1.

0 INTRODUCTION
Language, in all of its manifestation, is art. It requires four skills
listening and speaking, as well as the more formal operations of writing,
reading. Even though the four areas are presented as separate entities, in
practice they are in separable. Learning is a gift in that it is freely given to
the young child. Learning is a phenomenal process that is predictable by age
and stages, but it is also a fragile process.
The preschool English Language Curriculum builds the foundation
through the development of the skills of listening, speaking and early
literacy. It also aims at enabling pupils to actively communicate with others
in their immediate environment as well as develop an enjoyment of the
language through to use of stories, poems, songs and games. Through
language play they will also imagine and recreate experiences.
Vocabulary development will be facilitated through exposure of
language related to familiar experiences and things in the environment as
well as simple selections from pupils literature. Language development will
be supported

through the use of context including objects from the real

world, pictures, puppets and other props so that language experiences will
be meaningful.
English will also be learnt actively through meaningful interaction with
others.

Listening

and

speaking

will

include

verbal

and

non

verbal

communication including the use of body language, facial expression and

eye contact.
Language will also facilitate the development of emergent literacy.
Pupils will be exposed to written language through a variety of materials
such as word cards, books, charts, labels, signs and posters. Reading is for
pleasure and enjoyment.

The Preschool English Language Curriculum is upgraded accordingly to

the topic from getting to know the child to knowing how to speak, read and
write. From simple topic to more complex and this enhance the child ability
to master the language.
The English Language Curriculum aims at enabling pupils to listen
actively with understanding,express themselves orally in simple English.
Read common words and simple sentences independently,write words and
simple sentences.

HBEC 2603
TEACHING ENGLISH TO YOUNG LEARNERS
JANUARY 2013

NAME
: LIYANA FARHANA BINTI MOHD ABU YANIN
NO.MATRIC
: 890120235486001
NO I /C
: 890120-23-5486
LEARNING CENTRE : MELAKA CENTRE

APPENDIX

4.0 CONCLUSION

Early childhood educators need to understand that the development of

language skills is a process, occurring overtime with no true beginning or
end. The specific moment that the young child speaks is not easily
determined.
Early childhood educators must understanding who young children are,
what young children do and how young children learn in the context of
language acquisition. As you focus on the language arts ( speaking, listening,
reading and writing ),you must also continually consider and monitor the
young childs cognitive, emotional and social development.
In facilitating childrens language learning through tasks and
activities,it is crucially important for you to plan the language learning goals
appropriate to childrens age and stages.