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

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&cad=rja&uact=8&ved=0CFgQFjAH&url=http%3A%2F%2Fwww.york.ac.uk%2Fmedia%2Feducationalstudies%2Fdocuments%2Fteyl%2FTEYL%2520Seminar%2520Papers%25202011%2520edited.pdf&ei=CXQmU9S5IcaUrAe92IDIDg&usg=AFQjCNF_a7KpW1wc9A2VEwToh1ctM7xWZw&bvm=bv.62922401,d.bmk 

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CCwQFjAA&url=http%3A%2F%2Fwww.dec.nsw.gov.au%2Fdetresources%2FOur_young_learners_LjZhXUaKbn.pdf&ei=CXQmU9S5IcaUrAe92IDIDg&usg=AFQjCNF2irKTtJ54OXEUe4VG9qNGjR2l3w&bvm=bv.62922401,d.bmk

Abortion

Abortion Arguments from Pro-Life and Pro-Choice Sides & Main Points of Debate

From Linda Lowen, former About.com Guide

Many points come up in the abortion debate. Here's a look at abortion from both sides - 10 arguments for abortion and 10 arguments against abortion - for a total of 20 statements that represent a range of topics as seen from both sides.

Pro-Life - 10 Arguments Against Abortion

1. Since life begins at conception, abortion is akin to murder as it is the act of taking human life. Abortion is in direct defiance of the commonly accepted idea of the sanctity of human life

2.      No civilized society permits one human to intentionally harm or take the life of another human without punishment, and abortion is no different.

3.      Adoption is a viable alternative to abortion and accomplishes the same result. And with 1.5 million American families wanting to adopt a child, there is no such thing as an unwanted child.

4.      An abortion can result in medical complications later in life; the risk of ectopic pregnancies doubles, and the chance of a miscarriage and pelvic inflammatory disease also increases.

5.      In the instance of rape and incest, proper medical care can ensure that a woman will not get pregnant. Abortion punishes the unborn child who committed no crime; instead, it is the perpetrator who should be punished.

6.      Abortion should not be used as another form of contraception.

7.      For women who demand complete control of their body, control should include preventing the risk of unwanted pregnancy through the responsible use of contraception or, if that is not possible, through abstinence.

8.      Many Americans who pay taxes are opposed to abortion, therefore it's morally wrong to use tax dollars to fund abortion.

9.      Those who choose abortions are often minors or young women with insufficient life experience to understand fully what they are doing. Many have lifelong regrets afterwards.

10.  Abortion frequently causes intense psychological pain and stress.

Pro-Choice - 10 Arguments For Abortion

1.      Nearly all abortions take place in the first trimester, when a fetus cannot exist independent of the mother. As it is attached by the placenta and umbilical cord, its health is dependent on her health, and cannot be regarded as a separate entity as it cannot exist outside her womb.

2.      The concept of personhood is different from the concept of human life. Human life occurs at conception, but fertilized eggs used for in vitro fertilization are also human lives and those not implanted are routinely thrown away. Is this murder, and if not, then how is abortion murder?

3.      Adoption is not an alternative to abortion, because it remains the woman's choice whether or not to give her child up for adoption. Statistics show that very few women who give birth choose to give up their babies - less than 3% of white unmarried women and less than 2% of black unmarried women.

4.      Abortion is a safe medical procedure. The vast majority of women - 88% - who have an abortion do so in their first trimester. Medical abortions have less than 0.5% risk of serious complications and do not affect a woman's health or future ability to become pregnant or give birth.

5.      In the case of rape or incest, forcing a woman made pregnant by this violent act would cause further psychological harm to the victim. Often a woman is too afraid to speak up or is unaware she is pregnant, thus the morning after pill is ineffective in these situations.

6.      Abortion is not used as a form of contraception. Pregnancy can occur even with responsible contraceptive use. Only 8% of women who have abortions do not use any form of birth control, and that is due more to individual carelessness than to the availability of abortion.

7.      The ability of a woman to have control of her body is critical to civil rights. Take away her reproductive choice and you step onto a slippery slope. If the government can force a woman to continue a pregnancy, what about forcing a woman to use contraception or undergo sterilization?

8.      Taxpayer dollars are used to enable poor women to access the same medical services as rich women, and abortion is one of these services. Funding abortion is no different from funding a war in the Mideast. For those who are opposed, the place to express outrage is in the voting booth.

9.      Teenagers who become mothers have grim prospects for the future. They are much more likely to leave of school; receive inadequate prenatal care; rely on public assistance to raise a child; develop health problems; or end up divorced.

10.  Like any other difficult situation, abortion creates stress. Yet the American Psychological Association found that stress was greatest prior to an abortion, and that there was no evidence of post-abortion syndrome.

_{Sources:
The Minnesota Family Council
Alcorn, Randy. Pro-Life: Answers to Pro-Choice Arguments. Multnomah Books 1994.
Messerli, Joe. "Should Abortion Be Banned (Except in Special Circumstances Like Saving the Mother's Life)?" Balanced Politics 17 March 2007.
"Legal Abortion: Arguments Pro & Con." Westchester Coalition for Legal Abortion
"Placing children." Adoption.com
National Abortion Federation}

DEFFINITONS of COMMUNICATIONS

Communication is viewed as simply one activity among many others, such as planning, controlling, and managing (Deetz, 1994).

Communication is not simply one more thing that happens in personal and professional life; it is the very means by which we produce our personal relationships and professional experiences—it is how we plan, control, manage, persuade, understand, lead, love, and so on. (Conrad & Poole, 1998)

To the more specific definition of the American College Dictionary, “the imparting or interchange of thoughts, opinions, or information by speech, writing, or signs.”

Communication is deeply rooted in human behaviors and societies. It is difficult to think of social or behavioral events from which communication is absent. Indeed, communication applies to shared behaviors and properties of any collection of things, whether they are human or not. (Wikibooks.org)

            Communication is the process of transmitting information and common understanding from one person to another. In this article, I discuss the communication process, barriers to communication, and improving communication effectiveness. (Fred C. Lunenburg)

Synthesizing :

1.      Simply 2.      among many others 3.      planning, controlling, and managing

1.      simply 2.      personal and professional life 3.      how we plan, control, manage, persuade, understand, lead, love, and so on

1.      imparting 2.      interchange 3.      thoughts, opinions, or information by speech, writing, or signs

1.      deeply rooted 2.      communication applies to shared behaviors and properties

1.      transmitting information and common understanding

Communication is not to be seem like simply one, because it’s cover how we, control, manage, persuade, understand, lead, love, and so on. But the gold of communication is to transmitting information and common understanding.

Poem for my Mom

"She Look Like"

Sometimes she look like a coral

Sometimes she feel like princes

But, go over it.

She is my mother who always thought me how to become independently person

Mom… I want you to enjoying the air on the top of the mountain.