How Teachers Can Help Children Learn a Second Language Effectively by the Teaching Satrategies They Use in Class

2209 Words Oct 23rd, 2010 9 Pages
INSTITUTO SUPERIOR DE FORMACIÓN DOCENTE Y TECNICA Nº 55
PROFESORADO DE INGLES

ENGLISH AND ITS TEACHING III
Academic Paper
HOW TEACHERS CAN HELP CHILDREN LEARN A SECOND LANGUAGE EFFECTIVELY BY THE TEACHING SATRATEGIES THEY USE IN CLASS

Student:

MONTANARI, JIMENA
TEACHER:
PROF. SARA RACKER

2010
Abstract

Play, imagination and literature are considered essential for children’s whole development. Research shows that they are concerned with the development of abstract thought and creative use of knowledge. This is one of the reasons why school curricula refer to the need to include imagination, games and literature in teaching practices. The role of them in the language class is centrally related to the ways in which people learn languages.
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Through collective games children not only learn to interact and relate socially: they share toys, interact and react according to what others are doing, they take turns, they learn to cooperate and share work; but also provides the opportunity for using the language in a natural and spontaneous way.
The use of simple games presents frameworks which encourage children to practice interaction in ways which are meaningful and also involves other cognitive skills as well as memorization, strategic, thinking, visual observation, etc. by way of illustration, Vigotsky`s words (1933) can be quoted; “through play the child develops abstract meaning separate from the object in the world, which is a critical feature in the development of higher mental functions”. What is more, as a consequence leisure activities help children build up communicative abilities through the interactive skills they are developing.
Games are not simple activities. They are tasks in that they are holistic. As Samuda and Bygate (2008) point out: “ holistic activities involve the learner in dealing with the different aspects of language together, in the way language is normally used”, that is to say, tasks require children to use phonology, grammar, vocabulary and discourse features integratelly.
Not all games can be considered rich for children’s linguistic development in a class. According to Lewis and Bedson (1999), the following categorization is useful