UNIT 5

Learning Styles of Young

Language Learners (Part II)
(Kindergarten and First to Sixth Grade)
. . . . .

A. Description of Course
Identify, evaluate, and selectively apply a wide variety of learning style in
kindergarten, first to sixth grade. The young learmers age 5-12 years needs
learning styles based on imitation, teacher creativity in providing some
visual, realia, thematic lesson and familiar teaching material.

B. Relevance of Course
The students can reflect to demonstrate the comprehensive knowledge, use
of the theory learning styles and apply the ‗real life‘ context in teaching
material. The students will demonstrate strategies to create a more
interactive and communicative classroom, particularly for young learners of
English.

C. Learning Outcomes
The students are able to comprehend the concept and the implementation
a wide of variety of learning style in kindergarten, first to sixth grade.

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D. Detail of Material
Teaching Learning Styles
Putra (2012) stated that The teachers‘ teaching style include their ability to
1) keep the learners‘ motivation high or generate energy to learn in class, 2)
handle the problem of giving rewards and punishment, 3) establish rapport
and 4) use certain teaching technique. While the physical environment of
the classroom involves the seating arrangement, classroom walls and
board. The use of the native language of the learners deals with the
consideration on when to appropriately use and not to use it.

Ten Helpful Ideas for Teaching English to Young Learners

Joan Kang Shin

Teaching English to Young Learners (TEYL) is a rapidly growing field

around the world, and English education is increasingly found at the primary
levels. However, starting earlier is not necessarily the solution for producing
better English speakers. Therefore, what can EFL teachers of young
learners do to take advantage of the flexibility of young minds and the
malleability of young tongues to grow better speakers of English?

1. Supplement activities with visuals, realia and movement

Young learners tend to have short Use brightly colored visuals, toys,
attention spans and a lot of physical puppets or objects
energy. In addition, children are very • Community donations for toys
much linked to their surroundings and and objects
are more interested in the physical • Create a―Visuals and Realia
and the tangible. As Scott and Bank‖
Ytreberg (1990) describe, ―Their own • Use Total Physical Response
understanding comes through hands (TPR) by James Asher (1977)
and eyes and ears. The physical • Use TPR Storytelling by Blaine
world is dominant at all times.‖ Ray

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 http://www.blaineraytprs.com/
2. Involve the students to making visuals and realia
Young learners have short attention Students draw different
spans. For ages 5–7, Keep activities characters for a story or make
around 5 and 10 minutes long. For puppets, masks, play-do
ages 8–10, keep activities 10 to 15 sculptures
minutes long. Scott and Ytreberg • Collaborate with the art teacher
(1990) suggest creating a balance to make the visuals you need for
between the activities in the column you activities
on the right side • Students contribute their own
toys for the lesson (―Show and
tell‖)

3. Move from activity to activities

Young learners have short attention • Quiet/noisy exercises
spans. For ages 5–7, Keep activities •Different skills:
around 5 and 10 minutes long. For listening/talking/reading/writing
ages 8–10, keep activities 10 to 15 • Individual/ pairwork/ groupwork/
minutes long. Scott and Ytreberg whole class
(1990) suggest creating a balance activities • Teacher-pupil/ pupil-
between the activities in the column pupil activities
on the right side. .

4. Teach in themes
A thematic unit, a series of lessons Common themes for YLs:
on the same topic or subject, can animals, friends, family,
create broader contexts in which to environment, citizenship,
teach language, recycle language shopping, or units revolving
from lesson to lesson, and allow around a storybooks, e
students to focus more on content websites, celebrities, or movies

Teaaching English for Young Learners © 2017 50

and communication than on language students likThemes based on
structure. curricula from students‘ other
subjects are also effective (Haas
2000)
5. Using stories and contect familiar with the student
Use of stories and contexts in home • Take a favorite story in the L1
country or culture can help YLs and translate it into English
connect English with their • Allow students a chance to
background knowledge, which is personalize content every lesson
limited because of their young age
and inexperience.

6. Establish classroom routine in English

YLs function well within a structured • Clap short rhythms for students
environment and enjoy repetition of to repeat.
certain routines and activities. Having • Start the lesson with song or
basic routines in the classroom can chant
help to manage young learners. • Add classroom language to the
routines as well
7. Use L1 as resource as necessary
Use L1 in the classroom as a • Quickly make a difficult
resource for forwarding the learning expression
process without becoming too reliant comprehensible by translating
on it. Concentrate on building into L1
communicative skills. Save your time • Use L1 for complicated
for the directions for activities
target language actually within
students‘ reach.

8. Bring in helpers from the community

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 9. Collaborate with other teachers in your school.
10. Communicate with other TEYL professionals
Joan Kang Shin University of Maryland, Baltimore County
[email protected] 17

Learning styles in kindergarten and first grader to sixth grade

Learning styles in kindergarten
Kindergarten is considered an important and purposeful educational level
and it is not less important than other educational levels. Moreover, it is a
level that has important behavioral, cognitive and affective goals, which the
teacher tries to make the students acquire them. The teacher seeks to
provide an educational environment to the child to help him acquiring the
specified cognitive skills of the curriculum using innovative teaching
methods based on the modern cognitive learning techniques, which
motivate the child‘s thinking during the process of learning.
In addition, the teacher has variety of roles as motivating the child to
acquire behavioral skills that helps the child‘s transition to the school‘s level,
reducing the child‘s attachment of his parent when he enrolled with the
kindergarten and developing the child‘s emotional side to be more
independent.
Visual learners in kindergarten are attracted to puzzles, building sets, the
computer, cutting and passing, and other activities that involve their eyes
and hands. Drawing and printing come easily, as does the memorization
word of configurations by the beginning reader. It comes as no surprise that
visual learners go on to enjoy video games, the internet, board game, crafts
and models.
Auditory learners in kindergarten are love to sing and recite the song and
rhymes, ask a seemingly endless stream questions, and have clear, precise
speech like tell the story or legend.
Kinesthetic learners in kindergarten are drawn to climbing, jumping, block
building, riding toys, and full body activities in wide open spaces.

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 Learning styles in first to six grades
Beginning in first grade, students are expected to master reading, spelling,
and math, while the ability to successfully complete class work and
homework assignments becomes high priority.
Visual learners in first to six grades are likely to use flashcards, direct
copying of notes and vocabularies, write down summaries, and watch
videos and simulation.
Auditory learners in first to six grades are love to read aloud and are able
to follow oral directions with ease, and ask and answering questions
Kinesthetic learners in first to six grades are taught with role playing,
relate knowledge to movement, followed the instructions to make things.

E. Worksheet
Role Play
Think about what you have seen and learned in this classroom about
learning and teaching styles for primary students. Now do these two role
plays with a partner.
Role Play #1

Person #1 Person #2
You are an English teacher in a You are a supervisor at a primary
primary school. Your supervisor school. You visit a teacher‘s class
comes to visit your classroom and and are surprised to see her
is surprised to see your students students out of their seats playing
out of their seats playing games games and having fun. You think
and having fun. She thinks that that this teacher is not doing her
you are not doing your job. Listen job. Tell her that you think she is
to what she says. being irresponsible.
Respond to her and explain why Demand that she explain herself to
you are teaching English this way. you!

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 Role Play #2

Person #1 Person #2
You are a parent of a primary You are an English teacher in a
student. You notice that your child primary school. A parent of one of
brings back art projects, funny your students comes to see you.
pictures, and strange stories from She thinks that your assignments
English class. You think it looks like art projects and stories are fun
fun, but you aren‘t sure that he is but do not seem like good English
really learning English. You ask instruction. Listen to what she
his teacher why he isn‘t bringing says.
home more grammar and Explain to her why you are
vocabulary exercises. After all, it is teaching English this way.
English class! Tell the teacher you
are not sure this is good English
instruction.

F. Further Discussion
Visit this website and make summary of it in your own words.
https://education.cu-portland.edu/blog/early-education/diverse-learning-
styles-in-early-childhood-education/

G. References
Chamot, A. U. (1993). Student responses to learning strategy instruction in
the foreign language classroom. Foreign Language Annals, 26, 308-
321.
O‘Malley, J. M. and Chamot, A. U. (1990). Learning strategies in second
language acquisition. UK: Cambridge.
Putra, J.R(2012) .Creating a Positive English Language Teaching and
Learning Environment in EYL Classroom Setting. Proceeding Teflin 2

Teaaching English for Young Learners © 2017 54

eprints.umk.ac.id/340/28/PROCEEDING_TEYLIN_2.224-267.pdf by I Syafe
- 2012
Shin. J.k (2012) Teaching English For Young Learners. University of
Maryland, Baltimore [email protected]
1https://alassemah.files.wordpress.com/2012/01/young_learners_book
.pdf

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