Teaching approaches for young learners

2. Teaching approaches for young learners

2.1. Traditional approach

Traditional approach be inclined a used a book and the role more is important is the teacher. It is based grammatical patterns and basic words. For example: When I was primary level, I remember that which classroom only realized drills grammar, rarely orals exercise. This system gives more importance reading and writing skills and has objective taste correct sentences the grammar. The grammar mistakes to considerate deviations from the norms. The model of acquisition is acquired for repetition and communication.

2.1. Natural approach

The Natural Approach is a method developed by Terrel and Krashen in 1983. This methodology was published in "The natural approach: language acquisition in the clasroom" by Krashen. The main features of this approach are: 

We think, the most important characteristic is:


The Natural Approach is based on Language Acquisition Theory, developed by Krashen. This theory have different principles:


And finally it's a example of input level.

TPR

The TPR, total physical response, it is an approach bassed on an input rich in directives, where the children haven't to produce a verbal response. It's refer to concrete features of the environment.

What is…

The TPR, total physical responde, is based on the premise that the human brain has a biological program for acquiring any natural language; It is another unusual feature, enjoyable for teachers as well as students. This process allows a long period of development of understanding before production of language. Students are called to respond physically to verbal commands.

Source…

Communication between parents and their children combines both verbal and physical aspects. The child responds physically to the speech of their parent. The responses of the child are in turn positively reinforced by the speech of the parent. For many months the child absorbs the language without being able to speak. It is during this period that the internalization and code breaking occurs. After this stage the child is able to reproduce the language spontaneously. With TPR the language teacher tries to mimic this process in class. The method also promises double efficiency in terms of rate of learning, according to several studies in the literature and referenced in the above book.

How to use in class…In the classroom the teacher and students take on roles similar to that of the parent and child respectively. Students must respond physically to the words of the teacher. The activity may be a simple game or may involve more complex grammar and more detailed scenarios.

TPR practice can be used to practice and teach various things. It is well suited to teaching classroom language and other vocabulary connected with actions. It can be used to teach imperatives and various tenses and aspects. It is also useful for story-telling.

Because of its participatory approach, TPR may also be a useful alternative teaching strategy for students with dyslexia or related learning disabilities, who typically experience difficulty learning foreign languages with traditional classroom instruction

2.1. Comunicative approach

Syllabus is orientated to topics and focus is on communication. These topic are selected for their potential for exploring aspects of the curriculum and for developing practical competences, learning the language ítems that they need know at this moment. Learners explore these topics through a sequence of problem-solving and research task. The teacher intervenes in the selection and sequencing of tasks, and the design, and group composition. The teacher creates a learning environment which facilitates language acquisition and communication, generating opportunities for small group work and teacher-pupil communication. The variety of language is accepted and determined by the character of communicative contexts. Task for learners with varying levels of cognitive and linguistic ability and genuine everyday language is emphasized. Spoken interactions are regarded as important as reading and writing and is a student-centred approach.