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MIND MAP: TEACHING ENGLISH TO YOUNG LEARNERS - Coggle Diagram
MIND MAP: TEACHING ENGLISH TO YOUNG LEARNERS
Guevara e Ordoñez (2012) CONCEPT 1: AUTHENTICITY
real-life communicative actions
performances related to students’ contexts and interests
students’ participation in decision-making
interdisciplinarity
Joint work as an authentic feature of real-life performance → collaborative work
learning as a process
cyclical curriculum
Guevara e Ordoñez (2012) CONCEPT 2: RESULTS AND MAIN ACTIVITIES
collaborative work:
I use a lot when we are taking part in some project based on themes, e.g. Solar System. The learners improve a lot by working together.
use of L1
: The use of L1 it's necessary to maintain some joint point when students cannot understand some instruction. I made use of L1 so they can feel confident.
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role play games
: They can act as many topics as possible, lots of speaking skills practices and engagement.
reading stories
: such a challenging way to improve students listening part and uderstanding the whole context
- learning and interpreting songs
: I use this with students to try to make them understand some words or sentences in a specific context using their favourite singers or bands, they can have fun using their experience real life communicative process.
game
: a very funny way to engage students to work in pairs, individual or teams, lots of interaction. I use lots of games as the main source.
Nunan (2016) CONCEPT 1: AGE AND ACQUISITION
• Assumption: the earlier → the better
• The Critical Theory Hypothesis
Nunan (2016) CONCEPT 2: Pedagogical Applications
Chronological age is a rough guide to a child’s social, emotional, physical, cognitive and moral development.
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learning to learn
: students need to learn how to learn a second language and give a reason why are they learning and how to use this language in real life context and strategies outside the schools.
• technology
: thiis is a great tool to help us during the process of learning a second language. It became more usefull during pandemic times.
• plurilingualism as pedagogy and translanguagin
: :Language proficiency is no longer seen as a mopnolithic phenomenon, so students can improve their abilities and competences to go futher , linguistic and cultural. They learn how to fill linguistically mediated needs.