TEACHING ACROSS AGE LEVEL in partial fulfillment of TEFL assignment
By ASA!L CH!SNA
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Teaching across age Level begins to deal with contextual consideration language teaching, by addressing the learner variable of age. There are the levels of age: 1.TEACHING CHILDREN
Popular Tradition, children are effortless second language learners and far superior to adults in their eventual success. On both counts, some qualifications are in the order=> 1st: Childrens !idespread success in acquiring " nd language belies a tremendous subconscious effort devoted to the tas#. Children e$ercise a good deal of both cognitive and affective effort in order to internali%e both native and second languages. The different bet!een children and adults, children are spontaneous, peripheral attention to language forms. "nd: &dults are not necessaril' less successful in their efforts. (tudies have sho!n that adults, in fact, can be superior in a number of aspects of acquisition. The' can learn and retain a larger vocabular'. &nd, in the classroom learning, their superior intellect usuall' helps them to learn faster than a child. )rd: The popular claims fails to differentiate ver' 'oung children *+- 'ears old from pubescent children *1"1) 'ears old. &ctuall' man' instances of -1" 'ears old, children manifesting significant difficult' in acquiring a second language for a multitude reasons such as social, cultural and political factors. •
There are five categories to help some practical approaches to teaching children=> 1. /ntellectual 0evelopment (ince children *up to age of about 11 are still in an intellectual stage of !hat Piaget *12" called 3concrete operations,4 !e need to remember their limitations. 5ules, e$planations and other even slightl' abstract tal# about language must be approached !ith e$treme caution. There are some rules for the classroom: 0ont e$plain grammar using terms li#e 3 present progressive4 5ules stated in abstract terms. (ho! patterns. 6.g. 3This is the !a' !e sa' it !hen its happening right no!: /m !al#ing to the door
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Certain more difficult concept or patterns require more repetition than adults need. &ttention (pan One of the salient differences bet!een adults and children is attention span. The children !ill have an attention to something that ma#e them interesting. To ma#e them interesting to the lesson, !e can do> &ctivities should be designed to capture their immediate interest. & lesson needs a variet' of activities & teacher needs to be animate, livel', and enthusiastic about the sub7ect matter. &dd a sense of humor. Children have a lot of curiosit'. (ensor' /nput Children need to have all five senses stimulated. Pepper lesson !ith ph'sical activit' such as games or role pla'. Pro7ect and other handson activities (ensor' aids children help children to internali%e concepts such as the smell of flo!ers or audiovisual things. Our non verbal language is important. &ffective 8actors Children are e$tremel' sensitive, especiall' to peers e.g. 9hat others thin# of me /s m' grammar incorrect (o, the teacher to need to help them to overcome such potential barriers to learning=> ;a#e 'our students to laugh !ith each other
"0 TEACHING A(!LTS
<hough man' of 3rules4 for teaching children can appl' in some !a's to teaching adults, the latter age group poses some different. &dults have superior cognitive abilities that can render them more successful in certain classroom
endeavors.
Do-sho!
respect for the deeper thoughts and feelings that ma' be 3trapped4 for the moment b' a lo! proficienc' level. The' are nevertheless /ntelligent gro!nups !ith mature cognition an full' developed emotions. ". ". Don’t treat adults li#e children e.g.calling them 3#ids4 ?sing 3careta#er4 tal# *the !a' parents tal# to children Tal#ing do!n to them. ). Do give 'our students as man' opportunities as possible to ma#e choices *cooperative learning about !hat the' !ill do in and out of the classroom to ma#e and investment in their o!n learning process. +. Don’t discipline adults in the same !a' 'ou !ould children. /f discipline problems occur *sho!ing disrespect, laughing, etc, assume that 'our students are adults !ho can be reasoned li#e an adults.
TEACHING TEENS
/n this level, Teens are in bet!een childhood and adulthood, a child at the age of pubert' or usuall' called 3'oung adults4 !hose ages range bet!een *1"1@ 'ears old. The 3terrible teens4 are and age of transition, confusion, selfconsciousness, gro!th, and changing bodies and minds. Therefore, a special set of consideration that can appl' to teaching teens is needed. There are:
1. /ntellectual capacit' abstract operational thought around age 1".
Therefore, some sophisticated intellectual processing is increasingl' possible.
). Aarieties of sensor' input are still important.
+. 8actors surrounding ego, selfimage, and selfesteem are at their pinnacle *the most success. To #eep their selfesteem high, the teacher should: a. avoiding embarrassment. b. c. d. e.
&ffirming each persons talent and strength, &llo!ing mista#es Competition bet!een classmates, 6ncouraging small group !or#.
. (econdar' school students are of course becoming increasingl' adult li#e in their abilit' to ma#e those occasional diversions from 3 here and no!:4 nature of immediate communicative conte$t to d!ell on grammar or vocabular'.
