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Название публикации:
«METHODOLOGY OF TEACHING ENGLISH TO
YOUNG CHILDREN»
ABSTRACT:
This article discusses the process of using advanced pedagogical methods in the teaching of young children.
Educating children is the highest goal of every educator, so this article provides information on how to teach English to children. This
article is intended for students and teachers who are learning English.
KEYWORDS:
Education, methods, audio and video textbooks, game.
INTRODUCTION:
English has become a core subject at all educational levels in India and increasing numbers of students
are learning the language due to the recognition that knowledge of English is a passport to a better career, advanced knowledge, and
communication with the world at large. As a result, parents are more interested in placing their child into an English-medium school,
(a school where subjects are taught in the English language, rather than in a local language school.) The field of English language
teaching is to some extent continually innovating and re-examining existing methods. In the past 50 years alone, English language
teaching has gone through a whirlwind of transitions in its methodology. There has also been increasing recognition that students have
different ways of learning and that many different learning and teaching methods can be effective . With regards to t he teaching of
young learners, several methods have been observed in language classrooms. The grammar-translation method had, and probably
retains, fairly widespread use around the world in that it treats language as an academic object of study. As has already been identified,
the direct method also enjoys widespread use but so do methods such as the Total Physical Response method which Harmer (2001)
identifies as being frequently employed with young learners, particularly at beginner levels.
1 Link language learning to physical activities by having children use and hear English for making things, drawing pictures,
completing puzzles, labeling pictures, matching words and pictures, playing games, acting out movements in response to instructions,
and other activities that involve hands, eyes, and ears. Teachers often make use of TPR activities (activities based on linking language
with actions, drawing on the method known as a total physical response). Many listening activities for young children use this principle,
such as activities in which children listen and respond to commands (e.g. ‘sit down, ‘turn around, ‘touch your nose’), listen and choose
a picture, listen and draw a picture or listen and number a sequence of actions in a picture. Similarly, speaking activities with young
learners may involve the use of songs, dialogues, chants, and fixed expressions that students can practice in different situations.
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2 So it should be given the privileged position in the school syllabus , and it should form a part and parcel of English syllabus
prescribed for school going children in India . Subrahmanyam says : The value of teaching poetry in English .The methodology should
be designed and focused on the development of children's language skills, taking into account the age and individual characteristics of
the structure of children's language skills. The following methods can be used to teach English to children in an interesting and
meaningful way.
Explain through songs and poems; Teach words that are difficult to understand or words that are difficult to remember, letters or phrases
that have no meaning. For example, it can be shown that it is more effective to learn the English alphabet by singing than just
memorizing it.
3 We use fun and interactive communicative activities such as games, songs, chants and stories.
Children engage in structured and free play activities to practise what they have learned in class.
Our lessons are theme-based and we nurture reading and communication through a range of activities including arts and crafts, show
and tell, role-plays and experiments.
After an initial presentation on the topic of the day, children get to work in small groups so that the teacher can give each child more
attention and help. Children also get group time with classmates, which encourages the development of social skills and the use of
English in a natural setting.
Our varied classroom activities support personal, social, emotional and physical development, problem solving, reasoning and
numeracy, knowledge and understanding of the world and creative development.
CONCLUSION: In short, teaching language to young children is not an obligation, but a fun activity, and teaching using several
effective methods can serve as a foundation for their future knowledge.
REFERENCES:
1.Baker, J. and Westrup, H. (2000). The English Language Teacher's Handbook: how to teach large classes with few resources. London:
Voluntary Service Overseas.
2.www.researchgate.net
3.Methods of Teaching English. (2004) M.E.S Elizabeth
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4.ProfessorJack.C.Richards.com
5.www.britishcouncil.hk.com (Our teaching methodology for young learners
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