English Language Acquisition in Early Childhood Education

ELEANITZ PROIEKTUA

The methodology is centred on the child’s psycho-cognitive needs. The sequencing of linguistic contents is done according to natural language acquisition processes and the classroom contexts. (Indirectly)

At the age of 4, children start learning English because of their flexibility and capabilities.

To learn a language it is necessary to use it, so the teacher has to create an “Only English” communicative situation. (Interaction)

Their basic teaching technique is “the format”.

There are two different types of formats:

1. Non-narrative formats are everyday repetitive situations; for example, beginning a class.
2. Narrative formats are collective and repeated dramatisations of stories based on life experiences; for example, role-playing.

After doing the role-playing performances, they do different activities to practise and learn the linguistic elements.

INEBI

Inebi is the use of English while working on other subject's content. It is related to CLIL and communication. Inebi introduces English to 4-year-old pupils.

Inebi has two aims:

1. To improve the pupil’s competence
2. To improve the teacher’s teaching practise

Language is considered a communication tool and learned by using it in interactive situations and integrating contents. Besides, to communicate in English, sometimes the children's mother tongue is used.

The teacher

The teacher proposes cognitive challenges to foster intrinsic motivation and find a balance between accuracy and fluency.

Pupil’s autonomy

Pupil’s autonomy is sought by involving learners in content decisions (for example, the planning)

The didactic units

The didactic units contain 4 parts: Introduction, Activity sequence, Appendix and Evaluation.

Each unit lasts 3 units per school year.

The lesson

The lesson has a structure with different steps.

Systematic activities used in an Inebi lesson are often related to:

• Routines
• Planning and evaluation
• Writing a diary
• Games, songs, stories
• ICTs

The evaluation

The evaluation is a continuous and individual process; that is, ‘oral situations’, ‘written situations’, ‘attitude’, ‘non-linguistic performance’.

When a child is involved in a task (game, puzzle, quiz…) he/she is learning language but his/her mind is occupied in the task and not in the language he/she is using.

The same process that takes place in the learning of the mother tongue, takes place here: they acquire the language through immersion and use, not in a conscious way but “indirectly”.

This unconscious learning stimulates spontaneous and fluent use of the language.

(We must take into account that, as they grow older and have a deeper knowledge of the language, conscious or direct learning is also introduced in the process).