Supporting children learning
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This document provides an agenda and information about supporting language learning for young learners. The agenda includes sharing homework, supporting language learning techniques, using classroom resources, and applying it all. Supportive teacher talk includes adapting language, using props, building on prior knowledge, discussing vocabulary, and clarifying student language. Supportive techniques move from familiar to new concepts, focus on concrete examples, include interactive activities, provide language models, and use visual and multisensory methods. Effective resources for young learners are stories, songs, games, puppets, pictures, real objects, boards, crafts, videos and ICT tools. While resources require preparation, organization and costs, they appeal to students, provide language examples and practice
Supporting children learning
- 1. TKT Young Learners Session 3 Tutor: Lic. Silvia Rovegno
- 2. Agenda Sharing homework task Supporting Language Learning: what and how Using resources in the classroom Putting it all together
- 3. Pre-session 3 task Choose two different activities you generally use in class at two different levels and analyse them. State: Main aim: Subsidiary aim: Materials (including source): Procedure Interaction patterns Time Explain: What young learner characteristics is the activity catering for? What strategies are put into practice in the activity? What aspect of the child’s language development is it focusing on?
- 5. What do you mean by support?
- 6. How to provide support in LL ★Teacher discourse ★Teaching techniques ★Teaching resources ★Choice of contexts and topics
- 7. Supportive Teacher Talk ● adapts language use to match sts’ level ● the use of physical props, graphics, pantomime, and gestures to represent ideas and facilitate children's comprehension, ● references to previously shared experiences which serve as background knowledge for new concepts, ● discussion of word meanings and text structures within meaningful, applied contexts, ● self-repetition and paraphrasing used to make language more comprehensible and to draw attention to important vocabulary, language features, and language patterns, and ● clarification and expansion of children's own oral and written language.
- 8. Supportive teaching techniques ★ From known to new, from concrete to abstract ★ Focus on events, people and things children can see ★ Action games, hands-on activities ★ Give children a purpose for doing the activities ★ Revise vocabulary and language needed to carry out the activity ★ Provide language prompts or models ★ Use visual support ★ Use multisensory learning techniques ★ Demonstrate and model
- 9. Sample task
- 10. Resources: Guessing game To repeat a phrase, sentence, rhyme, verse, poem or song, usually with others, in a regular rhythm.
- 11. Stories that are shown in pictures instead of words.
- 12. A card with words, sentences or pictures on it. A teacher can use these to explain a situation, tell a story, teach vocabulary etc.
- 13. Real objects such as clothes, menus, timetables and leaflets that can be brought into the classroom for a range of purposes.
- 14. A model of a person or animal often made of paper or cloth, which a teacher or learners can move by putting their hand inside it.
- 15. Resources for YL Stories Songs, chants and action rhymes Games (e.g. TPR, guessing, circle, memory, categorisation, etc.) Puppets Flashcards, pictures and drawings Realia Black/white board, flipboard Handicraft activities (making mini-books, masks, personal dictionaries, posters, cards for special occasions, etc) ICT Pictures and photos DVDs & Videos
- 16. What are the problems of using additional resources? preparation time Organisation tidying up Cost availability What are the benefits of using them? appeal to children’s need to be active and play, provide concrete examples of language in use, provide variety and change of pace, provide context for language learning and practice, motivating, cater for different learning styles
- 17. Putting it all together
- 20. Sample task
- 21. Next session: Managing Young learners Think, observe and jot down: Characteristics of managing YL in the classroom Challenges Problems and Solutions