Teaching Languages
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This document discusses teaching foreign languages to young learners versus older students and adults. Some key points made include: - Young children are more enthusiastic learners and less embarrassed speaking a new language, allowing them to develop a more native accent. However, they also lose interest more quickly and have less ability to understand grammar explanations. - While young learners are more likely to ultimately speak without an accent, adolescents and adults learn faster initially. Limited instruction hours per week are not enough for mastery, especially for young children, though it may increase motivation. - Research shows those acquiring a new language from ages 3 to 7 score similarly to native speakers on grammar tests, while older learners score lower, suggesting a critical
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- Studies show positive results from MTB
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The Big Smile is a work team focused on foreign language teaching. The team includes Rocío Morano who creates concept maps, Hamza Mohamed who manages the wiki space, Silvana Sánchez who makes videos, and Rita Villaescusa who creates PowerPoints to upload to SlideShare. The team can be followed on their wiki site at http://bigsmiles.wikispaces.com to learn more about their work.
OSM Engineering Informative File
OSM Engineering provides structural engineering, consulting, and project management services. It was established over 20 years ago by Osman Müyesser, who has extensive engineering experience working on international construction projects. OSM specializes in areas like building design, transportation, marine structures, and infrastructure projects. It aims to offer innovative and cost-effective solutions that consider constructability and client needs.
Pinnock SGP
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- 5. Why should languages be taught to young learners? -A young child tends to absorb a language. -Some child learners end up with accents and incomplete second language grammars, and some adult learners become, for all practical purposes, as skilled as native speakers. -While young learners are more likely than older students to ultimately speak a new language like native speakers. -While young learners are more likely than older students to ultimately speak a new language like native speakers, adolescents and adults actually learn foreign languages faster.
- 6. Growing up with a language… Such programs simulate the environment of growing up with a language by: Integrating the second language with instruction in other subjects. Giving learners ample opportunities to engage in meaningful discourse with other students and teachers using the foreign language. Exposing learners to a variety of native speakers of the target language. Focusing instruction on attaining the language skills needed for communicating about and understanding academic subject matter, not on mastering a foreign language for its own sake.
- 7. MEAN SCORE ON ENGLISH GRAMMAR TEST Age in arrivals in United States: Native = 268.8 From 3 to 7 = 269.3 From 8 to 10 = 256.0 From 11 to 16 = 235.9 From 17 to 39 = 210.3 Source: Johnson, J.S., Newport, E.L. (1989). “Critical Period Effects in Second Language Learning: The Influence of Maturational State on the Acquisition of English as a Second Language.” Cognitive Psychology, Vol. 21, pp. 60–99.
- 8. What should policymakers do? First, recognize that simply starting early does not guarantee that a language will be learned. Second, support age-appropriate foreign language teaching — a total immersion program for young children, moving toward a more explicit focus on structure for adolescents and adults. Third, be realistic with students and parents about how much foreign language skill a few hours a week of instruction can generate, especially for preschool and elementary school learners. Such limited instruction will not lead to mastery, but it may build motivation and a “taste” for language learning. Fourth, recognize that for almost everyone, high proficiency in aforeign language will develop outside the classroom, through conversations with native speakers made possible by the skills acquired in the classroom.
- 9. Conclusion. For young children, starting early can lead to mastery of a foreign language — with no long-term detriment to their grasp of English — only if it is taught through a well-developed form of total immersion instruction. A program consisting of a few hours of foreign language teaching per week is not enough. Older students and adults, on the other hand, need a judicious mixture of practice and communication. Deliberate direct instruction (e.g., studying grammatical structures, memorizing lists of vocabulary words) is vital, along with ample classroom and study time. As such students progress, their instruction should become increasingly communicative and should include an extended stay abroad for greatest effect.