Songs&Poetry Pedagogicalprinciples

7/21/2019 Songs&Poetry Pedagogicalprinciples

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LGA3102Songs and Poetry for Young Learners

PEDAGOGICAL PRINCIPLES OFTEACHING SONGS AND POETRY TO

YOUNG LEARNERS

Noor Akbari Ismail Ali


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SONGS

A short poem or other set of words set to

music or meant to be sung.

Music is highly memorable and motivating.

Songs, rhymes and chants are ideal tools to be

used in the language classroom.

It can develop all skills in an integrated wayand encourage physical involvement.


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POETRY

writing which gives children the opportunityto explore the power of words and to playwith the rhythms and patterns of language.

Children need a stimulus, model or frameworkto support their writing.

It often works well to create a poem

collaboratively with the whole class firstbefore children work on their own poemsindividually, or in pairs or groups.


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Pedagogical principles of teaching

songs and poetry to young learners

culture

content

interest

values

age

resourcesproficiency level


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CULTURE

Learning this authentic material pupils get toknow parts of a foreign culture.

It satisfies childrens natural curiosity about

everything new. Create a suitable context for learning this needs

to be natural, real and make sense to the child.

It also needs to allow for the active discovery andconstruction of meaning, and lead to the use oflanguage as a vehicle to do things which arerelevant and purposeful.


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Being familiar with songs and rhymes in a

foreign language pupils feel closer to the

foreign culture and its language.

If the pupils hear the same melodies or similar

rhymes they are astonished at the parallels

between their own culture and the foreign

one.

So the foreign cultures arent alarming and


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CONTENT

We need to think about the status of thevocabulary in our lessons.

We need to make sure that the meaning is

clear. We need to encourage children to notice the

form.

We need to provide a variety of opportunitiesfor recognising, practising and using the songsand poems.


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INTEREST

We need to create opportunities for children

to extend and develop their skills according to

their personal interests and abilities.

The songs and poems need to have the

motivation, develop imagination, stimulate

curiosity, draw on personal experience,

encourage participation and create a desire tocontinue learning


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VALUES

Relate learning to personal experiences

whenever possible, provide opportunities for

children to make connections between their

understanding of lesson themes and their own

personal experiences.

This consolidates understanding and promotes

ownership of learning.


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Model behaviour that you would also like the

children to adopt.

For example, be polite and well-mannered,

use please and thank you when you ask

them to do things, smile and greet them

whether in or out of the classroom.


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AGE

Teachers are offered a great variety of stories, whichare appropriate for the age group they teach and thelevel of the language their children have a grasp of.

Too complicated and difficult stories may havediscouraging affects on children.

Children can understand literature in simple words andteacher should use materials that are easy to explainabout.

The songs and poetry needs to be related to their livesand fantasy as children in their ages have their ownimagination.


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RESOURCES

When selecting songs and poems:

Include different poets, genres, topics, and themes.

Cover multiple time periods (historical past, present,future).

Include literature with a collection of unforgettablecharacters.

Teacher can select their own collection of literaturematerials.

The materials also can be found in the text book or youcan make different by choosing the materials fromother colleague.


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PROFICIENCY LEVEL

Use speech appropriate to childrens

proficiency level take a leaf out of the book

of parents and careers and adapt the speech

you use to make it comprehensible, especiallyto very young children.

This may mean, for example, simplifying the

sentence you use, using repetition andspeaking at a slower pace.


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REFERENCE

Peter Edelenbos. (2006). The Main

Pedagogical Principles Underlying The

Teaching Of Languages To Very Young

Learners. Retrieved at

http://ec.europa.eu/languages/documents/do

c427_en.pdf


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THANK YOU

Songs&Poetry Pedagogicalprinciples

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