- How children acquire their first language.
- How we can help children acquire English as second language opportunities for using English when starting lessons, changing activities, and ending lessons.
- The differences between teaching young learners and very young learners.
1.1. First language- second language
Language Focus:
-
Caretaker talk |
Pronunciation point:
-
Syllables- Sounds /tƒ/ and /ƒ/ |
When someone starts to speak, it begins listening and copying the sounds which are around, in its familiar and comfortable environment. In this way, people start to speak first in their mother tongue, the first language learned. This process is defined acquisition.
Babies:
§ Hear voices from the time they are born
§ Respond to the voices of their mother, father or carer
§ Listen to a lot of sound
§ Play with sounds and practice making sounds
§ Begin to associate the sounds with what they can see and understand
§ Begin to use language to interact with others and get what they want.
Young children:
§ Say what they hear others saying
§ Pick up the accent of those around them
About Caretaker talk: parents as carers talk to help the development of their child’s language. Teachers at school have to do the same with their children.
When young learners try to learn English as a second language at school the will:
§ Only acquire the language.
§ Need to hear a lot of English.
§ Look on you- their teacher- as their new carer.
§ Listen to you and try to make sense of what you say.
§ Sound like the people they listen to.
These are the situations for children which are appropriate to learn a second language on the right way. They should have the opportunity to be exposure to these different stages to improve their oral communication skills in their second language.
Caretaker talk:
What the teacher/parent does
|
Mother-child
|
Teacher-child
|
Repeats phrases said earlier
|
M: Now shoes...
Yes your shoes.
Look...your shoes
|
|
Keeps children’s attention by asking them questions
|
|
T: And he brings us what?
He brings? He brings?
|
Reacts positively to what children say even if words
are not complete or perfectly pronounced
|
CH: Sus- Sus
M: Yes, shoes
|
|
Adds to or improves what children say
|
|
CH: Chocolate eggs
T: Do you like chocolate eggs?
|
Teaching TIPS
ü Use English in class as the main language for communication.
ü Use gestures, actions, and pictures to help children understand.
ü Children often need to talk in order to learn- let children use their mother tongue for communication, especially to start with.
ü Recast in English what children say to you in their mother tongue.
ü Answer children in English as much as possible.
o http://vocaroo.com/i/s0cjJZm2j6oC
1b: Greetings
o http://vocaroo.com/i/s1NZgp7j6XCi
As English teachers we have to taking in to account that we have to prepare ourselves to be able to produce productive classes with children, over all if the class have the approach of acquire oral communication skills learning first language as well as second language.
Because of that we have to know different techniques about how to start, organize and end our lessons every day.
To start our lessons we have to think previously in how we can combine the contents with an unconsciously learning about the language. We can think in create different routines to start the lesson which allow children to develop communication skills follow the steps guided by the teacher.
Language focus:
-
Greetings and
forms of address- Checking attendance - Ways of starting lessons |
There are many different ways to start a lesson, for example, we should use a song about something related with the morning or perhaps choose a rhyme or a poem about the weather of that day. In this way, children can make associations between the meaning of the song and the meaning of the language.
Teaching TIPS
Class Teachers
|
Specialist Teachers
|
|
|
o http://vocaroo.com/i/s07yHXbRqXBt
1d: Calling the roll in English:
o http://vocaroo.com/i/s0AFOo2ZXyTX
1e: Starting with a song:
o http://vocaroo.com/i/s0AnzIzIfOOO
Checking attendance:
o http://vocaroo.com/i/s1leDlYKiZp2
Checking attendance:
o http://vocaroo.com/i/s0xuPCodwGWl
To organize the classroom we have to prepare mainly class routines for children. This is the most important moment for children to learn the most of their knowledge about the language they are learning and to acquire the language through develop a phonological awareness.
All the instructions and routines we have prepare for the term, will be learned for children in terms of be able to produce them in the future rather in terms of behaviour or in terms of use the right language structure to communicate their selves.
Records:
1h: Asking and giving permission
o http://vocaroo.com/i/s1XrFrLCmcjs
Seven useful instructions to organizing the classroom
o http://vocaroo.com/i/s0Z83nE2bN1N
For ending the lessons we have to make something similar with start the lesson, to find many songs to prepare for a routine to sing when we ending the lessons every day.
Language
focus:
-
Ending lessons
-
Phrases with else
-
Word quiz
|
Using English for class organization
ü
While
preparing your lesson, make a list of classroom language for each activity.
ü
Prepare
to say all of this in English during the lesson.
ü
Use
songs and rhymes when you change from one activity to another.
ü
Encourage
your pupils to use English for routine classroom requests by praising any
effort they make.
ü
Use
wall charts or posters to help children remember what you are doing in the
English class.
Language
focus:
-
Telling the
class what you are doing
-
Asking
questions
|
Topic talk:
-
Introducing
yourself
|
Teaching TIPS
Very young
learners
|
Young learners
|
|
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