Focus on

LEARNING WITH
CONCEPTS

1. What is it?
Learning with concepts is about identifying and exploring concepts, or ‘big ideas’.
Rather than teaching a set of disconnected facts, you are guiding learners to
understand and apply concepts across different contexts and subject areas. This
approach promotes the use of critical thinking, inquiry, and analysis to explore ideas
and problems.
Learning with concepts typically involves the following interconnected elements:
• Key concepts. These are universal ideas and principles that go beyond specific
subject areas. Examples of key concepts include identity and communication.
• Supporting concepts. These help to expand learners’ understanding of the key
concepts. Supporting concepts for identity could include family, friends, and likes/
dislikes. Supporting concepts for communication could include speech, body
language, the written word, and pictures.
• Situations and examples. These are real-life contexts, scenarios, and hands-on
activities that help learners to see how the key concepts and related supporting
concepts can be applied in practice.
Once you have introduced a concept such as communication, and your learners
have engaged with it, you can use open-ended ‘big questions’ to help them make
statements about the concept. For example: “Why do we draw pictures?” This question
might lead learners to suggest: “We draw pictures to help us communicate if we can’t
speak and when we don’t know the words”, or “We draw pictures to tell stories”.
Learners then complete projects or activities that allow them to apply what they have
learned in a meaningful, real-life context. For example, they might make a thank-you
card to give someone, as a way of communicating.

ABOUT THE AUTHOR

Bridget Kelly is a writer, English teacher, and life-long language learner based
in Oxford. She has taught in France, Spain, Nepal, and the UK, and has written
language learning materials for children all over the world.

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LEARNING WITH CONCEPTS

Learning with concepts aims to promote curiosity and a deep, Encouraging creativity, exploration, and curiosity
lasting understanding of the world around us. This goes beyond The learning with concepts approach encourages young learners
surface-level understanding, as learners develop the ability to to ask questions, consider new ideas, and think creatively. This
apply knowledge over time; the approach allows learners to can help them to develop a love of learning and encourages
analyze information critically and transfer their knowledge to their natural curiosity. By following this approach, learners can
new situations. It encourages them to ask questions, investigate be supported to ‘think outside the box’ and come up with
their world, and make meaningful connections within concepts innovative solutions to problems. Creativity has been linked
and ideas. It also helps learners to develop important skills, to well-being, or general happiness, which in turn promotes
such as problem-solving, communication, and creativity. In the good memory and successful learning. Pre-school learners
language-learning classroom, it provides many opportunities usually have plenty of creativity and curiosity, so the approach is
for meaningful, motivating communication. By focusing on especially well-suited to this age group.
concepts, you can help students develop a love of learning and
Promoting independence
enable learner independence.
Learners are encouraged to ask questions, seek answers,
and express new ideas, all of which provide opportunities to
2. Why learn with concepts in the pre-school use new language. This communicative approach develops

English classroom? independence, confidence, and the self-directed learning skills

that are essential for language learning.
Promoting deep understanding
Encouraging collaboration and communication
Learners develop a deep understanding of the subject matter as
Learning with concepts involves doing activities where students
they explore key concepts. They can connect new information to
communicate ideas and work together. These activities help
their real-life experiences and make sense of the lesson content
young children to develop important social and emotional skills,
in a meaningful way. As a result, students are much more likely
as they learn to express themselves more effectively and work
to remember new language and ideas in the long-term than
successfully with others.
they are with a more traditional approach, which may not give
them the opportunity to use the language they are learning in a Supporting diverse learners
real-life context. The learning with concepts approach allows activities to be
adapted to support learners with different learning styles and
Promoting active learning
abilities. By focusing on key concepts, lessons can be shaped to
Learners actively engage with the concepts in a hands-
meet the needs of individuals. This increases learner motivation
on, experiential way. This can be particularly beneficial for
and engagement, promotes the idea of including everyone, and
pre-school children, who learn effectively through play and
gives all students the opportunity to succeed.
exploration.
In summary, learning with concepts is an effective approach
Enhancing critical thinking for teaching language and communication skills in the pre-
Exploring key concepts promotes critical thinking skills by school English classroom. It promotes deep understanding,
encouraging learners to evaluate information and ideas. This critical thinking, creativity, independence, and inclusion, helping
approach helps young learners to develop reasoning and learners to develop the skills and knowledge they need for the
problem-solving abilities and prepares them for a language- future.
learning journey that can last their whole lives.

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LEARNING WITH CONCEPTS

If you have limited access to digital resources, then other

3. What are the challenges of learning with classroom materials can be used creatively. For example, when
concepts in the pre-school English classroom? thinking about communication, learners can make street signs
using pens and paper and act out communicative role-plays
While this is a valuable method for teaching English, it also
in the classroom. A workstation approach can also work well –
poses certain challenges for young learners. Some of these
some of the learners can explore one set of resources while
challenges are described below, along with suggestions for
others explore a different set, before rotating. This approach is
overcoming them.
also good for some young learners’ limited attention spans.
Limited language proficiency Overall, concepts can be a powerful tool for promoting
Young learners often have limited English, which can make it meaningful learning in the pre-school English classroom. By
difficult for them to engage with concepts at first. However, you addressing these challenges using appropriate strategies,
can help by providing language support, such as visual aids, teachers can create rich and engaging learning experiences.
real-life examples, and simplified language. It is sometimes also
appropriate to use Language 1 (L1) when you are helping your
learners to understand the concepts. 4. How can learning with concepts be
Limited prior knowledge implemented in the pre-school English
Young learners are unlikely to have extensive prior knowledge
of the concept content area, which can make it tricky for them
classroom?
to connect with some of the concepts at first. You can help Examples
them by using examples that build on your learners’ real- Use real-life, open-ended examples to introduce new concepts
life experiences, so that they begin making connections. For and to support new language. You might choose to take a walk
example, you could ask learners to think of different ways to around the learning setting, or even the local neighbourhood,
say “hello” in L1 for the concept of communication. You can to find real-life examples of communication. These could include
also use project work to help learners personalize their learning. people speaking and gesturing, posters, colour-coding, audio
Making and playing with puppets, or making a thank-you card, announcements, and signs. You can build on your learners’
could support your learners’ investigation of communication. experiences by asking them questions that expand their
thinking.
Try to avoid choosing concepts that are highly abstract or
too complicated for the ‘small world’ of this age group. As Questions
mentioned earlier, an example of an understandable concept is Questions are a vital tool as they help learners to engage
identity, as this is something that learners can explore through with concepts in a more meaningful way and develop a deep
their interactions with friends and family, the books they read, understanding of them. Start by identifying essential questions
and their likes/dislikes. Examples of concepts that might be too that are central to the concept. Essential questions should be
abstract for the age-group are time and freedom, as many pre- open-ended and thought-provoking, encouraging learners to
school learners will not fully understand or be able to express explore the concept in detail. For example, if you are discussing
ideas about these concepts, even in L1. communication, an essential question would be “What are some
different ways we communicate?” Note, though, that essential
Time constraints
questions are primarily for lesson planning – you usually
It can take time to explore a concept. You can be more time
wouldn’t ask the students essential questions directly (although
efficient by planning activities in advance (and making good use
in some instances this might be appropriate).
of any available lesson notes that accompany your coursebook).
You can break concepts down into manageable parts, allowing Ask guiding questions to help learners think about the essential
learners to develop their understanding gradually. Breaks questions in more detail and consider the supporting concepts.
between lessons will provide opportunities for learners to apply These questions can be specific and focused to help learners to
the concepts to real-life situations. It is a good idea to make develop a deeper understanding of the concept. For example,
parents and carers aware of the concepts being studied and if the essential question is “What are some different ways we
to suggest ways that they can be revisited at home. This will communicate?”, then guiding questions might include: “Who do
provide a home–school link that helps learners to make further you talk to and what do you say?”, “When do we use signs?”,
connections, building on their initial understanding of the “Can you see a sign right now?”, “What is the sign for?”, or
concepts. “Why do we write words and draw pictures?”
You can also encourage learners to ask their own questions and
Limited resources
investigate the concept in a more self-directed way. In addition,
You may feel that you have limited access to resources and
questions can be used throughout the learning process to check
materials that support learning with concepts. For example,
for understanding. This will also help you to understand where
leaving the classroom for mini-trips might not be an option
your learners’ interests lie and to identify any gaps in prior
for your class. However, digital resources such as videos,
knowledge.
online articles, and virtual field trips can provide learners with
opportunities to engage with the concepts.

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LEARNING WITH CONCEPTS

Visual aids You can also encourage learners to create their own stories.
Use visual aids to reinforce the concepts and support a diverse This can be a fun and engaging way to encourage creativity and
range of learners. Photos, flashcards, models, toys, and videos make connections between the concept and their experiences.
can all be used to support understanding. You can use them
Songs
to introduce new concepts (as real-life examples), as well as to
Singing songs and saying chants helps young learners develop
highlight your learners’ prior knowledge. Visual aids connected
language skills, and songs/chants can also be used to support
to the concepts of community and identity may include
key concepts. For example, you could choose a traditional
illustrations of families from story books, photos or videos of
song such as ‘The Wheels on the Bus’ to support the concept
families from the internet/magazines, or even images that you
of community. Break down the lyrics so that your learners
and your learners have created yourselves. You can use these
understand them, and create your own lyrics to reinforce the
visual aids to play memory and guessing games, to say what is
concept, for example, add different people from the community
the same or different, to revise key language, and to compare
as passengers on the bus. Encourage learners to do actions,
what is in the images with the personal experiences of the class.
dance, and sing along where possible. Once they are confident,
You can even have your learners act out what they see in the
learners can suggest their own lyrics, too.
images to develop understanding of how other people might
feel. Arts and crafts activities
Organize arts and crafts activities to promote independence
Hands-on activities and play-based learning
and encourage learners to take ownership of the concept and
Include hands-on activities and play-based learning to
define it for themselves. For example, learners could create a
build connections, critical thinking, and creativity. As well
self-portrait as part of their exploration of identity. The goal
as promoting deeper learning, these experiences can help
is for learners to build connections, explore the concept,
students to develop language, thinking, and motor skills,
and personalize it, rather than to produce ‘correct’ or highly-
while enhancing understanding of the concept. Example
controlled pieces of work.
activities include building towns with blocks and conducting
scavenger hunts (for a concept such as location), doing science Arts and crafts can also encourage collaboration and teamwork,
experiments and water play (for the concept exploration), and which are important skills for concept-based learning. For
using role-play, memory games, and mime games (to support example, learners could work in pairs or small groups to create a
the concept communication). model town (for the concept location).

By participating in these activities, learners will engage with Projects

different concepts in a flexible way. Goals become clearer and Create projects that allow learners to collaborate and take
concepts less abstract. Students will be able to learn through action in a real-life context, based on their understanding of the
their mistakes as they experiment with different ways of doing concept. A community service project is an example of a project
things. For example, with a hands-on activity such as growing that enables learners to take action around communication.
a plant from seed, learners can see what made certain plants For example, the class could create a classroom ‘welcome wall’
more successful than others – and try planting another seed, to greet visitors and make them feel welcome. Other types of
if necessary. In mime games, learners can try adapting their projects could include problem-solving (making a bird feeder
gestures if the rest of the class are unable to understand them. to help local wildlife, for the concept observation), advocacy
You can support activities with audio or flashcards and do them (raising awareness of an issue such as recycling, for the concept
as a whole class, rather than in pairs, if you have very young community), and well-being (performing for family and friends,
learners. for the concept creativity).
Play-based learning also enables learners to use up energy and
make social connections. It centres students in their learning
since you, the teacher, will be a facilitator, supporting them to
think of ideas and solutions.

Stories
Use stories to enhance your learners’ understanding of the
concepts and to develop critical thinking. Read and listen to
stories that provide examples of the concepts you are teaching,
or that illustrate how the concepts can be applied in real-life
situations. Acting out the stories will help to further reinforce the
language and concepts. An example that illustrates the concept
communication is a story about two characters meeting for the
first time. After reading, ask questions about the characters and
how they feel, what they say, and the ways they communicate.
Encourage learners to think about how the story relates to their
personal experiences of communication.

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LEARNING WITH CONCEPTS

5. Over to you 6. Further reading

Learning with concepts is an effective approach for teaching Marschall, C., & French, R. (2018). Concept-based inquiry in
pre-school children English. It focuses on developing a action: Strategies to promote transferable understanding.
deep understanding of key concepts so that knowledge and Corwin.
language are retained in the long-term. It also provides a strong Erickson, H. L., Lanning, L. A., & French, R. (2017). Concept-
foundation for future learning by encouraging critical thinking, based curriculum and instruction for the thinking classroom.
creativity, independence, and inclusion. As educators, we are Corwin.
constantly searching for innovative and effective teaching
strategies to help learners succeed. Learning with concepts is a Doing something creative can boost your well-being
powerful approach that can help achieve this goal. greatergood.berkeley.edu/article/item/doing_something_
creative_can_boost_your_well_being

Learning through play

Talking points www.unicef.org/sites/default/files/2018-12/UNICEF-Lego-
Foundation-Learning-through-Play.pdf
What have you discovered about learning with concepts
that you didn’t know before? Concept-based learning in the early years
What are some key benefits of using a concept-based judyimamudeen.com/using-concept-based-learning-in-the-
approach in the pre-school English classroom? early-years/

Make a list of some key concepts that you feel are How to use concept-based teaching in your classroom
relevant and appropriate for pre-school learners and www.onatlas.com/blog/how-to-use-concept-based-teaching-
choose one to focus on, for example, change. Think in-your-classroom
of connected concepts that might help learners to
The power of ummmm…
build on their prior knowledge of the key concept,
www.youtube.com/watch?v=LFt15Ig64Yg
for example my changing body. Write some guiding
questions for your concepts. Find out if your learners
have any questions about change that could inform your
planning.
What do you see as the challenges or limitations of
learning with concepts in your setting?
Focus on Focus on

How could you address and overcome these challenges COLLABORATION SKILLS INQUIRY-BASED
to ensure students are still able to meet their learning FOR YOUNG LEARNERS LEARNING

goals and objectives? 1. What is collaboration?

Collaboration in the young learner classroom involves learners working together with
the shared goal of creating or producing something, such as a poster, dialogue, story,
1. What is it?
When students are curious, their learning becomes more purposeful. Inquiry-based
learning seeks to tap into students’ curiosity by giving them opportunities to engage in
or board game. Collaboration draws on the strengths of group members and engages authentic discovery. Students ask their own questions about a topic that interests them,
them in the learning process. For example, one child may be better at explaining discover the answers, and share their findings with others.

What are some different strategies for learning with

vocabulary, while another may be more talented at illustrating the words with drawings. In inquiry-based learning, students are encouraged to take the initiative in how they go
Collaboration allows more learning to take place because learners construct knowledge about investigating a topic. In this way, they move from being receivers of information
together. In the process, they develop social, interpersonal, and intrapersonal skills. All to becoming active participants in their learning. The teacher still plays an important
this makes learning more fun and memorable. Collaboration is an important global skill role by providing varying degrees of support and guidance appropriate to the needs of
that serves the learner not only during school years but also throughout life. their students.
What are collaboration skills? Students can be guided through the initial stages of inquiry. For example, if the class

concepts in the pre-school English classroom?

Collaboration skills help learners to connect and work with each other effectively to is studying a unit on creativity in their coursebook, the teacher could begin by asking
achieve the group’s goal. Some of the main collaboration skills that learners should aim students to reflect on what creativity means to them, how people express creativity,
to acquire are: and which artists they admire. Students then formulate their own questions about
■ an ability to listen supportively and without judgement the topic, based on what they would like to find out. The questions should be broad
and open-ended to allow for exploration, discussion, and critical thinking. On the
■ openness and curiosity towards others and their ideas
topic of creativity, for example, the questions might include Where do artists get their
■ an ability to see different perspectives
inspiration from? or How do you become an artist?
■ patience
If the students’ questions are not answered in the course of the lesson or unit, this is a
■ trust
perfect opportunity for further research, either in class or at home.
■ an ability to solve conflicts peacefully
While the focus of inquiry-based learning is the process of inquiry, with the teacher’s
■ willingness to accept and respect others
support and guidance, it also provides opportunities for students to learn new grammar
■ willingness to help and cooperate with others
and vocabulary and to develop skills and strategies for reading, writing, listening, and
■ good communication skills. speaking.
The terms ‘collaboration’ and ‘cooperation’ are often used interchangeably, but, as the
list above demonstrates, cooperation is only one aspect of collaboration. Cooperation
involves classmates helping each other to achieve individual goals, for example, when
a learner gets help from a classmate to answer a question. Collaboration, on the other
hand, involves learners working together towards a shared goal, for example, three ABOUT THE AUTHOR
learners constructing a story together using specific words given to them by the teacher.
Amanda Davies is a teacher trainer, writer, editor, and educational consultant
specializing in young language learners. She is based in Poland and has worked in
ABOUT THE AUTHOR Europe, Asia, and the Middle East.

Erika Osváth is a freelance teacher, teacher trainer, materials writer, and

co‑author with Edmund Dudley of Mixed-Ability Teaching. Her main interests lie in
supporting learners and educators to bring out the best in themselves.

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To cite this paper: ISBN: 978 0 19 440318 4

Kelly, B. (2023). Focus on learning with concepts [PDF]. Oxford University www.oup.com/elt
Press. www.oup.com/elt/expert

Acknowledgements
The publisher would like to thank the following for permission to reproduce
photographs: Shutterstock (Nicky87, Pongchart B, Tanor).

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