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It is much too absolute to consider that a child ceases to be a child at the age of puberty. ''Young adults, ''teens'' and high school-age children whose ages range between twelve and eighteen or so. The ''terrible teens'' are an age of transition, confusion, self-conciousness, growing and changing bodies and minds. Teens are in between childhood and adulthood, therefore a very special set of considerations applies to teaching them.
1. Intellectual capacity adds abstract operational thought around the age of twelve. Some sophisticated intellectual processing is increasingly possible. Linguistic metalanguage can now, have some impact.
2. Attention spans are lengthening as a result of intellectual maduration.
3. Varieties of sensory input are still important.
4. Factors surrounding ego, self-image and self-esteem are at their pinnacle. Teens are ultrasensitive. Teachers has to keep self-esteeem high by:
- Avoiding embarrassment of students.
- Affirming each person's talents and strengths.
- Allowing mistakes.
- De-emphasizing competition between classmates.
- Encouraging small-group work where risks can be taken more easily by a teen.
5. Secondary school students are becoming increasingly adultlike in their ability to make those occasional diversions from the ''here and now'' nature of immediate communicative contexts to dwell on a grammar point or vocabulary item.

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Adults have superior cognitive abilities that can render them more successful in certain classroom endeavors. Their need for sensory input can rely a little more on their imaginations. Adults usually have acquired a self-confidence not found in children. And, because of adults' cognitive abilities, they can occasionally deal with language that isn't embedded in a ''here and now'' context.
1. Adults are more able to handle abstract rules and concepts.
2. Adults have longer attention spans for material that may not be instrinsically interesting to them.
3. Sensory input need not always be quite as varied with adults.
4. Adults often bring a modicum of general self-confidence into a classroom; the fragility of egos may not be quite as critical as those of children. Yet we should never understimate the emotional factors.
5. Adults, with their more developed abstract thinking ability, are better able to understand a context-reduced segment of language. Authenticity and meaningfulness are still highly important, in adult language teaching.

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Children are focused on what this new language can actually be used for here and now. Your classes can not afford to have an overload of language that is neither authentic nor meaningful.
- Children are good at sensing language that is not authentic; therefore, ''canned'' or stilted language will likely be rejected.
- Language needs to be firmly contex embedded. Familiar situations and characters, meaningful purposes in using language. Context-reduced language in abstract, isolated, unconnected sentences will be much less readily tolerated by children's minds.
- a whole language approach is essential. If language is broken into many pieces, students won't see the relationship to the whole. Stress the interrelationships among the various skills (listening, speaking, reading and writing) or they won't see important connections.

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A common myth is that children are relatively unnaffected by the inhibitions that adults find to be a block to learning. Not so! Children are often innovative in language forms. They are extremely sensitive especially to peers: 'What do others think of me?' Children are much more fragile than adults. Their egos are still being shaped. Teachers need to help to overcome such potential barriers to learning.
- Help your students to laugh with each other at various mistakes that they all make.
- Be patient and supportive to build self-esteem.
- Elicit as much oral participation as possible from students, especially the quieter ones.

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Children need to have all five senses stimulated. Your activities should strive to go well beyond the visual and auditory modes.
- Prepper your lessons with physical activity, such as having students act out things (role-play) or do Total Physical Response activities.
- Projects and other hands-on activities go a long towards helping children to internalize language. e.g Science proyect.
- Sensory aids here and there help children to internalize concepts. e.g the touch of plants and fruits. Videos, pictures all are important elements in children's language teaching.
- Remember that your own nonverbal language is important  because children will indeed attend sensitively to your facial features, gestures, and touching.

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One of the differences between adults and children is attention span. First, is important to understand what attention span means. Short attention spans do come into play when children have to deal with material that to them is boring, or too difficult. Our job is to make them interesting and fund. How we can do that?
- Children are focused on the immediate here and now, activities should be designed to capture their immeiate interest.
- A lesson needs a variety of activities to keep interest and attention alive.
- A teacher needs to be animated and enthusiastic about the subject matter. Children need this exaggeration to keep minds alert.
- A sense of humor will keep children laughing and learning. Since children's humor is different from adults' remember to put yourself in their shoes.
- Children have a lot of natural curiosity. Make sure you tap into that curiosity whenever possible, it will help to maintain attention and focus.

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Studies have shown that adults, in fact, can be superior in a number of aspects of acquisition. They can learn and retain a larger vocabulary. They can utilize various deductive and abstract processes to shortcut the learning of grammatical concepts. And, in classroom learning, helps them to learn faster than a child. While children's fluency and naturalness are the envy of adults struggling with second languages, the context may introduce some difficulties to children learning a second language.

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The popular claim fails to differenciate very young children (four to six-year olds) from pre-pubescent (twelve to thirteen) and the whole range of ages in between. There are many instances of six-to twelve-year-old children manifesting difficulty in acquiring second language for a many reasons. Some social, cultural, and political factors at play in elementary school education. Teaching ESL is not a matter of setting them loose authentic language tasks in the classroom. To successfully teach children a second language requires specific skills and intuitions that differ from those for adult teaching. FIVE categories may help give some practical approaches to teaching children.

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Children's widespread success in acquiring second languages belies a tremendous subconscious EFFORT, children exercise a good deal of both cognitive and affective effort in order to internalize both native and second languages. The difference between children and adults (person beyond the puberty), primarly the contrast between the child's spontaneous peripheral attention to language forms and the adult's overt, focal awareness of and attention to those forms.

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A little boy raised his hand and said, "Teacher, I ain't got no pencil." The teacher, somewhat perturbed by his grammar, embarked on a barrage of corrective patterns: "I don't have a pencil. You don't have a pencil. We don't have pencils." Confused the child responded, "Ain't nobody got no pencils?"
Since children (up to the age of about eleven) are still in an intellectual stage of what Piaget called "concrete operations", we need to remember their limitations. Children are centered on the here and now. They have little appreciation for our adult notions of ''correctness''. Some rules that we can follow are:
- Don't explain grammar using terms like ''present progressive''
- Rules stated in abstract terms should be avoid.
- Some grammatical concepts, can be called to learners' attention by showing them certain patterns.
- Certain more difficult concepts or patterns require more repetition than adults need.  (Without boring the students)

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popular tradition believe that children are efforless second language learners and far superior to adults in their eventual success. Some qualifications are in order.