Teaching English To Young Learners at Pädagogische Hochschule Schwäbisch Gmünd | Flashcards & Summaries

Lernmaterialien für Teaching English to Young Learners an der Pädagogische Hochschule Schwäbisch Gmünd

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Teaching children vs teaching adults/adolescents

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- often more enthusiastic & lively

- want to please the teacher rather than their peer group

- have a shorter concentration span

- lose interest more quickly

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Scaffolding: Bruner - Bedtime Storytelling

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- child is participating because the adult is asking questions: Where is the duck?

- questiona become more and more complex

a. finish sentences

b. predicting whats next

c. reading on their own

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Vygotsky: Problem solving & other skills can be placed into three categories:

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- those performed independently by the child

- those that cannot be performed even with help

- those that fall between the 2 extremes, tasks that can be performed with help from others (ZONE OF PROXIMAL DEVELOPMENT - child is ready to grow)

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Piaget: the child as active learner

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- focuses on how young children function in the world that surrounds them and how this influences their developement

- learning occurs as the child takes actions to solve problems (YL always confronted with problems- cognitive reach imbalanced - need to develope new skills to reach cognitive balance)

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Criteria for selecting vocabulary

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Range: he extent to which a word occurs in the different types of texts

Coverage: the capacity of a word to replace other words

Frequency: number of occurrences of a word in the target language (2000 English words)

Language needs: extent to which a word is regarded as required by the learner to speak

Learnability: extent to which a word can be learned without difficulty

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What possible purposes can songs, rhymes and chants serve in children's language learning?

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- to change the pace of the lesson

- to active children

- to introduce new language

- to practice the target language

- to review what has been learned

- to practice pronunciation, intonation and sense of rhythm

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Task Demands

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- cognitive: concepts & understanding of the world & other people

- language: using the foreign language

- interactional: knowing how to interact with peers

- Metalinguistic: using English to talk about the language

- Involvement: keeping engaged with the task for as long as it takes to complete it

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How does learning occur?

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Learning is thought to occur when an individual interacts with an interlocutor with his or her zone of proximal development

- someone who knows more than you

- has skills you dont have

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Piaget: Assimilation

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TESTE DEIN WISSEN

the way that a person takes in information and makes sense of it. This can include changing the information to make it fit pre-existing categories in your head.


ex. Child knows how to eat with a spoon but now is confronted with a fork - imbalance

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Vygotsky: Sociocultrual Theory

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TESTE DEIN WISSEN

- Development & learning take place in a social context, (interaction with each other)

- adults mediate the world for children & make it accessible to them (showing YL how to use the fork)

- we learn through collaboration with more competent interlocutors (people we communicate with)

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TESTE DEIN WISSEN

Bruner: Formats and Routines

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TESTE DEIN WISSEN

Formats: features of events that allow scaffolding to take place & combine hte security of the familiar with the excitement of the new (Story telling)

Routines: classroom routines that happen everyday my provide opportunities for language development. (not changing activities too often - pupils feel safe with knowing. - introducing new stuff with familiary things)

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TESTE DEIN WISSEN

Learning-centred teaching

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TESTE DEIN WISSEN

Learning-centred teaching - moving the child towards increasingly demanding challanges so that no learning potential is wasted

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  • 10839 Karteikarten
  • 298 Studierende
  • 2 Lernmaterialien

Beispielhafte Karteikarten für deinen Teaching English to Young Learners Kurs an der Pädagogische Hochschule Schwäbisch Gmünd - von Kommilitonen auf StudySmarter erstellt!

Q:

Teaching children vs teaching adults/adolescents

A:

- often more enthusiastic & lively

- want to please the teacher rather than their peer group

- have a shorter concentration span

- lose interest more quickly

Q:

Scaffolding: Bruner - Bedtime Storytelling

A:

- child is participating because the adult is asking questions: Where is the duck?

- questiona become more and more complex

a. finish sentences

b. predicting whats next

c. reading on their own

Q:

Vygotsky: Problem solving & other skills can be placed into three categories:

A:

- those performed independently by the child

- those that cannot be performed even with help

- those that fall between the 2 extremes, tasks that can be performed with help from others (ZONE OF PROXIMAL DEVELOPMENT - child is ready to grow)

Q:

Piaget: the child as active learner

A:

- focuses on how young children function in the world that surrounds them and how this influences their developement

- learning occurs as the child takes actions to solve problems (YL always confronted with problems- cognitive reach imbalanced - need to develope new skills to reach cognitive balance)

Q:

Criteria for selecting vocabulary

A:

Range: he extent to which a word occurs in the different types of texts

Coverage: the capacity of a word to replace other words

Frequency: number of occurrences of a word in the target language (2000 English words)

Language needs: extent to which a word is regarded as required by the learner to speak

Learnability: extent to which a word can be learned without difficulty

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Q:

What possible purposes can songs, rhymes and chants serve in children's language learning?

A:

- to change the pace of the lesson

- to active children

- to introduce new language

- to practice the target language

- to review what has been learned

- to practice pronunciation, intonation and sense of rhythm

Q:

Task Demands

A:

- cognitive: concepts & understanding of the world & other people

- language: using the foreign language

- interactional: knowing how to interact with peers

- Metalinguistic: using English to talk about the language

- Involvement: keeping engaged with the task for as long as it takes to complete it

Q:

How does learning occur?

A:

Learning is thought to occur when an individual interacts with an interlocutor with his or her zone of proximal development

- someone who knows more than you

- has skills you dont have

Q:

Piaget: Assimilation

A:

the way that a person takes in information and makes sense of it. This can include changing the information to make it fit pre-existing categories in your head.


ex. Child knows how to eat with a spoon but now is confronted with a fork - imbalance

Q:

Vygotsky: Sociocultrual Theory

A:

- Development & learning take place in a social context, (interaction with each other)

- adults mediate the world for children & make it accessible to them (showing YL how to use the fork)

- we learn through collaboration with more competent interlocutors (people we communicate with)

Q:

Bruner: Formats and Routines

A:

Formats: features of events that allow scaffolding to take place & combine hte security of the familiar with the excitement of the new (Story telling)

Routines: classroom routines that happen everyday my provide opportunities for language development. (not changing activities too often - pupils feel safe with knowing. - introducing new stuff with familiary things)

Q:

Learning-centred teaching

A:

Learning-centred teaching - moving the child towards increasingly demanding challanges so that no learning potential is wasted

Teaching English to Young Learners

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