class 2 meth
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PEI 501: English as a Foreign LanguageTeaching Methodology at the Elementary
School Level
Teaching Languages to Young Learners
(by Lynne Cameron Chapter 1)
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WHA T IS DIFFERENT ABOUT TEACHING A
FOREIGN LANGUAGE TO CHILDREN IN
CONTRAST TO ADULTS OR ADOLESCENTS?
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1. They want to please their teacher
2. They get into the activity (why or how)
3. Lose interest quickly
4. Less able to keep themselves motivated on difficult tasks
5. Do not have access to metalanguage
6. Lack of inhibition
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What lies underneath as
characteristic of children as language
learners?
Over view of theory relevant to children's
language learning
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Piaget
Final stage: formal, logical thinking
Active learner
Accommodation and
adaptation
Learning takes place though
actions taken to solve
problems
Childs thinking and
intellectual skills develop
gradually
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Implications for language learning
Children --------- adapt through experiences with
objects in their environment
provides the setting fordevelopment through the
opportunities it offers the child
for action
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Transferring this idea to the abstract world of
learning and ideas, we can think of the
classroom as classroom activities as creating
and offering opportunities to learners for
learning.
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Vigotsky
The child as social
Language provides the child
with a new tool opening
new opportunities for doing
things and organizing
information
Learning and developmenttake place in a social
context
Adults mediate the world forchildren and make it
accessible to them
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With the help of adults, children can do much
more than they can do on their own.
ZPD --------Zone of proximal development
New meaning to intelligence:
What a child can do alone what a child can do
with skilled help
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Vigotsky saw the child as first doing things in a
social context, with other people andlanguage helping in various ways, and
gradually shifting away from reliance on
others to independent action and thinking.
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Implications for language learning
What can a teacher do to support learning?
1. Use the idea that the adult mediates what next it
is the child can learn.
2. This has applications in lesson planning and howteachers talk to pupils.
3. The new language is first used meaningfully by the
teacher and pupils, and later it is transformed andinternalized to become part of the individual
childs language skills of knowledge.
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Bruner (1983 )
For Bruner, language is the most important
tool for cognitive growth.
Scaffolding -----teachers can scaffold children
in various ways.
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Teacher can help children to By
Attend to what is relevant Suggesting
Praising the significant
Providing focusing activities
Adopt useful strategies Encouraging rehearsalBeing explicit about organization
Remember the whole tasks and goals Reminding
ModelingProviding part-whole activites
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Learning a second language
Age and second language learning:
Hypothesis ----- children learn a secondlanguage better than adults
Critical Period Hypothesis: young children canlearn a second language effectively before
puberty because their brains are still able touse the mechanisms that assisted 1stlanguageacquisition
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CPH holds that older learners will learn
language differently after this stage and
particularly for accent, can never achieve the
same level of proficiency.
Some studies show that there is no such cut-
off point for language learning. Lightbown and
Spada (1999) present some evidence for and
against the CPH.
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They remind us to attend to the different
needs, motivation and contexts for different
groups of learners.
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Advantages of starting young with
foreign languages
Children who have an early start develop and
maintain advantages in some, but not in all,
areas of language skills.
Listening comprehension benefits the most
and pronunciation too but this is restricted to
learning a language in a naturalistic contexts
and does not necessarily apply to school-based learning.
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Grammatical knowledge is likely to develop
more slowly for younger children.
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