The Characteristics of Children as Young Language Learners
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The activities done in English teaching and learning process should fit children‟s intellectual development. The best time to introduce some sort of
simple grammar is either when a child asks for an explanation, or when a child will benefit from learning some grammar Scott and Ytreberg 1990: 6-7. The
explanation should be in simple terms which help children to get the point straightly.
2 Attention Span
Children have short attention span when they have to deal with boring, useless, and complicated materials Brown, 2001:89. Teachers should arrange
fun and interesting learning activities to get their attention. In their book, Scott and Ytreberg 1990: 5-6 state that teachers can do some varieties in the
classroom including variety of activity, variety of pace, variety of organization, and variety of voice.
3 Sensory Input
According to Brown 2001: 89, children need activities which stimulate their five senses and cover the visual and auditory modes in learning a language. In line
with the statement, Scott and Ytreberg 1990: 5-6 propose some classroom activities. Firstly, involve children in the teaching and learning activities through
movement and senses. Teachers can also use pictures and objects around the school to explain some terms. Secondly, let children to experience the language
by making up rhymes, singing songs, and telling stories.
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4 Affective Factors
Brown 2001:89 argues that children are innovative in language forms but they still have many inhibitions especially to peers. Some children are also
insecure about their friends and their abilities. It will make them reluctant to communicate using the language. Teachers‟ job is to overcome those barriers
through building communication among the children and the teacher. Teachers can ask children to participate in the teaching and learning activities. Besides, they
are not allowed to scold children when they do a mistake. 5
Authentic and Meaningful Language Children are only focused on the here and now use of the new language and
are less willing to deal with the language which is not useful for them Brown, 2001: 90. In addition, Cameron 2001:19 shows that children actively construct
a meaning and purpose for what adults say to them and ask them to do in the terms of their world knowledge. Teachers should put themselves on children‟s
shoes in deciding the materials that will be understood and made sense by the children.
Based on the theories proposed by some experts, there are five principles of teaching English to children. Those can be used as consideration for teachers in
designing the effective and appropriate teaching and learning activities.