This document discusses principles and strategies for teaching young English language learners. It explains that young children acquire language naturally through social interaction and play. Effective teaching strategies include using routines, scaffolding, and making lessons fun, meaningful, and supported. Teachers should draw on theories from Piaget, Vygotsky and Bruner to create interactive lessons that build on children's innate language learning abilities.
For those ELT teachers who are carrying out reading classes at the level of primary school or teaching ELLs, I highly recommend you to peruse and take a look at this approach because it focuses on the teaching of language arts, which is the teaching reading and writing.
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
Created by: Fahimeh Razmi
Ghosn, I. K. (2019). Materials for early language learning. In S. Garton and F. Copland (Eds.), The Routledge handbook of teaching English to young learners (374-388). London and New York: Routledge.
Arnold, w. & Rixon, Sh. (2008). Materials for teaching English to young learners. In B. Tomlinson (Ed.), English learning materials: A critical review (38-58). London: Continuum.
For those ELT teachers who are carrying out reading classes at the level of primary school or teaching ELLs, I highly recommend you to peruse and take a look at this approach because it focuses on the teaching of language arts, which is the teaching reading and writing.
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
Created by: Fahimeh Razmi
Ghosn, I. K. (2019). Materials for early language learning. In S. Garton and F. Copland (Eds.), The Routledge handbook of teaching English to young learners (374-388). London and New York: Routledge.
Arnold, w. & Rixon, Sh. (2008). Materials for teaching English to young learners. In B. Tomlinson (Ed.), English learning materials: A critical review (38-58). London: Continuum.
A Strategic Approach: GenAI in EducationPeter Windle
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.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
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.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Thesis Statement for students diagnonsed withADHD.ppt
Teaching young learners
1. Teaching young learners
Principles, strategies and training
Marianthi Kotadaki
ELT School Advisor, Ilia, Peloponnese
2.
3.
4.
5. How do children learn?
• “Young children are still using their individual, innate
language-learning strategies to acquire their home language
and soon find they can also use these strategies to pick up
English”.
• “Young children, who acquire language rather than
consciously learn it, as older children and adults have to, are
more likely to have better pronunciation and feel for the
language and culture”.
6. The children as esl/efl learners
• more enthusiastic than
adults.
• they want to please their
teacher rather than their
peers.
• they will have a go at an
activity even when they
don’t understand how or
why.
• they lose interest more
quickly
• they become less
motivated when tasks
are difficult
• they find it difficult to
use language to talk
about language
7. "Do it again.“ : a powerful tool! If the pupils find something amusing
they will want to do it over and over again
So, how can these help?
FUNNY SOUNDS
FUNNY WORDS
PHYSICAL COMEDY
8. Characteristics of young learners
• “Children are active learners and thinkers.”
(Piaget, 1970)
• “Children learn through social interaction.”
(Vygotsky, 1962)
• “Children learn effectively through scaffolding
by adults.” (Bruner, 1983)
9. According to Piaget
• Children learn through
making sense of the
world.
According to Vygotsky
• Adults mediate the world for
children through playing,
stories, questions, ideas,
experiences.
10. Piaget in the English class
• Children learn from actively interacting
with the physical environment in
developmental stages.
• They learn through their own individual
actions and exploration.
• The children gradually develop their formal,
logical thinking.
• Children are encouraged to solve problems.
• Knowledge derives from action.
11. Vygotsky in the English class
Teacher models questions for
children
“Do you like swimming?” and
encourages similar questions
Through doing things in a social
context, the children internalise
language
12. Bruner’s scaffolding and routines
• Teachers have to get children interested in the tasks
• Teachers have to simplify difficult tasks breaking them
into smaller steps.
• Teachers have to keep the children on track always
reminding of the goal set.
• Teachers have to assist the children’s effort
demonstrating other ways of doing the task
• Teachers have to show the idealised version of the
task.
13.
14. Key principles revisited
• Children actively try to construct meaning
• Children need space for language growth
• Language in use carries cues to meaning that may
not be noticed
• Development can be seen as internalising from
social interaction.
• Children’s foreign language learning depends on
what they experience.
15. Key principles explained
1. Teachers need to examine activities from the child’s point of view to
assess whether pupils will understand what to do and why.
2. Routines and scaffolding contribute to effective learning.
3. Children need to be helped –not through formal grammar- to grasp that
meaning.
4. Language can grow as the child takes control of language used initially
with other children and adults.
5. The broader and richer the language experience provided for the children,
the more they are likely to learn. Development in certain skills means
experiences that will build those skills.
16. Important secrets
• Though they may not understand everything they hear, children grasp the gist: they understand a
few important words and decipher the rest using different clues to interpret the meaning.
• Children should not be told they have made a mistake because any correction immediately
demotivates. ‘I goed’ soon becomes ‘went’ if the child hears the adult repeat back ‘yes, you
went’; they will self-correct in their own time.
• Boys need some different language experiences with girls.
• Young children need to feel secure and know that there is some obvious reason for using English.
• Activities need to be linked to some interesting, e.g. everyday activities about which they already
know.
• Activities are accompanied by adult language giving a running commentary about what is going
on.
• English sessions are fun and interesting, concentrating on concepts children have already
understood in their home language.
• Activities are backed up by specific objects, where possible, as this helps understanding and
increases general interest.
• Before they can decode English, young children need to know the 26 alphabet letter names and
sounds. As English has 26 letters but on average 44 sounds (in standard English), introducing the
remaining sounds is better left until children have more experience in using language and
reading.
18. Key words for YL teaching
• Enjoyable
• Meaningful
• Supported
• Social
• Purposeful
• Full of practice
19. YL language teaching “tips”
• Imitate the L1 environment in the class
• Teach language in a context.
• Don’t teach grammar explicitly!
• Create an English speaking environment.
• Keep yourself motivated!
• Encourage!
• Make English fun.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29. We usually need
• A starter activity
• An attention getter activity/signal/chant
• Brain breaks
• An end-of-class activity
30.
31. Do you want tomatoes?
Yes, please.
No, thanks
How many …..?
4 slices of cheese, please
32. Little Red Riding Hood: A board game
• The children roll a die, and
rather than count the spaces,
say the vocabulary on the
space before proceeding.
• If they land on a flower space,
they lose a turn and take one
of the laminated flowers from
the board, but,
• if they land on the wolf and
have at least one flower,
they’re safe.
• If they don’t have any
flowers, they must return all
the way back to the
woodcutter space (about a
third of the way from the
beginning of the path), as he
was the one that saved Little
Red Riding Hood in the story.
33. • Not too much time on an activity!
• Different kinds of activities:
quiet and ‘noisy’ ones in turns
listening-speaking-reading-writing
individual-pair work-group work-class
teacher-student and student-student
activities foe various styles and intelligences
• Repeat and recycle as much as possible
• Connect language to other content areas.
34. Lesson plan
Lesson (and song/story/poem) title:
Vocabulary:
Grammar:
Objectives: By the end of the lesson, students should be able to…
Warm-up:
Presentation:
Practice:
Follow-up:
35. Do we translate? Of course! For …
• hard words and expressions
• (difficult) instructions for activities
• language objectives
36. Stories
• She tells the story waving pictures at the
pupils.
• She gets groups of pupils to learn parts of the
story by reading it.
• Pupils act out their parts in groups.
• Pupils complete blanks on a simple version of
the story text.
• Children write their own story using new
ideas.
37. Story lesson activites
• Q & A. comprehension questions for students to answer orally.
• TPR. If the story has movements do a TPR activity with pupils.
• Group retelling. Students retell the story and fill in gaps.
• Create your own ending. Tell the story up to the climax, and have students predict the ending.
• Drama. Do a retelling by having students act out the plot of the story.
• Story mapping. Give students a graphic organizer to map out the plot of the story.
• Story boarding. Have students make simple drawings in boxes that show the plot of the story
sequentially (like a comic book). The drawing can be accompanied by text or dialog bubbles.
• Read & Write Books. Students create their own storybook by drawing and adding text.
• Projects. Have students work together in small groups to create projects on the story.
38.
39. A handful of resources
• http://www.primaryhomeworkhelp.co.uk/interactive/onlinestory.htm