1. Chapter 1: Children as language learners
Students: Barrau, Natasha
Herrán, Joana
Martin, Melisa
Paci, Belén

2. 1) CONTEXT FOR LEARNING ENGLISH
Necessary conditions for a learning situation:
Time
Exposure
A real need for English
Variety of input
Meaningful input

3. MAKING A CLASSROOM A POSITIVE LEARNING
ENVIRONMENT:
Use attractive wall displays, displays of pupil’s
work, etc.
Use interesting and enjoyable learning
activities.
Create a warm and happy atmosphere.
Help pupils to develop personal reasons for
learning English.

4. 2) CHILDREN AS LANGUAGE LEARNERS
How do children learn a foreign language?
Children use language creatively.
They have knowledge of the language system.
They try to experiment and work out the rules
of the language in their heads.
Students need opportunities to try out and
work with language, but they also need a
feedback to confirm or modify their
hypotheses.

5. GOING FOR MEANING
Children have a good instinct for interpreting
sense or meaning of a situation.
They work out the meaning, and do not pay
much attention to the words.

6. USING “CHUNKS” OF LANGUAGE
Children use complete phrases or formulas learned
as a whole.
Examples: I don’t know. Come on. Goodbye.
Then, children start to break down the phrases and
recombine the words in new ways.
Sign of language development

7. HAVING FUN
Children have a great capacity to enjoy
themselves.
If pupils enjoy the learning activities
The desire to continue increases.
More exposure to input.
More opportunities to practise the language.

8. JOINING IN THE ACTION
Children construct their understanding of the world by
exploring the environment and interacting with
people.
Physical activities provide excellent contexts for
language learning  “Children learn through doing”

9. TALKING THEIR HEADS OFF
In general, young children (5 to 10-year-olds)
are enthusiastic and eager to talk in class.
Children’s desire to communicate is very
powerful.
If they are engaged with the activity, they will
talk their heads off happily.

10. FEELING AT HOME
o Pupils often feel frightened, embarrassed or
insecure about learning a language. They will
participate, take risks and enjoy L2 learning if they
feel at home.
o Teachers should create an appropriate learning
environment where children can develop the
abilities they have and encourage their students.
o Teachers should be aware of students’ feelings and
support them in the learning process of the L2
creating conditions which support language
learning.

11. AN APPROPRIATE LEARNING ENVIRONMENT
TO DEVELOP CHILDREN’S ABILITIES
o Create a real need and desire to use English.
o Provide time for English, exposure to varied and
meaningful input, opportunities to practise,
experiment and use the language in different
contexts .
o Create a friendly atmosphere in which children can
take risks and enjoy their learning.
o Provide feedback on learning.
o Help children notice the underlying pattern in
language.

12. 3) HOW TEACHERS’ BELIEFS ABOUT
LEARNING AFFECT THEIR TEACHING?
o Teachers’ beliefs about learning will affect
the plan and organization of their lessons
as well as the attitude towards pupils and
language.
o We are not aware of our beliefs until we
hear someone else’s opinion.
o Our beliefs about learning will also affect
the kind of relationships we build with
pupils.

13. 4) WAYS OF OBSERVING CHILDREN’S
LANGUAGE LEARNING
Teacher’s beliefs affect the way we plan
our teaching and the way we respond to
young learners.

14. HOW TO BECOME BETTER AT WATCHING
AND LEARNING FROM PUPILS
 Keep a diary: write down things you observe
children say and do.
 Plan future lessons or provide specific help.
 Tape record children’s pair group interaction:
Example, tape record children doing a
particular language-learning activity.

15. SUMMARY
We have seen:
 The different contexts in which children can learn
English and how these affect the quantity and
quality of language input children get.
 The variety of ways a children learn and the
abilities and characteristics children make use of
in learning another language
 How teacher’s beliefs affect the way they teach.
 Ideas for observing children.

16. Children learning a second or foreign
language will use similar processes of
acquisition
BUT
 The difference lies in the type and amount of
language exposure.
 Teacher: powerful position: positive,
stimulating and successful experience