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Mind map on teaching English to young learners, References:, Connections,…

- - - - Performing the children's ideas: "(...) the children were allowed to use Spanish to contribute ideas from which to choose and plan performances and to help in deciding on the materials and the resources to be used. In doing this, they also practiced communicating in Spanish before they tried it in English." (GUEVARA; ORDOÑEZ, 2012, p.19)
      - Giving them space to talk: "Other authentic activities came simply from the children’s real life and what they felt like sharing with their classmates about themselves and their families." (GUEVARA; ORDOÑEZ, 2012, p.19)
      - Roleplay: it "made children portray characters and simulate activities from real-life, thus learning the language used in real communicative situations." (GUEVARA; ORDOÑEZ, 2012, p.18)
      - Interaction and cooperation: " teachers achieved authenticity by promoting interaction and cooperation between students." (GUEVARA; ORDOÑEZ, 2012, p.19)
- - - - Aptitude: Learning potencial, i.e. "language learning aptitude is not a unitary construct. This means that learners will vary in terms of their aptitude for different aspects of language learning." (NUNAN, 2016, p. 76)
      - Learning styles and strategies: The ways a student prefers to study a language are called learning styles. Learning strategies, on the other hand, "(...) are more concrete. They are the mental and communicative processes deployed by learners to learn a language." (NUNAN 2016, p. 76)
      - Affect: "Variables include motivation,
        anxiety and attitude towards language learning." (NUNAN, 2016, p. 75)