2. 1. Rizky Dian S 196121141
2. Ine Putri S 196121145
3. Sella Filaeka 196121161
4. Salsabilla Salma 196121167
GROUP 3
3. INTRODUCTION
Teaching materials is needed in teaching learning activities in the
classroom, without an appropriate material, a teacher might have difficulty
in delivering the lesson, especially for children. Teaching young learners is
totally different from teaching adults. Children tend to change mood every
minute and they like to move around all the time. English for Young
Learners here means children within the age range that attends
elementary or primary school, usually involve children from as young as
four or five up to eleven or twelve.
EYL may be taught in contexts where English is seen as a foreign
language and as a second language.
4. Make it fun
HOW TO TEACH ENGLISH TO CHILDREN
Teachers can play a game to make fun
learning in the classroom, the game have to
connect to the material. Teacher also have to
be creative and have different plans each day.
Don’t put pressure on student
Don’t give everything with a grade and
also don’t correct every error the
children make.
Make it creative
Young learners are not able to learn unless
they are also able to move, they follow
teachers instruction and copy the movement.
1
2
3
5. Designing English teaching materials in young learners classroom should be based on
how children learn and how they learn in the language. There are the stages in designing
materials for young learners:
1. Preparation in selecting learning materials used for a natural context and a
structured context for learning and using language young learners and other contexts
for encouraging language (older children)
2. Conducting a workshop for a balanced approach to instructions, teaching meaning
and skills and so on.
3. Doing an assessment of determining what young learners know and can do and
demand assessment.
The learning materials have to be focused on something that children must used the
language. In the other words, teachers are to expand students’ learning.
DESIGNING ENGLISH TEACHING MATERIALS
6. Children have even less of a voice than older learners about what happens in their
language learning. These learners are a crucial point in their lives, in the early stages
of their cognitive and affective development, and many of their English language
teachers also have responsibility for their general all around education. Three theories
have had develop on disscuss of what is desirable in YL teaching:
1. Piaget’s theory stated that children only occurs by understanding, adapting and
continually modifying knowledge.
2. Vygotsky’s theory stated that children learn by social interaction with language
being the “tool of thought”
3. Bruner’s theory defines a “scaffolding” analogy.
The three teory above say about the role of supportive “others” in children’s learning
and clearly have very important implications for teacher education. The teacher must
have several syllabus that concern with English for Young Learner.
CURRENT THINKING IN YOUNG LEARNERS
THINKING
7. Several syllabus concerns which have been debated for older learners
have not generally come into the Young Learners' area. There is more
interest in the 'interaction' approach where language is seen as a vehicle
for the realization of interpersonal relationships and for the performance
of social transactions between individuals, valuing communication for
exchanging views and for social ends, however. especially 'kid friendly'
organizing principles like Topics are becoming more prominent for YL
courses than for older courses or learners.
Types of Syllabus
8. Incorporating Broader Educational
Values through CLIL
"In the twenty-first century there has been a major movement, towards
EYL courses in which the language emerging from content areas such
as science or art activities drives the teaching in an approach known
as CI"II.
Reconciling Meaning and Language Load
An issue with all meaningoriented ways of creating the framework for
a lane guage course is the greater technical difficulty they present in
matters of sequencing and 'dosing' language items across course
units, particularly where recycling of vocabulary or structures is
concerned, It can be difficult to ensure that language that fits
particularly well with one topic area is not lost sight of as other topics
come into play
9. Skills Development
The appropriate skills focus for EYL teaching is seen in many contexts
as speaking and listening, at least at the beginning stages of learning
the language. In other contexts, such as parts of China, the written
word is included uncontroversially in YL materials from the very
beginning and in locally customizel *glocal' versions of international
materials extra early literacy development material has been
incorporated.
10. Cameron points to the need to teach discourse skills as well as
language items, Many LYI materials, however, operate predominantly
at the sentence or single utterance level rather than at the discourse
level. The use of short unanalysecl 'chunks' or language, otherwise
known as formulaic utterances is a well-known strategy of language
learners of all ages when t1Ying to build fluency In many materials,
however, language is actually presented in short chunks.
The Development of Discourse and Textual
Awareness
Culture-specific or Universally Child-friendly
Methodologies?
mether language teachers are native or non-native
speakers may also affect the skills, attitudes to learners and
willingness to take risks that they bring to the classroom,
with not all of the advantage necessarily being with the
native speakers.
11. Materials Evaluation
In order to inform this part of the chapter we used a questionnaire that
was made available online to FYL professionals worldwide.
Materials in use — the professionals' viewsWe received responses
from 76 teachers representing 28 countries , We report facts and
figures where they offer interesting indications, but, given that our
sample of informants is a largely 'goodwill' and opportunistic one, a
heavily statistical approach to analysing our data does not seem
appropriate. It is the insights and verbatim comments of materials
users that raise the most interesting issues.As has been pointed out
above, EYL provision is so varied across sectors and cultures that it
does not make sense to seek a Vtypical' use. of materials.
12. Issues and Problems Arising
Materials that did not seem to 'stretch' children were criticized by a number of
respondents, and boring and repetitive approaches to grammar were amongst
the complaints. A number of courses were criticized for sudden jumps of level
and difficulty and for unconnected introductions of new language (particularly
at the higher levels).
Each lesson has its own vocabulary, not revisited in any other units. Also,
there is no progression in building up the students' four skills. From level 1
to level 4, they are all in the same pattern design, one sentence pattern, five
key words and that's it. (Smart, Taiwan, state primary school)
Some informants had tried to use materials of which they themselves thought
highly for their imaginative qualities or for the wider educational values that
they embodied, but had encountered problems with parents or authorities
whose more traditional expectations were not being met.
13. Main Features of Materials in Our Own Evaluation
There was a wide range of philosophies discussed in the authors' own rationales
for the materials, all in line with current YL thinking about teaching and learning. However,
when the materials were investigated in more detail, their actual
characteristics seemed to fall into two main groups is,
• Those which promoted structural/grammatical gearing up for specific tests
• those which were more activity based and placed less stress on linguistic content.
Generally, all the materials were pitched at a cognitive level to fit the age of YL, that they
targeted.
For the realization is,
• The cultural content was mostly generic but visually leaning towards Western cultures
rather than Easter
• Most had a combination of photographic, illustrations and cartoon-type graphics, although
some looked old-fashioned in their style and in the appearance of characters.
• The language content was often not particularly 'realistic'
14. Methods, approaches and the 'post-method' era
The central need is that EYL materials should be child-friendly. Topicbased,
Task-based, Content-based/CLIL, character- and story- based materials all
have as their fundamental principle a concern for meaning. Some of these
approaches imply particular ways for teachers to act in class, but others have
their roots more in decisions about syllabus and content.
15. Materials which support innovatory practice or accommodate to
modest expectations?
This has led to a tendency for materials in many contexts to be reduced to
what is easily 'doable' rather than to promote what would be slightly
challenging to teachers yet would make a useful difference in teaching.Big
international publishers as well as local publishers can on occasion self-
impose limits and constrain authors to produce materials that the least
confident teachers will not find off-putting. In these days of advanced
technology, teachers could be given concrete examples by way of teaching
demonstrations in formats that suit their contexts such as video, CD-Rom and
downloadable ipodcasts available online.
16. Paper-based or multimedia materials?
Multimedia materials clearly offer considerable resources to learners
who wish to work independently. The prevalence of interactive
whiteboards in schools in prosperous countries should not be forgotten,
although EYL targeted software that we have seen for this resource
has so far been disappointingly Behaviourist in design.
17. Domination by international publishers?
Big international publishers are still creating materials which they hope will
be suitable for a wide variety of contexts, but they are also continuing to
work on context-specific projects in places such as Hong Kong where the
writing of the materials itself is closely monitored by Education
Departments or Ministries of Education.
Team work or lone talents?
This again marks the EYL field as one which has 'come of age' in that
publishers arc willing to commit considerable resources to the production of
high-quality materials.
18. Parallel Developments
The New Storytelling Handbook for Primary Teachers is an example of a
book for teachers promoting the use of Real Books as alternative or
supplementary materials to a more traditional course book. A number of
materials that we have reviewed for this chapter have features that we
feel could be studied and emulated with advantage by EYL writers.
In a very few countries such as Germany, secondary school syllabuses
and materials are being revised in order to incorporate such a bridge .
Big principles need to be explained and exemplified clearly to teachers
The most usual vehicle for this is the Teacher's Guide although good
'signalling' in the pupils' materials is also very helpful.
19. Within materials themselves the following issties seem to us to
be important
Consideration needs to be given to the appropriate order of introduction of
skills for children of different ages and reading skills in particular need to be
developed to a more ambitious level than most materials currently promote
Conventional wisdom, working on the analogy of LI skills development,
recommends that oral/aural skills need to be established well before reading
and writing are introduced. There is a need for materials which support big
moral and intellectual themes and promote educational values appropriate to
the age and context of the children concerned.
