ELT Journal · 2003 · 207 citations · 1 references
EducationSecondary EducationTeachingLanguage EducationLanguage PedagogySecond Language EducationChild Language AcquisitionEnglish Language LearningLanguage LearningSecond Language AcquisitionSecond Language DevelopmentForeign Language InstructionForeign Language PedagogyYoung Learners
The expansion of teaching English to young learners raises concerns about sustaining motivation over a decade and the varied language levels they bring to secondary classrooms, highlighting the need for a deeper understanding of child language acquisition to inform ELT practice. The study argues that expanding TEYL poses challenges to ELT and that early instruction alone does not guarantee higher language standards without corresponding improvements in teacher education and secondary language teaching. The authors identify two central aspects of child foreign language learning—searching for meaning in language use and the demands of initial literacy. The study concludes that TEYL expansion requires rethinking the concept of language, developing suitable assessments, adjusting approaches at the secondary transition, and making realistic teacher training decisions.
This paper argues that the continuing expansion of teaching English to young learners (TEYL) brings challenges to the wider ELT field. It discusses why starting younger may not bring automatic improvement to language standards unless teacher education and secondary language teaching both rise to the challenges of the new situation. Young learners will need to be motivated to continue learning for ten or so years, and will bring very mixed levels of language to the secondary classroom. Responses from other sectors of ELT, as well as the development of effective TEYL, can benefit from deeper understanding of how children approach language learning. Two key features of child foreign language learning are summarized: children's search for meaning in language use, and the demands of initial literacy. Implications include rethinking the construct ‘language’, developing appropriate assessment, a change in approach at the switch to secondary level, and making realistic decisions about training teachers.
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