The initial stoges

It is impoĪtant that children leave their first few lessons with some
English to 'take away'. It is therefore useful to begin an English pro-
gĪamme by teaching children vocabulary for basic concepts, such as 1.4.2 Routines in the Įanguage cļassroom
numbers, colours, and so on, which can provide the basis for subsequent
activities. First lessons often focus on teaching simple greetings and Transferring to the language classroom, we can see how classroom
introductions. Pupils could also be given English names, although they routines, which happen every day, may provide opportunities for
language development. One immediate example would be in classroom
shouļd be allowed to keep their own name if they wish. Teaching pupils
a few rhymes and songs at the beginning of their course will also give
*".r"gē-..rt, suah as giving out paper and scissors for making activities.
them the impression that they are learning to speak English quickly. As a routine, this would always take basically the same form: for
example, the teacher talking to the whole class, organising distribution,
Many language pĪogrammes begin with a lesson to help pupils under-
perhaps using children as monitors; the scissors might be kept-in a box,
stand why they are learning English, which may include eliciting names
Įhe prpe, in ā cupboard. The language used would suit the task and the
of famous peopĮe who speak English and countries where English is spo-
prpīlr; leveĮ; so early stage learners might hear' George, please giue out
ken. You can ask them to think of any English words they know, such as
hamburger, tennis, footbaĮI, įeans, hoteĮ, etc. Attention can be focused on
īhe scissors. Margaret, please giue out tbe paper. The context and the
famiĮiarity of the event provide an opportunity for pupils to predict
how these words aĪe pronounced in comparison with their own lan-
guage, providing a useful introduction to the features of English pro-
meaning and intention, but the routine also offers a way to add
variation and novelty that can involve more complex language: Sam,
nunciation. The aim is to heighten children's awareness of language and
to build up their confidence. please ask euerybody if they uant uthite pa.per or black paper, or Giue
Formulaic language out a pair of scissors to each group. As the language becomes more
In the early stages of learning, not much spontaneous speech can be complex, the support to meaning that comes from the routine and the
expected from pupils. Much of the English they will learn to produce in situation helps the children to continue to understand. The increased
the initial Stages will be formulaįc language, language that iS produced as complexity of language provides a space for language growth; if the
whole chunks rather than being put together word by word. It often con- new language is within a child's ZPD, she or he will make sense of it
sists of routines or patterns which children memorize and which enable and start the process of internalising it.
them to communicate with a minimum of linguistic competence. As this Routines then can provide opportunities for meaningful language
type of language is repeated regularly, children learn it quickly and have development; they alļow the child to actively make sense of new
the impression that they can speak a lot. Such language consists of: language from familiar experience and provide a space for language
growth. Routines will open up many possibilities for developing lan-
o simple greetings: HeĮlo! How are you? / I'm fine, thank you. And you? guage skills.
o social English: Did you hąve ą nice weekend? / Hąve a nice weekend!
o routines: What's the date? What's the weather like today?
From: Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge
o classroom language: Listen. Repeat. Sit down. Work in pairs. Good.
University Press.
o asking permission: Can lftlay I go to the toilet? Cąn I clean the board?
Can I wash my hands? Can I look at a book?
. communicatįon strategies: Can you say that again, please? How do you
say ... in English, please? What does ... menn, please? I įįon't understąnd.
Can I hąve a ... please?
By hearing this language over and over, children learn to use it. These
phrases could also be written out in speech bubbles and stuck around
the classroom.

From: Brewster, J., Ellis, G., & Girard, D. (2002). The Primary EngĮish Teacher's Guįde.
New edįtįon. Harlow: Pearson Education Limited.
reocherese is a modifled form of motherese adapted to fit the level of Adulįteacher language input can take the form of
underslanding and output of a child in L l and the chļld,s all-round
maturity . a running commentary (talking aloud) about what is happening
and emotional needs. Young children need to forge their own link with
' repetition of new language and useful management language, enlarging
the teacher; and through the emotions conveyed in teocherese, they can
phrases (rephrasing) as understanding increases (repetition helps
the child
feel a close connection.
to conflrm the language to pick up and helps them to correcr mistakes)
After initial lessons, teocherese tends to be used when introducing new . reflecting back the child's language and enlarging it
material (activities, games, picture books) and scaffoļding children's thought
from their present level to a higher conceptual and |anguage leveļ. Even Child Yellow. 'ē
if some aduļts feel shy to use teccherese, the young child does not feel Mother You like the yelrow one. Here it is, Here's the yeilow one.
o
Ö0
it a
is boring or patronising; for them the over-dramatisation adds fun and Let's see.Yeļļow, red and here's the brown one, l Iike the
makes understanding and acquiring language easier: brown one, do you?
$
bO
' scaffolding concepts (see above)
Teacherese styles for interactive interacting and learning ' questions l0
' š
Voice soft, possrbly hrgher pitched than normal, caring
commands {
and friend y ' paraphrasing and recasting language introducing new struqrures and
-ę
į)
Pitch range of pitch for dramatisation and to add fun/
vocabulary. a
v)
suspense and aid management by conveyrng
mood (eg to hoid attention, <eep ordeĘ show
1.2.5 Interaction q)

disappointment, sadness) 9Ą
UPC O
(d', \L
oa(-)
Voļume vary between quiet and loud Children iearn language through a social dialogue with an older role o3_Ū Ų
model.
Stress mportant words stressed, exaggerated ntonatio ln the flrst Stages Some teachers flnd it can be useful to use -!x
Ö{
n a doįl or
i
i

('re ody of tl^e language,' soft animaļ or even a glove puppet that only speaks English to
create
Ū U H.l
^lY
\Q
LA
Ārticuļation precrse, prov ding mouth movement mode wthin added dialogue with the teacher:Īhis interaction enables the children Y.a-
to Ē
'!š
āl į"

view of child hear a role-model dialogue in English between two people as, initialry
c-)
O,ŲcCJ
bo-O) .@- v)
Speech coĪįtent children have to {lnd out how dialogue in Engrish worrcs and what ranguage
language simple, struclured to child's need and ąč } 90 bo
level of understanding, nitially single words and they have to use to reply, lt arso provides another English-speaking,person, l+-) tJJ
\Ų._bO
phrases, delrvery slower (fewer words per to ask questions and engage in diarogue with the children, which increases, Öo
.dl---
J-O q
minute) than normal speech, embedded in here_ in a naturaļ way, the amount of repetition. For this to work, Ų(roL Ų
however: the
and_now activity, more profuse than usuaļ'to ēpy"j s
inoease input for the child, adjusted
teacher has to keep alive the mystique, as weil as the fun, of the Engrish-
speaking toy, as some younger primary_aged children may begin
to feel
99,
! . -
Y
le
Ų
\
unconsciousiy to shepherd child's understanding ĘoQbo
o-uP-
L!-
too sophisticated for this type of fantasy, 'Ę _ļ
of concepts and anguage. į'Ā o

Facial expression exaggerated to aid understanding and imrtation

As English ability increases, interaction between a child and the oider btPgg
OO]'ģ
c-.1

role modeIimodels provides a chiļd with added experience ff!-c N

and gresture of sounds. in; ^Y,-
PŲL rd -gl
cJ
' a -a: 6 '-^
\\L
Eye contact spoken language (output) ^f-
Listening
to reassure and encourage
obv ous sole atlention
speal<ing (output).
' new language acquisition (input)
J
!.)Ļfc)J
V -
i r:r
+ q qė J(ģ
Reply allow longer t me for child's reply, support a rep y ' language repetition '_ \ļ

U Jā ''c..t Ėh'ī
-C l-ļ ģr)
. conflrmation and development of concepts
to increase child's output, which may include
e6 Roe,
LM6

talcing ch ld to a higher conceptual level and thus ' introductron of concepts.

}.sĒ! raZ
language level (scaffolding)