chapter two key principles of teaching young learners characteristics how they learn (in general) how they learn language characteristics of young learners hyperactive/energetic they are full of energy so using games and moving about is necessary curious they ask alot of questions so gauging their curiosity is important social they may have many side talks so group activities should take place (also interaction) spontaneous may answer out of turn so give them freedom to present and give them different prompts to dramatize their dialouge short attention span make sure activities are short and efficient egocentric they relate new ideas to themselves so personalize learning imaginative they enjoy make-believe so have them create stories and worlds and fantasies how YLs learn learning by doing (total physical response (TPR)) scaffolding techniques TPR active learners and thinkers that create understanding from physical environment. (realia) Piaget’s operational stages sensorimotor: 0-2 yrs old show intelligence through movement (physical interaction and experience) very limited use of language (writing, speaking and so on) pre-operational: 2-7 yrs old very imaginative and illogical extremely egocentric (cannot see things from another point of view) can form language and express themselves concrete operational: 7-11 yrs old can start to use reasoning less imaginative and more logical less (but still) egocentric formal operational: 12+ yrs old can relate new ideas to each other and use deductive reasoning extreme development in use of language scaffolding techniques show example of model activity output keep child interested in task break tasks into smaller segments help with frustration give examples of other ways to do the task remind YLs about the goal gardeners multiple intelligences spatial-visual bodily-kinaesthetic naturalistic musical interpersonal intrapersonal linguistic logical-mathematical how children learn language need an environment similar to how they acquired their first language learn through meaningful exposure and practice Do Not learn grammar explicitly Recommendations for Effective Language Teaching practices use fun and engaging activities students should be engaged in a variety of interactions (teacher-students/student-student) cater to different learning styles and intelligences make language meaningful and relevant introduce learners to different cultures use a variety of teaching strategies to set learners up for success tb