Issues for Introducing Early Foreign Language Learning

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					Issues for Introducing Early Foreign
        Language Learning
• No theoretical optimum age to start
• Early learning of non-mother tongue
  should be integrated to other teaching in
  primary school
• The main concern in to prepare the ground
  for secondary school
• Linguistic and pedagogical skills of the
  teachers are the two most important
  Conditions to Introduce EYL
• It should be properly planned
• Governments and private institutions must
  ensure that adequate resources are
• Evaluation of the learning outcome is
  essential since these provide information
  on the validity of teaching
      AIMS of Introducing EYL
• Psychological preparation (to motivate the
  learner, to learn English for fun, to motivate
  children to learn English in interesting and fun
  ways, and developing awareness of language)
• Linguistic preparation (to develop
  communicative competence, develop global and
  specific understanding of simple oral texts
  related to well known objects)
• Cultural preparation (Showing respectful attitude
  towards other languages, their speakers and
  their culture)
Questions of Introducing English at
          Primary Level
• What are the advantages and the
• Is there an optimum starting age?
• Who will do the teaching and what kind of
  training should they have?
• Who will be the teacher trainer?
• What kinds of methodology can be created
  which are finely tuned to pupil’s age,
  abilities and socio-economic group?
Questions of Introducing English at
          Primary Level
• How far is it beneficial to integrate foreign
  language learning with the primary curriculum
• What are the merit of developing language
  awareness as well as language competence?
• What kinds of learning outcomes and
  achievements can we expect?
• What are the best methods for assessing
  language development?
     Learning a first language
• Bubbling: from birth to around 8 months
  babies can produce a wide range of
  noises and sounds
• The first word: At about eleven months
  infants put names in their own fashion to
  the object and people around them.
  During the second year, the earlier
  random vocalization begin to take on the
  aspect of genuine communication
     Learning a first language
• Two words: Between 18 monthsand two years,
  they enter a genuinely syntactic phase by
  placing two words together (there, look, want,
  more, all gone) to create new meaning (there
• Syntactic and lexical complexity: between 6 and
  12, children continue to expand their reading
  vocabulary and to improve their understanding
  of words (Tell me your name, Ask me my name)
     Learning a first language
• Conversational skills: In interactional
  tasks, young children may not know that
  they do not understand or that directions
  they are given and incomplete and
  unclear. Older children are more likely to
  realize that something is unclear, try to
  identify the problem, and suggest an
  alternative. As children get older, they are
  more able to take another person’s
Five Stages before School Age
• First utterances are used to get attention,
  direct someone attention to an object or an
  event, get something they want, make
  request, and simple statements (Doggy
  gone). Much meaning is conveyed by
• Chidlren begin naming and classifying
  things; asking questions using where and
  begin to talk about location changing
Five Stages before School Age
• Children ask many different kinds of
  questions often using intonation with
  statements (Doggy gone Mummy? They
  express more complex desire using “I
  want”, refer regularly to event in the past,
  and can talk about on-going actions using
  still of the present continuous (Mummy still
  in bed)
 Five Stages before School Age
• Children use increasingly complex structure to
  make a wide range of request, explain things, or
  ask explanations, using why?
• Children can use the language they need to give
  information, ask and answer questions, make
  direct and indirect requests, make suggestions
  and offers, state intentions, and ask about those
  of others.
 Young Children are Different from
  Older Learners because they:
• Have a lot of physical energy and often need to
  be physically active
• Have a wide range of emotional needs
• Are emotionally excitable
• Are developing conceptually and are at early
  stage of their schooling
• Are still developing literacy in their first language
• Learn more slowly and forget things quickly
• Tend to be self-oriented and preoccupied with
  their own world
• Get bored easily
• Are excellent mimics

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