Teaching Young Language Learners

by Pinter, Annamaria

• ISBN13: 9780194422079
• ISBN10: 0194422070
• Format: Paperback
• Copyright: 2006-05-11
• Publisher: Oxford University Press

Summary

This comprehensive guide combines research with principles of classroom practice. Topics include vocabulary and grammar, adapting and designing materials, and assessment. Clear examples, tasks, and recommended reading are provided.

Table of Contents

Introduction	1	(4)
Learning and development	5	(12)
Introduction	5	(1)
Active learning: `constructivism'	5	(1)
Piaget's stages of development	6	(2)
Piaget's `thinking' revolution: from pre-operation to operational stage	7	(1)
Criticism of Piaget's stages	8	(2)
The pre-operational stage	8	(1)
The operational stages	9	(1)
The role of interaction: `social constructivism'	10	(3)
Vygotsky's theory of learning	10	(1)
Helping children to learn by offering systematic support	11	(1)
The importance of language for learning	11	(2)
Children are all unique learners	13	(2)
Gardner's framework for multiple intelligences	13	(1)
Learning styles	13	(2)
Exceptional children and mixed ability classes	15	(1)
Summary	15	(1)
Recommended reading	16	(1)
Background theory	16	(1)
Tasks	16	(1)
Learning the first language at home and at school	17	(10)
Introduction	17	(1)
Why is first language development of interest to EYL teachers?	17	(2)
How are child learners different from adults?	17	(1)
Universal processes in language learning	18	(1)
How is the first language acquired?	19	(1)
The role of input and interaction	19	(1)
The role of Universal Grammar	19	(1)
The achievements of the first five years	20	(1)
The influence of school on first language development	21	(2)
Language use at home	21	(1)
Language use at school	22	(1)
Organizing school knowledge and experiences	23	(1)
Monitoring own learning	23	(1)
Memory development	23	(1)
Summary	24	(1)
Recommended reading	24	(3)
Background theory	24	(1)
Tasks	25	(2)
Learning a second/third language at home and at school	27	(8)
Introduction	27	(1)
Early bilingualism	27	(1)
The effect of age	28	(2)
Critical Period Hypothesis	28	(1)
Is younger better?	29	(1)
Learning a second language in the playground and at school	30	(2)
From informal to formal contexts	30	(1)
Integrated second language learning	30	(2)
Learning English as a foreign language	32	(1)
Summary	32	(1)
Recommended reading	32	(3)
Background theory	32	(1)
Practical teacher resources	33	(1)
Tasks	34	(1)
Policy: primary ELT programmes	35	(10)
Introduction	35	(1)
Contextual factors in language teaching	35	(1)
Language settings	35	(1)
Educational frameworks	36	(1)
Status of English and attitude to English	36	(1)
The role of motivation	36	(2)
Aims and expectations	38	(1)
Exposure to English	38	(2)
Integrating English into the curriculum	40	(1)
Teacher factors	41	(1)
Continuity and the private sector	42	(1)
Summary	42	(1)
Recommended reading	43	(2)
Background theory	43	(1)
Practical teacher resources	43	(1)
Tasks	44	(1)
Teaching listening and speaking	45	(20)
Introduction	45	(1)
Teaching listening	45	(2)
Listening---aspects of difficulty	45	(1)
Support with listening	46	(1)
Teacher talk in the primary English lesson	47	(1)
Interactional modifications of language	48	(1)
Listening activities for younger learners	49	(4)
Listening activities for older learners	53	(2)
Teaching speaking	55	(1)
Fluent speakers	55	(1)
What is realistic for young learners?	56	(1)
Speaking activities with younger groups	56	(2)
Speaking activities with older learners	58	(4)
Need for meaning negotiation	59	(1)
The demands of more complex tasks	60	(2)
Summary	62	(1)
Recommended reading	63	(2)
Background theory	63	(1)
Practical teacher resources	63	(1)
Tasks	64	(1)
Teaching reading and writing	65	(18)
Introduction	65	(1)
Why teach reading and writing in EYL classes?	65	(1)
Early literacy in English as a first language	66	(2)
Reading and writing during pre-school years	66	(1)
Reading and writing at school	67	(1)
Teaching reading in EYL classes	68	(6)
Reading activities with younger children	69	(4)
Reading activities with older children	73	(1)
Teaching writing in EYL classes	74	(5)
What do native speaker children write?	74	(1)
Writing activities with younger children in EYL classes	74	(3)
Writing activities with older children in EYL classes	77	(2)
Summary	79	(1)
Recommended reading	79	(1)
Background theory	79	(4)
Practical teacher resources	80	(1)
Tasks	81	(2)
Teaching vocabulary and grammar	83	(16)
Introduction	83	(1)
Teaching vocabulary and grammar	83	(3)
Vocabulary and grammar are interdependent	83	(1)
From picking up words to knowing words	84	(1)
Learning grammar is a messy process	84	(1)
The role of deliberate practice	85	(1)
Vocabulary and grammar for younger children	86	(4)
Learning grammar in a holistic way	86	(1)
Learning vocabulary	86	(2)
The role of rhythm	88	(1)
Incorporating new vocabulary into children's existing knowledge	89	(1)
Vocabulary and grammar for older learners	90	(5)
Vocabulary activities for older children	91	(1)
Grammar activities for older children	91	(4)
Summary	95	(1)
Recommended reading	96	(3)
Background theory	96	(1)
Practical teacher resources	97	(1)
Tasks	97	(2)
Learning to learn	99	(16)
Introduction	99	(1)
What is `learning to learn'?	99	(2)
What types of strategies can be developed?	100	(1)
Developing social and affective strategies and raising awareness about language learning	101	(3)
Activities for younger children	101	(1)
Activities for older children	102	(2)
Developing metacognitive strategies	104	(5)
Learning to reflect	104	(1)
Activities for younger children	104	(4)
Activities for older children	108	(1)
Developing cognitive strategies	109	(1)
Activities for younger children	109	(1)
Activities for older children	110	(1)
Giving space to children's choices	110	(2)
Summary	112	(1)
Recommended reading	113	(2)
Background theory	113	(1)
Practical teacher resources	113	(1)
Tasks	114	(1)
Materials evaluation and materials design	115	(16)
Introduction	115	(1)
Using coursebooks	115	(3)
Multilayered syllabuses	115	(3)
Evaluating coursebooks	118	(1)
Supplementing coursebooks	119	(1)
Adapting authentic texts	120	(1)
Adapting a well known fable	120	(4)
Adapting does not always work	122	(2)
Creating own materials	124	(4)
Topic-based planning	124	(2)
Lesson planning	126	(1)
Writing own texts	127	(1)
Summary	128	(1)
Recommended reading	128	(3)
Background theory	128	(1)
Practical teacher resources	129	(1)
Tasks	129	(2)
Assessment	131	(12)
Introduction	131	(1)
Purposes of assessment	131	(1)
Assessment of young learners	132	(2)
Why are traditional methods problematic?	132	(1)
Gap between teaching and testing?	132	(1)
Child-friendly methods	133	(1)
Assessment techniques	134	(7)
Observation	134	(2)
Self-assessment	136	(1)
Portfolio	136	(1)
Project work	137	(3)
Combining assessment instruments	140	(1)
Summary	141	(1)
Recommended reading	141	(2)
Background theory	141	(1)
Practical teacher resources	141	(1)
Tasks	141	(2)
Research in the primary English classroom	143	(12)
Introduction	143	(1)
Classroom research	143	(2)
Action research cycles	144	(1)
Focus on children: observations	145	(1)
Focus on children: asking about their views and opinions	146	(3)
Using interviews	146	(2)
Using questionnaires	148	(1)
Focus on teachers: recording own classroom or inviting an observer	149	(1)
Other research instruments	150	(1)
Approaching the same question in different ways	150	(1)
Using more than one instrument	151	(1)
Summary	152	(1)
Recommended reading	152	(3)
Background theory	152	(1)
Practical teacher resources	152	(1)
Tasks	153	(2)
Appendix: Exploring your own practice: suggested tasks	155	(11)
Glossary	166	(3)
Bibliography	169	(8)
Index	177