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1. Why age is not always a critical factor in foreign language learning?

Because the VYL have very good altitude to learning, also, they have less comprehension development. 

ADULTS develop an abstract thought and even if there attitude is good, the different points of views could complain about how they are taught, and can be afraid of failure.

TEENAGERS can be challenging because of their amount of energy, can be negatives about the language and it they fell that they’re treated as children.

2. Summarize main characteristics of VYL. 

• They need to feel safe. • They have short concentration span. • Need concentrate experiences in order to understand. • The L1 is still developing. • Writing and reading skills are still rudimentary. • Are readily engaged in play

3. Explain organization in the DIP DIP DIP proyect. Talk about the sequence and stages of the units / sessions.

Units of 8-10 sessions, sessions last between 25-30 minutes. • 5 stages in each session: Greetings (welcome ritual) 5min • Warm-up (get into English /remember last lesson) 5min • Main activity (game, story, show, craft…) 10min • Rand up (new song or rhyme) 5 min • Farewell (ending routine) 5min. The timing is an approximation, sometimes activities can last more or less

4. What are the factors that seem to produce better foreign language learners?

 There are many factors to produce better foreign language speakers; for example, type of program and curriculum, number of harsh spent in English class (are very important), and techniques and activities used.

5. What is it TPR? 

TPR is when children listen and follow a whole sequence of instructions, doing what the teacher says. It is a good way to start using English for communication in the classroom.

6. What for and when could a teacher use songs in the nursery school?

They are a good way to begin or end a lesson. At the beginning they can help children make the transition from their native language to English. At the end of the lesson, a good way to dismiss the children.

7. What is DIP DIP DIP? And what are the general objectives? Dip, Dip, Dip is a material designed by Berritzegune (1999-2004). Introduces English in the classes for children of four and five years. There are six units with materials for 10 sessions of thirty minutes each unit and more units with materials for occasions such as Christmas, Easter and birthdays. Each unit includes songs, stories, rhymes, games and activities. General objectives • Promote motivation and positive attitude towards English •Work in phonology and oral comprehension •Understand the general meaning of the language used by the teacher •To understand the general meaning of history. •To use FL as a tool for communication •Use linguistic and non-linguistic resources to grasp the meaning of a mesage and make others understand it

8. Explain the next quote “the game …”

 Games help teacher to create context in which the language is useful and meaningful. Even though games are often associate with fun, we should not lose sight of their pedagogical value, particulary in foreign language teaching and learning. Games are effective as they create motivation, lower students stress, and give language learners the opportunity for real communication. This shows that games serve not only as an “amusing activity”, but also as a technique carry out many pedagogical tasks.

9. Pros and cons of changing quickly from activity when teaching VYL? VERY YOUNG LEARNERS (0-7)

• Poor attention capacity. • It is good to move quickly from one activity to another. • Not being more than 10 or 15 minutes in an activity (children get bored) • When they grow, their ability to concentrate increases. • Keep activities between 5 and 10 minutes long. • Mixing the pace of the class and the types of activities, increases learning.

10. (DIP) Explain the use of L1 Basque by the English teacher.

In case children are confused or they do not understand what the teacher is saying, the teacher will repeat what she said in English on L1, way children can understand what they are being told.

11. Critical age hypothesis. Explain briefly and give arguments in favor. 

Critical period from 18 month/ 2 years until puberty. It is assumed that after 15, foreign language acquisition becomes difficult. Arguments: • It is the right period, since the neuronal plasticity starts deteriorating after 5. • There is certain auditory and phonatory plasticity: capacity to perceive and reproduce sounds that are not in the L1 or L2. • Phsyco-socio-affective aspects: children need to communicate and they do it without complexes. • Bilingual education develops cognitive flexibility and opening to other cultures. • In conclusion, infant school should be an example of innovation that favour language and cultural diversity.

12. What is CLIL?

CLIL: Content and Language Integrated Learning. “CLIL refers to situation where subjects, or parts of subjects, are taught through a foreign language with dual focused aims, namely the learning of content, and the simultaneous learning of a foreign language” (Marsh 1994) This approach involves learning subjects such as history, geography or others, through an additional language. It can be very successful in enhancing the learning of languages and other subjects, and developing in the youngsters a positive “can do” attitude towards themselves as language learners. (Marsh. 2000)