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TEACHING ENGLISH AS A FOREIGN LANGUAGE TO CHILDREN
A. Introduction
A.1. the need of mastering English English language teaching to children in non-English speaking countries has grown exponentially
in recent years including in Indonesia. It is unavoidable in anywhere since English is an international language and all of us are part of the postmodern global life with no sharp barrier between nation and country anymore. Besides that, the increasing in the number of children when they are older (university times) they prefer study in English speaking countries since those
overseas universities over a wide range of courses and programs and greater chance to be accepted rather than in their own countries, obviously this includes in Indonesia where entering good universities in here is not cheaper than in overseas but far more limited places they have been offered. Therefore, children from the family with sufficient budget clearly will choose developed countries (particularly English ones) for their further education. Starting from this point as well, learning English since early ages is becoming more important now days in Indonesia.
A.2 Understanding the nature of children in learning language Young children are natural language acquirers; they are self-motivated to pick up language without conscious learning, unlike adolescents and adults. They have the ability to imitate
pronunciation and work out the rules for themselves. Any idea that learning to talk in English is difficult does not occur to them unless it’s suggested by adults, who themselves probably learned English academically at a later age through grammar-based text books. Understanding this nature of how children acquire their ability of language would be very helpful for teacher in choosing the appropriate approach in teaching methodology. Teaching English to very young learners involves more than merely teaching the language itself. Both the social and cognitive development of learners as well as the linguistics are need to be taken
into account when planning for and working with the very young children. According to Fauziati (2010: 89), the best way to teach children English is not only to get them in physically involved
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within the lesson, but also to create the illusion that they are simply playing games. It is also very good idea to promote class interactions rather than focusing on individual development.
A.3. Focus of the paper This paper will be focusing on informal English education or from non-government institution,
therefore the objectives will be met based on the need analysis of children/pupils and the analysis of current situations of society, economic, politic also other relevance sociocultural aspects. The curriculum will be designed to meet those needs rather than referring to the curriculum that has been set up by Indonesian government. I may refer to government guidance in some points relate to sociocultural aspects in education, however not in the whole curriculum arrangement. This paper is drawn upon my experience working with children when I lived in England since
2009 to 2013. The method I am trying to adopt is called Montessori teaching method, which originally came from the work of Maria Montessori, an Italian physician and educator who developed her philosophy of education based upon actual observations of children. Related to
learning language, this method is basically the way native speakers learn English as their first language. Since I believe young children are still in the process of their home language acquisition,
therefore by using the same strategies to pick up language, it would be easier for them to acquire English as their second language. This will be the method I will apply to my near future English school, Green Village English School. Therefore, just in case this article or other related articles to
be found in my school website: www.greenvillageschool.com or my personal blog www.bluehanin.wordpress.com, it is obviously coming from me.
Furthermore, this paper will be targeting the group ages of 2 to 5 (pre-kindergarten/playgroup to kindergarten/pre-school/TK).
B. Background Theories Fauziati stated that there are 3 prominent learning principles which are worth to be discussed
related to teaching language to children; they are (1) Cognitive interactionist, (2) Social
interactionist principles and (3) Characteristic of children (Fauziati, 2010: 90).
B.1 cognitive interactionist principle The most influential exponent of cognitivism was Swiss child psychologist Jean Piaget. Piaget
rejected the idea that learning was the passive assimilation of given knowledge. Instead, he proposed that learning is a dynamic process comprising successive stages of adaption to reality
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during which learners actively construct knowledge by creating and testing their own theories of the world (Jean Piaget: 1968). Piaget’s theory has two main strands: first, an account of the
mechanisms by which cognitive development takes place; and second, an account of the four main stages of cognitive development through which children pass. The mechanism includes equilibration, assimilation and accommodation. All cognitive development (intellectual and affective development) progresses towards increasingly complex and stable levels of organization. Equilibration takes place through a process of adaption, that is,
assimilation of new information to existing cognitive structures and the accommodation of that information through the formation of new cognitive structures. For example, learners who already have the cognitive structures necessary to solve percentage problems in mathematics will have
some of the structures necessary to solve time-rate-distance problems, but they will need to modify their existing structures to accommodate the newly acquired information to solve the new type of problem. Thus, learners adapt and develop by assimilating and accommodating new information into existing cognitive structures. Piaget also suggested that there are four main stages in the cognitive development of children. (1) In the first two years, children pass through a sensorimotor stage when the intelligence takes the form
of motor actions. (2) They will progress to pre-operation stage when cognitive structures dominated by instinctual drives. The second stage of development lasts until around seven years of age. Children begin to use language to make sense of reality. They learn to classify objects using different criteria and to manipulate numbers. Children’s increasing linguistic skills open the way
for greater socialization of action and communication with others. (3)The third stage is concrete operation when children begin to develop logic, but only perform on concrete objects and events (8-12 years). (4) In adolescence, children enter the formal operational stage, which continues throughout the rest of their lives. Children develop the ability to perform abstract intellectual operations, and reach affective and intellectual maturity. They learn how to formulate and test abstract hypotheses without referring to concrete objects. Based on Piaget’s theory above, we may conclude that children under 5 or 6 years old (playgroup to pre-school/TK) is in the stages that they learn through physical activities, empirical experience and manipulation of objects in the environment, or in other words learning by doing activities. Therefore, related to language teaching, classroom activities should create and offer engaging activities for children. Children need to be working on meaningful task and use language to accomplish those tasks (Hudelson, 1996).
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B.2. Social interactionist approach Social interactionist theory is an explanation of language development emphasizing the role of social interaction between the developing child and linguistically knowledgeable adults. It is based largely on the socio-cultural theories of Soviet psychologist Lev Vygotsky. He believed that all cultural development in children is visible in two stages (Vygotsky: 1978):
• First, the child observes the interaction between other people and then the behaviour develops
inside the child. This means that the child first observes the adults around him communicating amongst them and then later develops the ability himself to communicate.
• Second, Vygotsky also theorized that a child learns best when interacting with those around him
to solve a problem. At first, the adult interacting with the child is responsible for leading the child, and eventually, the child becomes more capable of problem solving on his own. This is true with language, as the adult first talks at the child and eventually the child learns to respond in turn. The child moves from gurgling to baby talk to more complete and correct sentences.
He also points out that the potential for cognitive development is limited to a certain time span
called the “Zone of Proximal Development (ZPD)”. Full development during ZPD depends upon full social interaction.
Actually, this is the fact that other people play important roles in helping children to learn, providing objects and ideas to their attention, talking while playing and sharing, reading stories, asking questions. By the help of adults children can do and understand more than they can on their own (Cameron, 2002: 5-8 in Fauziati, 2010: 92).
B.3. Characteristics of children Children like playing, and it is widely known that in learning process, they will understand better
and grasp the meaning of things quicker when they have seen some object with them. Understand the characteristics of children would help teacher to decide the most suitable approach in teaching children. Below some details implications:
First, Children like playing and learn things while playing. The implication to language teaching could be through games, by definition that game is an activity with rules, a goal and an element of fun. The emphasis in the use of games for language learning is on successful communication rather than on correctness on language (Hafiled, 1985 in Fauziati, 2010: 92). Furthermore, he states that games should be regarded as an integral part of the language syllabus, not as amusing activity for Saturday afternoon or for the end of term (Hafield, 1985:4 in Fauziati, 2010: 92).
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Secondly, children talk about the “here and now”. Adults both observe and impose the cooperative
principle when they talk to young children, they make what they say relevant, talk about the “here
and now” of the child’s world. They encourage children to take their turns and make their contributions to the conversation. They make sure that children make their contribution truthful by correcting them (Clark and Clark, 1977: 322 in Fauziati, 2010: 92). From this phenomenon we can conclude that the best way to teach and talk to children is about the things around them, themselves, families, friends, and immediate surroundings. They should not be asked to discuss abstract things or life and situation in the past or in the future. Finally, children understand and retain the meaning better when they have seen some objects associated with it. For this reason, teacher should expose the students to real life situations. Other strategies can be applied to support this method by using visual aids, picture and images, since visual are more vivid and attractive than words.
Multiple Intelligences Theory The multiple intelligences theory of Howard Gardner (1983) is a more recent influence on education. Traditional views of intelligence favoured particular cognitive processes, including
certain types of problem solving (mathematical-logical intelligence) and language abilities (linguistic intelligence). Gardner chose eight abilities that he held to meet these criteria: musical–
rhythmic, visual – spatial, verbal – linguistic, logical – mathematical, bodily – kinaesthetic, interpersonal, intrapersonal, and naturalistic. He later suggested that existential and moral intelligence may also be worthy of inclusion. Although the distinction between intelligences has been set out in great detail, Gardner opposes the idea of labelling learners to a specific intelligence. Each individual possesses a unique blend of all the intelligences. Gardner firmly maintains that his theory of multiple intelligences should "empower learners", not restrict them to one modality of learning.
Multiple intelligences theory shows promise in developing appropriate practices for children who do not fit the traditional mold or do not excel in the math or linguistic areas. Teachers can use
children's types of intelligences to assist in planning and teaching in areas in which they are not as gifted. Schools and teachers, however, are not usually equipped equally to deal with multiple intelligences. For example, children from lower socioeconomic areas may not have many opportunities to explore music or visual-spatial intelligences, even if these are areas in which they might thrive. More efforts need to be made to understand multiple intelligences fully and to develop the resources necessary to support them.
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C. Classroom Activities C.1. Activity Planning Tips Encourage interaction. Involve children in dialogue with peers and adults who will model more advanced language use. Develop activities that encourage real dialogue between child–child and adult–child rather than relying on activities that just require children to respond by either nodding their heads or pointing to a picture. Encourage interaction between children in pairs or small groups. Interact with the children When children make a vocabulary or grammatical error, recast what they said using the correct
form, and then move on with the conversation. Make an effort to expand on children’s language. For example, if a child says, “My shoes,” we can talk about the colour or type of shoes the child is wearing.
Use repetition Language use can be low-level at first; e.g., repetition. Repetition is nonthreatening and helps with
pronunciation. Children need to feel secure and successful even when they are beginners. Incorporate the same language functions, vocabulary and sentences in many activities and across
themes. Make sure children get numerous opportunities to both hear and use language functions in conversation.
Introduce new material slowly. Introduce new linguistic material in small chunks at a time. For new activities at the beginning of the year, start with us talking and the children listening, but as soon as children are comfortable and capable, move to activities where children are encouraged to produce English. Be flexible Children in most learning settings will have a wide range of English abilities; therefore, the activities and programming you provide must be flexible and open-ended to allow for children to
feel competent and yet challenged to grow in ability. Children will come with a variety of culturally learned styles of interaction. Some children will be outgoing and gregarious in their
interactions, others will be quiet listeners; therefore, language-rich activities that appeal to these differences must be provided. Allow for breaks
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It is possible that some children in the beginning and emerging stages may need a break from the
pressure to interact using language. Therefore, for these children, activities like the sand table, building blocks or picture drawing can be a “safe haven.”
C.2. Language-rich activities Age-appropriate activities for young children are typically designed to enhance a range of developmental areas: cognitive, spatial, motor, linguistic, social and so on. It is important to make as many activities as possible opportunities to explore and practise language. Activities that naturally encourage meaningful language use include the following: Storytelling and retelling Children can tell stories from pictures, books or their real lives. Retelling a story that they have just
heard is a good way for children to use their knowledge of language. Short stories supported by pictures are best for all children, especially for beginner English language learners. Treasure baskets Treasure basket is an excellent approach in learning for very young children (under 3 years old).
This approach has been used for decades by childcare professionals as a means of teaching young children how to select, touch, taste and feel. We can adopt this in to our language teaching method by relating their activities (exploring things) with expressing their feeling through sounds and simple words. It's a simple idea, however, according to my experience when I was working with children for years in Southeast England, this learning activity seemingly works to delight and inspire little eyes, ears and mouths - enriching their experience of objects around them and
helping them to gain confidence in making decisions, making a sound and words. The Montessori teaching method is largely based on learning through touch, taste and sound and has proven that children can benefit from learning in this way. Puppets Puppets can be used as part of a listening activity at first and an interactive activity later on. Describing unseen objects These are activities where children must guess at something they cannot see but can feel, or where one child gives instructions to another child who cannot see the picture. For example, children
reach into a bag of toys and have to describe and identify them by touch. Or, one child gives instructions to another child about where to put figures on a felt board to create a certain picture. Motivating activities
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Special activities designed to make children want to talk can provide the motivation needed for shy or reluctant speakers. For example, pictures or stories with unexpected images or events; e.g., swimming in sand or opportunities to sing and dance to a catchy tune, can motivate even shy children to use whatever English they know. Language-based games Examples of these are “Simon says” and “I spy with my little eye.”
C.3. Sample Lesson Plans Activity 1: Songs and Rhymes Materials: Recorded songs, DVD player Activity: Because songs and rhymes allow for limitless repetition, choose them as part of the daily routines through which children have an opportunity to practise pronunciation and new vocabulary. Encourage all children to sing along when you begin to sing or when
a recorded song is played. Songs with simple, repeated words are best for this purpose. For
example, singing “Old McDonald had a Farm” allows children to use the names of the
animals and the animal sounds. Young children at the beginning and emerging stages of learning English may only be able to hum the melody or make the animal sounds. With time and repetition, they will begin to hear and anticipate what is coming next in the song and be able to sing most of the words.
Family and community participation: Learning songs and rhymes used in the cultures represented in the group will allow for a smoother transition between home and school.
Through consultation with family and community members, identify folk songs, music and rhymes traditional to farm life and animals to introduce to the children. Consider hosting live performances by family or community members so all children can hear and enjoy the different songs and rhymes from their culture. Children can then become involved in learning these songs and rhymes, or creating ones of their own. Language element emphasized: describing objects and actions
Activity 2: Storytelling/Reading Materials: Reading the colourful book “The Very Hungry Caterpillar” (More story books available in my English School or just visit my website: www.greenvillageschool.com).
Activity: Tell the story “The Very Hungry Caterpillar” with the aid of a picture book. Use
simple language and gestures while also pointing to the pictures to help the children follow
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the story. All children can be encouraged to vocalize the different animal sounds according to the pictures. Extension: Read the story using gestures, and then have different children tell the story while using the picture book as a prompt. For the beginner: Help the child to hold the book, turn the pages, and point to the characters on each page as the story is read aloud. For the intermediate learners: Ask the child to take turns along with an English-speaking peer to retell the story. Family and community participation: After we tell or read the story in English, invite parents or community members to read or tell the story. Language elements emphasized: listening and following a storyline, narrative storytelling, describing a present scene, object or person/character.
Activity 3: Creative activities Materials: Various art media such as modelling clay, paint, felt, crayons, textile pieces, materials for making puppets
Activity: Ask the children to represent the story through various art media such as
modelling clay, paint, felt, crayons, and textile pieces and so on. They can create models of the characters, drawings of the story, build puppets (stick puppets, paper bag puppets, and
sock or mitten puppets), masks, mobiles, and so on. While working alongside the children,
describe the properties of the materials as well as your actions. For example, “I like how squishy the clay is. I am rolling it into a ball. If I pinch it here and here, I can make ears for a cat. Now I can roll a smaller piece to make a tail.”
Extension: Ask children questions regarding the materials such as, “How does the clay feel when you squish it?” or “How should the fabric for the cat puppet feel?” Family and community participation: Ask parents and community members to bring materials from home like the ones listed above that could be used to create culturally specific characters from the version of the story known in their culture.
Language elements emphasized: asking and responding to questions, expressing likes and dislikes, describing objects and actions, giving information and explanation, making requests.
The sample activities above could be most likely adopting from the way native speakers learn English as their first language, however, based on my own experience with three of my children who are learning English as a second language, I do believe in the way children develop their
language whether their first language or another language is quite similar and naturally. It is believed and proof able that children pick up everything much quicker than adults do. Therefore, learning language whatever the language is will not be different for them as long as we (teacher) use the appropriate teaching approaches.
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D. Conclusion English is becoming the most important language now days, since English is considered as international language and we are entering the global village era where the life is not limited by nation, region, country and culture.
Learning English starting from early ages is proved to be more effective and efficient rather than adult times since young children are still using their individual, innate
language-learning strategies to acquire their home language and soon find they can also
use these strategies to pick up English. It is widely acknowledged that children learn and pick up things better and quicker than adult.
Understanding the nature of children in language acquisition is very important for children to set up learning strategies and significant approach in language teaching
There are 3 prominent learning principles which are worth to be discussed related to
teaching language to children; they are (1) Cognitive interactionist, (2) Social
interactionist principles and (3) Characteristic of children
The more recent theory that give much influence on education is a multiple intelligences
theory of Howard Gardner (1983). Traditional views of intelligence favoured particular cognitive processes, including certain types of problem solving (mathematical-logical intelligence) and language abilities (linguistic intelligence). Gardner chose eight abilities
that he held to meet these criteria: musical– rhythmic, visual – spatial, verbal – linguistic, logical – mathematical, bodily – kinaesthetic, interpersonal, intrapersonal, and naturalistic. He later suggested that existential and moral intelligence may also be
worthy of inclusion. Although the distinction between intelligences has been set out in great detail, Gardner opposes the idea of traditional views of intelligence that labelling learners to a specific intelligence (e.g. logical and language intelligence) . He believed that each child possesses a unique blend of all the intelligences. Gardner firmly maintains that his theory of multiple intelligences should "empower learners", not restrict them to one modality of learning.
Young children most of the times learning everything through play-like activities. They pick up language by taking part in an activity shared with an adult. They firstly make
sense of the activity and then get meaning from the adult’s shared language. Therefore, as a teacher we have to be more creative in finding attractive ways in learning and teaching activities. Such as games, storytelling, and other creative activities.
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E. References Piaget, J. (1968). Six Psychological Studies. Anita Tenzer (Trans.), New York: Vintage Books. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Chapter 6 Interaction between learning and development (79-91). Cambridge, MA: Harvard University Press.
Piaget, J. 1972. The Language and Thought of the Child. Ohio: World Publishing Company Smith, Mark K. (2002, 2008), Gardner "Howard Gardner, multiple intelligences and education", the encyclopaedia of informal education, retrieved 22 October 2011
McKenzie, W. (2005). Multiple intelligences and instructional technology. ISTE (International Society for Technology Education).
Fauziati, Endang. 2010. Teaching English as a Foreign Language (TEFL). Era Pustaka Utama. Surakarta. Indonesia.
Personal Resources: www.greenvillageschool.com or www.bluehanin.wordpress.com
