1. TEACHING ACROSS AGE LEVELS By: Marisol Barraza

2. Children are superior toadultswhenit comes learning a languagesuccesfully. Whyisthis a myth?

3. TEACHING CHILDREN Whatfactorsmustbeconsideredwhenteachingchildren?

4. INTELLECTUAL DEVELOPMENT • Children 7-11: Concrete OperationalStage (Piaget, 1972) • At this age have difficulty using deductive logic. (from general to specific) • Example: All oranges are fruits All fruits grow on trees Therefore, all oranges grow on trees.

5. INTELLECTUAL DEVELOPMENT Children are centered in: • thehere and now. • Thefunctionalpurposes of language. Children cannot understand the use of metalanguage used to explain linguistic concepts. (grammar, structures)

6. In theclassroom • Don't use metalanguage to explain grammar • Avoid rules stated in abstract terms (grammar activities) • Certain patterns may be taught if the teacher is able to show the students. • Certain patterns require more repetition (meaningful)

7. ATTENTION SPAN Comparedtoadults, childrenhave short attentionspan. Whyisthisnotentirely true?

8. ATTENTION SPAN Childrenhave short attentionspanfor material thatis: • Boring • Useless • Difficult In theclassroom, Lessonshavetobeinteresting. What do teachersneedto do?

9. In theclassroom • Designactivitiesthat capture thestudents´immediateinterest (here and now) • Providevariety in activities • Theteacherneedstobeanimated, lively and enthusiastic. • Theteacherneedstohave a sense of humor. • Tapintothestudents´curiosity.

10. SENSORY INPUT • Childrenneedtohaveallfivesensesstimulated: Hearing Seeing Smelling Tasting Touching What do teachers need to do in the classroom?

11. In theclassroom • Complementyourlessonswithphysicalactivities (TPR, role play, games) • Projects and handsonactivities (words,structures, practicemeaningfullanguage) • Smelling, tasting, touching and Audiovisuals • Nonverballanguage (gestures and bodylanguage)

12. AFFECTIVE FACTORS Children are notaffectedbytheinhibitionsthat block adults in theirlearning. Whyisthis a myth?

13. AffectiveFactors Childrenhavemanyinhibitions and are more fragilethanadults: • Extremelysensitivetoclassmates • Their egos are ontheprocess of beingshaped What do teachersneedto do in theclassroom?

14. In theclassroom • Have students laugh at each others errors • Be patient and supportivebutfirm in yourexpectations • Encourage oral participation as much as possible (evenfromthequietones)

15. AUTHENTIC, MEANINGFUL LEARNING • Childrenwillbeinterested in learning a languageifthey can use itfor HERE and Now.

16. In theclassroom • Avoid stilted language (not common) • Use context embedded language (in a context: dialogues, story lines, familiar situations and characters) • Use the whole language approach (Language as a vehicle for communication)

17. TeachingAdults • Many rules toteachingchildrenmayapplytoteachingadults. • Adultshavesuperior cognitiveabilitiesthanchildren • They can create mental imagesand dealwithlanguagethatisnotembedded (isolated). • Adultshavetheselfconfidencethatchildrenlack.

18. In classAssignment • Divide intotwogroups. Prepare a comparison chart of `thingsto do and thingstoavoidwhenteachingchildren, teenagers and adults.