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How Teachers Can Help Children Learn a Second Language Effectively by the Teaching Satrategies They Use in Class

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How Teachers Can Help Children Learn a Second Language Effectively by the Teaching Satrategies They Use in Class
INSTITUTO SUPERIOR DE FORMACIÓN DOCENTE Y TECNICA Nº 55
PROFESORADO DE INGLES

ENGLISH AND ITS TEACHING III
Academic Paper
HOW TEACHERS CAN HELP CHILDREN LEARN A SECOND LANGUAGE EFFECTIVELY BY THE TEACHING SATRATEGIES THEY USE IN CLASS

Student:

MONTANARI, JIMENA
TEACHER:
PROF. SARA RACKER

2010
Abstract

Play, imagination and literature are considered essential for children’s whole development. Research shows that they are concerned with the development of abstract thought and creative use of knowledge. This is one of the reasons why school curricula refer to the need to include imagination, games and literature in teaching practices. The role of them in the language class is centrally related to the ways in which people learn languages. There are different strategies in which they can be used in the classroom aiding language development. In this paper, it will be analyzed why it is really important for teachers to introduce them so as to help children develop the learning process successfully.

Introduction

Knowing a second language is essential in the life of any modern person. This is why it is advisable to start learning it at a very young age, preferably at the begging of schooling.
Teaching a second language to young learners is not only a difficult experience but also an enjoyable one. It is difficult because as teacher you always have to find new and interesting methods in order to arouse learner’s interest, but in the same time is enjoyable since teacher is given the opportunity of becoming child again when working with them.
Young learners do not come to the language classroom empty-handed as Halliwell (1993) propose. “They bring with them an established set of skills which help them to learn a second language, such as: • Using limited language creatively • Capability of learning indirectly • Take great pleasure in finding and creating fun in what they do • Have a ready imagination • Take great delight in talking

That is why using


Bibliography: Bruner, Jerome, The culture of education, Hardwar university press, 1996 Egan, Kieran, Imagination in teaching and learning, 1992 Egan, Kieran, An integrative approach to teaching, 2005 Egan, Kieran, Teaching literacy: engaging the imagination of new readers and writers, 2006 Goshn, Irma, Four good reasons to use literature in primary school ELT, Oxford university press, 2002 Halliwell, Susan, Teaching English in the primary classroom, Longman, 1993 Lewis, Gordon and Günter Bedson, Games for children, Oxford university press, 1999 Louie, Belinda, Guiding principles for teaching multicultural literature, 2005 Samuda, Virginia and Martin Bygate, Tasks in second language learning, Macmillan, 2008 Widdowson, Henry, Discourse analysis, Oxford university press, 2007
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