Dear RG colleagues,
When you are teaching children the language, what aspects of learning do you focus more and how?
I am asking this because I realized from my students' practices that they sometimes organize an activity for no reason.
Thanks again !
When teaching language, I think it is important to focus on the individualized needs of your students. Teaching has become less narrowed, which means that differentiation is critical to developing student skills.
When teaching language, I think it is important to focus on the individualized needs of your students. Teaching has become less narrowed, which means that differentiation is critical to developing student skills.
Children can only concentrate 7 Min per activity, so you have to change the manner of the activity. The most important in teaching children is to be a kind person.
i guess oral proficiency with the focus on meaning-making tasks are crucial for young children. so, fluency is preferred and the language related to concrete objects or actions are prioritized.
Well, I think it depends on the subject area the teacher is doing. For example, I am teaching speaking skills. I, therefore, focus on helping my students how to be better speakers of the language and how to speak English fluently based on CLT approach. Last but not least, A student-centered instruction remains the best with the teacher as the helper.
Regards,
Karwan
The language -experience approach has been effective in getting students to speak about topics that relate to their everyday lives.
Best regards,
Debra
Children's language learning depends on the learning outcomes designed and basically, it should be student-centred. Students should engage in the various activities with enthusiasm and interest.
Phonemic awareness leads to word recognition, fluency, and ultimately comprehension. Its mastery is essential for future success in reading and language arts.
Base on my opinion, teaching or leaning a language is a skill. Speaking a language that they know is good but trying to speak the language that they don’t know is great than the language they know to speak or learn. So in this case, we should focus in all aspects it can be written activity or oral activity as individually. From that we must be able to know their weakness and we rectify it in order to improve themselves and also increase their confident level to expose themselves.
Perhaps your students are organizing activities for the reason that it speaks to their need to expand on skills that they perceive as valuable to their needs. Depending on the age of the children you teach, studies in identity and Jim Cummins work on identity texts suggest that children be allowed to use the target language, and/or their L1 to express themselves on topics important in their own lives. I think we can sometimes forget the funds of knowledge that students bring to the classroom. When students are encouraged to communicate on topics that are important in their personal lives, they work harder and learn more. They invest more in the process of learning. Allowing some L1 use gives them the opportunity to show what they know when they fall short in the target language. What activities do your students organize?
I believe that it would be a good idea to implement the following method when teaching children, as stated by Penny (1996: 288):
Three very important sources of interest for children in the classroom are pictures, stories, and games: the first being obviously mainly a visual stimulus; the second both visual and aural; and the third using both visual and aural channels as well as activating language production and sometimes physical movement.
Penny, U. (1996). A course in language teaching: Practice and theory. Cambridge: CUP.
Very truly yours,
Javier.
Many educators believed the saying - involve me, then I'll learn. Tell me, I'll forget, show me, I'll remember. If the learners decided to choose such classroom activities and then they'll learn the competencies they ought to learn, it's fine.
In teaching language, I'll focus on their prior knowledge, and from there, move on but not go far beyond their limits Enough stress is good but too much of it causes frustration. Frustrated learners tend to resist learning. Male learners are visual while female learners are auditory learners.
Dear Mr. Nguyen,
Studies showed that:
"children who frequently view Sesame Street at age 2 score higher on school-readiness tests in kindergarten than those who don’t. And the advantages last well into high school and beyond. Frequent Sesame Street viewing in preschool is associated with grade point averages in high school that are almost 16% higher than those of children who didn’t grow up watching the show. Not only are average grades better, but grades are also better in each of the core areas of English, math, and science" (http://www.sesameworkshop.org/what-we-do/our-results/literacy-numeracy/)
The show usually focuses on word knowledge, letter recognition, number recognition, and counting in English. So I think checking out the show "Sesame Street" may give you some ideas of what may be focused on, and what methods may be used in your teaching.
Sincerely,
Cameen
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