have characteristics like egocentric thinking, short attention spans, enjoyment of games, stories and pictures, and learning by doing. Effective teaching for this age group focuses on making learning fun and natural through commands, movement, and engaging the senses to build understanding before reading and writing.
Teaching English to young learners ages 6-12 presents both joys and challenges. Young learners are believed to be better language learners than adults due to their critical period of language acquisition between ages 2-10. They have characteristics like egocentric thinking, short attention spans, enjoyment of games, stories and pictures, and learning by doing. Effective teaching for this age group focuses on making learning fun and natural through commands, movement, and engaging the senses to build understanding before reading and writing.
Basic Assumption It is popularly believed that children are better language learners than adults
CRITICAL PERIOD HYPOTHESIS
The LAD is on the pinnacle period (between 2 to 10) where it is widely open to acquisition & learning Young Learners based on ages Are between 6 12 years old 1. Younger group (6 8 years old) 2. Older group (9 12 years old)
Scott & Ytreberg (1990) distinguish young
learners into : Level One (5-7 years old) and Level Two (beginners) (8 10 years old). Young Learners based on classes Younger Group (6 8 years old) are the 1st, 2nd, & 3rd graders, and Older Group (9 12 years old) are the 4th, 5th, and 6th graders. Characteristics 1. Egocentric (5 7 years old) 2. Reciprocity (8 10 years old) 3. Concrete vs abstract concepts 1. Level one : hardly differentiate the two concepts 2. Level two : are developing cognitive concepts to differentiate the two. Characteristics (cont) 4. Active and Imaginative. Learners enjoy learning through games, stories, songs (Recreational time out activities). Ur (1996) advises three motivating sources for young learners : PICTURES, FAIRY TALES, GAMES. Characteristics (cont) 5. Short Memory Span (easily get bored). Learning needs to be varied and changed every 10 15 minutes. (learners of upper classes may concentrate longer than the lower classes) 6. Joyful & Colorful life. Colorful flash cards and puppets may be used. Songs can also be used. Characteristics (cont) 7. Young learners love stories as they love games. stories may train the learners to concentrate more on the context / meaning rather than on words. 8. Younger groups are more self-centered. They like to do the tasks by themselves, yet sometimes with their close friends. Upper groups are more social. We can use in- pairs or in-groups tasks. Peer learning and correction are in the good start. Characteristics (cont) 9. Upper groups are ready for further step of learning (providing that their learning history are sufficient). They are developing the ability to understand a context of a discourse without word by word translation. 10. Learning By Doing. Input Exposure Opportunity (The best way of studying a language is by functioning it in communication). Therefore, The learning should be fun and natural : avoiding stresses and anxiety. This can be done by using commands, physical movements and pictures The language is presented through sounds not written symbols, therefore listening come first before speaking The learning should facilitate the childrens senses, such as touching, seeing, listening, smelling, tasting Meaning should be made clear by presenting concrete objects or by presenting experiences The teaching should start from what the students already know in order to activate association processes. Teachers add one new segment