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.

1. TEACHING ENGLISH TO
YOUNG LEARNERS IN
INDONESIA
PRESENTED BY:
UZLIFATFATMAWATI

2. Requirements for effective
teaching of English
to young learners using
Learning theories
stemming from socio-
cultural perspectives is
organized into five pillars
(Vygotsky, Briner,
Corsaro, and Dyson)

3. Pillar#1 Accomplish teachers of
English should know who children
are
Pillar#1 Accomplish teachers of English
should know who children are

4. Pillar#2 Accomplish teachers of English
should know how children learn
Bruner (1996) proposes a
hierarchy of children’s
learning modes: enactive,
iconic, and symbolic.
Piaget (1975) there are
three kinds of knowledge:
physical knowledge, logico-
matematical knowledge,
and social knowledge.

5. Socio-cultural perspective propose
learning principles
Children’s thinking is embedded in here-and-now
context of situation
Children have short attention span
Children learn from hands-on physical activities
Children learn from whole to parts-holistically-using
scripts
Children learn from direct experiences
1
4
3
2
5

6. Pillar#3 Accomplish teachers of English
should know how children learn a language
Wagner (1989), language skills are acquired naturally
in the context of meaningful oral interaction and
literacy events.
Frank smith, Ken Goodman, and Gordon wells,
Mustafa (2001) proposes three dimensions of learning
a language: exposure to the language, engagement,
and consistent support.

7. English as a foreign language means that the language
has no/or very limited function in social intercourse in
Indonesia.
English as local content means very limited
contact hours.
The teaching of English to elementary school children
means a “perfunctory” activity and this can put
teachers’ reputation on the line.
Pillar#4 Accomplished teachers of English
should know how children learn English as a
foreign language

8. Pillar#5 Accomplish teachers of English should know the principles
and should be able to do things to facilitate children learning English
as a foreign language in Indonesia

9. Proposed good classroom practices
English is to be used all the time to ensure that children
have relatively much exposure to English.
Print-rich environment in English should be created in and
around the classroom.
Teachers of English for young learners should use activity-
based teaching-learning techniques such as total physical
response (TPR),games, and projects
Teachers of English for young learners should various
techniques for short periods of time to maintain the interest
level of the children engaging the English lessons.

10. Continue…
Teachers of English for young learners should focus on
functional English for vocabulary development and for
immediate fulfillment of communicative needs of the
learners.
Teachers of English for young learners should reiterate
often to ensure the acquisition of English expressions or
vocabulary items.
Teachers of English for young learners should provide
useful, acquisition-promoting routines.