Language Learning for Children
Let's talk about what to do for children first.
The next video in this series will consider teens and adults.
It is best if children can start learning a second language by age 10 or so.
If they start before that, they can be successful, but they will need clear support for their
primary language and culture as well as for their target language and culture.
The main advantage of children learning a language is that they automatically apply
the same processes they used for the L1 with their L2.
They don't need long grammatical explanations because they never had any for the L1.
Of course, they don't possess the mental processing abilities to understand detailed grammar explanations
anyway.
For children, we should remember that "play" is "learning" for them.
They learn about their world and about language by playing.
When we introduce new language in a fun and interesting way, they are motivated to use
it.
It is best that the new language feature should be something they are familiar with in their
native language.
If they don't know how to order off a menu in their first language, they are likely to
struggle with that concept in English -- the whole concept and not just the English.
Adults provide comprehensible input for the child by modifying their language.
Virtually every culture on earth has this simplification from adult to child, but there
are a few cultures that do not believe in changing their language for children.
Regardless, this interaction of real communication in the target language between adult and child
is essential to acquisition.
The more use, the more practicality, the more purpose for the target language, the more
likely acquisition will occur naturally.
The other aspect for this is that adults are the language mirror for kids.
It can be demotivating for children if every mistake is corrected in a very pointed and
detailed manner.
It is more desirable to use the "recast" method of correction with children.
When they make an error, repeat back to them with the correct language.
The adult becomes a mirror that reflects back language with correct grammar and pronunciation.
Children will unconsciously pick up on most corrections.
Before puberty, it is unlikely that any error will have a chance to fossilize.
In general, errors are a natural process of acquiring a language.
A silent period of comprehension should be expected with every beginning learner.
This is likely easier to provide to children than for adults.
Total Physical Response is a good technique for children because they can get lots of
input and practice without having to say anything.
When the output comes, speaking will develop before writing does.
Girls are usually faster speakers, so it is important to allow boys extra time for silent
comprehension.
Resist assessing young girls and boys at the same rate and in the same method because their
brains develop in different ways.
When it comes to reading, children should be taught the 26 letters of the alphabet and
the general sounds that accompany them.
While there are at least 44 sounds created by those 26 letters, most experts believe
it is best to wait until the child is a little older before explaining the other sounds.
It is important to read aloud to children.
There are also websites that will read stories to children.
This stage is important to connecting the sound with the letter on the page.
When kids are ready, they should be asked to read aloud so that they can have their
pronunciation gently corrected and they will continue to learn vocabulary and phrases.
While children will never doubt their ability to learn a second language unless they are
told how hard it is by someone else, they may get frustrated at not mastering the new
language quickly.
One way of combating a child's frustration is by getting them to memorize chunks of language.
This can be done through chants or songs.
Nursery rhymes and jokes can also provide feelings of accomplishment.
Even if the language is not extremely useful everyday, the important aspect is that they
feel successful at having learned English.
Obviously, the whole curriculum cannot revolve around nursery rhymes, but there is a reason
they are part of a child's L1 and they can be of use as part of the L2.
Remember that childrens' brains are in development from birth through shortly after puberty.
According to Piaget, from 5 to 7 years of age they are mostly concerned about themselves,
what they want to do and who they are.
The here and now is all their brain can handle.
They use intuition instead of logic.
They have limited memory; although, repetition can embed ideas permanently in their memory.
Then from 8 to 11 years-old they become conscious of concrete ideas.
Simple past, present and future have meaning to them.
They can think rationally about what they can see and touch.
Finally, from 12 to 15 years-old their brain fully develops.
It becomes capable of handling abstract concepts and theories.
They can apply rules to a variety of situations.
In summary, teaching children a second language should be kept fun and playful, relate it
to what they know in their native language, help them recognize the usefulness of the
second language, be a mirror of correct language for them, provide modified comprehensible
input, teach the alphabet and how to read aloud, provide successful language learning
experiences for them, and keep in mind their cognitive limitations.