Teaching English to children: A Unique Experience

It is fundamentally essential for children to learn English from a young age in this rapidly globalizing world. English knowledge will help to open many opportunities for them in the future. However, teaching English to children is not an easy job. Compared to adults, children are more energetic and have shorter attention spans. 

The growing interest in the area of Teaching English to Young Learners has led to the publication of methodology books as well as teaching programs. Yet the question still remains: What makes a good instructional program for young learners? As a teacher of very young learners you find yourself dealing with children who start crawling under tables or throwing bits of paper, others who don’t want to say or do anything, and others crying because they don’t want to be there! And, of course – while all this is happening – trying to teach English. Although instructional practice is seen to stand apart from theory, both theorists and practitioners argue that a good program for young learners needs to fulfill several conditions in order for successful. These include a framework that is based on the following four pillars:

Adequate Exposure

- Familiarizing pupils with the sound system of the language (what they hear and say).

- Providing multiple means of language input and use (stories, songs, drama, arts and crafts etc.).

- Providing opportunities for oral interaction in the foreign language. 

- Constructing meaning based on oral and visual clues.

Affection

- Allowing pupils to use the language in a non-threatening environment

- Providing motivation for language learning by incorporating interesting and attractive materials and visuals.

Familiarity of Content

The vocabulary and topics which form the basis of the program should be taken from the child’s world of daily experiences (such as home and family, school, animals etc).

Great Variety of Activities

The activities must be multi-sensory which cater to the needs of pupils with different learning preferences – singing; arts and crafts; listening to stories; acting out; solving puzzles; playing games etc.

Remember!!!

- Children's world is playing and imitating. 

- Children’s initial foreign language learning experience  has a strong impact on their future learning therefore it should be enjoyable.

- The activities should provide opportunities for reinforcement, internalizing and using the language. 

Written & Edited by E.Kerr