Foreign Language Learning: Key Concepts and Strategies

Age as a Factor

Age is not always a critical factor in foreign language learning. Very young learners (VYL) have a good aptitude for learning, but less comprehension development. Adults develop abstract thought, but their different points of view could lead to complaints about teaching methods, and they may fear failure. Teenagers can be challenging due to their energy levels and potential negativity towards the language, especially if they feel treated like children.

Main Characteristics of VYL

• They need to feel safe.
• They have a short concentration span.
• They need concrete experiences to understand.
• Their first language (L1) is still developing.
• Writing and reading skills are still rudimentary.
• They are readily engaged in play.

DIP DIP DIP Project Organization

Units consist of 8-10 sessions, each lasting 25-30 minutes. Each session includes five stages:

• Greetings (welcome ritual): 5 minutes
• Warm-up (get into English/remember last lesson): 5 minutes
• Main activity (game, story, show, craft…): 10 minutes
• Round up (new song or rhyme): 5 minutes
• Farewell (ending routine): 5 minutes

The timing is approximate; activities may vary in duration.

Factors for Better Language Learners

Many factors contribute to successful foreign language learning, including the type of program and curriculum, the amount of time spent in English class, and the techniques and activities used.

Total Physical Response (TPR)

TPR involves children listening to and following a sequence of instructions, doing what the teacher says. It is a good way to start using English for communication in the classroom.

Using Songs in Nursery School

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

DIP DIP DIP: An Overview

DIP DIP DIP is a material designed by Berritzegune (1999-2004) to introduce English to children aged four and five. It includes six units with materials for 10 sessions of thirty minutes each, plus additional units for occasions like Christmas, Easter, and birthdays. Each unit includes songs, stories, rhymes, games, and activities.

General Objectives:

• Promote motivation and a positive attitude towards English.
• Work on phonology and oral comprehension.
• Understand the general meaning of the language used by the teacher.
• Understand the general meaning of stories.
• Use the foreign language as a tool for communication.
• Use linguistic and non-linguistic resources to grasp the meaning of a message and make others understand it.

The Pedagogical Value of Games

Games help teachers create contexts in which the language is useful and meaningful. While games are often associated with fun, their pedagogical value should not be overlooked, particularly in foreign language teaching and learning. Games are effective because 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 to carry out many pedagogical tasks.

Changing Activities When Teaching VYL

Pros and Cons:

• Poor attention capacity necessitates frequent changes in activity.
• It is good to move quickly from one activity to another.
• Activities should not exceed 10 or 15 minutes (children get bored).
• As children 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.

Use of L1 (Basque) by the English Teacher (DIP)

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

Critical Age Hypothesis

The critical period is from 18 months/2 years until puberty. It is assumed that after 15, foreign language acquisition becomes more difficult.

Arguments in Favor:

• It is the right period, since 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.
• Psycho-socio-affective aspects: children need to communicate and they do it without complexes.
• Bilingual education develops cognitive flexibility and openness to other cultures.
• In conclusion, infant school should be an example of innovation that favors language and cultural diversity.

Content and Language Integrated Learning (CLIL)

CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims: learning content and simultaneously learning 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 youngsters a positive “can do” attitude towards themselves as language learners (Marsh 2000).