9 Show respect to the children since they are worth of it and let them
sometimes be the teacher. 10
Use English as a tool to build their self-esteem. 11
Be their ‟sensei‟ not their parent. 12
Remember childhood through your students.
2.2.3.2 Teaching Speaking to Young Learners
The principle of teaching English speaking for beginning learners is dissimilar with the principles of teaching speaking for intermediate or advanced learners.
And according to Bailey 2005: 36-40 there are three principles for teaching English speaking for beginning learners. Those are providing something for
learners to talk about, creating opportunities for students to interact by using group work or pair work, and manipulating physical arrangement to promote
speaking practice. Teaching speaking especially English for young learners has different way
with teaching speaking for adults or adolescents. Because, their undeclared statement that the foreign language is just another way of expressing what they
want to express, but there are limitations because of their lack of actual language. Although in their mother tongue language children are able to express emotions
freely and communicate intentions. So, they expect to be able to do the same in English. There are so many techniques in teaching speaking to young learners
that can be applied, Scott and Ytreberg 1993: 34-48 gives some of them: 1
Through the Pupils
The teacher knows what his or her pupils can do, so she or he gives the example of sentences by using hisher name of students.
2 Using a Mascot
One of the most successful ways of presenting language to young learners is through puppets or a class mascot. Having „someone‟ familiar constantly on
hand with whom you can have conversations about anything and everything is a wonderful way of introducing new subject and new language to young
children. 3
Drawings, silhouettes, puppets, telling the time, what‟s she doing? Activities like these provide the basis for oral work, but do not always
produce „real‟ language at once. Their purpose is to trail pupils to use context. Pupils may have to repeat sentences, be corrected and go through the
same thing several times. Familiarity and safety are necessary to help build up security in the language.
4 Chain work
Chain work uses picture card or words cards. Put all the cards face down in a pile. Pupil 1 picks up a card on which there are some bananas. Turning to
pupil 2 he or she says „Do you like bananas?‟ pupil 2 then picks up the next card on which there are some appl
es and answer, „No, I don‟t like bananas, but I like apples.‟ Pupil 2 turns to pupil 3 and says „Do you like apples?‟ to
which pupil 3 replies, “No, I don‟t like apples, but I like…‟ so on. Obviously, this activity can be used to practice whatever vocabulary or structure you are
working on at the time-it is not limited to bananas and apples.
5 Dialogue and Role-Play
Working with dialogue is a useful way to bridge the gap between guided practice and freer activities. Controlled dialogue can easily develop into freer
work when the pupils are ready for it. Putting pupil into pairs for doing the dialogue is a simple way of organizing even large classes.
6 Pair works
Pair work is a very useful and efficient way of working in language teaching. It is simple to organize and easy to explain, and group work should not be
attempted before the children are used to working in two first.
2.2.3.3 Teaching Speaking to Elementary School Students
