Collins Introducing English to Young Children: Reading and Writing. Opal DunnЧитать онлайн книгу.
They now want to be independent and show they can make things happen, although they still need support and guidance from adults. Getting the balance right in the period between pre-school and upper primary is essential. The lower-primary years are an important bridge between the two, in which children need adult help to confidently develop over time their own self-learning strategies as they matures holistically. In helping the children, the teacher is not just thinking of teaching English, but also of adapting English input to the holistically-maturing children’s needs.
Teachers are children’s role models; they are the main source of the children’s input, guiding and tutoring them whilst sharing with them spoken and written language to meet their self-learning strategies, needs and levels.
Young children still want to please their teacher and their parents, too. They look for their approval as it gives them confidence and assurance that they are doing the right thing. Young children want to feel successful, and can now measure their own ability, contrasting it quite accurately with others in their class. They generally know the ‘ranking’ of children in their class and teachers may hear comments like Mari’s the best at English. Akira knows a lot of English words about food. Teachers often try to disguise group levels by calling them different animal names or colours, but children usually work out which is the top group! Children talk about who is the best openly amongst themselves and often explain it to their parents, too.
By lower primary most children are fluent L1 speakers and have been introduced to more formal L1 education (reading, writing, mathematics and science). At the same time they are still unconsciously absorbing more spoken English on which they base the acquisition of formal English literacy skills – reading, spelling and creative writing. Depending on the amount of exposure to English, many will have worked out how and when to use their personal language-learning strategies and unconsciously know which of their strategies are the most effective for them. Some may even be able to verbalise the way they like to learn.
If teachers themselves were introduced to English as an academic, grammar-based subject, they may feel inclined to introduce it to young children this way, too: through an abstract, grammar-analysis method with little chance for interaction or dialogue in spoken English. Although teacher-led instruction can often feel more fulfilling for the teacher (because progress is easier to observe and assess) teacher-imposed methods not involving interaction may not be as lasting or motivating for the child. Many young children also find imposed grammatical content difficult to understand, and thus absorb, as they have not yet been made aware of the grammar they are using naturally in L1.
Non-native-speaker adults need to be careful not to let how they were taught English influence their teaching or support methods, since young children need to self-acquire English using their finely tuned language-learning strategies. Research continues to confirm that language acquisition is linked to a form of physical self-discovery related to the cognitive maturity of the young child, whose brain is still developing. This seems to be the case in some situations throughout adult life, too. For example, many people find it easier to learn how to change a car tyre by watching someone who knows, rather than reading a manual!
2.2.2 The teacher’s role
The teacher’s main role is to enable the child to use and develop his or her self-acquisition language-learning strategies, whilst also allowing autonomy to grow. The teacher’s role expands as the use of English becomes more advanced; they become involved in delegating responsibilities, organising more complex activities and in the introduction of formal literacy.
The teacher still remains the main source and model of spoken English. The teacher also now becomes responsible for the spoken and written English used in the introduction of formal English literacy skills. Through teacher-talk and tutor-talks, children have opportunities to absorb different styles of English and later to use the language. However, the child’s acquisition of English is limited to the language the teacher uses and to the content of picture books. In lessons where teachers use only the textbook without talking around it or including extra activities, the child’s acquisition is hindered by the low quality or quantity of input.
Textbook language plus some general management and game language is really not sufficient. Nor is it the right type of English input to enable the developing child to start talking about his or her interests or emotions, or to begin socialising and cooperating with other children. Children may need short periods of silence for self-reflection, but long periods of silence when there is no opportunity to listen and learn any English from the teacher (their main source of English input in the classroom) is a waste of children’s learning time.
The use of different voices, intonation and language styles (descriptive, reported speech, etc.) is important as a teacher responds to changes within the classroom, or sees a need to remotivate. A sudden, whispered Listen, children. Let’s think about … can surprise and interest the class and quickly get their attention!
Once children have got used to picking up English, they appear to have refined how to use their self-language-learning strategies. Teachers should not underestimate children’s ability to pick up English, and shouldn’t let learning preconceptions limit the amount of input they given the children. Children are innate language learners and always understand much more than they can say. If they feel an overload they know how to switch off and wait to be remotivated.
The art of a skilled teacher is getting the right balance by providing structure whilst supporting autonomy.
(Stewart)
The teacher’s main role is that of:
Motivator: using the Playful Approach to stimulate and restimulate positive interest in activities and formal literacy.
Modeller: using teacher-talk to aid understanding of emotional, social and classroom behaviour, as well as modelling new activities.
Mediator: introducing new challenges including tutor-talks to explain formal literacy.
Manager: planning lesson programmes, guided by the hidden syllabus and assessment but also following children’s interests; indicating revision needs.
Monitor: assessing children within lessons and weekly to check progress and the need to revisit learning (this includes the summing-up sessions at the end of each lesson in which achievements and future plans are discussed).
Within all these categories there is more advanced use of language to ensure acquisition, formal literacy learning and progress in speaking.
Encircling all five roles described above are Materials, the base for enabling activities and formal literacy experiences. Many extra materials have to be collected by the teacher or sometimes, at the teacher’s request, by the family.
2.3 The child’s expectations of the teacher
A young child expects a teacher to be:
friendly
reliable
caring
full of enthusiasm and positivity
a source of knowledge (or to know where to obtain information)
an example of fair play in games (not accepting any form of cheating)
just and fair in all personal comments and assessments
respectful of any work in which effort and improvement has been made
ready to co-share when a child or pair cannot manage alone.
The teacher–child relationship continues to evolve as the child develops and as the teacher gradually changes from leader to sharer or co-partner, using language and management routines in cooperation with the child until he or she is ready to lead alone. The degree of teacher support changes to match the child’s progress, well-being (physical and emotional) and desire to do things autonomously. Within a single lesson language support can range