Ten Helpful Ideas for Teaching English to Young Learners

7 Pages·0.185 MB·English

by  Mixon Myrtis, Temu Philomena.

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Joan Kang Shin
U N I T E D S T A T E S
Ten Helpful Ideas for Teaching
English to Young Learners
T struggle to keep up with this trend
eaching English to Young and seek effective ways of teaching.
Learners (TEYL) has be- This article contains some helpful
come its own field of study ideas to incorporate into the TEYL
as the age of compulsory English edu- classroom. These ideas come from the
cation has become lower and lower in discussions and assignments done in an
countries around the world. It is wide- online EFL teacher education course
ly believed that starting the study of designed for teachers, teacher super-
English as a Foreign Language (EFL) visors, and other TEYL professionals.
before the critical period––12 or 13 The participants in the online course
years old––will build more proficient came from a number of different
speakers of English. However, there is classroom situations and countries in
no empirical evidence supporting the the Middle East, North Africa, Cen-
idea that an early start in English lan- tral Asia, and Southeast Asia. Some of
guage learning in foreign language con- the teachers worked in immersion
texts produces better English speakers classrooms; others saw their students
(Nunan 1999). Levels of proficiency in class two to three hours per week.
seem to be dependent on other fac- Regardless of the country and the
tors––type of program and curricu- types of classrooms these teachers of
lum, number of hours spent in Eng- young learners came from, the list of
lish class, and techniques and activities helpful ideas below seemed to be
used (Rixon 2000). If an early start applicable to most situations.
alone is not the solution, then what To clarify for whom these ideas are
can EFL teachers of young learners do targeted, it is important to define
to take advantage of the flexibility of young learner. The online course used
young minds and the malleability of the definitions provided by Slatterly
young tongues to grow better speakers and Willis (2001, 4): “Young Learn-
of English? As the age for English edu- ers” (YL) were 7–12 years old; “Very
cation lowers in classrooms across the Young Learners” (VYL) were defined
globe, EFL teachers of young learners as under 7 years of age. Although the
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online course was designed to train teachers of This popular method can be used as a tech-
young learners, participants discussed ideas nique with storytelling and with songs that
related to their teaching situations, which teach language related to any kind of move-
focused on both YLs and VYLs. Therefore, the ment or physical action. Children have fun
ideas given below can be applied to learners with movement, and the more fun for stu-
ranging from approximately 5 to 12 years old dents, the better they will remember the lan-
and can be used for various proficiency levels. guage learned.
1. Supplement activities with visuals, 2. Involve students in making visuals
realia, and movement. and realia.
Young learners tend to have short attention One way to make the learning more fun is
spans and a lot of physical energy. In addition, to involve students in the creation of the visu-
children are very much linked to their sur- als or realia. Having children involved in cre-
roundings and are more interested in the phys- ating the visuals that are related to the lesson
ical and the tangible. As Scott and Ytreberg helps engage students in the learning process
(1990, 2) describe, “Their own understanding by introducing them to the context as well as
comes through hands and eyes and ears. The to relevant vocabulary items. In addition, lan-
physical world is dominant at all times.” guage related to the arts and crafts activities
One way to capture their attention and can be taught while making or drawing the
keep them engaged in activities is to supple- visuals. Certainly students are more likely to
ment the activities with lots of brightly colored feel interested and invested in the lesson and
visuals, toys, puppets, or objects to match the will probably take better care of the materials
ones used in the stories that you tell or songs (Moon 2000).
that you sing. These can also help make the You can have students draw the different
language input comprehensible and can be animal characters for a story or even create
used for follow-up activities, such as re-telling puppets. For example, if the story is Goldilocks
stories or guessing games. Although it may and the Three Bears,you may want to use pup-
take a lot of preparation time to make colorful pets to help show the action of the story. To
pictures and puppets or to collect toys and get students more excited about the story, have
objects, it is worth the effort if you can reuse them make little pencil puppets of the three
them in future classes. Try to make the visuals bears and Goldilocks before the storytelling.
on thick paper or laminate them whenever It’s a nice little art project that doesn’t have to
possible for future use. Sometimes you can take up too much time. If your students are
acquire donations for toys and objects from too young to draw well, make copies of the
the people in your community, such as parents characters on paper and have students color
or other teachers. A great way to build your the characters and cut them out. The cut-out
resources is to create a “Visuals and Realia paper pictures can be taped to their pencils.
Bank” with other teachers at your school by After the storytelling, you can use the puppets
collecting toys, puppets, pictures, maps, calen- to check comprehension of the story plot and
dars, and other paraphernalia and saving them have students practice the language by
for use in each other’s classes. retelling the story using their puppets.
Included with the concept of visuals are If you cannot spare the time in class to
gestures, which are very effective for students make the visuals you want to use, another idea
to gain understanding of language. In addi- is to consult the art teacher at your school (if
tion, tapping into children’s physical energy is you have one) and combine your efforts. If the
always recommendable, so any time move- art teacher is making some objects, pictures, or
ment around the classroom or even outside puppets, you could ask the teacher to make
can be used with a song, story, game, or activ- them for use in a particular storytelling or
ity, do it! James Asher’s (1977) method, Total game in your class. Then, when students come
Physical Response (TPR), where children lis- to English class, they will bring their art
ten and physically respond to a series of projects to use. In addition, before the lesson,
instructions from the teacher, is a very popular you can warm up by having students explain
method among teachers of young learners. in English what they made in art class.
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Some activities could use objects, toys, process. Moving from one activity to others
stuffed animals, or dolls. A “show and tell” that are related in content and language helps to
activity is a perfect way to get students inter- recycle the language and reinforce students’
ested in the lesson with their own toys. The understanding and use of it. However, moving
introduction to the lesson could be a short from activity to activity when the activities are
“show and tell” presentation that gives students not related to each other can make it easy to
a chance to introduce their objects in English. lose the focus of the class. If students are pre-
After this activity, get right into the lesson sented with a larger context in which to use
using the objects the students brought in. English to learn and communicate, then attain-
ment of language objectives should come more
3. Move from activity to activity.
naturally. Thematic units, which are a series
As stated before, young learners have short
of lessons revolving around the same topic or
attention spans. For young students, from ages
subject, can create a broader context and allow
5 to10 especially, it is a good idea to move
students to focus more on content and com-
quickly from activity to activity. Do not spend
munication than on language structure.
more than 10 or 15 minutes on any one activi-
It is a good idea to use thematic unit plan-
ty because children tend to become bored easi-
ning because it builds a larger context within
ly. As children get older, their ability to concen-
which students can learn language. When
trate for longer periods of time increases. So for
teaching English to young learners this way,
students ages 5–7, you should try to keep activ-
you can incorporate many activities, songs,
ities between 5 and 10 minutes long. Students
and stories that build on students’ knowledge
ages 8–10 can handle activities that are 10 to 15
and recycle language throughout the unit.
minutes long. It is always possible to revisit an
This gives students plenty of practice using the
activity later in class or in the next class.
language learned and helps them scaffold their
For example, if you are teaching a song or
learning of new language. Common themes
telling a story, don’t stay on that song or story
for very young learners are animals, friends,
the whole class time. Follow up the song or
and family, or units revolving around a story-
story with a related TPR activity to keep the
book, such as The Very Hungry Caterpillar by
momentum of the class going. Then have stu-
Eric Carle, which includes food and the days
dents play a quick game in pairs. As shown in
of the week. As children get older, units could
this brief example, varying the types of activi-
be based on topics such as the environment,
ties also helps to keep young learners interest-
citizenship, and shopping, or based on a web-
ed. Scott and Ytreberg (1990, 102) suggest
site or book relevant to them.
creating a balance between the following kinds
Haas (2000) supports the use of thematic
of activities:
unit planning for young foreign language
• quiet/noisy exercises
learners by pointing out that “Foreign lan-
• different skills: listening/talking/read-
guage instruction for children can be enriched
ing/writing
when teachers use thematic units that focus on
• individual/pairwork/groupwork/whole
content-area information, engage students in
class activities
activities in which they must think critically,
• teacher-pupil/pupil-pupil activities and provide opportunities for students to use
When teachers mix up the pace of the class the target language in meaningful contexts
and the types of activities used, students will be and in new and complex ways.” A good way to
more likely to stay focused on the lesson, there- plan a unit is to explore what content your stu-
by increasing the amount of language learning dents are learning in their other classes and
in class. develop English lessons using similar content.
Look at the curriculum for the other subjects
4. Teach in themes. your students take in their native language
When you plan a variety of activities, it is (L1) or talk to your students’ other teachers
important to have them connect to each other and see if you can create a thematic unit in
in order to support the language learning English class related to what you find.
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5. Use stories and contexts familiar can clap short rhythms for students to repeat.
to students. Once the students are settled down, the
When choosing materials or themes to use, teacher can start the lesson by singing a short
it is important that you find ones that are song that students are familiar with, such as
appropriate for your students based on their the alphabet song or a chant they particularly
language proficiency and what is of interest to enjoy. Here is a chant with TPR that can get
them. Because young learners, especially students ready to begin the class.
VYLs, are just beginning to learn content and Reach up high! (Children reach their arms
stories in their native language in school and up in the air)
are still developing cognitively, they may have Reach down low! (Children bend over and
limited knowledge and experience in the touch their toes.)
world. This means that the contexts that you
Let’s sit down and start the show! (Children
use when teaching English, which may be a
sit down.)
completely new and foreign language, should
Look to the left! (Turn heads to the left.)
be contexts that are familiar to them. Use of
Look to the right! (Turn heads to the
stories and contexts that they have experience
right.)
with in their L1 could help these young learn-
ers connect a completely new language with Let’s work hard and reach new heights!
the background knowledge they already have.
The movements can be substituted to teach
Teachers could take a favorite story in the L1
new words. For example, instead of “Look to
and translate it into English for students or
the left! Look to the right!” the teacher can use
even teach the language based on situations
“Point to the left! Point to the right!” Provid-
that are found in the native country, especial-
ing some variation can keep this chant engag-
ly if the materials the teachers have depict
ing. Just remember to keep the ending since it
English-speaking environments that are unfa-
starts the class on a positive note.
miliar to students.
Add classroom language to the routines as
This is not to suggest that stories and con-
well. When it’s time to read a story, the teachers
texts from the target culture should not be
can engage students in the following dialogue:
used. Certainly one goal of foreign language
Teacher: It’s story time! What time is it,
instruction is to expose students to new lan-
everyone?
guages and new cultures in order to prepare
Students: It’s story time!
them to become global citizens in the future.
However, teachers should not be afraid to use Teacher: And… what do we do for story
familiar contexts in students’ L1 in the L2 time?
classroom. In fact, even when presenting Student: We tell stories!
material from the target, English-speaking cul-
Build on this language by adding more after
tures, it is always a good idea to relate the lan-
students have mastered the above interaction.
guage and content to students’ home culture
The teacher can follow up the previous inter-
to personalize the lesson and allow students an
action with: “That’s right! The story is called
opportunity to link the new content and lan-
The Very Hungry Caterpillar. What’s the story
guage to their own lives and experience. Young
called?” (Students answer.) Whatever the rou-
learners are still making important links to
tine is, the teacher should build interactions in
their home cultures, so it is important to rein-
English around that routine. As Cameron
force that even in L2 instruction.
(2001, 10) points out, “…we can see how
classroom routines, which happen every day
6. Establish classroom routines
may provide opportunities for language devel-
in English.
opment.” The example below illustrates how
Young learners function well within a
the teacher and students can have real com-
structured environment and enjoy repetition
municative interactions in English using some
of certain routines and activities. Having basic
classroom language.
routines in the classroom can help to manage
Teacher: Good morning, class!
young learners. For example, to get students’
attention before reading a story or to get them Students: Good morning, Ms. Shin.
to quiet down before an activity, the teacher Teacher: Faida, what day is it today?
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Faida: I don’t know. in English. In addition, directions for many
Teacher: Okay, then ask Asli. activities can be quite complicated when
explained in the L2, so consider using L1
Faida: Asli, what day is it today?
when it is more important to spend time
Asli: Today is Tuesday.
doing the activity rather than explaining it. In
Teacher: Good! And what is Tuesday?
short, use L1 in the classroom as a resource for
Students: Tuesday is Storytelling Day! forwarding the learning process without
Notice that the communication is real and becoming too reliant on it.
that a routine has been established––that
8. Bring in helpers from the community.
Tuesday is Storytelling Day. Once students
become fluid with certain interactions, as in If possible bring in helpers––parents, stu-
the example above, you can begin introducing dent teachers from the local university, or
more language into the daily routines. older students studying English––to tell a
story or help with some fun activities. Collab-
7. Use L1 as a resource when necessary. orate with others who are studying English,
Because many interpretations of various studying to be English teachers, or who speak
communicative approaches try to enforce the English well in order to expand the English
“English only” rule, teachers sometimes feel learning community. Having someone new
bad when they use L1. Teachers these days are and interesting do a storytelling can get stu-
mostly encouraged to teach English through dents more excited and create a break in the
English, especially at the younger ages. One regular routine. The best scenario would be to
reason is to give students the maximum expo- carefully coordinate the guest with your lan-
sure to the English language. Why not use L1? guage objectives. Using helpers means taking
It is one quick, easy way to make a difficult extra time to communicate your expectations
expression such as “Once upon a time” com- with the guest and working this special event
prehensible. After you quickly explain a diffi- into your lesson plan.
cult expression like that in L1, students will Besides storytelling, helpers could assist in
recognize the expression in English every time the class when you want to do group work or
it comes up in a story. Since EFL teachers usu- cooperative activities. With young learners,
ally have a limited amount of time with stu- group activities can be hard to coordinate, so
dents in many classroom situations, that time utilize volunteers in the community to help
is too precious to waste. If it is more efficient manage the class for special activities. For
to use L1 for a difficult expression or word, example, you may have stations set up around
just use it. Concentrate on building commu- the classroom, each station representing infor-
nicative skills. Save your time for the target mation about the seven continents. Students
language that is actually within students’ need to collect information about the geogra-
reach. For words that students can figure out, phy, wildlife, and countries from each conti-
the teacher can rely on visuals, realia, and ges- nent. If you have English-speaking volunteers
tures. Important in the decision to use L1 to at each station, then students will be more
translate new language is carefully defining the likely to stay on task.
language objectives for the activities. The
9. Collaborate with other teachers
teacher should spend class time focusing on
in your school.
those target language objectives rather than
spending time trying to make a difficult word As mentioned in #4 (Teach in themes),it is
or expression comprehensible in English. useful to find out what students are learning
In addition, some students who have very in their other classes, in their native language.
low proficiency can easily become discouraged Collaborate with other teachers in your school
when all communication in the classroom to make the learning experience richer for
must be in English. Sometimes these students your students. Connect your lessons to the
can express comprehension of English in their topics, activities, and stories your students are
native language, and this can be acceptable for learning in their native language by planning
lower level students. However, whenever pos- related thematic units that parallel the learn-
sible, take the answers in L1 and recast them ing in other subjects. Since students learn lan-
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guage better when it is connected to their real TEYL professionals, both in your local area
life, it is a good idea to consider what else they and internationally. Doing so through local
are learning in a school day. Most children’s and international professional organizations,
lives revolve around home and school, so try in-service programs, or special teacher educa-
to coordinate with other teachers to find out tion courses, such as an online TEYL course,
what is relevant to students; then add English helps to keep you current with trends in the
instruction on top of that. field. Most importantly, keeping in contact
If other teachers at your school are willing, with other TEYL professionals helps keep
visiting each others’ classrooms can be a won- your classroom fresh with new ideas, and col-
derful way to get to know what is being laboration can help to construct new ideas
learned in each others’ classes and how. It can and solutions to the common problems that
aid in the creation of more effective lessons for teachers face.
students and can increase their ability to make
connections between language and content. If The importance of community
teachers have some anxiety about being and collaboration
observed, Crandall (1998, 4) suggests that, “A Finally, one of the most important ideas to
focus on shared students and their attempts to take from this article is the importance of
negotiate meaning and construct understand- community for learning. Learning a language
ings in both classes can help keep the atten- is never an individual endeavor, and neither is
tion focused on student learning, rather than teaching. Although teachers can feel quite iso-
on teacher effectiveness.” Then the EFL and lated in their classrooms, it is important to
content teacher can view the observation as a remember that openness, collaboration, and
great opportunity to build bridges between sharing are the keys to enrich your teaching
the language and content for their students. and your students’ learning. The last three
ideas presented in this article encourage
10. Communicate with other
expanding this community of learning. It is
TEYL professionals.
what I call the TEFL Community Triangle,
As helpful as it may be to collaborate with which refers to a community of English-
the other teachers at school to see what con- speaking and English-teaching members of
tent is most relevant to students, it is also both local and international communities
important to keep in contact with other that EFL teachers belong to that can help
English Speaking Community
(parents who speak English well,student
EFL teachers from the university, high
school students,etc.)
Fellow School Teachers Fellow TEYL Professionals
(subject/content or grade level teachers (professional organizations, in-service
and other EFL teachers at your school) programs, or special teacher education
courses,etc.)
TEFL COMMUNITY TRIANGLE
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enrich their English-teaching practices––in Haas, M. 2000. Thematic, communicative lan-
this case, to enhance the teaching of EFL to guage teaching in the K–8 classroom. ERIC
Digest EDO-FL-00-04. http://www.cal.org/
young learners.
resources/digest/0004thematic.html
Since TEYL is a relatively new field world-
Moon, J. 2000. Children learning English.Oxford:
wide, it is important to utilize these various
MacMillan Heinemann.
communities as much as possible as resources Nunan, D. 1999. Does younger = better? TESOL
for improving the YL classroom. No matter Matters9 (3): 3.
where you are, what type of class or curricu- Rixon, S. 2000. Optimum age or optimum condi-
tions? Issues related to the teaching of languages
lum you have, who your students are, or how
to primary age children. http://www.british
limited your budget may be, the availability of
council.org/english/eyl/article01/html
people and ideas most certainly abound. It is Scott, W., and L. H. Ytreberg. 1990. Teaching Eng-
important for those in the TEYL profession to lish to children.London: Longman.
stay connected with each other and with the Slatterly, M., and J. Willis. 2003. English for pri-
local community in this most important mary teachers.Oxford: Oxford University Press.
endeavor of educating our children.
Conclusion JOANKANGSHINis the developer and
instructor for Teaching English to Young
As this article demonstrates, the ideas that
Learners,an online course in the U.S.
come out of a collaborative learning situation Department of State’s E-Teacher Program.
like an online TEYL course whose participants She is a doctoral candidate in the
come from many different countries around Language, Literacy and Culture PhD
the world can be very helpful towards improv- Program at University of Maryland,
ing classroom practice. All of the ideas given Baltimore County.
above stood out––after reflection by and dis-
cussion among many professionals in the
field––as some of the more helpful ideas for
teaching EFL to young learners. These activi-
ties should prove helpful to all teachers of
English to young learners.
TEYL is a dynamic field that is sure to
change in the years to come as Ministries of
Education around the world keep lowering the
age of compulsory English education, as estab-
lished TEYL programs become better devel-
oped, and as teachers of English to young
learners become better trained. Therefore, we
must continue this dialogue through our pro-
fessional communities to find more helpful
ideas for Teaching English to Young Learners.
References
Asher, J. 1977. Learning another language through
actions: The complete teacher’s guidebook. Los
Gatos, CA: Sky Oaks Productions.
Cameron, L. 2001. Teaching languages to young
learners. Cambridge: Cambridge University
Press.
Crandall, J. 1998. Collaborate and cooperate:
Teacher education for integrating language and
content instruction. English Teaching Forum36
(1): 2–9.
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