Let Them Write

Nesrin Oruç, Turkey

Nesrin Oruç is an Asst. Prof. Dr. working at İzmir University of Economics, School of Foreign Languages. Her main interest areas are, Second language acquisition and teaching and assessment of writing. She has published many articles in national and international journals and she is the co-author of two writing coursebooks. E-mail: nesrin.oruc@ieu.edu.tr

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Introduction
Teaching English as a foreign language to young learners
In the classroom
Teaching writing to young children
The importance of writing
Promoting writing
Correction
Conclusions
References

Introduction

All young children are highly motivated to learn language. Surrounded by love and attention, encouraged and complimented for all their vocal efforts, they continually make every attempt to communicate.

Young children learn their mother language slowly over a number of years. There is no pressure; every advance is enthusiastically welcomed. When it becomes necessary for children to learn English as a second language at school, the atmosphere is very different. There is considerable pressure on them to learn the new language quickly (Orr, 1999).

As English becomes more and more accepted as an international language, it is increasingly included in primary curricula, where in my country it is often taught by non-native teachers. Although these teachers are trained as primary school teachers, they are not necessarily language teachers who are specifically trained on language teaching. As everybody knows the years at primary school are extremely important in children’s intellectual, physical, emotional, and social development. In that process children go through a series of stages, progressively acquiring skills thought necessary by the society they live in. Brown (1993) lists the stages stated above as follows:

• neurological considerations
• pyschomotor considerations
• cognitive considerations
• affective considerations
• linguistic considerations

On the physical side, children need to develop balance, spatial awareness, and fine control of certain muscles in order to play sports and perform everyday actions such as dressing, cleaning teeth, colouring, drawing and writing.

Socially, children need to develop a series of characteristics to enable them to fit into society, to become aware of themselves in relation to others, to share and co-operate, and to be assertive without being aggressive. These social skills vary from culture to culture and generation to generation and often form part of the ‘hidden curriculum’, although they are increasingly being defined by Education Ministries.

Finally, it is increasingly recognized that children need to ‘learn how to learn’ (Ellis 1991). This means that their education and learning should not be confined to their classroom, textbooks, and teacher, but that we should help them to acquire skills and independence that will enable them to continue learning outside and beyond school. This implies that they need to be able to accept criticism and become self-critical, to be aware of how they learn, and to organize their work, and to be open and interested in all that surrounds them.

All these mean that young learners’ teachers have a much wider responsibility than the mere teaching of a language system: they need to bear in mind the education of the whole child when planning their teaching programme.

Teaching English as a foreign language to young learners

The way children learn a foreign language, and therefore the way to teach it, obviously depends on their developmental stage. It would not be reasonable to ask a child to do a task that demands a sophisticated control of spatial orientation (for example, tracing a route on a map) if this skill is not yet developed. On the other hand, beginners of 11 or 12 years of age will not respond well to an activity that they perceive as childish, or well below their intellectual level, even if it is linguistically appropriate.

As a general rule, it can be assumed that the younger the children are the more holistic learners they will be. Younger learners respond to language according to what it does or what they can do with it, rather than treating it as an intellectual game or abstract system. This has both advantages and disadvantages: on the one hand they respond to the meaning underlying the language used and do not worry about individual words or sentences; on the other, they do not make the analytical links that older learners do. Younger learners have the advantage of being great mimics, often lack self-consciousness, and are usually prepared to enjoy the activities the teacher has prepared for them. These factors mean that it is easy to maintain a high degree of motivation and to make the English class an enjoyable, stimulating experience for the children. Read (1998) and Halliwell (1992) mention some points to bear in mind.

• The activities should be simple enough for the children to understand what is expected of them.
• The task should be within their abilities: it needs to be achievable but at the same time sufficiently stimulating for them to feel satisfied with their work.
• The activities should be largely orally based – indeed, with very young children listening activities will take up a large proportion of class time.
• Written activities should be used sparingly with younger children. Children of six or seven years old are often not yet proficient in the mechanics of writing in their own language.

The kinds of activities that work well are games and songs with actions, total physical response activities, tasks that involve colouring, cutting, and sticking, simple, repetitive stories, and simple, repetitive speaking activities that have an obvious communicative value.

As children mature they bring more intellectual, motor, and social skills to the classroom, as well as a wider knowledge of the world. All these can be applied to the process of acquiring another language. The wider resources of older children should be exploited to the full while maintaining the philosophy of making a language relevant, practical, and communicative. This means the development of all four skills, and the use of a wide range of topics that could well draw on other subjects in the curriculum. The focus should continue to be on language as a vehicle of communication and not on the grammar, though the ability of older children to make logical links and deductions can be exploited (Bloor, 1991). You can give them tasks in which they discover for themselves simple grammatical rules, or you can focus their attention on the structure of the language in order to help them formulate an ‘internal grammar’ of their own.

It is common sense that if an activity is enjoyable, it will be memorable; the language involved will ‘stick’, and the children will have a sense of achievement which will develop motivation for further learning. This cyclical process generates a positive attitude towards learning English, which is perhaps one of the most valuable things that primary teachers can transmit to children. Children learn a lot more than English in their English classes: the tasks and activities stimulate and continue their all-round development.

In the classroom

Which language to use in class?

The question of whether or not to use the mother tongue in the English classroom is an open one. My own feeling is that while it is essential to use as much English as possible in class, there are times when the use of English is counter-productive. It is often more economical and less frustrating for all concerned if you give instructions for a complicated activity in the children’s mother tongue, or check the instructions you have given by asking the children to repeat them in their own language. In a feedback session, where the aim is for the children to express their feelings and attitudes, it would be counter-productive to expect them to use their limited knowledge of English. What is important is that the children are given clear guidelines on when they are expected to use English and when their first language is permissible. Children need to be aware of which activities are specifically intended to develop their spoken skills; they should be encouraged to use only English in these.

Classroom language

An area where English should be used as much as possible is the everyday organization and running of the classroom. Both the teacher and the children can use English here; in fact, this classroom language is one of the most realistic communicative situations in which the children find themselves. It is not difficult to give instructions for the usual classroom rountines in English: if you use gestures as well, the children will soon become used to them.

Classroom organization

The children

Different activities require different groupings. For Phillips (1993) the ones most commonly used are:

Individual: for reading, making things, or keeping vocabulary records.
Pairs: pair work is most commonly used in speaking activities like mini role plays or information gaps, and you can also ask the children to read and write in pairs. When you are setting up such an activity, it is a good idea to demonstrate what you want the children to do using ‘open pairs’. Select two children to do part of the activity while the rest of the class watches.
Groups: groups consist of three or more children: it is usually counter-productive to have groups of more than five.
Whole class: the children may work as a whole class focused on the teacher, for example in a presentation or game, or as a whole class with the teacher acting as a monitor.
Working in groups may be new to the children and they may at first find it difficult, as children need time to develop the ability to take responsibility and work without constant supervision. If this is the case, start with pairs and tightly controlled activities, and gradually introduce larger groups and freer activities.

Tables and chairs

The physical organization of the classroom is important. In an ideal world the classroom would have an area of easily movable desks and chairs, an open space for action songs and games, a quiet corner for reading or self-study, and a table and notice board where the children’s work can be displayed. Such ideal conditions are rarely found in the real world, but if at all possible arrange the tables and chairs so that the children can work in pairs or groups, and there is a space for children to come out to the board and to move around the classroom.

Feedback

Feedback is an important, even vital, part of the language learning process. Feedback is a time in class when the children and teacher can look back at, and reflect on, what they have been doing. It can be thought of as a kind of breathing space, a quiet time before going on the next activity or language area. There are two kinds of feedback, which focus on the language you have been working on, and the way the children have achieved the task, and on their behaviour, both as individuals and as a group.

Feedback can take place immediately after an activity, or at the end of a series of activities, or on a fixed day each week or fortnight-in fact at any time that the teacher feels will be useful. What is important is that feedback is a regular feature of lessons, allowing the children and the teacher to develop insights into themselves and their learning and to build and overview of students’ language learning progress.

Classroom management

The atmosphere of the classroom, the attitude of the teacher, and the organization of the lesson all affect children’s learning.

In the classroom itself

• Try and achieve a warm, friendly, relaxed atmosphere.
• Make sure that the chairs and tables are appropriately placed.
• Make sure there is enough light and heating/ventilation.
• If at all possible create an ‘English corner’ for English reading books and worksheets for early finishers.
• Display the children’s work and relevant posters on the walls, and keep the displays up to date.

In the lessons

• Create routines that the children recognize. Although these take time to explain and to establish, routines make the children feel secure and save a lot of time and explanation in the long run.
• Mark the beginning of the lesson, for example with a song, by correcting homework, or with a brief recall of the previous lesson.
• State the ‘core’ of the lesson clearly so that the children know when one activity finishes and another starts.
• Give clear instructions for each activity and check that the children have understood by asking questions, or demonstrating the activity.
• Make sure that the children know how long they can spend on an activity, and try to keep the time limit as far as possible.
• Establish a signal or routine for finishing activities, for example clapping twice and saying “Time to stop”.
• Use as much English as you can and make sure the children know when their first language is allowed.
• If the children are working in pairs or groups, walk around the classroom making comments, praising, and encouraging. You can take the opportunity to talk about their work in English: for example, What’s this? What colour is it? Who’s this? What’s he doing?
• Have something for the early finishers, for example an extra worksheet with a word game or puzzle, or perhaps they could go to the readers corner, or play a game made in a previous lesson.
• If you are doing a “messy activity”, leave enough time to clear up, and make sure that the children know they are responsible for tidying up the classroom. You might like to appoint different children to be responsible for pencils, colours, scissors, etc., or you may prefer each child to be responsible for his or her own table or workspace.
• Ending a lesson well is as important as starting it well: it is often a good idea to end with a whole class activity such as chant, a song or a quick game. Alternatively, you can ask the children what they have done and what they have learned.
• Try and keep a record of each child’s progress. This can be a simple table on which you tick such things as the child’s attitude to English, to classmates, achievement of tasks, and proficiency in the four skills. This will help you to identify resolve potential problems, and will certainly be beneficial when you are called on to evaluate the child.

Lesson content

The content of a lesson depends a great deal on the character, age and level of the class. Here are some useful general points:

• The younger the child, the shorter the attention span, so plan a series of activities per lesson: some quiet, some active, some involving the whole class, some in pairs or groups. These changes of pace and focus help keep the children interested and motivated.
• Start the lesson with a “warmer” that recalls the language of previous lessons and in some way connects with the content of the present lesson. In general, it is best to present new language in the first part of the lesson, then work on it, and dedicate the last part of the lesson to quieter, individual actives.
• If you are presenting new vocabulary, use structures the children already know. If you are presenting new structures, use familiar vocabulary.
• Remember to make the language as communicative and as relevant to the children as possible.
• A balance of skills work, grammar, and vocabulary is as necessary as a balance of types of activity. Lessons with younger children should be based mostly on listening and speaking, while those with older children can contain a mix of skills.
• Recycle language and vocabulary as much as possible in different contexts, in different activities, and using different skills.
• Build feedback activities into your lesson plans – this allows the children to have

Teaching writing to young children

The question of when to start teaching children to write in English is closely linked to that of when to start teaching them to read.

Similar criteria apply:

• How well can the children read and write in their own language?
• Do they need to be able to write in English at this stage?
• Do they know the Latin script?
• Do they show an interest in writing?
• Will the English spelling system interfere seriously with what they are learning in their own language?
• Are you going to ask them to copy or to be creative?
• To write words, sentences, or stories?

In general, it is best to introduce English through listening and speaking first, then reading, and writing last. It is important to evaluate the needs and abilities of your own children.

For young children, pictures are very important. Ask them to draw a picture first (for example, ‘What I did at the weekend’), and then to write a short caption for it. It is usual to ask them to copy words and short sentences first – to practise their handwriting as much as their English. These short sentences and words should reflect themes connected with the children’s schoolwork or daily lives, and be linked with pictures and posters around the room.

But writing is much more than the simple mechanics of getting the words down: it also involves being creative, spelling, grammar, punctuation, choice of appropriate words, sentence linking, and text construction; and, for older children, ideas about content, and the ability to be self-critical and to edit their own work. Children learn some of these skills when they learn writing in their first language, but others have to be taught explicitly in the English class.

The importance of writing

An integrated approach to writing has many advantages for students’ language learning. Students begin reading with words that they have written and that are in their own speaking vocabularies. They learn reading skills such as phonics in a purposeful, meaningful context, and so are more prepared to comprehend what they read. Students become more independent language learners through writing and become aware of their own writing strategies. They learn to use many resources including peers, teachers, other adults, and reference works. Students who write actually learn spelling and grammar skills better by using them in compositions than when they are drilled in these skills without the opportunity to compose.

Promoting writing

McCloskey (1999) defines the features of a writing classroom as:

1. Students’ writing is valued. Teachers are genuinely interested in what students have to say and encourage this interest among students. Students’ attempts to write and to progress in writing are celebrated, and mistakes are seen as a natural part of the development process. Select a place of honor – an author’s chair or stool – where students can sit when they share their writing with the class. You may sit in this same chair when you represent the author in read-aloud activities.
2. Students write frequently for an authentic audience. Their writing is meaningful, purposeful, and about topics students choose. Not only teachers but peers, parents, and persons in the school and greater community provide an audience of student writings.
3. The environment is language- and literature-rich. Students are surrounded with examples of good writing by both published authors and peers. Students are read to daily, and books, authors, and writing are hot topics for discussion.
4. The environment is print-rich. The physical environment offers many reasons, and opportunities to read and write. The room is filled with interesting charts, book, and labeled posters. These include examples of “environmental paint” – instances of print in the environment that include extra cues that make them easy for children to identify or “read.” These might include logos on familiar products, street signs, and signs from local schools or businesses. Much of this writing around the room is also the students’ own work. Students have many occasions to write. They might sign their names on an attendance sheet in the morning, make written instructions or signs and symbols for other students to follow at a learning center, or copy or write their own notes to parents to give them important information about a school event.
5. Students write in many modes: lists, informative pieces, personal narratives, descriptions of persons, scenes, or events, directions, reports, notes, outlines, letters, poems, jokes, etc. Each student is different; a wide range of writing activities will help you address each student’s learning style.

Correction

When you correct writing you are correcting two things: (1) the text itself: are the ideas good? Are they put together in a way which is easy to follow? And (2) is the English correct? A child might invent an excellent story but be unable to get it down in accurate English: it is essential to recognize and praise inventiveness as well as pointing out language mistakes.

Read the child’s written work first for content, if possible with the child at your side, so that you can make comments and talk about the story together. It is important to make children feel that you appreciate their work and are not simply looking for mistakes.

With older children who write confidently, point out major errors in the English and ask them to rewrite the story. With very advanced learners, do not correct the language yourself, but ask them to try to think of the correct English. If you want to display the children’s work, ask them to write out a neat version.

Conclusions

Teaching children is tremendously rewarding. The time spent on preparing classes that reflect their interests and needs is time well spent, as, perhaps more than with any other group of learners, children respond wholeheartedly to your efforts. They know instinctively whether you enjoy working with them and whether your lessons are thoughtfully prepared: if so, the children will respond with a similar effort. Groups of children absorbed in a task or a display, nervousness and excitement that accompany a class performance, or a thoughtful piece of reflection, are all signs that a class is working well, both on the part of the children and their teacher.

References

Bloor, M. (1991). The Role of Informal Interaction in Teaching English to Young Learners. In Brumfit, C. J. Moon & R. Tongue (eds.) 1991. Teaching English to Children: From Practice to Principle London: Nelson.

Brown, D. (1993). Principles of Language Learning and Teaching. New Jersey: Prenctice Hall, Inc.

Ellis, G. (1991). Learning to Learn. In Brumfit, C. J. Moon & R. Tongue (eds.) Teaching English to Children: From Practice to Principle London: Nelson.

Halliwell, S. (1992). Teaching English in the Primary Classroom. New York: Longman.

Orr. J. K. (1999). Growing up with English. Washington: Office of English Language Programs.

Phillips, S. (1993). Young Learners. New York: Oxford .

Read, C. (1998). The Challenge of Teaching Children. English Teaching Professional. Issue:7.

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