English For Young Learners

A Summary of the Rationale and Psychological Theories of English for Young Learners
(EYL)
In Indonesia, English is introduced as a local content subject at the elementary level

of children’s education. As such, teaching English from grade 4 in elementary school must be
determined based on certain considerations. In relation to foreign language learning, particularly
English, there are three developmental psychological theories that are considered relevant to be
used as a rationale for developing English learning program for children. The three psychological
theories emphasize on the stages of cognitive development in children, the importance of social
interaction, and the role of adults in encouraging children’s learning. These psychological
theories of English for Young Learners were proposed by Jean Piaget, Lev Vygotsky, and Jerome
Bruner.
1. Jean Piaget (1896-1980)
According to Piaget (1969) the cognitive performance in children is associated with the cognitive
development stage they are in. Children construct an understanding of the world around them by
developing what they already have and interacting with what they discover in their environment.
In the interacting phase, children will adjust their ideas accordingly so that they can learn and
solve the problem.
In addition to Piaget’s proposed idea that children’s cognitive performance is directly related to
the stage they are in, Piaget proposed four major stages of development:
- Sensorymotor Stage (from birth to 2 years)

- Preoperational Stage(from 2 to 8 years)
- Concrete operational stage (from 8 to 11 years)
- Formal stage (from 11 to 15 years or more)
Every child develops differently. A child will not always develop at the same rate as other
children. Even though at the same age, one’s growth and development may be faster or slower
than others.
Based on the four major stages of development mentioned above, it is clear that children aged 6
to 12 years who attend elementary schools in Indonesia are at the end of Preoperational Stage
and Concrete operational stage and at the beginning of Formal stage. Thus, in order to achieve
the stage of logical and formal way of thinking, children who attend elementary school need to
get attention in accordance with their knowledge development and intellectual skills.
2. Lev Vygotsky: Zone of Proximal Development (ZPD)

Vygotsky's theory is known as a theory that focuses on social factors. It is also often
being referred to as ‘sociocultural theory’. Nevertheless, Vygotsky did not ignore the cognitive
development theory in essence. Vygotsky believed that language plays critical roles in cognitive
development, especially in social speech, private speech, and inner speech.
Zone of Proximal Development (ZDP) is the difference between what a learner can do without
help and what he or she can do with help. According to Vygotsky (1962), the process of
children’s language learning takes place and develops in a social context, such as a community in
which adults play their role in helping children learn to use language. Through social interaction,
adults act as intermediaries of the world around children. For Vygotsky, the environment in
which children grow up will influence how they think and what they think about. Vygotsky
believed that when a child follows an adult's example, the adult’s example will encourage the
child’s ability to do certain tasks without help or assistance.
In preparing the English for Young Learners program, Vygotsky's views toward cognitive
development are important, especially in terms of how students think and work, and how
students acquire and process the information they have just obtained. Vygotsky's views and other
experts are also useful for making teachers understand how to maximize the various learning
strategies since the main role of teachers is to provide help and guidance to children.
Furthermore, interacting with other people will also spur children’s cognitive development or
children's thinking to find something new. When learning something new, there is a process of
connecting what they already know (prior knowledge) and what they discover through various
learning experiences (new knowledge).
3. Jerome Bruner: Discovery Learning and Scaffolding

According to Bruner (1983-1990) the most essential thing for cognitive development is
language. Engaging in an active dialog with a child during any activity is a verbal assistance that
adult can give to the child. The form of structured interaction between the child and the adult is
transferred to the classroom in the form of speaking activities between teacher and students. This
startegy is called scaffolding.
Scaffolding can be applied by the teacher through various methods. For example, giving advice,
mentioning the importance of things learned, reminding something, giving examples and so on.
Bruner said that the same concept or theme of the methods may be repeated. However, Bruner
suggested that repetition of the concept still elevates new and more complex aspects.
Reference:
Suyanto, Kasihani K. E. 2008. English for Young Learners Melejitkan Potensi Anak Melalui
English Class yang Fun, Asyik, dan Menarik. Jakarta: Bumi Aksara.

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A Summary of the Rationale and Psychological Theories of English for Young Learners

In Indonesia, English is introduced as a local content subject at the elementary level

1. Jean Piaget (1896-1980)

- Sensorymotor Stage (from birth to 2 years)

2. Lev Vygotsky: Zone of Proximal Development (ZPD)

3. Jerome Bruner: Discovery Learning and Scaffolding

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