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‘Quality English Language Education
at Pre-primary Level’ Project
Developing a school plan for
exposing young children to English
SCOLAR Kindergarten English Language (SKEL) Team
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ObjectivesAfter this seminar, you will:
• know more of the characteristics of young learners and their needs in second language learning;
• gain some ideas on the components of a quality plan for English language exposure at the pre-primary level; and
• gain some ideas on how to integrate the plan for English language exposure into the school curriculum at the pre-primary level.
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From theories to practice
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From theories to practice
• There are different learning theories which give us insight into how we can expose young children to English.
• Scholars/researchers/practitioners in the field have different arguments for and against these theories.
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From theories to practice
• Yet there are some aspects of these theories that we can put into consideration when developing a school plan for exposing young children to English.
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From theories to practice
SIX questions are raised by some of the practitioners in the field.
• Let’s think about how different learning theories could be applied to answering the questions.
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1. Why are the children in my school
not interested in using/learning
English?
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• verbal compliments
• gifts such as candy, stationery, toys, etc.
Is this effective for motivating children to use/learn English?
What if these do not work well?
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• Make the learning process enjoyable, achievable and meaningful.
Motivating children to use/learn English
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e.g., Skinner, B. F.
Operant conditioning
• positive reinforcement (e.g., reward) ���� desire behaviour will continue
• negative reinforcement (e.g., neglect) ���� undesired behaviour will extinguish
Behaviourist Approach
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2. The children in my school are not
willing to speak in English. The best
they can do is to speak English in
single words. How can I improve
their speaking skills?
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• Provide ample chances for children to listen to and speak in English.
expansion of utterances –
showing how language features are used in different situations
and linguistic
patternsaccurate use of the
language
• Form good models of using the language.
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e.g., Bandura, A.
Observational learning
Behaviourist Approach
• Humans acquire their
behaviour by observing and imitating.
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3. Should I expose children to
English language at an early age?
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• Exposing children to a language at earlier ages would facilitate children’s learning of the language.
Point to note:Help children develop their mother tongue (Cantonese/Chinese) before introducing English language.
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Nativist Approach
e.g., Chomsky, N.
• Language Acquisition Device (LAD): Children have an innate capacity for language development.
e.g., Lenneberg, E.
• The Critical Period Hypothesis: Children learn languages more easily before puberty.
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4. When should I guide children to
recognise print of words?
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e.g.,Before asking children
to recognise print
of words (reading)…
Are they able to relate
the meaning of words
to their pronunciation? (listening and speaking)
Can they
recognise individual
letters of the English alphabet?
rethink
Is children’s learning progress of English
well addressed to?
reth
ink
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• Take children’s cognitive development and previous knowledge into consideration when deciding the learning objectives, teaching strategies and learning resources.
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Cognitive Approach
e.g., Piaget, J.
• Learning takes place when children make sense of their new knowledgeor experience by relating it to their previous knowledge through assimilation and accommodation.
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5. The children in my school are not
good at English. I’ve heard that
phonics can help develop children’s
listening, speaking and reading
skills. Should I guide children to
learn phonics as early as possible to
solve the problem?
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• Do we understand children’s current level of English language development?
• Do we notice children’s potential for achieving the next level/area of English language development?
• What support can we provide for children so as to help them achieve the next level?
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e.g.
able to articulate the sound of
the letter c e.g. /k/
The letter-sound relationship
of the letter c(as the beginning sound in words)
oral vocabulary (words beginning with the letter c)(e.g., cat, car,
coat, cake, cap)
Introducing the sound of the letter c through
Storytelling/Shared Reading
knowledge of the letter c(able to recognise
and name the letter)
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Sociocultural Approach
e.g., Vygotsky, L. • Zone of proximal development (ZPD): the
next area of development that could only be achieved with the help and support of others (capable adults)
e.g., Bruner, J. • Scaffolding: providing support to
children so as to help them go beyond the immediate information or experience
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e.g.
able to articulate the sound of
the letter c e.g. /k/
The letter-sound relationship
of the letter c(as the beginning sound in words)
oral vocabulary (words beginning with the letter c)(e.g., cat, car,
coat, cake, cap)
Zo
ne o
f p
roxim
al
de
velo
pm
en
t
knowledge of the letter c(able to recognise
and name the letter)
Scaffolding:
Introducing the sound
of the letter c through
Storytelling/Shared Reading
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6. I have taught the children in my
school how to say some words
but I am not sure if they really
understand them or not. What
can I do?
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• Allow two-directional communication, instead of one-way dissemination of information.
• Make the learning process interactive.
• Provide plenty opportunities for genuine communication in context.
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T : This is milk.
Milk. Milk.
Read after me. Milk.
Ss: Milk.
T : Louder, please. Milk.
Ss: Milk.
T : This is milk. Milk. (showing a picture)
S : Milk. T : Do you like milk?
Ss: Yes.T : This is a carton of milk. (showing 2 pictures)S : �����?
T : Milk. This a bottle of milk. A carton of milk and a bottle of milk.
(pointing at the pictures)T : Where does milk come from? Ss : … (no response)
T : Milk comes from a cow. (showing a picture; T pretends milking a cow by hand.)
Ss : ����? T : Yes, I’m getting milk from a cow.
T : Do you like milk or water? Ss : Milk.T : Who wants milk?
Say milk, then I’ll give you a bottle of milk.(T pretends giving bottles of milk to the children.)
e.g.
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Social Interactionist Approache.g., Long, M. H., Larsen-Freeman, D.
The Interaction Hypothesis
trouble spotsnegotiation for
meaningfine-tune input
make input more relevant to current state of learner development
maximisecomprehension
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Social Interactionist Approach
The Interaction Hypothesis
• conversational tactics for negotiation for meaning, e.g.,
– repetitions
– confirmation checks– comprehension checks– clarification requests
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T : This is milk.
Milk. Milk.
Read after me. Milk.
Ss: Milk.
T : Louder, please. Milk.
Ss: Milk.
T : This is milk. Milk. (showing a picture)
S : Milk. T : Do you like milk?
Ss: Yes.T : This is a carton of milk. (showing 2 pictures)S : �����? (clarification check)
T : Milk. This a bottle of milk. A carton of milk and a bottle of milk. (repetition)
(pointing at the pictures)T : Where does milk come from? (comprehension check)Ss : … (no response)
T : Milk comes from a cow. (showing a picture; T pretends milking a cow by hand.)
Ss : ����? (confirmation check)T : Yes, I’m getting milk from a cow.
T : Do you like milk or water? Ss : Milk.T : Who wants milk?
Say milk, then I’ll give you a bottle of milk.(T pretends giving bottles of milk to the children.)
e.g.
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Components of a Curriculum
1. Learning Objectives
• knowledge
• skills
• values and attitudes
2. Teaching Approaches/Strategies
3. Learning/Teaching (L/T) Resources
4. Assessment
5. Learning Time
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33
Components of a Quality Plan for English Language Exposure
(a) Learning objectives:
i. English language knowledge
• Vocabulary
• High frequency words (HFW)/
sight words
• Sentence patterns/expressions/ phrases
• Concepts of print
• Alphabetic knowledge – letter names
• Letter sounds
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Components of a Quality Plan for English Language Exposure
(a) Learning objectives:ii. English language skills
• listening
• speaking
• reading
• (writing)
iii. Values and attitudes
• interest
• confidence
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Learning Objectives• School: Chinese YMCA Kindergarten
• Theme: Measurement
• Number of sessions: 3Text L/T
Resources
Learning Activities Learning
Objectives
Knowledge/skills
Monkey
Bridge
Story Storytelling activity
and drama game
‘Onemonkey(s) went over. ‘
and
‘went over’
Sentence pattern and phrase
Listening and speaking skills
The
Monkey
Bridge
Big Book
Story
Shared-reading
activity, art-and-
craft activity, and
game
Bridge, river,
four, five, /f/
Vocabulary, sight
word/HFW and letter sounds
Listening,
speaking and reading skills
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Learning Objectives• School: TWGHs Shiu Wong Lee Moon Fook
Nursery School
• Theme: Family
• Number of sessions: 5
Text L/T
Resources
Learning Activities Learning
Objectives
Knowledge/skills
My Little
Sister
Big Book
Story
Shared-reading
activity, show-and-
tell activity, and
games
big, little, eyes, ears, nose,
mouth, toes, fingers, and
‘This is …’
Sight words/HFW, vocabulary,
and sentence
pattern
Listening, speaking and
reading skills
Ugly Mummy Story Storytelling activity
and games
animal names Listening and speaking skills
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37
Key Concerns of Designing a Plan for English Language Exposure
Learning objectives
• Ensure a balanced coverage of learning
objectives in a year
• Choose learning objectives that are
developmentally appropriate and child-
centred
• Develop children’s listening and speaking
skills before reading and writing skills
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38
Components of a Quality Plan for English Language Exposure
(b) Learning activities
• reading stories
• storytelling
• games
• singing songs
• saying rhymes
• show-and-tell & real-life experience
activities
• drama activities, etc.
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Learning Activities• School: Peace Evangelical Centre Kindergarten
• Theme: Food
• Number of sessions: 5
Text L/T
Resources
Learning Activities
The Great
Enormous
Hamburger
Big Book
Story
Shared-reading activity,
food tasting activity,
real-life experience activity,
singing, and games
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40
Key Concerns of Designing a Plan for English Language Exposure
Learning activities
• Provide children with lots of opportunities
to listen to and speak in English in fun
ways
• Maximise children’s learning experience
through a variety of activities
• Provide opportunities for children to
interact with their language environment
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41
Components of a Quality Plan for English Language Exposure
(c) Learning/teaching resources
• stories
• songs
• rhymes
• others
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Learning/Teaching Resources
• School: The Salvation Army Catherine Booth
Nursery School
• Theme: Animals
• Number of sessions: 5
Text L/T Resources
Learning Activities
Five Little Ducks
Big Book Story
Shared-reading activity,
drama activities (role-playing,
mime freeze, charade),
and gamesFour Little
DucksNursery Rhyme
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43
Key Concerns of Designing a Plan for English Language Exposure
Learning/teaching resources
Expose children to L/T resources
• of different types (e.g., stories, songs and rhymes) in a year
• that match with the learning themes
• with authentic English
• that interest children
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Integrating the Plan for English Language Exposure into the School Curriculum at
the Pre-primary Level
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Integrating the Plan for English Language Exposure into the School Curriculum
1. Integrate into the learning themesadopted in the school curriculum
2. Integrate into other learning areas
3. Integrate into classroom routine
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Integrating the Plan for English Language Exposure into the School Curriculum
1. Integrate into the learning theme adopted
in the school curriculum
• to enrich and extend the theme learning
• to treat English Language exposure as part of the school curriculum, not as an
individual subject
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Integrating the Plan for English Language Exposure into the School Curriculum
2. Integrate into other learning areas
�Physical Fitness/Music/ArtsActivities
�Free-choice Activitiese.g. social interaction, language activity
centre
�Festival Activities
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Integrating the Plan for English Language Exposure into the School Curriculum
3. Integrate into classroom routine, e.g.,
�Welcoming Activities
�Morning/afternoon chat
�Sharing of everyday life experiences
�Lining up for hand washing
�Snack/meal time
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Language-rich Environment
Meaningful Context
Good Language Model
Active Participation of Learners
Parental Support
Interaction with Others
Show-and-tell
Songs, Rhymesand Games
Real-life Experience Activities
Phonics Activities Drama ActivitiesShared Reading
Storytelling
LANGUAGE DEVELOPMENT
Plan for English Language Exposure at the Pre-primary Level
Speaking and Listening Skills
Reading Skills
• Preliminary readingstrategies
Early Literacy Skills
• Letter-sound mastery
• Concepts of print
Child
49
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5050
Exposure to Languages at the Pre-primary Level
It should be -
• Developmentally appropriate
• Authentic
• Accurate
• In context
• Pressure-free
• Enjoyable (e.g. through songs and games)
(SCOLAR, 2003, p.40)
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51
English as a Second Language in Early Childhood Education
Learning ObjectivesLearning Objectives: Children are enabled to –
1. develop interest in learning English
• listen to and read stories and nursery rhymes
• recognise and make use of vocabulary related
to their everyday life or what interests them
2. listen to and understand simple conversations in everyday life
3. sing or recite nursery rhymes and employ simple words used in everyday life
Guide to the Pre-primary Curriculum, CDC, 2006, p.30
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52
English as a Second Language in Early Childhood Education
Principles of TeachingPrinciples of Teaching ––
1. Teachers should cultivate children’s interest in English and motivate them to learn by using authentic materials to create a language-rich and interesting environment.
2. Teachers should let children learn through pleasurable activities such as singing nursery rhymes, play, storytelling, etc.
3. Teachers should provide children with opportunities to listen to and speak in English through conversations, reading stories aloud and play.
4. Language activities have to meet children’s developmental needs.
Guide to the Pre-primary Curriculum, CDC, 2006, p.30
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References
1. Cameron, L. (2001). Teaching languages to young learners. Cambridge, UK: Cambridge University Press.
2. Curtis, A., & O’Hagan, M. (2009). Care and education in early childhood: A student’s guide to theory and practice(2nd ed.). Oxon: Routledge.
3. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
4. Ellis, R. (1997). Second language acquisition. Oxford: Oxford University Press.
5. Lightbown, P.M., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford: Oxford University Press.
6. Mitchell, R., & Myles, F. (2004). Second language learning theories (2nd ed.). London, UK: Hodder Education an Hachette UK Company.
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Thank you!