Transcript Teaching English for Young Learners

Katie Bain
[email protected]
elfellowkbain.wordpress.com
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What did you like to do when you were a kid?
What didn’t you like to do?
What are typical classrooms for children like?
What do we expect from children in the
classroom?
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What young learners do you teach?
What resources do you have for them?
What are the joys and challenges of
teaching young learners?
What questions do you have about teaching
young learners?
What do you want to know?
Materials used in the targe culture for actual
communicative needs
Storage boxes that contain materials for
classroom use
Words or phrases that are repeated again and
again, in a rhythm
An area of the classroom where students can
find books and resource material
The way in which the teacher manages the
students and content of classroom learning.
Instructional approach for grades K-8 for low and
intermediate language level learners that provides
authentic opportunities for use of academic
language, maintains highest standards and
expectations for all students, and fosters voice and
identity.
Primary language is proveded by trained,
bilingual teachers, trained bilingual aides, trained
parents, or cross-age/peer tutoring. Emphasizes
teacher collaboration. Listening, speaking,
reading, and writing are integrated among all
content areas with an emphasis on science, social
studies, and literature.
Language treated as a whole, with integration of
skills
Opportunities for students to interact with
material at their own rate and level
Uses learners’ own experiences as a basis for classroom speaking,
listening, reading, and writing activities. Learners dictate to the
teacher or assistant, who writes down what they say.
Language Experience Approach Video
A reading approach that teaches the written
symbols which represent sounds of a language
The relationship between the sounds of a language and
the written forms of those sounds
A short dramatization or play
A language teaching approach that combines language
learning with physical movement, initially based on
commands.
TPR-S adds the additional component of oral
performance and the acting out of stories.
Techniques for changing from one activity to
another
Areas of a classroom that are set up for
learning purposes
Younger Learners (K-5)
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Try to write down the key tips given in the
video
After finishing the video turn and talk to
your neighbor and try to answer these
questions.
 What is the purpose of this activity?
 Could you do this in your classroom?
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Warm, Friendly, Comfortable Room
Clear rules, routines, instructions, directions
Variety of activities with repetition
Time to move, work, have fun
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What was the purpose of the activity?
Teaching steps (seen and unseen)
Amount of time needed
Student response: Are they having fun? Have
they met the objective of the lesson?
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Purpose of the activity
Clarity of directions
Variety of movement
Particular teaching technique
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List the stations in the room and the different
types of activities going on in them.
Notice how the chairs, tables, and rugs are
arranged in the room.
Look for the teacher and describe what you see
her doing.
Social
They are learning to socialize as well as learning
through socializing.
Active
They need to be physically active.
Learn through play
Need repetition
They need lots of repetition and clear directions.
“Me” focused
They are “me” focused and respond emotionally to
learning activities.
Curious
They are naturally curious and usually willing to learn.
Developing
Cognitive and motor skills are still developing.
Verbal
Their verbal skills are generally more advanced
than their literate skills.
Short attention span
They have a short attention span, which becomes
longer as they get older.
Formulate their own language rules
They are able to formulate their own language
rules from comprehensible language input.
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Directions were simple and clear.
Students moved from one actity to another
easily.
There was an element of fun, of learning
through play.
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Design a lesson plan in partners or small
groups that includes some of the techniques
seen today.
Share your plan with the group.
I will post everyone’s plans on my blog.
Age and level of students
 Objective of lesson
 Order of activities
 Explanation of what was incorporated
from the presentation and why.
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Example: We incorporated Total Physical Response so that
our students can have the opportunity to learn through
movement.
Katie Bain
[email protected]
elfellowkbain.wordpress.com
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Opp-Beckman, L., Klinghammer, S.J. (2006).
Younger Learners (K-5). Shaping the Way We
Teach. (121-128). Washington, D.C.: Office of
English Language Programs.