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Teaching English for Young Learners
Abstract
This book contains the specifications of teaching English for young learners; the concept of English as Foreign Language (EFL) and English as Second Language (ESL) in language classroom, some facts about differences between adults and children, characteristic of children’s learning styles: learning theories, learning style in infancy, toddlerhood, preschool period and how to optimize them, learning style in infancy, toddlerhood, preschool period and how to optimize them, creating learning environment for children language: maximize their listening, speaking, reading and writing, teaching grammar and vocabulary, teaching trough stories, games and songs and planning language teaching.
It is designed for use by teacher trainee who are preparing teaching English for young learners, or who are considering doing so.
... Pembelajaran bahasa Inggris ini akan lebih mudah dan efektif bagi anak apabila guru menggunakan metode pembelajaran yang tepat dan menyenangkan. Imaniah & Nargis (2017) memaparkan bahwafokus pengembangan kemampuan bahasa inggris anakanak kelas IV sampai VI SD adalah keahlian mendengarkan (listening), berbicara (speaking), membaca (reading), menulis (writing), serta kosakata (vocabulary) yang dapat dilakukan dengan memberikan materi pembelajaran yang nyata dan berhubungan dengan hal-hal di sekeliling anak. Kemudian, pengembangan kemampuan tata bahasa (grammar) dapat dilakukan guru dengan menerapkan pembelajaran dengan pendekatan induktif secara mandiri melalui penugasan. ...
... Kemudian, guru mengimplementasi blended learning dalam mata pelajaran bahasa Inggris untuk siswa kelas IV SD Swasta Buddhis Paramita Rengat menggunakan tiga unit topik kehidupan sehari-hari dari buku English Code American 4 sebagai materinya yang dikembangkan melalui kombinasi latihan online dan latihan di dalam kelas. Materi ini dirancang agar siswa secara bertahap mampu mengembangkan kosakata dan pemahaman mereka tentang penggunaan tata bahasa, serta mempersiapkan mereka untuk menerapkan keterampilan menulis dan berbicara dalam berbagai konteks bahasa yang mana sesuai dengan standar pencapaian kemampuan bahasa Inggris anak SD kelas 4 sampai 6 (young learner) yang diungkapkan ahli bahasa bernama Pinter dimana anak sudah bisa menggunakan objek nyata maupun abstrak untuk menguasai skill mendengar, berbicara, menulis dan membaca, serta sudah mampu memahami tata bahasa (grammar) dengan baik (Imaniah & Nargis, 2017). Lebih lanjut, Piaget sebagaimana dikutip dalam Saud & Rahman (2019) menjelaskan bahwa siswa sekolah dasar melewati tahap berpikir konkrit yang memerlukan banyak ilustrasi, model, gambar, dan aktivitas lainnya. ...
This study aims to describe the implementation of blended learning by the teacher in teaching English to fourth grade students of primary school. This research was a descriptive case study applying a qualitative approach carried out for approximately one semester starting in August of the 2024/2025 school year at SD Swasta Buddhis Paramita Rengat. The informants of this study were English teachers, some fourth grade students, and parents of students. Secondary data came from the teaching module, teaching materials, students' work, teacher’s daily notes. Data collection was conducted by applying observation, interview, and documentation. Data analysis was applied by adopting the concept of interactive analysis model which includes data reduction, data presentation, and verification. The result shows that the implementation of blended learning in English subjects by teachers for students has been carried out effectively in improving writing and speaking skills with basic vocabulary and grammar development through procedures before face-to-face meetings, during face-to-face meetings, and after face-to-face meetings with three units of daily life topics as material assisted by Google Classroom and Blooket as online platforms, as well as English Code American 4 book as learning resources, then assessed through quiz assessments, assignments and daily practice in class. ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan implementasi blended learning oleh guru dalam pengajaran Bahasa Inggris untuk siswa sekolah dasar. Penelitian ini merupakan studi kasus deskriptif yang mengaplikasikan pendekatan kualitatif yang dilaksanakan selama kurang lebih satu semester yang dimulai pada bulan Agustus tahun ajaran 2024/2025 di SD Swasta Buddhis Paramita Rengat. Informan penelitian ini adalah guru bahasa Inggris, beberapa siswa kelas IV, dan orang tua siswa. Data sekunder bersumber dari modul ajar, daftar absensi siswa, materi ajar, hasil pekerjaan siswa, catatan harian guru. Pengumpulan data dilakukan dengan menerapkan teknik observasi, wawancara, dan dokumentasi. Analisis data diterapkan dengan mengadopsi konsep model analisis interaktif yang meliputi reduksi data, penyajian data, dan verifikasi. Hasil penelitian menunjukkan bahwa implementasi blended learning dalam mata pelajaran bahasa Inggris oleh guru untuk siswa telah dilakukan secara efektif dalam meningkatkan kemampuan menulis dan berbicara dengan pengembangan kosakata dan tata bahasa dasar melalui prosedur sebelum pertemuan tatap muka, selama pertemuan tatap muka, dan setelah pertemuan tatap muka dengan tiga unit topik kehidupan sehari-hari sebagai materinya yang dibantu dengan Google Classroom dan Blooket sebagai platform onlinenya, serta buku paket English Code American 4 sebagai sumber belajarnya, kemudian dinilai melalui penilaian kuis, tugas dan praktek harian di kelas.
... Similarly, Gursoy (2011) studied five teachers who had been trained to implement the principles of CLT in Hong Kong secondary school classrooms. Ikhfi and Nargis (2017) reported that while these first-year teachers expressed their belief in communicative teaching methodology, practical considerations such as large classes, exam pressure, a lack of confidence in going beyond the textbook, discipline issues, and unmotivated students compelled them to deviate from CLT. ...
... Limited access to resources, such as audiovisual materials (AVMs), further hindered the implementation of effective TVYLs. These findings align with previous research by Garton et al. (2011), Ikhfi and Nargis (2017), and Elhamdi and Hezam (2020), highlighting the common difficulties faced by English teachers in teaching vocabulary to students and the need for continuous creativity in classroom activities and techniques to maintain learner interest and motivation. The shortage of trained primary school English teachers, particularly in disadvantaged and rural areas, exacerbates the situation, as some teachers may lack proper training in teaching young learners, or TVYLs specifically. ...
In Ethiopia, there is a growing demand for early English education. Teaching vocabulary to young learners is crucial for language acquisition, and teachers’ perceptions and actions in the classroom are essential for effective teaching. Therefore, this study aimed to explore the relationship between teachers’ perceptions and their teaching practices in teaching vocabulary to young learners (TVYLs) in some selected primary schools in Ethiopia, South Western Regional State (SWRS), Dawro Zone. To explore their relationship, a descriptive survey research design with a mixed-methods approach was used. A total of 90 EFL teachers with different levels of experience participated in the study through simple random sampling techniques. Data were collected using classroom observation, questionnaires, and semi-structured interviews and analyzed using descriptive statistics and Pearson correlation coefficients, both quantitatively and thematically. The data analysis showed individual differences in teachers’ theoretical perceptions and indicated that there is a discrepancy between their perceptions and classroom practices. The main factors affecting teachers’ effective TVYLs were large classes, teachers’ lack of knowledge of approaches, lack of time to practice vocabulary through integration with other skills, and teachers’ lack of experience in professional development. Finally, recommendations were made based on the main findings.
... As an international language, English is considered an important language to learn. The curriculum and pedagogy of English as a foreign language have emphasized the importance of teaching communicative strategies and the use of functional language so that the aim of teaching and learning English is to communicate well (Imaniah, 2020;Lelawati et al., 2018). Early childhood is very suitable for learning language because their memory and imitation are still very good. ...
In the current digital era, conventional learning media are often considered less attractive for students, especially amidst the dominance of technology in everyday life. The use of digital media such as Wordwall, an interactive learning platform that offers various educational games, is believed to increase students' interest and motivation in learning. Based on previous findings, this research focuses on creating Wordwall media to teach English vocabulary to 5th grade elementary school students. Students have never used learning media designed for vocabulary learning. This research uses the Design and Development (DnD) research paradigm to construct learning media in the form of Wordwalls. The DnD research model consists of three main stages: design, development, and assessment. Researcher notes, validation sheets, expert assessments, and user questionnaires are the instruments used in this research. The subjects of this research were 5th grade elementary school students. The main results of this research show significant results, this shows that the media developed is very good and suitable for use. This research aims to identify how using Wordwall can help students master new vocabulary, strengthen their memory, and increase their involvement in the learning process. The implications of this research indicate that the use of Wordwall-based digital media has significant potential to stimulate students' interest and motivation in learning English vocabulary. By integrating Wordwall in learning activities, teachers can create a more interactive and interesting learning environment, thereby increasing student engagement and speeding up the process of understanding new vocabulary.
... This is because the presentation of content is not just through monotonous drilling of sounds or print letters through the textbook and oral input from the teachers. Instead, it becomes an interactive and appealing process to promote visual and auditory learning styles (Imaniah & Nargis, 2017). Therefore, the utilization of TELL materials is highly recommended in government schools' pedagogic context for Pakistan and other non-native contexts as a cost-andtime efficient resource. ...
Phonics, as a teaching method, helps the learners to establish a connection between graphemes and phonemes. Moreover, it also improves their reading and pronunciation skills alongside spelling and vocabulary. In this context, the current study attempts to investigate the effectiveness of using technology-enhanced language learning (TELL) tools as a supplementary resource to teach systematic synthetic phonics to a government school's KG- Grade 1 learners. For this purpose, 60 Grade KG-1 primary-level learners were selected through one group pretest-posttest design. After conducting the pretest, learners were taught phonics skills, that is A-Z letter-sound correspondence, blending, and segmenting of CVC words through digital tools for 27 weeks. Afterwards, a posttest was administered. The statistical analysis of pretest and posttest revealed a significant improvement in learning all three aspects of phonics instruction as the dependent paired sample t-test affirmed rather significant results, that is, p = 0.000 for all three categories. Furthermore, the analysis of gender, age, and interest variables exhibited the TELL intervention's positive impact on all the participants. Hence, TELL tools are proposed as supplementary materials for phonics instruction in government schools of Pakistan at the primary level to help the learners and teachers.
... According to Philips in Hartina et al. (2019), young learners are youngsters between the first year of formal school (five or six years old) and the age of eleven or twelve. While Imaniah and Nargis (2017) believe that English for young learners at the primary level (aged three to twelve) are cognitively equipped to acquire language skills in ways that lend themselves to an integrated skills and content-based, experiential approach. It may be inferred that English for young learners refers to English language instruction provided to novices or the younger generation. ...
Teachers of English utilize storytelling as a common strategy while teaching second languages, especially to young learners. However, because young learners have various features when it comes to second language proficiency, English teachers will find it challenging to use storytelling in these courses. The purpose of this study was to identify the difficulties faced by English teachers while teaching through these methods. The qualitative research technique was utilized in conjunction with the phenomenological design. The three English teachers were selected as participants, who were teaching to five grade students through the purposive sampling technique. Self-developed semi-structured interviews were carried out, and the data were transcribed into codes and themes. This study found that teachers found it difficult to find stories that were suitable for children, did not know the criteria for stories that were suitable for children, lacked the confidence to compose children's own stories, and had very limited time available (75 minutes once a week). It is recommended that resource rooms be established to provide English teachers with the greatest possible training opportunities.
Family literacy programmes have been considered as an effective educational approach involving every member of the family unit. This systematic literature review (SLR) presents family literacy programmes tailored for English as a second language (ESL) families with preschool and primary school children. The article aims to analyse the characteristics of ESL family literacy programmes using the PRISMA method. To achieve this, databases including Scopus, Taylor & Francis, ERIC, ScienceDirect and ResearchGate were searched for articles published within the last 10 years (2015–2024). A total of seven articles were identified as eligible for analysis. The findings revealed several key characteristics, including programme names like ‘Bedtime Story Shelf’ and ‘Ready and Healthy for Kindergarten’. Settings varied from homes to schools and a library, with durations ranging from 1 to 9 months. Reading activities emerged as the foremost component in key activities across all studies. The findings also revealed the use of diverse resources, including books, audio/multimedia and writing materials, suggesting a multimodal approach, a key tenet of New Literacy Study.
This paper focused on the TPR method as a learning media for English as a foreign language to young learners. This study was designed to investigate the teachers’ experience in using the TPR method as a means of teaching English to young learners. The research design of this study was a narrative inquiry and the participant of this study was an English teacher at one of the non-formal education institutions in Ciamis. The subject of this research were students and an English teacher in non-formal education Ciamis. The data collection included classroom observation and semi-structured interviews. The results of the study found that the TPR method had a positive influence as a means of learning English as a foreign language, particularly when the teacher teaches vocabulary. From the five-question indicators, it can be concluded that the TPR method is also quite effective to be applied as a learning medium for young learners since young learners have a good memory to input the vocabulary that is being taught. Moreover, it is easier for the teacher to provide learning students’ enthusiasm for learning clearly appears that makes the class not boring.
This study aimed to develop the leaning module in speaking based on storytelling by using YouTube in the tenth grade students of SMA Negeri 1 Bahorok academic year 2023/2024. The research was used to identify the effectiveness and the result the combination between the old techniques with the modern technology like YouTube. There were 12 students as the participants who study in SMA Negeri 1 Bahorok. The methodology used in this study was research and development by Borg and Gall that includes ten steps of the process. There were some questionnaires give to the students and expert to get the rich. In collecting the data, pre-test and post-test were used to get the distinction between the old and the new learning activity. The test measured by using N-Gain Score to obtain the effectiveness of the new design applied in the class. Moreover, the questionnaires were also given to the experts. Both of them gave the positive feedback to the use of YouTube in the speaking storytelling module. The result indicates that the students need to utilize the technology in their learning activities. By getting 59.18% in N-Gain score, it shows the effectiveness of the speaking based on storytelling technique by using YouTube. The expert also validated several aspects such: content, language, feasibility and design. Most of them were in moderate and high position measured by using Aiken’s validation. In short, the learning module can be applied in the educational program. In other case, it also can be implemented in other genres.
This study is intended to depict how impression learning (IL) principles were fused into an English class in an Indonesian Islamic elementary school and how the students' grammar skills were fostered during and after the learning process. This research implemented a classroom practice-based model to explore the delivery of IL programs, specifically focusing on teaching the preposition of places through the concept of singular and plural using simple present continuous tense to young learners. The IL principles were a combination of Talqiyyan Fikriyyan and inductive learning to make the teaching-learning process active, student-centered, and felt by pupils. A case study was also used to investigate various aspects of a particular phenomenon, including teaching steps, teacher-students dialogues, and student engagement in the learning process. Moreover, concrete materials were intentionally deliberated to stimulate students' senses, thus adding a unique dimension to the study. In addition, two intervention sessions were designed in which each intervention consisted of (a) teaching grammar from specific to general and (b) twelve steps of teaching IL principles (opening the class by giving a prayer, motivating and reminding the rules of learning, remembering the previous lesson, asking the students' prior knowledge related to the material and mentioning the lesson objective, stimulating students' interest in learning by observe and imitate, saying the sentences, installing the Islamic value, engaging students to play words card game, giving some rewards, question and answer, explaining the material comprehensively, and reflection). Hence, this study provides an alternative model of teaching grammar to young learners.
This paper argues that the continuing expansion of teaching English to young learners (TEYL) brings challenges to the wider ELT field. It discusses why starting younger may not bring automatic improvement to language standards unless teacher education and secondary language teaching both rise to the challenges of the new situation. Young learners will need to be motivated to continue learning for ten or so years, and will bring very mixed levels of language to the secondary classroom. Responses from other sectors of ELT, as well as the development of effective TEYL, can benefit from deeper understanding of how children approach language learning. Two key features of child foreign language learning are summarized: children's search for meaning in language use, and the demands of initial literacy. Implications include rethinking the construct ‘language’, developing appropriate assessment, a change in approach at the switch to secondary level, and making realistic decisions about training teachers.
Teaching young language learners
- A Pinter
Pinter, A. (2006). Teaching young language learners. Oxford, UK: Oxford
University Press http://busyteacher.org/3753-how-to-write-a-lessonplan-5-secrets.html