...Teaching English to Young Learners: How They Learn and the Pedagogical Implication Rojab Siti Rodliyah (rojab.siti@gmail.com) UPI Bandung There is now a growing tendency among Indonesian people to introduce English to children starting from the early age, through either formal or informal education. This can be seen from the mushrooming of bilingual and international schools where English is used as the language of instruction as well as the increasing number of English courses aimed especially for children. Sometimes people hold a misconception regarding teaching English for young learners, in which they believe that the earlier the kids learn a foreign language, the better it will be. As a matter of fact, this assumption is not completely true. Only when handled with care will the teaching of foreign language to young learners succeed as expected. Otherwise, this will not gain a significant effect on children’s language development. This paper will elaborate some principles on how young learners learn a foreign language, which should be the foundation of the way the teaching English to young learners is conducted. Some theories on how children learn will be drawn on, followed by a discussion on the pedagogical implications. This paper is expected to give insights to English teachers in general and teachers of English for young learners in particular, about the importance of taking into account the aspects related to the way young learners learn in designing their teaching...
Words: 2041 - Pages: 9
...related to Language Education Introduction In this unit you are going to study curriculum documents related to Language Education. Upon completion of this unit you should be able to: paraphrase the language policy for schools with specific reference to medium of instruction, languages as subjects, phase implementation per phase as well as for students with disabilities; discuss academic opinions on the successes and challenges in educational language policy application in Namibia; compare current and alternative policy options critically. 6.1 Paraphrase the language policy for schools with specific reference to the medium of instruction, languages as subjects, phase implementation per phase as well as for students with disabilities. 6.1.1 The History of the National Language Policy Read the information out of Toward Education for all: Gamsberg Macmillan MEC, (1993): I. CRITERIA FOR LANGUAGE POLICY FORMULATION Language policy formulation in a multilingual society is a difficult task. What is required is a fair balance between the abilities of individuals to choose their medium of communication and the public interest in a common language to facilitate citizen participation and decision making in a democratic society. The Ministry has been guided by the following understandings to develop a language policy for schools in Namibia: • All national languages are equal regardless of the number of speakers or the level of development of a particular language. All language policies...
Words: 5255 - Pages: 22
...CLL in Consolidating Grammar in Lower Secondary School. The aim of the project: To check the effectiveness of Community Language Learning in consolidating grammar in a non-threatening atmosphere and through whole person learning. Justification of the aim: As Stevick (1990) claims it is very disturbing and confusing for students when the teacher is continually browbeating him for every error. An appropriate response to it is an assumption of CLL inventor who “(...)builds his approach on the conviction that nonthreatening counselling relationship between the teacher and the learner is the perfect concept for whole-person learning.” (Dakowska 2007: 77). The aim of this project is to examine whether this assumption facilitate learning which should come naturally and easily. THEORETICAL PART 1. Community Language Learning 1.1 An outline of the method (history, origin and inventor) 1.2 Basic assumptions (a general characteristic of CLL and a description of the main assumptions ) 1.3 Techniques and teaching activities (a general description of CLL techniques) 1.4 Teacher and learner roles (a description of attitudes, functions and roles of the teachers and the learners; the nature of student-teacher interaction) 2. Teaching grammar 2.1 The notion of grammar 2.1.1 Defining grammar 2.1.2 The role of grammar in language teaching 2.2 Different methods of teaching grammar (teaching grammar from rules (deductive learning – pros and cons),...
Words: 1237 - Pages: 5
...Internet in Learning/teaching English Language Abdullah Ibrahem Alorini Imam Mohammed Bin Saud Islamic University Introduction The Internet offers tons of information and unlimited resources that people can use in order to expose them to authentic language use. Exposure, however, is not enough to trigger language acquisition. People need to be acquainted the use of computers to enhance language acquisition. The aim of this paper is to prove that Internet is a great influence to Enhance English communication skills through their exploration of the Internet that will ultimately help them improve communication skills and enrich their vocabulary. The Internet offers tons of information and unlimited resources that people can use in order to expose them to authentic language use. Exposure, however, is not enough to trigger language acquisition. People need to be acquainted the use of computers to enhance language acquisition. (Mei Lin, Caroline. 2007) Literature Review In a Study by Yi Zhou about Attitudes and Motivation toward learning a second language in an internet-based informal context: Perception of University ESL Students done in university of Windsor, Ontario, Canada; the study investigates the motivational factors for learning English-as-a-Second-Language (ESL). One of the purposes of the study is to benefit the educators and the instructors to gain a better understanding of the characteristics inherent to a internet-based concept to help support language learning motivation...
Words: 1866 - Pages: 8
...Assessment of English Language Learners Grand Canyon University: ESL 533N August 21, 2013 Abstract The reason for writing this essay is to inform the reader about the processes students go through to be categorized as English Language Learners (ELLs). The administrators and educators have to follow steps to determine if a child is considered to be an ELL student. In the state of Mississippi, tests are provided to students who are entering school whom may be labelled as English language learners. The test will assist instructors with programmatic placement determinations such as identification and placement of ELLs. These assessments are called W-APT which stands for WIDA-ACCESS Placement Test. It is considered to be English language proficiency “screener” test. The tests are written from the WIDA’s five English Language Proficiency (ELP) standards: Social and Instructional Language, Language and Language Arts, Language of Mathematics, Language of Science, and Language of Social Studies. The test approaches the four communication domains of listening, talking, speaking, and writing. The Kindergarten W-APT is given to student in the second semester pre-K, Kindergarten, and first term 1st graders. Also, the paper will discuss the alternative assessment formats and importance of each one. There are many immigrants that are living in the United States. Over the past 30 years, the population of immigrants have increased more than 14 million. English language learners...
Words: 1079 - Pages: 5
... ENGLISH LANGUAGE AND LITERATURE TEACHING PROJECT TOPIC: “TEACHING ENGLISH LANGUAGE AND LITERATURE IN SOCIO-LINGUISTIC CONTEXT” SUBMITTED BY: GAURAV .N. SHIMPI CHECKED BY: PROF. DIPTI PETHE YEAR : 2012 -2013 INDEX Introduction Aims and Objectives Meaning and Nature of Language English Language and Literature in India Role of Language in Teaching Literature Sociolinguistic Contest in Learning and Teaching English Language Conclusion Bibliography INTRODUCTION Sociolinguistics is the descriptive study of the effect of any and all aspects of society, including cultural norms, expectations, and context, on the way language is used, and the effects of language use on society. Sociolinguistics differs from sociology of language in that the focus of sociolinguistics is the effect of the society on the language, while the latter's focus is on the language's effect on the society. Sociolinguistics overlaps to a considerable degree with pragmatics. It is historically closely related to linguistic anthropology and the distinction between the two fields has even been questioned recently. It also studies how language varieties differ between groups separated by certain social variables, e.g., ethnicity, religion, status, gender, level of education, age, etc., and how creation and adherence to these rules is used to categorize individuals in social or socioeconomic classes. As the usage of a language varies from...
Words: 4944 - Pages: 20
...[pic] NORTHCENTRAL UNIVERSITY ASSIGNMENT COVER SHEET Student: Abir Aboutaha THIS FORM MUST BE COMPLETELY FILLED IN Follow these procedures: If requested by your instructor, please include an assignment cover sheet. This will become the first page of your assignment. In addition, your assignment header should include your last name, first initial, course code, dash, and assignment number. This should be left justified, with the page number right justified. For example: |DoeJXXX0000-1 1 | Save a copy of your assignments: You may need to re-submit an assignment at your instructor’s request. Make sure you save your files in accessible location. Academic integrity: All work submitted in each course must be your own original work. This includes all assignments, exams, term papers, and other projects required by your instructor. Knowingly submitting another person’s work as your own, without properly citing the source of the work, is considered plagiarism. This will result in an unsatisfactory grade for the work submitted or for the entire course. It may also result in academic dismissal from the University. | | | |ESL7001-8 |Dr. Anthony Pellegrini ...
Words: 2686 - Pages: 11
...CHALLENGES STUDENTS FACE IN LEARNING ESSAY WRITING SKILLS IN ENGLISH AS A SECOND LANGUAGE IN SECONDARY SCHOOLS IN MANGA DISTRICT, NYAMIRA COUNTY, KENYA BY NYANG’AU BENARD NYASIMI E55/CE/14078/2009 A THESIS SUBMITTED IN PARTIAL FULFILMENT FOR THE DEGREE OF MASTER OF EDUCATION IN THE SCHOOL OF EDUCATION KENYATTA UNIVERSITY JULY 2013 * DECLARATION This thesis is my original work and has not been presented for degree in any other university. Signature: ______________________________ Date: ________________________ BY NYANG’AU BENARD NYASIMI E55/CE/14078/2009 We confirm that this thesis was carried out by the candidate under our supervision as university supervisors. Signature------------------------------------------------------ Date-------------------------- Dr .Sophia. Ndethiu. Department of Educational Communication and Technology. Kenyatta University. Signature------------------------------------------------------ Date------------------------- Dr. John. Kimemia. Department of Educational Communication and Technology. Kenyatta University. * DEDICATION This work is dedicated to my loving wife Zipporah Nyasimi and our sons Philemon Siko and Enock Ongeri . * ACKNOWLEDGEMENT I wish to acknowledge the support of those individuals who made it possible for a successful completion of this work. Special thanks go to my supervisors Dr. Sophia Ndethiu and Dr. John. Kimemia for the support, guidance...
Words: 21036 - Pages: 85
...Communicative approaches in favour of second language acquisition INTRODUCTION For ages, researchers have been developing their own methods, techniques and approaches in the field of learning English as a Second Language. Due to the fact that in the last decades communicative competence has emerged as a main goal; several theories have appeared. They have communication as an aim and are mainly learner centered. AIM The aim of this essay is to look at the concepts of communicative language teaching and task based language teaching. How are these concepts discussed by pedagogical researchers? Furthermore, the dissertation will analyze how communicative approaches are used in the example given where a chart is presented for the students to complete it, and later to serve as a basis for lively questions and discussions according to their level. The first questions ask us to justify the method used in this activity, whereas the second one gives us the opportunity to compare and find similarities or evidence of any other method. Finally, a view on how this activity promotes learners` second language acquisition will be presented. The task states “The use of charts was introduced in Chapter Four as means of providing comprehensive imput …( ) The construction of tables of information about the students can serve as a basis for interesting discussions …” . Then, the teacher creates a chart on the board so as to be completed with the weekly routines of some of the...
Words: 2886 - Pages: 12
...3: Syllabus and materials; Lexis SM/14/01: Select one type of syllabus from the list below, and comment on its strengths and weaknesses. Task-based syllabus Show how the syllabus has been influenced by particular theories (and models) of both language and learning. Describe the teaching situation (or situations) which you believe is best suited to this type of syllabus. Outline the arguments for choosing this type of syllabus. 1 Table of Contents 1. Introduction 1.1 Outline of Task-Based Learning 1.2 Why the Task-Based Syllabus was Chosen 2. Theories of Language and Learning 2.1 Theories of Language 2.2 Theories of Language Learning 3. Strengths and Weaknesses of a Task-Based Syllabus 3.1 Strengths of a Task-Based Syllabus 3.1.1 SLA Theory Base 3.1.2 Focus on Form and Noticing 3.1.3 A Learner-Centred Approach 3.1.4 Real-World Language Use 3.1.5 Tasks Build Fluency and Create Motivation 3.1.6 Flexibility of the Task-Based Syllabus 3.2 Weaknesses of a Task-Based Syllabus 3.2.1 SLA Theory Base 3.2.2 Focus on Form and a Concern with Syntax 3.2.3 Fluency at the Expense of New Language 3.2.4 Difficulties for Teachers 3.2.5 Difficulties for Learners 3.2.6 Sequencing, Difficulty and Assessment 4. Practical Applications of a Task-Based Syllabus 4.1 Contexts for Use 4.2 Arguments for Choosing a Task-Based Syllabus 5. Conclusion 2 1. Introduction. This paper will examine the...
Words: 5342 - Pages: 22
...Comprehension among Secondary School ESL Students Author: Mrs. Jane Sequeira is a research scholar at St. Ann’s College of Education. She has served as a teacher for classes’ right from Kindergarten to 12th standard for two decades. She is passionate about trying innovative methods to make the process of teaching learning effective and enjoyable. At present she is conducting an experimental study under the guidance of Dr.Vijaya Kumari S.N. The author may be contacted at jane.r.sequeira@gmail.com. Abstract The present study titled “The effect of Metacognitive Strategy Instruction through Co operative Learning on Reading Comprehension among Secondary School ESL Students” is an Experimental Study. The pre test - post test control group design was adopted for the facilitation of which the researcher prepared instructional materials both in Metacognitive Strategic Instruction through co operative learning and Conventional Method and applied them on the experimental and control group respectively to find out their effect on the respective groups and compare them. A reading comprehension test prepared by the investigator was used as pre test and post test. The sample consisted of 112 ESL students of standard nine studying in Kannada medium. Descriptive statistics Mean and SD were calculated to find out the effect of the teaching strategies and Inferential statistics ‘t’ test was used to infer the results to the population. The difference in the means of scores of pre test and post test...
Words: 2617 - Pages: 11
...REMEDIAL INSTRUCTION IN ENGLISH (SYLLABUS) This three-unit course in Remedial Instruction in English deals with the strategies and methods of contemporary English language teaching. This is geared for English language learners who are faced with difficulty in communicative competence in one or more domains. It also attempts to provide actual remediation through hands-on practice and various situational case studies. I. Orientation to Functional Grammar a) Parts of speech b) Verbs & Tenses c) Sentences Structures Suggested Reading/ Resources Materials Theory and Problems of ENGLISH GRAMMAR Third Edition by Eugene Ehrlich II. How to teach English 1. Vocabulary a) Compound words b) Conversions c) Word-attack skills 2. Listening and Comprehension: a) Grasping the gist b) Identifying the specific & extracting relevant information c) Following Stress/Volume/Tone/Pace of speaker d) Correcting the pronunciation e) Understanding instructions f) Answering oral questions g) Note- making skill / Dictation h) Reproducing / transforming short aural and oral texts i) Comprehending interviews / Report / Articles j) Reading Handout / Describing Pictures 3. Speaking and oral interaction Different language functions in Daily life situation: a. to give personal details: name, age, qualification, address etc. b. to make requests/offers/Proposal/statements c. to give instruction/to ask & answer questions d. to agree/to disagree/...
Words: 2948 - Pages: 12
...of Languages, Linguistics & Literature DEPARTMENT OF ENGLISH CONCEPT PAPER For Seminar Paper By JUVELLE S. CRISTOBAL MAT – ELA June 16, 2012 1st Semester, 2012-2013 A. Title B. Introduction * Rationale * Research Questions C. Review of Related Literature * Foreign References and Related Studies * Local Context and Related Studies D. Methodology * Respondents * Data Gathering Procedure * Research Design * Data Analysis E. Timetable for Research F. References TITLE A Syntactic and Comparative Analysis of Phrase Structure Rules Used in the Written Diagnostic and Term Composition of Freshmen Computer Secretarial Students in Bulacan Polytechnic College (Obando Campus) INTRODUCTION Rationale It is said that language learning is the product of formal instruction and it comprises a conscious process which results in conscious knowledge ‘about’ the language, for example knowledge of grammar rules. Although ‘language learning’ is considered less important than language acquisition, most of what is learned has been coming from the formal teaching in school. It is also said that the acquisition of grammatical structures follows a ‘natural order’ which is predictable. For a given language, some grammatical structures tend to be acquired early while others late. It can be derived that language learning could also be predictable and that grammatical structures are learned in an orderly manner controlled by the series of language teaching...
Words: 2735 - Pages: 11
...Review of “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force Stephen Krashen University of Southern California Kellie Rolstad Arizona State University Jeff MacSwan Arizona State University The “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force purports to present a scholarly and balanced review of current scientific knowledge regarding effective programs for English Language Learners (ELLs) in general and Structured English Immersion (SEI) in particular. However, we find that the review neglects to reference significant research bearing on the questions raised, and frequently draws inappropriate conclusions from the research presented. Perhaps most disappointing is the tendency in the review to neglect important conceptual distinctions which could have usefully guided the research summary. Below we address each area of literature review in turn, pointing out significant limitations and incorrect interpretations as they arise. 1. What is the current state of scientific research in the area of effective instruction for English Learners? The review cites references to make the point that there are relatively few high quality studies regarding program effectiveness for English Language Learners, with estimates ranging from five (Gersten & Baker, 2000) to fifty (Genesee, Lindholm-Leary, Saunders...
Words: 4527 - Pages: 19
...Influence ICT tools use in language learning to improve communication skills in Arts and science colleges *Dinesh P, **Dr. J. Karthikeyan *Research Scholar, Department of English, School of Social Sciences and Languages, VIT University, Vellore. **Assistant professor (Senior) in English, School of Social Sciences and Languages, VIT University, Vellore. Abstract A resourceful English language teacher to equip with using variety of ICT tools is desirable in English language as a second language classroom. The challenges of language teacher instruction increases when prescribed English as a second Language with the help of course materials are constituted with too many interactive language proficiency activities. Most importantly ICT as a common...
Words: 1469 - Pages: 6
