1. TASK DESIGN FOR TEACHING ENGLISH.
1.1. Tasks.
1.1.1. Have a clear outcome.
1.1.2. Are contextualized with a real prupose and audience.
1.1.3. Encourage production and creative use of language.
1.1.4. Provide more pupil independence and choice
1.1.5. Are more cognitively demanding.
1.1.6. Can be personalized according to pupils' interests.
1.1.7. Provide opportunities to develop interaction and fluency.
1.1.8. Have a clear goal.
1.2. Activities.
1.2.1. Focus on Language Practice.
1.2.2. Are cognitively simple.
1.2.3. Are not always personalized according to pupils' interests.
1.2.4. Are not a meaningful end in themselves.
1.2.5. Provide a small degree of pupil freedom and choice.
1.2.6. Provide controlled, guided practice.
1.2.7. Rehearse specific language items, skills or strategies.
1.2.8. Support the linguistic and cognitive demands of tasks in a structured way.
2. STAGES IN LEARNING.
2.1. Meeting a New Language.
2.1.1. Teacher presents the new language.
2.1.1.1. Through the different resources she/he has acces to.
2.1.2. Transmision Teaching.
2.1.2.1. Introduce meaning, form and pronunciation.
2.1.2.2. Cheks pupil's comprehension.
2.2. Manipulating New Language.
2.2.1. Teachers support learners in manipulating new language in activities.
2.2.1.1. At first in a controlled way.
2.2.1.1.1. Focused in accuracy.
2.2.1.1.2. Correction of the pupils' language.
2.2.1.2. Then in a more guided way.
2.2.1.2.1. Focused in communication.
2.3. Making the Language your own.
2.3.1. Less controlled practice through pair or group activities that require communication
2.3.2. Focused on using the language to convey meaning rather than perfect accuracy.
2.3.3. Crucial for developing interactional skills, listening, speaking.
3. TYPES OF LANGUAGE TEACHING APPROACHES.
3.1. Audio-Lingual.
3.1.1. Teaching Centred.
3.1.2. Emphasises Imitation, Memoritation.
3.1.3. Exercises involves Mechanical and Descontextualized Repetition.
3.2. Total Physical Response.
3.2.1. Combines Physical Movement with Language Acquistion.
3.2.2. Teachers or Children gives Instructions or Describe actions trough mimic.
3.3. The Communicative Approach.
3.3.1. Teachers engage learners in drawing, acting out, listening, talking, reading or writting.
3.3.2. Give meaningful and contextualized Tasks.
3.3.3. Involves using three types of activities.
3.3.3.1. Problem-Solving Activities.
3.3.3.2. Interactive Activities.
3.3.3.3. Creative Activities.
3.4. Task-Based Learning.
3.4.1. Improve on the communicative approach.
3.4.1.1. Through balancing accuracy with fluency.
3.4.2. Encourages students to have more freedom.
3.4.2.1. Students are more likely to remember the Language they decided they need.
3.4.3. Present three phases.
3.4.3.1. Pre-Task Preparation.
3.4.3.2. The task itself.
3.4.3.3. Language Focus.
3.5. Story-Based Methodology
3.5.1. Universal and Central to Children's social, intelectual and cultural development.
3.5.2. Extremely Productive.
3.6. Cross Curricular
3.6.1. Linked to Activity-Based approach and Task-Based Learning.
3.6.2. The Development of L2 is linked to other areas of the curriculum.
4. CONSIDERATIONS FOR TEACHING YOUNG LEARNERS.
4.1. Characteristics of Young Learners.
4.1.1. Children are energetic and physically active.
4.1.2. Children are Spontaneous and not afraid to speak out or participate.
4.1.3. Children are curious and receptive to new ideas.
4.1.4. Children are imaginative and enjoy make-believe.
4.1.5. Children are easily distracted and have short attention spans.
4.1.6. Children are egocentric and relate to new ideas to themselves.
4.1.7. Children are social and are learning to relate to others.
4.2. Characteristics of Very Young Learners.
4.2.1. Limited background knowledge, still learning their first language.
4.2.2. Require focus on listening and speaking, not reading and writing.
4.2.3. Short attention spans, needing activities that are brief and engaging.
4.2.4. High motivation but require a fun and caring learning environment.
4.2.5. According to Piaget, these learners are in the pre-operational stage.
4.2.5.1. Characterized by egocentric thinking and the inability to understand abstract concepts.
4.2.6. They can classify objects and engage in symbolic thought, but logic and understanding other perspectives are limited.
4.3. How children learn.
4.3.1. By doing and interacting with their environment.
4.3.1.1. Kinesthetic activities are important. Teachers can bring in realia.
4.3.2. With the support and scaffolding by the teacher.
4.3.2.1. Scaffolding techniques for EYL teachers.
4.3.2.1.1. Create interest in the task.
4.3.2.1.2. Simplify the task.
4.3.2.1.3. Keep children in task.
4.3.2.1.4. Model the task, including different ways to do it.
4.3.2.1.5. Control children's frustation during the task.
4.4. How children learn language.
4.4.1. Need a learning environment similar to 1L acquisition.
4.4.1.1. Language should be authentic and contextualized.
4.4.1.2. A class should be meaningful and purposeful in order to motivate students.
4.4.2. Through lots of meaningful exposure and practice.
4.4.2.1. Give plenty of comprehensible input. Use English as much as possible.
4.4.3. Do not learn through explicit grammatical explanations.
5. REASONS FOR AN EARLY START
5.1. Value of English for Education and Employment.
5.1.1. English as a lingua franca.
5.1.1.1. Importance in Business, Media, Comunication
5.1.1.2. Used in travelling.
5.1.1.3. Medium for International Sporting Events.
5.1.2. Used in variety of functions in Government, Literature and Popular Culture.
5.1.3. Impact on Education.
5.1.3.1. English language instruction in education systems globally.
5.1.3.2. Increasingly younger age of students learning English.
5.1.3.3. English-medium universities and academic English proficiency.
5.1.3.4. Differentiation of English as an international language from other foreign languages.
5.2. Benefits of early Language Learning.
5.2.1. The possibility of greater global awareness and intercultural competence.
5.2.2. The value of bilingualism.
5.2.3. The possibility of better pronunciation and fluency.
5.2.4. The value of increased time.
6. FIRST LANGUAGE ACQUISITION.
6.1. Stages which babies acquire their 1L.
6.1.1. Babbling.
6.1.1.1. Can hear and produce a wide range of noises and sounds.
6.1.2. The first "word".
6.1.2.1. At about 11 months.
6.1.2.2. Infants can put names to objects and people.
6.1.2.3. Learn to associate certain objects with certain sounds trough imitation.
6.1.3. Two words.
6.1.3.1. 18 months to 2 years old.
6.1.3.2. Syntatic phase.
6.1.3.2.1. Children can place two words together to create new meaning.
6.1.4. Phonological, syntatic and lexical norms.
6.1.4.1. 3 to 4 years old.
6.1.4.2. Succesive grammatical system.
6.1.4.3. Children will have learned all the vowel and consonant sounds of their 1L.
6.1.5. Syntatic and Lexical complexity and richness.
6.1.5.1. Between 6 and 12 years old.
6.1.5.2. Children expand their reading vocabulary.
6.1.5.3. Improve their understanding of words.
6.1.5.4. Are able to give more abstract and less self-oriented definitions of words.
6.1.6. Conversational skills.
6.1.6.1. Young Children may not show incomprehension during interactional tasks.
6.1.6.2. Older children try to identify the problem when something is unclear.
6.1.6.2.1. Can also take another's person perspective.
6.1.6.2.2. Are better at using persuasive arguments to get what they want.
6.2. Wells's Stages of Language Functions in Young Children.
6.2.1. Children's first utterances.
6.2.1.1. Are used to get direct someone's attention.
6.2.1.1.1. To an object or event.
6.2.1.1.2. To get something they want.
6.2.1.1.3. To make requests and simple statements.
6.2.2. Children begin naming and classying things.
6.2.2.1. They can talk about locations changing.
6.2.2.2. They can use adjectives, possesives.
6.2.3. Children ask many different questions using intionation.
6.2.3.1. Can express more complex desires.
6.2.3.2. Can refer to events in the past and talk about on-going actions.
6.2.4. Children use increasingly complex structures.
6.2.4.1. To make requests.
6.2.4.2. To explain things or ask for explanation.
6.2.5. Children can use language to fulfill a variety of needs.
6.2.5.1. To give information.
6.2.5.2. To ask and answer various questions.
6.2.5.3. To make direct and indirect requests.
6.2.5.4. To make suggestions and offers.
6.2.5.5. To express their feelings and attitudes and ask about those of others.
7. SECOND LANGUAGE ACQUISITION
7.1. Tranfer and Interlanguage.
7.1.1. First Language Influence.
7.1.1.1. Transfer of phonetics, phonology, morphology, syntax, semantics, and pragmatics.
7.1.1.1.1. Examples: Japanese vs. English phonology; "false friends" in vocabulary.
7.1.2. Interlanguage (IL).
7.1.2.1. Learners progress through 1L, IL and may/may not reach 2L proficiency.
7.1.2.2. Learners make mistakes or errors.
7.1.2.2.1. Mistakes are occasional and self-correctable.
7.1.2.2.2. Errors are systematic and reflect the learner's current interlanguage stage.
7.1.2.3. Considered as a natural language with unique rules.
7.2. Developmental Sequences.
7.2.1. Stages that 2L learners go through.
7.2.1.1. Silent Period.
7.2.1.1.1. Active period of listening.
7.2.1.1.2. Period of reflection.
7.2.1.1.3. Period of incomprehension.
7.2.1.1.4. Learners speak to themselves.
7.2.1.2. Use of formulas.
7.2.1.2.1. Learners memorize chunks for communication.
7.2.1.3. Simplification.
7.2.1.3.1. Simplified utterances resembling pidgin structures.
7.3. Krashen's Theories about SLA.
7.3.1. Acquisition/ Learning Hypothesis.
7.3.1.1. Acquistion as an inconscious act.
7.3.1.1.1. People Acquire Language.
7.3.1.2. Learning is the result of knowing about language's rules.
7.3.2. Monitor Hypothesis.
7.3.2.1. Learning acts as an editor.
7.3.2.2. Focus on forms.
7.3.2.3. The rule must be known.
7.3.3. Natural Order Hypothesis.
7.3.3.1. Predictable Stages in 2L acquistion.
7.3.3.2. Implications for Teaching.
7.3.4. Input Hypothesis.
7.3.4.1. Language acquired through "comprehensible input" at i + 1.
7.3.4.1.1. Messages received at a level just above the current competence.
7.3.4.2. Denies the rule of "Output".
7.3.5. Affective Filter Hypothesis.
7.3.5.1. Emotional factors influence L2 acquisition.
7.3.5.1.1. Anxiety blocks Language Learning.
7.3.5.2. Children as superior language learners due to the absence of an affective filter.
7.4. Instructed SLA.
7.4.1. Teachability/Learnability Thesis.
7.4.1.1. Learners acquire features only when cognitively ready.
7.4.1.2. Instruction may help with complex structures and ultimate attainment.
7.5. Input and Interaction.
7.5.1. Interaction.
7.5.1.1. Importance of Foreigner Talk (FT) in SLA, similar to Child Directed Speech (CDS).
7.5.1.2. FT is simplified, regularized, and elaborated for comprehension.
7.5.2. Interlanguage Talk.
7.5.2.1. NNS/NNS interaction characterized by negotiation of meaning.
7.5.2.1.1. Helps with acquisition of Language.
7.5.2.2. Elaborated discourse may help comprehension more than simplification.
7.5.3. Interaction leads to Output.
7.5.3.1. Output Hypothesis
7.5.3.1.1. Is as important as Input in SLA.
7.5.3.1.2. Learners notice gaps, test hypotheses, and improve language.
8. DIFFERENT VIEWS OF L1 AND L2 ACQUISITON.
8.1. Behaviourist Views.
8.1.1. Arose from the work of Skinner "Verbal Behaviour"
8.1.1.1. Emphasises repetition.
8.1.1.2. Influence on the audio-lingual approach.
8.1.1.3. Habit formation.
8.1.1.4. Positive reinforcement in L1 and L2 acquistion.
8.2. Nativist Views.
8.2.1. Chomsky suggested an innate Universal Grammar.
8.2.1.1. Infants can process all the languages and produce their own meaningful utterances.
8.3. Cognitive-Developmental Views.
8.3.1. Whitehead's proposes.
8.3.1.1. Language development as an aspect of general cognitive growth.
8.3.2. Lenneberg's proposes.
8.3.2.1. Emphasises L2 acquistion.
8.3.2.2. There is a specific and limited time for Language Acquistion.
8.4. Social-Interactionist views.
8.4.1. Bruner's Language Acquistion Support System.
8.4.1.1. Innate tendecy for active social interactions and language learning.
8.4.1.2. Social support complement.
8.4.1.3. Introduce "Scaffolding" term.
8.4.2. Vygotsky's Zone of Proximal Development.
8.4.2.1. Children can do more with the help of someone more skilled.
8.4.2.1.1. Then they are able to be more independent.