Teaching English to Young Learners around the World KEVYN SEBASTIAN GARCIA ID: 567900

Teaching English to Young Learners around the World KEVYN SEBASTIAN GARCIA ID: 567900

1. A. Theory, Planning and Application

   • Reasons for an Early Start in English
     • The value of bilingualism
       • mental flexibility
         • see a problem from different perspectives.
     • The possibility of greater global awareness and intercultural competence
       • children can gain an appreciation for other languages and cultures.
       • children are more aware and reflective of their own language and culture.
     • The possibility of better pronunciation and fluency
       • children are more likely to attain native-like pronunciation
     • The value of increased time
       • Children have more time to learn the language
       • Children need intensity to learn English for more than two 30-minute periods a week.
     • The value of English for education and employment
       • English becomes the world’s lingua franca
       • The world have adopted English language instruction as part of their education system.
     • The benefits of early language learning
       • better language skills
       • favorable attitudes to other languages, people and cultures

2. Planning for Success in EYL Programs

   • factors to obtain success
     • Effective EYL program models
       • have to
         • encourage interaction
         • provide engaging activities
         • build positive attitudes toward English
       • FLEX programs (foreign language exploratory or experience)
         • Objective
           • exploring or experiencing languages, rather than developing proficiency in these languages
             • Through
               • music, songs, and stories,
       • FLES programs (foreign language in the elementary school)
         • Objective
           • help children develop listening, speaking, reading and writing skills in another language
       • Immersion programs
         • Objective
           • to develop functional proficiency in another language without loss of the native language.
             • total English
               • children study all of their subjects in English
             • partial English
               • a few subjects or hours of instruction in the foreign language
       • Dual-language or two-way immersion programs
         • Objective
           • children become bilingual, bicultural, and biliterate and retain their home or heritage language while they are learning another
       • Transitional and maintenance bilingual programs
         • Objective
           • help children transition from their first language into the language of schooling
     • Appropriately trained EYL teachers
       • nonnative English-speaking teachers (NNESTs)
         • access to
           • share their young learners’ language and culture
           • understand the ways that children learn in that country
           • make connections between what is learned in the EYL class and in the other classes.
       • native English-speaking teachers (NESTs)
         • access to
           • comfort in using the language in a range of contexts.
           • a wider English vocabulary
           • More English resources
     • Continuity of curriculum between primary and secondary English
       • promote a smooth transition for students
       • help teachers meet the needs of former young learners.
     • Culturally appropriate materials
       • appreciation of different cultures.
       • the students’ home culture.
   • Pitfalls to Avoid in EYL Programs
     • sessions are too short
     • Implementing a new program in all grades at the same time
     • isolation from the general curriculum
     • not create program cohesion from primary to secondary
     • provide insufficient professional development for EYL teachers
   • Common Features of Effective EYL Programs
     • Focused on meaning
     • Integrated language instruction with mainstream curriculum
     • Provided continuity between primary and secondary
     • Fostered learner autonomy
     • Used task-based and content-based

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