UNIVERSIDAD NACIONAL EXPERIMENTAL FRANCISCO DE MIRANDA ALDEA UNIVERSITARIA TOCOPERO PROGRAMA: EDUC. EN LENGUA EXTRANJERA MENCIN INGLS U.

C: LINGSTICA APLICADA

TEACHING ACROSS AGE LEVELS

PROF: LICDA. JOSMELY COLINA TOCOPERO; NOVIEMBRE DE 2013

Children are superior to adults when it comes learning a language succesfully.

Why is this a myth?

TEACHING CHILDREN

What factors must be considered when we teach to children?

TEACHING CHILDREN
1- INTELLECTUAL DEVELOPMENT

Children: Concrete Operational Stage

from:7 To: 11 years old (Piaget, 1972) Children have difficulty using deductive logic, at this age (from general to specific) Example: All oranges are fruits All fruits grow on trees Therefore, all oranges grow on trees.

TEACHING CHILDREN
INTELLECTUAL DEVELOPMENT

Children are centered in: the here and now. The functional purposes of language. Children cannot understand the use of metalanguage used to explain linguistic concepts. (grammar, structures)

TEACHING CHILDREN
INTELLECTUAL DEVELOPMENT IN THE CLASSROOM

Don't use metalanguage to explain

grammar
Avoid

rules stated in abstract terms (grammar activities). Some grammatical concepts specially at the upper levels of childhood, can be called to learnerss attention by showing certain patterns

TEACHING CHILDREN
INTELLECTUAL DEVELOPMENT
IN THE CLASSROOM

Certain patterns require more repetition

than adults need.

Children must understand the meaning

and relevance of repetitions.

TEACHING CHILDREN
2- ATTENTION SPAN

Children have shorter attention span than adults. Why is this not entirely true?

TEACHING CHILDREN
ATTENTION SPAN

Children have short attention span for material that is: Boring Useless Difficult In the classroom, Lessons have to be interesting. What do teachers need to do?

TEACHING CHILDREN
ATTENTION SPAN IN THE CLASSROOM

Design

activities that capture the studentsimmediate interest (here and now) Provide variety of activities The teacher needs to be animated, lively and enthusiastic. The teacher needs to have a sense of humor.

TEACHING CHILDREN
3- SENSORY INPUT

Children need to have all five senses

stimulated: Hearing Seeing Smelling Tasting Touching What do teachers need to do in the classroom?

TEACHING CHILDREN
SENSORY INPUT IN THE CLASSROOM

Complement your lessons with physical

activities (role play, games) Projects in activities (words,structures, practice meaningful language) Nonverbal language (gestures and body language)

TEACHING CHILDREN
4- AFFECTIVE FACTORS

Children are not affected by the inhibitions that block adults in their learning. Why is this a myth?

TEACHING CHILDREN
AFFECTIVE FACTORS

Children have many inhibitions and are more fragile than adults: Extremely sensitive to classmates Their egos are on the process of being shaped
What do teachers need to do in the classroom?

TEACHING CHILDREN
AFFECTIVE FACTORS IN THE CLASSROOM

Have students laugh at each others errors Be patient and supportive but firm in your

expectations Encourage oral participation as much as possible (even from the quiet ones)

TEACHING CHILDREN
5- AUTHENTIC, MEANINGFUL LEARNING

Children will be interested in learning a

language if they can use it for HERE and Now. Children are good at sensing language that is not authentic. Language needs to be firmly context embedded (familiar situations and characters, real life conversations).

TEACHING CHILDREN
AUTHENTIC, MEANINGFUL LEARNING IN THE CLASSROOM

o Avoid stilted language (not common) o Use in the context of the language

activities such as: dialogues, stories, familiar situations) o Use the whole language approach (Language as a way for communication)

TEACHING CHILDREN
STEPS FOR TEACHING TO CHILDREN A NEW LANGUAGE

1- Learn to be patient with the children. The first thing in teaching a child: how to learn something is lowering yourself down to the child's age. 2- Start with the basic stuff: Alphabet, colors, animals, objects, things you might call someone else (Ex:dad, mom, sister, brother, uncle, aunt etc...). A good thing to do is buy little toy animals or show pictures of animals to help teach the child what they are called

TEACHING CHILDREN
STEPS FOR TEACHING TO CHILDREN A NEW LANGUAGE

3- At this point it may become a little frustrating because when you ask to children something, they may not remember it. The youngest children will forget what you taught them yesterday. So, this stage of the childen's learning is all about repetition. You do not have to do a lot of it. Once the child can repeat the object's name or can retrieve the item you might have ask them to bring, then you are good to go on to the next stage.

TEACHING CHILDREN
STEPS FOR TEACHING TO CHILDREN A NEW LANGUAGE

4- Playing word games is a good way to help the child to memorize the vocabulary. One fun game is to hide the toy animals or pick random objects around the room you are teaching them, ask them to bring it to you.

TEACHING CHILDREN
STEPS FOR TEACHING TO CHILDREN A NEW LANGUAGE

Once the children have built their vocabulary, you can teach them phrases. At this point you can either do both teaching them how to read (can do this also in beginning) and speak or just speak. Start out with small phrases then go up to step by step.
5-

TEACHING CHILDREN
STEPS FOR TEACHING TO CHILDREN A NEW LANGUAGE

6- By this point, the child will be able to hold small conversations. It will be best if the children are taught to talk to you in the language only versus just using the language when it is needed. This way they will not forget it, even if they only talk to you.

TEACHING CHILDREN
STEPS FOR TEACHING TO CHILDREN A NEW LANGUAGE

7- Help them learn new words they might not know, and teach them little poems or puns to help them enjoy knowing the language.

8Be social. One way children learn a language is by being social with people who also know the language. This way, it helps promote good conversation skills.

TEACHING CHILDREN
TIPS FOR TEACHING TO CHILDREN A NEW LANGUAGE

Be positive, enthusiastic, supportive, encouraging and creative - the latter is one thing children respond the best. Try to play games with the children to help them to learn.

Always be patient with them. The children are more likely having a harder time learning then you are teaching.

TEACHING CHILDREN
TIPS FOR TEACHING TO CHILDREN A NEW LANGUAGE

Use everyday objects to teach the kids: cups, spoons, etc...

Teach the children the formal way to speak. It looks bad when the child is talking to an adult informally. It also gives the other person respect. And It is cute.

TEACHING IN BETWEEN
We can call Young Adults Teens or

high school.

Ages range are between 12 and 18 years

old.
They

are in an age of transition, confusion, self consciousness, growing, and changing bodies and minds.

TEACHING IN BETWEEN
1- INTELLECTUAL DEVELOPMENT:

Complex problems can be solved with logical thinking. This means that linguistics metalanguage can now having some impact but the sucess of any intellectual endeavour will be a factor of the attention. They have some complex problems refered to: To being accepted, to sexual thoughts.

TEACHING IN BETWEEN
2- ATTENTION SPAN:

They are lengthening as a result of intellectual maduration. But with many diversions present in a tennagers life. Those potential attention spans can easily be shortened. 3- SENSORY INPUT: Varieties of sensory input are still important, but again increasing capacities for abstraction lessen the essential nature of appealing all five senses.

TEACHING IN BETWEEN 4- FACTORS SURROUNDING EGO:

Tenns are ultrasensitive to how others perceive their language physical and emotional selves along with their mental capabilities. One of the most important concerns of the secundary school teacher is: Avoing embarrasment of students at all costs. Afirming each persons talent. Allowing mistakes and other errors to be accepted .

TEACHING IN BETWEEN

Secundary school students are becoming increasingly adult- like in their abilities to make those occasional diversions from the here and now nature of inmediate communicative contexts to dwell on a grammatical point or vocabulary item. But even in teaching adults, care must not be given to insult them with stilted language or to bore them with overanalysis.
5-

TEACHING ADULTS

There are five variables that apply to children, keep in mind specifically some suggestions:
o Many rules to teaching children may apply

to teaching adults.
o Adults have superior cognitive abilities

than children

TEACHING ADULTS

o Adults have longer attention spans for

There are five variables that apply to children , keep in mind specifically some suggestions:

material that may not be intrinsically interesting to them. But the rule of keeping your activities short and sweet still applies to adult age teaching. o They can create mental images. o Adults have the self confidence that children lack.

TEACHING ADULTS
IN THE CLASSRROM

Remember that even though adults can not express complex thinking in a new language . Dont treat adults in your class like children by: Calling them kids. Give your students as many opportunities as posible to make choices (cooperative learning)

TEACHING ADULTS
IN THE CLASSROOM

About what they will do in and out of the classroom. Dont discipline adults in the same way as children. If discipline problems will occur (disrespect, laughing, disrupting class). First assume that your students are adults who can be reasoned as adults.

IN CLASS ASSIGNMENT

Prepare a comparison chart of things to do and things to avoid when teaching children, teenagers and adults.
What to do? Children Teenagers What to avoid?

Adults

INTRINSIC AND EXTRINSIC MOTIVATION IN THE CLASSROOM Internal and external factors that stimulate desire and energy in people to be continually interested and committed to a job, role or subject, or to make an effort to attain a goal. Motivation results from the interaction of both conscious and unconscious factors such as the (1) intensity of desire or need, (2) incentive or reward value of the goal, and (3) expectations of the individual and of his or her peers. These factors are the reasons one has for behaving a certain way. An example is a student that spends extra time studying for a test because he or she wants a better grade in the class.

INTRINSIC AND EXTRINSIC MOTIVATION

Extrinsic and intrinsic motivation are two opposing ways to motivate people. Extrinsic motivation deals with motivations that are outside of your passions, and personal self-esteem. Intrinsic motivation: You get paid for doing what you truly enjoy doing, nice cars and houses dont motivate you as much as your joy in work, learning, and the things that truly motivate you internally. If we could all get paid for what we love to do then why is it not the norm? Well, there is a reason for that we are conditioned to act, feel, and be motivated primarily by extrinsic motivation. Extrinsic motivation is anything outside of yourself that you need to obtain or acquire to increase motivation. For example: to be money, nice cars, expensive houses, high grades in school, gold stars for athletics, etc.

INTRINSIC MOTIVATION IN THE SECOND LANGUAGE CLASSROOM

Activities for intrinsic motivation in second language classroom: Teaching writing as a thinking process in which learners develop their own ideas freely and openly. Showing learners strategies of reading. Language experience aproaches in which students create their own reading material for others in the class to read.

INTRINSIC MOTIVATION IN THE SECOND LANGUAGE CLASSROOM

Oral fluency exercises in which learners talk about what interests them and not about a teacher assigned topic. Listening to an academic lecture in ones own field of study for specific information that will fill a gap for the learner. Communicative language teaching in which language is taught to enable learners to accomplish certain specific functions.

INTRINSIC MOTIVATION IN THE SECOND LANGUAGE CLASSROOM

INTRINSICALLY MOTIVATION TECHNIQUES: A CHECK LIST. 1- Does the technique appeal to the genuine interests of your students? Is it relevant to their life? 2- Do you present the technique in a positive, enthusiastic manner? 3- Are students clearly aware of the purpose of the technique?

4- Does it encourage students in some way to develop or use effective strategies of learning and communication?

INTRINSIC MOTIVATION IN THE SECOND LANGUAGE CLASSROOM

INTRINSICALLY MOTIVATION TECHNIQUES: A CHECK LIST. 5- Does it contribute at least to some extent to students ultimate autonomy and independence? 6- Does the technique present a reasonable challenge? 7- Do students receive sufficiennt feedback on their performance (from each other, or from you)? The answers to which should tell you whether something you are doing in the classroom is contributing to yours students intrinsic drives.

MULTIPLE INTELLIGENCES

MULTIPLE INTELLIGENCES

WHAT IS INTELLIGENCE? It is the ability to solve problems or to crate products that are valued within one or more cultural settings.

VERBAL/LINGUISTIC INTELLIGENCE

Listens and responds to the spoken word.

Enjoys reading, writing, and discussing.

Remembers what has been said.

Remembers what has been read.

Speaks and writes effectively.

Can learn other languages.

MULTIPLE INTELLIGENCES
LOGICAL/MATHEMATICAL INTELLIGENCE

It is familiar with the concepts of quantity, time, and cause and effect.

Uses abstract symbols to represent concrete objects and concepts.

MULTIPLE INTELLIGENCES
LOGICAL/MATHEMATICAL INTELLIGENCE

Likes math and using technology to solve complex problems.

Expresses interest in careers such as accounting, computer technology, and law

VISUAL/SPATIAL INTELLIGENCE

MULTIPLE INTELLIGENCES

Learns by seeing and observing. Recognizes faces, objects, shapes, colors, details, and scenes. Thinks in pictures and visualizes detail.
Enjoys drawing, painting, sculpting, or otherwise reproducing objects in visible form.

MULTIPLE INTELLIGENCES
KINESTHETIC INTELLIGENCE

Prefers to touch, handle, or manipulate what is to be learned.

Develops coordination and a sense of timing.

Learns best by direct involvement and participation. Remembers most clearly what was done, rather than what was said or observed.

MULTIPLE INTELLIGENCES
KINESTHETIC INTELLIGENCE

Enjoys concrete learning experiences such as field trips, model building, or participating in role play, games, assembling objects, or physical exercise. Demonstrates skill in acting, athletics, dancing, sewing, carving, or keyboarding.

MULTIPLE INTELLIGENCES
MUSICAL INTELLIGENCE

Listens and responds with interest to a variety of sounds including the human voice, environmental sounds, and music, and organizes such sounds into meaningful patterns.
It is eager to be around and learn from music and musicians. Develops the ability to sing and/or play an instrument.

MULTIPLE INTELLIGENCES NATURALIST INTELLIGENCE Recognizes and can name many different types of trees, flowers, and plants.

Has an interest in and good knowledge of how the body works and keeps abreast of health issues. Has an understanding of, and interest in, the main global environmental issues.

MULTIPLE INTELLIGENCES

INTERPERSONAL INTELLIGENCE

Bonds with parents and interacts with others.

Forms and maintains social relationships. Perceives the feelings, thoughts, motivations, behaviors, and lifestyles of others. Expresses an interest in interpersonally-oriented careers such as teaching, social work, counseling, management, or politics.

MULTIPLE INTELLIGENCES
INTRAPERSONAL INTELLIGENCE

It is aware of his range of emotions.

It is motivated to identify and pursue goals.

Works independently.

Establishes and lives by an ethical value system.

Strives for self-actualization.

The Effects of Teachers Learning Styles on Teaching

Learning Style Effect on Teaching This teacher stresses a curriculum based on languagereading, writing, and speaking. This teacher tends to concentrate on concepts that are both logical and abstract. This teacher will provide a great learning environment for visual learners. The artistic students will do well in this classroom

The Verbal/Linguistic Learner The Logical/Mathematical Learner

The Visual/Spatial Learner

The Bodily/Kinesthetic Learner

This teacher will encourage experiential learning and have lots of movement in class. It may be a challenge to both the logical learner and the intrapersonal learner.

The Effects of Teachers Learning Styles on Teaching

Learning Style The Musical/Rhythmic Learner Effect on Teaching This teacher will tend to have a relaxed classroom but may find it harder to relate to those students who are not in tune with music. This teacher generally uses cooperative learning in the classroom. Students will feel free to interact and are expected to do so; perfect for the extrovert. This teacher will be a great support for the student who has trouble functioning in groups.

The Interpersonal Learner

The Intrapersonal Learner

Logical/ Mathem atical How can I use number s, lists, classific ations, logic, scientifi c inquiry? Interperso nal - How can I use partners or cooperativ e group activities?

Verbal/Lin guistic How can I use language (stories, poems, readers theater)?

Visual/Spatial How can I use visualization, art, colors, or metaphors?

Intrapersona l How can I provide choices or involve personal memories or feelings?

MULTIPLE INTELLIGENCES
Bodily/Kin esthetic How can I use movement or handson activities?

Naturalist How can I get students to collect data or observe nature?

Musical - How can I use music, rhythm, songs, raps, chants, or instruments?