MAIN CHALLENGES IN TEACHING ENGLISH TO CHILDREN AGED 6-12

Transcription

1 MAIN CHALLENGES IN TEACHING ENGLISH TO CHILDREN AGED 6-12 For the last 15 years it has become a European standard to introduce foreign languages, especially English, in primary schools and kindergartens. Not only did the average age of starting learning foreign languages change but also the amount of hours devoted to a particular language a week in the student`s schedule. The studies show that teaching English to younger learners has a lot of positive aspects. Most of all, younger students are much more motivated to learning foreign languages and do not present negative attitudes towards learning as it is often seen in case of teenagers. (Pilar, Mayo, Lecumberri 2003: 77-79) However, there are some important challenges to be faced by any teacher who works with a group of children aged 6 to 12. First of all, one should be aware of the fact that teaching English as a foreign language in primary schools can mean different things across European and non-european countries. For some, the major purpose of English classes would be developing linguistic skills, whereas for others the objective would be building general linguistic awareness, or creating positive approach to foreign languages. Additionally, an English teacher has to take into account developing the sense of citizenship, cultural and European awareness. Considering all these competing aims, an English teacher has a challenging task to cope with. (Ellis, McCartney 2011: 64-65) One of the biggest challenges that any primary English teacher has to face is differentiation. Presently, in the age of globalization, more and more often primary school classes are composed of children coming from different cultural, linguistic and socioeconomic backgrounds. This process puts a requirement on teachers to cater for the needs of all students understood as individuals. (Bearne 1996: 1-2) Working with a new group of students an English teacher should take into account that both linguistic level and ability to learn foreign languages can vary between children what is an inevitable challenge for a primary school teacher. There are many reasons of differences in linguistic development of a child. One of them can be the fact that children come from different kindergartens and some of them have already started learning English

2 whereas for others an English lesson in the primary school will be the first contact with this language. What is more, an English teacher may encounter children from bilingual families in the classroom whose level of English at age of 6-12 is already very good. Furthermore, not every child is equally gifted in learning languages. Some children seem to have a special talent for learning languages similar to a musical, spatial or logical talents. For defining the linguistic talent factors of great significance are verbal fluency, verbal memory, IQ, vocabulary skill, ability to learn code systems, etc. Such children will learn faster than those who are talented in other areas, for example mathematics or sports. The teacher`s task is to organize the lesson in this manner that all children can benefit from it without feeling marginalized. (Dogil, Reiterer 2009: 3) It should be remembered that every child is different, not only in the level of linguistic progress and talent for learning languages, but also in case of their strong and weak points as English learners. Students usually are divided into those who gain best results when visual, auditory or kinesthetic styles of learning are adopted. The fact that a child is not doing well on reading and is very good at listening can be an indicator that this child learns most effectively in an auditory style. Thus, a good English teacher should focus on a student`s strong sides and try to adjust the teaching methods to his or her abilities so as to ensure equal chances for every child to learn in the most appropriate way. In this manner, while developing the strengths, weaknesses will be improving as well. (Lobb 2003: 112) Additionally, individualization of teaching means taking into consideration a possibility that students in the same classroom may be undergoing a bit different phase of human development. Although developmental psychology defines that a child should have acquired a set of abilities when being at a particular age, in reality the skills of the children in the same grade may differ. For instance, there is no certainty that every child in the second grade will know the alphabet perfectly and be fully literate which has an effect on the speed of learning reading and writing in English. (Reed, Shaffer, Kipp: 1-3) Moreover, a teacher should bear in mind that some students may experience specific learning difficulties, to give an example - dyslexia. Dyslectic children, while being very good at speaking and listening, may be subjects to serious problems concerning reading and

3 writing. Consequently, they may encounter difficulty in English words spelling. It is essential for a teacher to identify the problem the soonest possible and to develop the individual approach towards such learners. (Hall 2009: I) When it comes to cognitive disorders differences in human development and the learning process may be bigger. They have an impact not only on cognition and learning but also language, and consequently social interaction. Examples of disorders characterizing specific learning difficulties are autism spectrum disorder and attention deficit hyperactivity disorder. Both of these cognition problems are a difficult challenge for a teacher. As for ADHD, one has to be prepared that it is almost impossible to stop such a child from moving, for example from fidgeting with hands or unexpected leaving their place. However, sometimes ADHD may take a form of inattention. In such a case, a child finds it difficult to concentrate on one thing and gets bored very easily. They are very sensitive to the sounds and signs from the environment. Children diagnosed with autism spectrum disorder, in turn, are likely to have problems with verbal and nonverbal communication, that is the core of any English classes. They are either over- or undersensitive to the sensory stimuli. When it comes to any rules governing the conversation, their ways of communicating are much unconventional. All these examples of behavior disorganize the lesson. It is worth remembering when preparing lesson plans of English classes. Therefore, a teacher should gain broad knowledge on the subject of behavioral disorders before starting to work in any primary school. (Hulme, Snowling 2009: 1-3, 245, ) Not always are the roots of student`s inappropriate behavior in mental disorders. Very often it is a result of the fact that children in a classroom come from different families presenting higher and lower levels of socioeconomic status. The situation at home, that is aggression, alcoholism, divorce, may affect a child`s behavior at school. If a teacher does not take this factor into account, no English lesson will be fully effective. Only good cooperation with parents, a child, and sometimes other psychological units, can result in creating a student-friendly environment in the classroom. It also requires a teacher to

4 acquire not only methodology of teaching English, but also gain a solid psychological preparation. (Dean 2009: ) Another problem of an English teacher is related to the Berstein`s theory of linguistic codes. He argued that the children of representatives of people on different levels of the social ladder use two codes according to which they are judged by teachers. Restricted code is used by children who come from the working class and elaborated code is used by students coming from the higher classes. Restricted code is characterized by short, unfinished and often ungrammatical sentences and elaborated code is famous for more correct grammar and longer sentences. The difference in the code used by a child will have an impact on English learning since for some children who use restricted code in the mother tongue it will be difficult to develop more complex structures in a foreign language. (Brain, Mukherji 2006: 106) Many researchers seem to agree that younger children have better chances to become proficient in pronunciation and intonation of English whereas grammatical accuracy is believed to be gained best at the age of adolescence. (Hood, Tobutt 2009: 9) Therefore, a teacher should focus on showing children how to pronounce words correctly rather than forcing them to understand complex grammatical structures. During this period of education it is essential for students to gain the ability to link simple phonemes with spellings. (Ellis, McCartney: 69) However, some children may suffer from speech impediments like stuttering, cluttering, stammering, rhotacism, etc. which may have a negative impact on children`s ability to pronounce new English words in a correct way. To illustrate the problem, stammering consists in uttering words in a hesitating way, sometimes mispronouncing particular letters, as in rhotacism (letter r ) or lisping (letters s and z ). In turn, stammering means habitual, interrupted articulation as a result of muscles spasms. (Still 2006: ) Identifying such speech disorders at the early stage of education in the primary school and adopting a therapy with the speech-language pathologists are vital for a child in order to become a successful English speaker in the future.

5 From the psychological point of view, one has to remember that when using foreign language in a group of students may encounter so called language anxiety. Although being more out-going, even some younger learners experience some frustration when they have to speak out loud in the presence of their peers. Therefore, some researchers as Komorowska and Smith suggest silent period in the early stages of language teaching, that is exposing children to a foreign language and letting them listen and absorb its cadences. Speaking part, as it is advised by these linguists, should take place only when children start to produce speech spontaneously (Ellis, McCartney: 69) Additionally, an English teacher should think of developing a supporting environment, sometimes called "incorporative classrooms", thanks to which no child feels marginalized and learning atmosphere is more cooperative than competitive. (Doye, Hurrell 1997: 56) In conclusion, there is strong evidence coming from research that the linguistic education of children aged 6 to 12 is beneficial and has a lot of advantages. Mainly, children are naturally eager to learn at this age and do not present some negative attitudes towards learning as their older, adolescent friends. However, as it was shown above, there are some vital challenges to overcome by any primary English teacher. Preparing English lesson plans one has to take into account many factors, for example: the age, the phase of cognition development, hobbies, talents, cultural and socioeconomic backgrounds children come from. Choosing right teaching methods should be also influenced by taking into account children with special learning difficulties, such as ADHD, autism and dyslexia, or having motor skills disorders (e.g. manual or speech impediments). All in all, I believe that any English teacher who is open to learning new skills will become successful at facing these challenges.

6 Bibliography: 1. Bearne E Differentiation and Diversity in the Primary School. New York: Routledge. 2. Brain, Ch., Mukherji, P Understanding Child Psychology. United Kingdom: Nelson Thornes Ltd. 3. Dean, J Organising Learning in the Primary School Classroom. New York: Routledge. 4. Dogil, G., Reiterer, S. M Language Talent and Brain Activity. Berlin: Mouton degruyter. 5. Doye, P. and Hurrell, A Foreign Language Learning in Primary Schools: Age 5-6 to Strasbourg: Council of Europe. 6. Ellis, S., McCartney, E Applied Linguistics and Primary School Teaching. Cambridge: Cambridge University Press. 7. Hall, W Dyslexia in the Primary Classroom. London: Sage Publications Ltd. 8. Hood, P., Tobutt, K Modern Languages in the Primary School. Cornwall: TJ International Ltd. 9. Hulme, Ch., Snowling, M. J Developmental Disorders of Language Learning and Cognition. United Kingdom: TJ International Ltd. 10. Lobb, N Learning Strategies For School, Home, And Work. Portland: J. Weston Walch. 11. Pilar, M., Mayo, G., Lecumberri, M. L. G Age and the Acquisition of English As a Foreign Language. Clevedon: Cromwell Press Ltd. 12. Shaffer, D.R, Kipp, K Developmental Psychology: Childhood & Adolescence. California: Wadsworth. 13. Still, A.T Osteopathy: Research and Practice. Germany: JOLANDOS ek.