Children learning english
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This document discusses how children learn a second language. It notes that children learn a language naturally through listening, repeating, imitating, interacting, and using the language meaningfully. The ideal context for language learning is immersion in an environment where the target language is used daily and is necessary for communication. The document also discusses how teachers' beliefs about language learning affect their teaching approaches and lessons, and how teachers can observe children's language learning through keeping diaries and recording student interactions.
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The document discusses the whole language approach to teaching language. It is focused on teaching language as a whole rather than in fragmented pieces. There are eight components of the whole language approach including reading aloud, journal writing, sustained silent reading, shared reading, guided reading, guided writing, independent reading, and independent writing. The whole language classroom is characterized by things for students to read and edit, learning from models, working at an appropriate ability level, shared responsibility, active meaning making, risk-taking, and feedback from teachers and peers. Teachers continuously assess students through observing their writing, listening, discussions, speaking, and play.
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(2) Younger does not always mean better for language learning, as many factors like motivation, personality, and resources can influence success. Bilingualism and multilingualism are common for many children.
(3) How teachers think about language learning may influence their classroom practices, so emphasizing what children can do rather than deficits is important. A focus on play, stories, songs and creativity can boost engagement and development.
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2. Include a variety of energetic and calm activities to match different energy levels and aid language learning.
3. Be flexible and adaptive to student responses and moods with optional lesson plans.
4. Provide one-on-one teacher interactions to motivate students and revision of concepts to aid recall.
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The Silent Way is a language teaching method created by Caleb Gattegno in the 1970s based on cognitive theories of language acquisition. It focuses on learner autonomy and discovery of language rules through minimal instruction. The teacher speaks less than 10% of class time to allow students to talk. Students are actively engaged in formulating hypotheses about the target language grammar and self-correcting. The teacher guides students to produce one structure at a time using nonverbal cues, gestures, and tools to develop awareness without repetition or dominance over the learning process.
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The document discusses different contexts for children learning English, including as a first, second, or foreign language. It notes that learning English as a foreign language in Argentina provides the least favorable situation, with limited time, need, and input. However, teachers can create a lively environment with motivation. The document then outlines how children learn languages through creativity, meaning, chunks of language, fun activities, physical action, talking, and feeling supported. Finally, it stresses that teachers' beliefs about learning affect their teaching and that observing children's language development can help improve practices.
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How children learn languages
(1) There are several stages that children pass through in acquiring their first language from babbling to conversational skills between birth and age 12. The process of acquiring a second language is generally similar but with some key differences due to cognitive development and environment.
(2) Younger does not always mean better for language learning, as many factors like motivation, personality, and resources can influence success. Bilingualism and multilingualism are common for many children.
(3) How teachers think about language learning may influence their classroom practices, so emphasizing what children can do rather than deficits is important. A focus on play, stories, songs and creativity can boost engagement and development.
Criteria For A Good Pre School English Class
A good pre-school English class should:
1. Incorporate movement, music, visuals, and real-world objects to engage young children and make language lessons memorable.
2. Include a variety of energetic and calm activities to match different energy levels and aid language learning.
3. Be flexible and adaptive to student responses and moods with optional lesson plans.
4. Provide one-on-one teacher interactions to motivate students and revision of concepts to aid recall.
Mini research of psycolinguistic
This document contains information about a 10-year-old boy named Gerren. It discusses Gerren's first and second language acquisition, including that his first languages are Javanese and Indonesian, and he is learning English and Arabic as second languages. It describes Gerren as active and curious, and notes that while he doesn't like English class, he can still follow along. It analyzes Gerren's language learning from psycholinguistic and interactionist approaches, noting that his parents encourage English practice at home through movies and games.
Suggestopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov that uses music, relaxation, and persuasive communication to help students learn a language quickly. Some key aspects include playing Baroque music to relax students, having the teacher be a confident source of information, focusing on dialogues and spontaneous speaking/writing, and reading texts multiple times varying tone and rhythm. Suggestopedia aims to deliver advanced conversational skills faster than traditional methods by activating students' mental potential and creating an affective learning environment. While it may allow learning 3-4 times quicker, some find the music irritating and there can be physical or financial limitations to implementation.
Do you like learning english?
The document discusses pupils' attitudes towards learning English and the factors that influence their attitudes. It covers 1) how pupils' attitudes are formed and the differences between younger and older children, 2) teachers' views on pupils' attitudes and ways to find out about them, 3) developing positive attitudes through engaging teaching methods like games and songs, and 4) how teachers' own attitudes towards English can impact their students.
The silent way
The Silent Way is a language teaching method developed by Caleb Gattegno in 1963 that aims to minimize teacher talking time and maximize student talking time. It is based on the premise that learning is facilitated when the learner discovers or creates rather than remembers or repeats, by mediating physical objects, and by problem solving. The teacher introduces new vocabulary and structures using minimal modeling and elicits learner responses, while students take an active role in creating their own utterances. The goals are to give students oral and aural facility in the basic elements of the target language and teach them how to learn independently.
Suggestopedia
ANISA is a method to motivate students to study using visual, audio, and physical involvement during learning. It helps students memorize subjects through integrated music, drama, and art. The method creates a comfortable environment with dim lighting, semicircular seating facing the board, and posters showing grammatical information. Errors are tolerated to emphasize content over structure. Homework is limited to rereading materials before sleep and in the morning. The method displays confidence, proper organization, and a solemn attitude during teaching.
Desuggestopedia elt presentation modificado
Desuggestopedia is a language teaching method created by Georgi Lozanov that aims to help students overcome barriers to learning through creating a relaxed environment. It stimulates students' mental reserves through integrating fine arts. Key principles include peripheral learning from one's environment, using translations to clarify meaning, facilitating learning in a cheerful way, and addressing students' feelings to reduce psychological barriers to acquiring a new language.
Presentacion
This document outlines the aims, guidelines, introduction, contents, and evaluation for an English Basic II course taught by Monica Naranjo from September to March 2012-2013. The aims are to develop listening, reading, speaking, and writing skills in English. Guidelines include using English in class, turning off cellphones, bringing materials, not eating in class, being punctual, and respecting others. The introduction discusses English as a second language for communication. Contents cover various topics like personal information, relationships, travel, schedules, changes, living situations, interests, work-life balance, personalities, transportation, socializing, journeys, well-being, experiences, and choices. Evaluation includes progress, achievement, reading, listening,
Topic 10
Let's describe the adventure sports:
Bungee jumping is a dangerous sport where you jump from high places attached to an elastic cord. It allows you to fall freely and bounce back up.
Rock climbing is an adventurous sport where you climb up rock faces or cliffs using ropes and safety gear like helmets. It requires strength, balance and problem-solving skills.
White water rafting involves navigating a rubber raft through moving water and rapids. It's an exciting way to experience nature while getting your heart pumping.
Skydiving is an adrenaline-fueled sport where you jump out of an airplane thousands of feet in the air attached to an instructor. With your parachute,
Working with international students
This document provides strategies for teachers working with international students in gifted classes. It recommends using pictures to help students learn new words. Teachers should allow students to learn vocabulary silently through exposure and not worry if they don't know students' internal language learning processes. It also stresses that language acquisition takes time and teachers should manage expectations for what students can do. Suggested strategies include group work, peer tutoring, summarizing key lesson points, creating opportunities for students to participate in extracurricular activities, differentiating instruction to accommodate different learning styles, and providing vocabulary in context with opportunities to use new words meaningfully.
Lesson plan 6
The lesson plan is for a 30-minute English class for 5-6 year olds about food vocabulary. It will begin with a greeting song and introducing the topic of Susan's birthday party through a story. Students will then practice food vocabulary by labeling pictures and completing a worksheet where they match food words to images. They will also color pictures of food. The class will close by singing a goodbye song and cleaning up. Scaffolding strategies include modeling pronunciation, pointing to images, and helping students individually.
Features english teacher
The document outlines the key characteristics of an effective English teacher. An English teacher must: 1) Be fluent in English and serve as a strong model for students' speech and writing. 2) Have in-depth knowledge about language development in students of different ages. 3) Understand each student's individual needs, interests, skills, and challenges. 4) Possess knowledge of best practices for teaching a foreign language and modeling communication strategies. 5) Plan engaging activities and build a supportive classroom environment.
The silent way
The Silent Way is a language teaching method created by Caleb Gattegno in the 1970s based on cognitive theories of language acquisition. It focuses on learner autonomy and discovery of language rules through minimal instruction. The teacher speaks less than 10% of class time to allow students to talk. Students are actively engaged in formulating hypotheses about the target language grammar and self-correcting. The teacher guides students to produce one structure at a time using nonverbal cues, gestures, and tools to develop awareness without repetition or dominance over the learning process.
desuggestopedia
Desuggestopedia is a teaching method developed by Georgi Lozanov, a Bulgarian psychiatrist and educator. The goal of desuggestopedia is to help students eliminate psychological barriers to learning and increase their communicative ability. Teachers using this method speak confidently and integrate indirect positive suggestions to enhance learning. Fine arts, music, and choosing a new identity are used to stimulate students' mental reserves and make learning feel easy and enjoyable. Key aspects of lessons include active concerts with dramatic reading paired with music, passive concerts where students simply listen, and primary activation where students playfully re-read material.
Total physical response
The document discusses three learning hypotheses: brain lateralization, which suggests different learning functions in the left and right brain hemispheres; bio-programmed first and second language learning in three stages; and reducing stress to improve learning. It also examines the Total Physical Response method of language teaching, which emphasizes using the body and physical movement to learn through imperatives, sentences, realia and activities like role play, songs and games.
Are they the same?- Jayne Moon- Chapter 3
The document describes strategies for teaching mixed-ability classes, including differentiating instruction, peer tutoring, and group work. It notes that children differ in their abilities, backgrounds, and learning styles. Effective strategies include teaching in small groups according to ability level, preparing leveled activities, varying teaching methods, and giving attention to different groups at different times. Both challenges and solutions are outlined, such as planning differentiated activities and catering to all needs. Teachers are advised to focus extra support on slower students and monitor their progress over time.
Presentation about Suggestopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov based on how the human brain learns most effectively. It aims to remove psychological barriers to learning by creating a relaxing environment with music, colors, and confidence-building techniques. Key aspects include a sensory-rich setting, positive reinforcement, and interactive activities like role plays. The teacher aims to put students in a suggestible state to optimize retention through dramatized texts, songs, and maintaining an enthusiastic yet modest demeanor. While it may accelerate learning compared to other methods, Suggestopedia also faces limitations like large class sizes common in some areas.
Portfolio Evaluation
Natasha evaluated her English portfolio from the semester. She took two classes, English Lab and Conversational English, which aimed to improve her listening and speaking skills respectively. In the Lab, she used three websites - ego4u, subingles, and myefa - to work on listening exercises, learn grammar, and vocabulary. She enjoyed subingles the most for listening to songs and filling in lyrics. In Conversational English, activities like acting out scenes and playing games made her more comfortable speaking English and reminded her learning can be fun, unlike past classes. Overall, she felt the activities helped her improve her English skills, especially listening from the Lab activities.
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The document discusses different contexts for children learning English, including as a first, second, or foreign language. It notes that learning English as a foreign language in Argentina provides the least favorable situation, with limited time, need, and input. However, teachers can create a lively environment with motivation. The document then outlines how children learn languages through creativity, meaning, chunks of language, fun activities, physical action, talking, and feeling supported. Finally, it stresses that teachers' beliefs about learning affect their teaching and that observing children's language development can help improve practices.
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The document outlines principles and techniques for teaching language. It discusses principles like learning language through context, repetition and correction of errors. It emphasizes the important role of teachers in modeling language. Techniques include dialog memorization, substitution drills, question-answer drills, and using minimal pairs. The Silent Way method is also covered, with principles like students creating their own learning criteria and focusing on progress over perfection. Techniques for this method include using color charts and rods to introduce sounds and structures.
Module 10: Pedagogy of Languages
Learning Objectives
This module on language pedagogy attempts to support state resource groups / master trainers to—
understand the various aspects of language education viz. nature of language learning, role of language in learning, multilingualism as a resource and a strategy, language-in-education policy, objectives of language teaching in Indian contexts, the ideas and philosophy of National Curriculum Framework-2005;
familiarise teachers with the approach of integrated skills (LSRW) for literacy and language learning, engaging children in context based activities for developing communicative competence of the children, providing authentic texts and assessment as learning approach;
be able to chalk out the learning outcomes and pedagogical process for language teaching-learning for different stages;
sensitise teachers on using various strategies to language teaching which include language skills - listening and speaking, reading, writing, and teaching of grammar, vocabulary and so on;
build an understanding of generic concerns such as knowing the learner, gender issues, special needs, inclusive classroom, school based pre-vocational education and others such pertinent issues;
understand the processes and use the strategies for continuous assessment and the reporting of learning outcomes; and
enable them to build the capacity of teachers in order to achieve learning outcomes stipulated for every class in different subject areas.
Exposure and focus on form
Krashen's hypotheses propose that language is acquired subconsciously through meaningful interaction and exposure to comprehensible input, and that learning involves conscious grammatical rules which act as an editor. Vygotsky's theory emphasizes that cognitive development occurs through social interaction and language learning. Errors are an important part of the learning process as learners experiment, and differences between L1 and L2 acquisition include age of learning, context, and ways of learning.
FOSTERING LITERACY DEVELOPMENT
anyone who needs to develop linguistic knowledge and skills this will be helpful. challenges in fostering literacy development among Srilankan English language learners
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This document discusses best practices for teaching English as a second language (ESL) students. It outlines several key principles: the students' first language plays an essential role in acquiring a second language; educational programs should include what students bring with them culturally; and learning a new language is a long and difficult process that students do not all accomplish in the same way or same pace. It also notes that language develops best when students can use it in a variety of settings through interactions with peers and teachers.
ENGLISH BY PRAVAT, 211860.pdf
The document discusses the direct method of teaching English. Some key points:
1. The direct method originated in France in 1901 as a reaction to traditional grammar translation methods. It focuses on practical language use through activities like role playing without relying on translation.
2. Vocabulary and grammar are taught inductively and orally before reading and writing. English is used exclusively, avoiding the native language.
3. Proponents argue it teaches English naturally like a first language and leads to greater fluency. However, critics say it is incomplete, neglects some aspects of language learning, and is difficult to implement effectively in some contexts.
TEACHING ENGLISH FOR YL.pdf
This document discusses teaching English to young learners. It describes the characteristics of younger and older language learners. Younger learners have a holistic approach to language and limited reading/writing skills. Older learners show growing analytical skills and awareness. The document recommends an emphasis on listening and speaking skills first in teaching English to young learners. It also discusses theories from Bruner, Krashen & Terrell, Dewey, Montessori, and Erikson and their implications for teaching methodology, curriculum, and classroom environment. Effective teaching of English to young learners in Indonesia requires an English-rich environment, activity-based techniques, functional vocabulary, repetition, and acquisition-promoting routines.
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Creating meaningful speaking activity to young learners by using information gap
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Secuencia didactica
El documento presenta la secuencia didáctica para las unidades 3 y 4 de inglés en 4to grado. La unidad 3 se enfoca en vocabulario sobre gustos y la unidad 4 en partes del cuerpo. Se utilizarán canciones, juegos y proyectos CLIL para enseñar de manera creativa y desarrollar las habilidades comunicativas de los estudiantes. Las actividades incluyen completar crucigramas, leer cuentos y debatir sobre hábitos saludables. El objetivo es que los estudiantes mejoren su competencia en
PRACTICAL 8
Motherese or caretaker speech provides a supportive environment for children to acquire language through imitation and practice. It features simplified language and positive reinforcement. When teaching English, teachers should incorporate aspects of motherese such as modeling, repetition, and confirmation to help students learn naturally. Behaviorism also influenced language teaching through an emphasis on imitation, practice, and habit formation. Children acquire language by imitating environmental cues and receiving feedback, though behaviorism alone cannot explain more complex grammar acquisition.
Practical 3
The document summarizes activities from several English language textbooks used in Argentina. It analyzes the activities in relation to theories on language teaching and cultural identity. Some textbooks include more international content that is far from students' daily lives, while one textbook incorporates examples from different regions of Argentina. The document also discusses how to incorporate students' identities into teaching and include both global and local cultural perspectives. Young learners benefit from a supportive environment that mixes play and learning to keep them engaged.
Modulo 4
This document provides guidance for trainees on giving effective instructions to young English language learners. It outlines techniques for clarifying instructions, such as getting students' attention, using simple language, repeating instructions if needed, demonstrating tasks, and checking for understanding. Clear instructions are important for classroom management and discipline. The document encourages trainees to consider whether instruction strategies helped learners complete tasks effectively and maintain motivation.
Last report csmila & belen by estela braun
Camila and Belén taught a revision lesson before a test to a 4th grade class. Belén accompanied Camila despite being ill. They followed a detailed lesson plan and were able to meet their objectives of revising vocabulary, functions, and a CLIL project on healthy habits. Camila engaged the students with a song and dice game, while Belén helped individual students. They monitored group work and provided support. A variety of activities reinforced different skills. Both trainees worked well together and managed time effectively. The teacher evaluator praised their planning and implementation of an effective lesson to review all content in preparation for the test.
Camila vanesa
- Camila greeted the students with a rhyme and checked homework, writing answers on the board. She introduced the new unit on parts of the body.
- The class listened to and danced to the song "Head and Shoulders, Knees and Toes". Students then colored a clown according to instructions.
- Camila needs to work on using a kinder approach when correcting students and providing feedback, as some of her comments came across as too strict or menacing for young learners.
Lujan report
The document summarizes an observation of an English lesson taught by two trainees, Camila V. and Belén E., to a 4th grade class. The observer notes that the trainees designed a dice game that engaged students in using phrases with "There is/are", which was an effective activity. However, the rest of the lesson relied too heavily on activities from the textbook and grammar explanations. The observer provides suggestions on incorporating more creative and communicative activities, limiting grammar explanations, using props to explain vocabulary, and reducing translation.
First observation report
The document provides an observation report for trainee teacher Camila Viñati's lesson on teaching 4th grade students about their favorite things. The lesson went well overall, with Camila demonstrating good teaching skills like speaking loudly and clearly, providing scaffolding, and checking student understanding. Some suggestions for future lessons included playing guessing games about famous people and having students interview others using question words. The teacher educator gave Camila an overall grade of A and 8 out of 10 for her first observed lesson.
Ethnographic
Fourth grade English classes were observed in School n° 6. The observer arrived 15 minutes early and initially felt nervous but then confident. Students asked the observer questions when they entered the classroom. The teacher, Ana, had students work in groups of 2-3 to ask each other questions about supplies like pencils and erasers. Ana explained activities in Spanish and only spoke English when entering or reading activities. She helped students understand and stay engaged in the lesson. Most students were engaged, though some groups needed more help than others to stay on task. The observer enjoyed watching Ana's motivating teaching style, like having students sing to start class.
Padlet first narrative.
Camila Viñati decided to become an English teacher because she enjoyed English and was motivated by her own English teacher. She had some experience observing and teaching young children through "campo de las prácticas". For this year, she fears not being able to select the right material for different topics but hopes to become a good teacher who can create inspiring classes.
Lesson plan 7 camila
The document outlines a lesson plan for two 4th grade classes focused on parts of the body and healthy habits. It includes three activities - a word search on body parts, completing blanks about body parts in an image, and a discussion on healthy and unhealthy habits where students brainstorm and categorize ideas on a poster. The lesson aims to revise vocabulary on body parts, relate adjectives to parts, and teach vocabulary on healthy and unhealthy habits.
Lesson plan 10
The document provides information about an English test being administered at School N°6 Ricardo Gutierrez. It includes details such as the date, teacher in charge, students, timetable, and course book. The lesson plan objective is for students to take an evaluation to review all contents covered during the period. Warm up activities include singing a hello song and writing the date on the board, followed by revision exercises.
Lesson plan 9
This lesson plan is for 4th grade classes D and C at School N°6 Ricardo Gutierrez. The teacher is Ana Gomez Garcia and the trainees are Viñati Camila and Escudero Belén. The lesson will focus on revising vocabulary learned in previous classes including colors, numbers, body parts, and healthy/unhealthy habits. There will be 4 activities: 1) A dice game to review "there is" and school objects. 2) Students answer questions to review personal information. 3) Students complete sentences about monsters using "have/has got". 4) A Twister-style game where students place body parts on rugs with pictures of healthy/unhealthy habits and foods to
Lesson plan 8 clil project
1) The document outlines a lesson plan for a 4th grade English class taught by Ana Garcia at School N°6 Ricardo Gutierrez. 2) The lesson focuses on teaching students about healthy and unhealthy habits as part of a CLIL project on having a healthy body. 3) Activities include brainstorming healthy and unhealthy habits, completing sentences about habits, and playing a Twister-style game to review vocabulary by placing body parts on images of habits and foods.
Practical 20
1. The document discusses Kumaravadivelu's concept of post-method pedagogy, which emerged due to dissatisfaction with limitations of the concept of method and transmission model of teaching.
2. Post-method pedagogy is built as a three-dimensional system consisting of particularity, practicality, and possibility parameters. It aims to facilitate context-sensitive language education and rupture the theorist-practitioner divide by enabling teacher autonomy.
3. Key aspects of post-method pedagogy include moving beyond limitations of method and transmission models, understanding pedagogy broadly in terms of sociocultural influences, and rejecting dichotomies between theorists and teachers.
Practical 19
The document discusses the Natural Approach developed by Tracy Terrell and Stephen Krashen. Some key points:
- The Natural Approach focuses on teaching communicative abilities through meaningful input and a low-anxiety environment.
- Krashen's theories that underlie this approach include the acquisition/learning distinction, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis.
- Learners' role is to process comprehensible input, while teachers' role is to provide a constant flow of comprehensible input through a variety of activities and a low-anxiety classroom environment.
- Total Physical Response is a suitable method as it maintains a constant flow of comprehensible
Desuggestopedia
This document summarizes the Desuggestopedia language teaching method. It was created by Georgi Lozanov, a Bulgarian psychiatrist, and uses techniques to reduce stress and tap into mental reserves to accelerate language learning. The method heavily incorporates fine arts into a relaxed classroom environment with bright colors and changing posters. Teachers provide indirect positive suggestions through songs, handouts, and gentle error correction to facilitate peripheral learning on two communication planes - linguistic messages and emotional factors. Students are encouraged to remain relaxed and confident while following the teacher's instructions in activities.
Practical 18
The document provides information about Communicative Language Teaching (CLT), including its key principles, roles of teachers and learners, characteristics of the teaching/learning process, types of interaction, views on language and culture, emphasized language skills, role of students' first language, evaluation approaches, differences from the Audio-Lingual Method, suitable materials and techniques, and syllabus models stemming from CLT. The document contains questions for a quiz on CLT and provides examples of information gap activities and bibliographic references.
Contra el desamparo foro
Más de la mitad de los niños en Argentina viven por debajo de la línea de pobreza. Un informe reciente muestra que la pobreza afecta al 33% de la población y el 10% son indigentes, debido a la devaluación, aumentos de tarifas y despidos. Muchos niños dejan la escuela para trabajar y ayudar a sus familias. Como maestra, la autora quiere ayudar a sus estudiantes no solo en la escuela sino también fuera, y desea discutir esta realidad en el aula para que los estud
Nap
El documento analiza los NAP (Núcleos de Aprendizajes Prioritarios) para lenguas extranjeras en Argentina. Explica que los NAP se organizan en 4 ciclos con diferentes niveles de aprendizaje y se centran en 6 ejes principales como la comprensión oral, la lectura y la producción oral. Un objetivo clave es promover el diálogo intercultural y ayudar a los estudiantes a integrarse en la sociedad mediante el desarrollo de habilidades de lectura, escritura y conversación en otro idioma.
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Children learning english
- 1. Children learning English Children as language learners
- 2. Learning by the errors. Errors: sign of active language. Children learn how the language system operates.
- 3. ● Children learning a second language at school will have: *Experience of language or life *Abilities to learn English. ● Abilities and characteristics that teachers need: Contexts for learning English. Children as language learners. How teachers´ beliefs about learning affect their teaching. Ways of observing children's language learning.
- 4. Contexts for learning English The ideal situation to learn a second language is: ● to live in the country where the language is spoken. ● to be surrounded by the language. ● to acquire the language using it every day. Different conditions Time Exposure A real need for English Variety of input Meaningful input
- 5. Children as language learners Natural abilities and characteristics children have. Children learn a foreign language: ● in a natural way. ● through being motivated. ● by listening and repeating. ● by imitating the teacher. ● by doing and interacting with each other. ● though translating sentences into their own language.
- 6. Pupils´abilities in learning a foreign language. ● Using language creatively. ● Going for meaning. ● Using “chunks” of language. ● Having fun. ● Joining in the actiong ● Talking their heads off. ● Feeling at home.
- 7. How teachers´ beliefs about learning affect their teaching. Lesson organizations reflect teachers´ belief.
- 8. Teacher A Teacher B To understand the meaning of new language. To understand the meaning of new language. Repetition in order to learn. Variety of activities. Controlling language to reduce mistakes. Enjoyable and stimulating activities. Used the language learned. Using language more freely to communicate. The teacher provides the main source of language input. Pupils benefit from practising together independently of the teacher. DIFFERENCES
- 9. SIMILARITIES ● Pupils need plenty of practice. ● Pupils need to understand the meaning of what they are learning. ● Focusing formally on the rules of grammar would not be appropriate for children.
- 10. Ways of observing children´s language learning. Teachers need to be aware of the beliefs that influence them. Learning from pupils to create teachers´ beliefs and to develop ideas about teaching and learning. ● Keep a diary. ● Tape record children's pair or group interaction.