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Introduction to TEYL

Unit 1

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Outline

I. What is TEYL?

II. YL vs. VYL

III. EFL vs. ESL

IV. Elementary Foreign Language Program Models (FLES, FLEX, immersion)

V. Rationale for early language learning

VI. Foreign Language Standards (ACTFL)

VII. Conclusion

VIII. Helpful Websites

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I. TEYL

This is an acronym for

“Teaching English to Young Learners”

In this course “young learners” refers to students who are 7 – 12 years old.

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II. YL vs. VYL

YL is an acronym for “Young Learners”

(7 – 12 years old)

VYL is an acronym for “Very Young Learners” (under 7 years old)

(Slatterly & Willis, 2001)

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III. EFL vs. ESL

EFL = English as a Foreign LanguageThis is the study of English in an environment where English is not widely spoken.

ESL = English as Second LanguageThis is the study of English in an environment where English is widely spoken.

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Although some students of TEYL may want to explore the techniques and principles of English language instruction in the US for effective teaching practice, the ESL classroom is quite different from the EFL classroom.

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The ESL classroom has a very heterogeneous student population with the goal of mainstreaming students into grade level classes.

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Whereas the EFL classroom usually has a more homogeneous group of students from the same language background and little exposure to the English in their environment.

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Therefore, we will first look at the various models of elementary foreign language programs in the United States before you consider the most appropriate approach to your classroom situation.

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IV. Elementary Foreign Language Program Models

1. FLES – Foreign Language Elementary School programs

Students learn a second language as a regular school subject.

2. FLEX – Foreign Language Exploratory programs

Students are exposed to other languages and cultures in general.

3. ImmersionStudents study regular school subjects in the second language.

You will read about different considerations for elementary foreign language programs in Model Early Foreign Language Programs: Key Elements by Douglas F. Gilzow as well as Planning for Success: Common Pitfalls in the Planning of Early Foreign Language Programs by Curtain & Dahlberg.

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Depending on the resources available to you and the schools in your country and your country’s goals for English education, you may become a supporter of one of the models we read about in more detail in this unit.

Remember: Always consider what would work best for you, your school, and your country’s situation!

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V. Rationale for early language learning

As you try to consider what type of early English language program or approach to teaching English is most appropriate for your situation, it is first important to develop a clear rationale for early foreign language learning.

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Advantages of an early start

According to Curtain and Dahlberg (2004), one clear rationale for early foreign language learning is that a main factor in building foreign language proficiency is the amount of time learning the language. As they state, “When language learning begins earlier, it can go on longer and provide more practice and experience, leading ultimately to greater fluency and effectiveness.” (p. 395)

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In addition, children are known for being able to “pick up” language quickly and easily, so intuitively people believe that starting English instruction in elementary school will certainly boost the proficiency level of English of our next generation.

Note: In the next unit we will focus on the specific characteristics of young learners that are conducive to learning a foreign language.

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In this unit, we will find that although starting language learning early has many advantages, we cannot rely on an early start alone to increase the levels of English language proficiency of our students in the long run.

It’s like the expression, “You can lead a horse to water, but you can’t make him drink it.” You can expose your children to English at an earlier age, but it doesn’t mean they are going to necessarily learn or acquire it.

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Understanding this is so important for teachers and education policy makers because starting foreign language programs earlier requires much more.

As you will read in Does Younger = Better? by David Nunan, programs that want to teach young learners effectively need to be “carefully planned, adequately supported and resourced, and closely monitored and evaluated.”

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VI. Foreign Language Standards

In order to provide appropriate instruction and set up appropriate goals for students, it is important to begin by having clear standards and goals. For this course we will use the ACTFL Proficiency Guidelines to measure students’ proficiency.

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ACTFL

American Council on the Teaching of Foreign Languages

See www.actfl.org for more information.

The American Council on the Teaching of Foreign Languages has developed Proficiency Guidelines that can help you as a teacher measure your students’ proficiency.

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ACTFL Proficiency Guidelines

See the following link for ACTFL Proficiency Guidelines for Speaking: http://www.actfl.org/files/public/Guidelinesspeak.pdf

For a useful chart that summarizes the ACTFL Proficiency Guidelines for all four language skills go to: http://www.ncpublicschools.org/curriculum/second_languages/actflpg.htm

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Your country or school system may already have proficiency standards set as a part of its curriculum. If your school system has developed its own guidelines, please feel free to share them with the class by providing a link or an explanation of them on our discussion board.

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VII. Conclusion

As we embark on our 10 week journey toward greater understand of TEYL, it is important to first consider the situation of English education in your country in detail.

Therefore, the first assignment will be to describe the English education system in your country and the journal will be a reflection on lowering of the age of compulsory English education.

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Don’t read anything without carefully considering the application to your situation.

Think of yourself as wearing a special lens over your eye. Everything that we read and learn about should be seen through the lens of your country and your situation.

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VIII. Helpful Websites

These websites have lots of resources that are helpful to teachers of English to young learners. In this course, we will read articles that come from most of these websites. Please go to each one and become familiar with what these sites have to offer.

English Teaching Forum: http://exchanges.state.gov/forum/index.htm

British Council:http://www.britishcouncil.org/english/eyl/

Center for Applied Linguistics: http://www.cal.org/resources/digest/

English Language Teacher’s Forum: http://www.eltforum.com

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More helpful Websites

IATEFL:www.countryschool.com/younglearners.htm

The Internet TESL Journal: http://iteslj.org Nandu Early Language Web site:

www.cal.org/earlylang/ National Network for Early Language Learning:

www.nnell.org Oxford University Press Teacher’s Club:

http://www.oup.co.uk/elt

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References

Brewster, J. & Ellis G. (2002). The primary English teacher's guide (New Edition). Penguin.

Curtain, H. & Dahlberg, C. A. (2004). Languages and children: Making the match (3rd ed.). Pearson: Boston.

Pre-reading reflectionPre-reading reflection

Before doing the required readings, please Before doing the required readings, please reflect on the state of English education in reflect on the state of English education in your country. You may want to look at the your country. You may want to look at the assignment in this unit for ideas on what assignment in this unit for ideas on what aspects of your country’s English education aspects of your country’s English education system to consider. system to consider.

Why does the age of compulsory English education keep lowering in your country and around the world?

What are your country’s goals for English education?

Considering your country’s goals for English education, what might be an ideal type of foreign language program to adopt?

Now do the readings while thinking about these questions and decide what kind of program you think would be the

most appropriate or ideal for your English teaching situation.