Example 3 Using 'chunks' of language
Children use a variety of strategies to learn a foreign language This example, recorded by Linda Ventriglia with two Spanish-speaking children who are learning English in America, shows how children make use of ready-made phrases of language.
The children find a group of wooden blocks which are lying in a cardboard box.
Miguel Vamos a hacer un tren fantastico con estos bloques
(Let's make a pretend tram with these blocks )
Pon el mas grande acqui
(Put the biggest one here )
Maria Pero necesitaremos mas bloques grandes No podremos hacerlo con los pequenos
(But we will need more large blocks We will not be able to make it with the small ones )
Miguel Claro que si We have the technology
(Yes, we can )
- Notice the phrase the pupil says in English Where did he learn it? Is he using it appropriately?
- Have your pupils used any whole phrases or sayings like this? How can using whole phrases help children s language learning?
The conversation is entirely in Spanish until the last sentence, which is said in English We have the technology The pupil has possibly heard the phrase in school or on TV and picked it up as a complete phrase (chunk) or formula learned as a whole. He uses it appropriately for the situation.
Children learning a foreign language often use complete phrases of language they have picked up from someone else, e.g. I don't know, Knock it off, Come on, Goodbye. These are sometimes called chunks of language because they are learned and used in speech as whole phrases. Children may not have been taught these chunks formally, but they help them to communicate when they have very little language Later they may begin to break down these phrases and recombine the words in new ways For example, in the beginning a child may just use the phrase I don't know Later he/she may begin to realize that this can be combined with other bits of language, eg I don't know his name, I don't know spelling. Later he/she may begin to change other parts of the phrase, eg We don't know, They don't know and at a later stage he/she may begin to realize that the verb changes according to the subject, eg He doesn't know It is useful to observe when children begin to break down a phrase in this way as this is a sign of language development. We can help to encourage this by getting children to notice common or recurring elements in phrases.
Teaching children chunks may be very helpful in the early stages of language learning to enable them to take part in conversations They can take over and use for themselves ready made bits of language so that they can join in. By joining in, they get more exposure to input for language learning and more practice. The use of songs, rhymes, poems, drama and classroom routines all help to give children access to ready-made bits of language so they can begin to communicate.
Example 4 Having fun
Children have a great capacity to enjoy themselves When they are enjoying themselves, they are usually absorbed by the activity and want to continue with it. They are not always aware that they are learning language.
In this example, children in their first year of learning English (six to seven-year-olds) in Croatia are playing a game with their teacher. They have obviously played it before.
T Let's start Oh what's that up there in the sky? (sounds surprised) Oh my goodness, you know I can see seven helicopters in the sky.
Pps No, no.Yes Yes .. No... (pupils laugh disbelievingly)
T You don't believe me. Have a look there (gives one pupil a pair of binoculars)
Pps What can you see?
P I can see three monkeys, (sounds very surprised)
Pps No, no you can't (smiling)
P Have a look, (gives binoculars to another child)
Pps What can you see?
P I can see a spaceship in the sky.
Pps No, no, you can't. Yes? (sound disbelieving)
- What activity are the children involved in?
- Do you think they are enjoying themselves? How do you know?
- How do you think this will affect their language learning?
The class in Croatia is playing a chain game which involves imagining you can see something interesting or unusual in the sky when you look through the binoculars. The rest of the pupils have to express disbelief. This leads to the pupil who made the claim inviting someone to check for themselves and so the game continues It allows pupils the opportunity to use their imagination fully.
They seem to be really enjoying themselves and entering fully into the spirit of the ritual exchange between the person who makes a claim and the rest of the class who express disbelief. The pupils are laughing and seem keen to take part even though they have obviously played the game before.
If pupils enjoy the learning activities, they will be more involved and this may increase their desire to continue. This is very positive for language learning, because if children want to continue with an activity for some time, it will give them more exposure to language input and more chance to practise the language. They will also develop more positive attitudes towards English as they will associate it with something enjoyable and pleasing. The game also involves the use of language patterns, e.g. I can see a..., which assists the building up of their underlying language system.