Name : Fiorennica agustin

Class : 6C

NIM : 1902101085

SUMMARY MEETING 3

Different Approaches To Teaching English As A Foreign Language To Young Learners

1. Introduction,
2. Approaches to EFL teaching to beginners
a. Psychological and cognitive concepts of EFL learning
 Linguistic intelligence is revealed through specially designed grammar and
vocabulary exercises based on pair work in dialogues.
 Visual intelligence is developed when students do exercises supported by
pictures or use flash-cards. They reconstruct dialogues and stories with the help of
stickers
 Musical-rhythmical intelligence is activated when children listen to and imitate
intonation and rhythm, sing songs and recite verses.
 Logical-mathematical intelligence is based on solving problems and puzzles,
counting, analyzing elements of the whole, doing “odd one out” tasks.
 Bodily-kinesthetic intelligence expresses it self in physical activities and
movement : role-play, games, making posters and doing projects
 Interpersonal intelligence is necessary in pair and group work, games and team
activities.
 Intrapersonal intelligence is based on silent individual work and self-reflection.
b. Communicative Approach, With the emergence of universal education, and the
extremely rapid development of ICT, communication became the primary goal for
foreign language learners. We live in time when information technologies play a very
important role in education: their use in foreign language teaching raises motivation,
facilitates students’ cognitive abilities and helps to create a favourable psychological
atmosphere in the classroom. This approach gives greater flexibility for language
acquisition.
c. Differentiation method, The main goal of a differentiation approach is not to provide
the necessary minimum in the assimilation of knowledge and skills, but to ensure the
greatest possible depth in mastering the material, proper development of abilities of
each student. Thus, differentiation involves an implementation of developing
learning.
3. Use of Games in the educational process, Games can be found to give practice in all the
skills (reading, writing, listening and speaking), in all the stages of the teaching/learning,
sequence (presentation, repetition, recombination and free use of language) and for many
types of communication functions (ɟ.g. encouraging, criticizing, agreeing; explaining).
4. Class and individual work, work in groups and in pairs, Pair work is easy and fast to
organize. It provides opportunities for intensive listening and speaking practice. Pair
work is better than group work if there are discipline problems. Indeed, for all these
reasons we often prefer to organize games in pair or general class work, rather than in
group work.
5. Results, Learners should be motivated by a desire to succeed, to explore, to develop and
to improve, not by a fear of failure.

CHILDREN’S COGNITIVE DEVELOPMENT BY PIAGET

According to Piaget, children progress through a series of four critical stages of cognitive
development. Each stage is marked by shifts in how kids understand the world.

1. The Sensorimotor Stage (0-2 years)

2. The Preoperational Stage (2-7 years)
3. The Concrete Operational Stage (7-11 years)
4. The Formal Operational Stage (adolescence and spans into adulthood)

Vak Learning Styles, Knowing and understanding the children’s learning styles are very
needed because it refers to two related ideas: firstly that students have different preferences
for how learning material is presented, and secondly that when material is presented in a way
that suits a learner’s preference

a. Visual Learners
For their learning to make sense they need to be able to see, visualize and illustrate their
knowledge skills and concepts. Visual learning characteristics include remembering
visual details, preferring to see what they are learning, needing to have paper and pens
handy, doodling while listening, liking to write down instructions or see them
demonstrated.
b. Auditory Learners
This type of learner will be happiest communicating their ideas verbally. They learn
through listening to what others have to say and talking about what they’re learning.
c. Kinesthetic Learners
Other kinesthetic characteristics are they want to actually do whatever is being talked
about or learned, like to move around while listening or talking, often “talk” with their
 hands, like to touch things in order to learn about them, and remember events by recalling
who did what rather than who said what.

DISCUSSION TEACHING STRATEGIES

a. Multisensory Teaching Strategy, However, the students will use the combination of their
senses to catch information.
b. Richard’s Teaching Strategy
 Build Teaching around Activities and Physical Movement, Link language
learning to physical activities by having children use and hear English for making
things, drawing pictures, completing puzzles
 Build Lessons around Linked Activities
 Build Lessons around Tasks
 Provide Scaffolding, Scaffolding refers to how a child learns through
collaboration with a more knowledgeable partner.
 Involve Students in Creating Resources that Support their Learning, Learners can
draw pictures of the characters they hear in a story or create puppets to help retell
a story.
 Build Lessons around Themes, Theme-based lessons provide continuity across
activities and enable English learning to be connected to the children’s lives
 Choose Content Children are Familiar with
 Use Activities that Involve Collaboration
 Create a Supportive Learning Community in the Classroom
 Use Enjoyable Activities that Children Can Accomplish without Frustration
 Provide Rich Language Support
 Give clear goals and feedback
 Use English for Classroom Management
 Use the Mother Tongue when Needed
 Bring Speakers of English to Class