czwartek, 8 stycznia 2015

Child support in learning English

There are many supproting forms in learning English to young learners: songs, nursery rhymes in target language, games and storytelling. Equally popular among English teachers is drama.

Songs should be introduced during English lesson in order to develop listening skill and to help to acquaint pronounciation and vocabulary using in target language. Additionally, songs introduce elements of culture which helps children to understand better the world they live in. It is counseled that children should listen  to the songs at home, as well. In this way both lyrics, melody and rhythm are practised. Another asset is fact that  parents become acquainted with the material which their children learn at school or preschool. As a result the whole family is more involved in learning the language. 

While playing games children use English language spontaneously and effortlessly.
It means that they learn and play at the same time. Additional adventage  is that games can be very helpful in encouraging shy and weaker pupils to participate in class and use English with other children. Language games are integral part of  involving children in class, they can develop different skills: linguistic (children learn words and collocations in efficient way), motivational (appropriately selected games provide pupils involvement and fun which helps in language acquisition in a stimulating environment), stimulating the cognitive development (supports analytical thinking), relaxing (provides elements of fun and give a feeling of easy and pleasant task. Makes it possible to reduce the tension and release the energy) and social (cooperating with other members of the team).

Storytelling shows a child the world of values they can relate to. Using stories a teacher can help children to practice listening, speaking, reading and writing skills. It is worth mentioning that children know stories from home environment so the idea of storytelling is not unfamiliar. In addition, they are always eager to listen to a short story and understand what will happen. What is more, listening to the stories at the beginning of the English lesson makes them joyful. Additional asset is ability to strive for favourite story not only at school but at home as well.

As far as drama is concerned it is possible to disinguish many positive aspects. The most relevant is practicing of foreign language. Furthermore, children can learn extracts by heart. It should be noticed that while learning the text children practice pronunciation, accent and intonation as well. Also, appropriate assigning the roles is important. The weakest students  can get shorter rols or they can repeat words chorally. Instead children good at English can get longer, more complicated roles. Moreover, drama developes cooperation between children and connects the group of students.

To sum up, using above-mentioned supproting forms in learning English to young learners take many benefits. Most of all, those technics can be applied both at school/kindergarten and home with parents support. Additionally, they cause class- teacher integration and better relations in the group of students. Practising them at home provide parents to get to know the material children learn at school/preschool. Further, they are the source of motivation for children due to attractive form, different than traditional tasks fulfiled  during the lesson.

Autor: Joanna
absolwentką studiów licencjackich Karkonoskiej Szkoły Wyższej na kierunku: Filologia Angielska oraz studiów magisterskich na Uniwersytecie Warszawskim na kierunku: Pedagogika;  specjalność: Wczesne Nauczanie Języka Angielskiego.

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