Teaching English for Young Learners: Seminar Resume

Main Room 1

Speakers : Prof. Bachrudin Musthafa, M.A., Ph.D. 

Topic : “Essential in TEYL for Indonesian Elementary Schools: An update for 2020 Challenges in Teaching English as a foreign language (EFL) to young learners in indonesia

1. English in Indonesia has the official status of foreign language (EFL) This FL status has consequences: lack of exposure, lack of egagement: and lack of suppor

2. Issues of teachers; confidence and capabilities in teaching EFL to young learners

3. Issues of sponsorship

Part C : Learning from excellent TEYL Programs and Responding to the Challenges

1. TEYL Comes in different forms and intensity of practice

a. modest time ( 1-1,5 hours per week) --- Very Weak Impacts

b. significant time (20-30% usinf English to teach other subject) --- STRONGER IMPACT

c. substantial time ( 50-90% using English to teach other content subjects) --- STRONGEST IMPACT

1. Effective Teacher of English Can fluently use English for functional communicative purposes, including for instructional purposes. ( effective English teachers are disciplined in using English) Excellent teachers of English know who children are and how these children learn.

a.   Children learn from direct experiences;

b.  Children learn from hands-on physical activities;

c.   Children thingking is embedded in there-and-now context of situation;

d.  Children learn holistically from whole to parts using scripts;

e. And children have a short memory spam

By referring to these participant, teachers help increase children’s learning motivation beacuase they can see for themselves that English is useful.

2.  Excelent English Teachers to Young Learners Know How Children Acquire a Language. A handy rule is as follows: exposure engagement and supports these three components represent a requirement for learning to happen :

--- exposure to English (where children are exposed to language in use which can serve as examples to learn from)

--- engagement ( where children are provided with opportunities to use and work with English; and

---- consistent supports (where the learners see for themselves that learning a language is useful and the language they learn is recognized as prestigious)

Excellent English teachers take a responsibility to ensure children's English learning

1. Use English to provide exposure to functional

2. Provide print-rich environtment in English (e.g., pictures with captions)

3. Focus on functional English for vocabulary development and immediate communicative needs fulfillment.

4. Reiterate often to ensure acquisition.

5. Establish useful, acquisition promoting routine

D. Can Indonesia Handle the Challenge?

1. Choose only excellent TEYL teachers to be assigned to teach in class.

a. The teachers should be proficient in English (both spoken and written).

b. The teachers should be conversant with the notion of who children are and how children learn.

2 Teachers of English should be disciplined in using English as much as possible during teaching-learning process.

3. Apply a merit-system in managing teachers' work and payment. Introduce contract-based assignment of teachers in the school system.

Parallel Session 1 Asst. Prof. Rolando P. Quinones, Jr., MA. Ed., TESOL “From Traditional to Digital: Quality Instructions and Materials Preparation for Online English Instructions for Distance Learners”.

The Ususal Isues In Online Instructions In The Phillipines

·       Connectivity Isuues

·       Weak signal for mobile connection

·       Paid subscription platform are off and on too

·        Failure to adjust to onlinemode of learning and/orinstructionsMismatch of learners' learning style to the online mode

INSTRUCTIONS IN THE MIDST OF THE PANDEMIC

1. We need to ensure that we are still able to deliver quality instructions with the help of technology

2. Technology use will be maximized with considerations to the capacities and limitations of the situation most especially, of the students and the teacher/instructors

3. Run a quick survey or conduct an informal interview (online) to have an audit of the students’ capacity to connect online

4. The survey may also be used for knowing the learners preferred online activities in learning English.

BEFORE:

1. Students had to go to the schools.

2. Students had to submit tangible outputs/projects.

3. Pen and paper exams.

After:

1. Student needs to go to online.

2.Students have to upload and send their academic outputs via e-mail or drives.

3. Online examinations/virtual outputs.  

Syncronous Learning: Activities that happen in real time, usually via videoconferencing	Asyncronous Learning: Online Learning activities that students can do on their own and their own pace, within a reasonable time frame
Live Class	Google Clasroom
Consultan period	Printed Textbooks
Online check in and Check Out	Koobits Minscore and scilearn
Weekly Synthesis	Extracurricular activities (ECA)
Quarterly Assesment

 

CHOOSING THE MATERIALS IN PREPARATION FOR THE LISTENING ACTIVITIES?

1. Choose what's accessible for you and your students that they do not need to go out of their homes.

2. Choose affordable materials, if not, free ones Make sure that your learners have quality headphones/headsets so they will hear you clearly

3. Make sure that your microphone is not static or grounded

4. Make use of available online resources but make it sure that the sites are working at the time of your lesson

 

Skills & Strategies

Skills

Identify Main ldea & Details, Determine Author's Purpose, Make Connections, Ask Questions, Identify Cause & Effect, Make Inferences, Classif'y & Categorize, Compare &Contrast, Draw Conclusions, Determine Fact & Opinion, Describe Figurative Language, Understand Text Structure, Identify Genre, Describe Plot, Identify the Point of View, Make Predictions, Sequence Events, Describe Story Structure, Identify Explicit Information in Non-fiction Text Determine Theme Summarized.

 Strategies

Make Connections, Ask Questions, Make Inferences Visualize, Determine Important Information, Monitor Comprehension, Understand Text Structure

Parallel Session 2 Yuna Tresna Wahyuna, S.S., M.Hum 

TOPIC: The Three Period Lesson: A Key Part of The Montessori Method 

 

Who Was Maria Montessori?

Dr. Maria Montessori (1870-1952) was an Italian physician and anthropologist who devoted her life to understanding how children develop socially, intellectually, physically, and spiritually. By carefully observing children all over the world, she discovered universal patterns of development which are found in all children regardless of their culture or the era in which they live.

Montessori Method 

The montessori method is founded on Maria Montessori's educational philosophy

The teacher's role is to prepared the classroom, and observe and guide their students in learning. As a result, children progress at their own pace, according to their own abilities.

Principle of Montessori 

1. Follow the child

Children are free to choose and work on activities at their own pace. Here, they experience a combination of freedom and self-discipline, as guided by the environment and the teacher.

2. Through work in the montessori environment, children learn to develop concentration, self-discipline,and a love of learning

The Three Period Lesson

Purpose of Three Period Lesson is to introduce a concept or vocabulary and demonstrate the purpose of a material

In simple terms, the three steps, or periods, are:

1. Naming (Introduction) "This is a dog."

2. Recognizing (Identification) "Show me the dog."

3. Recalling (Cognition) "What is this?"

1. The First Period: "This is _______."

You have been naming people, places, and things for your baby from the very beginning. These names are used over and over, clearly isolating and identifying objects with one-word descriptions.

The baby hears the sounds and begins to understand language. Children will not distinguish differences at this early age - for example all people may be "mama" or all animals might be called "dogs." Lots of names are learned before a child learns to speak, and understanding often comes before a child is able to verbalize.

2. The Second Period: "Show me ______."

This stage of learning is the longest, and your child needs to have many, many experiences hearing the names of things.

You may have noticed that your child looks in the direction of an object you name. She is indeed connecting the word with the object. Later, your little one understands simple instructions. Montessori identified how important movement is for learning, so play games that incorporate movement. For example, ask your child to find the ball and bring it to you. Peek-a-Boo games help children learn during the second period. "Where is Teddy? There he is!" Naming games are fun for children whether reading together, riding in the car, or playing "I Spy" at home. "Where's the horse?" "Find the red balloon." "Where is your excavator?"

3. The Third Period: "What is this?"

Although some call the third period "the test," don't ask your child a vocabulary question until you know he will be successful. Recall how delighted you were when your child first said "Mama" or "doggie." When the child can name something, it signals cognition, the third step of learning. If you ask, "What is this?" your child might not know. This tells you that more repetition and experience is needed. Never indicate that your child has failed. Just go back to the second period. Play more naming games, reintroduce vocabulary while you talk about what you see, and then enjoy your child's amazing "absorbent mind."

"The purpose of the three-period lesson is to help the child to better understand...and to allow you to see how well the child is grasping and absorbing what you are showing him.

—Elizabeth Hainstock, Teaching Montessori in the Home