Principles of Language Teaching for Young Learners
Key Concepts in Foreign Language Acquisition
Factors for Better Foreign Language Speakers
Several factors contribute to developing proficient foreign language speakers:
- Age: Learning before the critical period.
- Program and Curriculum: The type and structure of the language program.
- Instructional Hours: The number of hours dedicated to language instruction.
- Techniques and Activities: The specific methods and activities employed in class.
Maintaining Student Focus in Language Lessons
The statement, “When teachers mix up the pace of the class and the types of activities used, students will be more likely to stay focused on the lesson,” highlights the importance of varied instruction. Students, especially young learners, often have short attention spans. Frequent changes in activities and rhythms are crucial for maintaining their engagement and improving concentration during lessons.
Total Physical Response (TPR) Explained
Total Physical Response (TPR) is a language teaching method where children listen and physically respond to a series of instructions from the teacher (Asher, 1977). It is particularly beneficial for Very Young Learners (VYL) due to several reasons:
- Movement: It incorporates physical movement, which is engaging for children.
- Vocabulary Introduction: It serves as an excellent introduction for new vocabulary and language structures.
- Fun: The method is inherently enjoyable for young learners.
- Memory Retention: It aids memory by connecting the language with physical actions.
Example: A teacher might say, “Stand up,” “Touch your nose,” or “Walk to the door,” and the children respond by performing the actions.
The Critical Age Hypothesis (Lenneberg, 1967)
First introduced by Lenneberg (1967) to refer to the acquisition of the first language (L1), the Critical Age Hypothesis was later extended to foreign language acquisition. In his view, there is a critical period, ranging from 18 months or two years until puberty, for the optimal acquisition of languages. The main evidence supporting this hypothesis comes from studies of feral children. After the age of fifteen, foreign language acquisition becomes significantly more challenging.
Using L1 Basque in English DIP Lessons
It may be necessary for the English teacher to use either Basque or Spanish in certain circumstances during DIP (Dual Immersion Program) lessons. For example, when explaining complex content or difficult concepts to children, using their first language (L1) can aid comprehension and ensure that the children understand the material effectively.
True or False: Language Teaching Principles
1. Frequent Activity Changes for Very Young Learners
Statement: When working with very young learners, it is a good idea to change activities frequently.
False. Young learners generally benefit from routine and predictability to enhance their learning and feel secure in the classroom environment.
2. English as a Separate Subject in Basque Schools
Statement: English should be inserted in Basque schools as a separate subject from Basque and Spanish, with different methodologies.
True. English is a distinct language requiring its own pedagogical approaches. Mixing methodologies indiscriminately can make language acquisition more challenging.
3. Meaningful Context for Very Young Learner Activities
Statement: The type of activities that we use with very young learners should provide a meaningful context for the children.
True. Activities should be adapted to the children’s developmental level and provide relevant, meaningful contexts to facilitate better understanding and engagement.
4. Main Aim of the DIP Project: Grammar Learning
Statement: In the DIP project, the main aim is that children learn grammar.
False. With very young learners, the focus is typically on practical language use and exposure before formal grammar study.
5. Concentration Spans of Very Young Learners
Statement: Very young learners have long concentration spans.
False. Young learners typically have short concentration spans, necessitating varied and engaging activities.
6. Organizing Activities in Sequences or Units
Statement: Teachers should organize activities in sequences or units so that they are all related to the same topic/theme.
True. Children benefit from structured organization, where activities are coherently linked to a common topic or theme, aiding comprehension and retention.
7. Storytelling Techniques: Changing Voices
Statement: When telling a story, we should not change it or use different voices; just read it aloud.
False. When telling a story, it is more engaging and effective to differentiate characters using varied voices and expressions.
8. Using Children’s First Language in Foreign Language Class
Statement: The children’s first language mustn’t be used in the foreign language class.
True. While there are exceptions (as noted in the previous section), generally, minimizing L1 use encourages immersion and direct engagement with the target language, which can facilitate better foreign language acquisition.
9. Piaget and Scaffolding/ZPD
Statement: Piaget developed the concept of scaffolding and ZPD for effective language learning.
False. Scaffolding and the Zone of Proximal Development (ZPD) are concepts primarily associated with Vygotsky and Bruner, not Piaget.
10. Early English Insertion for Pronunciation
Statement: An early insertion of English is necessary to acquire native-like levels of pronunciation.
True. Early exposure to a foreign language often facilitates the development of more native-like pronunciation.