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TEACHING YOUNG LEARNERS
Young learners should have fun with English! The purpose of this program is to
introduce participants to the theory and practice of teaching young learners in the EFL
classroom. Participants will engage in enjoyable activities designed specifically for young
learners, such as songs, chants, finger plays, and storytelling. The teacher has to know about the
characteristics of young learners and their learning styles that affect second language acquisition.
Therefore, it is important to remember that an early start alone will not necessarily improve
childrens ability to learn English. It is also very important that L2 instruction include language
vocabularies that are presented within a context that is meaningful and communicative Young
learners tend to have short attention spans and a lot of physical energy.
There are many kinds of methods and techniques to teach vocabulary to young learners
such as teaching vocabulary by using pictures, songs, games, cartoon video and else. According
to Sigmund Freud, FAIES (first aid in English System) is the teaching method to emphasize or
stress on communication which consist of direct approach, Functional approach, situational
approach and drilling technique. It is actually merging from those 3 approaches and 1 technique.
This method was expended by Ali Badarrudin around 18 years ago in 1990. Basically, the
methods want the students can learn English (especially in learning vocabulary) without
translation.
In addition, children are very much linked to their surroundings and are more interested
in the physical and the tangible. As Scott and Ytreberg (1990) describe, Their own
understanding comes through hands and eyes and ears. The physical world is dominant at all
time. Its mean that teaching learner or children is not easier. There are many definitions that we
have to know before for instance who the young learner is? There is a general agreement in the
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literature about the definition of young language learners. Slatternly and Willis (2001) define the
young learners as those between 712 years old while very young learners are defined as less
than 7 years of age. Scott and Ytreberg (2001) distinguish between two groups of young learners,
one between 5-7 and another 8-11, considering mainly their ability to perceive the abstract and
concrete. The Turkish primary curriculum for teaching English (Ministry of National Education
2006) defines the young learners as the children from the first year of formal schooling (6 years
old, in our case) to 12 years of age. In foreign language teaching, age is one of the most critical
individual differences (Matsuoka & Smith, 2008; Brewster, Ellis & Girard, 2004). Stems from
the developmental features, especially weaknesses and strengths of the learners from different
age groups, such as children, adolescents, and adults (Harmer, 2007). Among those age groups
especially the first one has become fashionable in terms of teaching English in many countries in
Europe during the last few decades (Brewster et al., 2004). Many governments have put
compulsory English education in their curricula (Afia, 2006; Shin, 2006). Given all these efforts
to provide young learners with English as early as possible, the main challenge seems to make
sure that the instruction they receive is developmentally appropriate, pedagogically sound, as
well as culturally responsive (Koller, 2006). Yet, before dwelling on the quality of instruction
provided for young learners, some points should be clarified both for professional teachers and
especially for the parents of young learners:How to teach English to young learners? This
question requires the deepest and widest consideration, which needs long volumes. Yet, here it is
best to mention about the most general and widely accepted points.
While teaching English children needs emotions ideas about learning process as well as
their physical, cognitive, and affective abilities should be taken into consideration. While their
levels of proficiency seem to be dependent on many factors including type of program and
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curriculum, number of hours spent in English class, and techniques and activities used (Shin,
2006), there is an agreement in the literature about the priority of affective objectives. Schindler
(2006) high lights that the main aim of early language education should be to hook students
when they are young and keep them interested in learning English for the rest of their lives.
The result of all this is that quite often English teachers find themselves thrown in at the
deep end, teaching Young Learners with little specific knowledge of who they are teaching, what
materials they should use and how best to manage them and their classroom.
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REFERENCESPenny, 1996: 60.As the words we teach in the foreign language: vocabulary can be defined,
Roughly.
jshin2@umbc.edu, 2011.English Language Center University of Maryland, Baltimore County.Joan Kang Shin
W Widaningsih,2011. She analyzed method of teaching English vocabulary to young
Learners. the teaching method to emphasize or stress
Harmer , October 2010 26. Vol.6, No.2, Journal of Language and Linguistic Studies
Brewster et al.2004.Language learning, and getting motivated for the young leaner life-longlearning
Hill, L A and Innes, C 1981 Oxford Childrens Picture Dictionary Oxford University Press
mailto:jshin2@umbc.edumailto:jshin2@umbc.edu7/30/2019 Teaching Young Learner
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especially by the supporters ofCritical Period Hypothesis (Brewster et al., 2004; Robinson, 2003).
Another reason for the popularity of teaching English to young learners is because it is a lingua
franca today, which means a common language used for communication between two people whose
languages are different (Harmer, 2007). Thus, especially parents want their children to learn English
as early as possible so that they will be able to benefit from English as an important part of their
academic and business career in the future.
Teaching English to young learners also has gained importance as English has become a part of
international policy, at least in European Union context. Today all EU citizens are encouraged to
have a European Language Portfolio (ELP). No matter what their ages are, people keep a personal
record to show their interaction with other languages and other people from different cultural
backgrounds. Given the main purposes of ELP, some benefits of this broad language learning policy
can be said to include fostering childrens tolerance towards other cultures, maintaining freemovement across Europe, having an opportunity to evaluate ones own language learning, and
getting motivated for life-long learning (Brewster et al., 2004).
This course assumes an initial level of knowledge of the
principles of English Language Teaching and is designed to give newor practising TEFL teachers some help with the following areas:1. Some insights into the world of teaching English to YoungLearners2. A look at how we develop the basic skills of reading, writing, speaking and listeningeffectively with Young Learners3. An overview of some of the main methodologies for teaching English in three key YLareas: Kindergarten, Primary and Teenagers4. Practical help for Classroom Management5. A look at maximising your use of free and subscription internet resources6. At the other end of the scale, how to teach with minimal resources
Although this Young Learners module is made up of several components under separateheadings, it is important to remember that these interact with each other. We have brokenthem down to make the ideas behind teaching this fascinating area easier to understand.While the demand for teaching English to Young Learnerslessons is increasing world-wide, of course it means differentthings to different people. For example, you wouldnt walk intoa classroom of teenagers and expect to use the samematerial you have just finished using with your primary levellearners. So we will look at a range of levels and ages acrossthe Young Learner sections of this course. Our aim here is tointroduce you to Young Learner English as a subject and toprovide you with the confidence to teach, and a framework for
your teaching to a variety of groups and abilities.
Why is it important to teach English to young learners?
As emphasized above, one main reason for teaching English to young learners is the convenience of
their age for language acquisition. The belief that younger is better and children learn much morequickly and efficiently is generally appreciated by many, Journal of Language and Linguistic Studies
Vol.6, No.2, October 2010 26