Effective Language Learning: Strategies for Young Learners
True or False Exam
- When working with very young learners, it is a good idea to change activities frequently: TRUE
- English should be inserted in Basque schools as a separate subject from Basque and Spanish, with different methodologies: FALSE
- The type of activities that we use with very young learners should provide a meaningful context for the children: TRUE
- In the Dip, Dip, Dip project, the main aim is that children learn grammar: FALSE (The main aim is motivation and a positive attitude, not to learn grammar)
- Very young learners have long concentration spans: FALSE (They have short concentration spans)
- Teachers should organize the activities in sequences or units so that they are all related to the same topic/theme: TRUE
- When we are telling a story we should not change it or use different voices, just read it aloud: FALSE (Because when we are telling a story we should change it or use different voices)
- The children’s first language mustn’t be used in the foreign language class: FALSE (It wasn’t Piaget, it was Vygotsky and Bruner)
- An early insertion of English is necessary to acquire native-like levels of pronunciation: TRUE
Unir
- Chants: Actual objects that are related to the topic or appear in the activity.
- Learning: It takes place in classrooms following a structured course with a teacher.
- Puppets: Young learners enjoy talking to these, and using them with the rest of the class.
- Output: The language the learner produces.
- Task: A goal-oriented activity in which learners use language to achieve a real output (to solve a problem, make a list, do a puzzle, play a game, share information…)
- Acquisition: It takes place in a natural learning situation.
- Input: In language learning, language which a learner hears or receives and from which he or she can learn.
- Boardgame: Any games which involve moving markers or counters along a path. Remember that the dice need not only have numbers on the faces. They can have numbers, colors, letters of the alphabet, anything you like.
- CLIL: Refers to situations where subjects are taught through a foreign language with dual focused aims, namely the learning of a content and simultaneous learning of a foreign language.
Clasificar
- Change activities frequently: Young learners
- Combine learning and play: Teenagers, Young learners
- Discuss the best ways of learning so that students can learn how to learn: Adults, Teenagers
- Encourage students to take responsibility for their own learning and not leave everything to the teacher: Young learners, Teenagers
- Encourage students to work on developing their own opinions and to use their powers of analysis to think critically: Adults, Teenagers (more)
- Plan clear, short-term goals so that even if students find it difficult to return to learning, they can have frequent success: Young learners, Teenagers
- Even though they are still often child-like, they treat them as if they were grown up: Teenagers
- Pay special attention to your own English pronunciation. There are good imitators: Young learners
- Use students’ interests and past life experience to help you decide what to teach: Adults, Teenagers
- When there are discipline problems, always behave in the same way. Students will trust you more because of it: Young learners, Teenagers
- Don’t try to explain abstract grammar rules: Young Learners
- Be prepared to explain things (such as grammar rules): Adults
Questions and Answers
What are the factors that seem to produce better foreign language speakers?
Age is not so important; there are many factors. Proficiency levels depend on the type of program and curriculum, the number of hours devoted to the English class, and the techniques and activities used. First, beginning learning earlier in the critical period, before puberty, allows students to acquire better pronunciation and fluency. Second, depending on the programs or curriculum, where the language is used in varied and practical contexts, facilitates more effective learning. In addition, constant exposure to the language, with a high number of hours taught throughout the course, is essential for the consolidation of knowledge. Finally, using interactive techniques and activities, such as games, stories, and songs.
Explain the following piece of text: “When teachers mix up the place of the class and the types of the activities used, students will be more likely to stay focused on the lesson”.
When teachers mix up the pace of the class and the types of activities used, students will be more likely to stay focused on the lesson, thereby increasing the amount of language learning in class. Depending on the child’s peak concentration, activities need to be adapted. On the one hand, it is necessary to change the length of the activity, whether it is long or short. On the other hand, you have to change the type of activity so that the students can be more concentrated because their concentration time is very short, taking into account that they must be related to each other.
TPR, define, explain what is beneficial for VYL and give an example.
TPR is a methodology; it is a total physical response in which children listen and respond physically to a series of instructions from the teacher. Doing different activities with the same language we are recycling and reinforcing, which helps learning in different ways.
Explain the Critical Age Hypothesis (Lenneberg, 1967).
Introduced by Eric Lenneberg in 1967, the Critical Period Hypothesis refers to the acquisition of language, both first language (L1) and foreign languages. According to Lenneberg, there is a critical period from 18 months to adolescence during which the brain is especially receptive to language learning. The evidence comes from studies of children in the wild who were not exposed to language in this period, showing great difficulty in acquiring a language later. Lenneberg also observed that learning a foreign language becomes much more difficult after the age of 15 due to decreased brain plasticity.
Explain the use of L1 Basque by the DEnglish teacher in the DIP DIP DIP lessons.
Using the first language (L1) when teaching English can be a very effective tool for teachers. When students do not understand explanations in English, turning to their L1 can help them understand concepts. This not only reduces frustration but also makes it easier to build a solid foundation in the new language. Using the L1 strategically can therefore make the learning process more accessible to learners.