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Consider these anecdotes:
1. An ESL teacher instructs a group of 7 children every day for 45 minutes. They sing “I’m a Little Teapot” over and over again. Standing, they make gestures to show the tea pouring out. “I’m a little teapot, short and stout, here is my handle, here is my spout. When I get it all steamed up, hear me shout, just tip me over and pour me out”. And then the group starts again…
2. In visiting a class of a successful ESL teacher, you are struck that each activity lasts no more than ten minutes, that children are usually in movement - making something, holding something, moving their hands and walking somewhere.
There are few major contrasts that we can make between child and adult ESL learners. Children are more likely to play with language than adults are. In general, children are more holistic learners who need to use language for authentic communication in ESL classes.
In a children’s class, activities need to be child centered and communication should be authentic. Several themes repeatedly come up:
• Focus on meaning, not correctness.
• Focus on the value of the activity, not the value of language.
• Focus on collaboration and social development.
• Provide a rich context, including movement, the senses, objects and pictures, and a variety of activities.
• Teach ESL holistically, integrating the four skills.
• Treat learners appropriately in the light of their age and interests. • Treat language as a tool for children to use for their own social and academic ends.
(S. Peck. Developing Children´s Listening and Speaking. IN: Marianne
Cerce-Murcia(ed). Teaching English as a second or foreign language.
Boston, Massachusstes: Heinle&Heinle. 2nd edition. 2001. Adaptado)