Young learners

The Young Learners. Do you know that 40% of daily communication is spent listening. Therefore, it is essential that YLs are initially exposed to language through listening; guiding their understanding through gestures, demonstration and active engagement. This can be done simply by instructing in the target language. As previously mentioned, this age group is limited in their ability to construct meaning. Through implementing specific listening strategies such as repetition, pausing and grading language, teachers can overcome this cognitive barrier and establish a link between form and meaning for their YLs. The learners will experience more examples of successful listening, which in turn results in more confident listeners. Speaking is a complex skill in language learning, regardless of age. It is important that teachers understand the essence behind communication: interaction is the key for developing communicative competence. In class this involves group and pair work, to maximize speaking opportunities, in effect asking YLs to use their underdeveloped social skills. Understanding this paradox enables teachers to set up pair and group work more effectively. Learners also need topics that generate interest. This is even more salient with YLs, because unlike adults who have learnt the social etiquette to politely engage in topics of little personal interest, children are still developing this skill. YLs will be active participants in class only when they have something they want to talk about. Teachers who fail to understand the reasons behind non-participation may label learners as unmotivated or weak. When teaching children to read, there are further issues to consider. These include the literacy level of the learner’s first language, their interest in reading, and their language learning background. Given that some children are still developing their literacy skills, it is imperative that YL teachers respect this learning burden. Reading material needs to be short, contain repetition, and include topics of personal interest. Students also need to be taught how to recognize words. Routines that familiarize students with both the script and letter-sound relationships are useful. Developmental aims such as training students to read by running their index finger along the text helps establish good reading habits because YLs do not necessarily know what to do with printed material. Writing is considered the most difficult skill to master in another language. It is not only concerned with accuracy, but also fluency, content, organization and style. YL teachers must also consider fine motor skills and the effort needed to be able to write a single letter. Without understanding the basic principles involved in YL writing, the lesson itself is affected. Teachers underestimate the time students need for writing. Consequently, activities which may be essential for achieving lesson aims or establishing meaning are sacrificed. Furthermore, teachers cognitively overload students if the majority of the class activities require some form of writing.