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Tag Archives: very young learners
Exploiting L1 in the Young Learner Classroom: list of references
The following is a list of references I used when preparing my session. I have provided a link to the source if it is available online. I’m hoping to have some time soon to sit down and write a post … Continue reading
What do you mean you don’t remember?!
Working with Very Young Learners can be painfully slow going and frustrating. With the four year-olds especially, I often find myself wondering, ‘Am I really teaching them anything? Or are we just playing and singing songs?’ It seems like we’ll … Continue reading
Posted in Memory, reflections, very young learners, Young Learners
Tagged Memory, mnemonic devices, very young learners
4 Comments
Blurred lines and awkward conversations
As teachers of young learners we take on many roles. We lead our students in class, share knowledge with them, cheer them on, listen to them, protect them, arbitrate between them, care for them… the list goes on and on. … Continue reading
Getting parents involved
There are lots of reasons to encourage parents to get involved in their child’s learning of English. I won’t go into detail here but in my experience, the children who gain practice and reinforcement at home are more likely to … Continue reading
Using L1 with Young Learners
Should English teachers use the native language in class with young learners? There is an ongoing debate surrounding this question. It’s been going on for years and I’m sure the end of the discussion is nowhere in sight. A google … Continue reading
Talk Time
In keeping with my resolutions for the new school year (see previous post), I’ve added a new daily activity to my pre-school classes. I call it ‘Talk Time’ because I like alliteration and it’s simple enough for the little ones … Continue reading
Posted in Classroom Management
Tagged classroom management, talk, very young learners, young learners
6 Comments
Presenting Vocabulary to Very Young Learners
Presenting new vocabulary to young learners can be complicated because you need to get their attention, keep their attention and encourage them to participate in activities such as drilling. The routines I use in presenting new words to my students … Continue reading
Ready, Steady, Go! 