Chapter 4 - part 1 el330

Chapter 4: Teaching Young Learners English: From Theory to Practice

Authors:

• Dr. Joan Kang Shin

• Dr. JoAnn (Jodi) Crandall

• Developed by Dr. Marine Milad

Introduction

Purpose of the Chapter:

• This chapter aims to delve into fundamental principles underlying the teaching of listening and speaking skills specific to young learners in an English language context.

• It discusses strategies to make listening input both comprehensible and relevant, allowing educators to check for comprehension effectively.

• It examines crucial elements of vocabulary acquisition and pronunciation enhancement while fostering young learners' communicative competencies.

• The chapter also presents a variety of practical examples of effective techniques and engaging activities tailored for primary classrooms.

Activities Included:

• Total Physical Response: A kinesthetic approach to learning where students respond physically to language cues, thus reinforcing understanding through movement.

• Songs, Rhymes, Chants, and Games: Incorporating musical elements and play to create a more engaging and memorable learning experience, aiding in vocabulary retention and pronunciation practice.

Reflecting on Listening Activity in Everyday Life

Considerations:

• It is essential to engage with the real-life listening experiences of school-aged children within contexts such as their homes, classrooms, and broader communities.

• Educators should observe and reflect on the types of conversations children typically engage in daily, recognizing the importance of these interactions to their linguistic development.

• Attention should also be given to various speaking activities that occur not just in structured educational settings but also in informal environments to enrich learning.

Discovery Activity: Brainstorming Table

Instructions:

• Facilitate a brainstorming session where educators jot down authentic listening and speaking activities that young learners encounter in their lives.

• Categorize the activities according to age groups, separating those suitable for very young learners from those tailored for older young learners, ensuring the activities are developmentally appropriate.

Theory, Planning, and Application: Listening and Speaking Considerations

Key Insights:

• Activities designed for young learners should resonate with their interests and reflect their daily realities.

• Listening experiences arise from a diverse array of sources, including but not limited to cartoons, public announcements, and various forms of music.

• It is imperative to integrate genuine conversational exchanges into classroom settings to promote real-world communication skills.

Importance of Real-Life Listening

Key Points:

• Engaging in real-life listening experiences, particularly two-way conversations, significantly enhances language learning and practical communication skills among young learners.

• It is critical to teach oral communication within realistic conversational contexts to ensure relevancy and promote retention of linguistic structures.

• Educators can adopt a more impactful teaching approach by utilizing meaningful texts and emphasizing oral communicative practices.

Teaching Listening Skills

Understanding Listening:

• Listening is frequently mistaken as a passive activity, but it is an active process that demands specific skills for effective comprehension and interpretation.

• Research indicates that listening accounts for a higher frequency of use than other communication skills—occurring twice as much as speaking—underscoring its importance in early language acquisition.

Principles for Teaching Listening to Young Learners

Key Considerations:

• It is essential for educators to have a strong awareness of the principles that guide effective listening instruction tailored to young learners' unique needs.