UNIVERSIDAD NACIONAL

EXPERIMENTAL
FRANCISCO DE MIRANDA
ALDEA UNIVERSITARIA TOCOPERO
PROGRAMA: EDUC. EN LENGUA
EXTRANJERA MENCIN INGLS
U.C: LINGSTICA APLICADA

TEACHING ACROSS AGE LEVELS

PROF: LICDA. JOSMELY

COLINA
TOCOPERO; MAYO DE 2015

Children are superior to adults

when it comes learning a language
succesfully.
Why is this a myth?

TEACHING CHILDREN

What factors must be considered when we

teach to children?

TEACHING CHILDREN
1- INTELLECTUAL DEVELOPMENT
Children: Concrete Operational Stage

from:7 To: 11 years old

(Piaget,

1972)
Children have difficulty using deductive
logic, at this age (from general to
specific)
Example: All oranges are fruits
All fruits grow on trees
Therefore, all oranges grow
on
trees.

TEACHING CHILDREN
INTELLECTUAL DEVELOPMENT

Children are centered in:

the here and now.
The functional purposes of
language.
Children cannot understand the use
of
metalanguage used to explain
linguistic concepts. (grammar,
structures)

TEACHING CHILDREN
INTELLECTUAL DEVELOPMENT
IN THE CLASSROOM

Don't use metalanguage to explain

grammar
Avoid rules stated in abstract terms

(grammar
activities).
Some
grammatical concepts specially at
the upper levels of childhood, can be
called to learnerss attention by
showing certain patterns

TEACHING CHILDREN
INTELLECTUAL DEVELOPMENT
IN THE CLASSROOM

Certain patterns require more

repetition than adults need.

Children must understand the

meaning and relevance of

repetitions.

TEACHING CHILDREN
2- ATTENTION SPAN

Children have shorter attention span

than adults.
Why is this not entirely true?

TEACHING CHILDREN
ATTENTION SPAN

Children have short attention span for

material that is:
Boring
Useless
Difficult
In the classroom, Lessons have to be
interesting.
What do teachers need to do?

TEACHING CHILDREN
ATTENTION SPAN
IN THE CLASSROOM

Design activities that capture the

studentsimmediate interest (here

and now)
Provide variety in activities
The teacher needs to be animated,
lively and enthusiastic.
The teacher needs to have a sense
of humor.
Tap into the students curiosity.

TEACHING CHILDREN
3- SENSORY INPUT
Children need to have all five senses

stimulated:
Hearing
Seeing
Smelling
Tasting
Touching
What do teachers need to do in the
classroom?

TEACHING CHILDREN
SENSORY INPUT
IN THE CLASSROOM

Complement

your lessons with

physical activities (role play, games)
Projects
in
activities
(words,structures,
practice
meaningful language)
Smelling,
tasting, touching and
Audiovisuals
Nonverbal language (gestures and
body language)

TEACHING CHILDREN
4- AFFECTIVE FACTORS

Children are not affected by the

inhibitions that block adults in their
learning.
Why is this a myth?

TEACHING CHILDREN
AFFECTIVE FACTORS

Children have many inhibitions and are

more fragile than adults:
Extremely sensitive to classmates
Their egos are on the process of
being shaped
What do teachers need to do in the
classroom?

TEACHING CHILDREN
AFFECTIVE FACTORS
IN THE CLASSROOM

Have students laugh at each others

errors
Be patient and supportive but firm in
your expectations
Encourage oral participation as much
as possible (even from the quiet
ones)

TEACHING CHILDREN
5- AUTHENTIC, MEANINGFUL LEARNING

Children will be interested in learning a

language if they can use it for HERE and

Now.
Children are good at sensing language
that is not authentic.
Language needs to be firmly context
embedded (familiar situations and
characters, real life conversations).

TEACHING CHILDREN
AUTHENTIC, MEANINGFUL LEARNING
IN THE CLASSROOM

o Avoid stilted language (not common)

o Use context embedded language (in

a context: dialogues, story, familiar

situations and characters)
o Use the whole language approach
(Language as a way for
communication)

TEACHING IN BETWEEN
We can call Young Adults Teens or

high school.
Ages range are between 12 and 18

years old.
They

are in an age of transition,

confusion, self consciousness, growing,
and changing bodies and minds.

TEACHING IN BETWEEN
1- INTELLECTUAL DEVELOPMENT:

Adds abstract operational thought around 12.

Complex problems can be solved with logical
thinking.
This means that linguistics metalanguage
can now
having some impact but the sucess of any
intellectual
endeavour will be a factor of the attention.
They have some complex problems refered
to: To being

TEACHING IN BETWEEN
2- ATTENTION SPAN:

They are lengthening as a result of intellectual maduration

But with many diversions present in a tennagers life. Those
Potential attention spans can easily be shortened.

3- SENSORY INPUT:
Varieties of sensory input are still important, but again
Increasing capacities for abstraction lessen the essential
nature of appealing all five senses.

TEACHING IN BETWEEN
4- FACTORS SURROUNDING EGO:

Tenns are ultrasensitive to how others

perceive
their
language
physical
and
emotional selves along with their mental
capabilities.
One of the most important concerns of the
secundary school teacher is to keep selfesteem high by:
Avoing embarrasment of students at all costs.
Afirming each persons talent.
Allowing mistakes and other errors to be

TEACHING IN BETWEEN

Secundary school students are becoming

increasingly adult- like in their abilities to make
those occasional diversions from the here and
now nature of inmediate communicative
contexts to dwell on a grammatical point or
vocabulary item. But even in teaching adults,
care must not be given to insult them with
stilted language or to bore them with
overanalysis.
5-

TEACHING ADULTS
There are five variables that apply
to children, keep in mind
specifically some suggestions:
o Many rules to teaching children

may apply to teaching adults.

o Adults have superior cognitive
abilities than children

TEACHING ADULTS
There are five variables that
apply to children , keep in mind
specifically some suggestions:
o

Adults too have longer attention spans

for material that may not intrinsically
interesting to them. But the rule of
keeping your activities short and sweet
still applies to adult age teaching.
o They can create mental images and deal
with language that is not embedded
(isolated).
o Adults have the self confidence that
children lack.

TEACHING ADULTS
IN THE CLASSRROM

Remember that even though adults can

not express complex thinking in the new
language .
Dont treat adults in your class like
children by:
Calling them kids.
Give
your
students
as
opportunities as posible to
choices (cooperative learning)

many
make

TEACHING ADULTS
IN THE CLASSROOM

About what they will do in and out of the

classroom.
Dont discipline adults in the same way
as children. If discipline problems occur
(disrespect, laughing, disrupting class).
First assume that your students are
adults who can be reasoned with like
adults.

IN CLASS ASSIGNMENT
Prepare a comparison chart of things to
do and things to avoid when teaching
children, teenagers and adults.
What to do?
Children
Teenagers
Adults

What to
avoid?

TEACHING ACROSS PROFIENCY LEVELS

Teaching
Begining levels

Teaching
intermediate
levels

Teaching
advanced levels

1STUDENTS
COGNITIVE
LLEARNING PROCESSES:
In those first few days and even few
weeks of language learning, virtually
all the students processing with
respect to the
second language
itself is in a focal, controlled mode.
It repeats limited number of words
phrases and sentences.

1- STUDENTS COGNITIVE
LLEARNING PROCESSES:
Some automatic processing has
taken hold
in phrases and
sentences and structures and
conversational rules have been
practiced and are increasingn in
number

1- STUDENTS COGNITIVE
LLEARNING PROCESSES:
Sudents can realize the full spectrum
of processing, assingning larger and
larger chunks to automatic modes
and gaining the confidence to put
the formal structures of language.

2- THE ROLE OF THE TEACHER:

Beginning students are highly
dependent on the teacher for
models language, and so, a teacher
centered
orteacher
fronted
classroom is appropriate for some of
your classroom time.

2- THE ROLE OF THE

TEACHER:
Students should be encouraged to
ask questions, make comments
and negotiate, certain options
where appropiate. More studentstudent interaction can now take
place in pairs, small groups, and
whole class activity,

2- THE ROLE OF THE TEACHER:

Let to the students their questions
and self-generated curiosity take
over the reality.
The focal attention may be given to
the interpretation and negotiation of
meaning
and the conveying of
thoughts and feelings in interactive
communication.

3- TEACHER TALK:
-The input in the class is crucial.
-Every ear and eye are indeed
focused on the teacher. English
need to be very clearly articulated.
- Use simple vocabulary to teach
them.

3- TEACHER TALK:
- Most of the oral production can
be sustained at a natural pace , as
Long as the articulation is clear.
- Should be using less of the
native language of the learnerat
this level.

3- TEACHER TALK:
- Natural language at natural speed
is a must at this level.
- Students are challenged by the
choice of vocabulary, structures,
idiom, and other language features.
- The teachers role is as a provider
of feedback takes prominence.

TEACHING ACROSS PROFIENCY LEVELS

Teaching
Begining levels

Teaching
intermediate
levels

Teaching
advanced levels

4- AUTHENTICITY OF LANGUAGE:
The language that expose the
students to should be authentic
language.
Simple greetings and introductions.

4AUTHENTICITY
OF
LANGUAGE:
At this level students sometimes
get
overly
concerned
about
grammtical correctness and may
want to wander into discussions of
grammtical details.

4- AUTHENTICITY OF LANGUAGE:
Everything fron academic prose to
literature to idiomatic conversation
becomes a legitimate resource for
the classroom.

5- FLUENCY AND ACCURACY:

- It is a goal at this level but only
whitin the limited utterance lengths
that can be considered fluency
doesnt have to apply only to long
utterances. The Flow of language
is important to stablish from the
beginning, in reasonably short
segments of language.

5- FLUENCY AND ACCURACY:

The dichotomy between fluency
and accuracy is a crucial concern
here. Some students are likely to
become overly concerned about
accuracy
possibly
herating
themselves for all the mistakes
they
make
and
demanding
constant corrections.

5- FLUENCY AND ACCURACY:

At this level most if not all of the
students are fluent in that they
have
passed
beyond
that
breakthrough stage where they
are not longer thinking about every
word or structure they are producing
or comprenhending.

- Attention to accuracy should

center
on
the
particulargrammatical, phonological
or discourse elements that are being
practiced.

TEACHING ACROSS PROFIENCY LEVELS

Teaching Begining
levels

Teaching
intermediate
levels

Teaching
advanced levels

6- STUDENTS CREATIVITY:
The ultimate goal of learning a language
is to be able to comprenhend and
produce it in unrehearsed situations,
which demands both receptive and
productive creativity. But, at the
beginning level, students can only be
creative within the confines of a highly
controlled repertoire of language. Dont
ecpect much innovation at this level until
students get more language under their
control.

6- STUDENTS CREATIVITY:
The fact that some of theis new
language is now under control
gives rise to more opportunities
for the student to be creativity,
interlanguage errors like:

6- STUDENTS CREATIVITY:
The joy of teaching at this level is
in those moments of student
performance when you know that
they are know able to apply
classroom material to real contexts
beyond.

7- TECHNIQUES:
Short simple tecniques must be used.
Some
mechanical
techniques
are
appropiate, such as: repetition and other
drilling. Group and pair activities are
excellent techniques as long as they are
structured and very clearly defined with
specific objectives.

7- TECHNIQUES:
Because of the increasing
language
capacity
of
the
students, techniques
can
increase in complexity. Common
techniques for intermediates
include chain sotories, paired
interview,
group
problem
solving, role play, story telling.

Does John can sing?

What means this?

I must to make a lot of

money.

7- TECHNIQUES:
It can now tap into a full range of
sociolinguistic
and
pragmatic
competencies.
The
activities
are:group
debates
and
argumentation, complex rle plays,
scaning and skimming reading
material
determining
and
questioning authors intent writing
essays and critiques.

TEACHING ACROSS PROFIENCY LEVELS

Teaching
Begining levels

Teaching
intermediate
levels

Teaching
advanced levels

8- LISTENING AND SPEAKING

GOALS:
Listening and speaking functions for
beginners are meaningful and
authentic communication task. They
are more limited by grammar,
vocabulary, and length of utterance
than by communicative function.

8- LISTENING AND SPEAKING

GOALS:
The linguistics complexity of
communicative listening-speaking
goals increases steadily. Along
with the creation of novel
utterances,
students
can
participate in short conversations,
ask and answer questions, find
alternative
ways
to
convey
meaning.

8- LISTENING AND SPEAKING

GOALS:
At this level students can focus more
caefully on all the sociolinguistic
nuances of language . Pragmatic
constraints are common areas
needing work as students finely tune
their
production
and
comprenhension in terms of registral
exchange.

9READING
AND
WRITING
GOALS:
Advertisements, forms and recipes
are grist for the beginners reading,
mill, while written work may involve
forms, lists and simple notes and
letters.

9- READING AND WRITING

GOALS:
Increasing complexity in terms of
length grammar and discourse
now
characterizes
reading
material
as
students
read
paragraphs, short simple stories
and
are beginning to use
skimming and scanning skills.

9READING
AND
WRITING
GOALS:
Reading and writing skills simirlarly
progress closer and closer to native
speaker competence as students
learn more about such things as
critical reading.

10- GRAMMAR:
It refers to explain from the easiest
to the most dificult grammar. For
Example:
simple
verbs
forms,
personal pronouns, definite and
indefinite articles, singular and
plural nouns, and simple sentences
in a progession of a grammatical
from simple to complex.

10- GRAMMAR:
Grammar
topics
such
as
progressive verb tenses and
clauses typify intermediate level
teaching. In small doses, students
can benefit from short, simple
explanations of points in English.

10- GRAMMAR:
The concern at the intermediate
level for basic grammatical patterns
now graduates beyond some of the
elements of functional forms to
sociolinguistic
and
pragmatic
phenomena, and to build strategic
competence.

INTRINSIC AND EXTRINSIC MOTIVATION IN THE

CLASSROOM

Internal and external factors that stimulate desire

and energy in people to be continually interested and
committed to a job, role or subject, or to make an
effort to attain a goal.
Motivation results from the interaction of both
conscious and unconscious factors such as the (1)
intensity of desire or need, (2) incentive or reward
value of the goal, and (3) expectations of the
individual and of his or her peers. These factors are
the reasons one has for behaving a certain way.
An example is a student that spends extra time
studying for a test because he or she wants a better
grade in the class.

INTRINSIC AND EXTRINSIC MOTIVATION

Extrinsic and intrinsic motivation are two opposing

ways to motivate people. Extrinsic motivation deals
with motivations that are outside of your passions, and
personal self-esteem.
Intrinsic motivation: You get paid for doing what you
truly enjoy doing, nice cars and houses dont motivate
you as much as your joy in work, learning, and the
things that truly motivate you internally. If we could all
get paid for what we love to do then why is it not the
norm? Well, there is a reason for that we are
conditioned to act, feel, and be motivated primarily by
extrinsic motivation.
Extrinsic motivation is anything outside of yourself
that you need to obtain or acquire to increase
motivation. For example: to be money, nice cars,
expensive houses, high grades in school, gold stars for
athletics, etc.

INTRINSIC MOTIVATION IN THE SECOND

LANGUAGE CLASSROOM

Activities for intrinsic motivation

second language classroom:

in

Teaching writing as a thinking process in

which learners develop their own ideas freely
and openly.
Showing learners strategies of reading.
Language experience aproaches in which
students create their own reading material
for others in the class to read.

INTRINSIC MOTIVATION IN THE SECOND

LANGUAGE CLASSROOM

Oral fluency exercises in which learners talk

about what interests them and not about a
teacher assigned topic.
Listening to an academic lecture in ones
own field of ustudy for specific information
that will fill a gap for the learner.
Communicative language teaching in which
language is taught to enable learners to
accomplish certain specific functions.

INTRINSIC MOTIVATION IN THE SECOND

LANGUAGE CLASSROOM

INTRINSICALLY
CHECK LIST.

MOTIVATION

TECHNIQUES:

1- Does the technique appeal to the genuine interests of

your students? Is it relevant to their lives?
2- Do you present
enthusiastic manner?

the

technique

in

positive,

3- Are students clearly aware of the purpose of the

technique?
4- Does it encourage students in some way to develop or
use
effective
strategies
of
learning
and
communication?

INTRINSIC MOTIVATION IN THE SECOND

LANGUAGE CLASSROOM

INTRINSICALLY
CHECK LIST.

MOTIVATION

TECHNIQUES:

5- Does it contribute at least to some extent to students

ultimate autonomy and independence.
6- Does the technique present a reasonable challenge?
7- do students receive sufficiennt feedback on their
performance (from each other, or from you)?
The answers to which should tell you whether
something you are doing in the classroom is
contributing to yours students intrinsic drives.