English For Young Learners

TEACHING ENGLISH TO YOUNG LEARNERS

Abstract

Keywords: teaching and learning of English, English teachers, young learners, elementary school, teaching materials.

A. Introduction

In some regions, elementary schools have included English as among the alternatives local content of their school curriculum, school-based curriculum. The English teachers in elementary school, therefore, are not only to teach English to young learners (as one of the lessons) but also to become material designers. In accordance with this fact, the English teachers in elementary school need theoretical bases on teaching-learning English to young learners. Having theories on teaching learning English to young learners, they will be able to design materials, to teach well, and to suggest what approaches, methods, and techniques to be used.

B. Discussion

1. English for Children in English Language Teaching

English is one of the international languages used as a means of communication in the international relationship and widely used in all branches of knowledge. Brown (2001: 118), furthermore, states that English is not frequently learned as a tool for understanding and teaching US or British cultural values. English, however, has become a tool for international communication in transportation, commerce, banking, tourism, technology, diplomacy, and scientific research. Based on the fact, it is appropriate that English is included in the local content of school-based curriculum in elementary school. Therefore, it is necessary to think system of teaching and learning of English to young learners (elementary school students) to gain an optimal result.

The teaching and learning of English in elementary school provides the students’ English language competencies in the golden age –the age that children can learn anything easily. The two of those competencies are called linguistic competence and linguistic performance. It is in accordance with Chomsky in Clark and Clark (1977: 6) who states that linguistic competence is one’s capacity to use a language, while linguistic performance is the actual application of this

competence in speaking or listening. Furthermore, Brown, (1987: 24) states that competence refers to one’s underlying knowledge of a system, event, or fact. It is the non-observable, idealized ability to do something, to perform something. Performance is the overtly observable and concrete manifestation or realization of competence. It is the actual doing of something: walking, singing, dancing, or speaking.

Rendering an English lesson to the students of elementary school is an appropriate decision viewed from the fact that the students of elementary school have a period called golden age and they have critical period, the period that children are able to learn anything easily. In this period, their brains are still flexible so that they are able to learn anything, including languages. Besides, children’s attitudes to other languages and culture are open and these attitudes

help the children learn the languages. Children are able to learn anything at any stage as long as the learning material is presented in a comprehensible way. Therefore, the English teacher should follow a spiral curriculum model in developing competency standard and basic competency in their school-based curriculum, i.e., the one whose content is included in any units but in different levels. Furthermore, the teachers must consider the four main characteristics in their instructions: input, the knowledge framework, the flow of presentation, and reward and punishment.

2. The Teaching of English to Young Learners

In teaching English to young learners, in this case, the students of elementary school, the teachers must comprehend the concept of acquisition and learning. Acquisition can be defined as a process of having language naturally or sub-consciously. On the other hand, learning is a process of having language consciously. Krashen and Terrell, (1983: 18) state that acquiring a language is ‘picking it up’, i.e., developing ability in language by using it in natural, communicative situations. Children acquire their first language, and most probably, second languages as well. Language learning is different from acquisition. Language learning is ‘knowing the rules’, i.e., having a conscious knowledge about grammar. According to recent research, it appears that formal language learning is not nearly as important in developing communicative ability in second languages as previously thought.

In line with children’s development and the two concepts above (acquisition and learning), the teaching of English to young learners at elementary school requires situations in which the students acquire language abilities by means of acquisition rather than learning. It means that the students acquire language naturally and communicatively.

In the teaching-learning process, the English teachers must know the kinds of language learning resources for young learners, as follows:

a. Learning resources are not additional materials for pleasure but main materials which are ordered and learned as interesting activities which children usually do in their daily lives.

b. Learning resources for children must be appropriate for children’s aptitude, will, world, and so forth. Therefore, ideal English teachers to young learners are those who are familiar with English songs and games in English. In addition, they are able to order those materials into becoming interesting ones.

c. There must be a clear distinction between technique and resource. Songs, stories, poems, and games are resources.

In teaching English to children (young learners) at elementary school, the English teachers need to comprehend language learning principles, which, according to some experts, are as follows.

a. Children learn through experiences by manipulating surrounding objects. Piaget in Hudelson (1991: 256) states that children in primary or elementary school are usually in what is called the concrete operational stage of cognitive development. This means that they learn through hands –on experiences and through manipulation of objects in the environment. Accordingly, it is important that the English teachers use media or realia in delivering the materials in order  that the students are able to understand easily.

b. Children learn through social context, in groups in which they know with one another. Vygotsky in Hudelson (1991: 257) states that children learn in social contexts, in groups where some group members know more than others. Therefore, the English teachers should make their teaching situations similar to social contexts.

c. Acquisition takes place when learners comprehend how the language is used. Vygotsky in Hudelson (1991: 257) states that acquisition occurs through learners figuring out how the language works, through learners making and testing out hypotheses about the language. In this case, the English teacher should use English correctly although they employ short sentences.

d. Acquisition takes place in social interaction. Vygotsky in Hudelson (1991: 257) states that language acquisition occurs through social interaction. It means that the teacher should use English in the class room naturally as if they were in their society.

C. Conclusion

Every minute the world we live in changes. For young learners the rate of change is greater than ever before. How schools respond to these changes is the key to successful learning in the early years of schooling.

Our approach needs to take account of the diverse backgrounds and environments of our young learners, the impact of technology and the connected global environment. It needs to acknowledge the significance of family and community in a child’s education and that every child is unique.

This requires flexibility, creative problem solving, expert knowledge, quality teaching practice, understanding and innovation. This Early Years Strategy will help position public schools in NSW to provide the best possible start for our young learners now and in the years ahead.

Reference       :

Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language

Pedagogy (2nd Ed.). New York: Addison Wesley Longman, Inc.

Sukarno, Teaching English to Young Learners and Factors to Consider in Designing

The Materials. Yogyakarta

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