Sessions / Teaching Children
Every language teacher wishes to motivate and help their students learn and use the language. Here, a language-rich environment is a key to success. This presentation shows how to set up and manage five school-tested activities designed to maximize language use not only in an academic context, but also in the world at large. The presenters will also share how these five different activities created an increase in student participation and engagement.
This is a report of a pilot study on teaching phonics to fifth and sixth grade students in Mie, Japan. A revised course of study will be implemented in 2020 and phonics will be a new element added to the fifth and sixth grades foreign language curriculum. Due to the time constraint, we modified the Jolly Phonics approach and taught 18 sounds in two semesters. All the students enjoyed learning phonics and acquired the sounds.
This study investigates how homeroom teachers (HRTs) use English as a lingua franca (ELF) as a strategy in English lessons with assistant language teachers (ALTs) and pupils in a Japanese primary school. The use of English as a lingua franca by the HRTs has various functions such as 1) giving directions, 2) managing pupils’ behavior, 3) giving encouragement, and 4) praising, with the use of repetition (Kaur, 2012) to enhance the intelligibility.
Teachers of young learners are often focused on getting through their daily lesson plan, but how often do they think about how their students see the lesson? If teachers scaffold the lesson to pique students’ natural curiosity, personalize the content to aid understanding, and not only model what to do, but also show the students that they can accomplish language tasks, the classes will go more smoothly, leaving the teacher and students feeling more satisfied.
Online ESL teaching in the Philippines is a rising industry that requires a thorough understanding of the process in teaching and the strategies of tutors.
Phonics chants and activities are common features in elementary English classes, but are they effective for teaching phonemic awareness? This study explores their effectiveness in teaching phonemic awareness to 60 Japanese sixth graders at a public elementary school in Chiba Prefecture. After one school year of chanting phonics chants and doing a phonics activity for three months, the students’ pre- and post-test scores were compared. A statistical analysis of the data was done using R.
From 2020 a new course of study will have become a national policy requiring English to be taught through “Language Activities” at the elementary school level and at the junior high school level from 2021. How will this influence teacher trainers and English teachers working throughout the school system? The speaker will offer insight into the new course of study and the materials based on it.
A six-month mixed-methods pre- and posttest study was conducted with 187 elementary school-aged children in Costa Rica whose English teachers used a digital learning program to help students develop English and digital literacy skills. Assessment results indicated the program’s positive impact on children’s language skills, and qualitative data provided insights on how using the program helped students and teachers develop digital literacy skills. Strategies for effective use of digital programs in EFL settings are discussed.
In 2015, I presented about a multicultural children’s literature parent-child class I had started in my community using a homeschooling curriculum. This was an attempt to challenge pre-literacy with my bilingual children and their non-native English-speaking friends in the neighborhood. The following year, we expanded to a school with a curriculum focus of project-based learning (PBL). This presentation will highlight several of those projects, in addition to some of the challenges we faced along the way.
Language is not only a tool for communication, but also a framework for mental activity. Increased use of language in specific ways with preschoolers helps them develop this framework upon which higher mental skills can be built. Several techniques to verbally engage preschoolers in using English to develop their mental skills will be demonstrated through selected activities. Finally, a discussion on how these activities can be adapted for participants’ classrooms will be held.
A digital game for Chinese L1 children learning English was tested in a mixed-methods pre- and post-test study. Children used the game for 15-20 minutes a day for six months and experienced dramatic improvements in assessed language skills as well as increased motivation and interest in learning English. Lessons learned from this study have been used to adapt the game for Japanese L1 children learning English. Implications for effective digital EFL learning contexts are discussed.
Phonological awareness is considered a strong predictor of early literacy in English-speaking countries. However, does it have similar effects in a Japanese EFL context? This study explores the effectiveness of teaching phonological awareness explicitly to fourth graders in a public elementary school in Japan. The study was conducted for a year in the researcher’s homeroom class. The pre- and post-tests have shown interesting implications.
English education in Japan is changing quickly at the primary school level, where homeroom teachers are struggling with English as a full-status, evaluated class. With an awareness that English is not the exclusive property of those born into it, this presentation will focus on an ongoing national survey of over 260 so-called non-native English-speaking assistants, both Japanese and non-Japanese, contrasting results that differ from those in the researcher’s earlier studies with “Inner Circle” ALTs.
This workshop first demonstrates how to set up and manage an online intercultural exchange (OIE) project for young learners. It also reports on a case study that examines how an OIE project creates a space for children to develop learner agency. In the Q&A session, the participants will have an opportunity to explore the practicality and transferability of such projects in their own contexts.
This presentation outlines the impact of regular reading comprehension practice over 30 weeks on the high frequency word recognition development of a girl who is being raised in Japan. The results of this study showed her ability to read aloud high frequency words in the reading comprehension texts and high frequency word lists not only increased, but also her ability to read aloud increasingly complex and longer high frequency words improved over the 30 weeks.
Although learning a second language at preschool age benefits learners to achieve native-like competence and children are enrolled to English courses at a young age, learners’ cultural, social and language background should not be overlooked. The factors play a significant role in influencing L2 learners’ competency. This study examined the effect of phonological and syntactic differences of a child’s L1 (Chinese Language) towards the L2 (English Language) learning.
This longitudinal study keeps track of five novice elementary school teachers who received a yearlong preservice EFL teacher preparation program and reveal how they try to “apply the teaching methods they were trained to use” (Farrell, 2012, p. 447) in their school contexts.
This is a workshop looking at ways in which we can use real-world experiences and environmental activities to help young learners deal with anxiety and a feeling of powerlessness in an age of crises. How can teachers and communities build and participate in projects that empower children and enable them to play their part in protecting the natural environment around them?
Reading plays a vital role in acquiring a language extensively; especially, where the scope of being exposed to L2 is limited. Reading helps to know the content and the culture better. Reading strengthens the foundation of the lexical, morphological, grammatical and semantic ability of the students. We, the educators need to guide them properly. The more the students read, the more they master a language. We can say that reading is headway to mastering L2.
Due to the Covid-19 emergency, the Osaka City native English teachers (CNETs) were tasked with creating supplemental video lessons for all of Osaka’s public elementary 4th, 5th and 6th graders and all junior high school students. We made 36 videos in total. Using YouTube data metrics, we were able to assess how many students actually viewed the videos and get detailed data on their viewing habits.