The child as a learner

Submitted by admin on 19 July, 2006 - 13:00

This is the first in a two-part article which explores how young children learn languages and
what we as teachers can do to help them and their parents to make this process more
enjoyable and positive.

When to start language learning

What stops children from learning

How children learn languages

Getting parents involved

Get to know how your children learn

When to start language learning

Most experts believe that when a child is introduced to a second language at an early age
their chances of becoming more proficient in the target language will be higher. However, it
is not necessarily true to say "the earlier the better". It is suggested that the most efficient
time to learn another language is between 6 and 13.
However, children who learn in pre-to-early teens often catch up very quickly with children
who learn from an earlier age. Also this does not mean that languages cannot be learnt later
in life. The experience and environment at school and how language is taught and practised
play a vital role in language acquisition, regardless of how young or old the child is.
Whatever the age, when children learn a second language they develop skills that will help
to create opportunities in their future. They acquire the lifelong ability to communicate with
others under diverse circumstances. Indeed, regardless of the level of proficiency, learning a
second language and learning about different cultures generally broadens a child's outlook
on life. It also opens up alternative educational and career opportunities.
What stops children from learning

Feeling uncomfortable, distracted or under pressure

Feeling confused by abstract concepts of grammar rules and their application which
they cannot easily understand

Activities which require them to focus attention for a long time

Boredom

Being over-corrected

Reading the list above, you may be surprised at the number of items that remind you of
traditional educational practices. In fact, research does suggest that traditional classroom
teaching may have the effect of preventing
rather than helping children to learn better. You cannot force a child to learn. You can only
provide a conducive environment, useful resources, and carefully structured input and
practice opportunities.
How children learn languages
Children learn by:

Having more opportunities to be exposed to the second language

Making associations between words, languages, or sentence patterns and putting

things into clear, relatable contexts

Using all their senses and getting fully involved; by observing and copying, doing
things, watching and listening

Exploring, experimenting, making mistakes and checking their understanding

Repetition and feeling a sense of confidence when they have established routines

Being motivated, particularly when their peers are also speaking/learning other
languages

Getting parents involved

Children also like their parents to be involved and understand what and how they are
learning. Here are some tips and advice you can give to parents to help them support their
child as a learner.
Tips for parents 58k

How you can help your child to learn another language

Get involved with their learning

Be interested in what happens in your child's English lessons

Even if you do not know any English yourself, there are many things you can do to
support your child's learning

Tips
1. Talk to the teacher to find out how English is taught at school:

Become familiar with the materials used at school.

Ask about your child's progress regularly and make sure you attend your child's
parents' day / evening.

Check what they have to do for homework each day and set up a routine and regular
time for doing homework.

2. Learn more about the language yourself:

Engage your child in conversations about what they learnt in school and learn along
with them.

Study English with your child.

Have them teach you some new language.

3. Motivate them! Make learning fun and stress free.

Here are some language learning games you can play with your child:
Bingo - Use numbers, letters of the alphabet, or word families: furniture, fruits, sports, jobs,
colours, actions.
Memory - Put 10 everyday objects on a tray. Say what they are in English, cover them. Can
your child remember what's there and tell you in English? You can also use photos from
magazines or newspapers of different word families.
Alphabet Game - Say a letter of the alphabet. Can your child find an animal, something to
eat, etc. beginning with that letter? Or ask your child to write five words beginning with one
letter.
I-Spy - Say that you are thinking of something beginning with a letter. Your child has to guess
what it is.
Example. "I spy with my little eye, something beginning with W." "Is it water?" "No." "Is it
Window?" "Yes!"
Twenty Questions - Think of an object or animal. Your child has to ask questions to find out
what it is.
Example: "Is it big?" "No." "Is it very small?" "No." etc
Definition Game - Give your child a definition, they have to guess what you're defining.
Example: "It is very big and it has a long nose." "Is it an elephant?" "Yes!"

Treasure Hunt - Your child has to find the things, or follow the clues you've written in
English.

Get to know how your children learn

Each child has their own way of learning. It is a complex mixture of a number of different
personality factors, some of which are explained below. Research shows that all types of
learners can be successful second-language learners. Try to evaluate the methods your
children are using, and introduce them to different ones if they're not working.
Using what you know about your child try to see which styles below would suit them best.
Dominant Senses
Some prefer using pictures and reading (Visual learners), some like listening to explanations
and reading aloud (Auditory learners), others need some kind of physical activity to help
them learn (Kinesthetic learners).
Interaction Preferences
Some children are outgoing and sociable and learn a second language quickly because they
want to be able to communicate quickly (Interpersonal). They do not worry about mistakes,
and are happy being creative with the limited resources they have acquired.
Other children are more reflective and quiet (Intrapersonal). They learn by listening and by
observing what is happening and being said around them. They may be cautious about
making mistakes but can be much more accurate.
Analytical processes
Some children need to have everything clearly explained to them piece by piece so that they
can understand how things work (Deductive). These children like rules and patterns that are
easy to apply to the world they live in. They need explicit explanations and often ask "Why?"
a lot.
Others prefer to work out the rules of what they are learning for themselves based on their
experience (Inductive). These children like asking questions and having their answers
confirmed or corrected. They are more likely to tell you what they understand to be the
truth and then ask you to agree with them.
The second part of this article will deal with how to handle mistakes and how to promote a
positive classroom
environment.
Isela Shipton, Alan S. Mackenzie and James Shipton, British Council