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to be equipped to teach initial literacy in English. Other current issues in teaching young learners include:
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the use of learners first language in the language classroom
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teaching other subjects through the medium of English e.g. CLIL
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developing appropriate assessment of young learners
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Young learner teacher education. From the previous theory, it can be said that teaching English for young
learners is different from adults. Teacher has to give appropriate material and various activities based on the principles and conditions in teaching children so
that the teaching and learning process will be successful. Therefore, TPR is required to teach English for young learners as it is suitable with the students’
interest at such age. By acting and moving they can learn new words easily and this way might be interesting for them. If the students are interested in the way
they learn, they would master the new words well.
2. Techniques and Resources
Using the right technique and resource in conveying the material for young learners is a must. Wrong technique can be a terrible thing as students cannot
pretend that they enjoy the material and listen to the teacher as if they understand what is being taught. They would spontaneously express what they think, even to
say that they do not like English. Surely, it will be hard for the teacher to hear that. Therefore, the following techniques and resources are important as
consideration:
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a. Using songs, poems, and chants. To play with language, teachers need to use songs, poems, and chants to
teach children. They seem not tired of practicing the same songs, poems, or chants many days of week. Often, they incorporate gestures and movements
into their songs and chants. The following example is a song usually used: If you’re happy clap your hands
If you’re happy clap your hands If you’re happy and you know it then you’re surely want to show it
If you’re happy clap your hands. If you’re happy step your feet.
If you’re happy step your feet. If you’re happy and you know it then you’re surely want to show it
If you’re happy step your feet. If you’re happy say amen.
If you’re happy say amen If you’re happy and you know it then you’re surely want to show it
If you’re happy say amen These techniques build vocabulary. Learners hear pronunciation modeled
and then they practice the same sounds repeatedly. A five or ten minute session of singing or chanting can be fun and effective.
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b. Dramatic activities.
Dramatic activities can be helpful whether the students have a big or small in the production. Even if a child has a non speaking role, he or she might listen
intently. All of children would take a part in drama activities than adults. c.
Storytelling Stories are a powerful means of language teaching. It can be used to
develop listening, speaking, and writing. Children usually enjoy the same stories many times. Teacher can vary the presentation by using picture, flannel board, or
moving characters. You can tell or read a story while the students move puppets or doll. Others, they listen to a tape-recorded story together or individually.
Teacher should be creative in varying the way of presenting the story. It can be done through games. For example: a brief story that can be covered by
number of students in the class. One student memorizes one sentence, and the next student memorizes the next sentence, and so forth. After all of students are able to
recite, then the teacher ask them to tell the whole story from the first student till the last one.
d. Gesture and Movement
Children need to move around than adults do. As mentioned above, you can combine movement and gesture with songs, poems, and chants, with drama,
and with stories. Or, you can ask them to raise their hand in answering question, or shake their head when say no, etc. Make a habit of using gesture and movement
with children because they need it.
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e. Total Physical Response TPR
It is well-known as TPR, an approach created by James Asher. In TPR, teacher gives command and models them. Soon, the students are asked to do the
same and the other commands based on the teacher’s various command. Through TPR, grammar is not overtly taught, the focus is on comprehension, and the input
is supposed to be comprehensible. f.
Total Physical Response TPR Storytelling TPR storytelling Ray and Seely 1998; Seely and Romjin 1998 is a metod
of second or foreign language teaching that includes actions, pantomime, and other techniques. Much is taught through stories. The words of a story are taught
through associated gestures. Each vocabulary has each gesture. Students then practice the vocabulary in pairs: one speaks and the other makes the gesture. After
vocabularies are covered, the teacher tells a mini story. Later, the students will be able to tell the story themselves because they have learned all of the movement
and gestures in the previous. g.
Teaching grammar Younger children are less likely focus on the vocabulary or pronunciation
errors of others, or to correct them. As they grow older, teacher needs to teach them grammar. When the children have errors in grammar, vocabulary, and
pronunciation, teacher can choose a range of strategies: ignore the error, make a mental note, rephrase the sentence, rephrase the expand, or present a lesson to a
group or the whole class later on.
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Based on the previous explanation, it can be concluded that teaching young learners can be done through various techniques and resources based on the age
and the students’ need to explore a particular skill of students including vocabulary.
3. Young Learner’s Development
