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Teaching English to Young Learners Week 01

Teaching English to Young Learners Week 01. Young and very young learners. What is the difference? Very young learners (age 3-6) Young learner s (age 7-12) Children learn languages faster and easier than adults… is it true?. Benefits of learning language at young age

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Teaching English to Young Learners Week 01

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  1. Teaching English to Young LearnersWeek 01

  2. Young and very young learners • What is the difference? • Very young learners (age 3-6) • Young learners (age 7-12) • Children learn languages faster and easier than adults… is it true?

  3. Benefits of learning language at young age • Intellectual improvement • Mother tongue improvement • Cultural gains

  4. Intellectual improvement • Intellectual superiority in verbal and non-verbal communication • Mental flexibility • Acquiring language without conscious effort

  5. Mother tongue improvement • Children become aware of a language as a social phenomenon • Ability to acquire language is still present • Bilingualism

  6. Cultural gains • Develop tolerance towards others • Accept the existence of other nations and their diversity • It reflects on their future language abilities in work place…

  7. Critical Period Hypothesis • A critical period is a biologically determined period of life when language can be acquired more easily and beyond which time language is increasingly difficult to learn

  8. children at an early age have a biological innate ability to unconsciously adopt the language • Teens and adults learn the foreign language by investing a conscious effort

  9. Since language learning is often associated with a combination of positive emotions and attitudes, the emotional characteristics of students play an important role in learning a foreign language, both in adult learners and children • This emotional component is called an affective domain.

  10. Affective domain • Affective domain is said to represent the emotional side of human behavior • Emotions emerge in all phases of learning a foreign language, and although, on the one hand, they help in learning and adopting a language, on the other hand, if they are unpleasant, they can endanger the whole process by reducing brain capacity for understanding, identifying meaning, and remembering.

  11. How important is the affective domain in case of young language learners? • It has always been believed that children are highly motivated to learn languages.. Is it true? • Positive attitudes • No inhibitions

  12. Affective domain is essentially a general emotional state that affects the perception and production of those who learn a foreign language, and such emotions can create a foreign language learning filter that is referred to as an affective filter

  13. Affective filter • Affective filter is defined as "an imaginary obstacle that prevents a learner from acquiring a language from an available source“ • An affective filter is essentially an invisible psychological filter that can speed up or hinder the learning of a foreign language

  14. Affective filter can be stronger or weaker depending on the environment in which the individual is located, interactions with peers or superiors, but also depending on personal factors of a person such as insecurity or anxiety. • If the affective filter is strong, the student will not be open to learning or acquiring a language.

  15. The understandable input is also very important when acquiring a foreign language

  16. Krashen claims: • A strong affective filter prevents the input from reaching the innate language acquisition mechanism (Language Acquisition Device); • A weaker affective filter allows the "passage" of the input, and it can be acquired; • An affective filter is responsible for individual variations in learning a foreign language; • Affective filter does not occur when acquiring a mother tongue.

  17. Affective Filter Hypothesis • It is based on the influence of affective factors on foreign language learning • Motivation • Attitude • Self-confidence • Foreign language anxiety

  18. Reducing affective filter in the classroom • Start with a smile • It is important to make eye-contact with your students and smile as you greet them at the beginning of the lesson • Begin and end clearly • There should be a definite moment when the lesson begins: a dividing line between not lesson and lesson. And similarly, there should be a clear point when it ends

  19. Give and advance overview • Particularly with teenage and adult groups, it’s important to provide the class at the beginning with the information about what’s planned for the lesson • Teach new materials first: review later • In principle, teach new or more difficult material early in the lesson, when students are at their freshest. Then go back and to a quick review of it at the end of the lesson, after you have spent time doing other things

  20. Don’t give homework at the end • If you know you have a homework assignment to give, explain it sometime in the middle of the lesson and make sure students have noted it down. Don’t leave it until the last minute. • End with something nice • Just before closing the lesson, try to find something pleasant to do or say so that your students leave the classroom with a smile

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