Children learn foreign languages differently than adults for several reasons. They are more enthusiastic, want to please teachers, and lack inhibitions. However, they also lose interest more quickly and are less able to self-motivate. According to Piaget, children are active learners who construct knowledge through their interactions with the environment. Vygotsky argued that language and social interaction are essential to children's cognitive development. Teachers can help children learn by scaffolding instruction through routines, modeling, and breaking tasks into steps. Starting foreign language education at a young age may help because children's brains are still developing the mechanisms for language acquisition.

1. Teaching languages to young learners
Chapter 1

2. Children learning a foreign
language
What is different about teaching a
foreign language to children, in
contrast to teaching adults or
adolescents?

3. CHILDREN AS LEARNERS
 More enthusiastic
and lively.
 Want to please the
teacher.
 Willing to participate.
 Lack of inhibition.
 Lose interest more
quickly.
 Less able to keep
themselves motivated
 Less able to use
metalanguage

4.  Learning-centred perspective:
Focus on children’s learning.
Lessons and activities are adjusted to the
learning needs of pupils.
Maximise learning.
 Learner-centred teaching:
Focus on the child.
Students take ownership of their learning.
Students are highly motivated.
Undemanding tasks.

5. Piaget
 Child as an active learner alone in a world of
objects.
 The learning occurs when the child solves
problems presented by the environment.
 The knowledge that results from an action is
actively constructed by the child and not imitated
or in-born.
 For cognitive development, action is more
important than language

6.  Assimilation
 Accommodation
Ways in which development can
take place as a result of activity

7.  Assimilation happens when action takes place
without any change to the child.
 Accommodation involves the child adjusting to
features of the environment in some way. The
child’s actions and knowledge adapt to the new
possibility and something new is created.
Ways in which development can
take place as a result of activity

9. Implications of Piagetian theory for
language learning.
 The child as sense-maker
- The child tries to make sense of the world
(people’s actions and language).
- The sense-making is limited by their experience.
 The world as offering opportunities for learning
- Classroom and classroom activities create
opportunities to learners for learning.

10. Vygotsky.
 Child as an active learner in a world full of people:
‘Sociocultural theory’: Adults mediate the world
for children and make it accessible to them
 Language:
- It provides the child with a new tool.
- It offers new opportunities for doing things and for
organising information through the use of words as
symbols.

11.  Private speech:
They talk aloud to themselves in order to
understand tasks, play and organise the
activities.
Children get older
 Social speech ≠ Inner speech
 Internalisation: The shift from talking aloud and
talking through what is being done, to thinking
inside the head.
 Early speech: Single words = whole messages

12. ZPD
 It measures intelligence by what a child can do
with skilled help.

13. Implications of Vygotskyan theory for
language learning.
 Words and meanings
 The zone of proximal development
 Learning as internalisation
The new language is first used meaningfully by
teacher and pupils, and later it is transformed and
internalised to become part of the individual child’s
language skills or knowledge.

14. Bruner Scaffolding and routines
 Language is the most important tool for cognitive growth.
 Scaffolding is the way adults use language to mediate the
world for children and to help them to solve problems.
Steps followed in experiments in America by parents who
scaffolded tasks for their children:
 They made the children interested in the task;
 They simplified the task, breaking it down into smaller steps if
necessary;
 They kept the child on track towards completing the task by
reminding the child of what the goal was;
 They pointed out what was important to do or showed the child
other ways of doing parts of the tasks;
 They controlled the child’s frustration during the task;
 They demonstrated an idealised version of the task.

15. Scaffolding transferred to the
classroom and teacher-pupil talk
 Teachers can help children to:
- Attend to what is relevant by: suggesting,
praising the significant and providing focusing
activities.
- Adopt useful strategies by: encouraging
rehearsal and being explicit about
organisation.
- Remember the whole task and goals by:
reminding, modelling and providing part-whole
activities.

16. Formats and routines for language
teaching
 They allow scaffolding to take place, and combine the
security of the familiar with the excitement of the
new.
 The context and the familiarity of the event provide
an opportunity for pupils to predict meaning and
intention, and the routine offers a way to add
variation and novelty that can involve more complex
language.
 The increased complexity of language provides a space
for language growth.
 Routines can provide opportunities for meaningful
language development

17. From learning to language learning
 Amount and type of exposure to the language.
 Learning the first language:
- 5/6 years: Formal literacy in early stages.
- 7 years: acquiring the skills needed for extended
discourse (children may still be finding it difficult to
use pronouns correctly).
- In families where narratives are told around the
dinner table, on topics such as what happened to
parents at work or siblings at school, children develop
narrative and discourse skills faster; children whose
families use a wide vocabulary develop faster in the
lexical domain.

18.  Learning a second language:
- Children learn a second language better than
adults.
- Critical Period Hypothesis :
Children’s brains are still able to use the mechanism
that assisted first language acquisition to adquire
the second language.
Older learners will learn language differently after
puberty, particularly for accent.

19. The influence of the first language
on the second
 The “competition model” of linguistic
performance:
First language learning may affect second or
foreign language development. The particular ways
in which a language encodes meaning act as “cues” to
interpreting the meaning of what is say. In trying to
understand the second language, learners will
transfer the first language strategies to make
sense of L2, trying to find information in familiar
places.

20. Activity
1. Differences between learning-centred perspective
and learner-centred teaching.
2. What is Assimilation and Accommodation ?
3. What is the “Sociocultural theory”?
4. What do you understand by “Scaffolding”?
5. Why routines are so important?
6. Why is it an advantage to start young with foreign
languages?
7. What is “competition model”?