English Language Teaching
For Young Learners 2
Semester V
By
CLARRY sADA
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A. Introduction
• Policies of EYL
1) The important role of English language as an
international language
2) Human resources should have a capability to
communicate in English language (foreign
language in Indonesia)
3) Education Minister’s Decree on English
Language to be taught at Elementary school
(Kepmen No. 060/U/1993)
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• Challenges of EYLs
a) Relates to lack of social uses of the English
language in real-life situations which would likely
involve children in their daily life. This lack of
demonstration in – and exposure to – functional
uses of English makes it difficult for children to see
learning English as a useful and relevant activity.
b) Relates to the way English words are written as
opposed the way the words are pronounced. For
examples: Bahasa Indonesia the phonetic system—
the sounds are clearly reflected consistently in the
way they are written down. In English, there is no
immediately obvious one-to-one correspondence
between the pronunciation of a word and its
spelling.
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c) Teachers should have a wide concept and
knowledge on how English is taught to the young
learners. The misconception will be resulted in a
far-reaching achievements.
d) Children have a short attention span, and they
learn with the motive of meeting immediate goals.
This uniquely child-like ways of doing things call
for a certain methodological styles
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B. Who are the Young Learners?
• Carol (2005:2) defines YLs are the children
between the ages of 5-12 years
• Kasihani (2007:15) classifies YLs into two groups :
Younger Group (6-8 years) and Older Group (9-12
years)
• Scott and Ytreberg (1990) classify YLs into two
levels: Level One (5-7 years) and Level Two (8-10
years), while preschool or kindergarten students
are considered as the very young learners (VYLs)
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C. How do children learn?
1. Children learn naturally
Based on brain research, human brains can never
tolerate confusion- meaning that our brains tend to
be actively find ways to get settled –rightly or
wrongly—with things that cause some confusion.
In other words, children always active, exploring
their environment and accumulating knowledge
and experiences.
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2. Children know a lot about literacy before schooling
Children have participated in literate
activities in a wider social context. For when
they see a logo “McDonald”, children would
readily say “Ma, makan di McDonald, yuk”.
Children know that the logo stands for
McDonald’s. This means that the children
understand that signs carry meaning.
Children understand the signs of : traffic
lights, traffic signs, brand names, etc.
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3. All children can learn
 Multiple Intelligences Theory originating from
Howard Gardner has marked that human
intelligence is not monolithic concept.
 Old conceptions had categorized that children’s
intelligences only in two categories: verbal and
mathematical intelligences, but now it has been
widely recognized that children can have many
different intelligences with differing levels of
sophistication. for examples: acquire new words,
constructing/arrange blocks, pick new song fast
and very wonderful
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4. Children learn best when they make their
own choices
 When children are given options, they will
make choices based on their personal wants
and needs
 Learning becomes meaningful if their
decision is related to their interest.
 Implication in teaching, teachers should
give opportunities for the children to format
or provide their own learning activities
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5. Children learn best as a community of learners in a
non-competitive environment
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Unlike adults who can benefit from spirits of
competition to boost up their motivation for
achievement, children tend to do things and relate to
others in a cooperative (non-competitive ) way.
In language learning, instead of encouraging children to
compete against one another, it would be mre
productive if they are to work collaboratively towards
the achievement of shared goals.
Non-competitive environment is good for children
Collaborative work will result in a better quality product,
promote a sense of belonging to social group and a
sense of social responsibility.
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6. Children learn best by talking and doing in a social
context
 Language as a functional use and cultural tool,
therefore English should be taken as a means of
communication.
 Children should be encouraged to use a language
for social communication in many different
purposes of social context.

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English only? The linguistic choices of teachers of
young EFL learners International Journal of
Bilingualism September 2010 14: 351-367, first
published on July 21, 2010
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TASKS: INDIVIDUAL WORK
1. In your own words, specify possible
difficulties children in Elementary schools are
faced with when learning English as a foreign
language.
2. Do an observation to school: observe the
teachers of Elementary Schools and describe
what might be a serious problems for them?
Interview the teachers for confirmation?
Take their pictures for originality?
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CHILDREN’S DEVELOPMENT AND INTEREST
Learning about children’s development and interest,
teacher should:
1. Become familiar with students
2. Knowing what interests your students
3. Be knowledgeable about child’s social/emotional,
physical, cognitive and moral developments
(some attributes of development)
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WAYS TO LEARN ABOUT CHILDREN’S
DEVELOPMENT
• Observe children both in and out of the classroom
activities:
1. Children’s interaction (social & emotional)
2. Type of conversation (cognitive)
3. Engage in sport activities (physical)
4. Reaction to others (moral)
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OBSERVING CHILDREN’S INTEREST
• Teacher may start from doing observation, such as:
1. Pay attention to children’s belongings or
treasures they carry around: eg. Miniature
basketball in his pencil case – likely he has a
specia interest in basketball.
2. Do a Simple Survey. Teacher may ask several
questions to explore children’s interest. The
result of the survey then discussed wth the
children – a process of developing the interest
3. Deep study on children’s work
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REFLECTION
• FOR REFELCTION, THE STUDENTS ARE PUT IN
GROUP TO EXPLORE THEIR EXPERIENCES
DEALING WITH CHILDREN OR LITTLE
BROTHERS AND SISTERS AT HOME.
• DO A SIMPLE SURVEY TO CHILDREN AT
PRIMARY SCHOOL.
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GROUP ASSIGNMENT
• MAKE AN OBSERVATION TO THE ELT
TEACHERS AT THE PRIMARY SCHOOL, AND
NOTE ON THE FOLLOWINGS:
1. METHOD/TECHNIQUE USED
2. MEDIA
3. ACTIVITIES
4. LANGUAGE
• DESCRIBE YOUR OBSERVATION RESULT S
• PRESENTATION STARTS FROM THE
FORTHNIGHT/TWO WEEKS LATER
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QUESTIONS
1. HOW TO MAKE STUDENTS’ DISCIPLINE?
– HAPPY
– FUN
1. TALK ABOUT REGULATION
Blog: clarrysada.wordpress.com
Email: clarrysada@yahoo.co.id
HP: 081522614260
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