Teaching-English-to-Young-Learners---NSTRU

TeachingEnglishtoYoungLearnersJoanKangShinEnglishLanguageCenterUniversityofMaryland,[e-mail]nglearnersshouldhavefunwithEnglish!ThepurposeofthisprogramistointroduceparticipantstothetheoryandpracticeofteachingyounglearnersintheEFLclassroom.Participantswillengageinenjoyableactivitiesdesignedspecificallyforyounglearners,suchassongs,chants,fingerplays,andstorytelling.Inaddition,participantswilldiscussapproachesforteachinglanguagewithinameaningfulcontextandshareeffectivetechniquesformakinglanguageinputcomprehensibleandencouragingstudentparticipation.Bytheendoftheprogram,participantswillbeenergizedandreadytomaketheiryounglearnershavefunwithEnglish.ModuleI:LearningandTeachingStylesforPrimaryStudentsHowdochildrenlearnlanguage?Thisworkshopwillfocusonthecharacteristicsofyounglearnersandtheirlearningstylesthataffectsecondlanguageacquisition.Inadditiontoadiscussiononlearningstylesofprimarystudents,thisworkshopwillintroduceusefulactivitiesandteachingideasspecificallydesignedforTeachingEnglishtoYoungLearners(TEYL).ModuleII:Songs,Chants,andPoems!Childrenlovetosing,chant,andbecreative!Thepurposeofthisworkshopistoteachparticipantssongs,chantsandpoemsinEnglishtouseintheyounglearnerclassroom.Thismeanslearningtosing,chant,andwritepoemsaswellaslearninghowtoincorporatethemeffectivelyintoEnglishlessonsasgoodpracticeforteachingpronunciation,vocabulary,grammar,andallfourskills.ModuleIII:StorytellingandMore!Childrenlovestories!ThepurposeofthisworkshopistoexploretheusesofstorytellingtoteachEnglishtoyounglearners.Itgivestherationaleforusingstoriesasameaningfulcontextinwhichnewlanguagecanbetaughtandasasourceforculturalcontent.Demonstrationsofstorytellingtechniquesandactivitiesforyounglearnerswillbegiveninordertoshowparticipantshowtointegrateskillsandteachvocabularyandgrammarinfunandinterestingcontexts.ModuleIV:IncreasingClassroomInteractionYounglearnersneedtospeakout!EFLteacherseverywherestruggletoincreasethequantityandthequalityofEnglishspokenbytheirstudentsintheirclassrooms.ThisworkshopwillintroducethebasicinteractionsfoundinEFLclassroomsandwilldemonstratestrategiesforteacherstocreateamoreinteractiveandcommunicativeclassroom,particularlyforyounglearnersofEnglish.JoanKangShinUniversityofMaryland,[e-mail]1ModuleI:Learning&TeachingStylesforPrimaryStudentsHowdochildrenlearnlanguage?Thisworkshopwillfocusonthecharacteristicsofyounglearnersandtheirlearningstylesthataffectsecondlanguageacquisition.Inadditiontoadiscussiononlearningstylesofprimarystudents,thisworkshopwillintroduceusefulactivitiesandteachingideasspecificallydesignedforTeachingEnglishtoYoungLearners(TEYL).OutlineofWorkshopI.Introduction:T-P-SII.ConsiderationsforTeachingYoungLearners•Howchildrenlearn•Characteristicsofyounglearners•LanguageLearningEnvironmentIII.Teachingapproachesforyounglearners•TenHelpfulIdeasforTEYLIV.ClassroomManagementIdeasV.Conclusion:RolePlayI.Introduction:T-P-S(Think-Pair-Share)TEYL?Thinkaboutit!1.WhatisthepurposeforstartingEnglishinstructioninprimaryschool?2.Whatkindofapproachshouldwetakeinayounglearnerclassroom?________________________JoanKangShinUniversityofMaryland,[e-mail]gYoungLearnersAsyougothroughthebasicprinciplesofteachingyounglearners,pleasethinkabouthowthesetheoriescanbeappliedtoyourTEYLclassroomsituation.A.HowchildrenlearnChildrenareactivelearnersandthinkers.(Piaget,1970)Childrenconstructknowledgefromactivelyinteractingwiththephysicalenvironmentindevelopmentalstages.Theylearnthroughtheirownindividualactionsandexploration.Childrenlearnthroughsocialinteraction.(Vygotsky,1962)Childrenconstructknowledgethroughotherpeople,throughinteractionwithadults.Adults/teachersworkactivelywithchildrenintheZoneofProximalDevelopment(ZPD).ZoneofProximalDevelopment(ZPD)=differencebetweenthechild'scapacitytosolveproblemsonhisownandhiscapacitytosolvethemwithassistanceChildrenlearneffectivelythroughscaffoldingbyadults.(Bruner,1983)Theadult’sroleisveryimportantinachild’slearningprocess.LikeVygotsky,Brunerfocusedontheimportanceoflanguageinachild’scognitivedevelopment.Heshowshowtheadultuses“scaffolding”toguideachild’slanguagelearningthroughfinely-tunedtalk.(Cameron,2001)EffectiveScaffolding(Bruner,1983)Parentswhoscaffoldedeffectively•createdinterestinthetask;•brokethetaskdownintosmallersteps;•keptchild“ontask”byremindinghimofthepurposeorgoal;•pointedouttheimportantpartsofthetask;•controlledthechild’sfrustrationduringthetask;•modeledthetask,includingdifferentwaystodothetask.B.CharacteristicsofYLsJoanKangShofMaryland,[e-mail]3AdjectiveSplashJoanKangShinUniversityofMaryland,[e-mail]4VYLs(under7)YLs(7-12)-acquirethroughhearingandexperiencinglotsofEnglish,inmuchthesamewaytheyacquireL1-learnthingsthroughplaying;theyarenotconsciouslytryingtolearnnewwordsorphrases–forthemit’sincidental-loveplayingwithlanguagesounds,imitating,andmakingfunnynoises-arenotabletoorganizetheirlearning-notabletoreadorwriteinL1;importa