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.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Teaching approach: Communicative language method
Compiled by:
Asamaporn Sukket
Arisara Sawathasuk
Pawarit Pingmuang
Faculty of Education
Chiang Mai University
Vocabulary is one of the important aspects that need to be taken into account by English teachers. Even if you knew all about grammatical rules of English you would never be able to use them without a knowledge of words. Vocabulary is the basic tool for shaping and transmitting meaning (Olmos, 2009).
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Teaching approach: Communicative language method
Compiled by:
Asamaporn Sukket
Arisara Sawathasuk
Pawarit Pingmuang
Faculty of Education
Chiang Mai University
Vocabulary is one of the important aspects that need to be taken into account by English teachers. Even if you knew all about grammatical rules of English you would never be able to use them without a knowledge of words. Vocabulary is the basic tool for shaping and transmitting meaning (Olmos, 2009).
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
Response 1Discussion 1 Week 9 Main PostQuestion 1 Descrmickietanger
Response 1
Discussion 1 Week 9 Main Post
Question 1: Describe one advantage for child and adolescent development in a multilingual environment?
There are a lot of misconceptions and stereotypes about multilingual environments. One of the biggest stereotypes is that when children and adolescents are raised in multilingual environments, their cognitive development will be hindered because two or more languages will confuse their brains (Souto-Manning, 2006). Despite these popular beliefs, empirical research shows that this is not the case. According to Souto-Manning (2006), humans have the ability to learn infinite languages, and knowing one language is advantageous for learning another one with more ease. Very early in their development, infants and toddlers are like sponges and are able to be receptive to and absorb language easily. However, as we age, language acquisition is more difficult and takes more time and energy to learn. From personal experience, I was in multilingual Spanish classes in Jr. High and High School. I took four years of Spanish and only know the basics and I am not fluent. However, some of the students were raised in multilingual families growing up and were able to speak both languages with little effort. This example illustrates that from early development, children can become very efficient in multiple languages and have an advantage at language acquisition and comprehension. Parents and teachers can create positive atmospheres where children and adolescents naturally can interact with one another and enrich their vocabulary and better appreciate the cultural context of other languages (Souto-Manning, 2006). Research shows that bilingual children and adolescents have an advantage with thinking about more than one way about a concept and can be better problem solvers (Souto-Manning, 2006). Personally, if I ever have children, I would love to have them raised in a multilingual environment if possible.
Question 2: What is one challenge for a child or adolescent growing up in a multilingual environment?
One challenge in particular for children and adolescents who are socialized in a multilingual environment is their perceptions of others in the classroom. English language learners (ELL) perceive that their non-English language learners (non-ELL) have higher academic success (Leclair, Doll, Osborn, & Jones, 2009). ELL students become frustrated when they are not able to learn English as well as their non-ELL peers and prefer classrooms of their origin (Leclair et. al., 200). Children and adolescents constantly compare themselves to their classmates and when they see their peers are doing better than them, it increases their frustrations. Just imagine being a child that moves to a new school in the United States from a South American country and being in a class where all your peers speak English better than you. These frustrations are real and can have negative implications on positive development.
Question 3: What ...
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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2. CONTEXT OF LEARNING AND TEACHING
Teaching across Age Level
1. Teaching Children
2. Teaching Adults
3. Teaching Teens
3. Teaching Children
Five practical approaches to teaching
children:
a. Intellectual development
b. Attention span
c. Sensory input
d. Affective factors
e. Authentic, meaningful language
4. a. Intellectual development
Children (up to the age
about eleven) have limitation
in learning complicated
materials, in learning ESL or
EFL. They cannot grasp the
metalanguage we use to
describe and explain linguistic
concepts.
https://prezi.com/0_8pk7w06esh/teaching-across-age-and-
proficiency-levels/
5. Some rules of thumb for classroom:
1. Don’t explain grammar using terms like “present progressive” or
“relative clause”.
2. Avoid abstract terms.
3. Some grammatical concepts are introduced by showing students
certain patterns and examples.
4. Certain more difficult concepts are patterns require more repitition
than adults need.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language
Pedagogy (Third Edition).USA: Pearson Education Inc. (Page 102)
6. 2. Attention Span
Children have a short attention span when
they have to deal with difficult, boring, and
useless materials. How do we make our materials
interesting for children?
Activities should be designed to capture their
immediate interest.
A lesson need a variety of activities to keep
interest and attention alive.
A sense of humor will go a long way in keeping
children laughing and learning.
Children have a lot of natural curiosity. Make
sure you tap into that curiosity whenever
possible, and you will thereby help to maintain
attention and focus.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy
(Third Edition).USA: Pearson Education Inc. Page 103)
7. 3. Sensory Input
Children need to have all five senses stimulated
by using:
Pepper your lesson with physical activity.
Projects and other hands—on activities go a long way toward helping
children to internalize language.
Sensory aids help children to internalize concepts.
Remember that your own nonverbal language is important because
children will attend very sensitively to your facial features, gestures, and
body language.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy (Third
Edition).USA: Pearson Education Inc. Page 103)
8. 4. Affective factors
Children are sensitive of what
other people think about them.
Therefore, teacher needs to overcome
such potential barries to learning by
building students self-esteem, eliciting
as much oral participation as possible,
and making students comfortable
when they make mistake.
https://prezi.com/0_8pk7w06esh/teaching-across-age-and-
proficiency-levels/
9. Teachers need to help them to overcome
such potential barriers to learning
• Help your students to laugh with each other at
various mistakes that they all make.
• Be patient and supportive to build self-esteem,
yet at the same time be firm in your expectations
of students.
• Elicit as much oral participation as possible from
students, especially the quieter ones, to give
them plenty of opportunities for trying things
out.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy (Third
Edition).USA: Pearson Education Inc. Page 104)
10. 5. Authentic, meaningful language
Children are focused on what this new language
can actually be used for here and now. They are less
willing to put up with language that doesn’t hold
immediate rewards for them.
Children are good at sensing language that is not authentic;
therefore “canned” or stilted language will likely be rejected.
Language needs to be firmly context embedded.
A whole language approach is essential.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy (Third Edition).USA:
Pearson Education Inc. (Page 104)
11. 2. Teaching Adult
Differences between adults and children:
a. Adults are more able to handle abstract rules and concepts.
b. Adults have longer attention spans for material that may not be intrinsically interesting
to them.
c. Variation of sensory is not really needed.
d. Adults often bring a modicum of general self-confidence (global self-esteem).
e. Adults, with their more developed abstract thinking ability, are better able to
understand a context -reduced segment of language.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy (Third Edition).USA: Pearson Education Inc. (Page 106)
12. However, adults are never
entirely problem-free learners, and
have a number of characteristics
which can sometimes make learning
and teaching problematic:
They can be critical of teaching
methods.
They may have experienced failure
or criticism at school which make
them anxious and under-confident
about learning a language.
Many older adults worry that their
intellectual powers may be
diminishing with age – they are
concerned to keep their creative
powers alive, to maintain a ‘sense
of generativists’ (Williams and
Burden 1997:32).
Harmer, Jeremy.2001.THE PRACTICE OF LANGUAGE
TEACHING (Third Edition).Malaysia: Associated Companies
throughout the World (Page 40)
13. Some management “do’s” and “don’ts”
• Do remember that event though adults cannot express
complex thinking in the new language, they are nevertheless
intelligent grown-ups with mature cognition and fully
developed emotions.
• Don’t treat adults in your class like children.
• Do give you students as many opportunities as possible to
make choices.
• Don’t discipline adults in the same way you would children.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy (Third
Edition).USA: Pearson Education Inc. (Page 105)
14. 3. Teaching Teen
Teens are in between childhood and adulthood therefore a very
special set of consideration applies to teaching them. Nevertheles, some
thoughts are worth verbalizing, even if in the form of simple reminders.
1. Some sophisticated intellectual processing in increasingly possible to
teenagers.
2. Attention spans are lengthening but with many diversions in teenagers’ life,
their attention spans can be shortened.
3. Varieties of sensory input are still important but not as much as children.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy (Third Edition).USA: Pearson Education Inc.
(Page 106)
15. 4. Considering that teenagers ego, self-image and
self-esteem are at their pinnacle, the teacher
should give the self-esteem in its pinnacle by:
• Avoiding embarrassment of students at all costs.
• Afferming each person’s talent and strengths,
• De-emphesizing competition between classmates, and
• Encouraging small-group work where risk can be take
more easily ny a teen.
5. Teenagers are becoming increasingly adultlike
but don’t still bore them with overanalysis.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to
Language Pedagogy (Third Edition).USA: Pearson Education Inc. (Page 106)
16. References
Brown, H. Douglas.2007.Teaching by
Principles: An Interactive Approach to
Language Pedagogy (Third Edition).USA:
Pearson Education Inc.
https://prezi.com/b8fgxylrh_nb/teaching-
across-age-level/
Harmer, Jeremy.2001.THE PRACTICE OF
LANGUAGE TEACHING (Third
Edition).Malaysia: Associated Companies
throughout the World
https://prexzi.com08pk7w06esh/teaching-across-
age-and-proficiency-levels/
17.
18. Question
• Danang : in Teaching Across Age Leve, what
age classification for children, adult, and teen?
• Hendra : is there any differences the way of
of how to teach children, adult, and teen?
• Zulfa : what is the main difference way to
teach children and adult?