EARLY TEACHING OF A SECOND LANGUAGE
Teacher’s role: management and motivation
Profesora: Dr. Jelena Bobkina
OUTLINE
[3.1] Thinking and learning styles
[3.2] Non-threatening atmosphere
[3.3] Teachers’ role and presence
[3.4] Promoting cooperation
[3.5] Assessing young children
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[3.1] Thinking and learning styles
When talking about learning styles, we assume that we learn in
different ways.
Individual differences.
Does culture have an influence on the way we learn?
Learning styles focus on individuals.
Culture focus on what those individuals have in common.
[3.1] Thinking and learning styles
Nelson talks about “ cultural learning styles” : individuals
develop their learning styles and preferences through
socialisation
Gardner “ we are as much creatures of our culture as we
are creatures of our brain”.
Learning styles are a combination of nature and nurture
[3.1] Thinking and learning styles
There are too many factors we usually take for granted and
should be revised:
►Students’ and teacher’s beliefs, values,
learning preferences.
►Visual inputs are given much more
predominance than auditory ones.
Multicultural classrooms /
Students from other cultures
[3.1] Thinking and learning styles
There are many differences within the same culture.
Balanced approach: as well as adjusting tasks to
children, we must help children adjust to tasks.
We must be flexible and help them be flexible.
How? We should provide them with different kind of activities
and help them deal with the activities they don´t like doing.
That is, we should help them extend their comfort zone.
[3.1] Thinking and learning styles
Learning styles
According to how we interact with others and use the info we get,
we can talk about four learning styles:
MASTERY STYLE: Students enjoy learning through observation,
memorising and practising
UNDERSTANDING STYLE: Students enjoy comparing and
contrasting, analyzing and summarising, establishing cause and
effect.
INTERPERSONAL STYLE: They enjoy learning through
establishing connections to everyday life and through interacting
with others. They also love sharing information with other people.
SELF-EXPRESSIVE STYLE: They learn better through
investigation and enjoy using new ways of dealing with information
[3.1] Thinking and learning styles
Primary sensory learning styles:
Visual, auditory and kinesthetic: we usually have a
dominant one even if most people learn by mixing all of
them.
What should we do to reinforce these sensory learning styles?
Use different kind of activities.
Let them choose they reinforce both children’s learning
style and others.
Help children go beyong their comfort zone.
Sensory Learning Styles
https://www.youtube.com/watch?v=fQYW6vYSGXs
[3.1] Thinking and learning styles
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[3.1] Thinking and learning styles
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[3.1] Thinking and learning styles
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[3.1] Thinking and learning styles
Four thinking styles:
Concrete random thinkers:
They see the whole, not the details. They don´t need structured
problem-solving.
Concrete sequential thinkers:
They like structure and step-by-step instructions, organization
and concrete materials.
Abstract random thinkers:
They like interaction and discussion with others. Guided by
emotions.
Abstract sequential thinkers: They prefer theoretical and
abstract knowledge, enjoy working on their own.
[3.1] Thinking and learning styles
We must reflect on how we enjoy learning and working. Our
dominant intelligence, learning and thinking style will
have an effect on our teaching practice.
https://www.youtube.com/watch?v=NoEee9l9nCw
Try the next tests:
http://www.edutopia.org/multiple-intelligences-learning-styles-quiz
http://www.thelearningweb.net/personalthink.html
[3.2] Non-threatening atmosphere
Some personal traits are particularly appropriate for language
teachers:
►imagination
► patience
► creativity
Teacher’s attitude towards
teaching has a big influence
on learners’ attitude
towards the subject.
[3.2] Non-threatening atmosphere
We also need to bear in mind three factors:
►Confidence and warmth: Children shouldn´t mistrust or be afraid
of the teacher. We must help them to learn.
►The child as an individual: they must not be considered as a
group.
►Empathic behaviour: understand children’s reactions, fears,
emotions, etc.
► A positive environment is essential: warm and accepting climate.
[3.3] Teachers’ role and presence
► Children need to be treated equally: teacher knowing their names
shows them he/she cares about them.
►Mistakes are something natural.
►Teacher’s personal interest in their skills, interests, emotions,
abilities, difficulties, etc.
►They need to feel they are succeeding, or can succeed: activities for
their preferred learning style.
Language: Teacher’s main tool and has a big influence on the
atmosphere in the classroom.
►Children will imitate what we do: if we raise our voice, they will tend to
do the same.
►Language must be parents-like: simple vocabulary and simple
sentence structures
►Body language and gesture and using mother tongue only when it is
unavoidable.
[3.3] Teachers’ role and presence
► We shouldn´t break up our sentences/simplify our speech too
much, since children learn by imitation.
►Use the same
sentences/phrases.
intonation
and
word
stress,
complete
►Use as much English as possible ( to help them get used to word
order, intonation, etc)
►Don´t be afraid of using new vocabulary, tenses, structures before
you teach them in class. Use mime, pointing, repetition.
►Not too much L1
►Pay special attention to sounds that are difficult for Spanish
speakers: focus on lips, facial muscles.
[3.3] Teachers’ role and presence
►Vary the way we speak:
►Communicating in a non verbal way: intonation, gestures, eye
contact, facial expressions. It is essential because:
-They use their body spontaneously.
-They identify physically with the environment.
-Gestures can be associated with meaning.
► Non verbal communication helps keep children’s attention.
-Gestures can be associated with intonation,
pronunciation, stressed words.
-Gestures help children understand what we want them
to do remember TPR)
[3.3] Teachers’ role and presence
Should we teach grammar?
•If we want the children be able to produce precise and accurate
messages, they need to know grammar learning patterns or models,
meaningful conversations, repetition of grammatical structures or
expressions, etc.
•Implicit teaching of grammar
•Grammar is close linked to learning vocabulary in
a foreign language, both should be taught
without using metalanguage.
•All languages are dynamic
•The pieces are the words: vocabulary
•The rules: grammar
[3.3] Teachers’ role and presence
[3.3] Teachers’ role and presence
►Teachers facilitate learning and are co-participants in the
learning process.
► Teachers must be motivators, stimulators, and
encouragers.
► Teachers must be good listener and monitors.
► Teachers must be always open to discussion.
► Teachers must be researchers: the classroom provides lots of
opportunities to research and improve teaching techniques and
practices. Every lesson is a new opportunity to improve and make
students improve, we develop as they develop.
[3.4] Promoting cooperation
Classroom arrangement:
Kind of activities must be closely linked to teacher’s position in
the classroom:
Ex: TPR activities: the teacher must be the focus of attention.
Work in pairs/groups: the teacher shouldn´t be the focus of
attention.
Space must be conducted to learning
[3.4] Promoting cooperation
Rows: not good for interaction. The teacher is the focus of
attention. All students get the same info at the same time. Useful
with adults or teenagers but not too useful with very young
learners
[3.4] Promoting cooperation
Horseshoes/ Circles: the teacher is an equal. Lack of formality:
they act freely. Teacher’s full control over students
[3.4] Promoting cooperation
Groups/Clusters:
- The students are not oriented towards the teacher
- Interactive work and interaction. Hands-on activities,
learning by practice.
- Collaborative learning.
- It has some disadvantages:
-
disruptive students,
-
overuse of mother tongue.
[3.4] Promoting cooperation
Activity zones:
This is where there are usually about five or six tables set up in
the room. A number is given to each table and an activity. At each
table that the students go to they will be actively engaged in the
activity.
[3.4] Promoting cooperation
Promoting cooperation:
Advantages:
Positive attitude towards what they are learning.
Social, not just academic.
It promotes cohesiveness
The expectancy of success is higher
It develops autonomy and responsability
What is Cooperative Learning?
It reinforces self-confident.
https://www.youtube.com/watch?v=7E24c5RkrMw
Less anxiety/More satisfaction.
Kagan cooperative learning
https://www.youtube.com/watch?v=S0s_qxJDuas
Cooperative learning strategies:
Jigsaw
https://www.youtube.com/watch?v=mtm5_w6JthA
[3.5] Assessing young children
Assessing very young children.
What must we bear in mind when assessing young
children?
Age (motor, conceptual, linguistic, social development)
Content of language learning
Aims
Learning theories
Methods of teaching
Assessment
Feedback
Effective teaching
[3.5] Assessing young children
Teaching and learning needs should determine the timing
and the more appropriate form of assessment
Assessment determines teaching
Negative effects of assessment on learners:
 Stress
 There is not enough time to recycle and revise
 Educational change is limited.
 Tests determine everything which is done in the classroom.
Positive effects
 Feedback: change practice.
[3.5] Assessing young children
Self assessment/ Learner’s autonomy
►Learners are more involved and motivated
►Teachers have more information.
►The relationship between teachers/pupils is more equal.
►Everyday activities as assessment activities to collect info.
► Focus of assessment: aspects of language that are
going to be assessed
[3.5] Assessing young children
Assessment by observation:
Children behave naturally. We should always be observing and
monitoring.
Observation can be spontaneous or planned for assessment
purposes
3.5. Assessing young children
• Observation, portfolios, self-assessment, checklist (more
appropriate for primary education) provide information that can be
used as feedback for children, parents and teachers and have an
influence on how the next lesson will be planned.
• These techniques are, thus, formative assessment.
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3.5. Assessing young children
 Formative assessment:
Observation:
Portfolios:
Checklist:
Self-assessment:
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3.5. Assessing young children
 POTFOLIO ASSESSMENT
•
http://www.oapee.es/documentum/MECPRO/Web/weboapee/iniciativas/portfolio/portfolios-validadosesp/primaria/castellano/pelbiografiaprimaria.pdf?documentId=0901e72b8000449f
https://www.youtube.com/watch?v=yi_hHsIn5yY