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Ana Alexandra Silva
Universidade de Évora
I was born the first moment that a question leaped from the mouth ofa child.
By John W. Schlatter
1. J. Cummins: LanguageProficiency
BICS
CULP
L2 L1
CALP
BICS
Cognitively UndemandingBICS
Low ContextABSTRACT
High ContextCONCRETE
A C
Cognitively DemandingCALP
ABSTRACTCONCRETE
DB
The GruffaloThe GruffaloPre-story activities The story Follow-up activities
What is a Gruffalo?What’s his name?
Where does he come from?
Our world: Portugal and England
The setThe characters
The plot
Reviewing the storyRetelling the story
Making a mini-book
�Words and meanings
�The zone of proximal development
2. L. Vygotsky
�Learning as internalisation
“Learning a foreign language is different from learning the first language, even for children at the young end of our age range. It is different because the first language is already a huge system that a child has in place; because, in system that a child has in place; because, in comparison, the child will encounter such a small amount of the foreign language; and because it is ‘foreign’ (…).”
L. Cameron 2005: 241.
“ (…) YL teachers need very good English skills because they provide the main language input for children who may have limited exposure outside the classroom. (…) They also need the flexibility to be able to adjust their language to the children’s level, knowledge of English so they can provide feedback, and a rich knowledge of the culture so as to get children interested.”
J. Moon 2005: 32.
“ (…) YL teachers need to have knowledge of children’s cognitive, linguistic and emotional development as these impact on their FL learning.”
J. Moon 2005: 32.
LEARNERSCLASSROOM MANAGEMENT
PLANNING AIMS
TEACHING POINT
TEACHING PROCEDURES
MATERIAL PLANNING
Title of the Lesson The Gruffalo
Aims and objectives To understand the story
To recognise the animals in the story
Unit The Gruffalo
Topic Stories: “The Gruffalo”
Vocabulary Wood, fox, snake, owl,
Adjectives
Food
Structures “Where are you going to little mouse?”
Duration 45m
Date November
Warm-up and Review
Presentation/Introduction
Practice
Production
Feedback and follow up
Cooler
LESSON’SSTAGES
TEACHERS TEACHERS TRAINERSo unconsciously competent
o consciously competento articulate principles and practice.
o to know how children learn English o psychology of adult professional learning o apply this knowledge.
o to know about methodological approacheso up-to-date knowledge of the literature (public theory) o link theory and practice
o knowledge of English language systemso to know a lot about English language systems.o to know about language acquisition theory.
skill of socialityo skills of empathy and understanding
o skill of socialityo the ability to listen carefully to teacherso facilitations skills.
o Teachers try to help learners acquire practical skills in English
o Teacher development may involve a rethinking of long-held assumptions or beliefs.
o self-evaluate on the basis of visible or measurable language learning results
o Trainers need to know about change theory.o Teacher learning will often not be measurable or visible.
oTeachers need to be able to organise and manage their classroom
oTrainers have to be able to organise and manage the training room.
Introduction
� Course objectives � Should you be teaching
children?The science of TEYL
� Defining a young learner
� First language development
Characteristics of a Young Learner
� The science of TEYL� Course resources
development� Learning a second
language� Social and psychological
development� Physical development
and TPR
Language Learning andLanguage Acquisition
� What is language acquisition?
� Learning another language
� A good teacher� Behaviour management� Classroom atmosphere
Classroom Management
language� The four skills
� Classroom safety
Pedagogical Strategies
� Using gestures and flashcards
� Using games� Using music, songs and
chants
� Lesson planning� Where to get ideas� Building a set of re-
usable resources
Resources
chants� Using dance and
movement� Using stories and
storytelling� Using arts and crafts� Using technology in the
classroom� Pair and group work
usable resources
