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- In these levels, the amount of interaction possible on real events outside the story is very limited. (What we always need for these levels are more ritualised games, finger games, rhymes etc.) Comments on clothes, hair, injuries that arise spontaneously are easier for the children because of the obvious context.

- In these levels, the amount of interaction possible on real events outside the story is very limited. (What we always need for these levels are more ritualised games, finger games, rhymes etc.) Comments on clothes, hair, injuries that arise spontaneously are easier for the children because of the obvious context

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- Ritual give the pupils security and familiarity. The pupils know what is coming.

I believe that rituals and routines make the language easy and clear to the students, and this way, pupils acquire new vocabulary more easily.

Moreover, I think using rituals in the classroom is a successful way to work a language as they know what is coming next, so they can feel they are controlling the lesson and therefore, they are more focused.

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Children acquire language by routines

Experiences between the adult and the child.

The child gets to know the world with experiences.

Rituals are an extremely rich source of language input and production to supplement the interaction provided in other activities.

Repetitive routines become familiar to the pupils and they easily pick up the language that goes with them.

the teacher should promote interaction between students and always have to keep in mind that the contexts are real.

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- The child learns to speak through many experiences shared with adults.

- Rituals are routines or everyday situations which the teacher and the pupils experience together and that come up repeatedly within the context of the English classroom.

-Repeated routines become familiar to the pupils and they easily pick up the language that goes with them.

-Rituals give the pupils security and familiarity and they know what is coming.

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-Rituals are an extremely rich source of language input and production to supplement the interaction provided in other activities.

-Rituals give the pupils security. Familiarity. The pupils know what is coming. E.g. ritual activity of songs and rhymes helps them to change chip, helps them to focus.

Taking into account my Practicum experience with pre-primary students, I have no doubt that students can acquire different vocabulary and structures through the rituals. Besides, students participation and involvement is increased when working on rituals. Apart from that, I believe that these sources help them to “change the chip”.  What I mean with this is that, many times rituals may help students to focus on the target language and English lesson.  Although normally English lessons are given in a different room and with a different teacher, students need time to make the switch.

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Bruner (1986) claims children acquire language through rituals shared with adults.

Children learn to speak at school, through many experiences shared with the teacher. While language becomes more complex, children apply the language to new situations.

Rituals are defined as routines or everyday situations. They come up repeatedly and they are a rich source.

The contextualized and repeated routines become familiar to the pupils and they easily learn the language that goes with them.

In the infant school, the whole lesson is ritualized and this fact supposes pupils to feel secure because they learn in a familiar context. They always know what is coming next.

Routines in class must promote the participation of all the students.

They are different types of routines.

General and optional routines: they are rituals that are used only in some occasions. For instance, weather, day and date or holidays.

Specific Routines to the occasion: these routines are used when a significant occasion happened. For example, health problems, festivals or school events.

Programme-related routines: they are rituals that are connected to the topic that is being worked. For example, if the topic is the body, we can talk about different parts of the body with pupils.

Activities should be ritualized to make the aims and language clear to the pupils.

In my opinion, rituals are essential in Infant school. Rituals give children the opportunity to organize their mind in class and concentrate in what they have to do. I can corroborate this issue because I still remember a song that I sang at school when I was five years old. The teacher started singing: “Good morning, good morning, good morning how are you?” and we answered her: “I´m fine, I´m fine, I´m fine thank you!”. English class was always started with the same greeting routine, so, we always knew we had to sit on the floor in a circle and wait to the teacher come to start singing the song. That´s why, I think routines are so important in order to acquire language and maintain pupil’s concentration and motivation. In conclusion, I can say that routines feel children useful and knowing the language. Because of that and as I have mentioned before, we must know what routines are and the difference between types of rituals.

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RITUAL GIVES THE PUPILS SECURITY AND FAMILIARITY:

-The pupils know what is coming and it helps them to focus.

-It is important to build up routines in order to make the aims and language clear to the pupils.

-Comments on food, pets, clothes, holidayds, dream, illunesses that arise spontaneuously are easier for the children, because of the obvious contentx.

-Having ritual for the children to follow daily is often a successful method providing what children need to manage through the day.

-Learning by doing should play an impotrtant role in education by teaching skill that students will use in their lives.

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Easy! Just double click on the green wall and remember to write your name first.

Then keep on writing your ideas and reflections.

When you finish click outside the writing box.

Enjoy the learning!

Marina