1. Chapter 1
1.1. An Early Start
1.1.1. The value of English
1.1.1.1. The role of English as a global language and its advantages to English speakers
1.1.2. The benefits of early language learning
1.1.2.1. critical period> little evidence to support
1.1.2.2. 4 benefits
1.1.2.2.1. increased time
1.1.2.2.2. better pronunciation and fluency
1.1.2.2.3. greater global awareness and intercultural competence
1.1.2.2.4. mental flexibility
1.2. Success in EYL Programs
1.2.1. Effective EYL Program Models
1.2.1.1. FLEX programs
1.2.1.2. FLES programs
1.2.1.3. Immersion programs
1.2.1.4. Dual Language programs
1.2.1.5. Transitional and Maintenance programs
1.2.2. Appropriately Trained EYL Teachers
1.2.2.1. Engaging, motivating activities
1.2.2.2. Few specialized training programs
1.2.3. Culturally Appropriate Materials
1.2.3.1. Development of intercultural competence and growth in understanding of their own culture
1.2.4. Continuity of Curriculum Between Primary and Secondary English
1.2.4.1. A smooth transition in their language learning
2. Chapter 2
2.1. Considerations for Teaching Young Learners
2.1.1. Characteristics of Young Learners
2.1.1.1. Energetic and physically active - Simon Says
2.1.1.2. Spontaneous and not afraid to speak out or participate
2.1.1.3. Curious and receptive to new ideas - Mistery bag
2.1.1.4. Imaginative and enjoy make-believe
2.1.1.5. Easily distracted and have short attention spans
2.1.1.6. Egocentric and relate new ideas to themselves
2.1.1.7. Social and are learning to relate to others
2.1.2. How children learn
2.1.2.1. Learn by doing and interacting with their environment
2.1.2.2. Need support and scaffolding by the teacher
2.1.2.3. Suggestions
2.1.2.3.1. Create interest in the task
2.1.2.3.2. Simplify the task
2.1.2.3.3. Keep children on task
2.1.2.3.4. Model the task, including different ways to do the task
2.1.2.3.5. Control children’s frustration during the task
2.1.3. How children learn language
2.1.3.1. A learning environment similar to first language acquisition
2.1.3.2. Lots of meaningful exposure and practice
2.1.3.3. Not through explicit grammatical explanations