Teaching Young Learners

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1\fs24 Joan Kang Shin \par\pard\ql \li379\sb159\sl-161\slmult0 \up0 \expndtw0\ch
arscalex111 \ul0\nosupersub\cf11\f12\fs18 U\ul0\nosupersub\cf12\f13\fs13 N I
T E D\ul0\nosupersub\cf11\f12\fs18
S\ul0\nosupersub\cf12\f13\fs13 T
A T E S \par\pard\ql \li3290\sb122\sl-690\slmult0 \up0 \expndtw0\charscalex95
\ul0\nosupersub\cf9\f10\fs60 Ten Helpful Ideas for Teaching \par\pard\ql \li384
3\sb1\sl-629\slmult0 \up0 \expndtw0\charscalex94 English to Young Learners\par\p

ard\sect\sectd\sbknone\cols3\colno1\colw4013\colsr40\colno2\colw2938\colsr160\co
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9\slmult0 \up0 \expndtw-4\charscalex100 \ul0\nosupersub\cf3\f4\fs26 eaching Engl
ish to Young\par\pard\qj \li20\ri211\sb14\sl-370\slmult0 \up0 \expndtw-3\charsca
lex100 Learners (TEYL) has be-\line \up0 \expndtw-8\charscalex100 come its own
field of study\par\pard\column \ql \li7141\sb0\sl-299\slmult0 \par\pard\ql \li20
\sb69\sl-299\slmult0 \up0 \expndtw0\charscalex106 struggle to keep up with this
trend\par\pard\qj \li20\ri719\sb13\sl-371\slmult0\tx270 \up0 \expndtw-5\charscal
ex100 and seek effective ways of teaching. \line\tab \up0 \expndtw0\charscalex10
1 This article contains some helpful \line \up0 \expndtw0\charscalex103 ideas to
incorporate into the TEYL\par\pard\sect\sectd\sbknone\cols2\colno1\colw6981\col
sr160\colno2\colw4599\colsr160\ql \li2901\sb60\sl-299\slmult0 \up0 \expndtw-6\ch
arscalex100 as the age of compulsory English edu-\par\pard\qj \li2901\ri210\sb14
\sl-370\slmult0 \up0 \expndtw-5\charscalex100 cation has become lower and lower
in \line \up0 \expndtw-6\charscalex100 countries around the world. It is wide-\l
ine \up0 \expndtw0\charscalex102 ly believed that starting the study of \line \u
p0 \expndtw-3\charscalex100 English as a Foreign Language (EFL) \line \up0 \expn
dtw0\charscalex105 before the critical period--12 or 13 \line \up0 \expndtw0\cha
rscalex101 years old--will build more proficient \line \up0 \expndtw-6\charscale
x100 speakers of English. However, there is\par\pard\column \ql \li20\sb57\sl-29
9\slmult0 \up0 \expndtw-6\charscalex100 classroom. These ideas come from the\par
\pard\qj \li20\ri719\sb13\sl-371\slmult0 \up0 \expndtw-9\charscalex100 discussio
ns and assignments done in an \line \up0 \expndtw-2\charscalex100 online EFL tea
cher education course \line \up0 \expndtw-1\charscalex100 designed for teachers,
teacher super-\line \up0 \expndtw-5\charscalex100 visors, and other TEYL profes
sionals. \line \up0 \expndtw-1\charscalex100 The participants in the online cour
se \line \up0 \expndtw0\charscalex100 came from a number of different \line
\up0 \expndtw-2\charscalex100 classroom situations and countries in\par\pard\se
ct\sectd\sbknone\cols2\colno1\colw6981\colsr160\colno2\colw4599\colsr160\ql \li2
901\sb59\sl-299\slmult0 \up0 \expndtw-2\charscalex100 no empirical evidence supp
orting the\par\pard\qj \li2901\ri210\sb14\sl-370\slmult0 \up0 \expndtw-2\charsca
lex100 idea that an early start in English lan-\line \up0 \expndtw-8\charscalex1
00 guage learning in foreign language con-\line \up0 \expndtw-6\charscalex100 te
xts produces better English speakers \line \up0 \expndtw0\charscalex100 (Nunan 1
999). Levels of proficiency \line \up0 \expndtw0\charscalex102 seem to be depend
ent on other fac-\line \up0 \expndtw0\charscalex105 tors--type of program and cu
rricu-\line \up0 \expndtw0\charscalex100 lum, number of hours spent in Eng-\line
\up0 \expndtw-6\charscalex100 lish class, and techniques and activities \line \
up0 \expndtw0\charscalex105 used (Rixon 2000). If an early start \line \up0 \exp
ndtw0\charscalex103 alone is not the solution, then what \line \up0 \expndtw-7\c
harscalex100 can EFL teachers of young learners do \line \up0 \expndtw-1\charsca
lex100 to take advantage of the flexibility of \line \up0 \expndtw0\charscalex10
2 young minds and the malleability of \line \up0 \expndtw-7\charscalex100 young
tongues to grow better speakers \line \up0 \expndtw-9\charscalex100 of English?
As the age for English edu-\line \up0 \expndtw-5\charscalex100 cation lowers in
classrooms across the \line \up0 \expndtw-5\charscalex100 globe, EFL teachers of
young learners\par\pard\column \ql \li20\sb57\sl-299\slmult0 \up0 \expndtw0\cha
rscalex100 the Middle East, North Africa, Cen-\par\pard\ql \li20\ri719\sb13\sl-3
71\slmult0\tx270 \up0 \expndtw-5\charscalex100 tral Asia, and Southeast Asia. So
me of \line \up0 \expndtw-1\charscalex100 the teachers worked in immersion \
line \up0 \expndtw-3\charscalex100 classrooms; others saw their students \line \

up0 \expndtw-1\charscalex100 in class two to three hours per week. \line \up0 \e
xpndtw-2\charscalex100 Regardless of the country and the \line \up0 \expndt
w-2\charscalex100 types of classrooms these teachers of \line \up0 \expndtw-1\ch
arscalex100 young learners came from, the list of \line \up0 \expndtw0\charscale
x100 helpful ideas below seemed to be \line \up0 \expndtw-3\charscalex100 a
pplicable to most situations. \line\tab \up0 \expndtw-4\charscalex100 To clarify
for whom these ideas are \line \up0 \expndtw0\charscalex100 targeted, it is
important to define \line \up0 \expndtw0\charscalex102 \ul0\nosupersub\cf4\f5\
fs26 young learner.\ul0\nosupersub\cf3\f4\fs26 The online course used \line \up
0 \expndtw0\charscalex102 the definitions provided by Slatterly \line \up0 \expn
dtw0\charscalex102 and Willis (2001, 4): \u8220?Young Learn-\line \up0 \expndtw1\charscalex100 ers\u8221? (YL) were 7-12 years old; \u8220?Very \line \up0 \exp
ndtw-5\charscalex100 Young Learners\u8221? (VYL) were defined \line \up0 \expndt
w-3\charscalex100 as under 7 years of age. Although the \par\pard\qj\pvpg\phpg\p
osx1099\posy14991\absw9826 \up0 \expndtw0\charscalex112 \ul0\nosupersub\cf1\f2\f
s16 2\par\pard\qj\pvpg\phpg\posx4557\posy14994\absw6368 \up0 \expndtw0\charscale
x112 2006\par\pard\qj\pvpg\phpg\posx5436\posy14994\absw5489 \up0 \expndtw0\chars
calex112 N\ul0\nosupersub\cf5\f6\fs12 U M B E R\par\pard\qj\pvpg\phpg\posx6466\
posy14994\absw4459 \up0 \expndtw0\charscalex112 \ul0\nosupersub\cf1\f2\fs16 2\pa
r\pard\qj\pvpg\phpg\posx6878\posy14944\absw4047 \dn4 \expndtw0\charscalex112 \ul
0\nosupersub\cf6\f7\fs24 |\par\pard\qj\pvpg\phpg\posx7320\posy14994\absw3605 \up
0 \expndtw0\charscalex112 \ul0\nosupersub\cf7\f8\fs16 E\ul0\nosupersub\cf8\f9\fs
12 N G L I S H\ul0\nosupersub\cf7\f8\fs16
T\ul0\nosupersub\cf8\f9\fs
12 E A C H I N G\ul0\nosupersub\cf7\f8\fs16
F\ul0\nosupersub\cf8\f9
\fs12 O R U M
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e was designed to train teachers of\par\pard\qj \li982\ri270\sb3\sl-242\slmult0

\up0 \expndtw-3\charscalex100 young learners, participants discussed ideas \
line \up0 \expndtw0\charscalex100 related to their teaching situations, whi
ch \line \up0 \expndtw-6\charscalex100 focused on both YLs and VYLs. Therefore,
the \line \up0 \expndtw0\charscalex101 ideas given below can be applied to learn
ers \line \up0 \expndtw-2\charscalex100 ranging from approximately 5 to 12 years
old \line \up0 \expndtw-4\charscalex100 and can be used for various proficiency
levels.\par\pard\qj \li982\ri649\sb181\sl-242\slmult0\tx1192 \up0 \expndtw0\cha
rscalex111 \ul0\nosupersub\cf14\f15\fs17 1. Supplement activities with visuals,
\line\tab \up0 \expndtw0\charscalex108 realia, and movement.\par\pard\ql \li982\
ri270\sb60\sl-242\slmult0\fi240\tx1222 \up0 \expndtw-5\charscalex100 \ul0\nosupe
rsub\cf13\f14\fs20 Young learners tend to have short attention \line \up0 \expnd
tw-4\charscalex100 spans and a lot of physical energy. In addition, \line \up0 \
expndtw0\charscalex105 children are very much linked to their sur-\line \up0 \ex
pndtw-5\charscalex100 roundings and are more interested in the phys-\line \up0 \
expndtw0\charscalex102 ical and the tangible. As Scott and Ytreberg \line \up0 \
expndtw-2\charscalex100 (1990, 2) describe, \u8220?Their own understanding \line
\up0 \expndtw-1\charscalex100 comes through hands and eyes and ears. The \line
\up0 \expndtw-2\charscalex100 physical world is dominant at all times.\u8221? \l
ine\tab \up0 \expndtw0\charscalex106 One way to capture their attention and \lin
e \up0 \expndtw0\charscalex100 keep them engaged in activities is to supple-\lin
e \up0 \expndtw-5\charscalex100 ment the activities with lots of brightly colore
d \line \up0 \expndtw-3\charscalex100 visuals, toys, puppets, or objects to matc
h the \line \up0 \expndtw-2\charscalex100 ones used in the stories that you tell
or songs \line \up0 \expndtw0\charscalex102 that you sing. These can also help
make the \line \up0 \expndtw0\charscalex104 language input comprehensible and ca
n be \line \up0 \expndtw-3\charscalex100 used for follow-up activities, such as
re-telling \line \up0 \expndtw0\charscalex103 stories or guessing games. Althoug
h it may \line \up0 \expndtw-4\charscalex100 take a lot of preparation time to m
ake colorful \line \up0 \expndtw0\charscalex104 pictures and puppets or to colle
ct toys and \line \up0 \expndtw-1\charscalex100 objects, it is worth the effort
if you can reuse \line \up0 \expndtw-4\charscalex100 them in future classes. Try
to make the visuals \line \up0 \expndtw0\charscalex104 on thick paper or lamina
te them whenever \line \up0 \expndtw0\charscalex103 possible for future use. Som
etimes you can \line \up0 \expndtw0\charscalex101 acquire donations for toys and
objects from \line \up0 \expndtw-5\charscalex100 the people in your community,
such as parents \line \up0 \expndtw0\charscalex101 or other teachers. A great wa
y to build your \line \up0 \expndtw0\charscalex104 resources is to create a \up0
\expndtw0\charscalex102 \u8220?Visuals and Realia\par\pard\qj \li982\ri270\sb0\
sl-242\slmult0 \up0 \expndtw0\charscalex100 Bank\u8221? with other teachers at y
our school by \up0 \expndtw-4\charscalex100 collecting toys, puppets, pictures,
maps, calen-\line \up0 \expndtw-4\charscalex100 dars, and other paraphernalia an
d saving them \up0 \expndtw-5\charscalex100 for use in each other\u8217?s classe
s.\par\pard\qj \li982\ri270\sb1\sl-242\slmult0\fi240 \up0 \expndtw0\charscalex10
3 Included with the concept of visuals are \line \up0 \expndtw-3\charscalex100 g
estures, which are very effective for students \line \up0 \expndtw0\charscalex10
3 to gain understanding of language. In addi-\line \up0 \expndtw-3\charscalex100
tion, tapping into children\u8217?s physical energy is \line \up0 \expndtw0\cha
rscalex103 always recommendable, so any time move-\line \up0 \expndtw0\charscale
x102 ment around the classroom or even outside \line \up0 \expndtw-3\charscalex1
00 can be used with a song, story, game, or activ-\line \up0 \expndtw-2\charscal
ex100 ity, do it! James Asher\u8217?s (1977) method, Total \line \up0 \expndtw-1
\charscalex100 Physical Response (TPR), where children lis-\line \up0 \expndtw0\
charscalex100 ten and physically respond to a series of \line \up0 \expnd
tw-5\charscalex100 instructions from the teacher, is a very popular \line \up0 \
expndtw0\charscalex104 method among teachers of young learners.\par\pard\column
\ql \li4980\sb0\sl-230\slmult0 \par\pard\ql \li4980\sb0\sl-230\slmult0 \par\pard
\ql \li4980\sb0\sl-230\slmult0 \par\pard\ql \li4980\sb0\sl-230\slmult0 \par\pard
\ql \li4980\sb0\sl-230\slmult0 \par\pard\ql \li20\sb128\sl-230\slmult0 \up0 \exp
ndtw0\charscalex101 This popular method can be used as a tech-\par\pard\qj \li20
\ri3182\sb3\sl-242\slmult0 \up0 \expndtw0\charscalex104 nique with storytelling

and with songs that \line \up0 \expndtw0\charscalex101 teach language related to
any kind of move-\line \up0 \expndtw0\charscalex104 ment or physical action. Ch
ildren have fun \line \up0 \expndtw0\charscalex104 with movement, and the more f
un for stu-\line \up0 \expndtw0\charscalex100 dents, the better they will rememb
er the lan-\line \up0 \expndtw-3\charscalex100 guage learned.\par\pard\qj \li20\
ri3599\sb183\sl-242\slmult0\tx240 \up0 \expndtw0\charscalex109 \ul0\nosupersub\c
f14\f15\fs17 2. Involve students in making visuals \line\tab \up0 \expndtw0\char
scalex109 and realia.\par\pard\qj \li20\ri3182\sb60\sl-242\slmult0\fi240 \up0 \e
xpndtw-2\charscalex100 \ul0\nosupersub\cf13\f14\fs20 One way to make the learnin
g more fun is \line \up0 \expndtw-4\charscalex100 to involve students in the cre
ation of the visu-\line \up0 \expndtw-1\charscalex100 als or realia. Having chil
dren involved in cre-\line \up0 \expndtw-1\charscalex100 ating the visuals that
are related to the lesson \line \up0 \expndtw-1\charscalex100 helps engage stude
nts in the learning process \line \up0 \expndtw-1\charscalex100 by introducing t
hem to the context as well as \line \up0 \expndtw-2\charscalex100 to relevant vo
cabulary items. In addition, lan-\line \up0 \expndtw0\charscalex101 guage relate
d to the arts and crafts activities \line \up0 \expndtw0\charscalex104 can be ta
ught while making or drawing the \line \up0 \expndtw0\charscalex101 visuals. Cer
tainly students are more likely to \line \up0 \expndtw-1\charscalex100 feel inte
rested and invested in the lesson and \line \up0 \expndtw-2\charscalex100 will p
robably take better care of the materials \line \up0 \expndtw0\charscalex101 (Mo
on 2000).\par\pard\ql \li20\ri3182\sb0\sl-242\slmult0\fi240\tx270 \up0 \expndtw0
\charscalex100 You can have students draw the different \line \up0 \expndtw0\cha
rscalex103 animal characters for a story or even create \line \up0 \expndtw-3\ch
arscalex100 puppets. For example, if the story is \ul0\nosupersub\cf15\f16\fs20
Goldilocks \line \up0 \expndtw0\charscalex100 and the Three Bears,\ul0\nosupersu
b\cf13\f14\fs20 you may want to use pup-\line \up0 \expndtw-1\charscalex100 pet
s to help show the action of the story. To \line \up0 \expndtw-5\charscalex100 g
et students more excited about the story, have \line \up0 \expndtw0\charscalex10
1 them make little pencil puppets of the three \line \up0 \expndtw0\charscalex10
0 bears and Goldilocks before the storytelling. \line \up0 \expndtw-3\charscalex
100 It\u8217?s a nice little art project that doesn\u8217?t have to \line \up0 \
expndtw0\charscalex102 take up too much time. If your students are \line \up0 \e
xpndtw0\charscalex102 too young to draw well, make copies of the \line \up0 \exp
ndtw0\charscalex100 characters on paper and have students color \line \up0 \expn
dtw-1\charscalex100 the characters and cut them out. The cut-out \line \up0 \exp
ndtw0\charscalex101 paper pictures can be taped to their pencils. \line \up0 \ex
pndtw-4\charscalex100 After the storytelling, you can use the puppets \line \up0
\expndtw-3\charscalex100 to check comprehension of the story plot and \line \up
0 \expndtw0\charscalex107 have students practice the language by \line \up0
\expndtw-2\charscalex100 retelling the story using their puppets. \line\tab \up
0 \expndtw0\charscalex106 If you cannot spare the time in class to \line \up0 \e
xpndtw-4\charscalex100 make the visuals you want to use, another idea \line \up0
\expndtw-1\charscalex100 is to consult the art teacher at your school (if \line
\up0 \expndtw-5\charscalex100 you have one) and combine your efforts. If the \l
ine \up0 \expndtw-5\charscalex100 art teacher is making some objects, pictures,
or \line \up0 \expndtw0\charscalex102 puppets, you could ask the teacher to make
\line \up0 \expndtw0\charscalex106 them for use in a particular storytelling or
\line \up0 \expndtw-4\charscalex100 game in your class. Then, when students com
e \line \up0 \expndtw0\charscalex112 to English class, they will bring their art
\line \up0 \expndtw-3\charscalex100 projects to use. In addition, before the le
sson, \line \up0 \expndtw0\charscalex100 you can warm up by having students expl
ain \line \up0 \expndtw-2\charscalex100 in English what they made in art class.
\par\pard\qj\pvpg\phpg\posx955\posy14994\absw9825 \up0 \expndtw0\charscalex108 \
ul0\nosupersub\cf7\f8\fs16 E\ul0\nosupersub\cf8\f9\fs12 N G L I S H\ul0\no
supersub\cf7\f8\fs16
T\ul0\nosupersub\cf8\f9\fs12 E A C H I N G\ul0\
nosupersub\cf7\f8\fs16
F\ul0\nosupersub\cf8\f9\fs12 O R U M\par\pard\qj\
pvpg\phpg\posx4708\posy14944\absw6072 \dn4 \expndtw0\charscalex108 \ul0\nosupers
ub\cf6\f7\fs24 |\par\pard\qj\pvpg\phpg\posx5133\posy14994\absw5647 \up0 \expndtw
0\charscalex108 \ul0\nosupersub\cf1\f2\fs16 N\ul0\nosupersub\cf5\f6\fs12 U M B

E R\par\pard\qj\pvpg\phpg\posx6107\posy14994\absw4673 \up0 \expndtw0\charscalex1
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no2\colw4357\colsr160\ql \li3387\sb0\sl-230\slmult0 \par\pard\ql \li3387\sb0\sl230\slmult0 \par\pard\ql \li3387\sb0\sl-230\slmult0 \par\pard\ql \li3387\sb0\sl230\slmult0 \par\pard\ql \li3387\sb0\sl-230\slmult0 \par\pard\ql \li3627\sb130\s
l-230\slmult0 \up0 \expndtw-1\charscalex100 \ul0\nosupersub\cf13\f14\fs20 Some
activities could use objects, toys,\par\pard\qj \li3387\ri270\sb4\sl-246\slm
ult0 \up0 \expndtw0\charscalex102 stuffed animals, or dolls. A \u8220?show and t
ell\u8221? \line \up0 \expndtw-1\charscalex100 activity is a perfect way to get
students inter-\line \up0 \expndtw0\charscalex101 ested in the lesson with their
own toys. The \line \up0 \expndtw0\charscalex104 introduction to the lesson cou
ld be a short \line \up0 \expndtw-6\charscalex100 \u8220?show and tell\u8221? pr
esentation that gives students \line \up0 \expndtw-3\charscalex100 a chance to i
ntroduce their objects in English. \line \up0 \expndtw0\charscalex105 After this
activity, get right into the lesson \line \up0 \expndtw-3\charscalex100 using t
he objects the students brought in.\par\pard\ql \li3387\sb0\sl-195\slmult0 \par\

pard\ql \li3387\sb29\sl-195\slmult0 \up0 \expndtw0\charscalex111 \ul0\nosupersub
\cf14\f15\fs17 3. Move from activity to activity.\par\pard\ql \li3387\ri269\sb70
\sl-246\slmult0\fi240\tx3627 \up0 \expndtw-4\charscalex100 \ul0\nosupersub\cf13\
f14\fs20 As stated before, young learners have short \line \up0 \expndtw-5\chars
calex100 attention spans. For young students, from ages \line \up0 \expndtw0\cha
rscalex105 5 to10 especially, it is a good idea to move \line \up0 \expndtw-4\ch
arscalex100 quickly from activity to activity. Do not spend \line \up0 \expndtw4\charscalex100 more than 10 or 15 minutes on any one activi-\line \up0 \expndtw
-5\charscalex100 ty because children tend to become bored easi-\line \up0 \expnd
tw-6\charscalex100 ly. As children get older, their ability to concen-\line \up0
\expndtw-7\charscalex100 trate for longer periods of time increases. So for \li
ne \up0 \expndtw-5\charscalex100 students ages 5-7, you should try to keep activ
-\line \up0 \expndtw-3\charscalex100 ities between 5 and 10 minutes long. Studen
ts \line \up0 \expndtw-5\charscalex100 ages 8-10 can handle activities that are
10 to 15 \line \up0 \expndtw-4\charscalex100 minutes long. It is always possible
to revisit an \line \up0 \expndtw-5\charscalex100 activity later in class or in
the next class. \line\tab \up0 \expndtw-2\charscalex100 For example, if you are
teaching a song or \line \up0 \expndtw-3\charscalex100 telling a story, don\u82
17?t stay on that song or story \line \up0 \expndtw0\charscalex101 the whole cla
ss time. Follow up the song or \line \up0 \expndtw0\charscalex100 story with a r
elated TPR activity to keep the \line \up0 \expndtw-3\charscalex100 momentum of
the class going. Then have stu-\line \up0 \expndtw-2\charscalex100 dents play a
quick game in pairs. As shown in \line \up0 \expndtw-3\charscalex100 this brief
example, varying the types of activi-\line \up0 \expndtw-3\charscalex100 ties al
so helps to keep young learners interest-\line \up0 \expndtw0\charscalex101 ed.
Scott and Ytreberg (1990, 102) suggest \line \up0 \expndtw-4\charscalex100 cre
ating a balance between the following kinds \line \up0 \expndtw-4\charscalex100
of activities:\par\pard\ql \li3627\sb75\sl-230\slmult0 \up0 \expndtw-4\charscale
x100 \ul0\nosupersub\cf16\f17\fs20 \u8226?\ul0\nosupersub\cf13\f14\fs20 quiet/n
oisy exercises\par\pard\ql \li3627\sb57\sl-230\slmult0 \up0 \expndtw-4\charscale
x100 \ul0\nosupersub\cf16\f17\fs20 \u8226?\ul0\nosupersub\cf13\f14\fs20 differe
nt skills: listening/talking/read-\par\pard\ql \li3787\sb17\sl-230\slmult0 \up0
\expndtw-4\charscalex100 ing/writing\par\pard\ql \li3627\sb57\sl-230\slmult0 \up
0 \expndtw-5\charscalex100 \ul0\nosupersub\cf16\f17\fs20 \u8226?\ul0\nosupersub\
cf13\f14\fs20 individual/pairwork/groupwork/whole\par\pard\ql \li3787\sb17\sl-2
30\slmult0 \up0 \expndtw-5\charscalex100 class activities\par\pard\ql \li3387\ri
270\sb27\sl-266\slmult0\fi240 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf16
\f17\fs20 \u8226?\ul0\nosupersub\cf13\f14\fs20 teacher-pupil/pupil-pupil activi
ties \line \up0 \expndtw0\charscalex102 When teachers mix up the pace of the cla
ss \line \up0 \expndtw-6\charscalex100 and the types of activities used, student
s will be \line \up0 \expndtw-6\charscalex100 more likely to stay focused on the
lesson, there-\line \up0 \expndtw-3\charscalex100 by increasing the amount of l
anguage learning \line \up0 \expndtw-3\charscalex100 in class.\par\pard\ql \li33
87\sb0\sl-195\slmult0 \par\pard\ql \li3387\sb25\sl-195\slmult0 \up0 \expndtw0\ch
arscalex107 \ul0\nosupersub\cf14\f15\fs17 4. Teach in themes.\par\pard\qj \li338
7\ri270\sb70\sl-246\slmult0\fi240 \up0 \expndtw0\charscalex100 \ul0\nosupersub\c
f13\f14\fs20 When you plan a variety of activities, it is \line \up0 \expndtw-4\
charscalex100 important to have them connect to each other \line \up0 \expndtw-1
\charscalex100 in order to support the language learning\par\pard\column \
ql \li7383\sb0\sl-230\slmult0 \par\pard\ql \li7383\sb0\sl-230\slmult0 \par\pard\
ql \li7383\sb0\sl-230\slmult0 \par\pard\ql \li20\sb130\sl-230\slmult0 \up0 \expn
dtw0\charscalex100 process. Moving from one activity to others\par\pard\ql \li20
\ri781\sb4\sl-252\slmult0\tx270 \up0 \expndtw-7\charscalex100 that are related i
n content and language helps to \line \up0 \expndtw0\charscalex102 recycle the l
anguage and reinforce students\u8217? \line \up0 \expndtw-4\charscalex100 unders
tanding and use of it. However, moving \line \up0 \expndtw-3\charscalex100 from
activity to activity when the activities are \line \up0 \expndtw0\charscalex100
not related to each other can make it easy to \line \up0 \expndtw-3\charscalex10
0 lose the focus of the class. If students are pre-\line \up0 \expndtw0\charscal
ex102 sented with a larger context in which to use \line \up0 \expndtw-5\charsca
lex100 English to learn and communicate, then attain-\line \up0 \expndtw-6\chars
calex100 ment of language objectives should come more \line \up0 \expndtw0\chars
calex102 naturally. Thematic units, which are a series \line \up0 \expndtw-3\cha
rscalex100 of lessons revolving around the same topic or \line \up0 \expndtw-5\c
harscalex100 subject, can create a broader context and allow \line \up0 \expndtw
-1\charscalex100 students to focus more on content and com-\line \up0 \expndtw-4
\charscalex100 munication than on language structure. \line\tab \up0 \expndtw-2\
charscalex100 It is a good idea to use thematic unit plan-\line \up0 \expndtw-1\
charscalex100 ning because it builds a larger context within \line \up0 \expndtw
0\charscalex100 which students can learn language. When \line \up0 \expndtw
0\charscalex101 teaching English to young learners this way, \line \up0 \expndtw
0\charscalex103 you can incorporate many activities, songs, \line \up0 \expndtw2\charscalex100 and stories that build on students\u8217? knowledge \line \up0 \
expndtw-1\charscalex100 and recycle language throughout the unit. \line \up
0 \expndtw-5\charscalex100 This gives students plenty of practice using the \lin
e \up0 \expndtw-4\charscalex100 language learned and helps them scaffold their \
line \up0 \expndtw0\charscalex102 learning of new language. Common themes \line
\up0 \expndtw0\charscalex101 for very young learners are animals, friends, \line
\up0 \expndtw-2\charscalex100 and family, or units revolving around a story-\li
ne \up0 \expndtw0\charscalex102 book, such as \ul0\nosupersub\cf15\f16\fs20 The
Very Hungry Caterpillar\ul0\nosupersub\cf13\f14\fs20 by \line \up0 \expndtw-1\c
harscalex100 Eric Carle, which includes food and the days \line \up0 \expndtw-4\
charscalex100 of the week. As children get older, units could \line \up0 \expndt
w0\charscalex100 be based on topics such as the environment, \line \up0 \expndtw
-3\charscalex100 citizenship, and shopping, or based on a web-\line \up0 \expndt
w-3\charscalex100 site or book relevant to them.\par\pard\qj \li20\ri781\sb1\sl252\slmult0\fi240 \up0 \expndtw0\charscalex100 Haas (2000) supports the use of t
hematic \line \up0 \expndtw0\charscalex100 unit planning for young foreign
language \line \up0 \expndtw0\charscalex103 learners by pointing out that \u822
0?Foreign lan-\line \up0 \expndtw-3\charscalex100 guage instruction for children
can be enriched \line \up0 \expndtw-5\charscalex100 when teachers use thematic
units that focus on \line \up0 \expndtw-1\charscalex100 content-area information
, engage students in \line \up0 \expndtw0\charscalex101 activities in which they
must think critically, \line \up0 \expndtw-2\charscalex100 and provide opportun
ities for students to use \line \up0 \expndtw0\charscalex105 the target language
in meaningful contexts \line \up0 \expndtw-5\charscalex100 and in new and compl
ex ways.\u8221? A good way to \line \up0 \expndtw-5\charscalex100 plan a unit is
to explore what content your stu-\line \up0 \expndtw0\charscalex103 dents are l
earning in their other classes and \line \up0 \expndtw-3\charscalex100 develop E
nglish lessons using similar content. \line \up0 \expndtw-2\charscalex100 Look a
t the curriculum for the other subjects \line \up0 \expndtw0\charscalex105 your
students take in their native language \line \up0 \expndtw0\charscalex101 (L1) o
r talk to your students\u8217? other teachers \line \up0 \expndtw0\charscalex104
and see if you can create a thematic unit in \line \up0 \expndtw-3\charscalex10
0 English class related to what you find. \par\pard\qj\pvpg\phpg\posx1100\posy15
008\absw9829 \dn2 \expndtw0\charscalex108 \ul0\nosupersub\cf7\f8\fs16 4\par\pard
\qj\pvpg\phpg\posx4926\posy14994\absw6003 \up0 \expndtw0\charscalex108 \ul0\nosu
persub\cf1\f2\fs16 2006\par\pard\qj\pvpg\phpg\posx5751\posy14994\absw5178 \up0 \
expndtw0\charscalex108 N\ul0\nosupersub\cf5\f6\fs12 U M B E R\par\pard\qj\pvpg\
phpg\posx6719\posy14994\absw4210 \up0 \expndtw0\charscalex108 \ul0\nosupersub\cf
1\f2\fs16 2\par\pard\qj\pvpg\phpg\posx7115\posy14944\absw3814 \dn4 \expndtw0\cha
rscalex108 \ul0\nosupersub\cf6\f7\fs24 |\par\pard\qj\pvpg\phpg\posx7568\posy1499
4\absw3361 \up0 \expndtw0\charscalex108 \ul0\nosupersub\cf7\f8\fs16 E\ul0\nosupe
rsub\cf8\f9\fs12 N G L I S H\ul0\nosupersub\cf7\f8\fs16
T\ul0\nosuper
sub\cf8\f9\fs12 E A C H I N G\ul0\nosupersub\cf7\f8\fs16
F\ul0\nosupe
rsub\cf8\f9\fs12 O R U M
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no2\colw6757\colsr160\ql \li987\sb0\sl-195\slmult0 \par\pard\ql \li987\sb0\sl-19
5\slmult0 \par\pard\ql \li987\sb0\sl-195\slmult0 \par\pard\ql \li987\sb0\sl-195\
slmult0 \par\pard\ql \li987\sb0\sl-195\slmult0 \par\pard\ql \li987\sb0\sl-195\sl
mult0 \par\pard\ql \li987\sb116\sl-195\slmult0 \up0 \expndtw0\charscalex110 \ul0
\nosupersub\cf14\f15\fs17 5. Use stories and contexts familiar\par\pard\ql \li11
97\sb43\sl-195\slmult0 \up0 \expndtw0\charscalex112 to students.\par\pard\qj \li
987\ri270\sb68\sl-237\slmult0\fi240 \up0 \expndtw-4\charscalex100 \ul0\nosupersu
b\cf13\f14\fs20 When choosing materials or themes to use, \line \up0 \expndtw0\c
harscalex108 it is important that you find ones that are \line \up0 \expndtw0\ch
arscalex100 appropriate for your students based on their \line \up0 \expndtw-3\c
harscalex100 language proficiency and what is of interest to \line \up0 \expndtw
0\charscalex103 them. Because young learners, especially \line \up0 \expndtw
-3\charscalex100 VYLs, are just beginning to learn content and \line \up0 \expnd
tw0\charscalex100 stories in their native language in school and \line \up0 \exp
ndtw-3\charscalex100 are still developing cognitively, they may have \line \up0
\expndtw0\charscalex101 limited knowledge and experience in the \line \up0
\expndtw-1\charscalex100 world. This means that the contexts that you \line \up0
\expndtw0\charscalex102 use when teaching English, which may be a \line \up0 \e
xpndtw-2\charscalex100 completely new and foreign language, should \line \up0 \e
xpndtw0\charscalex100 be contexts that are familiar to them. Use of \line \up0 \
expndtw-3\charscalex100 stories and contexts that they have experience \line \up
0 \expndtw-3\charscalex100 with in their L1 could help these young learn-\line \
up0 \expndtw0\charscalex101 ers connect a completely new language with \line \up
0 \expndtw-2\charscalex100 the background knowledge they already have. \line \up
0 \expndtw-2\charscalex100 Teachers could take a favorite story in the L1 \line
\up0 \expndtw0\charscalex103 and translate it into English for students or \line
\up0 \expndtw0\charscalex101 even teach the language based on situations \line
\up0 \expndtw-2\charscalex100 that are found in the native country, especial-\li
ne \up0 \expndtw0\charscalex106 ly if the materials the teachers have depict \li
ne \up0 \expndtw-3\charscalex100 English-speaking environments that are unfa-\li
ne \up0 \expndtw-2\charscalex100 miliar to students.\par\pard\qj \li987\ri270\sb
0\sl-237\slmult0\fi240 \up0 \expndtw-3\charscalex100 This is not to suggest that
stories and con-\line \up0 \expndtw0\charscalex104 texts from the target cultur
e should not be \line \up0 \expndtw0\charscalex101 used. Certainly one goal of f
oreign language \line \up0 \expndtw0\charscalex100 instruction is to expose stud
ents to new lan-\line \up0 \expndtw0\charscalex101 guages and new cultures in or
der to prepare \line \up0 \expndtw-1\charscalex100 them to become global citizen
s in the future. \line \up0 \expndtw-3\charscalex100 However, teachers should no

t be afraid to use \line \up0 \expndtw0\charscalex106 familiar contexts in stude
nts\u8217? L1 in the L2 \line \up0 \expndtw0\charscalex100 classroom. In fact,
even when presenting \line \up0 \expndtw-4\charscalex100 material from the t
arget, English-speaking cul-\line \up0 \expndtw-3\charscalex100 tures, it is alw
ays a good idea to relate the lan-\line \up0 \expndtw-1\charscalex100 guage and
content to students\u8217? home culture \line \up0 \expndtw-5\charscalex100 to p
ersonalize the lesson and allow students an \line \up0 \expndtw-1\charscalex100
opportunity to link the new content and lan-\line \up0 \expndtw-6\charscalex100
guage to their own lives and experience. Young \line \up0 \expndtw0\charscalex10
5 learners are still making important links to \line \up0 \expndtw-3\charscalex1
00 their home cultures, so it is important to rein-\line \up0 \expndtw-3\charsca
lex100 force that even in L2 instruction.\par\pard\ql \li987\sb0\sl-195\slmult0
\par\pard\ql \li987\sb20\sl-195\slmult0 \up0 \expndtw0\charscalex110 \ul0\nosupe
rsub\cf14\f15\fs17 6. Establish classroom routines\par\pard\ql \li1197\sb44\sl-1
95\slmult0 \up0 \expndtw0\charscalex110 in English.\par\pard\qj \li987\ri270\sb6
8\sl-237\slmult0\fi240 \up0 \expndtw0\charscalex101 \ul0\nosupersub\cf13\f14\fs2
0 Young learners function well within a \line \up0 \expndtw0\charscalex100
structured environment and enjoy repetition \line \up0 \expndtw-3\charscalex100
of certain routines and activities. Having basic \line \up0 \expndtw-2\charscale
x100 routines in the classroom can help to manage \line \up0 \expndtw-1\charscal
ex100 young learners. For example, to get students\u8217? \line \up0 \expndtw-4\
charscalex100 attention before reading a story or to get them \line \up0 \expndt
w0\charscalex100 to quiet down before an activity, the teacher\par\pard\column \
ql \li4983\sb0\sl-230\slmult0 \par\pard\ql \li20\sb130\sl-230\slmult0 \up0 \expn
dtw-3\charscalex100 can clap short rhythms for students to repeat.\par\pard\qj \
li20\ri3181\sb2\sl-236\slmult0 \up0 \expndtw0\charscalex101 Once the students
are settled down, the \up0 \expndtw-2\charscalex100 teacher can start the le
sson by singing a short \up0 \expndtw0\charscalex101 song that students are fami
liar with, such as \up0 \expndtw-2\charscalex100 the alphabet song or a chant th
ey particularly \up0 \expndtw0\charscalex100 enjoy. Here is a chant with TPR tha
t can get \up0 \expndtw-3\charscalex100 students ready to begin the class.\par\p
ard\qj \li260\ri3181\sb60\sl-236\slmult0 \up0 \expndtw-1\charscalex100 Reach up
high! (Children reach their arms \up0 \expndtw0\charscalex100 up in the air)\par
\pard\qj \li260\ri3181\sb40\sl-236\slmult0 \up0 \expndtw-3\charscalex100 Reach d
own low! (Children bend over and \up0 \expndtw-3\charscalex100 touch their toes.
)\par\pard\qj \li260\ri3181\sb40\sl-236\slmult0 \up0 \expndtw-5\charscalex100 Le
t\u8217?s sit down and start the show! (Children \up0 \expndtw-2\charscalex100 s
it down.)\par\pard\qj \li260\ri3181\sb7\sl-276\slmult0 \up0 \expndtw-3\charscale
x100 Look to the left! (Turn heads to the left.) \up0 \expndtw-1\charscalex100 L
ook to the right! \up0 \expndtw-1\charscalex100 (Turn heads to the\par\par
d\ql \li260\sb1\sl-227\slmult0 \up0 \expndtw0\charscalex100 right.)\par\pard\ql
\li20\ri3181\sb31\sl-250\slmult0\fi240\tx270\tx270 \up0 \expndtw-4\charscalex100
Let\u8217?s work hard and reach new heights! \line \up0 \expndtw0\charscalex101
The movements can be substituted to teach \line \up0 \expndtw-3\charscalex100 n
ew words. For example, instead of \u8220?Look to \line \up0 \expndtw-5\charscale
x100 the left! Look to the right!\u8221? the teacher can use \line \up0 \expndtw
-2\charscalex100 \u8220?Point to the left! Point to the right!\u8221? Provid-\li
ne \up0 \expndtw-3\charscalex100 ing some variation can keep this chant engag-\l
ine \up0 \expndtw-3\charscalex100 ing. Just remember to keep the ending since it
\line \up0 \expndtw-4\charscalex100 starts the class on a positive note. \line\
tab \up0 \expndtw-2\charscalex100 Add classroom language to the routines as \lin
e \up0 \expndtw-7\charscalex100 well. When it\u8217?s time to read a story, the
teachers \line \up0 \expndtw-3\charscalex100 can engage students in the followin
g dialogue: \line\tab \up0 \expndtw-3\charscalex100 Teacher: It\u8217?s story ti
me! What time is it,\par\pard\ql \li950\sb4\sl-230\slmult0 \up0 \expndtw-6\chars
calex100 everyone?\par\pard\ql \li260\sb46\sl-230\slmult0 \up0 \expndtw-4\charsc
alex100 Students: It\u8217?s story time!\par\pard\ql \li260\sb47\sl-230\slmult0
\up0 \expndtw-4\charscalex100 Teacher: And\u8230? what do we do for story\par\pa

rd\ql \li950\sb6\sl-230\slmult0 \up0 \expndtw-3\charscalex100 time?\par\pard\ql
\li260\sb47\sl-230\slmult0 \up0 \expndtw-3\charscalex100 Student: We tell storie
s!\par\pard\qj \li20\ri3181\sb102\sl-236\slmult0 \up0 \expndtw0\charscalex101 Bu
ild on this language by adding more after \line \up0 \expndtw-3\charscalex100 st
udents have mastered the above interaction. \line \up0 \expndtw-2\charscalex100
The teacher can follow up the previous inter-\line \up0 \expndtw0\charscalex100
action with: \u8220?That\u8217?s right! The story is called \line \up0 \expndtw0
\charscalex102 \ul0\nosupersub\cf15\f16\fs20 The Very Hungry Caterpillar.\ul0\no
supersub\cf13\f14\fs20 What\u8217?s the story \line \up0 \expndtw-3\charscalex1
00 called?\u8221? (Students answer.) Whatever the rou-\line \up0 \expndtw-4\char
scalex100 tine is, the teacher should build interactions in \line \up0 \expndtw1\charscalex100 English around that routine. As Cameron \line \up0 \expndtw
0\charscalex103 (2001, 10) points out, \u8220?\u8230?we can see how \line \up0
\expndtw0\charscalex100 classroom routines, which happen every day \line \up0 \
expndtw-4\charscalex100 may provide opportunities for language devel-\line \up0
\expndtw-1\charscalex100 opment.\u8221? The example below illustrates how \line
\up0 \expndtw0\charscalex101 the teacher and students can have real com-\line \u
p0 \expndtw-3\charscalex100 municative interactions in English using some \line
\up0 \expndtw-4\charscalex100 classroom language.\par\pard\ql \li260\sb66\sl-230
\slmult0 \up0 \expndtw-4\charscalex100 Teacher: Good morning, class!\par\pard\qj
\li260\ri3683\sb10\sl-280\slmult0 \up0 \expndtw-2\charscalex100 Students: Good
morning, Ms. Shin. \line \up0 \expndtw-3\charscalex100 Teacher: Faida, what day
is it today? \par\pard\qj\pvpg\phpg\posx955\posy14994\absw9825 \up0 \expndtw0\ch
arscalex108 \ul0\nosupersub\cf7\f8\fs16 E\ul0\nosupersub\cf8\f9\fs12 N G L I
S H\ul0\nosupersub\cf7\f8\fs16
T\ul0\nosupersub\cf8\f9\fs12 E A C H
I N G\ul0\nosupersub\cf7\f8\fs16
F\ul0\nosupersub\cf8\f9\fs12 O R U M
\par\pard\qj\pvpg\phpg\posx4708\posy14944\absw6072 \dn4 \expndtw0\charscalex108
\ul0\nosupersub\cf6\f7\fs24 |\par\pard\qj\pvpg\phpg\posx5133\posy14994\absw5647
\up0 \expndtw0\charscalex108 \ul0\nosupersub\cf1\f2\fs16 N\ul0\nosupersub\cf5\f6
\fs12 U M B E R\par\pard\qj\pvpg\phpg\posx6107\posy14994\absw4673 \up0 \expndtw
0\charscalex108 \ul0\nosupersub\cf1\f2\fs16 2\par\pard\qj\pvpg\phpg\posx6527\pos
y14994\absw4253 \up0 \expndtw0\charscalex108 2006\par\pard\qj\pvpg\phpg\posx1069
1\posy15008\absw89 \dn2 \expndtw0\charscalex108 \ul0\nosupersub\cf7\f8\fs16 5
}
}}
}
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}
no2\colw4349\colsr160\ql \li3642\sb0\sl-230\slmult0 \par\pard\ql \li3642\sb0\sl230\slmult0 \par\pard\ql \li3642\sb0\sl-230\slmult0 \par\pard\ql \li3642\sb0\sl230\slmult0 \par\pard\ql \li3642\sb0\sl-230\slmult0 \par\pard\ql \li3642\sb150\s
l-230\slmult0 \up0 \expndtw-5\charscalex100 \ul0\nosupersub\cf13\f14\fs20 Faida:
I don\u8217?t know.\par\pard\ql \li3642\sb51\sl-230\slmult0 \up0 \expndtw-4\cha
rscalex100 Teacher: Okay, then ask Asli.\par\pard\ql \li3642\sb52\sl-230\slmult0
\up0 \expndtw-2\charscalex100 Faida: Asli, what day is it today?\par\pard\ql \l
i3642\sb52\sl-230\slmult0 \up0 \expndtw-6\charscalex100 Asli: Today is Tuesday.\
par\pard\ql \li3402\ri271\sb26\sl-261\slmult0\fi240\tx3642 \up0 \expndtw-5\chars
calex100 Teacher: Good! And what is Tuesday? \line\tab \up0 \expndtw-3\charscale
x100 Students: Tuesday is Storytelling Day! \line \up0 \expndtw0\charscalex105 N
otice that the communication is real and \line \up0 \expndtw0\charscalex102 that
a routine has been established--that \line \up0 \expndtw0\charscalex103 Tu
esday is Storytelling Day. Once students \line \up0 \expndtw0\charscalex101 beco
me fluid with certain interactions, as in \line \up0 \expndtw-4\charscalex100 th
e example above, you can begin introducing \line \up0 \expndtw-2\charscalex100 m
ore language into the daily routines.\par\pard\ql \li3402\sb0\sl-195\slmult0 \pa
r\pard\ql \li3402\sb21\sl-195\slmult0 \up0 \expndtw0\charscalex107 \ul0\nosupers
ub\cf14\f15\fs17 7. Use L1 as a resource when necessary.\par\pard\ql \li3402\ri2
70\sb69\sl-241\slmult0\fi240\tx3642 \up0 \expndtw0\charscalex102 \ul0\nosupersub
\cf13\f14\fs20 Because many interpretations of various \line \up0 \expndtw-2\cha
rscalex100 communicative approaches try to enforce the \line \up0 \expndtw0\char
scalex100 \u8220?English only\u8221? rule, teachers sometimes feel \line \up0 \e
xpndtw-5\charscalex100 bad when they use L1. Teachers these days are \line \up0
\expndtw-1\charscalex100 mostly encouraged to teach English through \line \up0 \
expndtw0\charscalex101 English, especially at the younger ages. One \line \up0 \
expndtw-4\charscalex100 reason is to give students the maximum expo-\line \up0 \
expndtw-4\charscalex100 sure to the English language. Why not use L1? \line \up0
\expndtw0\charscalex102 It is one quick, easy way to make a difficult \line \up
0 \expndtw-3\charscalex100 expression such as \u8220?Once upon a time\u8221? com
-\line \up0 \expndtw-2\charscalex100 prehensible. After you quickly explain a di
ffi-\line \up0 \expndtw0\charscalex102 cult expression like that in L1, students
will \line \up0 \expndtw-4\charscalex100 recognize the expression in English ev
ery time \line \up0 \expndtw-5\charscalex100 it comes up in a story. Since EFL t
eachers usu-\line \up0 \expndtw0\charscalex101 ally have a limited amount of tim
e with stu-\line \up0 \expndtw-2\charscalex100 dents in many classroom situation
s, that time \line \up0 \expndtw-3\charscalex100 is too precious to waste. If it
is more efficient \line \up0 \expndtw0\charscalex101 to use L1 for a difficult
expression or word, \line \up0 \expndtw0\charscalex100 just use it. Concentrate
on building commu-\line \up0 \expndtw0\charscalex103 nicative skills. Save your
time for the target \line \up0 \expndtw0\charscalex102 language that is actua
lly within students\u8217? \line \up0 \expndtw-3\charscalex100 reach. For word
s that students can figure out, \line \up0 \expndtw-3\charscalex100 the teacher
can rely on visuals, realia, and ges-\line \up0 \expndtw0\charscalex100 tures. I
mportant in the decision to use L1 to \line \up0 \expndtw-4\charscalex100 transl
ate new language is carefully defining the \line \up0 \expndtw-1\charscalex100 l
anguage objectives for the activities. The \line \up0 \expndtw0\charscalex1
00 teacher should spend class time focusing on \line \up0 \expndtw0\charscalex10
2 those target language objectives rather than \line \up0 \expndtw-2\charscalex1
00 spending time trying to make a difficult word \line \up0 \expndtw-4\charscale

x100 or expression comprehensible in English. \line\tab \up0 \expndtw-2\charscal
ex100 In addition, some students who have very \line \up0 \expndtw-5\charscalex1
00 low proficiency can easily become discouraged \line \up0 \expndtw-2\charscale
x100 when all communication in the classroom \line \up0 \expndtw-3\charscal
ex100 must be in English. Sometimes these students \line \up0 \expndtw-5\charsca
lex100 can express comprehension of English in their \line \up0 \expndtw-4\chars
calex100 native language, and this can be acceptable for \line \up0 \expndtw-4\c
harscalex100 lower level students. However, whenever pos-\line \up0 \expndtw-1\c
harscalex100 sible, take the answers in L1 and recast them\par\pard\column \ql \
li7391\sb0\sl-230\slmult0 \par\pard\ql \li7391\sb0\sl-230\slmult0 \par\pard\ql \
li7391\sb0\sl-230\slmult0 \par\pard\ql \li20\sb149\sl-230\slmult0 \up0 \expndtw0
\charscalex102 in English. In addition, directions for many\par\pard\qj \li20\ri
780\sb4\sl-242\slmult0 \up0 \expndtw0\charscalex101 activities can be quite
complicated when \up0 \expndtw0\charscalex107 explained in the L2, so consider
using L1 \up0 \expndtw0\charscalex109 when it is more important to spend time \u
p0 \expndtw-2\charscalex100 doing the activity rather than explaining it. In \up
0 \expndtw-6\charscalex100 short, use L1 in the classroom as a resource for \up0
\expndtw0\charscalex104 forwarding the learning process without \up0 \expnd
tw-2\charscalex100 becoming too reliant on it.\par\pard\ql \li7391\sb0\sl-195\sl
mult0 \par\pard\ql \li20\sb25\sl-195\slmult0 \up0 \expndtw0\charscalex110 \ul0\n
osupersub\cf14\f15\fs17 8. Bring in helpers from the community.\par\pard\qj \li2
0\ri780\sb70\sl-242\slmult0\fi240 \up0 \expndtw0\charscalex101 \ul0\nosupersub\c
f13\f14\fs20 If possible bring in helpers--parents, stu-\line \up0 \expndtw0\cha
rscalex106 dent teachers from the local university, or \line \up0 \expndtw0\char
scalex101 older students studying English--to tell a \line \up0 \expndtw-3\
charscalex100 story or help with some fun activities. Collab-\line \up0 \expndtw
0\charscalex101 orate with others who are studying English, \line \up0 \expndtw3\charscalex100 studying to be English teachers, or who speak \line \up0 \expndt
w0\charscalex101 English well in order to expand the English \line \up0 \expndtw
0\charscalex103 learning community. Having someone new \line \up0 \expndtw0\char
scalex101 and interesting do a storytelling can get stu-\line \up0 \expndtw0\cha
rscalex100 dents more excited and create a break in the \line \up0 \expndtw-4\ch
arscalex100 regular routine. The best scenario would be to \line \up0 \expndtw0\
charscalex100 carefully coordinate the guest with your lan-\line \up0 \expndtw-2
\charscalex100 guage objectives. Using helpers means taking \line \up0 \expndtw2\charscalex100 extra time to communicate your expectations \line \up0 \expndtw1\charscalex100 with the guest and working this special event \line \up0 \expndt
w-3\charscalex100 into your lesson plan.\par\pard\qj \li20\ri781\sb1\sl-242\slmu
lt0\fi240 \up0 \expndtw-2\charscalex100 Besides storytelling, helpers could assi
st in \line \up0 \expndtw-3\charscalex100 the class when you want to do group wo
rk or \line \up0 \expndtw0\charscalex103 cooperative activities. With young lear
ners, \line \up0 \expndtw-2\charscalex100 group activities can be hard to coordi
nate, so \line \up0 \expndtw0\charscalex102 utilize volunteers in the community
to help \line \up0 \expndtw-3\charscalex100 manage the class for special ac
tivities. For \line \up0 \expndtw-4\charscalex100 example, you may have station
s set up around \line \up0 \expndtw-4\charscalex100 the classroom, each station
representing infor-\line \up0 \expndtw-1\charscalex100 mation about the seven co
ntinents. Students \line \up0 \expndtw-3\charscalex100 need to collect informati
on about the geogra-\line \up0 \expndtw0\charscalex100 phy, wildlife, and countr
ies from each conti-\line \up0 \expndtw-3\charscalex100 nent. If you have Englis
h-speaking volunteers \line \up0 \expndtw0\charscalex105 at each station, then s
tudents will be more \line \up0 \expndtw-2\charscalex100 likely to stay on task.
\par\pard\qj \li20\ri1396\sb181\sl-242\slmult0\tx240 \up0 \expndtw0\charscalex11
1 \ul0\nosupersub\cf14\f15\fs17 9. Collaborate with other teachers \line\tab \up
0 \expndtw0\charscalex110 in your school.\par\pard\qj \li20\ri781\sb61\sl-242\sl
mult0\fi240 \up0 \expndtw0\charscalex101 \ul0\nosupersub\cf13\f14\fs20 As mentio
ned in #4 \ul0\nosupersub\cf15\f16\fs20 (Teach in themes),\ul0\nosupersub\cf13\f
14\fs20 it is \line \up0 \expndtw0\charscalex100 useful to find out what studen
ts are learning \line \up0 \expndtw-2\charscalex100 in their other classes, in t

heir native language. \line \up0 \expndtw-4\charscalex100 Collaborate with other
teachers in your school \line \up0 \expndtw0\charscalex105 to make the learning
experience richer for \line \up0 \expndtw0\charscalex103 your students. Connect
your lessons to the \line \up0 \expndtw-3\charscalex100 topics, activities, and
stories your students are \line \up0 \expndtw0\charscalex100 learning in their
native language by planning \line \up0 \expndtw0\charscalex100 related thematic
units that parallel the learn-\line \up0 \expndtw-3\charscalex100 ing in other s
ubjects. Since students learn lan-\par\pard\qj\pvpg\phpg\posx1100\posy15008\absw
9829 \dn2 \expndtw0\charscalex108 \ul0\nosupersub\cf7\f8\fs16 6\par\pard\qj\pvpg
\phpg\posx4926\posy14994\absw6003 \up0 \expndtw0\charscalex108 \ul0\nosupersub\c
f1\f2\fs16 2006\par\pard\qj\pvpg\phpg\posx5751\posy14994\absw5178 \up0 \expndtw0
\charscalex108 N\ul0\nosupersub\cf5\f6\fs12 U M B E R\par\pard\qj\pvpg\phpg\pos
x6719\posy14994\absw4210 \up0 \expndtw0\charscalex108 \ul0\nosupersub\cf1\f2\fs1
6 2\par\pard\qj\pvpg\phpg\posx7115\posy14944\absw3814 \dn4 \expndtw0\charscalex1
08 \ul0\nosupersub\cf6\f7\fs24 |\par\pard\qj\pvpg\phpg\posx7568\posy14994\absw33
61 \up0 \expndtw0\charscalex108 \ul0\nosupersub\cf7\f8\fs16 E\ul0\nosupersub\cf8
\f9\fs12 N G L I S H\ul0\nosupersub\cf7\f8\fs16
T\ul0\nosupersub\cf8\
f9\fs12 E A C H I N G\ul0\nosupersub\cf7\f8\fs16
F\ul0\nosupersub\cf8
\f9\fs12 O R U M
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5140051451401fffd9}}}}}\pard\sb0\sl-240{\bkmkstart Pg6}{\bkmkend Pg6}\par\pard\s
ect\sectd\sbknone\cols2\colno1\colw4819\colsr160\colno2\colw6761\colsr160\ql \li
1023\sb0\sl-230\slmult0 \par\pard\ql \li1023\sb0\sl-230\slmult0 \par\pard\ql \li

1023\sb0\sl-230\slmult0 \par\pard\ql \li1023\sb0\sl-230\slmult0 \par\pard\ql \li
1023\sb0\sl-230\slmult0 \par\pard\ql \li1023\sb189\sl-230\slmult0 \up0 \expndtw4\charscalex100 \ul0\nosupersub\cf13\f14\fs20 guage better when it is connected
to their real\par\pard\qj \li1023\ri270\sb2\sl-241\slmult0 \up0 \expndtw-5\chars
calex100 life, it is a good idea to consider what else they \up0 \expndtw0\chars
calex100 are learning in a school day. Most children\u8217?s \up0 \expndtw-2\cha
rscalex100 lives revolve around home and school, so try \up0 \expndtw-2\charscal
ex100 to coordinate with other teachers to find out \up0 \expndtw-4\charscalex10
0 what is relevant to students; then add English \up0 \expndtw-2\charscalex100 i
nstruction on top of that.\par\pard\qj \li1023\ri270\sb1\sl-241\slmult0\fi240 \u
p0 \expndtw-4\charscalex100 If other teachers at your school are willing, \line
\up0 \expndtw-5\charscalex100 visiting each others\u8217? classrooms can be a wo
n-\line \up0 \expndtw0\charscalex111 derful way to get to know what is being \li
ne \up0 \expndtw-4\charscalex100 learned in each others\u8217? classes and how.
It can \line \up0 \expndtw-7\charscalex100 aid in the creation of more effective
lessons for \line \up0 \expndtw-4\charscalex100 students and can increase their
ability to make \line \up0 \expndtw-4\charscalex100 connections between languag
e and content. If \line \up0 \expndtw0\charscalex102 teachers have some anxie
ty about being \line \up0 \expndtw-4\charscalex100 observed, Crandall (1998, 4
) suggests that, \u8220?A \line \up0 \expndtw-5\charscalex100 focus on shared st
udents and their attempts to \line \up0 \expndtw-3\charscalex100 negotiate meani
ng and construct understand-\line \up0 \expndtw0\charscalex100 ings in both clas
ses can help keep the atten-\line \up0 \expndtw-2\charscalex100 tion focused on
student learning, rather than \line \up0 \expndtw-3\charscalex100 on teacher eff
ectiveness.\u8221? Then the EFL and \line \up0 \expndtw-3\charscalex100 content
teacher can view the observation as a \line \up0 \expndtw0\charscalex102 great o
pportunity to build bridges between \line \up0 \expndtw-3\charscalex100 the lang
uage and content for their students.\par\pard\ql \li1023\sb0\sl-195\slmult0 \par
\pard\ql \li1023\sb24\sl-195\slmult0 \up0 \expndtw0\charscalex110 \ul0\nosupersu
b\cf14\f15\fs17 10. Communicate with other\par\pard\ql \li1338\sb47\sl-195\slmul
t0 \up0 \expndtw0\charscalex107 TEYL professionals.\par\pard\qj \li1023\ri270\sb
69\sl-241\slmult0\fi240 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf13\f14\f
s20 As helpful as it may be to collaborate with \line \up0 \expndtw-2\charscalex
100 the other teachers at school to see what con-\line \up0 \expndtw0\charscalex
106 tent is most relevant to students, it is also \line \up0 \expndtw0\charscale
x100 important to keep in contact with other\par\pard\column \ql \li4979\s
b0\sl-230\slmult0 \par\pard\ql \li4979\sb0\sl-230\slmult0 \par\pard\ql \li4979\s
b0\sl-230\slmult0 \par\pard\ql \li4979\sb0\sl-230\slmult0 \par\pard\ql \li4979\s
b0\sl-230\slmult0 \par\pard\ql \li20\sb189\sl-230\slmult0 \up0 \expndtw0\charsca
lex100 TEYL professionals, both in your local area\par\pard\qj \li20\ri3225\sb4\
sl-244\slmult0 \up0 \expndtw0\charscalex102 and internationally. Doing so throug
h local \line \up0 \expndtw-1\charscalex100 and international professional organ
izations, \line \up0 \expndtw-3\charscalex100 in-service programs, or special te
acher educa-\line \up0 \expndtw-3\charscalex100 tion courses, such as an online
TEYL course, \line \up0 \expndtw0\charscalex100 helps to keep you current with t
rends in the \line \up0 \expndtw0\charscalex103 field. Most importantly, keeping
in contact \line \up0 \expndtw-3\charscalex100 with other TEYL professionals
helps keep \line \up0 \expndtw-4\charscalex100 your classroom fresh with new i
deas, and col-\line \up0 \expndtw0\charscalex103 laboration can help to construc
t new ideas \line \up0 \expndtw-1\charscalex100 and solutions to the common prob
lems that \line \up0 \expndtw-5\charscalex100 teachers face.\par\pard\qj \li20\r
i4171\sb182\sl-244\slmult0 \up0 \expndtw0\charscalex110 \ul0\nosupersub\cf14\f15
\fs17 The importance of community \up0 \expndtw0\charscalex110 and collaboration
\par\pard\qj \li20\ri3225\sb59\sl-238\slmult0\fi240 \up0 \expndtw-4\charscalex10
0 \ul0\nosupersub\cf13\f14\fs20 Finally, one of the most important ideas to \lin
e \up0 \expndtw0\charscalex105 take from this article is the importance of \line
\up0 \expndtw-2\charscalex100 community for learning. Learning a language \line
\up0 \expndtw-4\charscalex100 is never an individual endeavor, and neither is \
line \up0 \expndtw-4\charscalex100 teaching. Although teachers can feel quite is
o-\line \up0 \expndtw0\charscalex103 lated in their classrooms, it is important

to \line \up0 \expndtw-1\charscalex100 remember that openness, collaboration, an
d \line \up0 \expndtw0\charscalex101 sharing are the keys to enrich your teachin
g \line \up0 \expndtw0\charscalex104 and your students\u8217? learning. The last
three \line \up0 \expndtw0\charscalex102 ideas presented in this article e
ncourage \line \up0 \expndtw0\charscalex101 expanding this community of learning
. It is \line \up0 \expndtw0\charscalex108 what I call the \ul0\nosupersub\cf15\
f16\fs20 TEFL Community Triangle, \line \up0 \expndtw-2\charscalex100 \ul0\nosup
ersub\cf13\f14\fs20 which refers to a community of English-\line \up0 \exp
ndtw0\charscalex101 speaking and English-teaching members of \line \up0 \expndtw
0\charscalex100 both local and international communities \line \up0 \expndtw
0\charscalex104 that EFL teachers belong to that can help \par\pard\sect\sectd\s
bknone \ql \li3486\sb0\sl-230\slmult0 \par\pard\ql\li3486\sb191\sl-230\slmult0 \
up0 \expndtw-9\charscalex97 \ul0\nosupersub\cf19\f20\fs20 English Speaking Commu
nity \par\pard\qj \li3340\ri5694\sb2\sl-240\slmult0 \up0 \expndtw-1\charscalex10
0 \ul0\nosupersub\cf20\f21\fs18 (parents who speak English well, student \up0 \e
xpndtw0\charscalex106 EFL teachers from the university, high \up0 \expndtw-2\cha
rscalex100 school students, etc.) \par\pard\li1369\sb0\sl-230\slmult0\par\pard\l
i1369\sb0\sl-230\slmult0\par\pard\li1369\sb0\sl-230\slmult0\par\pard\li1369\sb0\
sl-230\slmult0\par\pard\li1369\sb0\sl-230\slmult0\par\pard\li1369\sb0\sl-230\slm
ult0\par\pard\li1369\sb0\sl-230\slmult0\par\pard\li1369\sb0\sl-230\slmult0\par\p
ard\li1369\sb0\sl-230\slmult0\par\pard\li1369\sb0\sl-230\slmult0\par\pard\li1369
\sb65\sl-230\slmult0\fi383\tx5705 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\
cf19\f20\fs20 Fellow School Teachers\tab \up0 \expndtw-3\charscalex100 Fellow TE
YL Professionals\par\pard\li1369\sb29\sl-207\slmult0\fi0\tx5430 \up0 \expndtw-2\
charscalex100 \ul0\nosupersub\cf20\f21\fs18 (subject/content or grade level teac
hers\tab \up0 \expndtw-2\charscalex100 (professional organizations, in-service
\par\pard\li1369\sb33\sl-207\slmult0\fi0\tx5430 \up0 \expndtw-2\charscalex100 an
d other EFL teachers at your school)\tab \up0 \expndtw-2\charscalex100 programs,
or special teacher education\par\pard\li955\sb33\sl-207\slmult0\fi4475 \up0 \ex
pndtw-1\charscalex100 courses, etc.)\par\pard\li955\sb208\sl-276\slmult0\fi2539
\up0 \expndtw-1\charscalex100 \ul0\nosupersub\cf17\f18\fs24 TEFL C\ul0\nosupersu
b\cf18\f19\fs18 OMMUNITY\ul0\nosupersub\cf17\f18\fs24 T\ul0\nosupersub\cf18\f19
\fs18 RIANGLE\par\pard\qj\pvpg\phpg\posx955\posy14994\absw9825 \up0 \expndtw-1\c
harscalex100 \ul0\nosupersub\cf7\f8\fs16 E\ul0\nosupersub\cf8\f9\fs12 N G L
I S H\ul0\nosupersub\cf7\f8\fs16
T\ul0\nosupersub\cf8\f9\fs12 E A C H
I N G\ul0\nosupersub\cf7\f8\fs16
F\ul0\nosupersub\cf8\f9\fs12 O R U
M\par\pard\qj\pvpg\phpg\posx4708\posy14944\absw6072 \dn4 \expndtw-2\charscalex10
0 \ul0\nosupersub\cf6\f7\fs24 |\par\pard\qj\pvpg\phpg\posx5133\posy14994\absw564
7 \up0 \expndtw-1\charscalex100 \ul0\nosupersub\cf1\f2\fs16 N\ul0\nosupersub\cf5
\f6\fs12 U M B E R\par\pard\qj\pvpg\phpg\posx6107\posy14994\absw4673 \up0 \expn
dtw-1\charscalex100 \ul0\nosupersub\cf1\f2\fs16 2\par\pard\qj\pvpg\phpg\posx6527
\posy14994\absw4253 \up0 \expndtw-1\charscalex100 2006\par\pard\qj\pvpg\phpg\pos
x10691\posy15008\absw89 \dn2 \expndtw-1\charscalex100 \ul0\nosupersub\cf7\f8\fs1
6 7\par\pard\sect\sectd\fs24\paperw11880\paperh15480\pard\sb0\sl-240{\bkmkstart
Pg7}{\bkmkend Pg7}\par\pard\sect\sectd\sbknone\cols2\colno1\colw4812\colsr160\co
lno2\colw6768\colsr160\ql \li983\sb0\sl-230\slmult0 \par\pard\ql \li983\sb0\sl-2
30\slmult0 \par\pard\ql \li983\sb0\sl-230\slmult0 \par\pard\ql \li983\sb0\sl-230
\slmult0 \par\pard\ql \li983\sb0\sl-230\slmult0 \par\pard\ql \li983\sb0\sl-230\s
lmult0 \par\pard\ql \li983\sb0\sl-230\slmult0 \par\pard\ql \li983\sb0\sl-230\slm
ult0 \par\pard\ql \li983\sb0\sl-230\slmult0 \par\pard\ql \li983\sb0\sl-230\slmul
t0 \par\pard\ql \li983\sb175\sl-230\slmult0 \up0 \expndtw0\charscalex101 \ul0\no
supersub\cf13\f14\fs20 enrich their English-teaching practices--in\par\pard\q
j \li983\ri271\sb2\sl-234\slmult0 \up0 \expndtw0\charscalex100 this case, to enh
ance the teaching of EFL to \up0 \expndtw-3\charscalex100 young learners.\par\pa
rd\qj \li983\ri271\sb1\sl-234\slmult0\fi240 \up0 \expndtw-4\charscalex100 Since
TEYL is a relatively new field world-\line \up0 \expndtw0\charscalex102 wide, it
is important to utilize these various \line \up0 \expndtw-4\charscalex100 commu
nities as much as possible as resources \line \up0 \expndtw0\charscalex100 for i
mproving the YL classroom. No matter \line \up0 \expndtw0\charscalex100 where yo
u are, what type of class or curricu-\line \up0 \expndtw-2\charscalex100 lum you

have, who your students are, or how \line \up0 \expndtw-3\charscalex100 limited
your budget may be, the availability of \line \up0 \expndtw-1\charscalex100 peo
ple and ideas most certainly abound. It is \line \up0 \expndtw-5\charscalex100 i
mportant for those in the TEYL profession to \line \up0 \expndtw0\charscalex100
stay connected with each other and with the \line \up0 \expndtw0\charscalex103 l
ocal community in this most important \line \up0 \expndtw-3\charscalex100 e
ndeavor of educating our children.\par\pard\ql \li983\sb0\sl-195\slmult0 \par\pa
rd\ql \li983\sb18\sl-195\slmult0 \up0 \expndtw0\charscalex109 \ul0\nosupersub\cf
14\f15\fs17 Conclusion\par\pard\qj \li983\ri271\sb68\sl-234\slmult0\fi240 \up0 \
expndtw-2\charscalex100 \ul0\nosupersub\cf13\f14\fs20 As this article demonstrat
es, the ideas that \line \up0 \expndtw-2\charscalex100 come out of a collaborati
ve learning situation \line \up0 \expndtw-5\charscalex100 like an online TEYL co
urse whose participants \line \up0 \expndtw0\charscalex100 come from many differ
ent countries around \line \up0 \expndtw-5\charscalex100 the world can be very h
elpful towards improv-\line \up0 \expndtw-1\charscalex100 ing classroom practice
. All of the ideas given \line \up0 \expndtw0\charscalex100 above stood out--aft
er reflection by and dis-\line \up0 \expndtw-1\charscalex100 cussion among man
y professionals in the \line \up0 \expndtw0\charscalex102 field--as some of t
he more helpful ideas for \line \up0 \expndtw-3\charscalex100 teaching EFL to yo
ung learners. These activi-\line \up0 \expndtw0\charscalex105 ties should prove
helpful to all teachers of \line \up0 \expndtw-3\charscalex100 English to young
learners.\par\pard\qj \li983\ri271\sb1\sl-234\slmult0\fi240 \up0 \expndtw0\chars
calex106 TEYL is a dynamic field that is sure to \line \up0 \expndtw0\charscalex
101 change in the years to come as Ministries of \line \up0 \expndtw-5\charscale
x100 Education around the world keep lowering the \line \up0 \expndtw-5\charscal
ex100 age of compulsory English education, as estab-\line \up0 \expndtw-1\charsc
alex100 lished TEYL programs become better devel-\line \up0 \expndtw0\charscalex
105 oped, and as teachers of English to young \line \up0 \expndtw-3\charscalex10
0 learners become better trained. Therefore, we \line \up0 \expndtw-2\charscalex
100 must continue this dialogue through our pro-\line \up0 \expndtw0\charscalex1
02 fessional communities to find more helpful \line \up0 \expndtw-6\charscalex10
0 ideas for Teaching English to Young Learners.\par\pard\ql \li983\sb0\sl-195\sl
mult0 \par\pard\ql \li983\sb24\sl-195\slmult0 \up0 \expndtw0\charscalex108 \ul0\
nosupersub\cf14\f15\fs17 References\par\pard\ql \li983\ri271\sb62\sl-200\slmult0
\tx1223\tx1223 \up0 \expndtw0\charscalex108 \ul0\nosupersub\cf21\f22\fs18 Asher,
J. 1977. \ul0\nosupersub\cf22\f23\fs18 Learning another language through \line\
tab \up0 \expndtw0\charscalex108 actions: The complete teacher\u8217?s guideb
ook.\ul0\nosupersub\cf21\f22\fs18 Los \line \tab \up0 \expndtw-3\charscalex100
Gatos, CA: Sky Oaks Productions.\par\pard\ql \li983\ri271\sb2\sl-200\slmult0\tx
1223\tx1223 \up0 \expndtw0\charscalex111 Cameron, L. 2001. \ul0\nosupersub\cf22
\f23\fs18 Teaching languages to young \line\tab \up0 \expndtw0\charscalex104 lea
rners.\ul0\nosupersub\cf21\f22\fs18 Cambridge: Cambridge University \line \t
ab \up0 \expndtw-7\charscalex100 Press.\par\pard\ql \li983\sb2\sl-200\slmult0 \u
p0 \expndtw0\charscalex104 Crandall, J. \up0 \expndtw0\charscalex101 1998. Col
laborate and cooperate:\par\pard\qj \li1223\ri271\sb2\sl-200\slmult0\fi0 \up0
\expndtw-2\charscalex100 Teacher education for integrating language and \line \u
p0 \expndtw0\charscalex102 content instruction. \ul0\nosupersub\cf22\f23\fs18 En
glish Teaching Forum\ul0\nosupersub\cf21\f22\fs18 36 \line \up0 \expndtw0\chars
calex110 (1): 2-9.\par\pard\column \ql \li4972\sb0\sl-207\slmult0 \par\pard\ql \
li20\sb203\sl-207\slmult0 \up0 \expndtw0\charscalex105 Haas, M. 2000. Thematic,
communicative lan-\par\pard\qj \li260\ri3200\sb0\sl-200\slmult0 \up0 \expndtw0\
charscalex104 guage teaching in the K-8 classroom. \ul0\nosupersub\cf22\f23\fs18
ERIC \up0 \expndtw0\charscalex100 Digest\ul0\nosupersub\cf21\f22\fs18 EDO-FL00-04. http://www.cal.org/ \up0 \expndtw-4\charscalex100 resources/digest/0004t
hematic.html\par\pard\qj \li20\ri3200\sb1\sl-200\slmult0\tx270 \up0 \expndtw0\ch

arscalex104 Moon, J. 2000. \ul0\nosupersub\cf22\f23\fs18 Children learning Engli
sh.\ul0\nosupersub\cf21\f22\fs18 Oxford: \line\tab \up0 \expndtw0\charscalex100
MacMillan Heinemann.\par\pard\qj \li20\ri3202\sb2\sl-200\slmult0\tx270 \up0 \ex
pndtw-1\charscalex100 Nunan, D. 1999. Does younger = better? \ul0\nosupersub\cf2
2\f23\fs18 TESOL \line\tab \up0 \expndtw0\charscalex104 Matters\ul0\nosupersub\c
f21\f22\fs18 9 (3): 3.\par\pard\ql \li20\ri3200\sb2\sl-200\slmult0\tx270\tx270\
tx270 \up0 \expndtw-1\charscalex100 Rixon, S. 2000. Optimum age or optimum condi
-\line \tab \up0 \expndtw-5\charscalex100 tions? Issues related to the teaching
of languages \line \tab \up0 \expndtw-1\charscalex100 to primary age children
. http://www.british \line \tab \up0 \expndtw-6\charscalex100 council.org/engli
sh/eyl/article01/html\par\pard\qj \li20\ri3218\sb2\sl-200\slmult0\tx270 \up0 \ex
pndtw-1\charscalex100 Scott, W., and L. H. Ytreberg. 1990. \ul0\nosupersub\cf22\
f23\fs18 Teaching Eng-\line \tab \up0 \expndtw0\charscalex102 lish to children.\
ul0\nosupersub\cf21\f22\fs18 London: Longman.\par\pard\qj \li20\ri3204\sb2\sl-2
00\slmult0\tx270 \up0 \expndtw0\charscalex107 Slatterly, M., and J. Willis. 2003
. \ul0\nosupersub\cf22\f23\fs18 English for pri-\line \tab \up0 \expndtw-1\chars
calex100 mary teachers.\ul0\nosupersub\cf21\f22\fs18 Oxford: Oxford University
Press.\par\pard\ql \li4972\sb0\sl-220\slmult0 \par\pard\ql \li20\ri3503\sb185\sl
-220\slmult0 \up0 \expndtw-1\charscalex100 \ul0\nosupersub\cf23\f24\fs18 J\ul0\n
osupersub\cf24\f25\fs13 OAN\ul0\nosupersub\cf23\f24\fs18 K\ul0\nosupersub\cf24\
f25\fs13 ANG\ul0\nosupersub\cf23\f24\fs18 S\ul0\nosupersub\cf24\f25\fs13 HIN\ul
0\nosupersub\cf23\f24\fs18 is the developer and \line \up0 \expndtw-2\charscale
x100 instructor for Teaching English to Young \line \up0 \expndtw-2\charscalex10
0 Learners, an online course in the U.S.\par\pard\ql \li20\ri3282\sb1\sl-220\slm
ult0 \up0 \expndtw-2\charscalex100 Department of State\u8217?s E-Teacher Program
. \up0 \expndtw0\charscalex100 She is a doctoral candidate in the \line \up0 \ex
pndtw-2\charscalex100 Language, Literacy and Culture PhD \line \up0 \expndtw-1\c
harscalex100 Program at University of Maryland, \line \up0 \expndtw-2\charscalex
100 Baltimore County. \par\pard\qj\pvpg\phpg\posx955\posy14994\absw9824 \up0 \ex
pndtw0\charscalex107 \ul0\nosupersub\cf7\f8\fs16 E\ul0\nosupersub\cf8\f9\fs12 N
G L I S H\ul0\nosupersub\cf7\f8\fs16
T\ul0\nosupersub\cf8\f9\fs12 E
A C H I N G\ul0\nosupersub\cf7\f8\fs16
F\ul0\nosupersub\cf8\f9\fs12 O
R U M\par\pard\qj\pvpg\phpg\posx4708\posy14944\absw6071 \dn4 \expndtw0\chars
calex107 \ul0\nosupersub\cf6\f7\fs24 |\par\pard\qj\pvpg\phpg\posx5133\posy14994\
absw5646 \up0 \expndtw0\charscalex107 \ul0\nosupersub\cf1\f2\fs16 N\ul0\nosupers
ub\cf5\f6\fs12 U M B E R\par\pard\qj\pvpg\phpg\posx6107\posy14994\absw4672 \up0
\expndtw0\charscalex107 \ul0\nosupersub\cf1\f2\fs16 2\par\pard\qj\pvpg\phpg\pos
x6527\posy14994\absw4252 \up0 \expndtw0\charscalex107 2006\par\pard\qj\pvpg\phpg
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Teaching Young Learners

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Teaching Young Learners

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3\sb1\sl-629\slmult0 \up0 \expndtw0\charscalex94 English to Young Learners\par\p

line \up0 \expndtw-3\charscalex100 classrooms; others saw their students \line \

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