Working with Young Children who are Learning English as a New Language D.Badamgarav Ts.Bayasgalan N. Khishigdulam MSUE TESOL conference, 2014.

Language is the center of human life. Bilingualism – multilingualism is the norm. Over a billion of people all over the world are fluent in more than one language nowadays. So Need to understand what makes language teaching successful and how young learners learn.

Factors that influence language learning (Skehan 1989). Classroom and materials Social context Opportunities for target language use The learner Learning according to strategies and processes.

Why these components? they associate with the young learner and it is crucial to remember that the child should always be at the center of the learning process ; they can associate with the teacher and enable them to create conditions that promote successful learning.

Why teach English at the primary level? increased use of and exposure to English in daily life – practical need exposes children to understanding of foreign cultures – tolerance links communication to the understanding of new concepts the earlier you start the more time you get to learn the language stimulates language awareness – benefitting both L1 and L2

the brain is more adaptable before puberty than after – L2 acquisition is possible without interference from self- consciousness children have fewer negative attitudes to foreign languages and cultures – more open for learning languages children’s language learning is more closely integrated with real communication – depends more on the immediate physical environment Are children better language learners?

Characteristics of young learners (8-10 years old) keen and enthusiastic – motivated curious and inquisitive outspoken – clear views learning can be closely linked to the development of ideas and concepts rely on spoken word as well as the physical world to convey and understand meaning

Characteristics of young learners learn by doing/hands-on experience (physical movement and activity necessary to stimulate thinking – understanding comes through hands, eyes, and ears) a sense of fairness – can work with and learn from others have some sort of language awareness and readiness capacity for indirect learning - guessing

Implications for teaching focus on words and interaction play with the language develop the awareness of language ensure variety in the classroom routines and repetition scaffolding and modelling cooperation not competition grammar is absorbed – student- directed assessment and encouragement

Suggestions for the young learner EFL classroom Books and material ought to be designed according to the needs, age and interest of the learners ___ motivated and happy learners VS

. Visual material can aid comprehension and communication Audio material is a useful tool for reading and listening comprehension – can offer access to native speaker models

Learners need a plethora of activities in order to practice all four language skills. Communicative and cooperative activities can make a difference.

The computer can be an excellent tool if used correctly. Promotes a pleasant environment Individualization of the work of children Acquire new knowledge in pleasant ways Communication in real life situations (internet)

Access to authentic materials and native speaker models Integrates the benefits of audio and video materials Opportunities to practice all 4 language skills It enhances the resources available in the classroom It offers a variety of options

Rules for Success Speak English clearly using gestures. Use pictures and real objects. Let shy children respond nonverbally. Use puppets as role models. Constantly review vocabulary and language patterns. Praise students liberally. Get your students actively involved. Communicate with parents and your colleagues. Establish a regular routine. Make learning English fun for your students and yourself!

Considerations for Teaching Young Learners A. How children learn Children are active learners and thinkers. (Piaget, 1970) Children construct knowledge from actively interacting with the physical environment in developmental stages. They learn through their own individual actions and exploration.

Considerations for Teaching Young Learners B. Children learn social interaction. (Vygotsky, 1962) Children construct knowledge through other people, through interaction with adults. Adults/teachers work actively with children in the Zone of Proximal Development (ZPD).

Considerations for Teaching Young Learners C. Children learn effectively through scaffolding by adults. (Bruner, 1983) The adult’s role is very important in a child’s learning process. Like Vygotsky, Bruner focused on the importance of language in a child’s cognitive development. He shows how the adult uses “scaffolding” to guide a child’s language learning through finely-tuned talk. (Cameron, 2001)