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Seba Candra R
Aprilia Devi P
Luluk Muflitah
Elly Arifa
Kholifatunnimah
Tomy Rysdianto
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Definition of TEYL
The British philosopher John Stuart Mill started to learn Greek at the age of three.
Clearly, John Stuart Mill was not an average child. What we are talking about in this
session is the average child. We define young learners as children aged five to twelve.
There is a big difference between what children of five can do and what children
of twelve can do. Some children develop early, some later. Some children develop
gradually, other in leaps and bounds. It is not possible to say that at the age of five all
children can do x, at the age of seven they can all do y, or the age of ten they can all
do z.But it is possible to point out certain characteristics of young children which you
should be aware of and take into account in your teaching. You, as the teacher, are the
only one who can see how far up the ladder your individual pupils are. We can only draw
your attention to the characteristics of the average child which are relevant for language
teaching.
We have divided the children into two main groups throughout the article. The
five to seven year olds and the eight to twelve years old.
Five to seven year olds
What five to seven years olds can do at their own level
They can talk about what they are doing.
They can tell you about what they have done or heard.
They can plan activities.
They can argue for something and tell you why they think what they think.
They can use logical reasoning.
They can use their vivid imagination.
They can use a wide range of intonation patterns in their mother tongue.
They can understand direct human interaction.
Eight to twelve years old
Children of five are little children. Children of twelve are relatively mature
children with an adult side and a childish child. Many of the characteristics listed above
will be thing of the past.
Their basic concepts are formed. They have very decided views of the world.
They can tell the difference between fact and fiction.
They asked question all the time.
They rarely on the spoken word as well as the physical world to convey and
understand meaning.
They are able to make some decision about their own learning.
They have definite views about what they like and dont like doing.
They have a developed sense of fairness about what happen in the classroom and
it
tendency to
subject
connect what
matter related
as "my body .. my
they
to daily
family .. my
between things
or objects
that concrete andabstract. So that teaching materials should be initiated from the
things that
are concreteand
them that
doors,
methods can
be
as chairs,
combined with
the
can
that
be
windows, etc.. So
seenand
that teaching
is
attention. To
learning
activities should be varied and need to be replace every 10-15 minutes. Variations can
be achieved
activities,
by colorfulimages that will make children happy. Media in the form of Flash cards
and Colorfulpuppets, singing with movement make learning English enjoyable.
6. Children love stories. Through stories, children can be trained to better focus your
concentration and attention, and with game the students more motivated to active.
7. Learning by doing. Verbal teaching with words is not enough. Increase activity using
the
of images that
can
facilitate children
children to words
characters above
enhance creativity
especially
in teaching, so
Learners can
be achieved in
know there
in
Communication between teachers and students can be tied primarily to either through
games, songs and learning activities in pairs or groups. First students must imitate,
then answer and ask questions.
d. Learning Media
Children like things that are visual, can be seen. Shape of real object, pictures,
puppets can make the presentation more interesting and fun material. Teachers can
prepare the tools taken from his/him own collection in the form of photographs,
drawings, real objects, such as pen, watch, and bag or images in the form of flash
cards.
e. Background Family / Parents
Factor family or social background can also support or hinder the success of children
in learning English. Availability of the picture dictionaries, books and other facilities
at home and support of parents is also a factor that can influence the process of
learning a foreign language. Child'shome environment objects can add vocabulary
such as TV, sofa, cupboard, student books, dictionaries and books that bought by
parents can help their students learn on their own.
IV.
sit in a circle, clean up, come here. Use photos to illustrate the ideas.
Identify some key vocabulary to teach, e.g. help, no, yes, bathroom, want, finished,
more.
Use songs and actions to teach simple commands, e.g. Simon Says.
Use songs for routines e.g. Hands up, hands up high, hands up, touch the sky, toys
away, toys away, everybody toys away and Hands on top . That means stop.
Use repetitive songs, chants and rhymes to teach essential vocabulary and sentence
forms. e.g. Everyone sits in a circle. Going around the circle, begin with the first line,
pointing to yourself when you say I and to the child whose turn it is to respond
when you say you. Each child has a turn to respond with the full sentence My
name is ----. Children are learning this common sentence form as well as pronouns
I/you/he/she, syllabication, and are also learning the names of all classmates.
Whole group: I have a name, you have a name, I have a name, tell me please!
One child: My name is -------Whole group: Her name is --------- (repeat and clap the syllables)
Or: His name is ---------- (repeat and clap the syllables)
Always have a visual agenda (boardmaker symbols) displayed low enough for
Create boardmaker sequences for routines e.g. entry, snack time, etc.
Have boardmaker symbols readily available at the carpet to pass to a child rather than
giving a verbal instruction (e.g. symbol for sitting cross-legged to pass to a wiggling
child).
Use childrens photos to indicate where they should go on arrival before calling the
group together.
Use a visual timer for activities and transitions.
Use smart board with childrens photos to take attendance or to answer a question for
the day.
Children move their photo to indicate their presence or their response to the question.
Use pictures of children or outlines of children (like a gingerbread man cut-out) to
gestures.
Use language along with demonstration when introducing a new skill or concept.
Think about the amount of time and number of opportunities for children to talk.
Think about the type of talking required by children under different circumstances and
provide opportunities for different types of talking e.g. labeling, discussing,
questioning, commenting, describing, responding, expressing likes and dislikes,
actions.
Verbalize your thinking and the strategies you use to solve a problem.
Consider developing an overall thematic or project-based framework with language
functions embedded in it. Themes and functions should be oriented to childrens
Access to peer group culture is important so children can make friends with each
other and learn to play together, no matter what their cultural and linguistic
background is.
Consider activities that enhance childrens oral language development. Literacy
should not be the only goal of early education programming. At this age, childrens
language development is the foundation necessary for literacy development later on.
Direct correction of vocabulary and grammatical errors is not helpful to young
children because they are not likely to know why they are being corrected. They are
not likely to learn from direct correction, and it can inject a negative tone in the
dialogue.
Shaping young childrens formulation of language is best done through recasting what
they said using the correct form, and then moving on with the conversation. Recasting
is a way of giving children a good model of language without drawing attention to
errors.
Focus on language progression by always expanding on childrens speech. For
example, if a child says, My shoes, you can talk about the colour or type of shoes
commands.
Use storybook reading to improve the acquisition of new vocabulary; repeated
stories.
Use some wordless books during story time and have children contribute to the telling
of the story.
Pair props with stories e.g. puppets, masks, etc. Set out the props and book for
scribes. Use the written text as the basis for literacy activities.
Use childrens first language knowledge and highlight connections between
languages.
Include dual language books in classroom instruction, both commercially made and
home-made.
Use tools that support vocabulary development such as The Frayer Model. This model
helps to develop a better understanding of complex concepts by having students
identify what something is, what are examples of it, and what it is not. The center of
the diagram shows the concept being defined, while the quadrants around the concept
are used for providing the details. This model can be the basis of oral discussions or
can be created visually over several sessions during a thematic unit.
writing are extremely important for the childs drawing awareness of language and for
their own grow in the language, although both are very demanding and take time and
patients to learn.
Variety in the classroom
Since concentration and attention spans are short, variety is a must-variety of
activity, variety of pace, variety of organization, variety of voice. Older pupil can
concentrate for longer periods and you should allow them to do so, but you still need lots
of variety.
Routines
Children benefit from knowing the rules and being familiar with the situation.
Have systems, have routines, and organize and plan your lesson. Use familiar situation,
familiar activities. Repeat stories rhymes, etc.
Cooperation not competition
Avoid rewards and prizes. Other forms of encouragement are much more
effective. Make room for shared experiences-they are an invaluable source of language
work and create atmosphere of involvement togetherness. Most of us enjoy the feeling of
belonging and this is particularly true of young children.
Grammar
Children have an amazing ability to absorb language trough play and other
activities which they fine enjoyable. How good they are in a foreign language is not
dependent on whether they have learnt the grammar rules or not. Very view of your pupils
will be able to cope with grammar as such, even at the age of eleven of twelve. They may
be aware and clear about the foreign language, but they are not usually mature enough to
talk about it.
As a teacher, you should note the structures, function and grammar items which
you want your pupils to learn as well as those they already know, but your actual teaching
should only include the barest minimum of grammar taught as grammar, and then for the
children only. This does not mean teaching grammar rules to the whole class. The best
time to introduce some sort of simple grammar is either when a pupil asks for an
explanation, or when you think a pupil will benefit from learning some grammar. This
may be when you are correcting written work, or it may be in connection with an oral
exercise with practices, for example, Did see? and Does she? older pupils
especially
those
at
level
two,
may
ask
exactly
what
the
deference
is
between did and does,since both are used for questions, and you can then use the
opportunity to explain the deference in simple terms. You might want to use the terms a
yesterday questions and a today questions. It might or might not be appropriate to
compare what happens in the mother tongue in the same situation. What is important is
that the explanation should be given on an individual or group basis when the pupils
themselves are asking the questions, that the explanations are kept as simple as possible,
and that the pupils are able to grasp the point and so benefit from the explanation.
Assessment
Even though formal assessment may not be a compulsory part of your work, it is
always useful for the teacher to make regular notes about each childs progress. You may
fluent to tell parents how their children are doing, and you should be talking to the
children regularly about their work and encouraging self assessment. From the beginning
this can be done in very simple terms, stressing the positive sight of things and playing
down what the pupil has not will able to master. Nothing succeeds likes success.
V.
shape with a hollow centre, students in a semicircle on chairs with arm-rests and no
desks, or students seated around three sides of a large table, with the teacher at one end.
In any case, whatever seating pattern you choose or is imposed on you, the class is likely
to be more successful if you keep the following principles in mind: Try and maximize eye
contact. Make sure students are seated at a comfortable distance from each other. Think in
advance about how you will organize changing partners or changing groups.
Students Names
Make two sets of name tags one for the child's table space or desk, and one for the
get the idea of how to respond to your signals. Then praise them.
Example: One, two, three eyes on me
Establish good listening habits for story time. Sometimes we read and listen, and
sometimes we read and discuss, but we always listen.
Giving Instruction
It is better to make your instructions for primary students precise and concise.
Use puppets to help with classroom management. Puppets can whisper in the teacher's
everyone to turn to look at the ready student and to get ready also.
Use the same standards for everyone no favorites!
One of the successful ways, if the teacher is resourceful and skilful enough, to
motivate his/her students to participate in the lesson is to use pair work or Group
work appropriately.
Language is best learned through the close collaboration and communication among
students. This type of collaboration results in benefits for all or both learners. In fact,
learners can help each other while working on different types of tasks such as writing
dialogues, interviews, drawing pictures and making comments about them, play roles,
etc Setting Time Limits 1) You should set time to each activity when you are
planning your lesson so that you would know if you would be able to finish your
objectives or not. 2) You should tell your students about the time assigned for each
activity when you give them a task to do in class. 3) Your students should gradually be
aware of the importance of the time issue and respect it. Role Play
This is a technique to vary the pace of the lesson and to respond to the fundamental
notion of variety in teaching. Teachers are advised to use the role- play activity in
order to motivate their students and to help the less motivated learners take part in the
lesson. Besides, certain tasks in the students book are followed by a role- play
activity where it becomes a necessity to undergo such an activity. As good examples
of that we can state: the hide (item) and guessing game, dramatizing an interview of
customer and shop assistant, doctor and patient conversation, etc
every assignment.
Think in advance for possible activities, options including extension activities related
to the current topic, journal writing, silent reading, and educational games
I began to realize that generally it was only the stronger or the more confident
students who would shout out the answers. When I looked at individual students
work, I saw that they didnt always have the correct answer and, more importantly,
Using Whiteboard
Make sure students easily see the board. Have your lesson objectives clear for
your students. Write them on the board or get the kids to know them at the beginning by
the end of this lesson I will have learned These clear objectives provide a guide to
what you want to achieve and can be the basis of the lesson structure. A map on the board
can help to show the kids where you are going with the lesson.
VI.
Closing
In TEYL, we define young learners as children aged six to twelve. There is a big
difference between what children of five can do and what children of twelve can do.
Some children develop early, some later. There are some important things have to be
aware before teaching young learners. First, the teacher has to know what the young
language learner is. The classification of the young learners and each characteristic is
really important to know. We have divided the children into two main groups throughout
the article, the five to seven year olds and the eight to twelve years old. Second, the
important things that should be known by the teacher to teach children and Factors that
influence learning English class. All are combined to create an active, innovative,
creative, effective, and convenience teaching and learning process. So, what becomes our
expectation that is to grow a qualified young generation can be obtained.
VII.
Reference
https://www.teachingenglish.org.uk/blogs/alexenoamen/classroom-management-younglearners
http://www.cambridgeschool.com/index.php?
option=com_content&view=article&id=18&Itemid=28
http://busyteacher.org/4261-how-to-teach-young-learners-one-step-at-a-time.html
http://www.rayenglish.com/china-info/china-info/teaching-young-learners.html