Children`s Characteristic

CHILDREN CHARACTERISTICS

Learning develops when heavily contextualized in concrete situation

They are focus on the here and now

They are centered on the functions purpose of language

They do not conceive language as a formal system

They cannot understand the metalanguage we use to describe and explain linguistic concepts

They do not have an effective Long Term Memory and forget things quickly

IMPLICATIONS FOR FOREIGN LANGUAGE TEACHING!

Don`t explain grammar using terms like ¨present simple¨or ¨pronoum¨ (Don`t use metalanguage)

Avoid formulating rules stated in abstract terms

At the upper levels of childhood some grammatical concepts can be called to learner`s attention by showing them certain patterns and examples

More difficult language, sounds, patterns… may require more repetition and recycling than adults need

Attention span: children tend to have a shorter attention span than adults

*Activities should try to capture their immediate interest

*Lesson should include a variety of activities

*The teacher should appear enthusiastic and lively

*The children`s natural curiosity should be tapped into

Sensory input: children need to have all five senses stimulated

*Include physical activities (TPR)

*Incorporate hand-on activities

*Sensory aids help children to internalize concepts

*Use non-verbal language

Affective factors: children have a wide range of emotional needs, are extremely sensitive and are emotionally more fragile than adults

*Be patient and supportive to build self-steem

*Try to encourage a friendly classroom atmosphere

*Be warm and caring

Needs for meaningful language: Children are focused on what language can be used for and they need to obtain immediate rewards from language activities.

I HOPE YOU FOUND USEFUL THIS INFORMATION, TO KNOW ABOUT SOME CHARACTERISTIC AND THEIR IMPLICATIONS IN TEACHING, WHICH WE HAVE TO TAKE INTO ACCOUNT TO IMPROVE LEARNING PROCESS.

DIFFERENCIATED STRATEGIES!

 

LINGUISTIC STRATEGIES                      

EXTRALINGUISTIC STRATEGIES                     

PARALINGUISTIC STRATEGIES

LINGUISTIC STRATEGIES   

 Use demonstrations

Present new information in the context of known information

Paraphrase, expand, elaborate and reformulate often

Use simple structures

Respect the child`s stages of linguistic and routines

Elicit language form learners

ETC

EXTRALINGUISTIC:

 

 

Body language: gestures, actions, facial expression…

 Objects, realia, pictures, drawings, models an classroom context.

 

 PARALINGUISTIC:

 Features of oral language: intonation, stress, volume…

 

Teaching Grammar to Children

Some TIPS to teach GRAMMAR to Children

The PEPP approach can also be used to teach grammar

In the presentation stage, the form, the meaning and the use have to be made clear

When introducing an practicing a new grammar point, keep the vocabulary simple

Expose to learner to lots of the new grammar point

Do not teach grammar by giving rules and asking the children to memorize them

Do not teach grammar by giving mechanical exercises where children have to fill without understanding the meaning

Do not teach grammar by asking the children to copy answers to worksheet exercises and learn them for examination

We need to match the way we teach grammar with variety of learning styles (MULTIPLE INTELLIGENCES!)

Teachinf vocabulary to Children

Some TIPS to teach VOCABULARY:

 

introduce the vocabulary in the context of vocabulary the learners have already met

 Don`t teach more than 5-7 items at a time

 Teach new items early in the lesson

Learners remember the words better if they have some personal significance or emotional connation (You have to give personal examples, provide experiences with the words, have students create images and relate them to their own lives…)

Display the new vocabulary permanently

Words map (mind map, brainstorm...)

Vocabulary is best learned in groups of related words

Teach learning vocabulary strategies (pay attention to the words shape, look, say, cover, write, check; get students to use a vocabulary notebook, teach learner to group words into categories…

TECHNIQUES

Flashcards games         Brainstorm        Mime and Guess   

 

                                          TPR activities

           Snap         Find some who       Guess the picture    

                                 

                                         Long sentences…

SCAFFOLDING STRATEGIES

Scaffolding is a metaphor that is based on the Vygosky`s premise of learning as a socially constructed process to guide a child through the ZPD and enable them to carry out a task that they would be unable to do without help.

WHAT STRATEGIES COULD WE USE TO PROVIDE SCAFFOLDING?

USE DEMONSTRATIONS, MODELLING, ROLE.PLAYING

USE EXTRALINGUISTIC INFORMATION TO MAKE ENGLISH COMPREHENSIBLE

PRESENT NEW INFORMATION IN THE CONTEXT OF KNOWN INFORMATION

PARAPHRASE OFTEN

ELABORATE OFTEN

RECAST OFTEN

EXPAND OFTEN

USE SIMPLE STRUCTURES AND AVOID TOO COMPLEX STRUCTURES

REPEAT THE SAME SENTENCE PATTERNS AND ROUTINES

ELICIT LANGUAGE FROM LEARNERS

ASK OPEN-ENDED AND REFERENTIAL QUESTIONS

RESPECT THE CHILD`S STAGES OF LINGUISTIC DEVELOPMENT

CHECK FOR UNDERSTANDING

ETC



Piaget, Vigotsky and Bruner

Piaget believed that children actively constructed their knowledge. For him a child`s thinking develops as gradual growth of knowldge and intellectual skills towards a final stage of formal, logical thinking. We can take from Piaget the idea of the child as a sense-marker (the child as an active learner and thinker)

However, Vigotsky focuses on how social interactions affected child`s  language.

The difference between both is that for Piaget the child is an active learner alone in a world of objects, for Vigotsky the child is an active learner in a world full of other people.

The similarity between both is that neither of them neglect the individual cognitive development.

It is Bruner with other authors, like wood and Ross, who proposed Sacaffolding metaphorical concept.

Scaffolding refers to the particular kind of help, assistance and support that enables a child to do a task which they cannot quite manage on their own, but this help is temporary and can be put in place as the child develops knowledge and skills and is increasingly able to act independently.

It is important to remark that Scaffolding is based on the Vygotskyan promise of learning as a socially constructed process.

Scaffolding and ZPD are based on the need for interaction between the speakers, so improve their oral competence.

Both are based on the knowledge that has the child and what can achieve with the help of an adult or a knowledge person.

Why is it important to learn a foreign language?

why it is necessary to start to learn a foreign language as soon as possible?

We as other authors we think that: Children are enthusiastic as learners, children often seem less embarrassed than adults at talking in a new language, they should get a more native-like accent….

But learn another language is very important to things like: It makes children aware that the world is not all the same, children become more creative and develop better problem solving skills, It helps to set the child brain circuits so that later find it you easier to learn more languages, It helps them develop the confidence to face successfully the social relations, It helps to be more understanding, tolerant and respectful of cultural identity, rights and values of others, helps to learn their mother tongue and to use it more effectively.

In this way our role as teachers of a foreign language is essential to your personal and academic development.