TEFL to the

Young Learner
Lecture 2

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19,500
?
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TODAY 1.13.10

fix room
review
CPH

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Review From Last Week:

When you teach C, keep in

mind:

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There are 2 general, non-rigid
age breaks that have very
different characteristics:

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Remember Piaget & Vygotsky?
The stages were a bit too
rigid so we will just have 2
groups.

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birth to 6

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7 to 11

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From Piaget we should
remember that yC respond
really really well to physical
activity that is tied to
learning.

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For yC, if they get this
physical activity, they will
learn more.

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For oC, it is important that
their ‘hypothesizing’ language
is not closely criticized.

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L1 and L2 for C is very
similar.

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Remember that bilingual
C will learn slower than
monolingual C. Be Patient.

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C learning L1, because of
Universal grammar,
acquire language in some
aspects exactly the same
as C learning L2

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T need to continually monitor
changing needs
and get feedback from C

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Don’t forget the
importance of the social
environment. Learning
occurs in conversations, in
social interactions.

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 Children are unique
learners.
impulsivity vs. reflectivity
analytical vs. global
visual vs. aural vs. kinesthetic
Multiple Intelligences

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Language at home and
language at school
strongly affects L1 and L2
language development.

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ADULTS/CHILDREN/STRENGTHS/WEAKNESSES

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Critical
Period
Hypothesis
(Lenneburg, 1967)

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Strong vs. Weak

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“Children have a strong
advantage to learning a
new language over
adults.”

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conclusion:
not really
true.

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 conclusion:

Perhaps only for pronunciation.

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 What do adults have as an
advantage?
adults use more efficient strategies
...they can study longer
...they have world experience
...pay attention to rules more
...have a good understanding of the rules of
communication
...they can refer to their L1

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We observe that children...
...are more enthusiastic
...want to please the teacher not the
peer group
...more willing to try an activity that they
might not completely understand.
...less embarrassed to talk in a new
language

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 But children...
...lose interest more quickly
...are less able to keep motivated on
tasks that they find to be difficult
...have a hard time using language to talk
about language-very little meta
cognition

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Playground vs. Classroom
They learn L1 in parallel with L2
There are differences in vocabulary

Ex.
attract=pull together
repel=pull apart

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 There is a 5-7 year delay in
acquiring academic language
coming from the playground
(according to Cummings 2000
review of the literature.)

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So you want to
start a school?

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 Terms:
language setting: specific
language dialects, geography
(border programs),
educational framework,

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 There are many contextual
factors that can affect the
success of the institution
implementing a TYL program

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 Political
The highest policy makers
make choices on how
resources are allocated to the
specific language setting of the
country: 1. teacher training, 2.
materials development and 3.
research

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What do you know
about your country’s
TYL policies?

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What do you know
about your country’s
TYL policies?

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Social Status of English
affects policy and
attitude as well.

good status versus bad status

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More Factors:
teacher's teaching
skill, language level,
fatigue factor

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More Factors:
parents' teaching skill,
language level, fatigue
factor

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More Factors:
C's home environment, C's
attitude toward language
learning, after school play
situations (friends)-input and
interaction

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Motivation is a big factor.

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 IF...
yC love the activities themselves
(they may not care about English,
they just enjoy the things they do
in class and English happens to be
the main content then there is
GOOD MOTIVATION.

How can you do this?

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 ALSO IF...
yC love the teachers
and T's attitude then
there is GOOD
MOTIVATION

How can you do this?

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Dornyei's 4 motivational components of learning

1. Create Conditions for learning: pleasant and

supportive environment for learning

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Dornyei's 4 motivational components of learning

2. talking about values, showing positive

attitudes towards learning, creating relevant
materials, establishing expectations of success

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Dornyei's 4 motivational components of learning

3. teachers have to foster self-esteem,

confidence, and cooperation between learners

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Dornyei's 4 motivational components of learning

4. turn evaluation and assessment into positive

experiences

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 List of Aims and Expectations
develop C's BICS
encourage enjoyment
promote learning of other cultures
developing C's cognitive skills & metalinguistic
awareness
encourage 'learning to learn'
have shorter, but more daily exposures to English

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OWRJ#2

What are your 5 Things to Always Think About when

planning lessons for Young Learners?

Email me your answer at rdupuy@uci.edu

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