Didáctica de la Lengua Inglesa (17111)

Tema 1

DYNAMICS AND ROUTINES IN

THE EFL PRE-PRIMARY CLASSROOM

Grado en Educación Infantil

Facultad de Educación

Curso 2017-18
Universidad de Alicante
Didáctica de la Lengua Inglesa (17111)
Tema 1. Dynamics and Routines in the EFL Pre-Primary Classroom

Index

UNIT 1. DYNAMICS AND ROUTINES IN THE EFL PRE-PRIMARY CLASSROOM

1.1. Introduction………………………………………………………………………………….3

1.2. L2 improvement through routines…………………………………………………………5

1.3. Classroom management routines…………………………………………………………9

1.4. English lesson routines…………………………………………………………………….10

1.5. Self-regulation and rewarding routines……………………………………………………13

Bibliography………………………………………………………………………………………….16

2
Didáctica de la Lengua Inglesa (17111)
Tema 1. Dynamics and Routines in the EFL Pre-Primary Classroom

1.1. Introduction
Education at an early stage, such as 3 - 5 yo students, is determined by the
global treatment of the contents. The approach to the languages, as one of the main
areas established by the Curriculum de la Educación Infantil (Decreto 38/2008 DOGV),
is eased by the practice of routines.

What is a routine?

If we look for the definition, Collins Dictionary provides the following

information: “A routine is the usual series of things that you do at a particular time.
A routine is also the practice of regularly doing things in a fixed order”. (Collins
Dictionary). When organising the school day, we describe “Routines” as those
activities we develop daily, and regularly, in the classroom. At early stages it’s
essential to establish such mechanisms as soon as possible, so that the classroom
gets easily organised, generating an environment of security for the children, and
control for the teacher.

Why are routines important in Pre-primary education?

Routines give children a sense of security and control over environment. They
are part of the daily school life and, consequently, allow students to be aware of the
day planning, and help them to prepare their responses to what it’s expected from
them. Routines efficiency is determined by repetition:
carrying out the same action in the same way systematizes the students
response
the use of the same language reinforces language learning

Being short and easy commands, students learn them quickly through the
adaptation period, when they start schooling, and they mean a comfortable
environment along the infants’ stage. Some of the important skills children learn
through routines include self-control, positive behaviour and social skills. When
choosing the routines, teachers must consider many organizational aspects to make
sure that they will support language learning. One of the most relevant routines is
Circle time or Assembly.
3
Didáctica de la Lengua Inglesa (17111)
Tema 1. Dynamics and Routines in the EFL Pre-Primary Classroom

What is circle time?

It is a tool and an active teaching strategy that affords the opportunity for the
teacher and the children to communicate, while sitting in a circle. There are many
studies related to the uses and benefits of Circle time. In fact, many routines are
usually developed while students are in this position. This setting favours children
intercourses and teacher-students’ exchange of information, but it can also be used for
many other purposes. Harris and Fuqua (2000) describe Circle time activities:

Each morning there is a familiar routine across kindergarten and first-grades

classrooms. Children gather on the carpet, sit in a circle, and begin to sing songs of
greeting. Next comes a calendar routine during which the children name the date,
identify days of the week, and count the number of days in school. A designated helper
observes the weather and records the observations onto a graph... To provide an
overview of the day, the teacher may review the daily schedule, reminding children of
their particular jobs by reviewing a daily helpers’ chart. Routines of taking attendance,
or the lunch count, or collecting money may be included in Circle times as way to use
mathematics in a meaningful way. In some classes a Sharing Time may follow these
routines, and then the teacher may read a story to integrate literature with the science
or social studies currently being studied. Thirty minutes later children are dismissed
from the circle to begin the work of the day. (p. 44)

Although routines are necessary, it’s relevant to respect the learning rhythm of
individuals in order to get the dynamism required for a high motivation and receptive
attitude. To improve such dynamics in the classroom creating an environment of
expectation, teachers can use different resources such as: puppets, magic boxes,
hidden objects, characters’ disguises, unexpected activities, rewarding activities or
materials. Read (2007), shows the “C-Wheel” as a teacher’s tool to create optimal
learning conditions:

The C-Wheel takes as a starting point the centrality of the child and the child’s learning.
It is made up of eight principal segments showing a range of factors which contribute to
creating optimal conditions for children’s language learning (p. 8).

4
Didáctica de la Lengua Inglesa (17111)
Tema 1. Dynamics and Routines in the EFL Pre-Primary Classroom

All the ingredients in this wheel start with the letter C:

1. Context
2. Connections
3. Coherence
4. Challenge
5. Curiosity
6. Care
7. Community
8. Creativity

Challenge is the ingredient based on the concept of the zone of proximal

development (Vygotsky, 1978). In this way, the activities provided will be challenging,
but accessible with some guidance.

1.2. L2 improvement through routines

Nowadays all Plurilingual Programs contemplated in the School’ Linguistic

Project start the exposition to the foreign language (English) in the Infants’ period. In
the Spanish educational system, depending on the teachers’ specializations, English
can be one of the languages spoken by the form tutor, or students may have specific
sessions for the foreign language, taught by an enabled English teacher. In any case
Immersion has proved to be effective for such language exposure. Immersion implies
the exploitation of routines in L2 and even in the learning of subsequent languages.
The multi-lingual speaker’s competence has a common part, integrated by
knowledge, functions, skills and strategies related to reading and writing, as well as to
the learning of non-linguistic contents that, once acquired in one language, are
available to be re-used in one of the others (transference).
Since much of the knowledge and all skills that are part of the plurilingual
communicative competence are common to all languages, the integrated treatment of
languages (CLIL) can not only promote transference, but also avoid interferences
and pointless repetitions. Such competence can be built from any language of the
curriculum, taking into account that the linguistic objectives and contents have to be
distributed among them, assuring the right acquisition of the phonological, semantic
and morphosyntactic system, and avoiding repetition, as mentioned above.

5
Didáctica de la Lengua Inglesa (17111)
Tema 1. Dynamics and Routines in the EFL Pre-Primary Classroom

Consequently, the improvement in the second language learning is

motivated by several reasons such as:

1. Routines integrate contents and language (CLIL methodology). The purpose of each
routine should be, not only to get the students used to respond to established
sequences in their daily activities, but also to acquire basic functional concepts such
as:

- Greetings: Politeness expressions

- Calling the register: Talk about location
- Calendar and weather: Numbers, months, seasons, weather, Cultural
awareness
- Circle time / Assembly: Vocabulary/structures related to the activity
developed
- Tasks time: Literacy, Projects such as Safety rules (Mock Evacuation
Drill)…
- Personal hygiene: Body parts, health vocabulary and values…
- Break and snacks: Nutrition and health vocabulary and values
- Relax/concentration time: Commands conducting to focus the attention or
to relax
- Corners / Play time: Instructions related to games
- Tidying up: Vocabulary related to clothes, classroom objects.
- Recap time
- Line up: Values related to tidiness and organization

2. Routines use the communicative methodology. Children mostly communicate using

brief and direct commands, which are the basis of the routines. The constant
interaction teacher- students is promoted by actual needs, contextualized in real
situations of communication.

3. By using routines, students construct the knowledge from relevant tasks based on their
experience. According to Krashen’s input Hypothesis (1984), new, unfamiliar
vocabulary is acquired when its significance is made clear providing extra-linguistic
support.

4. Being systematic (based on daily activities). Routines are an essential resource to

6
Didáctica de la Lengua Inglesa (17111)
Tema 1. Dynamics and Routines in the EFL Pre-Primary Classroom

build confidence. Students already know the phrases and contents practiced
previously in their language, so they are conscious about what is going to happen and
can anticipate the answers. The learning process is then meaningful, promoting a
positive feeling towards languages (inclusive technique): YES WE CAN!!

5. As a consequence, routines help transference and save repetitive explanations. The

language is contextualized allowing children to induce the meanings.

6. Many of the routines lead to a significantly emotional context. Greetings, celebrations,

assembly, games, relaxation…incorporate different moods to the group that should be
considered and directed to learning receptivity.

7. At this stage (Piaget’s Preoperational stage) children like repetition. Their immediate
memory requires short and repetitive tasks such as routines.

8. We can take advantage of authentic materials provided for the routines development:
parents’ contributions (photos, crafts, different objects required for projects), school
facilities and materials (orchard, kitchen utensils), resources provided by other entities
(Consellerias…)

9. Routines help to establish rules and eases the class dynamics (classroom
management) providing a feeling of order and safety. Children need set rules that help
them to achieve self-control and respect towards their colleagues. Schools have a very
important task in the socializing component of the students learning process.

10. Routines cooperate in the development of different aspects involved in language

learning: Psycho-motor skills and body coordination, oral language stimulation (songs,
games…) , formal work setting (pre-writing, projects development…)Linguistic
expressions associated with routines

The following table summarizes some linguistic expressions that might be

associated with daily routines:

7
Didáctica de la Lengua Inglesa (17111)
Tema 1. Dynamics and Routines in the EFL Pre-Primary Classroom

GREETINGS AND WELCOMING GOODBYE

Good morning! Stop and tidy up

How are you? Tidy your …
Are you fine / tired …? Put your … away
Take off your jacket/coat Put … in your tray
Put your backpack ... Line up
Put on your “babi” Have a nice…
Give out …

BREAK AND SNACKS HEALTH AND HYGIENE

Take your bags. Wash/dry your hands.

Get your snack Do you need to go to the toilet?
Put the … in the bin What’s the matter?
Drink slowly Did you hurt yourself?
Use a serviette Oh! You have a (booboo) here!
Eat it all / half of it Let’s put a plaster on
Have a piece Blow your nose.
Keep it in the lunchbox Here is a tissue
Put on your jacket and zip it up.
Put on your shoes. Tie the laces.

BEHAVIOUR
REWARDING
Be careful!
Thank you! Be quiet / Silence, please!
You are welcome Sit down, please!
Well done! Listen!
Excellent! Hands up / down.
Good job! Don’t touch!
Lucky boy / girl! Not so loud!
Lovely! No kicking / No pushing.
Very nice work! Gently
Fantastic! Go slowly! / Hurry up!
I’m sorry!

8
Didáctica de la Lengua Inglesa (17111)
Tema 1. Dynamics and Routines in the EFL Pre-Primary Classroom

GAMES ACTIONS

Who goes first? I/you go first. Let’s use the…

Whose turn is it? It’s my / your Do the jigsaw
turn. Join the pieces of the puzzle
Are you ready? In a while
Ready, steady, go! Look for …
Roll the dice Make a start
Spin the wheel Make room
How much did you get? Get closer
No cheating! Move around the …
Not good. Try again! Put it upside down
Pick a card Point to the …
Cover your eyes (with your Trace a line
hands) Follow the dots
I won! /You are the winner! Give out (the worksheets)
It’s a tie! Pick up (the beads and strings)
Hide and seek / tag / Read aloud / silently
hopscotch
Fill in the gap
Take your time
Fold / Unfold
The game is over
Cut and stick …
Make it up

1.3. Classroom management routines

Classroom management routines include those developed by the form tutor,

who may use different languages according to the Linguistic Program. Some of the
most relevant school routines are:

- Greeting and welcome

- Changing clothes
- Calling the register
- Naming the leader/assistant/helper
- Calendar and weather: celebrations such as birthdays, seasonal
celebrations…
- Circle time / Assembly
- Tasks time: Literacy, Projects such as Safety rules (Mock Evacuation
Drill)…
- Handing out materials
9
Didáctica de la Lengua Inglesa (17111)
Tema 1. Dynamics and Routines in the EFL Pre-Primary Classroom

- Personal hygiene
- Break and snacks
- Relax/concentration time
- Corners / Play time
- Tidying up
- Recap time
- Line up

An example of the routines carried out regularly in the Infants’ classroom is

birthday celebrations:

ROUTINE: BIRTHDAYS CELEBRATION

TIMING: FRIDAYS AFTER BREAK (MONTHLY)

CLASSROOM DISPLAY / SETTING

CHART OF NUMBERS
CHART OF MONTHS
STUDENTS PHOTOS
POSTER OF CAKE

OTHER RESOURCES
HAT / CROWN
REAL CAKE / PLASTICINE CAKE
FAMILY PHOTOS
BOOK OF DRAWINGS
READERS: Buster's Birthday by Rod Campbell

SUGGESTIONS
NUMBERS
SEASONS PRACTICE
FOOD AND DRINKS

1.4. English lesson routines

Sometimes the English teacher is not the form tutor. In such cases we can take
advantage of the routines practice, but we should avoid repetitions that may decrease
the students’ interest. With this purpose we can use the following stimulating
strategies to transform the routines into dynamic activities, when practicing in
the foreign language on the same day:

- Use of different tunes for the songs (different languages, different songs)
- Fast pace when going through the register, calendar… already done in

10
Didáctica de la Lengua Inglesa (17111)
Tema 1. Dynamics and Routines in the EFL Pre-Primary Classroom

another language with the form tutor.

- If the attention is declining during the lesson, due to the time or part of the
day, it’s convenient to introduce practice of rhythm or chants incorporating
movement (body expression, such as TPR method, is essential)
- The “unexpected” is a highly effective component to generate motivation

Some of the recommended routines, even to repeat after represented in L1, are:

- Greetings
- Calling the register / illnesses of absent students
- Calendar and weather: Numbers, months, seasons, weather
- Circle time
- How do you come to school?
- Snacks: What’s in my bag?
- Phone call: Mummy / daddy calling
- Relax / concentration time: Commands conducting to focus the attention or
to relax
- Tidying up: Vocabulary related to clothes, classroom objects.
- Recap time

Some routines are carried out by the day’s helper or assistant. Such role is
crucial to easy the classroom organization: it sets who is going to be responsible of the
routines tasks each day. This way, children cooperate with the classroom
responsibilities, assuming the established turns. An example of a helper’s routine is
answering a pretended family phone call:

ROUTINE: FAMILY CALLING

In order to get to know the assistant’s relatives, we pretend a phone call from its family.
We act out as listening some instructions from mummy/daddy... while we ask confirmation to the
student: “Mummy says you have a notice in your bag, is it right?” “Mummy reminds you to finish
all your snack, will you do it?” ...

TIMING: 5 m.

CLASSROOM DISPLAY / SETTING

Phone

OTHER RESOURCES
Family photo
School notices, diary...

11
Didáctica de la Lengua Inglesa (17111)
Tema 1. Dynamics and Routines in the EFL Pre-Primary Classroom

SUGGESTIONS
Revision of snack vocabulary
Times
School objects
Feelings
Weather and clothes
Tasks

In order to stimulate children’s integration (avoiding unexpected conflicts), it’s

highly recommended to have a routine to split the students into small groups. Such
groups should be flexible, allowing frequent changes to adjust students’ interaction:

ROUTINE:
GROUPING (GROUPS OF 4/6) AND NOMINATING GROUP LEADERS

We sing a counting song (4/6) so that each group has a 1,2,3,4...6

In order to save time in choosing students to exemplify the activities each day, we’ll take
advantage of the leaders’ board. Each “leader” represents one group. Such board is integrated
by students who are number “X” of each table, being this number changed every day to provide
opportunities to all students to play
such role.

TIMING: 3 / 5 m.

CLASSROOM DISPLAY / SETTING

Counting rhyme 4 / 6
Chart of numbers
Complement to identify the nominated leaders (stars, hats...)

OTHER RESOURCES
Leaders meeting desk
Dice
Counting rhymes: “1 potato, 2 potatoes”

SUGGESTIONS
Numbers practice
Others such as colours, animals or any vocabulary needed to provide names to the groups

Symbolic game is an essential part of the Infants lesson. Taking advantage of

the resources provided in the different play-corners, we can establish some routines
that will help children to get familiar with daily activities such as:

ROUTINE: WHAT’S THE MATTER? - HEALTH

The day assistant acts out as a doctor/nurse, attending those who were missing the previous
days, so that we can investigate about what happened to them (illnesses, moods...).

12
Didáctica de la Lengua Inglesa (17111)
Tema 1. Dynamics and Routines in the EFL Pre-Primary Classroom

TIMING: 10 m.

CLASSROOM DISPLAY / SETTING

Medical supply
Costumes

OTHER RESOURCES
Nurses’ equipment
We can take advantage of other resources provided by school inspections from the local
clinic (teeth or optical revision...)
SONG: Miss Polly had a dolly

SUGGESTIONS
Illnesses
Moods
Numbers (temperature)
Dialogue to get to the doctor’s:
May I come in?, What’s the matter?, How are you feeling today?

ROUTINE: MARKET / KITCHEN

TIMING: 10 m.

CLASSROOM DISPLAY / SETTING

Kitchen / market or any other symbolic game
Food and kitchen utensils
Baskets and market products

OTHER RESOURCES
Money
MARKET SONG: Oh dear, what can the matter be?

SUGGESTIONS
Numbers (counting)
Colours
Food vocabulary
Recipes
Shopping lists

1.5. Self regulation and rewarding routines

In order to create a positive environment for the teaching-learning process, it’s

essential to generate a positive and safe climate in the group. The success of a lesson
depends, not only on the preparation of contents and materials, but also in the
management of the group, and prediction of possible drawbacks.
Related to the ZPD, Read (2007) describes Csikszentmihalyi’s concept of
13
Didáctica de la Lengua Inglesa (17111)
Tema 1. Dynamics and Routines in the EFL Pre-Primary Classroom

“Flow”. “Flow” is to do with feeling emotionally positive and motivated towards a

learning activity and your own performance. Preconditions for creating flow have been
described as “a perfect balance between available skills and challenges” (van Lier, L.,
1996). The routine that basically deals with welfare and problem-solving is Circle time.
According to Curry and Bromfield (1994), Circle time has the following advantages as
an activity:

Raises self-esteem
Improves listening skills
Facilitates working together co-operatively
Increases insight and awareness
Teaches social skills
Builds confidence
Promotes effective communication
Enhances friendship
Provides conflict resolution
Encourages problem solving solutions
Offers understanding
Makes children more sensitive to one another
Explores feelings
It is fun!

But we may find difficulties in the classroom development for different reasons.
According to Read (2007):

...It is important to be aware that managing children positively is a complex, interactive

process in which a dynamic web of relationships and interrelated patterns of behaviour
are built up over time. As part of managing classes of children positively it is important
to take initiatives to establish clear working parameters as soon as you meet a new
class for the first time.(p.11)

She suggests considering the seven “R’s”: Relationships, Rules, Routines,

Rights, Responsibilities, Respect and Rewards. To guarantee an appropriate attention
we should get as much information as possible about our students, so that we could
give an individual response to each of them, but we have to take into account that all of
them are willing some sort of reward to encourage their learning process. Rewarding
14
Didáctica de la Lengua Inglesa (17111)
Tema 1. Dynamics and Routines in the EFL Pre-Primary Classroom

resources we may use to lead children towards a positive attitude, especially to the
different languages, are:

- Singing a rewarding song when a colleague or group is successful in a

task resolution.
- Stickers / stamps with different messages
- Passports notifying the results
- Gestural response (clicking fingers, applause…)

Even though, we have to prepare alternative activities for cases such as fast
finishers, special needs students or those who need support.

15
Didáctica de la Lengua Inglesa (17111)
Tema 1. Dynamics and Routines in the EFL Pre-Primary Classroom

BIBLIOGRAPHY:

Arnold, Jane (2000). Affect in Language Learning. Cambridge: Cambridge University

Press.

Asher, J. J. (1983) Learning another language Through Actions. California : Sky Oaks
Productions.

Brumfit, C., Moon, J. & Tongue R. (1997). Teaching English to children: From practice
to principle. Malaysia:Longman.

Bruner, J. (1983). Child's talk: Learning to use language. Oxford: Oxford University
Press.

Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge

University Press.

Csikszentmihalyi, M. (1990). Flow: The psychology of Optimal Exxperience. New York:

Harper and row

Cook, Vivian (2002): Background to the L2 User”. Dins Vivian Cook (Ed.): Portraits of
the L2 User. Clevedon/Buffalo/Toronto/Sydney: Multilingual Matters.

Curry, M. and Bromfield, C. (1994). Personal and social education for primary schools
through circle time. NASEN Enterprises.

Dennison, P.E. & Dennison, G.E. 1994. Brain Gym: Teacher’s Edition.
(Revised) Ventura C. A.: Edu-Kinesthetics Inc.

Ellis, R. (1984). Classroom second language development. Oxford: Pergamon Press.

Hannaford, C. 1995. Smart Moves: Why learning is not all in your head. Virginia:
Great Ocean Publishers.

Harris, T.T. and Fuqua J.D. (2000). What goes around comes around: building a
community of learners through circle times. Young Children, 55(1), 44-
47.

Holden, J. (2014). Routines with Young Learners. Retrieved from

https://eflrecipes.com/2014/09/26/yl-routines-jenny-
holden/

House, S. (1997). An Introduction to Teaching English to Children. Richmond

Publishing.

Housego, E. and Burns, C. (1994). Are you sitting too comfortably? a critical look at
'circle time' in primary classrooms. English in Education, 28(2), 23-29.

Johnson, R.K. and M. Swain (eds.) (1997). Immersion Education: International

Perspectives. New York: Cambridge University Press.

Krashen, S.D. and T. D. Terrell (1983). The Natural Approach: Language Acquisition
in the classroom. Oxford: Pergamon.

16
Malamah Thomas, A. (1987). Classroom interaction. Oxford: Oxford University
Press. Moon, J. (2000). Children learning English. Macmillan Heinemann.

Phillips, S. (1993). Young learners. Oxford: Oxford University Press.

Piaget, Jean (2002). Language and thought of the child. London: Routledge
Classics. Read, C. (2001). Instant Lessons: Fairy Tales. Harlow: Penguin
Longman

Read, C. (2007). 500 Activities for the Primary Classroom. Oxford:

Macmillan Publishers.

Scott, W. and Ytreberg, L. (1990). Teaching English to children. Longman.

Shalaway, L., and Beech, L. (1998). Learning to Teach:--Not Just for Beginners: the
Essential Guide for All Teachers. Scholastic Inc.

Ullman, S. (1984). Visual routines. Cognition,18(1), 97-159. Retrieved

from:
http://www.sciencedirect.com/science/article/pii/0010027784900
234

Vygotsky, L. (1978). Mind in society. Cambridge Mass: Harvard University Press

Van Lier, L. (1988). The classroom and the language learner. New
York: Longman.

RESOURCES

https://www.collinsdictionary.com/es/diccionario/ingles/

USEFUL WEBSITES

https://learnenglishkids.britishcouncil.org/es/category/topics/daily-routines

https://www.teachingenglish.org.uk/article/managing-very-young-learners

https://www.teachingenglish.org.uk/article/ela-manual

https://www.teachingenglish.org.uk/article/routines-habits

http://www.boxofideas.org/ideas/practical-skills-in-education/primary-school-
2/preparing- for-pre-school/

https://eflrecipes.com/2014/09/26/yl-routines-jenny-holden/

Curso 2017-18
Universidad de Alicante