English as an additional language

Assignment Unit 1 Didactic Kinder

1. Assignment Unit 1 Didactica Especifica para el nivel inicial Profesora : Graciela Manzur Alumna: Bruno Silvia 2018

2. In Kindergarten English as an additional language

3. Childhood

4. Teaching English to children In pre-primary contexts Language learning has the aim of involving children in communicating activities. Language learning also help them to develop social competence and multitasking skills, at the same time, in the process of learning their imagination improve as well as their IQ.

5. To Teach English to children we have to consider: At the age of 3 They: U nderstand everything. H ear and learn new vocabulary very fast. S tart thinking in a symbolic way . B. Rodriguez Lopez y M. Varela Mendez (2004)

6. At the age of 3 children are able to speak in a way closer to the social norm. They incorporate a considerable numbers of words, and enjoy playing with sounds. Forthermore , they are able to organise their narrative ( and… Then…) however, they may have difficulties at pronouncing certain consonants and consonants clusters Ortiz & Lillo (2013, pp. 22-23)

7. At the age of 4 They : C an understand almost everything in their mother tongue . A re able to figure out the meaning of words and expressions in a second or foreign language . B. Rodriguez Lopez y M. Varela Mendez (2004)

8. Ortiz & Lillo (2013, pp. 22-23) At the age of 4 , children no longer use their jargon. They are able to elaborate longer sentences (subjects and compound predicates) they start using connectors (sometimes, where, etc.) They are able to listen for longer periods of time. Besides, they start supporting their ideas and opinions.

9. At the age of 5 They: Understand everything C orrect pronunciation problems. L earn very fast. Can support their ideas and defend their positions in front of others . B. Rodriguez Lopez y M. Varela Mendez (2004)

10. Ortiz & Lillo (2013, pp. 22-23) At the age of 5, they are able to pronounce almost all phonemes accurately. They can support their ideas and opinions, hold conversations with more than one interlocutor at the same time, and about different topics. As adults, they incorporate new words by associating them with their meanings. They can use personal pronouns correctly without confusing them.

11. As teacher of English W e are going to: Empower children to develop their creativity, curiosity and inquisitive minds. Contribute to their emotional, personal and social well-being. Develop children’s critical and creative thinking skills. Provide feedback which supports learning and assessing learning.

12. References Bland, J. (2015). Introduction. In Bland, J. (Ed.), Teaching English to Young Learners: Critical issues in Language Teaching with 3-12 Year Olds. London, Oxford, New York, New Delhi, Sydney: Bloomsbury. Enever , J. (2015). The Advantages and Disadvantages of English as a Foreign Language with Young Learners. In Bland, J. (Ed.), Teaching English to Young Learners: Critical issues in Language Teaching with 3-12 Year Olds. London, Oxford, New York, New Delhi, Sydney: Bloomsbury. Mourao , S. (2015). English in Pre-primary: The Challenges of Getting It Right. In Bland, J. (Ed.), Teaching English to Young Learners: Critical issues in Language Teaching with 3-12 Year Olds. London, Oxford, New York, New Delhi, Sydney: Bloomsbury. Rixon , S. (2015). Primary English and Critical Issues: A Worldwide Perspective. In Bland, J. (Ed.), Teaching English to Young Learners: Critical issues in Language Teaching with 3-12 Year Olds. London, Oxford, New York, New Delhi, Sydney: Bloomsbury. Images from: https://www.google.com.ar/search?q=childhood&rlz