English for young learners

Ach. Zaini

110404020012

English for young learners

Chldren’s adventages as language learnes are most obvious in informal contexts such as in the play ground.  They tend to pick up language in everyday situations from other children in their environment relatively quickly because they want to play and make friends. Familiar routinest and game offer great oportunities for hearing the same language again and again and learning to take part in simple compersations. when children move to another country after a short silent period when they are obserbed in listening to input, they can acquire the socalled conversational genre or playgroun talk fairly quickly. This means that they can communicate, make friends, and function well in everyday conversation as quickly as within the first one or two years of arrival in the new country. 

To master the language that needed for school is quite a different master. Differences between home language environments and school language environment have already been discussed in the previous. In the case of children who are learning english as a second language.nsuch differences remaint relevant. In 2000 canadian researcher, Jim Kummins, published a book entitled Language, power and pedagogy: billingual children in the crossfire, in which reviewed research evidence  about school second language learning and offered advice to teachers working in contexts where there is a cultural deversity of larners in the same class. He also make a basic dis tinc tion between home language use and school language use. The research summarised by cummins shows that it takes much longer to catch up with the academic language skill necessary for successfull participation in school discourse than with informal conersations. It may take as lang as five to seven years before children reach academic levels comparable to those native speaker of the language. Cummins’ findings also suggest that billingual educatuion can be very beneficial for children with regard to their general development, cognitive, metacognitive, and other skills. One factor which seems important in this process is to develop children’s mother tongue and second language literacy skills in parallel rather than neglecting the first language to make way for the second. Respect for their mother tongue and support with their second language are essential. Cummins suggest that aducational that progarmmes need to invest a considerable amount of offort into making this procces of catching as rewarding, supportive, and motivating as possible. To help these children, teachers will heve to think hard about providing a reach language environment where formal and scientific terms and concepts and words and phrases that the children are already familiar with the work of pauline gobbins.

When we use flip-flop book. It means, we show the book to childrent by opening one-by-one. Then tell what picture on the book. We are as teacher asking question to children about the picture. Children have to say louder in answering of the question. That will stimulate students’ brain to think. After that, we make pair of student. One student have job as teacher, and another is as student. Each group do what the teacher was doing.

In most contexts children do not have a strong background in oral English when they start reading or writing. Their oral profeciency is typically low and they are not necessarily familiar with a wide range of strong, rhymes, and stories in English which carry everyday phrases and words or for phonetic work. Children can only benefit from phonetic training  if the meaning of the words makes sense to them. It is not good practice to get children to sound out words that they are ot familiar with. 

However, non-native children bring some adventages to the process of learning to read and write in English. They greatest of these is there experience with reading in their first language. They usually come to English already able to read and write in their mother tongue and bringing with them some potentially useful strategies. Although the actual first language influences the process of learning to read in English, the poin of similarity is that the children have some understanding about what what reading is. With regard to the strategies they bring, how they learnt to read in their mother tongue can inflence their reading in the second language. They are likely to use strategies that worked in their first language reading, such as spelling, trying to sound things out, comparring sounds and letters. Of course, it is important to remember the degree to which they have mastered one reading system can vary greatly.

Writing is a compex skill processing from the level copying familiar wrds and phrases to developing an awareness of text structures, genres, the processes of drafting and editing, and writing for an audience. Reading and writing are usually taugh in parallel becouse children who begin with what we call ‘emergent writing’. This start with pritend writing and then gradually they begin to write wordsn and short texts but without knowing exactly how to spell. They incorporate their early phonetics knowladge from reading. Emergent writing is often combined with drawings.

Using flip-flop book can improve students’ reading ang writing skill. After a teacher show flip-flop book, so student write the story that base on ther understanding. And also student read the story that can help student understanding on the story as a whole.

Many older children especially  iginners, will enjoy world level and sentence level practice with reading. However, soon they will want to progress further. Reading for meaning entails exercises which encourage children to skim and scan text in older to understand the meaning. Older children can be taught that there are many cues that they can use while reading. Sematic cues include those that help them guess the meaning, for example, from illustrations. Theywill also help as learner look at the structure of sentences and ask question such as ‘Is this a question or a statement?’ or ‘is this sentence in the past or in the present?” phonological cues such as ‘how are worlds like this usually pronounced?’ are also useful straegies that can help readers. Order learners often enjoy dictionary work. They may be introduced to different types of dictionaries such as English-english dictionaries, combined picture and word dictionaries, bilingual dictionaries, or electronic dictionaries. Whatever dictionaries teacher have in the classroom, it is a good idea to begin to use them regularly so that children can develop good dictionary habits such us checking important words and taking notes of synonyms or first language equivalents. In pairs and small group, children can learn to set each other tasks with dictionaries, succes putting worlds in alphabetical other or looking up difficult words and letting the other team guess what they mean by choosing the definicition that they think is correct.

Older learner read a story in every sentence and paragraph to young learner. Here, older learner is as teacher, they have job to make young learner understand on the story. Older learner translate english to mother tongu language and making young learning comprehending the meaning.