The Young Language Learner: A Guide to Teaching Children

The Young Language Learner

Understanding Child Development

This chapter discusses children considered intellectually normal and covers the most important years in their development. It explores the differences between children of various ages and explains how children develop at different paces and in unique ways. It emphasizes that developmental milestones cannot be fixed to specific ages, as individual variations exist. The chapter then focuses on two age groups:

Five to Seven Years Old

At this stage, children demonstrate several key characteristics. They begin to use logical reasoning based on their experiences, plan activities, and understand that the world operates under rules, although they may not always grasp the significance of those rules. Many children in this age group struggle to distinguish between fact and fiction.

Eight to Ten Years Old

By this stage, children have typically acquired foundational knowledge and can differentiate between reality and fiction. They tend to ask the teacher many questions and develop a strong sense of justice. They become capable of generalization, systematization, and understanding symbols and abstract concepts.

Implications for Teaching

Words Are Not Enough

Activities in these early years should incorporate sensory experiences to facilitate learning. Children need more than just words to grasp new concepts.

Play with the Language

Allowing children to talk amongst themselves, sing songs, or tell stories provides valuable language practice.

Language as Language

Children must understand that language acquisition is a gradual process that requires time and effort.

Variety in the Classroom

Varying activities, seating arrangements, and classroom organization is crucial for maintaining students’ attention and concentration.

Routines

Establishing routines can support the development of children’s knowledge and provide a sense of structure.

Cooperation, Not Competition

Teachers should avoid using prizes and rewards and instead encourage cooperation and collaboration among students.

Grammar

Children learn grammar more effectively through engaging activities rather than rote memorization.

Assessment

Teachers can use assessment to inform parents about their child’s progress and to have regular discussions with students about their learning.

Class Management and Atmosphere

Abilities and Attitudes

This chapter introduces the importance of abilities and attitudes in the learning environment. It emphasizes that abilities can be developed by anyone and that all children have the potential to learn basic skills like writing or drawing. However, teachers must also be realistic about their students’ capabilities and treat all children fairly and equally. Teachers need to have a clear understanding of their goals and methods.

Helping Children Feel Secure

Security is essential for language learning. It is neither an ability nor an attitude but rather an environment that can be fostered in the classroom. Respecting students and accepting their answers without judgment are crucial. Creating routines and eliminating rewards or prizes can promote cooperation and a sense of security.

The Physical Surroundings

Children learn best in welcoming and friendly environments. Decorating the classroom with items like postcards, calendars, plants, or animals can create a more comfortable atmosphere. Physical objects are particularly important for younger learners and can aid in teaching.

Arranging the Desks

Changing desk arrangements frequently should be avoided due to the time and noise it can cause. Here are a few options:

  • Arrangement A: Facilitates whole-class work, group work in fours, or pair work with partners side by side.
  • Arrangement B: Allows for individual work and pair work but is less suitable for language activities compared to Arrangement A.
  • Arrangement C: Similar to Arrangement B but offers more flexibility.

Grouping the Children

Children between five and six years old often prefer to work independently and may not be inclined to cooperate or share. Regardless of prior kindergarten experience, children at this age may exhibit these tendencies. Grouping students in fours can help assess their readiness for cooperation.

Pairwork

Working in pairs is an effective organizational strategy. It is easy to organize and explain. Students who have not worked in pairs before may struggle with teamwork. Teachers should establish a pair work routine and allow students to work with different partners. Not all pairs will finish at the same pace, and it’s important not to wait for everyone to complete the task before moving on. Some children may not get along well and may not work effectively together.

Groupwork

Many principles of pair work also apply to group work. If students are not accustomed to group work, some may require individual attention from the teacher. Teachers should clearly explain the task and its purpose.

Numbers

Groups should ideally consist of three to five students.

Who Works with Whom

Teachers should avoid letting children form their own groups to prevent exclusion. Students aged eight to ten can benefit from working in mixed-ability groups to foster peer learning.

Classroom Language

Cooperation and communication are integral to language learning. Effective language acquisition depends on the resources and strategies employed by teachers, including the use of classroom language. Students should learn basic classroom phrases and structures. Teachers should strive to speak English as much as possible and utilize various communication channels.