Teaching Languages to Young Learners

Cambridge Language Teaching Library

By: Lynne Cameron

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Paperback | 1 January 2010

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258 Pages

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19 x 154 x 229

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Recent years have seen rapid growth in the numbers of children being taught foreign languages at younger ages. While course books aimed at young learners are appearing on the market, there is scant theoretical reference in the teacher education literature.

Teaching Languages to Young Learners is one of the few to develop readers' understanding of what happens in classrooms where children are being taught a foreign language.

It will offer teachers and trainers a coherent theoretical framework to structure thinking about children's language learning. It gives practical advice on how to analyse and evaluate classroom activities, language use and language development. Examples from classrooms in Europe and Asia will help bring alive the realities of working with young learners of English.

Industry Reviews

'The book ofers an excellent, in-depth insight into how children learn and how teachers can promote their learning potential. The thought-provoking questions and analysis of classroom data urge teachers to re-evaluate and re-confirm their choice of tasks and the demands they make on children. Verdict: ***** British Council Network News 'Excellent. Fills a gaping hole in the available literature and provides teachers serious about their professional development with a sound theoretical basis for their teaching, as well as lots of practical ideas.' TEFL Farm

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Preface	p. xi
Acknowledgements	p. xvi
Children learning a foreign language	p. 1
Taking a learning-centred perspective	p. 1
Piaget	p. 2
Vygotsky	p. 5
Bruner	p. 8
From learning to language learning	p. 11
Advantages to starting young with foreign languages	p. 16
The foreign language: describing the indivisible	p. 17
Summary of key learning principles	p. 19
Learning language through tasks and activities	p. 21
The task as an environment for learning	p. 21
Task demands	p. 22
Task support	p. 25
Balancing demands and support	p. 26
The importance of language learning goals	p. 28
Defining 'task' for young learner classrooms	p. 29
Stages in a classroom task	p. 31
Hani's Weekend: Possible preparation and follow-up activities	p. 32
Task-as-plan and task-in-action	p. 35
Learning the spoken language	p. 36
Learning the spoken language: guiding principles	p. 36
Discourse and discourse events	p. 37
Meaning first	p. 38
Analysis of a task-in-action	p. 42
Discourse skills development in childhood	p. 51
Effective support for children's foreign language discourse skills	p. 58
Short activities for learning the spoken language	p. 60
Supporting the spoken language with written language	p. 66
Using dialogues	p. 68
Summary	p. 70
Learning words	p. 72
Introduction	p. 72
Vocabulary development in children's language learning	p. 73
Organisation of words in a language	p. 81
Learning and teaching vocabulary	p. 83
Children's vocabulary learning strategies	p. 92
Summary	p. 94
Learning grammar	p. 96
A place for grammar?	p. 96
Different meanings of 'grammar'	p. 98
Development of the internal grammar	p. 101
A learning-centred approach to teaching grammar: background	p. 105
Principles for learning-centred grammar teaching	p. 110
Teaching techniques for supporting grammar learning	p. 111
Summary	p. 121
Learning literacy skills	p. 123
Introduction	p. 123
Literacy skills in English	p. 124
Factors affecting learning to read in English as a foreign language	p. 134
Starting to read and write in English as a foreign language	p. 139
Continuing to learn to read	p. 150
Developing reading and writing as discourse skills	p. 154
Summary and conclusion	p. 157
Learning through stories	p. 159
Stories and themes as holistic approaches to language teaching and learning	p. 159
The discourse organisation of stories	p. 160
Language use in stories	p. 163
Quality in stories	p. 166
Choosing stories to promote language learning	p. 167
Ways of using a story	p. 169
Developing tasks around a story	p. 175
Summary	p. 179
Theme-based teaching and learning	p. 180
Issues around theme-based teaching	p. 180
Theme-based teaching of a foreign language	p. 181
Planning theme-based teaching	p. 184
Learning language through theme-based teaching	p. 191
Increasing target language use in theme-based teaching	p. 195
Summary	p. 197
Language choice and language learning	p. 199
Introduction	p. 199
Patterns of first language use in foreign language classrooms	p. 200
Dynamics of language choice and use	p. 205
Taking responsibility, making choices	p. 209
Summary	p. 213
Assessment and language learning	p. 214
Issues in assessing children's language learning	p. 214
Principles for assessing children's language learning	p. 218
Key concepts in assessment	p. 222
Teacher assessment of language learning	p. 228
Self-assessment and learner autonomy	p. 233
Use of assessment information	p. 238
Messages from assessment	p. 240
Issues around teaching children a foreign language	p. 241
Review of ideas	p. 241
The need for research	p. 242
The need to develop pedagogy	p. 243
Teaching foreign languages to children	p. 246
References	p. 247
Index	p. 256
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Teaching Languages to Young Learners

Cambridge Language Teaching Library

At a Glance

Paperback

Industry Reviews

Shipping

How to return your order

Defective items

You Can Find This Book In

Cambridge English Language - Reading, Writing, Grammar, Listening

Sociolinguistics and Language Teaching

Cambridge Applied Linguistics : Cambridge Applied Linguistics