Activities for Very Young Learners in Early Childhood Education and Early Primary Education
English as a Second Language
Activities for very young learners in early childhood education and early primary education
© Integrate Ireland Language and Training 2005
1
Some important points
On entry to pre-school or the early years of primary education, children whose mother tongue is not English do not differ greatly from their English-speaking peers. They may suffer from shyness and some fear at being removed from the safety of the home environment. Like other small children experiencing these feelings, they will require plenty of support. Most language learning at this stage will take place through play and interaction with peers and teacher.
Their ‘formal’ language learning needs will not differ greatly from those of English-speaking peers. At this stage they must develop the repertoire of language required for socialisation and engagement with classroom learning and activities.
The Language Proficiency Benchmarks (IILT) at A1 level provide clear guidance for early second language development.
Young children, when immersed in an unfamiliar language, may go through a Silent Period. This period: does not indicate a learning disability will come to an end when the child is ready is always accompanied by significant learning which is only revealed when the child begins to speak See Checklist for observing progress (IILT)
For further information about materials for second language learning from Integrate Ireland Language and Training contact: info@iilt.ie
With sincere thanks to the Principal, and Language Support Teacher of Scoil Bríde, Palmerstown, Dublin for providing access to the language support class and permitting the inclusion of classroom examples reproduced in this booklet.
© Integrate Ireland Language and Training 2005
2
It is important that all language learning in the more formal environment of the early childhood classroom should be guided towards the real needs that children will have as they progress in
Activities for very young learners in early childhood education and early primary education
© Integrate Ireland Language and Training 2005
1
Some important points
On entry to pre-school or the early years of primary education, children whose mother tongue is not English do not differ greatly from their English-speaking peers. They may suffer from shyness and some fear at being removed from the safety of the home environment. Like other small children experiencing these feelings, they will require plenty of support. Most language learning at this stage will take place through play and interaction with peers and teacher.
Their ‘formal’ language learning needs will not differ greatly from those of English-speaking peers. At this stage they must develop the repertoire of language required for socialisation and engagement with classroom learning and activities.
The Language Proficiency Benchmarks (IILT) at A1 level provide clear guidance for early second language development.
Young children, when immersed in an unfamiliar language, may go through a Silent Period. This period: does not indicate a learning disability will come to an end when the child is ready is always accompanied by significant learning which is only revealed when the child begins to speak See Checklist for observing progress (IILT)
For further information about materials for second language learning from Integrate Ireland Language and Training contact: info@iilt.ie
With sincere thanks to the Principal, and Language Support Teacher of Scoil Bríde, Palmerstown, Dublin for providing access to the language support class and permitting the inclusion of classroom examples reproduced in this booklet.
© Integrate Ireland Language and Training 2005
2
It is important that all language learning in the more formal environment of the early childhood classroom should be guided towards the real needs that children will have as they progress in