Ready for presentation?

Subject

The child as a language learners

Password
By group. 3
Noor Istiqomah
Fitri Rahmadini
Log In
M. Lutfi
Seri Rezeki Wahyuningsih
 Home

Home Children’s language

Subject learning and acquisition
Code family members, caregivers, and teachers of young learners are acutely aware of
the importance of language development.
language acquisition is the natural process used to develop language skills in a
Topics child's native language.
the home environment for acquiring a native language is often different from the
classroom environment used to teach a second or foreign language.
Content when a child is acquiring their native language at home, the focus is on the message
being conveyed rather than the form or correctness of the language. for example,
when a native english-speaking child says the word, "muma" instead of "mama," her
mother would applaud the effort and not worry that the pronunciation was not
perfect.
focus is usually on the form of the language rather than on the message being
conveyed.
 Home

Home Making Meaningful Input To

Subject
Learners As A Teacher.
Code although the language is slightly above the learner's level, it is
nevertheless meaningful and understandable because of the
Topics context and other support provided with the input. it is
important for you, as a teacher, to provide young learners
Content with different types of input. for example, if you are telling a
story about a family, you could use puppets and change your
voice as you become each character. you could use a deep
voice as you become the father, a higher voice for the mother,
and a softer voice for the baby.
 Home

Supporting Children's Language Acquisition

Home
And Learning In Addition To Making Sure
Subject
That The Input Is Comprehensive,

Code
There are many different ways that children's language acquisition and
learning can be supported. according to vygotsky (1978), children's
Topics language learning is advanced through social interaction and experiences
based on the context or situation. vygotsky (1962) explains that adults
provide children with the language (permanent meanings of words), not
Content
with the thinking itself. nevertheless, adults can support children as
learners by modifying interactions to foster both intellectual and language
development. support can be given to a child within the child's zone of
proximal development (zpd) (vygotsky, 1978)
 Home

Home
Teaching listening to young
Subject learners
Code What is listening?
Listening is ti give attention to sond or action, when listening one is hearing
what others are saying, and trying to understand what it means.
Topics For example, a very young child will quickly learn the meaning of the word
"No!" when she gets close to something hot on the stove.
Content Listening vs hearing Listening as one of the four language skills

What children listen to Listening as a foundation for other skills

 Home

Home
Start

Subject Background to the teaching of listening Learning

As a teacher of young learners, you need to be familiar with the three main
learning channels which are auditory, tactile, and visual. In general, auditory
Code learners are better able to learn material when it is presented in an auditory
format such as listening to someone read a story aloud. Visual learn- ers often
Topics recall visual images or pictures easily.

The development of listening skills

Content As teachers of second- and foreign-language learners, it is useful to consider
the listening skills that are taught to children learning English as a first
language. For example, a five-year-old native speaker who is not able to
listen to and follow simple instructions is probably not going to be ready to
learn academic content such as colors, numbers, shapes, days of the week,
letters, and sounds.
 Home

What is speaking?
Home
Start

Subject There are many different ways that children play with words and language
beginning with the tickling rhymes that they hear as babies and continuing
with other sorts of play which involve both the form and meaning of
Code language (Cook, 2000). When children begin speaking, they experiment and
play with the utterances that are made to form words and phrases such as
bye-bye, or go bye-bye. As they grow, children integrate these words and
Topics structures into their real and imaginary play.
1. The mother is helping her son expand his vocabulary.
2. will break my bones, but words will never hurt me.
Content 3. The development of speaking skills
4. Avoid unrealistic expectations
5. Audiolingual Method (ALM)
6. Managing speaking activities
7. Managing the noise level
8. Speaking in the classroom
 What is reading

Reading is a set of skills that involves making sense and deriving meaning from the
Home printed word. example, if a child is going to learn how to decode letters, she must
understand what different written symbols represent. In some languages such as
English, Spanish, Arabic, and Korean, a certain symbol represents a specific letter.
Subject These languages are known as alphabeth languages.

A. Background to the teaching of reading

Code • reading for pleasure
Think about how much fun it is to read or listen to a good story. Stories provide enjoyment for
readers of all ages. Often they think that they ·get to stay up late and get to listen to a story. The
Topics children are enjoying a story with theirmother.
• reading for information
If a young learner's mother uses a cookbook, the child may help by reading different parts of
Content the recipe to her mother. A child interested in dinosaurs might enjoy reading a passage about
the prehistoric animals. A child who wants to make a model airplane may be motivated to read
a book about model airplanes or the instructions in a model airplane kit Readingfor information
can also give children pleasure
 The development of reading skills

some of these activities might look as if they are not very

Home educational. However, activities such as doing art projects with patterns, listening to
and talking about stories, playing with words, and learning the symbols that rep•
resent words, all help children in their quest to learn how to read.
Subject
a. Phonics-based instruction
Phonics-based instruction is intended to teach students the basic English-language
Code phonics rules so that they can easily decode words. 
The purpose of phonics instruction is to teach beginning readers that printed letters
Topics represent speech sounds heard in words» . Phonics instruction is intended to help
children see the correspondence between letters and sounds.
b. Literature-based approach
Content The literature-based approach is designed to help young learners develop literacy
skills within the context of literature. Instruction utilizing literature is also based on
the premise that literacy is an inter-related process . An underlying premise of the list
is that stories can be enjoyed by young learners and can be used to help children
develop a host of cognitive and social skills
Home c. Classroom techniques and activities
The activities that you choose should be based on the individual child's
Subject development, native-language literacy skills, and oral-language skills in
English.
d. Phonics
Code
When I introduce phonics in the classroom, I start by teaching the
initial sounds and letters of words, usually nouns.
Topics • Predictable stories and pattern books
e. Reading in the classroom
Content Reading can easily be integrated into any program for teaching English
to young learners. How much time is spent developing literacy skills
will also depend upon the coursebooks you are using with your learners
Thanks for your attention