PEI 501: English as a Foreign Language Teaching Methodology at the Elementary School Level Lesson 2: or!

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Patricia S#nche$ Fran!lin %e la &ru$ 201' ()*+

Workshop based on

Chapter 1 from book Teaching Young Language Learners,

What do you understand by young learner? o all school policies of the !orld understand the same by young learner?

When do children start learning "nglish in Chile according to the norm? o you belie#e that "nglish e$posure in pre%school may be benefitial for later de#elopment of the learning process of children?

&o! old !ere you !hen you realised you spoke 'panish and there !as another language called "nglish? When did you begin to learn "nglish?

Comment*

(t is belie#ed that teachers play a key role in the success of any teaching "nglish to young learners programme) T"YL

What do you kno! about children+s de#elopment and learning in general and language learning in particular?

,cti#e learning* constructi#ism

Children learn through their e$plorations and play, and through opportunities to talk things through !ith others, usually adults

-iaget

,ccording to -iaget, ho! do children construct kno!ledge?

What is assimilation and accomodation?

Clip* -iaget+s states) http*..!!!)youtube)com.!atch?#/T012312bn%,

What is egocentrism according to -iaget?

"$plain the e$periment and main obser#ations) Talk about your o!n e$perience)

What do you think of the 4uestion bello!?

,re there more yello! flo!ers or flo!ers in this picture?

1amiliarity in the tasks impro#e the results of children

o you think the ne$t 4uote is true? Talk !ith the class according to your o!n e$perience)

5nfamiliar Tasks, unfamiliar conte$ts, and unfamiliar adults can cause children an$iety and as a result they may perform !ell belo! their true ability or not respond at all to the 4uestions or tasks)

,ccording to you, !hat is to think in a logical fashion and, do you think that in our e#eryday acti#ities !e ha#e to face lots of logical fashion e#ents?

Would you add something else?

(t is important for teachers to be sensiti#e and open to the needs and interests of #arious age groups and continually monitor their changing needs

-iaget and 6ygotsky 7social constructi#ism8*

9riefly pro#ide a summary of -iaget+s and 6ygotsky+s main contributions to the understanding of human de#elopment)

:ini clip* -iaget and 6ygotsky

http*..!!!)youtube)com.!atch?#/yY%';:<f=g5

6ygotsky !as interested in the learning potential of the indi#idual, recogni>ing the fact that all children !ere uni4ue learners)

What is scaffolding? 0efer to your e$perience as a young learner)

:ini clip* ?one of -ro$imal e#elopment and 'caffolding

http*..education%portal)com.academy.lesson.>one%of%pro$imal% de#elopment%and%scaffolding%in%the%classroom)html@lesson

Language and learning Language and the classroom

iscuss about the importance of language to both, the de#elopment of human kno!ledge and the use of language in formal education)

iscuss*

Children are all uni4ue learners

(ntelligence has no unitary character, rather it manifests itself in many different !ays in different children

o you consider yourself to be a detail or global learner?

'pecially gifted young learners and slo!er learners share the same classroom*

o you belie#e a same lesson is enough to guide their kno!ledge? What !ould you do to get the interest of the t!o 4uite different kind of children?

Ae$t lesson* 9ro!n, ) 72===8 -rinciples in Language Learning Chapter BConte$ts of Teaching)

This is the endCCCC Thanks for your participation and collaboration CCC