CAMERON (2001) – Teaching languages to young learners
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Teaching Languages to Young Learners Lynne Cameron
P U B L I S H E D B Y T H E P R E S S S Y N D I C AT E O F T H E U N I V E R S I T Y O F C A M B R I D G E
The Pitt Building, Trumpington Street, Cambridge CB2 1RP, United Kingdom CAMBRIDGE UNIVERSITY PRESS
The Edinburgh Building, Cambridge CB2 2RU, UK 40 West 20th Street, New York, NY 10011±4211, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de AlarcoÂn 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa http://www.cambridge.org # Cambridge University Press 2001 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2001 Fourth printing 2002 Printed in the United Kingdom at the University Press, Cambridge Typeset in Sabon 10/12 pt ce A catalogue record for this book is available from the British Library ISBN 0 521 77325 3 Hardback ISBN 0 521 77434 9 Paperback
Contents
Preface Acknowledgements
page xi xvi
1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8
Children learning a foreign language Taking a learning-centred perspective Piaget Vygotsky Bruner From learning to language learning Advantages to starting young with foreign languages The foreign language: describing the indivisible Summary of key learning principles
1 1 2 5 8 11 16 17 19
2 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8
21 21 22 25 26 28 29 31
2.9
Learning language through tasks and activities The task as an environment for learning Task demands Task support Balancing demands and support The importance of language learning goals De®ning `task' for young learner classrooms Stages in a classroom task Hani's Weekend: Possible preparation and follow-up activities Task-as-plan and task-in-action
3 3.1 3.2 3.3 3.4 3.5
Learning the spoken language Learning the spoken language: guiding principles Discourse and discourse events Meaning ®rst Analysis of a task-in-action Discourse skills development in childhood
36 36 37 38 42 51
32 35
vii
Contents 3.6 3.7 3.8 3.9 3.10
Effective support for children's foreign language discourse skills Short activities for learning the spoken language Supporting the spoken language with written language Using dialogues Summary
58 60 66 68 70
4 4.1 4.2 4.3 4.4 4.5 4.6
Learning words Introduction Vocabulary development in children's language learning Organisation of words in a language Learning and teaching vocabulary Children's vocabulary learning strategies Summary
72 72 73 81 83 92 94
5 5.1 5.2 5.3 5.4
Learning grammar A place for grammar? Different meanings of `grammar' Development of the internal grammar A learning-centred approach to teaching grammar: background Principles for learning-centred grammar teaching Teaching techniques for supporting grammar learning Summary
96 96 98 101
Learning literacy skills Introduction Literacy skills in English Factors affecting learning to read in English as a foreign language Starting to read and write in English as a foreign language Continuing to learn to read Developing reading and writing as discourse skills Summary and conclusion
123 123 124
5.5 5.6 5.7 6 6.1 6.2 6.3 6.4 6.5 6.6 6.7 7 7.1 7.2 7.3 7.4 7.5
viii
Learning through stories Stories and themes as holistic approaches to language teaching and learning The discourse organisation of stories Language use in stories Quality in stories Choosing stories to promote language learning
105 110 111 121
134 139 150 154 157 159 159 160 163 166 167
Contents 7.6 7.7 7.8
Ways of using a story Developing tasks around a story Summary
169 175 179
8 8.1 8.2 8.3 8.4 8.5 8.6
Theme-based teaching and learning Issues around theme-based teaching Theme-based teaching of a foreign language Planning theme-based teaching Learning language through theme-based teaching Increasing target language use in theme-based teaching Summary
180 180 181 184 191 195 197
9 9.1 9.2
Language choice and language learning Introduction Patterns of ®rst language use in foreign language classrooms Dynamics of language choice and use Taking responsibility, making choices Summary
199 199 200 205 209 213
10 10.1 10.2 10.3 10.4 10.5 10.6 10.7
Assessment and language learning Issues in assessing children's language learning Principles for assessing children's language learning Key concepts in assessment Teacher assessment of language learning Self-assessment and learner autonomy Use of assessment information Messages from assessment
214 214 218 222 228 233 238 240
11 11.1 11.2 11.3 11.4
Issues around teaching children a foreign language Review of ideas The need for research The need to develop pedagogy Teaching foreign languages to children
241 241 242 243 246
References Index
247 256
9.3 9.4 9.5
ix
1 Children learning a foreign language
1.1 Taking a learning-centred perspective
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P U B L I S H E D B Y T H E P R E S S S Y N D I C AT E O F T H E U N I V E R S I T Y O F C A M B R I D G E
The Pitt Building, Trumpington Street, Cambridge CB2 1RP, United Kingdom CAMBRIDGE UNIVERSITY PRESS
The Edinburgh Building, Cambridge CB2 2RU, UK 40 West 20th Street, New York, NY 10011±4211, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de AlarcoÂn 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa http://www.cambridge.org # Cambridge University Press 2001 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2001 Fourth printing 2002 Printed in the United Kingdom at the University Press, Cambridge Typeset in Sabon 10/12 pt ce A catalogue record for this book is available from the British Library ISBN 0 521 77325 3 Hardback ISBN 0 521 77434 9 Paperback
Contents
Preface Acknowledgements
page xi xvi
1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8
Children learning a foreign language Taking a learning-centred perspective Piaget Vygotsky Bruner From learning to language learning Advantages to starting young with foreign languages The foreign language: describing the indivisible Summary of key learning principles
1 1 2 5 8 11 16 17 19
2 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8
21 21 22 25 26 28 29 31
2.9
Learning language through tasks and activities The task as an environment for learning Task demands Task support Balancing demands and support The importance of language learning goals De®ning `task' for young learner classrooms Stages in a classroom task Hani's Weekend: Possible preparation and follow-up activities Task-as-plan and task-in-action
3 3.1 3.2 3.3 3.4 3.5
Learning the spoken language Learning the spoken language: guiding principles Discourse and discourse events Meaning ®rst Analysis of a task-in-action Discourse skills development in childhood
36 36 37 38 42 51
32 35
vii
Contents 3.6 3.7 3.8 3.9 3.10
Effective support for children's foreign language discourse skills Short activities for learning the spoken language Supporting the spoken language with written language Using dialogues Summary
58 60 66 68 70
4 4.1 4.2 4.3 4.4 4.5 4.6
Learning words Introduction Vocabulary development in children's language learning Organisation of words in a language Learning and teaching vocabulary Children's vocabulary learning strategies Summary
72 72 73 81 83 92 94
5 5.1 5.2 5.3 5.4
Learning grammar A place for grammar? Different meanings of `grammar' Development of the internal grammar A learning-centred approach to teaching grammar: background Principles for learning-centred grammar teaching Teaching techniques for supporting grammar learning Summary
96 96 98 101
Learning literacy skills Introduction Literacy skills in English Factors affecting learning to read in English as a foreign language Starting to read and write in English as a foreign language Continuing to learn to read Developing reading and writing as discourse skills Summary and conclusion
123 123 124
5.5 5.6 5.7 6 6.1 6.2 6.3 6.4 6.5 6.6 6.7 7 7.1 7.2 7.3 7.4 7.5
viii
Learning through stories Stories and themes as holistic approaches to language teaching and learning The discourse organisation of stories Language use in stories Quality in stories Choosing stories to promote language learning
105 110 111 121
134 139 150 154 157 159 159 160 163 166 167
Contents 7.6 7.7 7.8
Ways of using a story Developing tasks around a story Summary
169 175 179
8 8.1 8.2 8.3 8.4 8.5 8.6
Theme-based teaching and learning Issues around theme-based teaching Theme-based teaching of a foreign language Planning theme-based teaching Learning language through theme-based teaching Increasing target language use in theme-based teaching Summary
180 180 181 184 191 195 197
9 9.1 9.2
Language choice and language learning Introduction Patterns of ®rst language use in foreign language classrooms Dynamics of language choice and use Taking responsibility, making choices Summary
199 199 200 205 209 213
10 10.1 10.2 10.3 10.4 10.5 10.6 10.7
Assessment and language learning Issues in assessing children's language learning Principles for assessing children's language learning Key concepts in assessment Teacher assessment of language learning Self-assessment and learner autonomy Use of assessment information Messages from assessment
214 214 218 222 228 233 238 240
11 11.1 11.2 11.3 11.4
Issues around teaching children a foreign language Review of ideas The need for research The need to develop pedagogy Teaching foreign languages to children
241 241 242 243 246
References Index
247 256
9.3 9.4 9.5
ix
1 Children learning a foreign language
1.1 Taking a learning-centred perspective
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Learning as internalisation
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