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Teaching
Young Learners
English
Let's go back to your
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six years old! • Who did you interact with the most?

• What activities did you do at home?

• What was your favorite and least

favorite part of the day and why?

• Where did you often go?

• What kind of student were you?

• What subjects did you like the most?

The least? Why?
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How would you describe the 03

young learners?

YLs => 7 - 12 Years old

VYLs => under 7 years old

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Considerations for Teaching Young

Learners

• Characteristics of Young Learners

• How children learn
• How children learn language
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Characteristics of Young Learners

Energetic and physically active

Spontaneous and not afraid to speak out or participate

Curious and receptive to new ideas

Imaginative and enjoy make-believe

Easily distracted and have short attention spans

Egocentric and relate new ideas to themselves

Social and are learning to relate to others

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How children learn

• Learn by doing and interacting with their environment

• Need support and scaffolding by the teacher

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How children learn language 10

• Need a learning environment similar

to first language acquisition

• Learn language through lots of

meaningful exposure and practice

• Do not learn language through explicit

grammatical explanations
Teaching Listening and Speaking -
11

• Think about everyday life of a child.

• What are some real-life examples of
listening that a school-aged child might
hear?
• Imagine what they are listening to inside
the classroom, outside the classroom, and
at home.
Teaching Listening and Speaking —
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• Think about real-life communication that children engage in

on a day-to-day basis.
• What types of conversations are primary school-aged
children engaged in?
• What are the kinds of speaking that children do every day
inside the classroom, outside the classroom and, at home?
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• Prepare teacher talk carefully.

• Use listening activities that reflect real-life communication

• Use listening activities that are developmentally appropriate

Principles for teaching
• Use a variety of activities to make listening input comprehensible
listening
• Check comprehension using a variety of response types

• Keep listening active - always give learners a listening task

• Equip your YLs with intelligent guesswork strategies

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Teaching Listening 15

Students learn to listen

and
listen to learn.
Classroom
language
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15

• Come in.
• Sit down.
• Let's begin!
• Listen carefully.

• Look here.
Classroom Language • This is ..../ That is ....
(Teacher talk) • Be quiet.

• Are you ready?

• Open your books.
• Turn to page ....

• What is the answer?

• What is ...?/ Who is ...?/ Where is ...?
Teaching Listening —
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Active Listening

Listen and...
• point
• move
• draw
• color
• raise your hand
• perform actions
• make
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True False

Teachers should correct student's mistakes explicitly.

Teaching Speaking —
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Fluency
vs.
Accuracy

• Good imitators
• Repetition (songs, chants, games)
• Small chunks
• Drilling
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• Build classroom routines in English.

• Use speaking activities that reflect real-life communication

• Use speaking activities that are developmentally appropriate

Principles for teaching
• Use a variety of activities to improve both fluency and accuracy
speaking
• Build classroom interaction by giving students plenty of opportunities

• Keep the speaking environment active - do not correct errors explicitly

• Equip your YLs with negotiation strategies

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• I don't understand.

• Can you repeat that?

• What page is it?

• I have a question.
Classroom Language
• I need help, please.

• What does that mean?

• How do you say (___) in English?

• How do you spell (___)?

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Questions are
welcomed!