Principles For Teaching Young Learners Of English
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Principles for Teaching Young Learners of English
The Multiplier Effect of Language Learning Mary Lou McCloskey, Ph.D. Atlanta, Georgia, USA [email protected] www.mlmcc.com
What Children Bring
Children Bring… Bring … w Innate “programming” to acquire language (Chomsky , Pinker, 2000) w Critical Period for language acquisition?
Critical Period? The Effects of Language Learning
[email protected]
www.mlmcc.com 1
Principles for Teaching Young Learners of English
The ability to -talk to more people, -read more books, -experience other cultures
Jean Piaget Mary Lou McCloskey, 2005
Assimilation Kitty
www.mlmcc.com
8
Assimilation Kitty
Accommodation Kitty
Doggie
[email protected]
Recent Studies of the Brain
www.mlmcc.com 2
Principles for Teaching Young Learners of English Language Areas of the Brain
Differences in brain activity during language tasks between adults (18(18-35) and children (7(7-10) (Schlagger et al 2002)
(Kim, 1997)
w Children had more activity in left extrastriate cortex w Adults had more activity in left frontal cortex.
w Languages learned early in life: Processing occurs in overlapping regions of Broca’s and Wernicke’s Areas w Languages learned later: Wernicke’s Area for what words mean; Broca’s Area for grammar and syntax.
www.mlmcc.com
Wernicke’s Area
Piaget’’s Stages of Cognitive Piaget Development
Differences in where language is processed:
Mary Lou McCloskey, 2005
Broca’s Area:
15
w Sensorimotor (birth-2) w Pre-operational (2-7) w Concrete Operations (7 -11) w Formal Operations (11-15)
Mary Lou McCloskey, 2005
www.mlmcc.com
16
Piagetian Stages and Brain Development Stages (Sprenger, 1999)
w
Piaget’s Stages of myelin release stages of and brain growth development Sensorimotor (birth-2 years)
Pre-operational (ages 2-7) Concrete operational (ages 7-11) Formal operations (ages 11-15) Mary Lou McCloskey, 2005
Large motor system and visual system Language acquisition
3. Expanded ability to learn
Manipulation of thought and ideas Higher-order thinking www.mlmcc.com
17
[email protected]
www.mlmcc.com 3
Principles for Teaching Young Learners of English
How reading changes language learning 4. School performance of students learning a second language
5. Learning additional languages
Refined cultural awareness and adeptness; cognitive flexibility
When to Start EFL?
When to Start EFL? w Why wait?
w Why start early?
– Older learners can learn very rapidly and
– Potential for native-like pronunciation – Easy and natural acquisition of
language structures during critical period – Opportunity to develop positive attitudes toward the language
Mary Lou McCloskey, 2005
www.mlmcc.com
23
[email protected]
effectively using their higher-level cognitive abilities – Native-like pronunciation is not necessary for effective communication – Resources may be better used to provide needed quality and intensity for older learners – There may be concern about language loss of L1 if English use is highly prevalent Mary Lou McCloskey, 2005
www.mlmcc.com
24
www.mlmcc.com 4
Principles for Teaching Young Learners of English When to Start EFL? w It depends on quality and model
– Quality of program and of teaching
are the most important variables
w Many effective models, e.g.,
– Progressive transition 90/10 to 80/20
etc.
Principles for developing a new language with younger learners
– 50/50 – often content-based – 90/10 – structured immersion Mary Lou McCloskey, 2005
www.mlmcc.com
25
Principle 1 Offer learners enjoyable, active roles in the learning experience
Principle 3 Use multi-dimensional, thematicallyorganized activities
[email protected]
Principle 2 Help students develop and practice language through collaboration
Principle 4 Provide comprehensible input with scaffolding
www.mlmcc.com 5
Principles for Teaching Young Learners of English Principle 5 Integrate language with content
Principle 6 Validate and integrate home language and culture
Principle 7 Provide clear goals and feedback on performance
Principle 8 Develop learner’s own strategies for language development
Learning languages is exponentially beneficial
Implications & Considerations
w Improved cognition & brain development w Improved L1 proficiency w Improved academic performance w Improved abilities in social, cultural understanding Mary Lou McCloskey, 2005
[email protected]
www.mlmcc.com
36
www.mlmcc.com 6
Principles for Teaching Young Learners of English When to begin language learning?
What about language policies?
w There is no simple, “younger is better” answer. w What about literacy? Usually best in L1 first. w What are the variables? Time, capacity, commitment
w Movement toward linguistic pluralism w Need for pro-language-development governmental policies
Mary Lou McCloskey, 2005
www.mlmcc.com
37
Anonymous
www.mlmcc.com
www.mlmcc.com
38
Anonymous
-Martin Steingesser I know a poem of six lines that no one knows who wrote, except that the poet was Chinese and lived centuries before the birth of Christ. I said it aloud once to some children, and when I reached the last line suddenly they understood and together all went-"Ooo!" Mary Lou McCloskey, 2005
Mary Lou McCloskey, 2005
imagine that poem, written by a poet truly who is Anonymous, since in the strict corporeal sense he hasn't existed for thousands of years--imagine his little poem traveling 39
Mary Lou McCloskey, 2005
www.mlmcc.com
40
Anonymous without gas or even a single grease job across centuries of space and a million miles of time to me, who spoke it softly aloud to a group of children who heard and suddenly all together cried "Ooo!" Mary Lou McCloskey, 2005
www.mlmcc.com
The Multiplier Effect of Language Learning Mary Lou McCloskey, Ph.D. Atlanta, Georgia, USA [email protected] www.mlmcc.com October 2005
41
[email protected]
www.mlmcc.com 7
The Multiplier Effect of Language Learning Mary Lou McCloskey, Ph.D. Atlanta, Georgia, USA [email protected] www.mlmcc.com
What Children Bring
Children Bring… Bring … w Innate “programming” to acquire language (Chomsky , Pinker, 2000) w Critical Period for language acquisition?
Critical Period? The Effects of Language Learning
[email protected]
www.mlmcc.com 1
Principles for Teaching Young Learners of English
The ability to -talk to more people, -read more books, -experience other cultures
Jean Piaget Mary Lou McCloskey, 2005
Assimilation Kitty
www.mlmcc.com
8
Assimilation Kitty
Accommodation Kitty
Doggie
[email protected]
Recent Studies of the Brain
www.mlmcc.com 2
Principles for Teaching Young Learners of English Language Areas of the Brain
Differences in brain activity during language tasks between adults (18(18-35) and children (7(7-10) (Schlagger et al 2002)
(Kim, 1997)
w Children had more activity in left extrastriate cortex w Adults had more activity in left frontal cortex.
w Languages learned early in life: Processing occurs in overlapping regions of Broca’s and Wernicke’s Areas w Languages learned later: Wernicke’s Area for what words mean; Broca’s Area for grammar and syntax.
www.mlmcc.com
Wernicke’s Area
Piaget’’s Stages of Cognitive Piaget Development
Differences in where language is processed:
Mary Lou McCloskey, 2005
Broca’s Area:
15
w Sensorimotor (birth-2) w Pre-operational (2-7) w Concrete Operations (7 -11) w Formal Operations (11-15)
Mary Lou McCloskey, 2005
www.mlmcc.com
16
Piagetian Stages and Brain Development Stages (Sprenger, 1999)
w
Piaget’s Stages of myelin release stages of and brain growth development Sensorimotor (birth-2 years)
Pre-operational (ages 2-7) Concrete operational (ages 7-11) Formal operations (ages 11-15) Mary Lou McCloskey, 2005
Large motor system and visual system Language acquisition
3. Expanded ability to learn
Manipulation of thought and ideas Higher-order thinking www.mlmcc.com
17
[email protected]
www.mlmcc.com 3
Principles for Teaching Young Learners of English
How reading changes language learning 4. School performance of students learning a second language
5. Learning additional languages
Refined cultural awareness and adeptness; cognitive flexibility
When to Start EFL?
When to Start EFL? w Why wait?
w Why start early?
– Older learners can learn very rapidly and
– Potential for native-like pronunciation – Easy and natural acquisition of
language structures during critical period – Opportunity to develop positive attitudes toward the language
Mary Lou McCloskey, 2005
www.mlmcc.com
23
[email protected]
effectively using their higher-level cognitive abilities – Native-like pronunciation is not necessary for effective communication – Resources may be better used to provide needed quality and intensity for older learners – There may be concern about language loss of L1 if English use is highly prevalent Mary Lou McCloskey, 2005
www.mlmcc.com
24
www.mlmcc.com 4
Principles for Teaching Young Learners of English When to Start EFL? w It depends on quality and model
– Quality of program and of teaching
are the most important variables
w Many effective models, e.g.,
– Progressive transition 90/10 to 80/20
etc.
Principles for developing a new language with younger learners
– 50/50 – often content-based – 90/10 – structured immersion Mary Lou McCloskey, 2005
www.mlmcc.com
25
Principle 1 Offer learners enjoyable, active roles in the learning experience
Principle 3 Use multi-dimensional, thematicallyorganized activities
[email protected]
Principle 2 Help students develop and practice language through collaboration
Principle 4 Provide comprehensible input with scaffolding
www.mlmcc.com 5
Principles for Teaching Young Learners of English Principle 5 Integrate language with content
Principle 6 Validate and integrate home language and culture
Principle 7 Provide clear goals and feedback on performance
Principle 8 Develop learner’s own strategies for language development
Learning languages is exponentially beneficial
Implications & Considerations
w Improved cognition & brain development w Improved L1 proficiency w Improved academic performance w Improved abilities in social, cultural understanding Mary Lou McCloskey, 2005
[email protected]
www.mlmcc.com
36
www.mlmcc.com 6
Principles for Teaching Young Learners of English When to begin language learning?
What about language policies?
w There is no simple, “younger is better” answer. w What about literacy? Usually best in L1 first. w What are the variables? Time, capacity, commitment
w Movement toward linguistic pluralism w Need for pro-language-development governmental policies
Mary Lou McCloskey, 2005
www.mlmcc.com
37
Anonymous
www.mlmcc.com
www.mlmcc.com
38
Anonymous
-Martin Steingesser I know a poem of six lines that no one knows who wrote, except that the poet was Chinese and lived centuries before the birth of Christ. I said it aloud once to some children, and when I reached the last line suddenly they understood and together all went-"Ooo!" Mary Lou McCloskey, 2005
Mary Lou McCloskey, 2005
imagine that poem, written by a poet truly who is Anonymous, since in the strict corporeal sense he hasn't existed for thousands of years--imagine his little poem traveling 39
Mary Lou McCloskey, 2005
www.mlmcc.com
40
Anonymous without gas or even a single grease job across centuries of space and a million miles of time to me, who spoke it softly aloud to a group of children who heard and suddenly all together cried "Ooo!" Mary Lou McCloskey, 2005
www.mlmcc.com
The Multiplier Effect of Language Learning Mary Lou McCloskey, Ph.D. Atlanta, Georgia, USA [email protected] www.mlmcc.com October 2005
41
[email protected]
www.mlmcc.com 7
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