ENGLISH FOR YOUNG LEARNERS

(EYL)
Slattery & Willis (2005) Pinter (2006)

TEVYL: Teaching English Older learners:

to Very Young Learners children at junior &
(children under 7). senior high school.

TEYL: Teaching English to Adult learners: students at

Young Learners (children university level/above
between 7-12). secondary school.
 Factors influencing successful in language learning
(Brewster, Ellis, Gerard, 2003)

• Motivation
• Willing to make mistakes
• Good at guessing
• Making accurate prediction
 Noticing
Wanting

Linking/
Internalization Child-Centered
Challenging/
Learning
Taking a risk
(Paul, 2003)

Playing/
Succeeding
Experimenting

The teacher explained/demonstrated before the children

started practicing.
 What can go wrong?

• We do not give the children space to

notice.

• They do what we want them to do.

• They do not try for themselves.

• They do not experiment enough.

• They are unsuccessful.

• They do not make links.

 Misconceptions in teaching approach to younger learners can lead
to failure
(Musthafa, 2000)

• Teacher tend to approach the teaching-learning process & employ

teaching methods & techniques for the teaching English to young
learners in an exactly the same way as they would teach adult learners.

• Actually, children have their own culture & learning preferences.

They learn by way of physical activities that embedded in their daily
life, they have a relatively short attention span, & they learn with
the motive of meeting immediate goals (here & now principle)
Some myths and misconceptions about second/foreign language
learning
(Musthafa: 2000)

A. Children learn second/foreign languages

quickly & easily.

Adolescents & adults perform better than

young children under controlled conditions,
except pronunciation. Young children do not
have access to the memory techniques & other
strategies that more experiences learners use in
acquiring vocabulary & in learning grammatical
rules. Children are more likely to be shy &
embarrassed around peers that are adults.
Some myths and misconceptions about second/foreign language
learning
(Musthafa: 2000)

B. The younger the child, the more skilled in acquiring

an L2/FL

Oyama (in Pinter, 2006) found that the earlier a learner

begins a second language, the more native like the
accent he/she developed. An early start for “foreign”
language learners makes a long sequence of instruction
leading to potential communicative proficiency possible
& enables children to view L2 learning & related cultural
insight as normal & integral.
Beginning language instruction gives children more
exposure to the language.
Some myths and misconceptions about second/foreign language
learning
(Musthafa: 2000)

C. The more time students spend in an L2/FL

context, the quicker they learn the language.

The increased exposure to English does not

necessarily speed the acquisition of English.
Children with exposure to the home language
& to English acquire English language skills
equivalent to those acquired by children who
have been in English-only program.
Some myths and misconceptions about second/foreign language
learning
(Musthafa: 2000)

D. Children have acquired an L2/FL once they can

speak it

For school-aged children, proficiency in face-to-

face communication does not imply proficiency in
the more complex academic language needed to
engage in many classroom activities. Children may
have language problems in reading & writing that
are not apparent if their oral abilities are used to
gauge their English proficiency.
Some myths and misconceptions about second/foreign language
learning
(Musthafa: 2000)

E. All children learn an L2/FL in the same way

Some children are outgoing, sociable & learn the

second language quickly, they do not worry about
mistakes, but use limited resources to generate
input from native speakers. Other children are shy
& quite, they learn by listening & watching, they
say little, for fear of making a mistake. Children are
likely to be more responsive to a teacher who
affirms the values of the home culture.
Essential principles of how to facilitate children a foreign language
(Pinter, 2006; Andini, 2007; Utami, 2004; Harmer 2002)

Giving exposure by using English for the instruction

Giving children chances to be engaged in the teaching and

learning process

Giving support to children

Providing good techniques of teaching

Providing good media

Providing good environment

 VYLs (under 7) YLs (7-12)
• Acquire through hearing and • Are learning to read and write in L1
experiencing lots of English, in much the
same way they acquire L1 • Are developing as thinkers

• Learn things through playing; they are • Understand the difference between the
not consciously trying to learn new real and the imaginary
words or phrases – for them it’s
incidental • Can plan and organize how best to carry
out an activity
• Love playing with language sounds,
imitating, and making funny noises • Can work with others and learn from
others
• Not able to organize their learning
• Can be reliable and take responsibility
• Not able to read or write in L1; for class activities and routines
important to recycle language through
talk and play

• Their grammar will develop gradually on For more information, see: Slattery, M., & Willis, J. (2001). English
its own when exposed to lots of English for primary teachers. Oxford: Oxford University Press.
in context
 Although children may use similar
processes for acquiring L1 and L2,
the environment for L1 and L2
acquisition can be quite different
(Brewster, Ellis & Girard, 2004).

L1 Environment L2 Environment

• language highly • language more

contextualized decontextualized
• in the real world the • in the classroom the
language used is authentic language used tends to be
• learner highly motivated artificial
• learners may not be highly
motivated

Therefore, it is important to remember that an early start alone will not necessarily improve
children’s ability to learn English. It is also very important that L2 instruction include language
structures that are presented within a context that is meaningful and communicative.
 Now that we have looked at different learning styles and characteristics of
young language learners, try to fill in the boxes in this mind map. With a
partner, take turns reading each bubble before describing what word best
fits each box.

Use these words to fill in the boxes:

 Enjoyable
 Full of practice
 Meaningful
 Purposeful
 Social
 Supported

This mind map can be found in the following article:

Read, C. (1998, April). The challenge of teaching children. English Teaching Professional, 7: 8-10.
Retrieved August 1, 2005, from http://www.etprofessional.com/articles/challenge.pdf
 Characteristics of Young & Adult Learners
(Pinter, 2006)

• Children are at pre-school/in the first couple of years

of schooling.
• Generally they have a holistic approach to language,
which means that they understand meaningful
messages but cannot analyze language yet.
• They have lower levels of awareness about
themselves as language learners as well as about
process of learning.
• They have limited reading & writing skills even in their
first language.
• Generally, they are more concerned about
themselves than others.
• They have a limited knowledge about the world.
• They enjoy fantasy, imagination, & movement.
 Characteristics of Older/Adult Learners

• These children are well established at school

& comfortable with school routines.
• They show a growing interest in analytical
approaches, which means that they begin to
take an interest in language as an abstract
system.
• They show a growing & their learning.
• They have well developed skills as readers &
writers.
• They have a growing awareness of others &
their viewpoints.
• They have a growing awareness about the
world around us.
• They begin to show interest in real life issues.
Skills should be taught in TEYL

listening should precede speaking

(communicative skills should be the aim of the good
language classroom).

As in mother tongue
learning, English should
start with an emphasis on
listening & then speaking
because children often
cannot read & write at all
yet.

reading and then writing will emerge

when the language learner is ready comprehension of language
and should not be forced. should precede production.
 Theories of Children Learning Development
(Mooney, 2000)

2. Pre-operational stage
1. Sensory-motor stage
( from 2 – 7 years of age):
(from birth to 2 years of age):
The child thinking is largely reliant on perception but
he/she gradually becomes more & more capable of
The young child learns to interact with logical thinking. On the whole this stage is
the environment by manipulating objects characterized by egocentrism & a lack of logical
around him. 1. Jeans Piaget: thinking.
There are 4 universal stages
of development that all
children go through & the
3. Concrete operational stage development was a process
of acquiring the principles
(from 7 – 11 years of age):
of formal logic
Year 7 is the turning point in cognitive development
because children’s thinking begins to resemble 4. Formal operational stage (from 11 onwards):
“logical” adult-like thinking. They develop the ability to
apply logical reasoning in several areas of knowledge Children are able to think beyond the immediate
at the same time but this ability is restricted to the context in more abstract terms. They are able to carry
immediate context. This means that children at this out logical operations such as deductive reasoning in a
stage cannot yet generalize their understanding. systematic way. They achieve “formal logic”.
Teaching implication

Teacher should be sensitive,

open to the needs and
interests of various age groups,
and continually monitor their
changing needs.
Theories of Children Learning Development
(Mooney, 2000)

• The social environment, the cultural

context, and the influence of peers,
teachers & parents engaged in
interactions with children are major
sources of learning & development
(Social Constructivism).

• The other concept is the Zone of

Proximal Development (ZPD). It is the
difference between the current
knowledge of the child & the potential
knowledge achievable with some helps
from a more knowledgeable peer/adult.
2. Lev Vygotsky
Theories of Children Learning Development
(Mooney, 2000)

“Scaffolding: helping children to learn by offering

systematic support”

“The social environment, i.e. social interaction with

parents & teacher can make a difference in terms of
offering unique, enriching experiences. “

3. Jerome Bruner
Theories of Children Learning Development
(Mooney, 2000)

“When assessing children’s

intelligent, it had no unitary
character, rather, it manifested itself
in many different ways in different
children (multiple intelligences). The
types of intelligences are linguistic,
logico-mathematical, musical,
spatial, bodily/kinesthetic,
4. Howard Gardner
interpersonal, intrapersonal, and
natural. “
Theories of Children Learning Development
(Mooney, 2000)

“Children often produced

language that they could not have
heard in natural interaction with
others (Universal Grammar)”

5. Noam Chomsky
Theories of Children Learning Development
(Mooney, 2000)

“Brain plasticity was only conducive

to language learning until puberty
(Critical period hypothesis).
Children below 11-12, who are
given advantageous learning
circumstances, such as plenty of
input & interaction in an English
environment, are more likely to
6. Eric Lenneberg acquire English to native levels
without an accent”
Theories of Children Learning Development
(Mooney, 2000)

Total Physical Response (TPR): Kinesthetic

intelligence and memory is used because
children do not learn in a conscious
intellectual way. Children do not learn by
thinking, but by “doing” things.
 

7. James Asher
Theories of Children Learning Development
(Mooney, 2000)

8. Krashen & Terrell

The Input Hipothesis

Spoken fluency in second language is not taught

directly. Rather the ability to speak fluently and easily
in a second language emerges by itself, after a
sufficient amount of competence has been acquired
through input.

We acquire (not learn) language by understanding input

that is a little beyond our current level of (acquired)
competence. Listening comprehension and reading are
the primary importance in the language program, and the
Krashen ability to speak (or write) fluently in a second language
will come on its own with time. Speaking ability
"emerges" after the acquirer has built up competence
through comprehending input.
Input Hypothesis (Cont.)

The major points on the Input Hypothesis are:

It relates to Spoken fluency

acquisition, not to emerges gradually
When caretakers
learning; We acquire by and is not taught
talk to acquirers so
understanding directly
that the acquirers
language a bit understand the
beyond our current message, input
level of automatically
competence. contains "i+1", the
This is done with grammatical
the help of context structures the
acquirer is "ready"
to acquire
Input Hypothesis (Cont.)

The implications for classroom practice

• Whatever helps comprehension is

important

• Vocabulary is important. With more

vocabulary, there will be more
comprehension, and there will be more
acquisition.

• In giving input, in talking to students,

the teacher needs to be concerned
primarily with whether the students
understand the message.
Theories of Children Learning Development
(Mooney, 2000)

9. John Dewey

• Education should be child • Plan purposeful

centered. curriculum.
• Education must be both
active & interactive. • Make sense of the
world for children.
• Education must involve the
social world of the child and
the community. • ‘It’s fun’ is not enough.
Theories of Children Learning Development
(Mooney, 2000)

• Children learn language and other significant

life skills, without conscious effort, from the
environments where they spend their time.

• Children learn best through sensory

experiences, by doing & through repetition.

• Children are capable of great concentration

when they are surrounded by many
interesting things to do & given the time and
freedom to do them.
10. Maria Montessori
• Children need more physical activity.
Theories of Children Learning Development
(Mooney, 2000)

• How children develop the foundation

for emotional & social development &
mental health.

• Consider individual differences.

• Focus curriculum on real things.

• Stages of Psychosocial Development

11. Erik Erikson (“Eight Ages of Man”); theory of
emotional development, which covers
the life spans of human beings.
 “Exposure to English”:
How much children hear
& how often they have
opportunity to interact in
The implication:
English. Teachers’ competencies
It’s important that in terms of their
opportunities are created proficiency in English to
in the classroom for provide the necessary
children to be exposed to exposure to the
natural language & to language, and their
interact with each other methodology to offer
appropriate tasks &
activities for children to
communicate in a
variety ways.
 English is as a local
TEYL in Indonesia Context content in Elementary
(Musthafa, 2010) school & EFL in
Indonesia.

Requirements for effective TEYL:

a. English should be used all the time to ensure
that children have relatively much exposure
to English.

b. Print-rich environment in English should be

created and around the classroom.

c. Teachers of EYL should use activity-based

teaching-learning techniques such as TPR,
games, & projects.

d. The teachers should use various techniques

for short periods of time to maintain the
interest level of the children in engaging the
English lessons.
 TEYL in Indonesia Context
(Musthafa, 2010)

d. The teachers should focus on functional English for

vocabulary development & for immediate
fulfillment of communicative needs of the learners.

e. The teachers should reiterate often to ensure the

acquisition of English expressions/vocabulary
items.

f. The teachers should provide useful, acquisition-

promoting routines.

g. The teachers should have a good command of

English & have an ability to act as a role model to
the learners they teach.
 Multiple Intelligences
&
Implication to EYL Class

“One child may be more intelligent

in one way and another may be
more intelligent in another”
(Paul, 2003)

For teachers
Teachers’ responsibility:
To learn about the different
learning styles or
intelligences to cater every
type of learners in the
classrooms.
 Multiple Intelligences
(from different sources)

1. Linguistic :

• Express oneself

• Understand what others

are trying to say through
words Teacher centered explanations

• Essays and written reports

• Reading selections

Book based grammar and language

function explanations

• Gap-fill exercises
 Multiple Intelligences
(from different sources)

Grammar categorizing activiti

es
• Grammar rules study
2. Logical/mathematical :
and inductive
• Understand and manipulate explanations
numbers
• See cause and effect • Error recognition
relationship
• Correcting work based
on teacher indications

• Develop mind-maps and

other vocabulary charts
 Multiple Intelligences
(from different sources)

3. Spatial :
• Form mental images of layouts
• Find ways around
• Learn through pictures and drawings
• Mind maps
• Using photos, paintings, etc. to encourage disc
ourse
• Creating personal road maps / other visual
aids to use during discourse
• Graphs used to initiate explanations of
statistics
• Videos
• Creating multimedia projects
• Highlighting texts in different colors to
indicate tense, or function
• Games such as Pictionary
Multiple Intelligences
(from different sources)

4. Bodily/Kinesthetic:
• Use parts of body to make things
• Do activities such as playing ball games
• Typing
• Movement games (especially popular in
children's English classes)
• Role plays / drama
• Pantomime vocabulary activities
• Facial expression games
• For classes with access to athletic
facilities, explanation of sporting rules
Multiple Intelligences
(from different sources)

5. Musical :
• Produce and recognize songs
• Play around with melodies
• Singing
• Composing rhythm
Multiple Intelligences
(from different sources)

6. Interpersonal:
• Understand others
• Cooperate with others
• Small group work
• Team competitions
• Role plays using dialogues
• Peer teaching
Multiple Intelligences
(from different sources)

7. Intrapersonal:
• Understand ourselves
• Know similarities and differences
from others
• Deal with emotions
• Writing in logs and diaries
• Estimating learning strengths,
weaknesses, progress over time
• Understanding learner objectives
• Speaking about one's personal
history with confidence
Multiple Intelligences
(from different sources)

8. Naturalist :
• Recognize species of plants

• Characterize different animals

• Relate to natural world

• Exploring outdoors but in English

• Shopping and other field trips

• Collecting plants to learn appropriate

vocabulary
 Implication to EYL Class
(Paul, 2003)

1. Understand and
respect different
children learn in
different ways 2. Be careful about
putting individual
children into categories

3. Avoid making
generalized statement
about children

4. Provide a wide
variety of activities
Thank You
Teacher’s Instructions in Organizing the Classroom (Classroom
Language)

• Greetings:

Pre-activity • Good morning, students / Good afternoon, everybody.

• Register:
• Who is absent today? / Who isn’t here today? / What’s
the matter with ... today? / Why were you absent
last ...?

• a. Waiting to start:
• I’m waiting for you to be quiet / We won’t start until everyone
is quiet / Stop talking & be quiet.

• b. Time to begin:
• Let’ s begin our lesson now / Is everybody ready to

Whilst-activity
start? / Open your book at page...
• c. Late:
• Where have you been? / Did you oversleep?

• d. Checking Ss’ understanding :

• Is there any questions? / Do you understand? / Do you get
it? / Are you with me?
Teacher’s Instructions in Organizing the Classroom (Classroom
Language)

• a. Time to stop:
• It’s almost time to stop / We’ll have to stop here /
That’s all for today.

• b. Next time:
• We’ll do the rest of this chapter next time / We’ll
continue this chapter next…
Post-activity • c. Homework:
• Do exercise … on page … for your homework.

• d. Goodbye:
• Goodbye, students. See you on… / See you again
next … / Have a good holiday.
Motivating Expressions

• That’s good
• You’re right
• Good work
• Great
• That’s it
• Excellent
• Good remembering
• Keep on trying
• Keep up the good work
• That kinds of work makes me happy
Thank You
 Teaching Listening
(Pinter, 2006)

Children should start with easier

“listen & do” activities, teacher
often talk a lot in the target
language because they provide the
language input, teacher use
“language modification” to avoid &
solve misunderstandings, like
repetitions, comprehension checks,
clarification requests, &
confirmation checks, TPR, and
listening to stories.
 Teaching Tips
(Slattery & Willis, 2001)

Support children’s early efforts in speaking by:

• Look at what they have done & talk about it, even
if they won’t understand everything you say. Give
your shy pupils more chance to talk to you
individually.
• Waiting for their responses
• Repeating what they say in English
• Frequently summarizing what different pupils say
• Give children lots of opportunities to speak, BUT …
• Don’t pressure on children to speak if they are not
ready
• Remember: silent children are still likely to be
listening & learning
The Initial Stages In Teaching Speaking
(Brewster, Ellis, Grard, 2003)

Use Formulaic language:

• Simple greetings:
Good morning, how are you?/ I’m fine, thank you. And you?
• Social English:
Did you have a nice weekend?/ Have a nice weekend!
• Routines:
What date is it today?/ What day is it today?
• Classroom language:
Listen. Repeat. Sit down. Work in pairs. Good.
• Asking permission:
May/Can I go to the toilet, please?/ May I wash my hand?/Can I look at the book?
• Communication strategies:
Can you say that again, please?/How do you say… in English?/I don’t know.
We can help our pupils understand what
we say in English:

• With our tone of voice, eye contact.

• By using gestures, facial expressions,

pictures/diagrams, real things.

• By using familiar contexts & topics,

rephrasing what we say in as many
ways as we can, occasional use of
their mother tongue.
 Activities Recommended in Teaching
Listening & Speaking

“Singing, reciting rhymes,

listening to stories, playing
games according to the learners’
age, interests & abilities”
Thank You
 Teaching Reading and writing
(Pinter, 2006):

“It would be controversial to introduce

reading & writing in a second language to
children who are not yet literate in their first
language.”

“Reading & writing are usually taught in

parallel because children who begin to read
enjoy writing too. Children can only benefit
from phonics training if the meaning of the
words makes sense to them.”
 Teaching Reading and writing
(Pinter, 2006):

It is useful for children to start:

• Reading with phonics (see another slide)

• Writing with tracing, copying, or air writing.

Visual aids like Posters containing commonly
used phrases, calendars, and English notice board
would attract children’s attention & help them
make the links between spoken & written forms.
 Slattery & Willis (2001)
- All children listen from birth & naturally acquire speech

- All children have to learn how to read & write

- If children’s mother tongue is written in Roman script, you can use

a teaching method that focuses on meaning from the beginning

- If children have a mother tongue that is not based on Roman

script, then you will have to spend some more time on sounds,
letter shape & word recognition

- Meaning is the most important element in reading just as it is in

listening

- So, reading comes before writing.

 Priorities when teaching reading &
writing
(Slattery & Willis, 2001)

• Focus on meaning

• Word recognition

• Making the connection between familiar sounds & written

words/phrases

• Naming the letters of the alphabet

• Predicting the pronunciation of a written word

 Teaching reading & writing
using cards

Reading Writing

 Matching words/phrases with  Copy/write from memory the

pictures word/phrase that matches
 Labelling pictures/objects  Write a label
 Predicting from initial sounds  Finish the word st…
 Re-arranging jumbled letters to make  Write the whole word
a word  Copy/write the names of all the
 Classifying words into sets people in the story
 Ordering sentences in the correct  Copy/write out the story in the right
sequence order
 Guessing the missing word  Copy the phrase/sentence putting in
 Games that involve recognizing the missing word
words & meaning  Bingo, writing races
Thank You
 Teaching vocabulary and grammar

Vocabulary & grammar should be taught & learnt

together. It’s better if grammar is noticed & learnt
from meaning-focused input, children need to be able
to see the relationship between form & function.

Teacher should provide lots of meaningful

practice, recycling, & guidance in attending to
language form. So children will learn grammar in a
holistic way.
 What grammar to teach?
(Brewster, Ellis, Grard, 2003)

• Facts.
Example: the plural of foot is feet, not foots.
• Patterns.
Example: My favorite (color/food) is (blue/fried chicken).
• Choices.
Example: I like swimming/reading/…etc.
I go to school by car/on foot/…etc.
 Example of Pattern

Teacher Talk: (Wave your hand over the page.) “Look! I see a
park. I see boys and girls. The boys and girls are in the park.”
Repeat. “The boys and girls are in the park.”
1. Teacher: (Point 3. Children’s
to the slide. Ask Response:
children to listen, (Listen, point,
point, and repeat) and repeat.)
This is a slide. This is a slide.

2. Teacher: (Point 4. Children’s

to the swings. Ask Response:
children to listen, (Listen, point,
point, and repeat.) and repeat.)
These are These are
swings. swings.
Thank You
 Teaching using Story Telling

Purposes :

• To expose children to more language.

• To revise language/vocabulary.

• To present new language.

• To practice listening, speaking, reading, writing.

• To extend/enrich children’s language

 Assessment activities
(Brewster, Ellis, Grard, 2003):

• Listen/read, then change from singular to plural, etc.

• Fill in gaps with the correct grammatical/vocabulary item.

• Correct grammatical/vocabulary mistakes in sentence.

• Correct the word order in a sentence.

• Read/listen to lists of words & classifying them.

• Sequence time expressions, such as: today, yesterday, tomorrow.

• Use picture prompts to contrast things using comparatives, tenses,

etc.
 in telling a story:

 Tell the base story line in English using pictures, lots of dialog,
actions, gestures & change your voice according to the characters.

 Let the children ask you questions in their mother tongue, accept
their contribution & recast it in English, show them again with
actions, gestures & pictures what you mean.

 Involve the children as much as possible. Let the children’s

questions show you what you have to make clearer.

 Speak to them & look at them when you are telling the story.
Creating, selecting/adapting a story:

• It has a problem-solution pattern (probably).

• It has some readily identifiable characters.

• It will stir their imagination.

• It has some dialog (probably).

• It has a regular pattern, with repeated language.

• It contains useful structures/phrases/lexis/phonemes which you want the

children to learn.

• It doesn’t contain too much difficult/unusual new language.

• It provides lots of ideas for follow-up activities.

Teaching-Learning through Games, Songs &
Stories (Paul, 2003)

• When playing, singing, & learning are

integrated into a total learning experience,
the combination is very powerful.

• Games & songs help children reach their

full potential as learners.

• Games provide a nonthreatening

environment for coping with new learning.
Teaching-Learning through
Songs
• Songs add a whole dimension to children’s
classes & make it easier for the children to
remember words & pattern & natural
chunks of language.

• Songs can add feeling & rhythm to language

practice that might otherwise be flat, help
children remember things more easily, &
draw children more deeply into a lesson.

• Songs should have catchy melody/adapting

popular songs.

• Saying rhymes & singing song can practice

pronunciation, stress, and intonation.
 Assessing Games & Songs

1. Are the children involved?

• Is the activity clear to understand & use?
• Does the activity keep the children’s interest until the end?

2. Are the children learning?

• Do the children practice English enough?
• Can the activity be integrated into a planned course?

3. Are the children active?

• How much initiative do the children have?
• Can the children do the activity without too much
explanation from us?
 Popular Children
Songs

• ABC Song
• One and one
• Days
• Months
• Fruits
• Twinkle Twinkle Little Star
• …and many more
Head, shoulder, knees, and toes
(=>TPR)
Fruit (=> pronunciation)

Water melon, water melon,

Papaya, papaya,
Banana, banana (2x)
Pineaple, pineaple.
Rainbow (=> color)

Rainbow rainbow,
how beautiful you are
red, yellow, and green,
in the blue blue sky
your creator is great,
I wonder who is it?
rainbow rainbow,
the creation of God
 BINGO (=> spelling)
There was a farmer has a dog and Bingo was it’s name..o..
B…I…N…G…O… B…I…N…G…O B…I…N…G…O
And Bingo was it’s name … o…

There was a farmer has a dog and Bingo was it’s name..o..
B…I…N…G…(clap) B…I…N…G…(clap) B…I…N…G…(clap)
And Bingo was it’s name … o…
 Ten Little Indian Boys
(=>counting)

• One little two little three little Indian

Four little five little six little Indian
Seven little eight little nine little Indian
Ten little Indian boys

• Ten little nine little eight little Indian

Seven little six little five little Indian
Four little three little two little Indian
One little Indian boy
See the videos
 Assessing Young Language Learners

The use of traditional methods is problematic because:

Traditional “paper & pencil test” (like filling in gaps in

sentences, answering multiple choice questions
/translating vocabulary lists) often do not work because
such isolated exercises do not show what children
know & can do with confidence (The negative
washback effect of test). It would discourage children
& cause them to lose their motivation to learn English.
 TRADITIONAL ASSESSMENTS

• One-shot standardized exams

• Timed, multiple-choice format

• Decontextualized test items

• Scores suffice for feedback

• Norm-referenced scores

• Focus on the ‘right’ answer

• Non-interactive performance

• Fosters extrinsic motivation

Assessment techniques which are appropriate
to measure the children progress:

1
1 2

3 4
ALTERNATIVE ASSESSMENT

• Continuous long-term assessment

• Untimed, free-response format

• Contextualized communicative tasks

• Formative, interactive feedback

• Criterion-referenced scores

• Open-ended, creative answers

• Interactive performance

• Fosters intrinsic motivation

 Examples:

• Portfolio assessment

• Structured assessment

• activities/tasks

• Projects

• Self-assessment

• Peer-assessment

• Learner-developed assessment tasks

• Take-home tasks

• Observation

• Conferencing
 Child-friendly Assessment:
Definisi Evaluasi:
• Proses pengumpulan informasi untuk mengetahui sejauh
mana program pembelajaran bahasa telah berhasil
mencapai tujuannya (Ioannou-Georgiou & Pavlou, 2003)

• Berbagai macam permasalahan yang berkenaan dengan

pendidikan bahasa dan memberikan penilaian
terhadapnya (Cameron, 2001).

• Menjaring informasi mengenai pengetahuan, kemampuan,

pemahaman, sikap dan motivasi anak-anak (Ioannou-
Georgiou & Pavlou, 2003)
 TESTING:
Salah satu alat asesmen yang
biasanya berupa paper-pencil test

Asssessment:
• Portofolio bahasa adalah koleksi sampel pekerjaan yang
dihasilkan oleh anak dalam jangka waktu tertentu

• Sampel ini dapat berupa:

• Pekerjaan tertulis
• Gambar
• Proyek
• Catatan buku yang telah dibaca
• Hasil tes
• Catatan self-assessment
• Komentar orang tua dan guru
Thank You
 WHAT IS ASSESSMENT?

• It is a general term which includes all

methods used to gather information
about children`s knowledge, ability,
understanding, atitudes and
motivation (Ioannou-Georgiou,& Pavlou, 2003).

• It refers to collecting information &

making judgments on a learner’s
knowledge (Brindley in Linse, 2005).
 WHY ASSESS YOUNG
CHILDREN
• To monitor an aid chldren’s progress

• To provide children with evidence of

their progress and enhance motivation

• To monitor your performance and plan

future work

• To provide information for parents,

colegues and school authorities
WHAT DO WE ASSESS?

• Skill developments : listening,

speaking, reading, writing,
integrated skills

• Learning how to learn

• Attitudes

• Behavioural and social skills

 HOW DO WE ASSESS
CHILDREN?

Portfolio Assessment Traditional Test

Structured Assessment Leaner Developed Assessment

Activities/Task Test

Projects Take Home Tasks

Self Assessment Observation

Peer Assessment C0nferencing

 Assessment activities in Listening
(Brewster, Ellis, Grard, 2003):

• Listen & discriminate between sound

• Listen & point to things/follow instruction
• Listen & select the appropriate pictures
• Listen to a description & draw/color a picture
• Listen to a description & label a picture
• Listen & match 2 pictures/a word & a picture
• Listen & sequence pictures, words/sentences.
• Listen to a description/story & tick items on a simple
chart
• Listen & complete gaps in words/sentences.
• Listen & select the correct response (multiple choice)
 Assessment activities in Speaking
(Brewster, Ellis, Grard, 2003):

• Listen & repeat words that rhyme/have the

same/opposite meanings.
• Listen & repeat only things which are true.
• Sing a song, say a rhyme/poem memory.
• Do pair work tasks.
• Speak from picture prompts.
• Finish off a sentence.
• Pass on a telephone message.
• Play a guessing game.
• Listen to a story, sequence pictures
& retell the story.
 Assessment activities in Reading
(Brewster, Ellis, Grard, 2003):

• Do simple reading games at word level, like Odd One

Out.
• Read a rhyme, poem/part of a dialog aloud.
• Read vocabulary items & group them into families.
• Read a description & label a drawing/diagram.
• Read a description & color/draw a picture.
• Read letters & rearrange them to produce words
sentences.
• Read & answer multiple choice, true/false, or
comprehension questions.
 Assessment activities in Writing
(Brewster, Ellis, Grard, 2003):

• Rearrange & copy: letters to spell a word.

• Read a description & write labels/captions for
pictures.
• Complete a crossword.
• Fill in gaps in sentences to test grammar/vocabulary.
• Write speech bubbles for characters from a
story/dialogue.
• Transfer simple notes on a chart into sentences.
• Answer simple questions in written form.
• Correct mistake in a sentence/text.
• Write sentences from picture prompts.
 HOW TO GIVE FEEDBACK

• Feedback can be given in a variety of ways :

individually to each child, to groups of
children ,or the whole class. Can also be given in
the form of self correction or peer feedback.

• One of the best way to give feedback is through

conferencing with the children when you diccus
the result of the assessment.
HOW EACH ASSESSMENT TASK IS
ORGANIZED

Level : beginners, elementary, Preparation

pre-intermediate
Age group In class
Time Feedback
Description Follow up
Language Variations
Skills Assessment of outcome
Assessment criteria Portfolio
Materials Comments
 A Lesson Plan of TEYL
(Paul, 2003)

Child-centered Learning:

– Noticing

– Wanting

– Challenging/taking a risk

– Playing/experimenting

– Succeeding

– Linking/Internalization
 Teacher-centered Child-centered

• We can plan a lesson • The children enjoy

carefully themselves
• We can use time effectively • They learn naturally and
• We can teach clearly and actively
logically • They are spontaneous
• The children behave well • Their eyes shine brightly
and do not chat so much.
What can go wrong?

• We do not give the children space to notice

• They do what we want them to do

• They do not try for themselves

• They do not experiment enough

• They are unsuccessful

• They do not make links

 Planning a Lesson

• Preparation

• From familiar to unfamiliar

• Varying the focus

• Varying the style

• Moving on to the next target

Techniques

Repetition
Introducing new
words
Introducing new
patterns
Creating a need
Organization

One-to-one, pairs, and

groups
Routines
Scoring systems
Homework
 LEARNING CONDITIONS

• Plenty of exposure

• Lots of repetition and routine

• Friendly environment

• No compulsion of communication—based on desire

• Unlimited time

• Parent and child do things together

 Analyzing
Materials for
Young Learners
Classroom
(See another slide)
 The Amazing Brain

• Experience shapes the

brain

• Emotions and learning

• Memory is multi-sensory

• Making sense of meaning

 Children with Special Needs
(Linse, 2005):

• Dyslexia: difficulty with words.

• ADD: Attention Deficit Disorder
• ADHD: Attention Deficit Hyperactivity Disorder

Symptoms:
• fails to give close attention to
details/makes careless mistakes.
• may have poorly formed
letters/words/messy writing.
 What if?
(Harmer, 2004)

 Students are at different levels?

– Do different task with the same material.
– Use peer help (better students can help the
weaker ones).

The class is very big?

 Use worksheet.
 Use pairwork & groupwork.
 Think about vision & acoustics.
 Use the size of the group to your advantages:
humour is funnier, drama is more dramatic.
 What if?
(Harmer, 2004)

 The students keep using their own language?

- Encourage them to use English appropriately.
- Create an English environment
- Keep reminding them.

 Students are uncooperative?

- Talk/write to individuals.
- Use activities.
- Make a learning contract.
 What if?
(Harmer, 2004)

 Students don’t want to talk?

- Use pairwork.
- Allow them to speak in a controlled way at first.
- Use acting out & reading aloud.
- Use role play.

 Student do not understand the listening tape?

- Introduce interview questions.
- One task only.
- Use the tapescript which cut into bits/have
words blanked out.
 LAST …
(BUT NOT LEAST)
Elemen-elemen Penting
dalam Pembelajaran

“Jika anak dibesarkan dengan celaan, ia belajar

memaki;
Jika anak dibesarkan dengan permusuhan, ia belajar
menentang;
Jika anak dibesarkan dengan cemoohan, ia belajar
rendah diri;
Jika anak dibesarkan dengan toleransi, ia belajar jadi
penyabar;
Jika anak dibesarkan dengan dorongan, ia belajar
percaya diri;
Jika anak dibesarkan dengan pujian, ia belajar
menghargai;
Jika anak dibesarkan dengan kasih sayang dan
persahabatan, ia akan terbiasa berpendirian”

(Dorothy Law Nolte).

• Brewster, Jean; Ellis, Gail; Grard, Dennis. 2003.The Primary English Teacher’s Guide
(New Edition). England: Penguin English.
• Hainstock, Elizabeth G. 1999. Metode Pengajaran Montessori untuk Anak Pra-
Sekolah. Jakarta:…
• Harmer, Jeremy. 2004. How to Teach English: An Introduction to the Practice of
English Language Teaching. England: Longman.
• Ioannou-Georgiou, Sophie & Pavlou, Pavlos. 2003. Assessing Young Learners.
Oxford: Oxford University Press.
• Mooney, Carol Garhart. 2000. Theories of Childhood: An Introduction to Dewey,
Montessori, Erikson, Piaget, and Vygotsky. USA: Redleaf Press.
• Musthafa, Bachrudin. 2000. Teaching English to Young Learners: Principles &
Techniques. Bandung: Pasca Sarjana Universitas Pendidikan Indonesia.
• ---------------------------. 2010. Teaching English to Young Learners: in Indonesia
Context. Jurnal Educationist Vol.IV No.2 Juli 2010.
• Linse, Coroline T. 2005. Practical English Language Teaching: Young
Learners. New York: McGraw-Hill.
• Paul, David. 2003. Teaching English to Children in Asia. Hongkong;
Longman Asia ELT.
• Pinter, Annamaria. 2006. Teaching Young Language Learners. Oxford:
Oxford University Press.
• Slattery, Mary & Willis, Jane. English for Primary Teachers: A Handbook
of Activities and Classroom Language. Oxford: Oxford University
Press.
• E-Books.