Introduction to TEYL

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Unit 1

• Introduction to TEYL

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Outline

1. What is TEYL?
2. YL vs. VYL
3. EFL vs. ESL
4. Elementary Foreign Language Program Models (FLES,
   FLEX, immersion)
5. Rationale for early language learning
6. Foreign Language Standards (ACTFL)
7. Conclusion
8. Helpful Websites

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I. TEYL

• This is an acronym for
• Teaching English to Young Learners
• In this course young learners refers to
  students who are 7 12 years old.

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II. YL vs. VYL

• YL is an acronym for Young Learners
• (7 12 years old)
• VYL is an acronym for Very Young Learners
  (under 7 years old)
• (Slatterly Willis, 2001)

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III. EFL vs. ESL

• EFL English as a Foreign Language
• This is the study of English in an environment
  where English is not widely spoken.
• ESL English as Second Language
• This is the study of English in an environment
  where English is widely spoken.

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• Although some students of TEYL may want to
  explore the techniques and principles of English
  language instruction in the US for effective
  teaching practice, the ESL classroom is quite
  different from the EFL classroom.

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• The ESL classroom has a very heterogeneous
  student population with the goal of mainstreaming
  students into grade level classes.

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• Whereas the EFL classroom usually has a more
  homogeneous group of students from the same
  language background and little exposure to the
  English in their environment.

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• Therefore, we will first look at the various
  models of elementary foreign language programs in
  the United States before you consider the most
  appropriate approach to your classroom situation.

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IV. Elementary Foreign Language Program Models

1. FLES Foreign Language Elementary School
programs Students learn a second language as a
regular school subject. 2. FLEX Foreign
Language Exploratory programs Students are
exposed to other languages and cultures in
general. 3. Immersion Students study regular
school subjects in the second language.
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• You will read about different considerations for
  elementary foreign language programs in Model
  Early Foreign Language Programs Key Elements by
  Douglas F. Gilzow as well as Planning for
  Success Common Pitfalls in the Planning of Early
  Foreign Language Programs by Curtain Dahlberg.

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• Depending on the resources available to you
  and the schools in your country and your
  countrys goals for English education, you may
  become a supporter of one of the models we read
  about in more detail in this unit.
• Remember Always consider what would work best
  for you, your school, and your countrys
  situation!

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V. Rationale for early language learning

• As you try to consider what type of early
  English language program or approach to teaching
  English is most appropriate for your situation,
  it is first important to develop a clear
  rationale for early foreign language learning.

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Advantages of an early start

• According to Curtain and Dahlberg (2004), one
  clear rationale for early foreign language
  learning is that a main factor in building
  foreign language proficiency is the amount of
  time learning the language. As they state, When
  language learning begins earlier, it can go on
  longer and provide more practice and experience,
  leading ultimately to greater fluency and
  effectiveness. (p. 395)

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• In addition, children are known for being able
  to pick up language quickly and easily, so
  intuitively people believe that starting English
  instruction in elementary school will certainly
  boost the proficiency level of English of our
  next generation.
• Note In the next unit we will focus on the
  specific characteristics of young learners that
  are conducive to learning a foreign language.

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• In this unit, we will find that although
  starting language learning early has many
  advantages, we cannot rely on an early start
  alone to increase the levels of English language
  proficiency of our students in the long run.
• Its like the expression, You can lead a
  horse to water, but you cant make him drink it.
  You can expose your children to English at an
  earlier age, but it doesnt mean they are going
  to necessarily learn or acquire it.

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• Understanding this is so important for
  teachers and education policy makers because
  starting foreign language programs earlier
  requires much more.
• As you will read in Does Younger Better? by
  David Nunan, programs that want to teach young
  learners effectively need to be carefully
  planned, adequately supported and resourced, and
  closely monitored and evaluated.

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VI. Foreign Language Standards

• In order to provide appropriate instruction
  and set up appropriate goals for students, it is
  important to begin by having clear standards and
  goals. For this course we will use the ACTFL
  Proficiency Guidelines to measure students
  proficiency.

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ACTFL

• American Council on the Teaching of Foreign
  Languages
• See www.actfl.org for more information.
• The American Council on the Teaching of
  Foreign Languages has developed Proficiency
  Guidelines that can help you as a teacher measure
  your students proficiency.

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ACTFL Proficiency Guidelines

• See the following link for ACTFL Proficiency
  Guidelines for Speaking http//www.actfl.org/file
  s/public/Guidelinesspeak.pdf
• For a useful chart that summarizes the ACTFL
  Proficiency Guidelines for all four language
  skills go to http//www.ncpublicschools.org/curri
  culum/second_languages/actflpg.htm

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• Your country or school system may already have
  proficiency standards set as a part of its
  curriculum. If your school system has developed
  its own guidelines, please feel free to share
  them with the class by providing a link or an
  explanation of them on our discussion board.

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VII. Conclusion

• As we embark on our 10 week journey toward
  greater understand of TEYL, it is important to
  first consider the situation of English education
  in your country in detail.
• Therefore, the first assignment will be to
  describe the English education system in your
  country and the journal will be a reflection on
  lowering of the age of compulsory English
  education.

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• Dont read anything without carefully
  considering the application to your situation.
• Think of yourself as wearing a special lens
  over your eye. Everything that we read and learn
  about should be seen through the lens of your
  country and your situation.

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VIII. Helpful Websites

• These websites have lots of resources that
  are helpful to teachers of English to young
  learners. In this course, we will read articles
  that come from most of these websites. Please go
  to each one and become familiar with what these
  sites have to offer.
• English Teaching Forum http//exchanges.state.go
  v/forum/index.htm
• British Council
• http//www.britishcouncil.org/english/eyl/
• Center for Applied Linguistics
  http//www.cal.org/resources/digest/
• English Language Teachers Forum
  http//www.eltforum.com

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More helpful Websites

• IATEFL
• www.countryschool.com/younglearners.htm
• The Internet TESL Journal
• http//iteslj.org
• Nandu Early Language Web site
• www.cal.org/earlylang/
• National Network for Early Language Learning
  www.nnell.org
• Oxford University Press Teachers Club
  http//www.oup.co.uk/elt

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References

• Brewster, J. Ellis G. (2002). The primary
  English teacher's guide (New Edition). Penguin.
• Curtain, H. Dahlberg, C. A. (2004). Languages
  and children Making the match (3rd ed.).
  Pearson Boston.

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Pre-reading reflection
Before doing the required readings, please
reflect on the state of English education in your
country. You may want to look at the assignment
in this unit for ideas on what aspects of your
countrys English education system to consider.
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Reflect on the following questions

• Why does the age of compulsory English education
  keep lowering in your country and around the
  world?
• What are your countrys goals for English
  education?
• Considering your countrys goals for English
  education, what might be an ideal type of foreign
  language program to adopt?

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• Now do the readings while thinking about these
  questions and decide what kind of program you
  think would be the most appropriate or ideal for
  your English teaching situation.