Principles for Teaching Young Learners of English
[email protected] www.mlmcc.com
1
The Multiplier Effect of The Multiplier Effect of Language LearningLanguage Learning
Mary Lou McCloskey, Ph.D.Atlanta, Georgia, [email protected]
www.mlmcc.com
What Children BringWhat Children Bring Children BringChildren Bring……w Innate “programming”
to acquire language (Chomsky , Pinker, 2000)w Critical Period for
language acquisition?
Critical Period?Critical Period?
The Effects of The Effects of Language LearningLanguage Learning
Principles for Teaching Young Learners of English
[email protected] www.mlmcc.com
2
The ability toThe ability to--talk to more people, talk to more people, --read more books, read more books, --experience other culturesexperience other cultures
Mary Lou McCloskey, 2005 www.mlmcc.com 8
Jean PiagetJean Piaget
AssimilationAssimilation
Kitty
AssimilationAssimilation
Kitty
AccommodationAccommodation
KittyDoggie
Recent Studies Recent Studies of the Brainof the Brain
Principles for Teaching Young Learners of English
[email protected] www.mlmcc.com
3
Differences in brain activity Differences in brain activity during language tasks between during language tasks between
adults (18adults (18--35) and children (735) and children (7--10)10)(Schlagger et al 2002)(Schlagger et al 2002)
w Children had more activity in left extrastriate cortexw Adults had more activity in left frontal cortex.
Language Areas Language Areas of the Brainof the Brain
(Kim, 1997)(Kim, 1997)
Broca’s Area: Wernicke’s Area
Mary Lou McCloskey, 2005 www.mlmcc.com 15
Differences in where language Differences in where language is processed:is processed:
w Languages learned early in life:Processing occurs in overlapping regions of Broca’s and Wernicke’s Areasw Languages learned later: Wernicke’s
Area for what words mean; Broca’s Area for grammar and syntax.
Mary Lou McCloskey, 2005 www.mlmcc.com 16
PiagetPiaget’’s Stages of Cognitive s Stages of Cognitive DevelopmentDevelopment
wSensorimotor (birth-2)wPre-operational (2-7)wConcrete Operations (7-11)wFormal Operations (11-15)
Mary Lou McCloskey, 2005 www.mlmcc.com 17
Piagetian Stages and Brain Piagetian Stages and Brain Development StagesDevelopment Stages
(Sprenger, 1999)(Sprenger, 1999)
w
Higher-order thinkingFormal operations (ages 11-15)
Manipulation of thought and ideas
Concrete operational (ages 7-11)
Language acquisitionPre-operational (ages 2-7)
Large motor system and visual system
Sensorimotor (birth-2 years)
Stages of myelin release and brain growth
Piaget’s stages of development
3. Expanded ability 3. Expanded ability to learnto learn
Principles for Teaching Young Learners of English
[email protected] www.mlmcc.com
4
How reading How reading changes language changes language
learning learning 4. School performance of 4. School performance of
students learning a second students learning a second languagelanguage
5. Learning 5. Learning additional additional languageslanguages
Refined cultural Refined cultural awareness and awareness and
adeptness; cognitive adeptness; cognitive flexibilityflexibility
Mary Lou McCloskey, 2005 www.mlmcc.com 23
When to Start EFL?When to Start EFL?
wWhy start early?– Potential for native-like pronunciation– Easy and natural acquisition of
language structures during critical period
– Opportunity to develop positive attitudes toward the language
Mary Lou McCloskey, 2005 www.mlmcc.com 24
When to Start EFL?When to Start EFL?wWhy wait?
– Older learners can learn very rapidly and effectively using their higher-level cognitive abilities
– Native-like pronunciation is not necessary for effective communication
– Resources may be better used to provide needed quality and intensity for older learners
– There may be concern about language loss of L1 if English use is highly prevalent
Principles for Teaching Young Learners of English
[email protected] www.mlmcc.com
5
Mary Lou McCloskey, 2005 www.mlmcc.com 25
When to Start EFL?When to Start EFL?wIt depends on quality and model
– Quality of program and of teaching are the most important variables
wMany effective models, e.g.,– Progressive transition 90/10 to 80/20
etc.– 50/50 – often content-based– 90/10 – structured immersion
Principles for Principles for developing a new developing a new
language with language with younger learnersyounger learners
Principle 1Principle 1Offer learners enjoyable, active
roles in the learning experience
Principle 2Principle 2
Help students develop and practice language through collaboration
PrinciplePrinciple 33
Use multi-dimensional, thematically-organized activities
Principle 4Principle 4
Provide comprehensible input with scaffolding
Principles for Teaching Young Learners of English
[email protected] www.mlmcc.com
6
Principle 5Principle 5
Integrate language with content
Principle 6Principle 6
Validate and integrate home language and culture
Principle 7Principle 7Provide clear goals and feedback on
performance
Principle 8Principle 8Develop learner’s own strategies for
language development
Implications Implications & Considerations& Considerations
Mary Lou McCloskey, 2005 www.mlmcc.com 36
Learning languages is Learning languages is exponentially beneficialexponentially beneficial
wImproved cognition & brain developmentwImproved L1 proficiencywImproved academic performancewImproved abilities in social, cultural
understanding
Principles for Teaching Young Learners of English
[email protected] www.mlmcc.com
7
Mary Lou McCloskey, 2005 www.mlmcc.com 37
When to begin When to begin language learning?language learning?
wThere is no simple, “younger is better” answer. wWhat about literacy? Usually best
in L1 first. wWhat are the variables? Time,
capacity, commitment
Mary Lou McCloskey, 2005 www.mlmcc.com 38
What about language What about language policies?policies?
wMovement toward linguistic pluralism wNeed for pro-language-development
governmental policies
Mary Lou McCloskey, 2005 www.mlmcc.com 39
AnonymousAnonymous-Martin Steingesser
I know a poem of six lines that no one knowswho wrote, except
that the poet was Chinese and lived centuries before the birth of Christ. I said it aloud
once to some children, and when I reached the last line suddenly they understood and together all went--
"Ooo!"Mary Lou McCloskey, 2005 www.mlmcc.com 40
AnonymousAnonymous
imagine that poem, written by a poet trulywho is Anonymous, since
in the strict corporeal sensehe hasn't existed for thousands of years--imagine his little
poem traveling
Mary Lou McCloskey, 2005 www.mlmcc.com 41
AnonymousAnonymouswithout gas or even a single grease jobacross centuries of space and a million miles of time
to me, who spoke itsoftly aloud to a group of children who heard and suddenly all together cried "Ooo!"
The Multiplier Effect of The Multiplier Effect of Language LearningLanguage Learning
Mary Lou McCloskey, Ph.D.Atlanta, Georgia, [email protected]
www.mlmcc.com
October 2005