Motivation, Methods and Materials for Young Learners

of EnglishFacilitators:

Dr. Josephine O’Brien, Zayed UniversityDr. Hala Salih Nur, ELI, University of Khartoum

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Topics for the workshopWho – nature of YLs

How do YLs learn?

Why teach YLs English?

Where – the environment we create for YLs?

How should we teach YLs – methodology?

What materials should we use and When?

How can we create and vary our resources for YLs?

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Handout 1General thoughts about teaching YLs

1. The methodology used to teach YLs is similar to that used for teaching adult learners.

2. YLs need more mothering than teaching and young inexperienced teachers can manage this well.

3. Teaching English to YLs requires not just the ability to manage children but also a good working knowledge of the language.

4. Teaching YLs requires insight into how they make sense of the world and how they learn.

5. Children need to be taught just simple language and it is enough if they are just taught the basics.

6. YLs have a high range of skills and abilities that can be developed in the language classroom.

7. YLs are likely to be more adaptable than older learners.

8. Negative experience in learning a language at a young age can affect all subsequent language learning.

9. Younger children learn languages better than older ones; children learn better than adults

10. Foreign language learning at school should be started as early as possible.

11. Children are mini-adults and they learn in the same way.

12. It is easier to motivate and interest children than adults.

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Who are our Young Learners (YLs)

Children aged 6 -12 years

Early years – new to education – new to school – affects how we plan and teach

Developing literacy in the L1

Learning to cope in an unfamiliar environment

Learning school discipline

Learning to cooperate with others and realize they have to share

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YLs characteristics? Do you agree and what might you add to these?

Likely to be curious, trusting, imaginative and creative

May be shy and nervous or alternatively noisy and disruptive

Likely to be open, warm & spontaneous

May be easily excited and like to move around, like action

May not be used to a routine

Likely to enjoy listening to songs and stories

Many love to mimic and imitate

All are developing abilities that need support and guidance

Likely to want to learn and practice

May get bored quickly

May not enjoy sitting still for too long

May feel afraid and apprehensive

May bully some of the quieter students and try to intimidate others

especially about possessions

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How do YLs learn – styles (handout 2)

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How do YLs learn?

Learning styles of YLsVisual – pictures, images, spatialAural – listening to sounds/ musicVerbal – words, speech, learning to write wordsPhysical – using body, hands, touchLogical – reasoning, understanding systemsSocial – interpersonal – learn in groupsSolitary – intrapersonal – working alone

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Who should teach YLs?

Teaching YLs is not for everyone?

How do you feel?

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Handout 3 - our experience?

Strengths that a young learner brings to the language learning situation

Problems that may arise when teaching young learners

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Accommodating styles and times of the day

Important to think positively as teachers:

Important to find a balance between the noise and the calm and let the children be clear about times for each.

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How do YLs learn?Three very important 20th century psychologists

in the theory of how children learn:

Piaget

Vygotsky

Bruner

These have influenced very much how child psychology is viewed and how courses are designed not just for young learners but for all learners

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Piaget’s theory of child development and learning (1896 -1980)

• Children’s thinking differs fundamentally to that of adults (previous belief – child is mini-adult)

• Development precedes thinking and there are stages that all children must go througho Sensorimotor (0-2years) ego-centric, reflexive,

instinctualo Preoperational (2-7 years) –represents world in images

and words – begins to understand right and wrongo Concrete operational (7-11) – ability to think logically

about concrete events – classify objectso Formal (11 on) – more abstract and logical thought –

speculation, problem-solving, hypothesis testing

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Piaget – theory of learningLearning occurs through schema theory – which

he described as a category of knowledge and the process of obtaining new knowledge through:o Assimilation and accommodationo New knowledge creates disequilibriumo The mind must accommodate this new knowledge

by assimilating and accommodating it to reach equilibrium

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Vygotsky’s theory of child development and learning

Believed that community and society plays a vital role in meaning making in child development

Sociocultural approach – children develop through learning in social and cultural contexts

Cognitive development can vary depending on cultural and educational input

Environment is very powerful in child development – importance of the guidance of an adult

Learning and development happen simultaneously

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Difference between Piaget, Vygotsky and Bruner

Piaget argues that the child has to go through various stages before development happens whereas Vygotsky and Bruner argue that a child does not have to wait – much depends on social and cultural stimuli

This short youtube video helps you understand:

• http://www.youtube.com/watch?v=yY-SXM8f0gU comparison of Vygotsky and Piaget

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Bruner’s theory of child development and learning

The aim of education is to create autonomous learners

Three modes of representation:1. enactive – motor action based information2. iconic – mental images – visual representations

are stored3. symbolic – knowledge is coded and stored as

language

Theories of all led to the current approach to learning of constructivism and scaffolding

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How have these theories affected education?

Piaget, Vygotsky & Bruner influenced thinking about education and the theory of learning influencing most educational programs and called constructivism is based on their ideas.

We construct knowledge based on our experiences and we make sense of that experience and input through reflection and we adjust our schema as we take new knowledge on board

Gives rise to the idea of learning by doing and applying knowledge to meaningful situations

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Constructivism

Most education syllabi designed on constructivist principles now:Learn by doing – experiential learningProblem-based – how to apply learning to a real

situationBuilding on existing schema – add new knowledge

to the knownAccommodate a range of learning styles –

kinesthetic – very important with YLsEncourage creativity and innovationTeacher is mentor and guide (Montessori principles)

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What does this mean for the classroom?

Who is this?

I hear and I forget. I see and I remember. I do and I understand

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Some quotes to reflect onBenjamin Franklin said: “Tell me and I forget,

teach me and I may remember, involve me and I may learn.”

Socrates said: “Education is the kindling of a flame, not the filling of a vessel.”

W.B. Yeats said: “Education is not the filling of a pail; it is the lighting of a fire.”

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Importance of being active and learning through experience

We remember:

20% of what we read20% of what we hear30% of what we see50% of what we see and hear70% of what we see, hear and discuss90% of what we see, hear, discuss and practice

Reflect for a minute on how you learn?

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What is scaffolding in education?

Use of a variety of techniques to help students progress towards understanding of topics and development as independent learners

Concept or skill is broken into separate discrete parts and students get the help they need to learn each part

Scaffolding works by building on what students can do and then moves to help them with what they cannot do

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So what is constructivism in terms of YLs?

Scaffolding is fundamental here:• Creating interest in the task – relating it to own life• Giving support as the learner proceeds – repeat,

recycle• Breaking the task into digestible pieces• Demonstrating purpose and goal of the task• Managing the learner’s frustration if not successful

at first

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What YLs can and cannot do? 

Children can tell stories and imagine new worlds. They are very creative and imaginative.

Children can learn implicitly and unconsciously. Generally they learn indirectly through play, interaction, repetition and recycling.  They are not bored by repetition.

Children can learn best through activities based on familiar situations: their school, their home, their games, their interests. 

Older children can classify, sequence, match and draw concrete objects.  Children cannot deal very well with abstract concepts and therefore

grammatical categories are difficult for them though they can learn grammatical patterns through repetition.  

Children cannot understand how language works and cannot make comparisons with their L1 initially.

Children cannot memorize decontextualized vocabulary items very well  Children cannot concentrate very well if they have to do certain activities

for too long. 

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Why teach English to YLs from a non-English speaking background?

Nature of learner and learning experience – easier to learn a new language at a young than after puberty – true or not? (biological/ psychological)

Instrumental motivation – importance of English as global language in business and technology

Socio-cultural factors – is English associated with specific cultural values or can it taught independently of cultural factors?

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Where – the classroom environment

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Where – the environment of YLs

L1 language learning environment

L2 language learning environment

Familiar and contextualized

Authentic

Motivated to communicate for real purposes

Learned from inside out

Decontextualized and limited to classroom

Artificial

Lack of purpose for communication

Outside imposition

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How is the first language acquired and can we apply any of this to learning English?

Can we adapt any of the features of L1 acquisition to L2 learning?Children learn the L1 initially

by listening before speakingBy mimicking sounds heard even when they do not

understandBy repeating over and overBy focusing on communication and not correct

grammarUniversal stages of language development – example

generalize on a rule – exceptions come later

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Replicating L1 acquisition

Teach language in a meaningful context with focus on communication

Provide lots of real practice – children do not bore of repetition

Create a stress free and stimulating environment that motivates the young learner

Do not teach grammar explicitly – let it emerge from the practice

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How should we teach YLs – the best methodology?

Relate the language to the lives of the young people – create a meaningful context

Scaffold the learning – graft the unknown onto the known

Make the environment relaxed and stress free – we all learn better when we learn in a comfortable environment

Use lots of visuals, realia and movement – remember the stages in a child’s development

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How should we teach YLs – the best methodology?

Start with the familiar and the known

Check comprehension often – scaffolding

Provide lots of opportunities for repetition – this helps with assimilation of the target language

Try to use English as much as possible and thus create familiarity and comfort.

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What materials should we use?

Remember Vygotsky, Piaget and Bruner:Go from the known to the unknownUse realia that is familiar to learnersMake it interesting – colourful, engagingUse imitation, repetition, physical movementHave lots of interaction with each otherTry to get to know their names quickly – be personal

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Materials

Depends on the age of the learners

Replicate acquisition of L1 for the very young

Begin with listening and speaking

Lots of modeling and repetition

Let them leave the first day – able to do something in English – greetings, a song ….

• We remember 90% of what we see, hear, discuss and practice

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Samples of materials –use the resources you have

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Alphabet - Body

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Alphabet - realia

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Facial expressions

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Describing emotions

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Facial expressions

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Learning names for parts of the body – show me an eye/ ear

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Learning the letters

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Children on the way home from school - India

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Animals – features – long ears

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Features – big eyes

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Long legs/ long hair/ long tail

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Zoo animals pictures of zoo animals, a dice and numbers 1 - 6

Put pictures of animals on the board and number them 1 – 6

One learner rolls the dice and whatever number it stops at (1 -6) the learner should name that animal

Teacher can write the name of the animal on the board and students can do same in their books if they are already able

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Vocabulary development – make your own book

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Learning about food http://www.youtube.com/watch?v=CWd-6kUgG4U

♫ Are you hungry?Yes, I am.Me, too.Let's eat!

Are you hungry? (Are you hungry?) [Shrug your shoulders and then rub your tummy.]Yes, I am. (Yes, I am.) [Thumbs up gesturing "yes" and/or nod your head "yes."]Are you hungry? (Are you hungry?)Yes, I am. (Yes, I am.)Mmmmm, a banana! [Pretend to peel and eat a banana.]Yum, yum, yum, yum, yum, yum, yum, yum, yum!

Are you hungry? (Are you hungry?) Yes, I am. (Yes, I am.)Are you hungry? (Are you hungry?) Yes, I am. (Yes, I am.)Mmmmm, watermelon! [Pretend you are holding a big slice of watermelon and then eat it.]Yum, yum, yum, yum, yum, yum, yum, yum, yum!

Are you hungry? (Are you hungry?) Yes, I am. (Yes, I am.)Are you hungry? (Are you hungry?) Yes, I am. (Yes, I am.)French fries! [Pretend to eat french fries one by one.]Yum, yum, yum, yum, yum, yum, yum, yum, yum!

Are you hungry? (Are you hungry?) Yes, I am. (Yes, I am.)Are you hungry? (Are you hungry?)Yes, I am. (Yes, I am.)Spaghetti! [Pretend to twirl spaghetti on a fork and eat it.]Yum, yum, yum, yum, yum, yum, yum, yum, yum!

Are you hungry? (Are you hungry?) Yes, I am. (Yes, I am.)Are you hungry? (Are you hungry?) Yes, I am. (Yes, I am.)Ice cream! [Pretend to lick an ice cream cone.]Yum, yum, yum, yum, yum, yum, yum, yum, yum!

I'm full! [Pat your tummy with both hands and puff out your cheeks.]

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Strip Stories Strip Stories – can be used to develop creativity and to teach important

points

http://www.do2learn.com/picturecards/howtouse/story.htm

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Class Trip Roller Skating"Last Wednesday our class went roller skating. We all rode the

school bus. We roller skated. It was fun!"

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Creating dialogues

Use situations familiar to students:Use strip figures to create dialoguesUse silent films to create dialogue – example

Charlie Chaplin / Mr BeanLearners may have some favourite characters

from their own culture

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Memory game for grammar and vocabulary

I went to market…

This is a well-known children’s memory game, but it can be adapted for grammar practice. In the traditional game, one person starts by saying I went to market and I bought a pineapple (for example). The next person has to repeat what the first person said, and then add one new item: I went to market and I bought a pineapple, and a dozen eggs… and so on, round the class. Players who can’t remember an item are “out” and the game continues until there is one winner. As it stands, the game is good practice of vocabulary, plus two past tense verbs. But you can increase the grammar practice by slightly modifying the formula.

For example (to practise past simple):

I went to London and I saw the Queen.

I went to London and I saw the Queen, and I read The Times.

I went to London and I saw the Queen, and I read The Times, and I climbed Big Ben. etc.

(You can make it a rule that players are not allowed to use a verb that has already been used). Other structures you can practise like this are:

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Game for introducing past tense

Another speaking activity for developing vocabulary and past tense: I went to London and I saw the Queen. I went to London and I saw the Queen, and I

read The Times. I went to London and I saw the Queen, and I

read The Times, and I climbed Big Ben. etc.

(You can make it a rule that players are not allowed to use a verb that has already been used. You can also substitute more familiar scenes than London).

Use your own pictures for generating vocabulary and stories

From the known to the unknown

Images of Sudan talking about food

A favourite Sudanese snack

Selling onions in the market (suq)

More food items

Water pots

Goats, cows and sheep

By the River Nile

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To the less familiar

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What is he doing?

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Classroom management

Establish routines Make clear when an activity ends Give plenty of breaks – have physical response activities – touch your ear –

check understanding of parts of the body Provide attention getters – jokes, puzzles, tongue twisters

http://www.englishclub.com/kids/ Refer to days of the week etc.

http://www.youtube.com/watch?v=7AvNq2CQnOI Make sure children know the routine of each day Use a variety of activities and develop all language skills Check frequently and make sure everyone understands Repeat and recycle language in a range of activities Use the L1 only when you need to not when it is the easiest way out Give rest times when learners put their heads down and remain quiet Teach dates through birthday reminders End of day song – other times of the day

http://www.songsforteaching.com/transitions/goodbye.htm  

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End of the day routine and language development

There are lots of ways that I can say goodbyeListen and I’ll show you some ways you can try

CHORUSOn Monday I may say "See you later"On Tuesday I sometimes say "Goodbye"On Wednesday I can say "See you tomorrow"And on Thursday I sometimes say "Bye bye".But when it’s Friday I stay home for the weekendAnd don’t come back to school for a couple daysSo on Friday “ Have a nice weekend!” is what I usually say.

I like to add a smile when I say goodbyeAnd it’s great to look towards the person’s eyes

Repeat chorus

When you say goodbye it’s nice to add a name ...“Goodbye Shelika”You can try it too, as you play this game:

Find their eyesSay their nameGive a smileThat’s the game

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Important pointsRemember:

Praise the children oftenBuild a positive attitude to learning in general and

language in particularBuild a comfortable learning environment for young

learnersHave a familiar routineHelp them build good learning habitsTeach something about the other’s culture and way

of life in a positive way

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Planning your lesson

Some questions to consider before planning your class:

Who are my learners? How old are they? What is their level of English? What do they know already – previous classes? How to recycle/ repeat from previous classes to check learning?

How long is the class?

What is the objective of the class? a new skill or development of a skill: listening, speaking, reading, writing a rule or formula: implicit practice of a grammatical structure e.g. routine a concept/fact/idea an attitude or a value a combination of two or three items.

What materials are relevant? Visual, aural, text,

What activities would enhance the teaching of this objective How are learners involved in doing?

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Use the lesson plan supplied

Some websites for teachers of young learners

http://www.slideshare.net/DavidDodgson/making-connections-classroom-management-with-young-learners-webinar-preview

http://www.teachingenglish.org.uk/blogs/admin/making-connections-classroom-management-young-learners-webinar-preview

http://www.teachingenglish.org.uk/blogs/alexenoamen/classroom-management-young-learners

http://www.englishclub.com/tefl-articles/young-learners-management.htm

http://www.tesall.com/tesol-teaching/classroom-management-for-young-english-language-learners/

http://www.youtube.com/watch?v=BLu3_CypTg8 

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http://www.slideshare.net/castanlucy/dealing-with-young-learnershttp://www.mes-english.com/http://www.kizphonics.com/product-types/phonics-readers/http://www.onestopenglish.com/clil/young-learners/http://www.esl4kids.net/songs.htmlhttp://www.oxfordtefl.com/oxford-tefl-courses/teacher-development/teaching-young-learners/http://www.teachingenglish.org.uk/teaching-kids