The document discusses different contexts for children learning English, including as a first, second, or foreign language. It notes that learning English as a second language in Argentina provides a limited context with little time, need, or exposure to English. The document then outlines how children best learn languages through using language creatively, going for meaning over accuracy, using language chunks, having fun, engaging in physical activities, talking actively, and feeling supported in a comfortable environment. It stresses that teachers should create conditions allowing children to learn English through these approaches, with meaningful input and practice. The document concludes that teachers' beliefs about learning impact their teaching and that observing children can help reflect on beliefs and improve practice.

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.