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Teaching English to Young Learners - Coggle Diagram
Teaching English to Young Learners
The Social Context of Second Language Acquisition
Natural contexts text
Contact with other speakers of the L2 in a variety of
situ: ations
Official language contexts
L2 is the dominant language in the community in which learnes
residing
International contexts
Context, refers to situations in which L1 speakers of different
languages adopt a third language as a lingua franca
Educational contexts
Segregation
In segregated instruction, the L2 learners are separated from
other learners in the school
Mother tongue maintenance
In the mother-tongue maintenance classroom, instruction is
provided in the learners’ first language.
Immersion
Learners acquire a second language by receiving content
instruction in the second language
Partial
Partial immersion describes the situation in which only some
subjects are taught in the second language
Full immersion
Full immersion programs are those in which all subjects are
taught in the second language
Submersion
Practice of placing minority language learners in mainstream
content classes without any linguistic or other types of support
Teaching english to very young learners through authentic
communicative performances
Authentic performances
Authenticity brings to the classroom activities that students identify with, with propositions that lead them to see meaning in learning
Real-life communicative actions
Sstudents’ participation in decision-making
Interdisciplinarity
The New Curriculum: Multiple
Connections
Constructivist principles of human
learning,curriculum focused on “authentic
communicative performances.”
The first one points to the fact that learning
occurs when doing things. Piaget (1970)
The third constructivist principle indicates that all learning occurs naturally as process (Piaget, 1970).
The second constructivist principle is authentic feature of real life performance Vygotsky (1978),
The fourth constructivist principle contributes to this cyclical nature of the curriculum, as it states that all new learning is built on knowledge previously constructed (Piaget, 1970; Ausubel, 1968).
Curriculum is bilingualthe teachers of the two linghuas work together in the planning in authentic communicative activities
Three contexts of language development: - daily life, and the media, academic, and aesthetic-cultural, communication
Personal Comment
The concepts of second language acquisition in social contexts; described by Nuan are not common in the Brazilian context. In Brazil regarding natural contexts, usually only children of immigrants have more direct contact with the second language. As for educational concepts, generally only bilingual schools and students can have immersion and submersion experiences.
Personal comment
I teach very young learners with 4 and 5 years old I have always worked with authentic alternatives through games, games, music and etc. In fact, children of all ages need authentic performances.
for the older children in my school we have the teaching material, but it works with contexts that are part of children's daily lives. I can't see the significant learning except through the authentic curriculum