This multimodal digital interactive book is intended to provide teachers or students of English education to be equipped with the knowledge, methodological skill in teaching English to young learners.

Children Language Teaching and Practice

Clouds pattern

- Concrete operational stage (from 7- 11 years of age) Year 7 is the turning poi Concrete operational stage nt in cognitive development because children’s thinking begins to resemble “logical” adult-like thinking. They develop the ability to apply logical reasoning in several areas of knowledge at the same time but this ability is restricted to the immediate context. This means that children at this stage cannot yet generalize their understanding. - Formal operational stage (from 11 onwards) Children are able to think beyond the immediate context in more abstract terms. They are able to carry out logical operations such as deductive in a systematic way. They achieve “formal logic”.

By using Piaget’s theory, educators focus on their students as learners, this allows teachers to view students as individual learners who add new concepts to prior knowledge to construct, or build, understanding for themselves. They nourish and support learners’ curiosity. They also involve learners’ emotions and create a learning environment in which students feel safe (Piaget, 1964).

Jean Piaget's Developmental Stage Theory - ETEC 510

(Source: http://etec.ctlt.ubc.ca/510wiki/Jean_Piaget%27s_Developmental_Stage_Theory)

Tip #9: Interactively model behaviors The first time teachers do something, show the students how to do it. Then ask them to share what they noticed about what teachers did. Then ask a student to do it, and discuss that action with the class. Then have the whole class practice. If teachers go slow the first time, they’ll be able to go faster later with the assurance that all the students know how to perform the action the right way. Tip #10: Get the attention of every student before beginning class This doesn’t require shouting “Be quiet, class is beginning” — in fact, that’s almost sure to backfire. Instead, stand silent and wait until the students shush each other and settle. Or, if that’s not your style, redirect the beginning-of-class chatter by throwing out an engaging question, comment, or observation: “It’s been snowing for three days straight! Has anyone been playing in the snow?” Once teachers have everyone’s attention, proceed with the day’s lesson plan. Tip #11: Use proximity and directness to your advantage If a student is misbehaving in class, continue the lesson but walk over and stand next to them. Having a teacher so close usually shuts down a student’s misbehavior. The teacher can also use a direct question to snap them back into the lesson: “Kevin, why do you think Hamlet is so indecisive?” Be sure to start the call-out with their name so that they hear the full question.

Tip #12: Be organized Structure, both within a lesson and throughout the academic term, will help students stay on top of their work. Write the day’s activities on the board before class. Hand out a syllabus at the beginning of the semester and stick to it; if get off track, provide a revised syllabus so that students always know where they are in the course. During class, be prepared for each ensuing activity; lag time waste both teacher’s and students’ time and introduces apathy into the classroom. Furthermore, Moon (2006) suggests creating conditions that support language learning. She states that children will only be able to make use of these abilities if we create&nbsp;the right&nbsp;kind of learning environment in which&nbsp;the students can draw&nbsp;on them. This means we need to consider how to: create&nbsp;a real need&nbsp;and&nbsp;desire&nbsp;to use English, provide&nbsp;sufficient&nbsp;time for English, provide&nbsp;exposure&nbsp;to vanned&nbsp;and meaningful input&nbsp;with a focus&nbsp;on communication,&nbsp;&nbsp;provide&nbsp;opportunities&nbsp;for children&nbsp;to experiment with their&nbsp;new language, provide&nbsp;plenty&nbsp;of opportunities&nbsp;to practice&nbsp;and use the language&nbsp;in different&nbsp;contexts, create&nbsp;a friendly&nbsp;atmosphere in which&nbsp;children&nbsp;can take risks and&nbsp;enjoy their&nbsp;learning, provide&nbsp;feedback&nbsp;on learning, and help&nbsp;children&nbsp;notice&nbsp;the underlying pattern in language.

He contends that IQ tests focus mostly on logical and linguistic intelligence. Gardner's theory argues that students will be better served by a broader vision of education, wherein teachers use different methodologies, exercises and activities to reach all students, not just those who excel at linguistic and logical intelligence. It challenges educators to find "ways that will work for this student learning this topic". He states that when assessing children’s intelligence, it had no unitary character, rather, it manifested itself in many different ways in different children (multiple intelligences). The types of intelligence are linguistic, logico-mathematical, musical, spatial, bodily/kinesthetic, interpersonal, intrapersonal, and natural.

https://www.magikats.co.uk/blog/learning-style-young-child

What Learning Style Does My Child Have? (Part One) — MagiKats Maths and English

In line with this Paul (2003) suggests the implication to EYL class: “One child may be more intelligent in one way and another may be more intelligent in another”. Teachers’ responsibility is to learn about the different learning styles or intelligence to cater to every type of learner in the classrooms. Teachers should understand and respect, different children learn in different ways, be careful about putting individual children into categories, avoid making generalized statements about children, provide a wide variety of activities. &nbsp;

9. Maria Montessori&nbsp;(August 31, 1970 - May 6, 1952) Maria Montessori is popular with her Montessori’s method that is based on self-directed activity, hands-on learning, and collaborative play. In Montessori classrooms, children make creative choices in their learning, while the classroom and the highly trained teacher offer age-appropriate activities to guide the process. She claims that children learn the language and other significant life skills, without conscious effort, from the environments where they spend their time. Children learn best through sensory experiences, by doing &amp; through repetition. Children are capable of great concentration when they are surrounded by many interesting things to do &amp; given the time and freedom to do them. Children need more physical activity. There are five principles of Montessori’s method: Principle 1: Respect for the Child. Respect for the Child is a major principle underlying the entire Montessori method. Teachers instill respect and kindness in children by showing it to each child. Principle 2: The Absorbent Mind. The young mind is ready and eager to learn. Children learn from their environments, and they are always absorbing new information.

Montessori Vs. Conventional School

(Source: https://en.wikipedia.org/wiki/Maria_Montessori)

(Source: https://www.youtube.com/watch?v=3NGRpzQ9vCE)

Principle 3: Sensitive Periods. The young mind is ready and eager to learn. Children learn from their environments, and they are always absorbing new information. Principle 4: The Prepared Environment. This method believes that children learn best in an environment equipped with resources and opportunities to actively learn and freely explore. A prepared environment gives children the independence to choose their own learning and try things for themselves. Teachers can prepare the best environment for children by Observing children. Making sure a variety of materials are provided. Organizing resources so children can easily find them. Principle 5: Auto education. Auto education means that children are able to teach themselves through active exploration. Teachers can encourage children to learn and explore by Introducing them to new materials in the prepared environment. Encouraging exploration. Some goals of a primary Montessori program&nbsp;are: introduce the children to the joy of learning, foster inner security, and curiosity, promote self-confidence, develop initiative, concentration, and persistence, encourage a positive attitude towards learning, build a strong foundation for future growth, and sustain positive interaction, and compassion for others.

Listening should precede speaking - 28 Maria Montessori&nbsp;- 62 Maximize eye contact - 76 Meaningful input - 33 Methodological skills - 2 Misconceptions in the teaching approach - 34 Moon&nbsp;- 32, 37, 89 Mooney&nbsp;- 44 Motivation - 15, 27, 43, 73 Motor skills hypothesis - 58 Mubar - 31 Multimodal digital interactive book - 2 <a href="https://en.wikipedia.org/wiki/Theory_of_multiple_intelligences">Multiple Intelligences - 51</a> Mustafa - 31, 30, 34 Myths about second/foreign language learning - 34 Natural language - 19 Next time - 92 Nunan - 28 Older learners - 16, 21 Paul&nbsp;- 53 Pinter - 16, 19, 36 Post-activity&nbsp;- 92 Pre-activity&nbsp;- 90 Pre-operational stage - 45 Print-rich environment - 32 Raymond - 49 Read - 18 Read to me -6 Reflection - 22, 39, 68, 95 Register - 90

Requirements for effective teaching - 31 Richards&nbsp;- 74 Rixon - 28 Role Play - 78 Scaffolding - 50 Scott and Ytreberg - 19 Sensory-motor stage (from birth to 2 years of age) - 45 Setting Time Limits&nbsp;- 78 Short attention span - 18 19 Silent period - 57 Slattery &amp; Willis - 16, 17, 90, 93 Slides_Critical period hypothesis - 55 Stages of Psychosocial Development (“Eight Ages of Man”)&nbsp;&nbsp;- 66 Stephen Krashen &amp; Tracey D. Terrel - 59 Students’ Names - 76 Sub CPMK - 10, 15, 25, 41, 72 Sukarno - 18 Tasks for Early Finishers - 79 Teacher Talk &amp; Drawing Attention - 76 Teacher’s instructions in organizing the classroom - 90 TEVYL – 21, 33 TEYL – 2, 21 The Arguer - 84 The Class Clown - 82 The Dominator - 80 The natural approach&nbsp;-59 The Silent Student - 82 The Translator&nbsp;&nbsp;&nbsp;&nbsp;- 83

11. Erik Erikson (June 15, 1902-May 12, 1994),&nbsp;&nbsp;&nbsp; Erik Homburger Erikson was a <a href="https://en.wikipedia.org/wiki/German_Americans">German-American</a><a href="https://en.wikipedia.org/wiki/Developmental_psychology">developmental psychologist</a> and <a href="https://en.wikipedia.org/wiki/Psychoanalyst">psychoanalyst</a> known for his <a href="https://en.wikipedia.org/wiki/Erikson%27s_stages_of_psychosocial_development">theory on the Psychological Development</a> of Human Beings. He was born in Frankfurt, Germany. Stages of Psychosocial Development (“Eight Ages of Man”) is a theory of emotional development, which covers the life spans of human beings. The eight stages of development are Stage 1: Infancy, Stage 2: Toddlerhood, Stage 3: Preschool Years, Stage 4: Early School Years, Stage 5: Adolescence, Stage 6: Young Adulthood, Stage 7: Middle Adulthood, Stage 8: Late Adulthood. Erikson maintains that personality develops in a predetermined order through eight stages of psychosocial development, from infancy to adulthood. During each stage, the person experiences a psychosocial crisis which could have a positive or negative outcome for personality development. The implication of his theory is children develop the foundation for emotional, social development, and mental health. Therefore teachers should consider individual differences and the curriculum should be based on real things.

(Source: https://owlcation.com/social-sciences/The-Psychosocial-Theories-of-Erik-Erikson-A-Basic-Understanding)

(Source: https://www.youtube.com/watch?v=6XxFmXkD8M8)

Erik Erikson's Theory of Psychosocial Development Explained

1.&nbsp;Mention the experts of language learning and explain their theories in brief. 2.&nbsp;“Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will leave its whole life believing that it is stupid” (Einstein). What does it mean? 3. Identify the applicable theory/theories to&nbsp;the students’ grade/class. Why do you think so? Explain in brief.

c.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Post-activity 1) Time to stop: It’s almost time to stop/We’ll have to stop here/That’s all for today/Goodbye, students/See you on…/See you again tomorrow/Have a good holiday. 2) Next time: We’ll do the rest of this chapter next time / We’ll continue this chapter next… 3) Homework: Do exercise … on page … for your homework. 4) Closing: Goodbye, students. See you on…/See you again next…/Have a good holiday/ Good Bye/Bye/See you again/See you tomorrow/Thanks for coming/Have a good day/Have a nice day.

Moreover, they suggest the way to starting the lesson: arrange the classroom, sing a song, say a rhyme, or play a game. They claim the benefits of teaching English by using songs and games. When playing, singing, and learning are integrated into a total learning experience, the combination is very powerful. Games and songs help children reach their full potential as learners. Games provide a nonthreatening environment for coping with new learning. Songs add a whole dimension to children’s classes and make it easier for the children to remember words and patterns and natural chunks of language (Slattery and Willis (2005).

TEYL - Routines to Start the Day

application/vnd.openxmlformats-officedocument.presentationml.presentation

Classroom Language + Motivating Expression.pptx

(Source: https://www.youtube.com/watch?v=502MpI5N-Mo)

(Source: https://www.youtube.com/watch?v=kA1FuDdtq54)

Using Songs to Teach English to Young Learners

methodological skills and knowledge and to be competent in English. Teachers’ confidence and willingness to use the language naturally in the classroom is a key component of success. The primary class teacher who delivers the rest of the curriculum and who has a good knowledge of the children, as well as the language, is in its best position to succeed. In line with this, Bland (2015, Cahyati and Rizqiya, 2021) claims some benefits from foreign language learning: develop children’s communication abilities in English, encourage enjoyment and motivation, promote learning about other cultures, develop children’s cognitive skills, develop children’s metalinguistic awareness, encourage learning to learn, develop intercultural awareness and global citizenship, and develop values related to diversity.&nbsp;While Damayanti (2008) elaborates further the benefit of learning more languages, as follow: Children learning an additional language tend to score better on standardized tests because learning languages develops listening, observation, problem-solving, and critical thinking skills. These are transferable&nbsp;skills&nbsp;that&nbsp;are&nbsp;of&nbsp;life-long benefit, both personally and professionally; and encouraging in children a&nbsp;love&nbsp;of&nbsp;language&nbsp;at&nbsp;an early age prepares them well&nbsp;for school and for life. &nbsp;

1.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;There are some terms in teaching English to young learners, like: TEVYL (Teaching English to Very Young&nbsp;&nbsp;Learners, TEYL (Teaching English to Young Learners), Older Learners. Explain the differences! 2.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;What should teachers do to make the situation of teaching English to young learners (TEYL) communicative? 3.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Mention some studies regarding the characteristics&nbsp;of young language learners. Compare the results.

(Source: https://www.youtube.com/watch?v=lQ3aFmrlEMk)

Classroom Management & DIscipline

Give students agency over their learning environment, which gets them feeling responsible for their own learning. Create rules together as a class, encourage those with leadership personalities to direct the in-class discussion, and walk around instead of standing up front for the entire lesson. Tip #5: Praise efforts and achievements for their own sake, not for the sake of teacher approval Give constant feedback about good behaviors: “I notice that Danielle has her book out and is ready to go. Now her whole row is ready!” But keep the emphasis on the behavior, not on the teacher’s approval. Avoid saying, “I like how…” because it doesn’t matter what the teacher likes. Students shouldn’t do things to please the teacher; they should do things because they are the right things to do. Tip #6: Be mindful of different learning paces and keep the students occupied Not all students learn at the same pace. Stick with those who don’t understand the topic and check in with them regularly to help them keep up to speed and don’t get frustrated and act out in response. On the flipside, bored students cause problems. Make

sure that teacher is challenging the students who move more quickly through the material by over-planning and preparing extra, quiet activities. For example, if a student has finished their still life painting with 20 minutes to spare, challenge them to step up to the next level — introduce an unfamiliar object and a clean piece of paper.&nbsp; Tip #7: Avoid confrontations in front of students It is never a good idea to make an example of a student by shaming them in front of his or her peers. If a teacher is dealing with misbehavior, speak to the student in the hallway or after class to resolve the issue instead of allowing an in-class confrontation. Tip #8: Connect with the parents Make contact with parents early and often. Encourage attendance at parent-teacher conferences. If the teacher develops a good relationship with the parents, he/she’ll open a dialogue between parent, student, and teacher that allows for a freer flow of feedback — and it always helps to have the parents’ trust.

(Source: https://www.youtube.com/watch?v=z_XR6dy69f4)

Classroom Management

Capaian Pembelajaran Mata Kuliah (CPMK): Mengetahui konsep dan prinsip metode pengajaran Bahasa Inggris bagi anak untuk melaksanakan pembelajaran inovatif (S2, S4, P8, KK1; KU1; KU4) &nbsp; Sub-Capaian Pembelajaran Mata Kuliah (SUB-CPMK): Mampu mendemonstrasikan dan melaksanakan pengajaran Bahasa Inggris pada anak (C3, A2, P2)

Let’s watch this movie entitled “TEYL-Classroom Management Tips”. Please give your comment.

TEYL - Classroom Management Tips

(Source: https://www.youtube.com/watch?v=NLEM_LkV_1s)

Halliwell, S. (2004). Teaching English in the primary classroom. Essex: Pearson Education Limited. Harmer, Jeremy. (2007). How to teach English (New Edition). Essex: Pearson Longman. Jazuly, Ahmad and Indrayani, Ninuk. (2018). Guidance of Teaching English to Young Learners (TEYL) for Early Childhood Education Teachers at Ad Dhuha Kindergarten of Jember. Linguistics, English Education and Art (LEEA) Journal Volume 1 Nomor 2, Juni 2018 e-ISSN :2597-3819 p-ISSN:2597-9248 DOI: https://doi.org/10.31539/leea.v1i2.175&nbsp; Juhana. (2014). Teaching English to young learners: Some points to be considered. Asian Journal of Education and E-Learning, 2(1), 43–46. Kline, Holly. 2018. Top Proven Classroom Management Tips. www.elementaryeducationdegree. Krashen, S.D. &amp; Terrell, T.D. 1983. The Natural Approach: Language Acquisition in the Classroom. Oxford: Pergamon. Linse, Caroline T. (2005). Practical English Language Teaching: Young&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Learners. New York: McGraw-Hill. McCleod, Saul. (2019). Bruner Learning Theory in Education. https://www.simplypsychology.org/bruner.html Moon, Jayne. 2006. Children Learning English (New Edition). London: Macmilland Education. Mooney, Carol Garhart. (2000). Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget, and Vygotsky. USA: Redleaf Press.

Mubar,&nbsp;&nbsp;&nbsp;M.&nbsp;&nbsp;&nbsp;K.&nbsp;&nbsp;&nbsp;N.&nbsp;&nbsp;&nbsp;A.&nbsp;&nbsp;&nbsp;(2015). Developing English Learning Materials For Young Learners Based On Needs Analysis At Mtsn Model Makassar. ETERNAL (English, Teaching, Learning, and Research Journal), 1(2), 313-330 Mustafa, Bachrudin. (2010). Teaching English to young learners in Indonesia: Essential requirements. Jurnal Educationist.Vol. 4&nbsp;no.2, Juli 2010 pp. 120-125. Nunan, D. (2015). Teaching English to speakers of other languages: An introduction. Routledge Piaget, J. (1964). Cognitive development in children. Journal of Research in Science Teaching,2(2), 176–186. Pinter, Annamaria. (2017). Teaching Young Language Learners (2nd edition). Oxford: Oxford&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;University Press. Fransiska, R. (2016). Requirements of Teaching English for Young Learners: An Overview in Padang, West Sumatra. Proceedings of the 4th International Seminar on English Language and Teaching (p. (ISELT-4) ISBN 978-602-7443t). Read, C. (2003). Is Younger Better? English Teaching Professional, 28(5-7). http://bit.ly/IsYoungerBetter Scott, W. and L. H. Yetreberg. (1990) Teaching English to children. London: Longman. Slattery, M. &amp; Willis, J. (2005). English for Primary Teachers: A Handbook of Activities and Classroom Language. Oxford: Oxford University Press. Sukarno, S. (2008). Teaching English to Young Learners and Factors to Consider in Designing the Materials. Jurnal Ekonomi Dan Pendidikan, 5(1).

2. The Class Clown You remember this student from when you were a kid in school, or even from when you were in college (maybe you were this student). He’s always got a witty comeback to the teacher’s question and loves making the class laugh. Sure, it can be funny, but if his antics keep his classmates (or him) from learning English, it’s a problem. How to deal: It might seem like ignoring this student would be the solution, but usually, he’s attention-seeking, so that will likely just make him clown around more. Instead, try physically moving toward the student. Walk over and stand by him while you’re teaching or give him a task, like handing out worksheets. Try praising him for good work so that he gets the attention he needs in other ways. 3. The Silent Student Students might be silent for many reasons: fear of making a mistake, general shyness, or just a preference for listening and observing. Whatever the reason, silence is deadly in the EFL classroom, where communicating in English is the goal. How to deal: Try talking privately to the student after class to find out why he is quiet in class. He may not even be aware he’s not participating! Also, try taking the pressure off quiet students by utilizing partner or small group work. It’s much easier to speak to one or two people than it is to a whole class! Also, a strategy such as posing a question

to the class as a whole and giving them a couple of minutes to write down their answers individually can also help the quiet student participate. 4. The Translator&nbsp;&nbsp;&nbsp;&nbsp; Imagine that you’ve painstakingly created vocabulary flashcards for your class so that they can associate the new vocabulary you are teaching with an image, rather than with an Indonesian word. Yet there’s one student who insists on calling out the Indonesian translation right after each English word is presented—just what you’re trying to avoid! How to deal: While translation is discouraged in the EFL classroom, the truth is, some students learn this way and maybe she’s one of them. Have a private conversation with this student after class and instead of telling her “no translating in class,” ask her, for the courtesy of others who learn visually, to please write down, rather than say the translation if she feels this method benefits her.

(Source: https://www.youtube.com/watch?v=Yh49dH9sIEU)

Effective Teaching Strategies to Handle Loud Students

- Using Whiteboard Make sure students easily see the board. The teacher should mention the lesson objectives clear to students. Write them on the board or get the students to know them at the beginning – by the end of this lesson I will have learned. These clear objectives provide a guide to what we want to achieve and can be the basis of the lesson structure. A map on the board can help to show the students where they are going with the lesson. &nbsp; Having good classroom management skills will benefit you as a teacher. One aspect of this is recognizing, understanding, and dealing with the different types of challenging students you’ll be faced with in class. This guide introduces you to 5 of them and gives you strategies to keep your classroom running smoothly. Find out <a href="https://bridge.edu/tefl/blog/how-to-teach-kids-english/">how to teach kids English</a>&nbsp;and learn about other techniques for managing a classroom of young learners. Furthermore, a teacher should recognize some different types of students, as below: 1. The Dominator This student is eager, enthusiastic, and anxious to demonstrate what she knows (this student type can also be the familiar teacher’s pet). It’s great that she’s an involved and motivated student but unfortunately, she articulates this eagerness by being the first to call out the answer every time you ask the class a question. Her outbursts rob other

students (who may be more introverted or just need a moment to formulate their answer) of the chance to participate because they can’t compete with the Dominator. How to deal: As the teacher, your students look to you to facilitate a fair classroom environment that is conducive to learning. Therefore, even though your students are adults, it’s okay to make class rules. Putting a rule in place that requires students to raise their hands when they know an answer, rather than blurting it out, gives you the opportunity to call on less vocal students. Also keep in mind that many Dominators don’t mean to disrupt; they just want to do their best in class or they simply value the opportunity to practice talking in English. Therefore, another solution to dealing with this enthusiastic student type is to pair up two Dominators for partner work, giving both of them the outlet they are seeking. &nbsp;

5. The Arguer The Arguer has a gift for analyzing concepts and pays great attention to detail, but as a result, she seems to challenge every grammar or speaking point you present. For example, you’re teaching students how they might hear native speakers pronounce the phrase, “Don’t you?” as “dōnchū? The Arguer tells&nbsp;you you’re wrong because it’s nowhere in the book! How to deal: First, always stay cool, calm, and patient and avoid arguing with the Arguer. Instead, present evidence of your point rather than simply relying on your expertise as “the teacher.” For example, make an activity out of bringing in a short song or clip from a TV show, in which students can hear this pronunciation for themselves. Or, ask the Arguer to bring in similar examples to demonstrate her own point. Challenging students often represent different learning styles, so bear that in mind when faced with The Dominator, The Arguer, or other student personalities. Knowing what challenges you and your&nbsp;TEFL students can expect and having a plan for dealing with them can make your classroom much easier to manage (https://bridge.edu/).

How to make a noisy class quiet - Classroom Management Strategies for teachers with a loud class

(Source: https://www.youtube.com/watch?v=51FyDOZVeVU)

Likewise, Kline (2018) describes tips to help manage the classroom more efficiently and effectively. Tip #2: Establish classroom rules immediately and enforce them consistently Establish rules on the first day of class, and always follow through on the specified rewards for achievement and consequences for misbehavior. If the teacher allows a student to get away with misbehavior without consequence even once, he/she has opened the door to future misbehavior and negotiation of rules. This is particularly important at the beginning of the year when he/she’s building the students’ trust in him/her as their teacher. Tip #2: Set logical rules and consequences Keep the goal of learning in mind and make sure students know why the rules are what they are: “We walk instead of running in the hallway because we want to make sure that everyone is safe.” And fit the consequence to the crime: If a student makes a mess of the art supplies, the logical consequence is to clean it up. Arbitrary punishments like losing recess, or something else unrelated to the offense, teach students that teachers are mean and trying to force a power struggle. Tip #3: Use positive instead of negative language. As soon as a teacher tell someone not to do something, the first image in that person’s head is what he/she said not to do. For example: “Be prepared” instead of “Don’t forget your pencil,” “Shut the door quietly” instead of “Don’t slam the door,” “Listen to your teacher and peers” instead of “Don’t talk in class,” and use the word “consequences” instead of the extremely negative “punishments.”

<a href="https://www.youtube.com/watch?v=vd0Lm7MZdjo">https://www.youtube.com/watch?v=vd0Lm7MZdjo</a> “Krashen's Theories Lecture”&nbsp; <a href="https://www.youtube.com/watch?v=eTVbdstastI">https://www.youtube.com/watch?v=eTVbdstastI</a> “The Natural Approach (Krashen)” <a href="https://en.wikipedia.org/wiki/Maria_Montessori">https://en.wikipedia.org/wiki/Maria_Montessori</a> “Maria Montessori” <a href="https://www.youtube.com/watch?v=3NGRpzQ9vCE">https://www.youtube.com/watch?v=3NGRpzQ9vCE</a>&nbsp;“Montessori Vs. Conventional School” http://bit.ly/JohnDeweyInquiry John Dewey, Inquiry, &amp; Progressive Education (Part 2) <a href="https://www.youtube.com/watch?v=y3fm6wNzK70">https://www.youtube.com/watch?v=y3fm6wNzK70</a> “John Dewey’s 4 Principles of Progressive Education” <a href="https://owlcation.com/social-sciences/The-Psychosocial-Theories-of-Erik-Erikson-A-Basic-Understanding">https://owlcation.com/social-sciences/The-Psychosocial-Theories-of-Erik-Erikson-A-Basic-Understanding</a> The Psychosocial Theories of Erik Erikson: A Basic Understanding <a href="https://www.youtube.com/watch?v=6XxFmXkD8M8">https://www.youtube.com/watch?v=6XxFmXkD8M8</a> “Erik Erikson's Theory of Psychosocial Development Explained” <a href="https://www.youtube.com/watch?v=NLEM_LkV_1s">https://www.youtube.com/watch?v=NLEM_LkV_1s</a>&nbsp;“TEYL-Classroom Management Tips” http://bit.ly/ClassroomManagementforYoungLearners&nbsp;“Classroom-management-for-young-learners”

<a href="https://www.youtube.com/watch?v=rqJck4-B6Fgt">https://www.youtube.com/watch?v=rqJck4-B6Fgt</a> “Tips for Managing the Young Learner Classroom” <a href="https://www.youtube.com/watch?v=cNeUf05FxIk">https://www.youtube.com/watch?v=cNeUf05FxIk</a>&nbsp;“Classroom Management for Teaching English as a Foreign Language - Grouping Students” <a href="https://www.youtube.com/watch?v=Yh49dH9sIEU">https://www.youtube.com/watch?v=Yh49dH9sIEU</a> “Effective Teaching Strategies to Handle Loud Students” <a href="https://www.youtube.com/watch?v=51FyDOZVeVU">https://www.youtube.com/watch?v=51FyDOZVeVU</a>&nbsp;“How to make a noisy class quiet - Classroom Management Strategies for teachers with a loud class” <a href="https://bridge.edu/">https://bridge.edu/</a> September 1, 2015 “Different types of students” <a href="https://www.youtube.com/watch?v=lQ3aFmrlEMk">https://www.youtube.com/watch?v=lQ3aFmrlEMk</a> Classroom Management &amp; Discipline <a href="https://www.youtube.com/watch?v=z_XR6dy69f4">https://www.youtube.com/watch?v=z_XR6dy69f4</a> Classroom Management <a href="https://www.teachingenglish.org.uk/article/reading-young-learners">https://www.teachingenglish.org.uk/article/reading-young-learners</a> Reading and Young Learners <a href="https://www.youtube.com/watch?v=502MpI5N-Mo">https://www.youtube.com/watch?v=502MpI5N-Mo</a> TEYL - Routines to Start the Day <a href="https://www.youtube.com/watch?v=kA1FuDdtq54">https://www.youtube.com/watch?v=kA1FuDdtq54</a> Using Songs to Teach English to Young Learners https://www.youtube.com/watch?v=UCFg9bcW7Bk&nbsp;“Teaching Methods for Inspiring the Students of the Future”&nbsp;

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Unit 4: Classroom Management

Lenneberg claims that elementary school and kindergarten children are in a "critical period", which is an important period (sensitive period) to be able to easily and quickly master the language.&nbsp;This&nbsp;happens&nbsp;before the child enters puberty. When puberty comes, the "critical period" fades so that it will have difficulty in mastering the foreign language. Some claim that the younger a person learns the language, the better it will be in imitating and adopting new pronunciation and sounds (Lenneberg in Ashadi, 2014). 7. James Asher

Dr. James J. Asher

Total Physical Response (TPR) 1. "Babies don't learn by memorizing lists; why should children or adults?" James J. Asher an emeritus professor of psychology. -  ppt download

(Source: https://northlandsk5.wordpress.com/fluency-first/james-asher/)

Dr. James J. Asher is a Professor of Psychology at San Jose State University in San Jose, California, and the founder of TPR (Total Physical Response). James Asher´s research on second language acquisition in the 1960s provided the rationale for the well-known Total Physical Response Method.&nbsp;The TPR method asks language

learners to respond physically to commands in the target language, which are first modeled by the instructor.&nbsp;Once students have acquired the vocabulary necessary to understand a series of commands, the instructor delays modeling the command.&nbsp;Soon, the instructor can completely remove the model of the command and simply ask students to perform on their own.&nbsp;Adding novel commands, or recombing vocabulary in a new way is another way TPR builds comprehension.&nbsp;From here, as they say, the sky is the limit.&nbsp;Amazing results have been accomplished by experienced teachers who are able to bring the student right up to the intermediate level. TPR is built on four main principles.&nbsp;First, “comprehension precedes production”.&nbsp;As language learners, our ability to comprehend a message greatly exceeds our ability to produce that same message.&nbsp;Many times English Language Learners seem able to follow classroom procedures and participate in classroom projects but are reluctant to speak or respond verbally. As students need time to acquire aural skills, TPR allows for a receptive “silent period.”&nbsp;This “silent period” is the second principle of TPR.&nbsp;When students are listening and responding to the new language, they may only respond with full-body actions, nods, gestures, pointing, and “yes” or “no.”&nbsp;Allowing this silent period is critical for successful language learning. According to Asher´s

(Source: https://www.teachingenglish.org.uk/article/reading-young-learners)

Reading and Young Learners

In detail, Slattery and Willis (2005) describes some teacher’s instructions in organizing the classroom: a.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Pre-activity 1) Greetings: Good morning, students/Good afternoon, everybody/Hello!/Good morning/Good afternoon/Good to see you/How are you?/How are you doing?/How is everything?/How’s everything going?/Hi/What’s up?/How are things (with you)?/How’s it going? It’s always a pleasure to see you. 2) Do the prayer: Before we start let’s pray together. 3) Register: I’m waiting for you to be quiet/We won’t start until everyone is quiet/Who is absent today?/Who isn’t here today?/What’s the matter with ... today?/Why were you absent last ...?

b. Whilst-activity 1) Waiting to start: Stop talking &amp; be quiet/Let’s begin our lesson now/is everybody ready to start? /Open your book at page.../Is there any questions?/Do you understand?/Do you get it?/Are you with me? 2). Time to begin: Let’s begin our lesson now/Is everybody ready to start?/Open your book at page... 3). Late: Where have you been?/Did you oversleep? 4). Checking&nbsp;students’ understanding : Is there any question?/Do you understand?/Do you get it?/Are you with me?/Let’s call the roll/Let’s take the register/Let’s check to see who is here/ Is anyone away?/Is everybody here?/Who is missing?&nbsp;

Capaian Pembelajaran Mata Kuliah (CPMK): Mengetahui teori pengajaran bahasa Inggris bagi anak yang diperlukan untuk melaksanakan pengajaran di satuan pendidikan dasar (S4, PI, P6) Sub-Capaian Pembelajaran Mata Kuliah (SUB-CPMK): Mampu mengidentifikasi dan menjelaskan teori pembelajaran pada anak (C1, P1, A2)

Let’s watch this movie entitled “I’m not stupid”. Please give your comment.

(Source: https://www.youtube.com/watch?v=ozWhT7f5ie4&amp;t=363s)

I'M NOT STUPID

- Using Pair and Groupwork One of the successful ways, if the teacher is resourceful and skillful enough, to motivate his/her students to participate in the lesson is to use “pair work” or “Group work” appropriately. Language is best learned through close collaboration and communication among students. This type of collaboration results in benefits for all or both learners. In fact, learners can help each other while working on different types of tasks such as writing dialogues, interviews, drawing pictures and making comments about them, play roles, etc. - Setting Time Limits The teacher should set a time for each activity when planning the lesson so that he/she know if it will finish the objectives or not. A teacher should tell the students about the time assigned for each activity when giving a task to do in class. Students should gradually be aware of the importance of the time issue and respect it. - Role Play This is a technique to vary the pace of the lesson and to respond to the fundamental notion of variety in teaching. Teachers are advised to use the role-play activity in order to motivate their students and to help the less motivated learners take part in the lesson. Besides, certain tasks in the student’s book are followed by a role-play activity where it becomes a necessity to undergo such an activity. As good examples of that, we can state: the hide (item) and guessing game, dramatizing an interview of customer and shop assistant, doctor and patient conversation, etc.

- Tasks for Early Finishers This especially happens when students finish an assignment while other students are still working on it. That’s why the teacher needs to include an “early finisher” activity with every assignment. Think in advance for possible activities, options including extension activities related to the current topic, journal writing, silent reading, and educational games Whole-Class Feedback Generally, it was only the stronger or the more confident students who would shout out the answers. When the teacher looked at individual student’s work, he/she saw that they didn’t always have the correct answer and, more importantly, they didn’t know what the correct answer was. Therefore, feedback is better checked through each student’s response on a written form paper.

Classroom Management for Teaching English as a Foreign Language - Grouping Students

(Source: https://www.youtube.com/watch?v=cNeUf05FxIk)

 In other words, we acquire (not learn) language by understanding input that is a little beyond our current level of (acquired) competence. Listening comprehension and reading are the primary importance in the language program, and the ability to speak (or write) fluently in a second language will come on its own with time. Speaking ability "emerges" after the acquirer has built up competence through comprehending input.

The Natural Approach (Krashen)

Krashen's Theories Lecture

https://www.youtube.com/watch?v=eTVbdstastI

The implications for classroom practice: •&nbsp;Whatever helps comprehension is important •&nbsp;Vocabulary is important. With more vocabulary, there will be more comprehension, and there will be more acquisition. •&nbsp;In giving input, when talking to students, the teacher needs to be concerned primarily with whether the students understand the message.

The concept of "acquisition" was developed as a distinct form of "picking up" a language; Tracy Terrell considers acquisition to be different from "learning". Learning is the conscious process of studying and intellectually understanding the grammar of L2. Acquisition, on the other hand, refers to the unconscious absorption of general principles of grammar through real experiences of communication using L2. It is the basis for most first language ability and in terms of L2 is commonly known as ‘picking up a language. The Natural Approach involves focusing on this concept of "acquisition" - In other words, the goal is for students to "pick up" the language in a way similar to how they learned their native language. In essence, the Natural Approach is about acquiring a second language by attempting to communicate as much as possible; little direct instruction of grammatical concepts is involved. The goal is to simulate, more or less, how one learned his native language. This is quite different from the "Classical Method" of learning languages, which consisted of memorizing words and grammar rules and doing written translations of sentences. There was no element of speaking or listening (Krashen &amp; Terrell, 1983).

a. English should be used all the time to ensure that children have&nbsp;relatively&nbsp;much exposure to English. b. The print-rich environment in English should be created and around the classroom. c.&nbsp;Teachers of EYL should use activity-based teaching-learning techniques such as TPR, games, &amp; projects. d. The&nbsp;teachers&nbsp;should&nbsp;use various techniques for short periods&nbsp;of&nbsp;time&nbsp;to&nbsp;maintain the interest level of the children in engaging the English lessons. e.&nbsp;The teachers should focus on functional English for vocabulary development&nbsp;&nbsp;&amp; for the immediate fulfillment of communicative needs of the learners. f.&nbsp;&nbsp;&nbsp;The teachers should reiterate often to ensure the acquisition of&nbsp;&nbsp;&nbsp;&nbsp;English&nbsp;expressions/vocabulary items. g.&nbsp;&nbsp;The&nbsp;teachers should&nbsp;provide useful, acquisition-promoting routines. h. The teachers should have a good command of English &amp; have&nbsp;the&nbsp;ability&nbsp;to&nbsp;act&nbsp;as&nbsp;a role model for the learners they teach. Furthermore, Moon (2006; Jazuly and Indrayani, 2018) explains many&nbsp;teachers&nbsp;believe that&nbsp;the ideal situation for children&nbsp;learning a language&nbsp;is to&nbsp;Iive in the country&nbsp;where&nbsp;the language&nbsp;is spoken,&nbsp;to be surrounded&nbsp;by it, and to acquire&nbsp;it naturally through&nbsp;using it every day.

We can identify&nbsp;a number&nbsp;&nbsp;of different&nbsp;conditions which&nbsp;are associated&nbsp;with this ideal learning&nbsp;situation: -&nbsp;Time. Children will have plenty of time for learning English&nbsp;and it&nbsp;can be spread&nbsp;over several years -&nbsp;Exposure. They&nbsp;are exposed&nbsp;to English&nbsp;all around&nbsp;them,&nbsp;both&nbsp;in and outside&nbsp;of school -&nbsp;A real need for English. They&nbsp;have a need&nbsp;to use English&nbsp;in order&nbsp;to survive on a daily basis, eg to make&nbsp;friends, to study&nbsp;m school,&nbsp;to shop, to travel, etc. -&nbsp;Variety of input. They&nbsp;are exposed&nbsp;to a wide variety&nbsp;of uses of English,&nbsp;eg spoken&nbsp;and written,&nbsp;&nbsp;English&nbsp;for thinking, for interacting, for getting&nbsp;things&nbsp;done,&nbsp;for imagining. -&nbsp;Meaningful input. They&nbsp;will receive plenty&nbsp;of meaningful language&nbsp;input&nbsp;through the experience of English not as a subject&nbsp;to be learned, but&nbsp;as a means&nbsp;of communication,&nbsp;where&nbsp;the focus is on the meaning not the form&nbsp;of the language.

http://profingmmnuestra.blogspot.com/2014/07/teaching-very-young-learners_5.html

Teaching very young learners 

As the Head of English Education Study Program at IKIP Siliwangi, I have known the writer for a long time. She has been a lecturer at IKIP Siliwangi since 2008 with expertise in teaching English to young learners. She is also active in some research and community services in this field. Children Language Teaching and Practice (CLTP) is one of the courses at IKIP Siliwangi with 3 credits hours. This CLTP book provides students to be able to understand the characteristics of young learners, the basic concepts of language teaching, theories of children learning development, and classroom management so that they are ready to have teaching practices in the classroom. This book is different from similar books because it not only contains text but also comes with audio, video, related articles, as well as various media (multimodal).

I'm sure students and anyone reading this book will find the book to be helpful and relevant in their instructional planning, classroom management, and decision making. Cimahi, June 2021 Head of English Education Study Program IKIP Siliwangi, Yana, S.Pd., M.Hum.

https://www.youtube.com/watch?v=lI2wHDsnk0Q

A holistic approach - 16 Activity-based teaching-learning techniques - 32 Amara - 74 Arikan - 74 Article 6 usefultips for Motivating Children to Learn English”&nbsp;- 17 Article Reading and Young Learners - 90 Article: WHAT LEARNING STYLE DOES MY CHILD HAVE? (PART ONE) - 52 Assessment - 21, 38, 68, 94 Avram Noam Chomsky&nbsp;- 54 Basic concepts… - 31 Benefit of learning more languages - 20 Benefits from foreign language learning - 20 Bland&nbsp;- 19, 20, 30 Blind students -6 Brewster, Ellis, Grard&nbsp;- 36 Brown - 28, 36 Cahyati and Rizqiya - 20, 30 Cahyati, Parmawati, Atmawidjaja - 37 Cameron - 28 Characteristics of teachers for young learners - 31 Characteristics of young learners - 16 Checking&nbsp;students’ understanding - 91 Child Cognitive Development - 44

Dilarang keras memfotokopi atau memperbanyak sebagian atau seluruh isi buku tanpa seizin tertulis dari penulis atau penerbit. Isi diluar tanggungjawab percetakan. Dibuat dalam pelatihan Virtual Education Academy ke-2 dengan tema "Workshop dan Pendampingan Penulisan EBook Berbasis Multimodal Digital Storytelling bagi Guru dan Dosen Indonesia" VEA (Virtual Education Academy) Tim Peneliti UNS (Universitas Sebelas Maret) di bawah koordinasi Ibu Dr. Nur Arifah Drajati, M.Pd. ILA (International Literacy Associaton) Indonesia ICEAR (Indonesian Community of Educational Action Researchers)

Slattery &amp; Willis (2005) claim that there are some terms referring to young language learners. They are: Very Young Learners (children under 7), and Young Learners (children between7-12). Furthermore, Pinter (2006) elaborates Older learners (children at junior &amp; senior high school), and Adult learners (students at above secondary school/university level). Meanwhile, Pinter (2006) described the characteristics of young learners as follow: •&nbsp;Children are at pre-school/in the first couple of years of schooling. •&nbsp;Generally they have a holistic approach to language, which means that they understand meaningful messages but cannot analyze language yet. •&nbsp;They have lower levels of awareness about themselves as language learners as well as about the process of learning. •&nbsp;They have limited reading and writing skills even in their first language. •&nbsp;Generally, they are more concerned about themselves than others. •&nbsp;They have limited knowledge about the world. •&nbsp;They enjoy fantasy, imagination, and movement. While the characteristics of older/adult learners can be described below: •&nbsp;These children are well established at school &amp; comfortable with school routines. •&nbsp;They show a growing interest in analytical approaches, which means that they begin to take an interest in language as an abstract system. •&nbsp;They show growth in their learning.

https://www.eslbase.com/teaching/motivating-children-learn-english

6 Useful Tips for Motivating Children to Learn English - Eslbase.com

•&nbsp;They have well-developed skills as readers and writers. •&nbsp;They have a growing awareness of others and their viewpoints. •&nbsp;They have a growing awareness of the world around us. •&nbsp;They begin to show interest in real-life issues. Furthermore, Slattery and Willis (2005) also define some terms as follow:

Zein, S. et al. (2020). English language education in Indonesia: A review of research (2011–2019). Language Teaching, 1, 33. doi:10.1017/S0261444820000208

<a href="https://www.youtube.com/watch?v=2xkQHh0HUxU">https://www.youtube.com/watch?v=2xkQHh0HUxU</a>) “Make a Difference” <a href="https://www.eslbase.com/teaching/motivating-children-learn-english">https://www.eslbase.com/teaching/motivating-children-learn-english</a> “6 Useful Tips for Motivating Children to Learn English” http://bit.ly/AppletreeNurseryDhoha “Apple tree Nursery Dhoha” <a href="https://www.youtube.com/watch?v=L8ZhucZczxE">https://www.youtube.com/watch?v=L8ZhucZczxE</a>. “KWL Chart: Teaching Strategies #4” <a href="https://www.youtube.com/watch?v=pbCiw2TImCk">https://www.youtube.com/watch?v=pbCiw2TImCk</a> “TEYL - How Children Learn” <a href="http://learnthinkcreate.michaelweber.co/if-a-child-cant-learn-the-way-we-teach/">http://learnthinkcreate.michaelweber.co/if-a-child-cant-learn-the-way-we-teach/</a> http://bit.ly/BasicConceptsofTeachingYoungLearners "Basic concept of Teaching Young Learners” <a href="http://profingmmnuestra.blogspot.com/2014/07/teaching-very-young-learners_5.html">http://profingmmnuestra.blogspot.com/2014/07/teaching-very-young-learners_5.html</a> “Teaching very young learners” <a href="https://www.youtube.com/watch?v=jZKrt0r37c0&amp;t=110s">https://www.youtube.com/watch?v=jZKrt0r37c0&amp;t=110s</a> “How to Teach English to Children - 6 Essential Tips to be a successful ESL teacher – kindergarten"

<a href="https://www.youtube.com/watch?v=ozWhT7f5ie4&amp;t=363s">https://www.youtube.com/watch?v=ozWhT7f5ie4&amp;t=363s</a> “I’m not Stupid” http://bit.ly/JeanPiagetsDevelopmentalStageTheory “Jean Piaget's Developmental Stage Theory” http://letsecrets.blogspot.com/2014/01/theories-of-cognitive-development-lev.html “Theories of Cognitive Development: Lev Vygotsky” www.firstdiscoverers.co.uk/jerome-bruner-child-development-theories/ “Child Development Theories: Jerome Bruner” <a href="https://www.youtube.com/watch?v=8N2pnYne0ZA">https://www.youtube.com/watch?v=8N2pnYne0ZA</a>” Howard Gardner Discusses Multiple Intelligences” https://www.magikats.co.uk/blog/learning-style-young-child <a href="https://www.bing.com/search?q=WHAT+LEARNING+STYLE+DOES+MY+CHILD+HAVE%3F+%28PART+ONE%29&amp;qs=n&amp;form=QBRE&amp;msbsrank=0_0__0&amp;sp=-1&amp;pq=what+learning+style+does+my+child+have%3F+%28part+one%29&amp;sc=0-50&amp;sk=&amp;cvid=9ADF3F32A2D547A5AF2A120EF7E780BA"> </a>WHAT LEARNING STYLE DOES MY CHILD HAVE? (PART ONE) <a href="https://en.wikipedia.org/wiki/Universal_grammar">https://en.wikipedia.org/wiki/Universal_grammar</a> “Universal grammar” <a href="http://youngphebe.blogspot.com/2016/09/lennebergs-critical-period-hypothesis.html">http://youngphebe.blogspot.com/2016/09/lennebergs-critical-period-hypothesis.html</a> “Lenneberg's Critical Period Hypothesis” <a href="https://northlandsk5.wordpress.com/fluency-first/james-asher/">https://northlandsk5.wordpress.com/fluency-first/james-asher/</a> Dr. James J. Asher Total Physical Response (TPR) 1. "Babies don't learn by memorizing lists; why should children or adults?" James J. Asher an emeritus professor of psychology <a href="https://talkwithmyneighbor.com/krashens-theory-of-second-language-acquisition/">https://talkwithmyneighbor.com/krashens-theory-of-second-language-acquisition/</a> KRASHEN’S THEORY OF SECOND LANGUAGE ACQUISITION:&nbsp;Part 1 http://bit.ly/NaturalApproach- “Natural Approach”

Capaian Pembelajaran Mata Kuliah (CPMK): Mengetahui karakteristik pembelajaran bahasa Inggris bagi anak yang diperlukan untuk melaksanakan pengajaran di satuan pendidikan dasar (S4, PI, P6) Sub-Capaian Pembelajaran Mata Kuliah (SUB-CPMK): Mampu mengidentifikasi dan menjelaskan karakteristik pembelajaran bahasa Inggris bagi anak yang diperlukan untuk melaksanakan pengajaran di satuan pendidikan dasar (S4, PI, P6)

Let's watch the movie "Make a Difference". What do you think the moral value of the movie? Please share your opinion with the class.

Teddy Stallard Story: MakeADifferenceMovie.com

(Source: https://www.youtube.com/watch?v=2xkQHh0HUxU)

&nbsp;5. Noam Chomsky&nbsp;(1928-2019) &nbsp; Avram Noam Chomsky is an American linguist, philosopher, cognitive scientist, historian, social critic, and political activist. Sometimes called "the father of modern linguistics", Chomsky is also a major figure in analytic philosophy and one of the founders of the field of cognitive science. In the 1960s, he proposed Universal Grammar (UG), the system of principles, conditions, and rules that are elements or properties common to all languages – the essence of human language. All human beings share part of their knowledge of the language. UG is their common possession regardless of which language they speak. The rules of UG provide the basic blueprint that all languages follow. UG theory attempts to clarify the relatively quick acquisition of the mother tongue on the basis of minimum exposure to external input. Learning would be impossible without universal language-specific knowledge. Universal Grammar describes that children often produced a language that they could not have heard in natural interaction with others. It is a revolutionary idea: We are all born with an innate knowledge of grammar that serves as the basis for all language acquisition. In other words, for humans, language is a basic instinct. The theory, however, has long been met with widespread criticism — until now.

(Source: https://en.wikipedia.org/wiki/Universal_grammar)

Universal grammar - Wikipedia

(Source: http://youngphebe.blogspot.com/2016/09/lennebergs-critical-period-hypothesis.html)

6. Erik Lennerberg (September 19, 1921 –May 31, 1975) Eric Heinz Lenneberg was a linguist and neurologist who pioneered ideas on language acquisition and cognitive psychology, particularly in terms of the concept of innateness. In 1967 he claims about Critical Period Hypothesis. Brain plasticity was only conducive to language learning until puberty. Children below 11-12, who are given advantageous learning circumstances, such as plenty of input and interaction in an English environment, are more likely to acquire English to native levels without an accent” He asserts that if no language is learned by puberty, it cannot be learned in a normal, functional sense. He claimed that children’s brains are more flexible, which therefore can contribute to the attainment of native-like proficiency in a language. The strengths of a child’s brain plasticity will be more well developed if the child is exposed to an environment that supports his/her language development. Lenneberg's critical period hypothesis states that there are maturational constraints on the time a first language can be acquired. Recently, it has been suggested that if a critical period does exist, it may be due at least partially to the delayed development of the prefrontal cortex in human children. &nbsp;

Critical period hypothesis 

Child’s brain plasticity - 55 Children Language Teaching and Practice (CLTP) -4 Children-friendly - 75 Class successful principles - 75 Classical Method - 61 Classroom language - 19 Classroom management - 74 Classroom Management for Young Learners - 75 Closing - 92 <a href="http://myenglishpages.com/blog/communicative-language-teaching-communicative-approach">Communicative approach to language teaching - 59</a> Communicative skills - 28 Comprehension precedes production - 57 Concrete operational stage - 46 Cook&nbsp;- 28 CPMK – 10, 15, 25, 41, 72 Critical Period Hypothesis. - 55 Damayanti&nbsp;- 19, 20, 28, 36 Do the prayer - 90 Ellis - 18 Enabling - 16, 44, 74 English education - 2 English teacher competence - 31 Eric Heinz Lenneberg&nbsp;- 55 Erik Homburger Erikson - 65 Essential principles of how to facilities children a foreign language - 36 Exposure to English - 32, 33 Factors influencing success in language learning - 36 Foreign Language - 29

Formal operational stage - 46 Fransiska - 74 Gardner's Multiple intelligences - 53 Garton &amp; Copland- 30 Giving Instruction - 77 Good model - 19 Graddol - 37 Great imitators - 18 Greeting song - 93 Greetings - 90 Halliwell - 29 Harmer - 36 Here &amp; now principle - 28, 34 Homework - 92 Howard Gardner - 51 Ideal learning&nbsp;situation - 33 James Asher - 56 Jazuly and Indrayani - 32 Jean Piaget&nbsp;- 44 Jean Piaget's Developmental Stage Theory - 47 Jerome S. Bruner - 50 John and Morrow - 18 John Dewey - 63 Juhana - 18, 37 Kemampuan Akhir - 11 Kline - 74, 85 Krashen &amp; Terrel&nbsp;- 28 K-W-L chart - 22 Late - 91 Learning through doing - 63 Lev Vygotsky - 48 Linse - 74

2.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Lev Vygotsky (November 17, 1896 – June 11, 1934) Lev Vygotsky was born to the Vygodskii family in the town of Orsha, Belarus (then belonging to the Russian Empire). The most important application of Vygotsky's theory to education is in his concept of a Zone of Proximal Development (ZPD), the difference between the current knowledge of the child &amp; the potential knowledge achievable with some helps from a more knowledgeable peer/adult. This concept is important because teachers can use it as a guide to a child's development. A second important aspect of Vygotsky's theory is the role of play in his theory. Through play and imagination, a child's conceptual abilities are stretched. The main assertion of the Vygotsky theory is that the cognitive development of children is advanced through social interaction with other people, particularly those who are more skilled. The social environment, the cultural context, and the influence of peers, teachers &amp; parents engaged in interactions with children are major sources of learning and development (Social Constructivism). In other words,

Theories of Cognitive Development: Lev Vygotsky

social interaction plays a fundamental role in the development of cognition. Vygotsky points out the “role of teachers and others in supporting the learner's development and providing support structures to get to that next stage or level”. The key difference between Piaget and Vygotsky is that Piaget believed that self-discovery is crucial, whereas Vygotsky stated that learning is done through being taught by a more knowledgeable other.

The most important characteristics of young learners&nbsp;are their&nbsp;tendency&nbsp;to&nbsp;be&nbsp;active,&nbsp;some&nbsp;of&nbsp;them are more&nbsp;active&nbsp;than&nbsp;others.&nbsp;The teacher&nbsp;should&nbsp;be&nbsp;concerned about&nbsp;children&nbsp;whose&nbsp;behaviour&nbsp;is&nbsp;extremely&nbsp;passive&nbsp;or active.&nbsp;Another&nbsp;characteristic&nbsp;of&nbsp;children&nbsp;that&nbsp;is&nbsp;most noticeable&nbsp;is&nbsp;their&nbsp;high&nbsp;level&nbsp;of&nbsp;activity and tendency&nbsp;to&nbsp;be&nbsp;curious. Young&nbsp;language&nbsp;learners&nbsp;are&nbsp;able&nbsp;to&nbsp;make some&nbsp;decisions about&nbsp;their&nbsp;own&nbsp;learning&nbsp;and&nbsp;they&nbsp;have defined views about what they like and do not like doing. Children learn another language better than adults and this is often used to support the early introduction of foreign language teaching. Ellis (2013; Juhana, 2014) states that in&nbsp;the&nbsp;education&nbsp;systems,&nbsp;young learners&nbsp;are&nbsp;children&nbsp;who&nbsp;are&nbsp;in&nbsp;primary&nbsp;or&nbsp;elementary school. Unlike adult learners who can concentrate hours and hours on the topic they are working on, children can hold their attention for about 15 to 20 minutes only. This relatively short attention span has a great implication for teaching procedures. To make the situation of teaching English to young learners (TEYL) communicative, the English teachers should comprehend the communicative principles which are proposed by John and Morrow (in Sukarno, 2008; Read, 2003). They are: know what you are doing, the whole is more than the sum of the parts, the processes are as important as the forms, to learn it, do it, and mistakes are not always a mistake.&nbsp;In general, elementary school and&nbsp;kindergarten&nbsp;children&nbsp;have language skills, they are able to understand&nbsp;the&nbsp;meaning&nbsp;in&nbsp;English but have not been able to interpret or analyze further.&nbsp;&nbsp;Children are “great imitators”, so they are very much influenced by the methods techniques that teachers use when teaching.

https://m.facebook.com/appletreedoha/photos/a.1495836520637083/2375301532690573/?type=3&amp;locale2=zh_CN

Therefore the teacher should be able to be a good model for his students. If the teacher is wrong&nbsp;in&nbsp;pronunciation,&nbsp;then&nbsp;this will have a long effect because the child will continue to practice it with the&nbsp;wrong pronunciation. Similarly, if the teacher teaches without understanding the characteristics of the child, the child feels that English is difficult (Pinter, 2017; Scott and Ytreberg, 1990,&nbsp;Damayanti, 2017). It is important for children&nbsp;to&nbsp;be&nbsp;able&nbsp;to&nbsp;interact&nbsp;in English so that their language skills will be as natural as when they learned their first language.&nbsp;&nbsp;The more examples of communication in English used in the classroom, the easier it is for children to acquire the language. With the ability to concentrate&nbsp;is&nbsp;still&nbsp;low&nbsp;(short attention span) children are easily bored, so teachers need to optimize learning with various activities. In teaching English as a foreign language to young learners, English should be used as a means of communication to students. In this case, the teacher regards as a role model, daily conversation (classroom language) as exposure to the students, since students tend to imitate the teacher. Regarding teacher skills and knowledge, Bland (2015: Zein, et al., 2020) argues it is important that opportunities are created in the classroom for children to be exposed to natural language and to interact with each other. In order to create these ideal conditions for learning, teachers need to be equipped with

CHILDREN LANGUAGE TEACHING AND PRACTICE This multimodal digital interactive&nbsp;book is intended to provide teachers or students of English education to be equipped with the knowledge, methodological skills, and to be competent in teaching English to young learners. &nbsp; Penulis&nbsp;&nbsp;&nbsp;: Sri Supiah Cahyati, M.Pd. Penerbit: Yudha English Gallery Tahun : 2021

CHILDREN LANGUAGE TEACHING AND PRACTICE Copyright@Sri Supiah Cahyati Hak Cipta Dilindungi Undang-Undang All Right Reserved Cetakan Pertama, Juni 2021 Penulis: Sri Supiah Cahyati, M.Pd. Editor: Indah Sri Redjeki, M.Pd. &amp; Sellina Anggieta, S.Pd. Perancang Sampul: Sri Supiah Cahyati, M.Pd. Tata Letak: Sri Supiah Cahyati, M.Pd. Pracetak: Sri Supiah Cahyati, M.Pd. &amp; Yudha English Gallery Penerbit: Yudha English Gallery Alamat: Jalan Karangan Blok D no 9 Komplek Untan Pontianak Kalimantan Barat 78124 Website: www.yudhaenglishgallery.com Email: director@yudhaenglishgallery.com x + 82 halaman, 21 cm x 29 cm ISBN : 978-623-97554-5-4 (EPUB) Percetakan dan Pemasaran: Yudha English Gallery

Unit 1 Characteristics of Young Learners

Capaian Pembelajaran Mata Kuliah (CPMK): Mengetahui konsep dasar pembelajaran bahasa Inggris bagi anak yang diperlukan untuk melaksanakan pengajaran di satuan pendidikan dasar (S4, PI, P6) Sub-Capaian Pembelajaran Mata Kuliah (SUB-CPMK): Mampu mengidentifikasi dan menjelaskan konsep dasar pembelajaran bahasa Inggris bagi anak yang diperlukan untuk melaksanakan pengajaran di satuan pendidikan dasar (S4, PI, P6)

Analyze the quote below. What do you think this quote means? Please share your opinion.

(Source: http://learnthinkcreate.michaelweber.co/if-a-child-cant-learn-the-way-we-teach/)

Foreword Preface Table of Content Capaian Pembelajaran Unit 1. Characteristics of young language learners Unit 2. The basic concept of language teaching Unit 3. Theories of children learning development Unit 4. Classroom Management References Index Nursery Rhymes with Lyrics

Classroom management refers to the ways in which student behavior, movement, and interaction during a lesson are organized and controlled by the teacher (Richards in&nbsp;Amara, 2010; Linse, 2005; Arikan, 2015). In this case, a teacher needs to discipline the students to maintain order and to keep the group on task and moving ahead, not to spot and punish those students who are misbehaving The best teachers anticipate when misbehaviors are likely to occur and intervene early to prevent them. The most effective interventions are subtle, brief, and almost private. They do not, therefore interfere with classroom activities. As we know, young learners are like sponges, they grasp everything we say and how we say it. There has been a growing awareness acknowledging that teaching English to young learners is not as simple as we once thought. It is not a matter of teaching a list of simple vocabulary. It needs optimal conditions and requirements that would enable young learners to further their learning, and eventually, the aim of TEYL would be achieved. Some requirements that need to be considered are the curriculum, teacher competency, media, and method used (Fransiska, 2016; Kline, 2018).

(Sources: <a href="https://prezi.com/p/3pqb7pv_pdsf/classroom-management-for-young-learners/?frame=63f495dd3fb9ba8c8b2deb3dabc1aaff362830fd">https://prezi.com/p/3pqb7pv_pdsf/classroom-management-for-young-learners/?frame=63f495dd3fb9ba8c8b2deb3dabc1aaff362830fd</a>)

Classroom Management for Young Learners

With the condition of learning English which is still less children-friendly, we can say that our teachers need knowledge about learning English as a foreign language in Indonesia so that the teaching-learning process could be more effective. In the long run, it can equip students with a fun, more meaningful learning experience in English. The way the students are seated in the classroom will often determine the dynamics of the lesson. Indeed, a simple change in the seating pattern can make an incredible difference to group coherence and student satisfaction. In many cases, the seating has been a crucial element in the success or failure of the lesson. In some cases, the desks are fixed to the ground or the school has strict rules about not moving the furniture. Student numbers are also going to be an issue. Teachers have different preferences for seating arrangements – each group is seated around small tables is often one choice. &nbsp;

Many researches indicate that younger learners will learn better in a natural setting. Thus, classroom settings and activities should be created in such a way that resemble natural settings. It is the “environment” in which children have ample opportunities to hear, see. and use the L2 for communicative purposes (Cameron, 2001; Brown, 2011). Teaching activities should be kept whole, meaningful, and interesting. This is to do with children’s nature of “here and now” (Cook, 1991; Damayanti, 2008). The absent objects or abstract concepts are irrelevant to them. Children will find the activities meaningful and interesting when they can see the immediate relevance. Hence, children are easier to teach through an informal approach such as games, songs, stories, and rhymes (Cook, 1991; and Rixon, 1992 in Damayanti, 2008). All in all, the L2 lessons should provide children with the experience of the language in use. As Cameron (2001) states that this is because the broader and richer the language experience provided for them, the more they are likely to learn. Furthermore, Krashen &amp; Terrel (1983; Nunan, 2015) suggest the order of skills should be taught in TEYL. As in mother tongue learning, English should start with an emphasis on listening &amp; then speaking because children often cannot read &amp; write at all yet. They claim: listening should precede speaking. Communicative skills should be the aim of a good language classroom. Comprehension of language should precede production. Eventually, reading and then writing will emerge when the language learner is ready and should not be forced. Regarding this, exposure to English, how much children hear &amp; how often they have the opportunity to interact in English, is very crucial for young learners. It’s important that opportunities are

created in the classroom for children to be exposed to natural language &amp; to interact with each other. The implications are teachers’ competencies in terms of their proficiency in English to provide the necessary exposure to the language, and their methodology to offer appropriate tasks &amp; activities for children to communicate in a variety ways. In Indonesia English is regarded as the Foreign Language (FL), English is considered important for its status as a means of international communication. Accordingly, the educational authorities decide that English needs to be introduced in primary school. As a matter of fact, teaching English at elementary school is a new trend, sometimes it is used to attract more students. In this case, it is needed to consider the implementation of teaching English from the early level of education, i.e. in primary school, in order to attain better results in students' English proficiency in higher levels of education. Teaching English in primary school should be seen as an innovative way of improving teaching English in general (Halliwell, 2004). However, there are some problems with its implementation. The problems arise when the recruitment of teachers is not adequate in terms of quality. The teacher has a minimum proficiency in

Capaian Pembelajaran Mata Kuliah (CPMK): 1.&nbsp;Mengetahui konsep teoritis pengajaran bahasa Inggris bagi anak yang diperlukan untuk melaksanakan pengajaran di satuan pendidikan dasar (S4, PI, P6) 2.&nbsp;Mengetahui konsep dan teknik pengembangan rencana pelaksanaan pembelajaran Bahasa Inggris bagi anak (S4, P7; KU3, KU4) 3.&nbsp;Mengetahui konsep dan prinsip metode pengajaran Bahasa Inggris bagi anak untuk melaksanakan pembelajaran inovatif (S2, S4, P8, KK1; KU1; KU4) Sub-Capaian Pembelajaran Mata Kuliah (Sub-CPMK): 1.Mampu mengidentifikasi dan menjelaskan karakteristik pembelajaran bahasa Inggris bagi anak yang diperlukan untuk melaksanakan pengajaran di s tuan pendidikan dasar (S4, PI, P6) 2.&nbsp;Mampu mengidentifikasi dan menjelaskan konsep dasar pembelajaran pada anak (C1, C2, P1, A2) 3.&nbsp;Mampu megidentifikasi dan menjelaskan teori pembelajaran pada anak (C1, P1, A2) 4.&nbsp;Mampu mendemonstrasikan dan melaksanakan pengajaran Bahasa Inggris pada anak (C3, A2, P2)

Kemampuan Akhir: Pada akhir perkuliahan, mahasiswa diharapkan mampu menjelaskan dan medemonstrasikan konsep pengajaran bahasa Inggris untuk anak, merancang RPP, menggunakan media yang tepat, dan melakukan evaluasi yang ramah bagi anak.

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CHILDREN LANGUAGE TEACHING AND PRACTICE

A multimodal digital interactive book, multipurpose book for teachers of young learners or students of English department

Supported by:

Yudha English Gallery 2021

UNIT 3 Theories of Children Learning Development

In line with this, Brewster, Ellis, Grard (2003) discuss some factors influencing success in language learning. They are motivated, willing to make mistakes, good at guessing, and making accurate predictions of basic concepts of language teaching. Then they assume something can go wrong if we do not give the children space to notice, they do what we want them to do, they do not try for themselves, they do not experiment enough, they are unsuccessful, or they do not make links. Meanwhile, Pinter (2017; Harmer, 2007) elaborates some essential principles of how to facilities children a foreign language. They are: giving exposure by using English for the instruction, giving children chances to be engaged in the teaching and learning process, giving support to children, providing good techniques of teaching, providing good media, and providing a good environment. Likewise, Damayanti (2017; Brown, 2011) also suggests that teachers should provide lots of meaningful practice, recycling, and guidance in attending to language form. So children will learn grammar in a holistic way. These young learners are socially, emotionally, cognitively, and physically different from adult learners.

Graddol (2006; Zein, et al., 2020) states that TEYL requires teachers who are proficient in English, have wider training in child development, and able to motivate young children.&nbsp;In line with this, having good and suitable learning materials for young learners is an important aspect and will make the teaching-learning process be effective and meaningful. In line with this, Moon in Juhana (2014) states that young learners need to be exposed to a variety of uses English around them, both spoken and written.&nbsp;It&nbsp;can&nbsp;be&nbsp;concluded&nbsp;that&nbsp;so&nbsp;many aspects&nbsp;influence&nbsp;the teaching-learning&nbsp;process, especially to young learners. Therefore, the implications are teachers should be open to the needs and interests of various age groups of students, and continually monitor their changing needs. A research conducted by Cahyati, Parmawati, Atmawidjaja (2019) claims by having competencies on teaching English to young learners (TEYL), teachers will be able to teach and design materials well, and to suggest what approaches, methods, techniques to be used. However, TEYL should be done with careful planning and preparation.&nbsp;

Mooney (2000) mentions some theories of children learning development. 1.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Jean Piaget (August 9, 1896 - September 16, 1980) Jean Piaget is a <a href="https://kids.kiddle.co/Switzerland">Swiss</a> <a href="https://kids.kiddle.co/Developmental_psychology">developmental psychologist</a>. He is famous for his work with children and how they learn. His theory of Child Cognitive Development is studied in pre-service education programs. He became more interested in psychology while listening to children talk. He wondered how they learned, and came up with a <a href="https://kids.kiddle.co/Theory">theory</a> that they go through stages where they become ready for certain kinds of learning. His theory is used widely in school systems throughout the world and in the development of curriculums for children.

There are four universal stages of development that all children go through and the development was a process of acquiring the principles of formal logic. Piagetian stages of development are: - Sensory-motor stage (from birth to 2 years of age) The young child learns to interact with the environment by manipulating objects around him. - Pre-operational stage (from 2-7 years of age) The child thinking is largely reliant on perception but he/she gradually becomes more and more capable of logical thinking.

1. What are some English materials/topics appropriate for young learners? Mention the examples of teaching media that can be used in teaching the topics. 2. Construct a complete teaching procedure with an appropriate topic for young learners. 3. Watch the presentation below entitled "Nurturing Teacher-Students' Relationship during Online Teaching English to Young Learners" and give your critics/evaluation of the topic based on other relevant research.

Reflection: Watch this video “Teaching Methods for Inspiring the Students of the Future”. Share your opinion as a future teacher on how to manage the classroom effectively for young learners.

1a. Nurturing T-Ss Relationship during Online TEYL_Sri SC+Rissa SR.mp4

Teaching Methods for Inspiring the Students of the Future | Joe Ruhl | TEDxLafayette

(https://proceeding.unikal.ac.id/index.php/icunikal2021/index)

(Source: https://www.youtube.com/watch?v=UCFg9bcW7Bk)

The revitalization of English for Young Learners teaching books is a necessity. Teachers need knowledge about teaching-learning English&nbsp;as&nbsp;a&nbsp;foreign language. Currently, some books are available but in the form of textbooks, which lack of media inside. This multimodal digital interactive book is a multi-purpose book. It's based on TPAC (Technological Pedagogical Content Knowledge) and designed to facilitate the differences in learning styles, such as visual, audio, kinesthetic, or combination. This book is appropriate for blind students as well since it's completed with the feature "Read to Me". This book is completed with multimedia which needs an internet connection and the book creator web. Furthermore, it provides teachers or students of English education with the knowledge, methodological skills, and to be competence in teaching English to young learners. By equipping with better class management in teaching and learning English, they can teach students a fun, more meaningful learning&nbsp;experience,&nbsp;so that students are prepared with English language learning at the next level. Eventually, it will improve EFL education to function to the full.

Last but not least, the writer would like to extend her gratitude to VEA (Virtual Educator Academy), especially ibu Dr. Nurarifah Drajati,M.Pd. and bapak Rahmat Putra Yudha, M.Ed. TESOL, who inspiring the writer to write this multimodal book, and bu Indah Rejeki, M.Pd. and bu Sellina Anggieta. S.Pd. with their invaluable feedback during the writing process. Nevertheless, the writer realizes that this book has not perfect yet. Therefore she welcomes any constructive suggestions/comments. Cimahi, June 2021. The writer

1.&nbsp;What do you know about some myths and misconceptions about second/foreign language learning? 2. What do you think of “the younger, the better” in learning a foreign language? 3.&nbsp;Explain some essential principles of how to facilitate children a foreign language.

1.&nbsp;Using your own words, please write K-W-L chart based on the topic in this Unit. Or, you can make use of a mind map or other graphic organizers. 2. Watch this video “How to Teach English to Children - 6 Essential Tips to be a successful ESL teacher – kindergarten" then describe the relationship between this video to you as a future teacher.

How to Teach English to Children - 6 ESSENTIAL TIPS to be a successful ESL teacher - kindergarten

https://www.youtube.com/watch?v=jZKrt0r37c0&amp;t=110s&nbsp;

1. Baa Baa Black Sheep 2. Mc Donald Farm 3. Wheel on the Bus 4. Itsy Bitsy Spider 5. Mary Had a Little Lamb 6. Rain Rain Go Away 7. I'm a Little Teapot 8. Ants Go Marching 9. Hot Cross Buns 10. Bits of Paper Lying on the Floor

(Source: http://bit.ly/NurseryRhymeswithWordsVR)

Nursery Rhymes with Words - Bing video

application/vnd.openxmlformats-officedocument.wordprocessingml.document

English Songs_English + Indonesia.docx

Sri Supiah Cahyati, M.Pd. graduated from English Education Magister of Universitas Pendidikan Indonesia in 2001. She teaches Children English Language Teaching &amp; Practice, Listening for Academic Purposes, and Reading for Academic Purposes at the English Education Study Program of IKIP Siliwangi Bandung. She is active in conducting research and publication, a member of ICEAR, VEA, AISEI, APSPBI as well. Now she lives in Pekalongan Central Java, can be reached at: <a href="http://mailto:srisupiahcahyati03@gmail.com/">srisupiahcahyati03@gmail.com</a> I hope you enjoy reading this book!

10. John Dewey&nbsp;&nbsp;(Oct. 20, 1859-June 1, 1952) John Dewey, an American philosopher and educator who was a founder of the philosophical movement known as pragmatism, a pioneer in functional psychology, and a leader of the progressive movement in education in the United States. He proposes that education should be child-centered, education must be both active &amp; interactive, and education must involve the social world of the child and the community. He was also strongly believing that the best education involves learning through doing. The implications are teacher should plan a purposeful curriculum, make sense of the world for children, and “It’s fun” is not enough

(Source: https://www.youtube.com/watch?v=y3fm6wNzK70)

John Dewey’s 4 Principles of Progressive Education

John Dewey’s significance for informal educators lies in a number of areas. First, his belief that education must engage with and enlarge experience has continued to be a significant strand in informal education practice. Second, and linked to this, Dewey’s exploration of thinking and reflection – and the associated role of educators – has continued to be an inspiration. We can see it at work, for example, in the models developed by writers such as David Boud and Donald Schön. Third, his concern with interaction and environments for learning provides a continuing framework for practice. Last, his passion for democracy, for educating so that all may share in common life, provides a strong rationale for practice in the associational settings in which informal educators work.

1.&nbsp;Please summarize Unit 3 using K-W-L chart. 2. Watch another version of video entitled “I’m Not Stupid” below then compare your answer before studying this Unit (in the motivating phase) and after studying the basic principles in teaching young learners (Reflection phase).

(Source: https://www.youtube.com/watch?v=Ps99bzoKssI)

I am not stupid

Amara, Noamen. (2010). Classroom Management for Young Learners. British Council. http://teachingenglish-alexenoamen.blogspot.com/2010/05/classroom-management-for-young-learners.html) Arikan, Arda.. (2015). An Autoethnography of Teaching English to Young Learners: From&nbsp;Theory&nbsp;to&nbsp;Practice. Anthropologist,20(1,2): 77-85 (2015) Azzahra, N. F. (2020). Addressing Distance Learning Barriers in Indonesia Amid the Covid-19 Pandemic. http://bit.ly/AddressingDistanceLearningBarriersinIndonesia Bland, Janice (ed.) (2015). Teaching English to Young Learners: Critical Issues in Language Teaching with&nbsp;3-12 Year Olds. London: Bloomsbury Publishing Plc. Brewster, Jean; Ellis, Gail; Grard, Dennis. (2003). The Primary English Teacher’s Guide (New Edition). England: Penguin English. BridgeTEFL. www.Bridge.edu. September 1, 2015. Brown, H. Douglas. (2011). Teaching by Principles: An Interactive Approach to Language Pedagogy. New Jersey: Prentice Hall Regents Cahyati, Sri Supiah; Parmawati, Aseptiana; Atmawidjaja, Nai S. (2019).Optimizing English Teaching and Learning Process to Young Learners (A Case Study in Cimahi). Jurnal JEE (Journal of Educational Experts) Kopertis Wilayah IV. Vol. 2 no 2 Juli 2019 pp. 107-114. ISSN: 2614-3518. url: http:// http://journal.kopertis-4.org/index.php/jee/article/view/57 Cahyati, Sri Supiah and Rizqiya, Rissa San. (2021). Nurturing Teacher-Students’ Relationship during Online

Teaching English to Young Learners. http://bit.ly/NurturingT-SsRelationshipduringOnlineLearning Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press. Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press. Copland, F., Mann, S., &amp; Garton, S. (2020). Native‐English‐Speaking Teachers: Disconnections Between Theory, Research, and Practice. Tesol Quarterly, 54((2)), 348–374. https://doi.org/10.1002/tesq.548 Damayanti, Ika Lestari. (2008). Is the Younger the Better? Teaching English to Young Learners in the Indonesian Context http://bit.ly/IstheYoungertheBetter Damayanti, Ika Lestari. (2017). From Story Telling to Story Writing: The Implementation of Reading to Learn (R2L) Pedagogy to Teach English as a Foreign Language in Indonesia. Indonesian Journal of Applied Linguistics vol. 6 no. 2, January 2017, pp. 229-242. Ellis, G. (2013). Young learners: Clarifying Our Terms. ELT Journal, 68(1), 75–78. Garton, Sue &amp; Copland, Fiona (ed.). (2019). Teaching English to Young Learners. New York: Routledge. Graddol, D. (2006). English Next: why global English may mean the end of “English as a foreign language.” The English Company (UK) Ltd. British Council.

1.&nbsp;Using your own words, please write K-W-L chart based on the topic in this Unit. For further information on this, please check : <a href="https://www.youtube.com/watch?v=L8ZhucZczxE">https://www.youtube.com/watch?v=L8ZhucZczxE</a>. 2. Watch the following video "TEYL - How Children Learn" and share your comment.

TEYL - How Children Learn

(Source: https://www.youtube.com/watch?v=pbCiw2TImCk)

This is probably the best option for the larger classes. For smaller numbers and with adult or teenage students the Horseshoe shape has all of the advantages of groups, and none of the disadvantages. A horseshoe may be desks in a U-shape with a hollow center, students in a semicircle on chairs with arm-rests and no desks, or students seated around three sides of a large table, with the teacher at one end. In any case, whatever seating pattern, the class is likely to be more successful if the teachers keep the following principles in mind: - Maximize eye contact Make sure students are seated at a comfortable distance from each other. Think in advance about how to organize changing partners or changing groups. - Students’ Names Make two sets of name tags – one for the child's table space or desk, and one for the child to wear around the neck to special classes. Hang name tags on a hook by the door. Make it private, for instance: call to a desk, whisper, nonverbal cues. Briefly talk to student/assess penalties. Time out at desk or another room. Communicate positive expectations to students: convey confidence in students’ ability to do well and maintain high expectations. - Teacher Talk &amp; Drawing Attention Don't speak when children aren't listening and ready. Please wait until they are ready. Establish a signal for getting the group's attention by: turn off the lights, clap a pattern with your hands, say “Freeze!” and

everyone halts right where they are, like a statue. Then say “Melt!” when you are ready for them to move again. Practice numbers, in the beginning, even when children are doing well, just so they get the idea of how to respond to your signals. Then praise them. Example: “One, two, three, eyes on me.” Establish good listening habits for storytime. Sometimes we read and listen, and sometimes we read and discuss, but we always listen. - Giving Instruction It is better to make instructions for primary students precise and concise. Use puppets to help with classroom management. Puppets can whisper in the teacher's ear, and they can write messages to the class. Compliment leadership in students. Example: "Oh, I like the way Ganestri is ready!" will cause everyone to turn to look at the ready student and to get ready also. Use the same standards for everyone – no favorites!

(Source: https://www.youtube.com/watch?v=rqJck4-B6Fgt)

Tips for Managing the Young Learner Classroom

research, forced production may actually retard language acquisition.&nbsp;TPR enables teachers to assess comprehension without requiring verbal output from beginning-level students. TPR is also built on a key principle from first language acquisition.&nbsp;Asher noted that babies and toddlers mainly acquire their first language by responding to commands from their caregivers.&nbsp;Parents all over the world give their children “commands” or speak in the imperative mode expecting their children to respond physically, not necessarily respond verbally.&nbsp;The “motor skills hypothesis” is another key principle of the TPR method.&nbsp;Asher hypothesized that there is “memory in movement” claiming that what we learn with our bodies will be remembered longer.&nbsp;He noticed that once you learn to ride a bike, you do not need to relearn the process every time you get on a bike, even if you haven´t ridden in years.&nbsp;The memory of the skill is stored in the body in “muscle memory.”&nbsp;Asher hypothesized that language learning with the body could also be stored in long-term memory.&nbsp;Students who experience language learning with their entire bodies can acquire vocabulary and concepts faster and retain them longer. In other words, Kinesthetic intelligence and memory is used because children do not learn in a conscious intellectual way. Children do not learn by thinking, but by “doing” things.

8. Stephen Krashen (1941) &amp; Tracey D. Terrel (June 23, 1943 – December 2, 1991)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;

The natural approach developed by Tracy Terrell and supported by Stephen Krashen is a language teaching approach that claims that language learning is a reproduction of the way humans naturally acquire their native language. The approach adheres to <a href="http://myenglishpages.com/blog/communicative-language-teaching-communicative-approach">a communicative approach to language teaching</a>. The Natural Approach draws a variety of techniques from other methods and approaches to reach this goal which is one of its advantages. The originality of this approach lies in the emphasis on activities based on comprehensible input and meaningful communication rather than on only grammatical mastery of language. In Natural Approach (The input hypothesis), spoken fluency in a second language is not taught directly. Rather the ability to speak fluently and easily in a second language emerges by itself after a sufficient amount of competence has been acquired through input.

In line with this, Musthafa (2010) argues some misconceptions in the teaching approach to younger learners which can lead to failure. First, teachers tend to approach the teaching-learning process and employ teaching methods and techniques for teaching English to young learners in exactly the same way as they would teach adult learners. Second, children have their own culture &amp; learning preferences. They learn by way of physical activities that embedded in their daily life, they have a relatively short attention span, and they learn with the motive of meeting immediate goals (here &amp; now principle). Furthermore, he mentions some myths about second/foreign language learning: a.&nbsp;Children learn second/foreign languages quickly &amp; easily Adolescents &amp; adults perform better than young children under controlled conditions, except for pronunciation. Young children do not have access to the memory techniques &amp; other strategies that more experienced learners use in acquiring vocabulary &amp; in learning grammatical rules. Children are more likely to be shy &amp; embarrassed around peers that are adults. b. The younger the child, the more skilled in acquiring an L2/FL Oyama (in Pinter, 2017) found that the earlier a learner begins a second language, the more native-like the accent he/she developed. An early start for “foreign” language learners makes a long sequence of instruction leading to potential communicative proficiency possible &amp; enables children to view L2 learning &amp; related cultural insight as normal &amp; integral. Beginning language instruction gives children more exposure to the language.

c. The more time students spend in an L2/FL context, the quicker they learn the language The increased exposure to English does not necessarily speed the acquisition of English. Children with exposure to the home language &amp; to English acquire English language skills equivalent to those acquired by children who have been in an English-only program. d. Children have acquired an L2/FL once they can speak it For school-aged children, proficiency in face-to-face communication does not imply proficiency in the more complex academic language needed to engage in many classroom activities. Children may have language problems in reading &amp; writing that are not apparent if their oral abilities are used to gauge their English proficiency. e. All children learn an L2/FL in the same way Some children are outgoing, sociable &amp; learn the second language quickly, they do not worry about mistakes, but use limited resources to generate input from native speakers. Other children are shy &amp; quiet, they learn by listening &amp; watching, they say little, for fear of making a mistake. Children are likely to be more responsive to a teacher who affirms the values of the home culture (Musthafa: 2010).

Theories of children learning development. - 44 Theories of Cognitive Development: Lev Vygotsky - 48 Time to begin - 91 Time to stop - 92 TPAC - 6 TPR&nbsp;- 56 Universal Grammar - 54 Using Pair and Groupwork - 78 Using Songs to Teach English to Young Learners - 93 Using Whiteboard - 80 Variety of input - 33 Very young learners - 16 Video "TEYL - How Children Learn -22 Video “How to Teach English to Children- 39 Video “I’m Not Stupid - 68 Video “I’m not stupid”. - 43 Video “Make a Difference”&nbsp;- 15 Video “Teaching Methods for Inspiring the Students of the Future” - 94 Video “TEYL-Classroom Management Tips” - 73 Video Classroom Management - 87 Video Classroom Management &amp; Discipline - 86 Video Effective Teaching Strategies to Handle Loud Students&nbsp;- 83 Video Erik Erikson's Theory of Psychosocial Development Explained - 67

Video Grouping Students - 79 Video John Dewey’s 4 Principles of Progressive Education - 64 Video Krashen's Theories Lecture - 60 Video Manage the classroom more efficiently and effectively - 84 Video The Natural Approach (Krashen) - 60 Video Tips for Managing the Young Learner Classroom - 77 <a href="https://www.youtube.com/watch?v=lI2wHDsnk0Q">Video Top 10 - Ten Most Popular Nursery Rhymes Collection Vol. 1 with Lyrics - 94</a> Waiting to start - 91 Whilst-activity&nbsp;- 91 Whole language approach, - 30 Young learners - 16 Yypes of students - 80 Zein, et al. - 19 Zein, et al. - 37 Zone of Proximal Development - 48

teaching English, therefore the lesson is not interesting, students get bored, and finally, it becomes far from its aims. Actually, teaching English needs a specific method at each level. In fact, there are pros and cons to teaching and learning English at elementary school. It may bring about better results in the long run, but it should be taken into account that the syllabus should be well designed, teaching material well prepared, and teachers well trained. Otherwise, the teaching of English at this level will only defeat its purpose (Mustafa, 2010; Cahyati and Rizqiya, 2021). Learning English for children cannot be separated from the central role of the teacher. Teachers as the key role should be able to deal with the characteristics of children so that learning objectives can be achieved. The approaches, methods, and teaching techniques of English for young learners are different than those used when teaching students in secondary schools. Ideally, English learning uses a "whole language" approach, where learning&nbsp;involves&nbsp;all&nbsp;English language skills (Listening, Speaking, Reading, Writing) and carried out in an integrated manner (Bland, 2015, Garton &amp; Copland, 2019). They further emphasized that learning English for children was focused on listening, and if the child was ready, he&nbsp;would&nbsp;be&nbsp;able&nbsp;to&nbsp;practice speaking. Reading and writing skills will follow in time. In other words, it is very inappropriate if the teaching method/technique of the teacher only translates&nbsp;English vocabulary&nbsp;into Indonesian, or vice versa, without using it in classroom communication.

BASIC CONCEPTS OF teaching young learners 

Regarding&nbsp;this,&nbsp;teachers who teach English for children need to receive&nbsp;adequate&nbsp;education&nbsp;in&nbsp;the field of English, which is mastery of four language skills (listening, speaking,&nbsp;reading,&nbsp;writing), grammar, speech, vocabulary, teaching methodology, evaluations, and other relevant skills, such as: classroom management, singing, developing teaching materials and media. In addition to these, the teacher is also expected to have characteristics of teachers for young learners'&nbsp;&nbsp;qualities:&nbsp;&nbsp;like children, like&nbsp;humor&nbsp;and&nbsp;friendly,&nbsp;creative, can create a variety of interesting activities, can teach children to sing and do English-language games, can tell in an interesting tone of voice, patient to face children as active learners, like to give praise or reward when needed, and have high enthusiasm so that the EYL class becomes active. There are some aspects of English teacher competence: mastery of models/methods/teaching techniques that are children friendly, use classroom language as class routines, and able to be role models for students in learning English. Musthafa&nbsp;&nbsp;&nbsp;(2010; Mubar, 2015) elaborate the requirements for effective teaching English to young learners, as follow:

Unit 2 Basic Concept of TEYL (Teaching English to Young Learners)

3. Jerome S. Bruner (1915-2016) Jerome Seymour Bruner is one of the best-known and influential psychologists of the twentieth century. Bruner made great contributions to educational psychology — from cognitive psychology to learning theories. He analyzed the implications of cultural psychology on education. With it, he sought to make changes in an educational system based on reductionist ideas and memorization. He argues Scaffolding means helping children to learn by offering systematic support. Scaffolding is a process in which teachers model or demonstrate how to solve a problem, and then step back, offering support as needed. The theory is that when students are given the support they need while learning something new, they stand a better chance of using that knowledge independently. Instructional scaffolding is a process through which a teacher adds supports for students in order to enhance learning and aid in the mastery of tasks. The teacher does this by

Child Development Theories: Jerome Bruner

systematically building on students' experiences and knowledge as they are learning new skills. The social environment, i.e. social interaction with parents and teachers can make a difference in terms of offering unique, enriching experiences. Scaffolding is breaking up the learning into chunks and providing a tool, or structure, with each chunk. When scaffolding reading, for example, you might preview the text and discuss key vocabulary, or chunk the text and then read and discuss as you go (McCleod, 2019). 4. Howard Gardner (July 11, 1943-Sep 12, 2016) Howard Earl Gardner is an American <a href="https://en.wikipedia.org/wiki/Developmental_psychologist">developmental psychologist</a>. He is best known for his <a href="https://en.wikipedia.org/wiki/Theory_of_multiple_intelligences">theory of Multiple Intelligences</a>. According to his theory, humans have several different ways of processing information, and these ways are relatively independent of one another. The theory is a critique of the standard intelligence theory, which emphasizes the correlation among abilities, as well as traditional measures like IQ tests that typically only account for linguistic, logical, and spatial abilities. Since 1999, Gardner has identified eight intelligences: linguistic, logical-mathematical, musical, spatial, bodily/kinesthetic, interpersonal, intrapersonal, and naturalistic.

https://www.youtube.com/watch?v=8N2pnYne0ZA

Howard Gardner Discusses Multiple Intelligences - Blackboard BbWorld 2016 HD

(Source: https://www.youtube.com/watch?v=8N2pnYne0ZA)

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