UNIT 2

BASIC PRINCIPLES OF
TEACHING YOUNG LEARNERS

Lecture by Dr. Joan Kang Shin

ELC 688: Teaching English to Young Learners
Outline
I. Piaget vs. Vygotsky
II. Zone of Proximal Development
III. Bruner
IV. Effective scaffolding
V. Characteristics of YLs
VI. L1 vs. L2
VII. Classroom Language
VIII. Conclusion
Introduction
This PowerPoint lecture is designed to summarize the
important points about teaching young learners. It
will also focus your attention on certain aspects of
your readings for this week.

As you go through this lecture, please think about how

these theories can be applied to your YL classroom
situation.
I. Piaget vs. Vygotsky
Piaget and Vygotsky are a good start for
understanding the ways that children learn and
make sense of the world. Notice the difference
between the two views of learning.
Piaget
The child

is an active learner and thinker

actively tries to make sense of the world
(Donaldson, 1978)
constructs knowledge from working with objects or
ideas
Vygotsky (1978)
The child
is an active learner and thinker
uses language as a tool for learning and
development
constructs knowledge from other people (interacting
adults)
Piaget vs. Vygotsky
Piaget: child learns through his or her own individual
actions/explorations

Vygotsky: adults/teachers work actively to improve

childs development
(Brewster, Ellis, & Girard, 2004)

Consider: As teachers of English to YLs, what is the implication

of these theories on our classrooms?
II. Zone of Proximal Development

Brief explanation of Vygotskys Zone of Proximal Development

(ZPD):

Zone of proximal development is the difference between the

child's capacity to solve problems on his own, and his capacity
to solve them with assistance.
According to Vygotsky (1978), an essential feature of
learning is that it awakens a variety of internal developmental
processes that are able to operate only when the child is in the
action of interacting with people in his environment and in
cooperation with his peers.
 Therefore, when it comes to language learning, the
authenticity of the environment and the affinity (close
connection) between its participants are essential elements to
make the learner feel part of this environment. These elements
are rarely predominant in conventional classrooms.
(Schutz, 2002)

See http://www.sk.com.br/sk-vygot.html for more information

if you are not familiar with these concepts.
III. Bruner (1983)
Continuing from Vygotskys ZPD, Bruner also
emphasizes the importance of the adults role in a
childs learning process. Like Vygotsky, Bruner also
focuses on the importance of language in a childs
cognitive development. He shows how the adult uses
scaffolding to guide a childs learning through
finely-tuned talk.
(Cameron, 2001)
IV. Effective scaffolding
According to Bruners studies on American parents and children, parents who
scaffolded effectively
created interest in the task;

broke the task down into smaller steps;

kept child on task by reminding him of the purpose or goal;

pointed out the important parts of the task;

controlled the childs frustration during the task;

modeled the task, including different ways to do the task.

(Cameron, 2001)
Consider: As teachers of English to YLs, how can you apply this interaction
between parent and child to your classroom?
Note: In education, scaffolding refers to a variety of instructional techniques used to move students
progressively toward stronger understanding and, ultimately, greater independence in the learning
process. The term itself offers the relevant descriptive metaphor: teachers provide successive levels
of temporary support that help students reach higher levels of comprehension and skill acquisition
that they would not be able to achieve without assistance.
V. Characteristics of YLs
In your reading for Unit 2, Materials in the Classroom with Children,
Maria Jose Lobo gives a very comprehensive explanation of the
characteristics of young learners.

She writes that young learners are:

very receptive (quick to receive suggestions, new ideas, etc.)

curious

motivated

able to pick up new sounds accurately

spontaneous and willing to participate

physically active

interested on themselves and on what is here now

deeply involved in the world of fantasy and imagination

 highly linked to the teacher
developing their personality
learn by doing
cant concentrate for a long time
do not analyze the language
are happier with different materials depending on the natural language they
have on the different intelligences
cant remember things for a long time if they are not recycled
(Lobo, 2003)

As you read Lobos explanation, think about the application of these

characteristics to the development of materials for young learners in your
own situation.
VI. L1 vs. L2
One reason the age for compulsory English education
keeps lowering around the world is the belief that
children can learn languages more easily. Intuitively
we believe this because we have all witnessed the
ease with which our children learn their first language
(L1).
If you have children, how much did you marvel at their ability to
learn your native language? (Think about your interaction with
them and the scaffolding you provided!)
Although children may use similar processes for
acquiring L1 and L2, the setting for L1 and L2
acquisition can be quite different. (see next slide)
 L1 vs. L2 Environment

L1 environment L2 environment
language highly language more
contextualized decontextualized
in the real world the in the classroom the
language used is language used tends to
authentic be artificial
learner highly learners may not be
motivated highly motivated
 Therefore, it is important to remember that an early
start alone will not necessarily improve childrens
ability to learn English. It is also very important that
L2 instruction presents language structures within a
context that is meaningful and gives learners plenty
of practice using them communicatively.

The article Ten Helpful Ideas for Teaching English to Young

Learners has some practical suggestions for enhancing the YL
classroom to make EFL instruction more effective since an early
start alone is not enough to grow better speakers of English.
VII. Classroom Language
One way to begin building a communicative
classroom is to use English as the medium for
communication. It is difficult with young learners who
are at the novice level. However, there are ways to
scaffold your students learning of classroom
language through repetition and routines.

In addition, the support of the L1 is absolutely

necessary; however, it should be used as support for
establishing the use of English to teach English.
VIII. Conclusion
As you complete the readings for this week, keep
notes on a piece of paper with additional ideas for
teaching young learners English as an international
language that you do not see addressed in the
readings. Also jot down* examples from your own
teaching that illustrate the recommendations for
TEYL in your various readings.

*jot down: make a quick written note of

 Quiz yourself!
After you finish your readings, see how much you
have learned about teaching English to children by
filling in the boxes in the mind map on p. 10 of
The Challenge of Teaching Children
by Carol Reed
http://www.etprofessional.com/articles/challenge.pdf

Try it without looking at the answers, and see if you

can get the right answers!