3/31/2013

In-depth TEFL-C bridging course

Winda Hapsari
2013

1. They have the ability

to grasp meaning
without necessarily
understanding
individual words.

2.

Teaching ENGLISH TO
Young Learners

They are creative

in using limited
language
resources.

Susan Halliwell,
Scott and Ytreberg

3. They have the capacity

of indirect learning
through observation,
immitation, and
4. They have the
repetition.
instinct for play
and fun.
a.k.a

5. They have a great

sense of imagination.
6. They have
instinct for
interaction and
talk.

acquisition
Susan Halliwell,
Scott and Ytreberg

Carol Read

Susan Halliwell,
Scott and Ytreberg

Carol Read

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They wont care how much you

know until they know how much
you care
Cooperation /
collaboration
communication
Carol Read

Carol Read

Listening first

Language Learning

babies as young as two

months of age have the
capacity to discriminate
speech and sounds
(Vihman in Linse, 2006).
You need to hear a word before you can say it
You need to say a word before you can read it
You need to read a word before you can write it.

Listening skill
doesnt demand
or put pressure
too much.

Li stening i s the
foundation
for other
skills

Teaching English to
Children in Asia Paul

3/31/2013

1.
Classroom
implications?

Create a calm and quiet atmosphere in

the class during listening.
2. Use classroom rules.
3. Avoid talking and walking at the same
time.
4. Use gestures, pictures, realia or
flashcards.
5. Pay attention to your pronunciation.

repetition

speaking

Listening in Backpack series

As inputs, in the forms of:
Songs / chants
Listening exercises via audio CDs

As part of the test

Written: unit tests, mid test, progress test
Oral: Ts questions

Speaking in Backpack series

Speaking exists in most of terminal
objectives (LIA)
Speaking exists in ALL academic stages
(Backpack)
Speaking in oral test

What do we expect from

students?

CL

P
speaking

Expressions
Classroom
language
Pronunciation

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Audiolingual Method
(ALM)

Little EC

*ALM to language teaching is based on the

fluency

notion that one can learn language by

developing habits based on the pattern of
language (Celce-Murcia in Linse, 2006).

*This method focuses on accuracy on the use

accuracy

of the language.

behaviorism

BIG EC

Communicative Language
Teaching (CLT)

Two important features in

ALM:

*CLT is an approach and a philosophical orientation that

connect classroom-based language learning with the
language that learners need in order to communicate
outside the classroom (Nunan in Linse, 2006).

1. Drills
2. Dialogs

*In CLT, the focus is on getting the message across and

helping children acquire fluency.

*One of fun activities using CLT approach is through

role-play or drama.

reading

Reading for Young Learners

Many children are growing up in print-dominated
world.
When they grow older, reading is essential to pass
exams and to succeed in school.
Children develop positive attitude, strong
motivation, and a sense of achievement through
learning to read.
Reading also reinforces what children learn orally
Reading in English first language
(Carol Read)

23

24

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Reading Aloud

Teaching Reading
Reading
aloud

Phonics, Words
Decoding

Reading
comprehension

If a child is going to learn how to

decode letters, he must understand
what different written symbols
represent.
Scott & Ytreberg
C /k/ cat, carpet (hard sound)

C /s/ cereal (soft sound)

25

26

Reading in Backpack

Reading for Comprehension

Little book

Meaning
Understanding

Magazine

Teaching children how to derive meaning as well as

analyze and synthesize what they have read is an
essential part of the reading process.
Linse

27

writing

Reading in Backpack
Language in the
Real World

28

Content Readers

29

30

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You cant use body language,

tone, eye contact, etc to help
you convey the meaning.
Mechanics in writing.
Grammar stuff.
Correcting errors.
Research says so children
master writing skills for a long
time, even for L1.

What
makes
writing
difficult?

1. Create meaningful context.

2. Provide purpose of writing.
3. Find out the target
audience.
4. Prepare for it.
5. Do it from controlled to
free writing activities.

What
can
teachers
do?

- Read, Scott and Ytreberg - Scott and Ytreberg 31

Writing in Backpack

Writing as Terminal Objective: VALUES

The opportunity to reinforce materials
language practice, art project, know it show it.
Childrens work can be displayed as
environment prints as exposure and
motivator.
A learning proof for parents.

Backpack 2 Unit 1

SWBAT write
sentences
about working
together in
school.

32

Writing in Backpack
Level 1 to 3
o Serves as reinforcement of
materials presented earlier
o Word/phrase/ sentence levels
Level 4 to 6
o Process of writing
o Exercises are provided in the
workbook
o Consult the writing handbook

Backpack 4
Unit 2

SWBAT write a
paragraph
describing their
work and play
routines in a typical
week.

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LIST

WRT

Language
Learning

SPK

Children develop their ability of words,

literal knowledge and the ability to read
and write at the same time when they
develop their listening and speaking
ability, instead of after they have
developed perfect speaking ability.
- Kenneth Goodman -

RDG

Teaching
Vocabulary

deductive

Key issues:

Teaching
Grammar

1. Make it interesting,
2. Keep it relevant,
3. Teach words in context
4. Set achievable goals,

Although formal teaching of

grammar is not usually a
major objective in the YL
classroom, teachers can
most usefully contribute to
childrens understanding of
grammar by using formfocused techniques in
meanigful and interesting
context
Brewser and Ellis: The Primary English
Teachers Guide

inductive

HOWEVEr

Unlikely to be appropriate
before the age 8-10
H
O
W

Teaching
Grammar

Initial grammatical patterns are learned implicitly by

meeting language in the context of lesson routines,
games, stories, rhymes, etc
Holistic learning of language chunks I like to.,
Can I ?
YL can relate these chunks to new context and use
them creatively
Can I go to toilet? . Can I go to the outside?

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Questions?

Thank
You