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Best Practices for Teaching English to Young Learners Joan Kang Shin,  Ph.D. University of Maryland, Baltimore County Education Department
[object Object]
Outline ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Defining the Group
[object Object],[object Object],[object Object],TEYL around the world Data collected through the E-Teacher Scholarship Program in 2009-2010
[object Object],[object Object],[object Object],[object Object],Considerations for TEYL
[object Object],[object Object],[object Object],[object Object],[object Object],Is earlier really better?
a. Workshop approach ,[object Object],E  X  P  E  R  I  E  N  T  I  A  L
Experiential Approach ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Experiential Approach Rutgers Cooperative Research & Extension, 2004
As Confucius said… ,[object Object],[object Object],[object Object]
b. Introduction pyramids ,[object Object],[object Object],[object Object],[object Object]
b. Introduction pyramids JOAN UMBC 11 years Graduate students Baltimore
II. Considerations for teaching YLs Adjective Splash Brainstorm adjectives about YLs.
a. Characteristics of young learners LOUD!  HYPER! CAN’T SIT STILL! TOO TALKATIVE! EASILY DISTRACTED!
a. Characteristics of young learners FUN! SOCIAL! CURIOUS! ENERGETIC! SPONTANEOUS!
[object Object],[object Object],[object Object],b. How children learn
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Effective scaffolding
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],c. Language learning environment
[object Object],[object Object],[object Object],Approach to grammar
[object Object],[object Object],Approach to grammar
[object Object],[object Object],[object Object],[object Object],[object Object],YL Classroom
III. Teaching approaches for YLs Read, C. (1998, April). The challenge of teaching children.  English Teaching Professional, 7 : 8-10.
[object Object],a. Demonstration
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Peanut Butter & Jelly Song
Making PB&J sandwiches
Create a foldable
Foldable example: Key words
[object Object],[object Object],Notice the grammar NOUN VERB First you take the peanuts and you crunch ‘em. Then you take the grapes and you squish ‘em. Then you take the bread and you spread it. Then you take the sandwich and you eat it.
Write sentences First you take the peanuts, and you crunch ‘em.
[object Object],[object Object],Review the sentences NOUN VERB First you take the peanuts and you crunch ‘em. Then you take the grapes and you squish ‘em. Then you take the bread and you spread it. Then you take the sandwich and you eat it.
[object Object],[object Object],New recipes from other countries NOUN VERB First you take the rice and you spread it. Then you take the fish and you lay it. Then you take the seaweed and you roll it. Then you take the maki and you cut it. Then you take the soy sauce and you dip it. Then you take the sushi and you eat it.
[object Object],Students apply to own culture NOUN VERB First you take the and you Then you take the and you Then you take the and you Then you take the and you Then you take the and you Then you take the and you
[object Object],What best practices did you see? Humor Social Song with movement Modeling Implicit grammar teaching Scaffolding Connect to culture Bring in food
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],b. Ten best practices for TEYL
[object Object],[object Object],Make English active and fun!
Make English active and fun!
[object Object],[object Object],[object Object],[object Object],Make English active and fun!
[object Object],[object Object],[object Object],[object Object],[object Object],English cheers
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],English cheers
Body spelling
Body spelling
[object Object],[object Object],[object Object],Storytelling
Storytelling http://www.youtube.com/watch?v=0Rl0EXetKwc&NR=1
Drama http://www.youtube.com/watch?v=FcIZWGhmkHA
Strip story
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Sample dialogue
[object Object],Miming Hi, John!  How are you?
[object Object],[object Object],Silent movie Hi, John!  How are you?
[object Object],The director’s cut (The teacher can act like the director of a movie and say,  “Cut! Cut! No, that’s not right.  I want to see more emotion.  Do it with anger this time!” )
[object Object],[object Object],[object Object],[object Object],Use lots of visuals, realia, and movement
[object Object],[object Object],[object Object],Use lots of visuals, realia, and movement
Songs with movement http://www.youtube.com/watch?v=g_fmPkD1phk&NR=1
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],The weather song
Body as visual
Body as visual AMERICAN SIGN LANGUAGE
Connect signs to letters
[object Object],[object Object],[object Object],[object Object],[object Object],Support for signing Dancing With Words: Signing for Hearing Children's Literacy by Marilyn Daniels
Learning the alphabet http://www.youtube.com/watch?v=wMQHd1UBkeI
NAME GAME ,[object Object],[object Object],[object Object],Joan likes to sing and play tennis.
[object Object],[object Object],Establish classroom routines in English
 
[object Object],[object Object],[object Object],[object Object],Establish classroom routines in English
Developing routines © Joan Kang Shin
Developing routines Good morning, class! /  Good morning, Ms. Shin! How is everyone today? /  Great! How are you? ENGLISH CHEER EACH STUDENT TURNS IN ACCORDION BOOK AND GETS A STICKER AS EXIT TICKET. END OF THE DAY CHANT © Joan Kang Shin
[object Object],[object Object],[object Object],[object Object],[object Object],English cheers
Developing routines Good morning, class! /  Good morning, Ms. Shin! How is everyone today? /  Great! How are you? ENGLISH CHEER Class, what is today’s date?  WRITE ON BOARD Today’s date is May 28th, 2011. DAYS OF THE WEEK SONG EACH STUDENT TURNS IN ACCORDION BOOK AND GETS A STICKER AS EXIT TICKET. END OF THE DAY CHANT © Joan Kang Shin
7 days in a week song ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],http://www.youtube.com/watch?v=GJXNz1y1bOg&NR=1
Developing routines Good morning, class! /  Good morning, Ms. Shin! How is everyone today? /  Great! How are you? ENGLISH CHEER Class, what is today’s date?  WRITE ON BOARD Today’s date is May 28th, 2011. DAYS OF THE WEEK SONG What day is it today? /  It’s Friday! And Friday is…  Storytelling Day! EACH STUDENT TURNS IN ACCORDION BOOK AND GETS A STICKER AS EXIT TICKET. END OF THE DAY CHANT Today’s story is THE RAINBOW FISH! © Joan Kang Shin
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Days of the week chant
Puzzle of the day ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Birthday cadence
[object Object],[object Object],[object Object],[object Object],Who do we appreciate?
Developing routines Good morning, class! /  Good morning, Ms. Shin! How is everyone today? /  Great! How are you? ENGLISH CHEER Class, what is today’s date?  WRITE ON BOARD Today’s date is May 28th, 2011. DAYS OF THE WEEK SONG What day is it today? /  It’s Friday! And Friday is…  Storytelling Day! EACH STUDENT TURNS IN ACCORDION BOOK AND GETS A STICKER AS EXIT TICKET. END OF THE DAY CHANT Today’s story is THE RAINBOW FISH! © Joan Kang Shin
[object Object],[object Object],[object Object],Attention getter
[object Object],[object Object],[object Object],[object Object],[object Object],Attention getter
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],To start pair work
[object Object],[object Object],[object Object],[object Object],Brain breaks
Developing routines Good morning, class! /  Good morning, Ms. Shin! How is everyone today? /  Great! How are you? ENGLISH CHEER Class, what is today’s date?  WRITE ON BOARD Today’s date is March 11th, 2011. DAYS OF THE WEEK SONG What day is it today? /  It’s Friday! And Friday is…  Storytelling Day! When I say RAINBOW, you say FISH. Shake shakes EACH STUDENT TURNS IN ACCORDION BOOK AND GETS A  STICKER  AS EXIT TICKET. END OF THE DAY CHANT Today’s story is THE RAINBOW FISH! © Joan Kang Shin
End of the day chant
[object Object],[object Object],Encourage creativity
[object Object],[object Object],[object Object],Encourage creativity
[object Object],[object Object],Accordion book
Shape poems http://www.readwritethink.org/classroom-resources/student-interactives/shape-poems-30044.html
[object Object],[object Object],Give students a chance to personalize
[object Object],[object Object],Give students a chance to personalize
[object Object],[object Object],[object Object],[object Object],Acrostic name poem
[object Object],[object Object],[object Object],Personalize chants
JAZZ CHANT BY CAROLYN GRAHAM
Jazz chant example What are you going to do when you’re twenty-two? I haven’t decided. What about you? I might  _____________ . I might  _____________ . I might  _____________ . I might  _____________ .
[object Object],[object Object],Move from activity to activity
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Move from activity to activity
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Quiet activities
Finger Plays ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Caterpillars
[object Object],[object Object],[object Object],[object Object],Quiet brain breaks
[object Object],[object Object],Check comprehension often
Check comprehension often
[object Object],[object Object],[object Object],[object Object],Check comprehension often
[object Object],[object Object],Silent reading
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Sample question
[object Object],[object Object],Use thematic units
[object Object],[object Object],Use thematic units
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],The weather song
Repeat and recycle
[object Object],[object Object],Use L1 as a resource only when necessary
[object Object],[object Object],[object Object],Use L1 as a resource only when necessary
[object Object],[object Object],Grow global citizens
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Grow global citizens
[object Object],[object Object],[object Object],[object Object],Conclusion: Exit ticket
Conclusion: Exit ticket 3   ways you can make English active and fun 2  routines you will use to help you manage YLs 1  sentence that starts with  “When you teach YLs, you must…” GOOD-BYE!
Helpful articles about TEYL: Ten Helpful Ideas for Teaching English to Young Learners by Joan Kang Shin  http://exchanges.state.gov/englishteaching/forum/archives/docs/06-44-2-b.pdf Teaching Young Learners by Kerstin Klein  http://exchanges.state.gov/englishteaching/forum/archives/docs/05-43-1-c.pdf For other useful articles, please browse these special issues of the English Teaching Forum focused specifically on TEYL. Volume 44, Number 2 http://exchanges.state.gov/englishteaching/forum/archives/2006/06-44-2.html Volume 43, Number 1  http://exchanges.state.gov/englishteaching/forum/archives/2005/05-43-1.html
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Last chant
 

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Best Practices for Teaching English to Young Learners by Joan Shin

  • 1. Best Practices for Teaching English to Young Learners Joan Kang Shin, Ph.D. University of Maryland, Baltimore County Education Department
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  • 13. b. Introduction pyramids JOAN UMBC 11 years Graduate students Baltimore
  • 14. II. Considerations for teaching YLs Adjective Splash Brainstorm adjectives about YLs.
  • 15. a. Characteristics of young learners LOUD! HYPER! CAN’T SIT STILL! TOO TALKATIVE! EASILY DISTRACTED!
  • 16. a. Characteristics of young learners FUN! SOCIAL! CURIOUS! ENERGETIC! SPONTANEOUS!
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  • 23. III. Teaching approaches for YLs Read, C. (1998, April). The challenge of teaching children. English Teaching Professional, 7 : 8-10.
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  • 30. Write sentences First you take the peanuts, and you crunch ‘em.
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  • 53. Songs with movement http://www.youtube.com/watch?v=g_fmPkD1phk&NR=1
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  • 56. Body as visual AMERICAN SIGN LANGUAGE
  • 57. Connect signs to letters
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  • 59. Learning the alphabet http://www.youtube.com/watch?v=wMQHd1UBkeI
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  • 64. Developing routines © Joan Kang Shin
  • 65. Developing routines Good morning, class! / Good morning, Ms. Shin! How is everyone today? / Great! How are you? ENGLISH CHEER EACH STUDENT TURNS IN ACCORDION BOOK AND GETS A STICKER AS EXIT TICKET. END OF THE DAY CHANT © Joan Kang Shin
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  • 67. Developing routines Good morning, class! / Good morning, Ms. Shin! How is everyone today? / Great! How are you? ENGLISH CHEER Class, what is today’s date? WRITE ON BOARD Today’s date is May 28th, 2011. DAYS OF THE WEEK SONG EACH STUDENT TURNS IN ACCORDION BOOK AND GETS A STICKER AS EXIT TICKET. END OF THE DAY CHANT © Joan Kang Shin
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  • 69. Developing routines Good morning, class! / Good morning, Ms. Shin! How is everyone today? / Great! How are you? ENGLISH CHEER Class, what is today’s date? WRITE ON BOARD Today’s date is May 28th, 2011. DAYS OF THE WEEK SONG What day is it today? / It’s Friday! And Friday is… Storytelling Day! EACH STUDENT TURNS IN ACCORDION BOOK AND GETS A STICKER AS EXIT TICKET. END OF THE DAY CHANT Today’s story is THE RAINBOW FISH! © Joan Kang Shin
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  • 74. Developing routines Good morning, class! / Good morning, Ms. Shin! How is everyone today? / Great! How are you? ENGLISH CHEER Class, what is today’s date? WRITE ON BOARD Today’s date is May 28th, 2011. DAYS OF THE WEEK SONG What day is it today? / It’s Friday! And Friday is… Storytelling Day! EACH STUDENT TURNS IN ACCORDION BOOK AND GETS A STICKER AS EXIT TICKET. END OF THE DAY CHANT Today’s story is THE RAINBOW FISH! © Joan Kang Shin
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  • 79. Developing routines Good morning, class! / Good morning, Ms. Shin! How is everyone today? / Great! How are you? ENGLISH CHEER Class, what is today’s date? WRITE ON BOARD Today’s date is March 11th, 2011. DAYS OF THE WEEK SONG What day is it today? / It’s Friday! And Friday is… Storytelling Day! When I say RAINBOW, you say FISH. Shake shakes EACH STUDENT TURNS IN ACCORDION BOOK AND GETS A STICKER AS EXIT TICKET. END OF THE DAY CHANT Today’s story is THE RAINBOW FISH! © Joan Kang Shin
  • 80. End of the day chant
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  • 89. JAZZ CHANT BY CAROLYN GRAHAM
  • 90. Jazz chant example What are you going to do when you’re twenty-two? I haven’t decided. What about you? I might _____________ . I might _____________ . I might _____________ . I might _____________ .
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  • 111. Conclusion: Exit ticket 3 ways you can make English active and fun 2 routines you will use to help you manage YLs 1 sentence that starts with “When you teach YLs, you must…” GOOD-BYE!
  • 112. Helpful articles about TEYL: Ten Helpful Ideas for Teaching English to Young Learners by Joan Kang Shin http://exchanges.state.gov/englishteaching/forum/archives/docs/06-44-2-b.pdf Teaching Young Learners by Kerstin Klein http://exchanges.state.gov/englishteaching/forum/archives/docs/05-43-1-c.pdf For other useful articles, please browse these special issues of the English Teaching Forum focused specifically on TEYL. Volume 44, Number 2 http://exchanges.state.gov/englishteaching/forum/archives/2006/06-44-2.html Volume 43, Number 1 http://exchanges.state.gov/englishteaching/forum/archives/2005/05-43-1.html
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