1. CHILDREN LEARNING
ENGLISH
As first language
As second language
As a foreign language
Context is different as regards
Time
Exposure
A real need for English
Variety of input
Meaningful input
2. Teachers in Argentina: English as a second language
Least favorable situation
A limited amount of time spent on English
No need or reason for using English
A formal learning environment with the focus mainly on correctness
A limited and controlled language input
As teachers we have to make the best of the classroom time
Lively environment
Motivation
Warm and happy atmosphere
Personal reasons to learn English
3. How children learn languages?
USING LANGUAGE CREATIVELY
Students experiment and work out the rules of the language with
the knowledge they already have
GOING FOR MEANING
Students are more interested in communicating the sense or meaning of
situation rather than using accurate grammar
4. USING CHUNKS OF LANGUAGE
Students use ready-made phrases when they have very little language.
Later, they break down the phrases and recombine them with others;
this is a sign of language development.
HAVING FUN
When students enjoy the learning activity, they want to continue
playing which will give them more exposure to language and chances
to practise it.
5. JOINING IN THE ACTION
Physical activities provide an excellent context for language learning,
since language is applied to what is currently happening. Students
actively learn and participate.
TALKING THEIR HEADS OFF
Young children are enthusiastic and willing to talk, especially of
teachers provide them with interesting and engaging activities.
FEELING AT HOME
Students need to feel confident, secure and supported so as to
participate in class and learn more effectively.
6. We have to create a context that supports language learning
through all these different abilities making sure to:
Create a real need and desire to use English
Provide sufficient time for English
Provide exposure to varied and meaningful input
Provide opportunities to experiment with new language
Provide opportunities to practice and use language in different
contexts
Create a friendly and safe atmosphere
Provide feedback on learning
Help children notice the underlying pattern of language
7. Teachers` beliefs about learning
What teachers believe about the way in which students learn affects the
planning and organization of the lessons and the methods used.
It is important to constantly check on those beliefs and how we apply them so
as so to assure effective learning.
The relationship between teacher and students is as important as the
methods.
8. Observing children’s language learning
Keep a diary
Tape record children’s interaction
The information obtained from the observations can help you
examine your beliefs and classroom practice and plan your
lessons based on evidence.