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| Children as language learners (Google Images) |
Examining teachers' beliefs about how children learn languages
- How do you think children learn a foreign language?
- How far do you agree with the views below?
Children learn a foreign language...
"in a natural way, the same way they learn their own language."'
"through being motivated. It depends on the teachers style If the teacher motivated them they would learn fast or quicker."
"by listening and repeating."
"by imitating the teacher. They want to please the teacher They feel embarrassed when they make mistakes"
"by doing and interacting with each other in an atmosphere of trust and acceptance, through a variety of interesting and fun activities for which they see the purpose"
"through translating sentences into their own language"
Quotes from teachers attending an international summer school
Example 1 Using language creatively
The example below shows how pupils language can give important clues about how they learn languages. A class of Bhutanese children (Year 3) has just prepared a set of simple written instructions (Read and draw) and tried them out with some younger children Here is an example of the instructions which one pupil produced.
The younger children (Year 2) had to read the instructions and draw. The teacher is now having a discussion with the Year 3 pupils to evaluate how successful the younger children were and what problems they had in doing the Read and draw activityDraw nice flowers
Draw a flower on the ground
Draw nine leaves round the flower
T What's the problem?
P They [Year 2 children] do not know how to write [the child means draw] leaves They are writing on the ground
T Where did you ask them to draw the leaves,
P In the flower,s stick [The child means the stem of the flower]
T Oh yes, that's right (smiles)
- Do you think the pupil has been taught the phrase "the flower's stick"? If not, where has it come from?
- What does this example tell us about how children learn English?
This example shows a child using language creatively. She is using a phrase she has not heard or been taught before She has made up the phrase flower's stick to express her own meaning by using previously learned language (flower and stick), but recombining it in a new and creative way It shows that she already has knowledge of the language system, e.g. that we show possession through using apostrophe + s. She is trying out her knowledge by using it to express her message.
This example shows us that pupils actively try to experiment and work out the rules of the language in their heads, though they may not be aware of doing this The activity which the pupils carried out in this classroom and the discussion afterwards allowed them the freedom to be creative and go beyond what they had learned For example, the teacher's question What's the problem? invited pupils to say what they felt When the pupil spoke, the teacher showed interest (Where did you ask them to draw the leaves?) and was supportive (Oh yes, that's right). So the pupils felt confident enough to try to use the rules of the language they already knew to experiment This is also a nice example of how a classroom can provide opportunities to use English in more varied ways (a pupil explaining and commenting) and create a real need for children to use the language.
One implication of this example is that children need opportunities to try out and experiment with language, but they also need feedback to confirm or modify their hypotheses.
Example 2 Going for meaning
Children are able to draw on many of the abilities which they have made use of in learning their first language One of these is the ability to make sense of what is happening in a situation.
In this example, the (ten-year-old) pupil is looking at a picture of a man who is sleeping. Two men are trying to steal his drum The teacher is asking him questions about the picture.
P The man is sleeping
T And then?
P The mango is fell down
T Then?
P Two men is taking his drum
T Two
P Two men is taking his drum
T You say two men (stresses the words 'two men')
P Two meen men (tries changing the pronunciation)
T No (The pupil still does not provide the answer the teacher wants )
P is taking his drum
T Again, do you say is?
P Two men are taking his drum (The pupil finally realizes that the teacher is concerned about subject/verb agreement)
- There is a breakdown in communication between the pupil and teacher from line 6 onwards What is the reason for it?
- What does the example tell you about how pupils learn a foreign language?
The pupil is trying to explain what is happening in the picture, whereas the teacher is concerned for the pupil to get the grammar right The pupil focuses on the meaning, while the teacher is concerned with the form of the sentences. Finally the pupil realizes what the teacher wants.
This example shows that children have a good instinct for interpreting the sense or meaning of a situation They do this through using their knowledge of everyday life and the clues provided by the situation, or the picture, as in this example They work out the meaning first and tend not to pay attention to the words that are used to express the meaning. As children get older, they begin to pay more attention to the words This ability to go for meaning is a very useful one in language learning as it allows children to work out what is happening in a situation, eg a story, a video, a conversation, and this then helps them to attach meaning to the words used The use of communication games, drama, project work, story telling and practical activities in teaching, all allow children to make use of this ability to go for meaning. However, teachers need to respond initially in ways which build on children's natural instinct for meaning, and not ignore it as in this example. Accuracy is, of course, important, but it can be dealt with later once children are familiar with the meaning.
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UPDATE!!! You Can Read Example 3 and Example 4 >>>Here<<<