The learning experiences that children have in our classrooms should resemble that early stage of learning. How can this be accomplished? Through games, songs, chants. In this way, we foster learning situations in which children can succeed in acquiring a second language
4. ages 3 to 5
• emotions have primary importance
• learn through their experiences
• they believe that the world thinks and feels as they do
• self-centered yet significantly influenced by others
• think very concretely and literally
7. “ … Fully literate persons can only with great difficulty imagine what a
primary oral culture would be like, that is, a culture with no knowledge
whatsoever of writing or even of the possibility of writing. Try to imagine
a culture where no one has ever ‘looked up’ anything. In a primary oral
culture, the expression ‘to look up something’ is an empty phrase: it
would have no conceivable meaning. Without writing, words as such
have no visual presence, even when the objects they represent are
visual. Words are sounds. You might ‘call’ them back—’recall’ them. But
there is nowhere to ‘look’ for them. They have no focus and no trace (a
visual metaphor, showing dependency on writing), not even a trajectory.
They are occurrences, events”
Ong, Walter J. 1982: 31. Orality and Literacy: The Technologizing of the
Word. London: Methuen.
19. little children
acquire language best
if the focus is on meaning (rather than form)
if there is variety, recycling and repetition
if they learn with their whole bodies
in a low-anxiety environment
29. 5 - https://bit.ly/2IAO6ea 6 - https://bit.ly/2IuGiL6
transition markers
3 - https://bit.ly/2IdYbdB
circle timehello song
clean up time good bye song
4 - https://bit.ly/2rBBLMu
43. ages 3 to 5
• emotions have primary importance
• learn through their experiences
• they believe that the world thinks and feels as they do
• self-centered yet significantly influenced by others
• think very concretely and literally
44. ages 3 to 5
• emotions have primary importance
• learn through their experiences
• they believe that the world thinks and feels as they do
• self-centered yet significantly influenced by others
• think very concretely and literally
53. clear rules
easy to explain and play
demonstration
choosing group members
element of challenge
introducing games
name picker
https://www.classtools.net/random-name-picker/12_SWNZJS
60. 7- https://bit.ly/2tDTrGJ
I see something pink
8 - https://bit.ly/2I5bn8O
onefinger, one thumb
9 - https://bit.ly/2IxgzSj
walking, walking
10 - https://bit.ly/2rBe3jc
the clap song
62. 11 - https://bit.ly/2KQVFff
I can run
12 - https://bit.ly/1rY7fFr
Do you like …?
13 - https://bit.ly/2G4FlUn
I´ve got …
14 - https://bit.ly/2IdtVny
There is … (animal song)
64. • sparks their imagination
• facilitates language and brain development
• promotes positive attitude towards language learning
storytelling with
very young
learners
79. “ … Fully literate persons can only with great difficulty imagine what a
primary oral culture would be like, that is, a culture with no knowledge
whatsoever of writing or even of the possibility of writing. Try to imagine
a culture where no one has ever ‘looked up’ anything. In a primary oral
culture, the expression ‘to look up something’ is an empty phrase: it
would have no conceivable meaning. Without writing, words as such
have no visual presence, even when the objects they represent are
visual. Words are sounds. You might ‘call’ them back—’recall’ them. But
there is nowhere to ‘look’ for them. They have no focus and no trace (a
visual metaphor, showing dependency on writing), not even a trajectory.
They are occurrences, events”
Ong, Walter J. 1982: 31. Orality and Literacy: The Technologizing of the
Word. London: Methuen.
80. “ … Fully literate persons can only with great difficulty imagine what a
primary oral culture would be like, that is, a culture with no knowledge
whatsoever of writing or even of the possibility of writing. Try to imagine
a culture where no one has ever ‘looked up’ anything. In a primary oral
culture, the expression ‘to look up something’ is an empty phrase: it
would have no conceivable meaning. Without writing, words as such
have no visual presence, even when the objects they represent are
visual. Words are sounds. You might ‘call’ them back—’recall’ them. But
there is nowhere to ‘look’ for them. They have no focus and no trace (a
visual metaphor, showing dependency on writing), not even a trajectory.
They are occurrences, events”
Ong, Walter J. 1982: 31. Orality and Literacy: The Technologizing of the
Word. London: Methuen.
81. “ … Fully literate persons can only with great difficulty imagine what a
primary oral culture would be like, that is, a culture with no knowledge
whatsoever of writing or even of the possibility of writing. Try to imagine
a culture where no one has ever ‘looked up’ anything. In a primary oral
culture, the expression ‘to look up something’ is an empty phrase: it
would have no conceivable meaning. Without writing, words as such
have no visual presence, even when the objects they represent are
visual. Words are sounds. You might ‘call’ them back—’recall’ them. But
there is nowhere to ‘look’ for them. They have no focus and no trace (a
visual metaphor, showing dependency on writing), not even a trajectory.
They are occurrences, events”
Ong, Walter J. 1982: 31. Orality and Literacy: The Technologizing of the
Word. London: Methuen.
82. “ … Fully literate persons can only with great difficulty imagine what a
primary oral culture would be like, that is, a culture with no knowledge
whatsoever of writing or even of the possibility of writing. Try to imagine
a culture where no one has ever ‘looked up’ anything. In a primary oral
culture, the expression ‘to look up something’ is an empty phrase: it
would have no conceivable meaning. Without writing, words as such
have no visual presence, even when the objects they represent are
visual. Words are sounds. You might ‘call’ them back—’recall’ them. But
there is nowhere to ‘look’ for them. They have no focus and no trace (a
visual metaphor, showing dependency on writing), not even a trajectory.
They are occurrences, events”
Ong, Walter J. 1982: 31. Orality and Literacy: The Technologizing of the
Word. London: Methuen.
