Workshop for teachers of English to young learners in Sudan

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Motivation, Methods and Materials for Young Learners of English English Language Institute, University of Khartoum & ASTEL Presented by Dr. Josephine O’Brien https ://sites.google.com/site/sudaneseyounglearnersofenglish/ home

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A workshop for teachers of English to young learners in Sudan

Transcript of Workshop for teachers of English to young learners in Sudan

  • 1. Motivation, Methods and Materials for Young Learners of English English Language Institute, University of Khartoum & ASTEL Presented by Dr. Josephine OBrien https://sites.google.com/site/sudaneseyounglearnersofenglish/home

2. Topics for the workshop Who nature of YLs How do YLs learn? Why teach YLs English? Where the environment we create for YLs? How should we teach YLs methodology? What materials should we use? How can we create and vary our resources for YLs? 3. Handout 1 1. The methodology used to teach YLs is similar to that used for teaching adult learners. 2. YLs need more mothering than teaching and young inexperienced teachers can manage this well. 3. Teaching English to YLs requires not just the ability to manage children but also a good working knowledge of the language. 4. Teaching YLs requires insight into how they make sense of the world and how they learn. 5. Children need to be taught just simple language and it is enough if they are just taught the basics. 6. YLs have a high range of skills and abilities that can be developed in the language classroom. 7. YLs are likely to be more adaptable than older learners. 8. Negative experience in learning a language at a young age can affect all subsequent language learning. 9. Younger children learn languages better than older ones; children learn better than adults 10. Foreign language learning at school should be started as early as possible. 11. Adults have a longer concentration span than children. 12. It is easier to motivate and interest children than adults. 4. Handout 2 Strengths that a young learner brings to the language learning situation Problems that may arise when teaching young learners 5. How do we define Young Learners (YLs) Children aged 6 -12 years Early years new to education new to school affects how we plan and teach Developing literacy in the L1 Learning to cope in an unfamiliar environment Learning school discipline Learning to cooperate with others and realize they have to share 6. Characteristics of Young Learners Teaching YLs is not for everyone? How do you feel? 7. Characteristics of YLs Important to think positively as teachers: Important to find a balance between the ????? 8. What do the young learners bring to the classroom? Curiosity, trust Openness, warmth & spontaneity Excitement like to move around and may not like to sit still Enjoy listening to songs and stories imaginative & creative Many love to mimic and imitate Developing abilities that need support and guidance Intelligence desire to learn and do May get bored quickly May not enjoy sitting still for too long Fear and apprehension 9. How do YLs learn? Three very important psychologists in the theory of how children learn: Piaget Vygotsky Bruner These have influenced very much how child psychology is viewed and how courses are designed not just for young learners but for all learners 10. Piagets theory of child development and learning Influence from 1970s on phases are biological Children go through a series of stages of development that are very important and must occur before learning can take place: Assimilation Equilibration New situation Disequilibration Accommodation 11. Vygotskys theory of child development and learning 1968 believed that community plays a vital role in meaning making Sociocultural approach children develop through learning Cognitive development can vary depending on cultural input Environment is very powerful zone of proximal development support and help Learning and development happen together 12. Difference between Piaget and Bruner This short youtube video helps you understand: http://www.youtube.com/watch?v=yY-SXM8f0gU comparison of Vygotsky and Piaget 13. Bruners theory of child development and learning 1983 the aim of education is to create autonomous learners Three modes of representation: 1. enactive action based information 2. iconic mental images 3. symbolic language is stored as a code Theories of all led to the current approach to learning of constructivism and scaffolding 14. What YLs can and cannot do? Children can tell stories and imagine new worlds. They are very creative and imaginative. Children can learn implicitly and unconsciously. Generally they learn indirectly through play, interaction, repetition and recycling. They are not bored by repetition. Children can learn best through activities based on familiar situations: their school, their home, their games, their interests. Older children can classify, sequence, match and draw concrete objects. Children cannot deal very well with abstract concepts and therefore grammatical categories are difficult for them though they can learn grammatical patterns through repetition. Children cannot understand how language works and cannot make comparisons with their L1 initially. Children cannot memorize decontextualized vocabulary items very well Children cannot concentrate very well if they have to do certain activities for too long. 15. What is constructivism? Who is this? I hear and I forget. I see and I remember. I do and I understand 16. Importance of being active and learning through experience We remember - 20% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we see, hear and discuss 90% of what we see, hear, discuss and practice Reflect for a minute on how you learn? 17. Some quotes to reflect on Benjamin Franklin said: Tell me and I forget, teach me and I may remember, involve me and I may learn. Socrates said: Education is the kindling of a flame, not the filling of a vessel. W.B. Yeats said: Education is not the filling of a pail; it is the lighting of a fire. 18. So what is constructivism Important concepts in education especially that of YLs: Scaffolding Creating interest in the task relating it to own life Giving support as the learner proceeds repeat, recycle Breaking the task into digestible pieces Demonstrating purpose and goal of the task Managing the learners frustration if not successful at first 19. Constructivism Most education syllabi designed on constructivist principles now: Learn by doing experiential learning Problem-based how to apply leaning to a real situation Building on existing schema add new knowledge to the known Accommodate a range of learning styles kinesthetic very important with YLs Encourage creativity and innovation Teacher is mentor and guide (Montessori principles) 20. Why teach English to YLs in Sudan? Nature of learner and learning experience easier to learn a new language at a young than after puberty true or not? (biological/ psychological) Instrumental motivation importance of English as global language in business and technology Socio-cultural factors is English associated with specific cultural values or can it taught independently of cultural factors? 21. Where the classroom environment 22. Where the environment of YLs L1 language learning environment L2 language learning environment Familiar and contextualized Authentic Motivated to communicate for real purposes Learned from inside out Decontextualized and limited to classroom Artificial Lack of purpose for communication Outside imposition 23. How is the L1, Arabic, acquired initially? Can we adapt any of the features of L1 acquisition to L2 learning? Children learn the L1 initially by listening before speaking By mimicking sounds heard even when they do not understand By repeating over and over By focusing on communication and not correct grammar Universal stages of language development example generalize on a rule exceptions come later 24. Replicating L1 acquisition Teach language in a meaningful context with focus on communication Provide lots of real practice children do not bore of repetition Create a stress free and stimulating environment that motivates the young learner Do not teach grammar explicitly let it emerge from the practice 25. How should we teach YLs the best methodology? Relate the language to the lives of the young people create a meaningful context Scaffold the learning graft the unknown onto the known Make the environment relaxed and stress free we all learn better when we learn in a comfortable environment Use lots of visuals, realia and movement remember the stages in a childs development 26. How should we teach YLs the best methodology? Start with the familiar and the known Check comprehension often scaffolding Provide lots of opportunities for repetition this helps with assimilation of the target language Try to use English as much as possible and thus create familiarity and comfort. 27. What materials should we use? Remember Vygotsky, Piaget and Bruner: Go from the known to the unknown Use realia that is familiar to learners Make it interesting colourful, engaging Use imitation, repetition, physical movement Have lots of interaction with each other Try to get to know their names quickly be personal 28. Materials Depends on the age of the learners Replicate acquisition of L1 for the very young Begin with listening and speaking Lots of modeling and repetition Let them leave the first day able to do something in English We remember 90% of what we see, hear, discuss and practice 29. Samples of materials use the resources you have 30. Alphabet - Body 31. Alphabet - realia 32. Facial expressions 33. Letters in the sand 34. Learning the letters 35. Describing emotions 36. Facial expressions 37. Learning names for parts of the body show me an eye/ ear 38. Learning the letters 39. Animals features long ears 40. Features big eyes 41. Long legs/ long hair/ long tail 42. Zoo animals pictures of zoo animals, a dice and numbers 1 - 6 Put pictures of animals on the board and number them 1 6 One learner rolls the dice and whatever number it stops at (1 -6) the learner should name that animal Teacher can write the name of the animal on the board and students can do same in their books if they are already able 43. Vocabulary development make your own book 44. Teaching prepositions Where is Fluffy? Where is Lucky? 45. Learning about food http://www.youtube.com/watch?v=CWd-6kUgG4U Are you hungry? Yes, I am. Me, too. Let's eat! Are you hungry? (Are you hungry?) [Shrug your shoulders and then rub your tummy.] Yes, I am. (Yes, I am.) [Thumbs up gesturing "yes" and/or nod your head "yes."] Are you hungry? (Are you hungry?) Yes, I am. (Yes, I am.) Mmmmm, a banana! [Pretend to peel and eat a banana.] Yum, yum, yum, yum, yum, yum, yum, yum, yum! Are you hungry? (Are you hungry?) Yes, I am. (Yes, I am.) Are you hungry? (Are you hungry?) Yes, I am. (Yes, I am.) Mmmmm, watermelon! [Pretend you are holding a big slice of watermelon and then eat it.] Yum, yum, yum, yum, yum, yum, yum, yum, yum! Are you hungry? (Are you hungry?) Yes, I am. (Yes, I am.) Are you hungry? (Are you hungry?) Yes, I am. (Yes, I am.) French fries! [Pretend to eat french fries one by one.] Yum, yum, yum, yum, yum, yum, yum, yum, yum! Are you hungry? (Are you hungry?) Yes, I am. (Yes, I am.) Are you hungry? (Are you hungry?) Yes, I am. (Yes, I am.) Spaghetti! [Pretend to twirl spaghetti on a fork and eat it.] Yum, yum, yum, yum, yum, yum, yum, yum, yum! Are you hungry? (Are you hungry?) Yes, I am. (Yes, I am.) Are you hungry? (Are you hungry?) Yes, I am. (Yes, I am.) Ice cream! [Pretend to lick an ice cream cone.] Yum, yum, yum, yum, yum, yum, yum, yum, yum! I'm full! [Pat your tummy with both hands and puff out your cheeks.] 46. Strip Stories Strip Stories can be used to develop creativity and to teach important points http://www.do2learn.com/picturecards/howtouse/story.htm 47. Class Trip Roller Skating "Last Wednesday our class went roller skating. We all rode the school bus. We roller skated. It was fun!" 48. Creating dialogues Use situations familiar to students: Use strip figures to create dialogues Use silent films to create dialogue example Charlie Chaplin / Mr Bean Learners may have some favourite characters from Sudanese culture 49. Memory game for grammar and vocabulary I went to market This is a well-known childrens memory game, but it can be adapted for grammar practice. In the traditional game, one person starts by saying I went to market and I bought a pineapple (for example). The next person has to repeat what the first person said, and then add one new item: I went to market and I bought a pineapple, and a dozen eggs and so on, round the class. Players who cant remember an item are out and the game continues until there is one winner. As it stands, the game is good practice of vocabulary, plus two past tense verbs. But you can increase the grammar practice by slightly modifying the formula. F or example (to practise past simple): I went to London and I saw the Queen. I went to London and I saw the Queen, and I read The Times. I went to London and I saw the Queen, and I read The Times, and I climbed Big Ben. etc. (You can make it a rule that players are not allowed to use a verb that has already been used). Other structures you can practise like this are: 50. Game for introducing past tense Another speaking activity for developing vocabulary and past tense: I went to London and I saw the Queen. I went to London and I saw the Queen, and I read The Times. I went to London and I saw the Queen, and I read The Times, and I climbed Big Ben. etc. (You can make it a rule that players are not allowed to use a verb that has already been used. You can also substitute more familiar scenes than London). 51. Listening to specific sounds b/p; f/v; t/d 52. Listening to poems 53. Use your own pictures for generating vocabulary and stories From the known to the unknown 54. Images of Sudan talking about food 55. A favourite Sudanese snack 56. Selling onions in the market (suq) 57. More food items 58. Water pots 59. Goats, cows and sheep 60. By the River Nile 61. What are the children doing? 62. Climbing 63. Children chatting 64. Children on the way home from school - India 65. To the less familiar 66. What is he doing? 67. Classroom management Establish routines Make clear when an activity ends Give plenty of breaks have physical response activities touch your ear check understanding of parts of the body Provide attention getters jokes, puzzles, tongue twisters http://www.englishclub.com/kids/ Refer to days of the week etc. http://www.youtube.com/watch?v=7AvNq2CQnOI Make sure children know the routine of each day Use a variety of activities and develop all language skills Check frequently and make sure everyone understands Repeat and recycle language in a range of activities Use the L1 only when you need to not when it is the easiest way out Give rest times when learners put their heads down and remain quiet Teach dates through birthday reminders End of day song other times of the day http://www.songsforteaching.com/transitions/goodbye.htm 68. End of the day routine and language development There are lots of ways that I can say goodbye Listen and Ill show you some ways you can try CHORUS On Monday I may say "See you later" On Tuesday I sometimes say "Goodbye" On Wednesday I can say "See you tomorrow" And on Thursday I sometimes say "Bye bye". But when its Friday I stay home for the weekend And dont come back to school for a couple days So on Friday Have a nice weekend! is what I usually say. I like to add a smile when I say goodbye And its great to look towards the persons eyes Repeat chorus When you say goodbye its nice to add a name ...Goodbye Shelika You can try it too, as you play this game: Find their eyes Say their name Give a smile Thats the game 69. Important points Remember: Praise the children often Build a positive attitude to learning in general and language in particular Build a comfortable learning environment for young learners Have a familiar routine Help them build good learning habits Teach something about the others culture and way of life in a positive way 70. Planning your lesson Some questions to consider before planning your class: Who are my learners? How old are they? What is their level of English? What do they know already previous classes? How to recycle/ repeat from previous classes to check learning? How long is the class? What is the objective of the class? a new skill or development of a skill: listening, speaking, reading, writing a rule or formula: implicit practice of a grammatical structure e.g. routine a concept/fact/idea an attitude or a value a combination of two or three items. What materials are relevant? Visual, aural, text, What activities would enhance the teaching of this objective How are learners involved in doing? 71. Use the lesson plan supplied Link to British Council Lessons Lots of ideas for activities for preparing materials for young learners Some websites: Young Learners http://www.slideshare.net/DavidDodgson/making-connections-classroom-management-with-young-learners- webinar-preview http://www.teachingenglish.org.uk/blogs/admin/making-connections-classroom-management-young-learners- webinar-preview http://www.teachingenglish.org.uk/blogs/alexenoamen/classroom-management-young-learners http://www.englishclub.com/tefl-articles/young-learners-management.htm http://www.tesall.com/tesol-teaching/classroom-management-for-young-english-language-learners/ http://www.youtube.com/watch?v=BLu3_CypTg8 http://www.slideshare.net/castanlucy/dealing-with-young-learners