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

A. Theory, Planning and Application
1. Reasons for an Early Start in English
  1. The value of bilingualism
    1. mental flexibility
      1. see a problem from different perspectives.
  2. The possibility of greater global awareness and intercultural competence
    1. children can gain an appreciation for other languages and cultures.
    2. children are more aware and reflective of their own language and culture.
  3. The possibility of better pronunciation and fluency
    1. children are more likely to attain native-like pronunciation
  4. The value of increased time
    1. Children have more time to learn the language
    2. Children need intensity to learn English for more than two 30-minute periods a week.
  5. The value of English for education and employment
    1. English becomes the world’s lingua franca
    2. The world have adopted English language instruction as part of their education system.
  6. The benefits of early language learning
    1. better language skills
    2. favorable attitudes to other languages, people and cultures
Planning for Success in EYL Programs
1. factors to obtain success
  1. Effective EYL program models
    1. have to
      1. encourage interaction
      2. provide engaging activities
      3. build positive attitudes toward English
    2. FLEX programs (foreign language exploratory or experience)
      1. Objective
        exploring or experiencing languages, rather than developing proficiency in these languages
        Through
        music, songs, and stories,
    3. FLES programs (foreign language in the elementary school)
      1. Objective
        help children develop listening, speaking, reading and writing skills in another language
    4. Immersion programs
      1. 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
    5. Dual-language or two-way immersion programs
      1. Objective
        children become bilingual, bicultural, and biliterate and retain their home or heritage language while they are learning another
    6. Transitional and maintenance bilingual programs
      1. Objective
        help children transition from their first language into the language of schooling
  2. Appropriately trained EYL teachers
    1. nonnative English-speaking teachers (NNESTs)
      1. 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.
    2. native English-speaking teachers (NESTs)
      1. access to
        comfort in using the language in a range of contexts.
        a wider English vocabulary
        More English resources
  3. Continuity of curriculum between primary and secondary English
    1. promote a smooth transition for students
    2. help teachers meet the needs of former young learners.
  4. Culturally appropriate materials
    1. appreciation of different cultures.
    2. the students’ home culture.
2. Pitfalls to Avoid in EYL Programs
  1. sessions are too short
  2. Implementing a new program in all grades at the same time
  3. isolation from the general curriculum
  4. not create program cohesion from primary to secondary
  5. provide insufficient professional development for EYL teachers
3. Common Features of Effective EYL Programs
  1. Focused on meaning
  2. Integrated language instruction with mainstream curriculum
  3. Provided continuity between primary and secondary
  4. Fostered learner autonomy
  5. Used task-based and content-based

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

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	Created by Kevyn Sebastian GARCIA VILLAMIL over 9 years ago