Az angol tanítás innovációi és legújabb módszerei a tanítóképzésben ’e-learning’ segítségével

- Innovations in pre-service education for teaching English through e-learning
- Leírás
- Tartalomjegyzék
- Abstract
- 1. Introduction
- 2. The theories and practices of teaching languages in early childhood in the British culture
  - 2.1 The reality of Globalization within teaching English
    - 2.1.1 New global perspectives
  - 2.2 Methods supporting teaching and learning
    - 2.2.1 E-Learning
  - 2.3 Teaching languages to young learners in the British culture
- 3. Exploring our current understanding and practice
  - 3.1 Motivating young learners
    - Task 1
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    - Task 5
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    - Task 7
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    - Task 10
    - Task 11
    - Task 12
    - Task 13
- 4. Communication-, interactive-centred and problem-, experience-based learning and teaching
  - 4.1 Learning to learn
    - Task 1
    - Task 2
    - Task 3
    - Task 4
    - Task 5
    - Task 6
    - Task 7
- 5. The roles of questions: what, when and how to ask to be able to develop children’s practical and thinking skills
  - Task 1
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  - Task 15
- 6. Strategies of planning to be able to equip children with competences enabling them to think critically and work creatively in the „Life Long Learning” process
  - Task 1
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- 7. Designing learning activities on the basis of teacher’s and children’s experience, problems and questions
  - Task 1
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- 8. Learning about the latest toolkits supporting learning
  - Task 1
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  - Task 4
- 9. Designing toolkits, for example, case study toolkit, cooperative and peer review toolkit
  - Task 1
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  - Task 3
  - Task 4
  - Task 5
  - Task 6
  - Task 7
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- 10. Selecting an aspect of cooperative learning resources to explore
  - Task 1
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- 11. Recording the outcomes and reflect on what should be done differently next time
  - Task 1
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  - Task 6
- 12. Test questions
- 13. Glossary
  - A-D
  - E-I
  - J-S
  - T-V
- 14. References
- Téma

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# 2.3 Teaching languages to young learners in the British culture

2. 3 Teaching languages to young learners in the British culture

Most British kindergarten apply grade-based curriculum, that is,

- Pre-school curriculum
- Kindergarten curriculum
- 1st grade
- 2nd grade
- 3rd grade
- 4th grade
- 5th grade

A preschool curriculum introduces young ones to basic concepts they will need to understand before they can delve deeper into subjects like English, science and math. With lots of fun activities and games, preschoolers are slowly introduced to numbers, the alphabet, and alphabet sounds. They also begin to learn about colours, shapes and sizes.[1]

Most kindergarten curriculum begins students in math and English. The lessons are very simple and deal with easily understandable concepts like counting and word endings. They usually revolve around objects kindergarteners are familiar with.

Students in 1st Grade are more familiar with the school setting. They are ready for more organization and structure in classes. This helps introduce students to increased writing and more advanced topics in English and math. The 1st grade curriculum usually has lessons on time and money. Students are also ready for science and social science as subjects. 1st grade activities reinforce classroom learning.

2nd graders are ready to tackle English grammar. In other subjects they are also moving on to more conceptual lessons. Their reading skills are much better, which will help them become independent learners. In the 2nd grade curriculum, students are learning a lot more about the world they live in. 2nd grade activities are a great way to get students to practice the lessons they have learned.

Fourth grade curriculum covers concepts that are tougher and more complex. Apart from mastering the skills already learned, 4th graders must also learn a variety of new topics in all the subjects. Free 4th grade curriculum plans available online are a valuable resources for home-schooling parents and teachers[2].

The 5th grade curriculum can be rather tricky to prepare. The last year of elementary school for many, 5th grade is when kids need to have mastered all the basics. The 5th grade curriculum should prepare students for all the new concepts they will be taught in middle school.

The relationship between communicative behaviour and cultural system are known. The question here is how to introduce these issues into our teaching and what activities would support children’s understanding.

By raising young learners’ cultural awareness through teaching English the primary aim should be to be able act naturally with native speakers later in their career while accepting their different reactions.

Each learner has to be introduced to the culture of the target language; no matter how young they are so that we could provide them with the optimum conditions for success. If we can look at culture through the children’s eyes we may get feedback of what motivate them to know more about the culture itself.

Thus activities[3] which involve learners in situations and actions where the language is challenging and appropriate to their abilities and interest must be the focus of teaching.

Task 1 Think how you can best meet the needs of children to become aware of English cultural issues.

My ideas | Ideas from the internet

Task 2 Do you agree with these issues?

Some principles of supporting learning | Yes I do, because | No, I do not and the reasons for it are
Using visuals in the form of pictures to male sense of new information |  |
Developing interactive and collaborative learning styles |  |
Using drama and role play to enhance empathy |  |
Getting learners work with partners and in small groups to be able to use English for specific purposes |  |
Using drills to help children to memorize new language |  |

Task 3 On the basis of what you have learned so far about the strategies of pre-school and kindergarten curricula try to plan your curriculum.

Take the followings into consideration:

- what do you want to develop, for example, communication, language, reasoning, problem solving etc.?
- what do you want to provide through the curriculum? For example, effective planning, recording and assessing children’s progress.
- how do you want to encourage children to observe, question and investigate?
- what activities do you use when teaching communication and language? For example, listening, talking, expression, reasoning, stories, poetry
- what will children be able to do by the end of the foundation stage? For example, explore and experiment with sounds and words, respond to what they have heard etc.

My primary aims and objectives are | The methods, techniques I want to achieve these aims
I want to develop |
I want to provide |
I want to encourage children to be able to |
I want to use activities when teaching communication and language |
By the end of the foundation stage I will be able to |
Creative development such as interpretation, awareness of colour and design |
Knowledge and understanding of the world by observing, designing |
Personal, social and emotional development, for example, learning concepts of fairness and respecting for the rights and opinions of others. |

Teachers of English often have questions that would be worth discussing with other professionals.

Here are few ones with some options the can be accepted or refused.

Task 4 Read them and add your often raised questions

Frequently asked questions | Options | I accept | I refuse, because
Isn’t a lot of partner sharing disruptive? | Sharing provides each child the opportunity to engage in the comprehension process. It is also a social activity and breaks up teacher talk |  |
Isn’t children’s free writing more creative and important? | Children benefit because they take risks without worrying about being correct, Receive immediate friendly feedback |  |
Does learning a foreign language at an early age cause a delay in language learning? | Bilingual children are more proficient they speak and here the most. Given enough time and exposure they will catch up in their less proficient language. |  |
Should children learn one language fully before starting to learn a second language? | Self-confident children with extrovert personalities will attempt verbal interactions in another language more quickly than their timid counterparts |  |

[1] More details can be found on this site: http://www.jumpstart.com/teachers/curriculum/grade-based

[2] You can use Jump Start's 4th grade worksheets and 4th grade activities

[3] This site will help to find the appropriate activities: http://learnenglishkids.britishcouncil.org/en/parents/apps/learnenglish-kids-playtime?utm_source=Intranet%20blog%20post&utm_medium=intranet%20page&utm_campaign=LEKidsPlaytime%20blog%20post-iOS-installs-from

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