Unit 1 Introduction to TEYL ELC 688

Outline What is TEYL? YL vs. VYL EFL vs. ESL Elementary Foreign Language Program Models (FLES, FLEX, immersion) Rationale for early language learning Foreign Language Standards (ACTFL) Conclusion Helpful Websites ELC 688

I. TEYL This is an acronym for “Teaching English to Young Learners” In this course “young learners” refers to students who are 7 – 12 years old. ELC 688

II. YL vs. VYL YL is an acronym for “Young Learners” (7 – 12 years old) VYL is an acronym for “Very Young Learners” (under 7 years old) (Slatterly & Willis, 2001) ELC 688

III. EFL vs. ESL EFL = English as a Foreign Language This is the study of English in an environment where English is not widely spoken. ESL = English as Second Language This is the study of English in an environment where English is widely spoken. ELC 688

Although some students of TEYL may want to explore the techniques and principles of English language instruction in the US for effective teaching practice, the ESL classroom is quite different from the EFL classroom. ELC 688

The ESL classroom has a very heterogeneous student population with the goal of mainstreaming students into grade level classes. ELC 688

Whereas the EFL classroom usually has a more homogeneous group of students from the same language background and little exposure to the English in their environment. ELC 688

Therefore, we will first look at the various models of elementary foreign language programs in the United States before you consider the most appropriate approach to your classroom situation. ELC 688

IV. Elementary Foreign Language Program Models 1. FLES – Foreign Language Elementary School programs Students learn a second language as a regular school subject. 2. FLEX – Foreign Language Exploratory programs Students are exposed to other languages and cultures in general. 3. Immersion Students study regular school subjects in the second language. ELC 688

You will read about different considerations for elementary foreign language programs in Model Early Foreign Language Programs: Key Elements by Douglas F. Gilzow as well as Planning for Success: Common Pitfalls in the Planning of Early Foreign Language Programs by Curtain & Dahlberg.

Depending on the resources available to you and the schools in your country and your country’s goals for English education, you may become a supporter of one of the models we read about in more detail in this unit. Remember: Always consider what would work best for you, your school, and your country’s situation! ELC 688

V. Rationale for early language learning As you try to consider what type of early English language program or approach to teaching English is most appropriate for your situation, it is first important to develop a clear rationale for early foreign language learning. ELC 688

Advantages of an early start According to Curtain and Dahlberg (2004), one clear rationale for early foreign language learning is that a main factor in building foreign language proficiency is the amount of time learning the language. As they state, “When language learning begins earlier, it can go on longer and provide more practice and experience, leading ultimately to greater fluency and effectiveness.” (p. 395) ELC 688

In addition, children are known for being able to “pick up” language quickly and easily, so intuitively people believe that starting English instruction in elementary school will certainly boost the proficiency level of English of our next generation. Note: In the next unit we will focus on the specific characteristics of young learners that are conducive to learning a foreign language. ELC 688

In this unit, we will find that although starting language learning early has many advantages, we cannot rely on an early start alone to increase the levels of English language proficiency of our students in the long run. It’s like the expression, “You can lead a horse to water, but you can’t make him drink it.” You can expose your children to English at an earlier age, but it doesn’t mean they are going to necessarily learn or acquire it. ELC 688

Understanding this is so important for teachers and education policy makers because starting foreign language programs earlier requires much more. As you will read in Does Younger = Better? by David Nunan, programs that want to teach young learners effectively need to be “carefully planned, adequately supported and resourced, and closely monitored and evaluated.” ELC 688

VI. Foreign Language Standards In order to provide appropriate instruction and set up appropriate goals for students, it is important to begin by having clear standards and goals. For this course we will use the ACTFL Proficiency Guidelines to measure students’ proficiency. ELC 688

See www.actfl.org for more information. American Council on the Teaching of Foreign Languages See www.actfl.org for more information. The American Council on the Teaching of Foreign Languages has developed Proficiency Guidelines that can help you as a teacher measure your students’ proficiency. ELC 688

ACTFL Proficiency Guidelines See the following link for ACTFL Proficiency Guidelines for Speaking: http://www.actfl.org/files/public/Guidelinesspeak.pdf For a useful chart that summarizes the ACTFL Proficiency Guidelines for all four language skills go to: http://www.ncpublicschools.org/curriculum/second_languages/actflpg.htm ELC 688

Your country or school system may already have proficiency standards set as a part of its curriculum. If your school system has developed its own guidelines, please feel free to share them with the class by providing a link or an explanation of them on our discussion board. ELC 688

VII. Conclusion As we embark on our 10 week journey toward greater understand of TEYL, it is important to first consider the situation of English education in your country in detail. Therefore, the first assignment will be to describe the English education system in your country and the journal will be a reflection on lowering of the age of compulsory English education. ELC 688

Don’t read anything without carefully considering the application to your situation. Think of yourself as wearing a special lens over your eye. Everything that we read and learn about should be seen through the lens of your country and your situation. ELC 688

VIII. Helpful Websites These websites have lots of resources that are helpful to teachers of English to young learners. In this course, we will read articles that come from most of these websites. Please go to each one and become familiar with what these sites have to offer. English Teaching Forum: http://exchanges.state.gov/forum/index.htm British Council: http://www.britishcouncil.org/english/eyl/ Center for Applied Linguistics: http://www.cal.org/resources/digest/ English Language Teacher’s Forum: http://www.eltforum.com ELC 688

More helpful Websites IATEFL: www.countryschool.com/younglearners.htm The Internet TESL Journal: http://iteslj.org Nandu Early Language Web site: www.cal.org/earlylang/ National Network for Early Language Learning: www.nnell.org Oxford University Press Teacher’s Club: http://www.oup.co.uk/elt ELC 688

References Brewster, J. & Ellis G. (2002). The primary English teacher's guide (New Edition). Penguin. Curtain, H. & Dahlberg, C. A. (2004). Languages and children: Making the match (3rd ed.). Pearson: Boston. ELC 688

Pre-reading reflection Before doing the required readings, please reflect on the state of English education in your country. You may want to look at the assignment in this unit for ideas on what aspects of your country’s English education system to consider.

Reflect on the following questions Why does the age of compulsory English education keep lowering in your country and around the world? What are your country’s goals for English education? Considering your country’s goals for English education, what might be an ideal type of foreign language program to adopt?

Now do the readings while thinking about these questions and decide what kind of program you think would be the most appropriate or ideal for your English teaching situation.