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This document discusses developmentally appropriate instruction for young English language learners. It notes that teachers must understand students' physical, psychological, socio-emotional, cognitive, and moral development. Effective instruction considers attributes of emotional/social development like independence and humor, as well as cognitive attributes like understanding symbols and classifying pictures. Teachers are advised to make language input meaningful by considering students' language levels, building background knowledge, providing varied input, using classroom language, and modeling instruction with examples of the target language in use.
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Writing is both a process and product that involves collecting ideas, drafting, revising, and publishing work. It is a form of communication that anyone can learn with practice. Teaching young language learners involves presenting new vocabulary using visual aids, then helping students remember words through games and interactive activities before having them apply the new words independently in their own writing and personal dictionaries.
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This document discusses several key issues in teaching English to children:
1) A social constructivist focus emphasizes that language learning is a dynamic process where children construct meaning from their social experiences.
2) Values education addresses children holistically by focusing on universal values in lessons.
3) The development of metacognitive, cognitive, and social skills helps children become effective learners.
4) Lessons should integrate listening, speaking, reading, and writing through theme-based and varied activities.
5) Vocabulary and grammar are best taught through meaningful contexts with repetition over time.
6) Feedback and motivation are influenced by intrinsic/extrinsic factors, praise/criticism, and how feedback is interpreted.
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The document discusses principles for effective language teaching. It explains that as students learn a second language, they develop a new identity or "language ego" that can make them feel fragile and defensive. To address this, teachers should display supportive attitudes, choose cognitively challenging but not overwhelming lessons, and consider students' confidence levels when planning. They should also encourage risk-taking by praising student efforts while correcting their language. Finally, teachers must recognize that language is deeply connected to culture and take steps to discuss differences sensitively and illustrate this connection through their lessons.
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This document provides guidance on how to teach listening skills. It recommends using audio and video segments from various sources to engage students. When using segments, instructors should first have students consider what they want to learn and not take notes until after listening. They can then discuss what was heard. The document also emphasizes the importance of pre-listening, active listening, and post-listening activities like questioning, note-comparing, and vocabulary practice to reinforce comprehension. Creating listening guides can help focus students' attention on key elements. The goal is to give students opportunities to clarify meaning, extend thinking, and critically analyze what they hear.
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This document discusses teaching across different age levels, including teaching children, adults, and teens. For children, it emphasizes intellectual development, attention span, sensory input, affective factors, and using authentic language. For adults, it notes they can handle abstract concepts but may lack confidence. Teens are in between children and adults, so attention spans are lengthening but diversions exist. The main differences in teaching children versus adults are that children have shorter attention spans, benefit more from sensory input, and learn best through authentic language, while adults can grasp abstract rules and concepts.
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There are key differences between learning a first language (L1) and learning a second language (L2). L1 learning starts from birth and develops along with cognition through intrinsic motivation and exposure, while L2 learning often begins in primary school and can be affected by past learning experiences and varying levels of motivation. The content and methods of L1 learning involve learning language through chunks by exposure and interaction with praise and encouragement, whereas L2 is often taught through language items and structures with more limited opportunities and simplified input.
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2. The natural approach replicates how a first language is acquired to help students learn unconsciously through meaningful use of language.
3. Task-based learning makes learning more meaningful by having students focus on completing tasks using the target language.
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5. Learning through literature exposes students to natural language through stories that are just above their level while developing related language activities.
6. The integrated approach engages students
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This document provides an overview of topics to be covered in a secondary reading teaching course, including:
1) Having students reflect on themselves as readers by discussing a reading passage and any difficulties encountered.
2) Covering concepts of miscue analysis and how readers use syntactic, semantic and graphic cues. Examples of student miscues are provided.
3) Discussing different definitions of reading from education experts.
4) Asking students to reflect on their own reading experiences by considering the last book they read, their passion for reading, whether they consider themselves strong readers, and their earliest reading memories.
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The document discusses language arts and its key components. It notes that language arts incorporates four skills - reading, writing, listening, and speaking - as well as visual literacy. It emphasizes that these skills are interrelated and should not be taught discretely. Some tips provided for teaching language arts effectively include incorporating modern technologies, focusing on tasks over errors, and using portfolio-based and project-based assessments. Examples of classroom activities that engage multiple language arts skills, like shared reading and word sorting, are also outlined.
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1. Automaticity - Learning through repetition until it becomes habit. Lessons should focus on using language for real purposes.
2. Meaningful learning - Relating new knowledge to prior knowledge. Avoid rote learning and explain concepts clearly.
3. Anticipation of reward - People are motivated by rewards, so provide praise, encouragement, and opportunities for students to support each other.
4. Intrinsic motivation - Motivation comes from interest and challenge rather than external rewards.
5. Strategic investment - Investing time, effort and attention to improve comprehension and production.
6. Autonomy - Students need opportunities to take initiative and continue
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The document discusses conflicting opinions on how children should be grouped for classes. Opinion 1 argues that heterogeneous grouping encourages slower learners to progress faster without penalizing faster learners. Opinion 2 argues that ability grouping allows slower learners to be taught at their own pace while faster learners are not held back.
It also lists qualities of a good teacher, including a sense of humor, honesty, love of children, subject knowledge, flexibility, a clear voice, pleasant appearance, fairness, ability to create interest and keep order, intelligence, and enthusiasm for teaching.
Finally, it provides guidance on good topics for discussion, noting they should relate to learners' experiences, allow for initiative and originality, and can be discussed
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1. Automaticity which involves subconscious absorption of language through meaningful use and rapid movement from focusing on forms to focusing on purpose.
2. Meaningful learning which involves making associations between new material and existing knowledge for better long-term retention compared to rote learning.
3. The anticipation of reward where learners are driven to act based on expecting tangible or intangible, short or long-term rewards from their behavior.
How to assess language arts
Language arts aims to teach students to proficiently communicate ideas through language. It includes four main components - listening, reading, speaking, and writing - to ensure students can use language in all forms. An effective language arts assessment uses various tools and methods, evaluates students on real-world tasks, occurs continuously over time, involves student collaboration, and focuses on what students have learned rather than what they cannot do.
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This document discusses teaching across different age levels, including teaching children, adults, and teens. For children, it emphasizes intellectual development, attention span, sensory input, affective factors, and using authentic language. For adults, it notes they can handle abstract concepts but may lack confidence. Teens are in between children and adults, so attention spans are lengthening but diversions exist. The main differences in teaching children versus adults are that children have shorter attention spans, benefit more from sensory input, and learn best through authentic language, while adults can grasp abstract rules and concepts.
Differences between l1 & l2 learning
There are key differences between learning a first language (L1) and learning a second language (L2). L1 learning starts from birth and develops along with cognition through intrinsic motivation and exposure, while L2 learning often begins in primary school and can be affected by past learning experiences and varying levels of motivation. The content and methods of L1 learning involve learning language through chunks by exposure and interaction with praise and encouragement, whereas L2 is often taught through language items and structures with more limited opportunities and simplified input.
CHARLES FRIES handout
Charles Carpenter Fries was an American linguist who founded the English Language Institute at the University of Michigan. Developmental reading refers to the normal pattern and sequence of reading skill development in children learning to read. It involves students making reading a habit rather than only doing it when necessary. Developmental reading involves 10 stages: reading readiness, beginning reading, listening skills, word study skills, literary appreciation skills, speaking skills, reading skills, writing skills, rapid growth and development, and the acquisition of reading power.
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The document discusses effective teaching of English to young learners in Indonesia based on socio-cultural learning theories. It organizes the requirements into five pillars: 1) knowing the characteristics of children, 2) understanding how children learn, 3) comprehending language acquisition, 4) appreciating how English is learned as a foreign language in Indonesia, and 5) applying principles to facilitate English learning. Some proposed practices include using English at all times, creating a print-rich environment, employing activity-based and varied techniques to maintain interest, focusing on functional English, and providing routines to promote acquisition.
Methodologies used in richmond
The document outlines six methodologies used in a language learning series:
1. The communicative approach focuses on using language for real communication and allows students to practice real-life situations.
2. The natural approach replicates how a first language is acquired to help students learn unconsciously through meaningful use of language.
3. Task-based learning makes learning more meaningful by having students focus on completing tasks using the target language.
4. Content-based learning teaches topics that interest students to make learning fun while showing how the target language can be useful.
5. Learning through literature exposes students to natural language through stories that are just above their level while developing related language activities.
6. The integrated approach engages students
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This document provides guidance on teaching English to children. It notes that children learn best through watching, listening, imitating, and doing hands-on activities. As learners, children are not able to understand grammatical rules and need non-verbal clues. The document recommends making English fun and encouraging for children by using gestures, pictures, games, songs, and stories. It also stresses the importance of variety in lessons to match children's short attention spans.
What is reading?
This document provides an overview of topics to be covered in a secondary reading teaching course, including:
1) Having students reflect on themselves as readers by discussing a reading passage and any difficulties encountered.
2) Covering concepts of miscue analysis and how readers use syntactic, semantic and graphic cues. Examples of student miscues are provided.
3) Discussing different definitions of reading from education experts.
4) Asking students to reflect on their own reading experiences by considering the last book they read, their passion for reading, whether they consider themselves strong readers, and their earliest reading memories.
Language arts
The document discusses language arts and its key components. It notes that language arts incorporates four skills - reading, writing, listening, and speaking - as well as visual literacy. It emphasizes that these skills are interrelated and should not be taught discretely. Some tips provided for teaching language arts effectively include incorporating modern technologies, focusing on tasks over errors, and using portfolio-based and project-based assessments. Examples of classroom activities that engage multiple language arts skills, like shared reading and word sorting, are also outlined.
Teaching by principles
This document outlines 12 principles for teaching language:
1. Automaticity - Learning through repetition until it becomes habit. Lessons should focus on using language for real purposes.
2. Meaningful learning - Relating new knowledge to prior knowledge. Avoid rote learning and explain concepts clearly.
3. Anticipation of reward - People are motivated by rewards, so provide praise, encouragement, and opportunities for students to support each other.
4. Intrinsic motivation - Motivation comes from interest and challenge rather than external rewards.
5. Strategic investment - Investing time, effort and attention to improve comprehension and production.
6. Autonomy - Students need opportunities to take initiative and continue
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education
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affective, linguistic and cognitive
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This document discusses guidelines for teaching English language learners across different proficiency levels - beginning, intermediate, and advanced.
It provides descriptions of characteristics and teaching approaches for each level. At the beginning level, the focus is on developing basic speaking, listening, reading and writing skills through simple communication tasks. At the intermediate level, students have more language control and can discuss their interests, though accuracy is still a goal. The advanced level focuses on developing native-like fluency and competence through complex activities and academic content. Across all levels, the teacher's role is to provide opportunities for practice and automatization of language skills.
Anticipation of reward
This document discusses using operant conditioning and rewards to motivate students. It recommends providing both short-term rewards like praise and recognition, as well as long-term rewards to encourage learning without creating dependence. Specific strategies are outlined, including verbal praise, encouragement, reminders of success, enthusiasm, and long-term rewards for learning English. The document cautions that overuse of rewards can lead students to focus on rewards rather than intrinsic motivation.
Teaching Across Age Level (teenagers)
This document discusses differences in teaching teenagers compared to children or adults. It notes that teenagers, between the ages of 12-18, are in a transition period between childhood and adulthood. While children learn best through concrete examples, teenagers can start to learn abstract concepts and rules. Teaching methods for teenagers should engage their developing intellectual abilities and encourage problem-solving using their own experiences, rather than just answering questions. Materials for teenagers should allow them to react using their own thoughts on topics relevant to their level.
Emergent Reader and Emergent Writer
Emergent readers and writers go through several stages of literacy development according to researchers. For emergent readers, the earliest stage involves concepts of print like directionality and the relationship between spoken and written words. Emergent writers progress from scribbling to making letter-like forms and invented spelling. Researchers identify 5 stages that both emergent readers and writers pass through as they develop literacy skills and become fluent, independent readers and writers.
CONFLICTING OPINION
The document discusses conflicting opinions on how children should be grouped for classes. Opinion 1 argues that heterogeneous grouping encourages slower learners to progress faster without penalizing faster learners. Opinion 2 argues that ability grouping allows slower learners to be taught at their own pace while faster learners are not held back.
It also lists qualities of a good teacher, including a sense of humor, honesty, love of children, subject knowledge, flexibility, a clear voice, pleasant appearance, fairness, ability to create interest and keep order, intelligence, and enthusiasm for teaching.
Finally, it provides guidance on good topics for discussion, noting they should relate to learners' experiences, allow for initiative and originality, and can be discussed
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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.
Teaching english to young learners
This document discusses teaching English to young learners. It begins by outlining the characteristics of younger and older language learners. Younger learners have a holistic approach to language and limited reading/writing skills, while older learners show more analytical thinking and developed literacy skills. The document recommends teaching listening and speaking skills first through a natural approach. It also discusses several theories that inform teaching English to young learners, including the importance of comprehension over production, scaffolding learning, and creating a print-rich environment. The document concludes by outlining some strategies and classroom language for teaching English to young learners in Indonesia.
How Children Learn Languages
Children progress through several stages in acquiring their first language from birth to age 12. These stages include babbling, first words, two-word phrases, developing phonological and syntactic norms, and conversational skills. There are differing views on how first and second languages are acquired, including behaviorist, nativist, cognitive-developmental, and social-interactionist perspectives. While first and second language acquisition share similarities like practice and imitation, they also have differences such as context and motivation. Younger children may have an advantage in pronunciation but other factors also influence language learning outcomes.
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.
EXPLICIT TEACHING.pptx
The document discusses explicit teaching, which it defines as an instructional strategy that uses unambiguous, clearly articulated teaching to meet student needs. It outlines the key components of explicit teaching, including modeling, guided practice, and independent practice. The document also emphasizes the importance of explicitly teaching foundational reading skills like phonemic awareness and the alphabetic principle.
Different principles of language teaching
This document discusses principles of language teaching across four domains: cognitive, linguistic, socio-affective, and instructional. In the cognitive domain, it outlines five principles: meaningful learning through relating new knowledge to prior knowledge; strategic investment by making the learner the focus; automaticity through repetition; intrinsic motivation from interest; and anticipating rewards for progress. It also discusses four linguistic principles: the native language's facilitating and interfering effects; communicative competence in using language; interlanguage as learners' developing language system; and four socio-affective principles: connecting language and culture, developing language identity, building self-confidence, and willingness to take risks.
Md. shamim hossain biswas
This document discusses teaching language learners across different age levels. It covers teaching children aged 11 and younger, teens aged 11 to 18, and adults aged 18 and older. For children, it emphasizes intellectual development, attention span, sensory input, affective factors, and using authentic language. For teens, it notes the importance of avoiding embarrassment and allowing mistakes. For adults, it advises showing respect and not treating them like children.
ELL Strategies and Activities Presentation.pptx
This document discusses strategies and activities for supporting English language learners. It outlines five stages of language acquisition from pre-production to advanced fluency. It recommends using graphic organizers, visual cues, and scaffolding to build on prior knowledge and break down content. Interactive games are suggested to motivate students and promote literacy. Key points are to set goals, collect data, chunk lessons, and support student culture to create a safe environment for English language development.
Tema 1.1 Anglès
This document discusses relevant factors for teaching English as a foreign language to primary students, including learning styles, affective factors, multiple intelligences, and the role of the teacher. It addresses that students have different cognitive factors, affective traits, personalities, levels of motivation, anxiety and self-esteem that impact language learning. Teachers must understand these individual differences and create a safe environment to increase self-confidence and engagement while reducing anxiety. The document also explores Howard Gardner's theory of multiple intelligences and the traits of good language learners. Finally, it outlines the six main roles of the English teacher in a primary classroom.
Only oral language development copy 2
Oral language involves listening and speaking abilities. It is a learned skill that plays an important role in cognitive development. According to Vygotsky, language is a mental tool that allows children to think more abstractly and flexibly without relying on immediate stimuli. When children use symbols and concepts through language, they can imagine, create ideas, and share thoughts with others.
Module 2 study guide
The document discusses teaching English as a second language. It explains that as communities become more multicultural, teaching English must become a more important part of the curriculum. It also discusses different methodologies for teaching listening, speaking, reading and writing skills to English language learners from elementary through high school levels. These include developing basic interpersonal communication skills as well as cognitive academic language proficiency. Understanding theories of second language acquisition, such as Krashen's theory, is important for instructors to effectively teach English skills.
MOTIVATION (1).pptx
The document discusses various topics related to intelligence including definitions of intelligence, intelligence quotient (IQ) tests, factors that influence intelligence development, IQ classification, and characteristics of mentally retarded and gifted children. Some key points include:
- Intelligence is the ability to learn, understand complex issues, solve problems, and think rationally. IQ tests measure intelligence relative to others of the same age.
- Factors like heredity, environment, health, socioeconomic status can influence intelligence development.
- IQ ranges include below average (80-95), average (100), and above average (110-120). Mentally retarded children have IQs of 50-70.
- Characteristics of mentally retarded
Language issues in elementary education in India, Bhutan and Finland
This document discusses the importance of language and a child's mother tongue in their education and development. It outlines several key points:
1) Developing strong language skills in a child's mother tongue helps develop their identity and leads to better educational outcomes like understanding the curriculum. It also makes learning additional languages easier.
2) Using a child's mother tongue in education improves self-esteem, parent involvement, and academic performance. It allows skills to transfer rather than be re-learned.
3) Mastering the four language skills of reading, writing, speaking and listening in one's mother tongue is important for developing communication abilities and logical thinking. It also fosters creativity and knowledge acquisition.
Dual language nov 13 amsterdam
This document summarizes the presentation "ISS Sindelfingen Towards a dual language programme" given by Sarah Kupke. The presentation outlines the International School of Stuttgart's vision for developing a dual language program. It discusses identifying the learning challenges they wanted to address, such as language equity and international-mindedness. Their idea was to support conceptual and language development through team teaching in both languages. The practice involved implementing a 90/10 to 50/50 model with assessing and monitoring student progress. They developed an additional language learning continuum for evaluation. Reflection on the program evaluated its flexibility and characteristics of effective dual language teachers. The goal was to research best supporting students' language needs.
Oral language assessment
Oral language assessment evaluates students' communication abilities. It examines how students use language both for basic interactions and academic purposes in various contexts like small group work, presentations, and classroom activities. Effective oral language assessment considers students' use of language functions to express meaning using communicative and academic language. It also plans assessments from the start of a unit to motivate students and recognize their accomplishments. Both informal observations and formal assessments throughout the year provide information on students' developing oral language skills, which form the basis for early literacy instruction.
Oral language assessment
Oral language assessment aims to evaluate students' ability to communicate effectively for both basic and academic purposes. There are many informal assessment tools used in schools, including observations of students' oral language in social, academic, and presentation contexts. Oral language assessments for English language learners also examine the language functions students use to express meaning, such as communicative and academic language functions. Initial, formative, and summative oral language assessments in primary grades provide information about students' skills as the basis for literacy instruction.
Emas%20 uni%2013%201
This document provides guidance for supporting children learning English as an additional language. It discusses key principles such as bilingualism being an asset and the importance of the first language. It describes the diversity of EAL students and strategies teachers can use to support EAL learners, including allowing time for observing, repeating, and rehearsing. Visual aids, modeling speaking and listening, and pre-teaching vocabulary are recommended. The document emphasizes that EAL acquisition takes time and that both the first language and English are important.
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Eyl meeting i
- 1. ENGLISH FOR YOUNG LEARNER THE CHILD AS A LANGUAGE LEARNER BY Melisrawati ENGLISH 4A 11.10.010.745.018
- 2. What is Developmentally Appropiate Instruction? The teacher must know Physical need Psychological need Two jobs of teacher in providing : Care Instruction
- 3. 1. Appropiate Practice Appropiate way based on : Socio emotional Phsical Cognitive Moral development
- 4. 2. Attributes of Development Attribute of emotional/Social development 1.Possitive mood 2.Independent 3.Cope with rebuff 4.Humor 5.Play and work 6.Accepts and enjoys peers and adult.
- 5. Attribute cognitive Development oConcept of symbol oAbstrac concept oClasify concrete picture
- 6. 4. Inconsistent development • Intellectually • Emotionally young
- 7. Children Language Learning acquisition • Natural process • Child’s native language • Formal approach
- 8. Making input meaningful to learner •Language level •Understenable Suggestion for teacher Set the stage Build the shcema Provide a variety input Classroom language Model instruction Different language in action