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How young children learn English as another language and the factors that influence

As we can read in the article shared by the Teacher, the best time to learn any language is when we are children. The reason for this is very simple: young children acquire the language in an intuitive and natural way because they are little sponges and do not have their minds full of information, problems and stress. Since young children see everything with curiosity and as a game, games and fun activities can be great techniques to introduce a second language to them.

I want to highlight what I believe is the most important aspect to consider when children are learning a new language. One of the main factors that influence how children learn English is the language learning environment. The environment that should be set is key in the success of this goal. As we can see in the article, we need to consider these points to help young students to absorb new knowledge:

Young children find it more difficult to pick up English if they are not provided with the right type of experiences, accompanied by adult support.

Young children need to feel secure and know that there is some obvious reason for using English.

Activities need to be linked to some interesting everyday activities about which they already know.

Concentrating on concepts children have already understood in their home language. In this way children are not learning two things, a new concept as well as a new language, but merely learning English to talk about something they already know.

Activities are backed up by specific objects, where possible, as this helps understanding and increases general interest.

Dunn, O. (n.d.). How young children learn English as another language. British Council. Retrieved from: https://learnenglishkids.britishcouncil.org/helping-your-child/how-young-children-learn-english-another-language

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How to help young children learn English

Learning English from a young age can provide many opportunities and benefits in the short and long term. Some of the benefits mentioned in the article “How to help young children learn English '' by Singapore Teaching Centre, British Council (2021) are: improvement of social skills, self confidence, better communication, great academic results and a brighter professional future.

The most relevant highlights of the article in my opinion are that since young children are eager to learn and this comes easy for them, studying English should always be fun and meaningful. Kids should be encouraged to expand their minds and as the article mentioned, grow their brains, so they can have a brighter future. Another important aspect is that it is great to motivate kids to read and practice or listen to English constantly but in short periods of time, because their attention is limited.

I would like to add that the best way to encourage children to learn English is to do it without pressure or as an obligation, because if children know it is imposed they will perceive English in a negative way and will never learn. The immersion they should have with the language has to be smooth, natural and organic. They should feel happy and interested in continuing their journey with English.

Reference:

Singapore Teaching Centre, British Council. (2021, July 12). How to help young children learn English. British Council. https://www.britishcouncil.sg/blog/how-help-young-children-learn-english

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Welcome to this Padlet!

The main goal of this work is to highlight the subjects on how children learn a language, discussed during classes and to write my personal thoughts on them.

Hope you find it interesting and share you comments.

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How do we learn?

It is amazing to realize that the brain and our body work through connections and as humans we are always looking to establish connections with everything around us in order to learn.

According to the video that was shared by the Teacher, there are 2 effective ways we can learn; through pain or pleasure. Of course we all prefer to have a positive experience instead of a trauma; that is why it is so important to plan and deliver a great experience to students that they can remember forever.

The link of the video is in the next square.

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https://www.youtube.com/watch?v=wlaG99awCD8&t=209s

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1.1 The child and the learning process:

Learning is developed through establishing relations with all the elements that are around the children.

Social interaction will be key in the life of every child, that is why all the students absorb knowledge from socialization.

1.2 Intelectual development:

The process where the child develop and expand their minds; how the ideas get created, organized and shared.

1.3 Grouping by ages from 2 to 5.

On this range, children are little sponges absorbing everything around them, that is why providing positive experiences will help teachers to ensure a great learning.

The best age to learn a second language as a kid is in the range from 3 to 4, because they are learning through their senses and doing. This learning process can be done by playing. Other aspects that should be included too are: didactics, social context and time.

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What happens to your brain when you learn a new language?

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What happens to your brain when you learn a new language?

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https://www.youtube.com/watch?v=7XKmqy8vFwk

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What Happens To Your Brain When You Learn a New Language | Understanding with Unbabel

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The stages of acquisition of a second language are:

- Pre production.
- Early production.
- Speech emergent.
- Intermediate fluency.
- Advanced fluency.

The main goal to achieve when learning a second language is to develop the four main skills: listening, reading, speaking and writing.  All of them are related and need each other to form fluency and knowledge since they are the bricks that build the language.

All of this stages and skills evolved differently depending on the ages of the kids.

Something that is necessary when it comes on acquiring a second language for children, is the involvement of the parents. The kids need support, validation, motivation and encouragement from their parents. If they do not feel their parents care about their improvement, they will be insecure and eventually loose interest.

Reading is a great opportunity for parents to actively participate with their kids when learning a new language.

As teachers including books is a great tool to use in classes. Depending on the type of students, by including different kind of texts on the lessons, the ones that enjoy reading, can improve enormously their knowledge and skills. If they do not like to read, starting with comics, magazines and stories from movies would be a great idea. Then introducing classic stories would be the best next step.  Students change when they star reading, it is like they open their minds and imagination. They create a new world and a new way of learning.

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https://www.youtube.com/watch?v=cCdowxgklgI

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How to grow your child's vocabulary | Oxford Owl

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https://www.youtube.com/watch?v=-yOI6-rqT8k

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What can teachers do to make the classroom environment more conductive to children's learning and development?

Teachers could have colorful and interesting class decorations, play music and videos during classes, have different games and dynamic activities, have toys and other didactic materials. It would be a good idea that the room should be an illuminated and big space and near to a green area.

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https://www.youtube.com/watch?v=6LmON9R9rh0

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What is SOCIAL ENVIRONMENT? What does SOCIAL ENVIRONMENT mean? SOCIAL ENVIRONMENT meaning

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When designing social environments for English classes, Teachers should take into account the importance of including families, and children with disabilities. Families have a key role when it comes to helping or getting in the way of the learning process. Having the support and involvement of the families can help children to develop better and faster all the necessary skills to acquire the language. Classes should be inclusive and a huge part of this is to teach young students how they are supposed to treat and care for people with disabilities.

Other key factors that children call for to learn is active involvement and social participation. Learning requires the active and constructive involvement of learners. Children have to be part of the learning process in order to be effective. PArticipation in the social life of the school is central for learning to occur, because learning is a primarily social activity.

Communicating effectively in the language requires a good understanding of the linguistic, sociolinguistic and sociocultural aspects of the language. We should not forget that children need to be competent communicators, that is why during the classes Teachers have to focus on helping children develop this marvelous skill that will secure them an important place wherever they go when they grow up.

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https://www.youtube.com/watch?v=fF5QVxmdS6Y

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UO Center for Applied Second Language Studies

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Communicative competence and intellectual development:

Communicative competence referst to a learner's ability to use language to communicate successfully.

Canale and Swain (1980) defined in four areas: Words and rules, appropiacy, cohesion and coherence and use of communication strategies.

Most schools and teachers focus on words and rules, they love to teach grammar only, but it should not be that way. The main goal should be to help students to be competent communicators and this includes all 4 areas Canale and Swain.

In order to have good communication it is necessary to have two parts; one has to speak at times and the other listens and vice versa; the message has to be clear and have meaning.  Communicative competence is a key point in human socialization and evolution. If teachers are not competent in communicating the topics and the lessons, it would be super difficult for the students to learn; that is why sometimes math teachers do not succeed in teaching, because they only focus on the numbers, but do not know how to share their knowledge and communicate what they want to share.

It is hard to make students talk during classes, even the ones that can do it, they do not feel confident enough or simply do not want to show how advanced they are. That is why finding the right techniques and activities to encourage students to speak. Teachers should plan a lesson which encourages students to develop the 4 skills and with the goal to prepare them to reach communicative competence. If teachers have real and rich objectives, they will succeed in their classes.

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http://www.ibe.unesco.org/sites/default/files/resources/edu-practices_07_eng.pdf

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Early English lessons have lasting effects- new study reveals.

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Early English lessons have lasting effects- new study reveals.

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March 18, 2022
Ruhr-University Bochum

"An earlier study had raised doubts about the effectiveness of learning English in the first grade. Now, researchers have observed that it improves language performance over an extended period of time."

https://www.sciencedaily.com/releases/2022/03/220318104921.htm

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An international research team has examined how English lessons in primary school affect language proficiency in this subject in secondary school. Children who started learning English in the first grade of primary school performed significantly better in listening and reading comprehension in grade nine than children who started in grade three. The study was a continuation of an earlier paper that had only covered the period up to the seventh grade and couldn't find any such learning advantage.

The team headed by Professor Markus Ritter from Ruhr-Universität Bochum (RUB) and Dr. Nils Jäkel from the University of Oulu, Finland, in cooperation with Dr. Michael Schurig from the Technical University of Dortmund, describes their findings in the journal System. The study will be published in the June 2022 edition, but is already freely accessible online. The researchers are collaborating within the university consortium UNIC: European University of Post-Industrial Cities.
Data from North Rhine-Westphalia
The study included data from around 3,000 students who participated in a longitudinal study conducted in North Rhine-Westphalia, Germany, between 2010 and 2014. The same data had also been used in the previous study, the results of which the researchers had published in 2017. At that time, they had compared two cohorts, one of which had started English lessons in grade one, the other in grade three. In grades five and seven, they had compared both cohorts in terms of English reading and listening comprehension. The new analysis incorporated another set of data collected in 2016 to measure the English performance of the same children in grade nine.

The previous study had found: Children who had started English lessons earlier in primary school performed worse in reading and listening comprehension in grade seven than children who had not started English lessons until grade three. However, the new analysis showed: In grade nine, the early starters in English performed better than the late starters in English.

Additional background variables such as gender, language of origin or cognitive abilities could not account for the difference between the poorer performance in the seventh grade and the late learning gains in the ninth grade.
Transition between school types decisive
"We believe the most plausible explanation is that lessons following the transition period in secondary school have been increasingly adapted to the needs of children who start to take English lessons at an early stage," concludes Nils Jäkel, formerly at RUB, now at the University of Oulu. "This explanation is in line with research that considers the transition between school types to play a key role in the long-term success of English language education across school boundaries." With this in mind, it is crucial to optimise the didactic coordination and alignment of English classes at the intersection of school types. In addition, it may be that pupils benefit in the long run from more implicit language lessons in primary school.

"We see a high need for research to elaborate factors for successful language education, and we recommend well-coordinated, evidence-based measures in educational policy overall," say the researchers.

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k-12 education; learning disorders; literacy; educational psychology; educational policy; stem education; poverty and learning; education and employment

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Early English lessons have lasting effects

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An international research team has examined how English lessons in primary school affect language proficiency in this subject in secondary school. Children who started learning English in the first grade of primary school performed significantly better in listening and reading comprehension in grade nine than children who started in grade three.

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The neuroscience of learning through play

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The neuroscience of learning through play

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Retrieved from:
https://learningthroughplay.com/explore-the-research/the-neuroscience-of-learning-through-play/

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The neuroscience of learning through play

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Do you know that play builds brains? We look at research that shows how playful learning experiences lay the foundations for brain development in our whitepaper 'Neuroscience and learning through play: a review of the evidence'.

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Retrieved from: https://www.foundationsforsuccess.qld.edu.au/guidelines/decision-making-process

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How to teach grammar?

Normally most of the students are afraid or tired of grammar and grammar rules, because of past bad experiences. We can approach grammar without saying it is grammar and with other techniques that can help students to understand and learn it without stress and in a more natural way. Depending on how teachers approach grammar during classes, students can successfully learn and use it.

Do not get me wrong, I believe it is important to teach grammar because for me is like the bones of the language. Students should be able to identify the names and the uses of all the grammar elements, but we can teach them in a fun and interesting way.

Something that it is key when it comes on teaching any subjects, is MOTIVATION. If we do not motivate our students, they will no be interested in the classes and everything we have planned and prepared will not matter. Motivation can be seen the hook that can make students want to learn more about the language and feel happy when they are in classes.

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https://www.dynamicenglish.cl/teachers-blog/2018/7/18/grammarincontext

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Dynamic English | Clases Particulares de Inglés

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Effectively Teaching Grammar in Context — Dynamic English | Clases Particulares de Inglés

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Effectively Teaching Grammar in Context Get in the zone--the Zone of Proximal Development that is! Much like Krashen’s i+1 , Vygotsky’s ZPD reminds us to aim for the happy place between what a student has acquired and what they are capable of acquiring at that time. While i+1 focuses more spec

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https://www.actfl.org/resources/guiding-principles-language-learning/grammar-concept-in-context

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What?

Grammar should be addressed within meaningful communicative contexts as one element of language proficiency. Instead of focusing on grammar rules and diagramming sentences, teachers should guide students towards an understanding of how grammar functions. Students learn how to use the form rather than memorized conjugations that may not be applicable across contexts.

Why?

Grammar is an important element of communication, but research shows that explicit teaching of grammar has little effect on people's language acquisition, comprehension, or writing abilities. Traditional approaches to grammar instruction that emphasize direct grammar instruction often encourage memorized, rehearsed use of language. Additionally, many methods do not require students to understand meaning in an authentic context, i.e., how grammar is actually used in communication. Thinking of grammar in terms of concepts, that is, what is the purpose of using a specific form, what is the meaning expressed through that form, will broaden learners' understanding and use of the target language.

Research on human memory tells us that language acquisition is dependent upon two kinds of long-term memory: procedural and declarative. Procedural memory shows what a learner acquires naturally with automatic processing, through repetition and practice, as evidenced by the learning of one's native language. Declarative memory is recollection of facts and information that a learner has acquired and stored explicitly. In order to be most effective, it is important that language development is stored in both memory systems; learners should be expected to learn grammar implicitly through target language use and explicitly through the discovery of grammatical rules through use in meaningful examples.

How?

Instruction should be in the target language using lessons that have functional goals and objectives.

During these task-based lessons, when there is a need to address a gap in knowledge in order for communication to occur, learners should explicitly explore grammatical forms guided by their teacher.

By searching for the correct form in an effort to speak, listen, read, or write effectively, a learner has a spontaneous need for a grammatical structure and is highly motivated to use the grammar in context immediately.

This exploration, discovery, and use of grammatical concepts leads to greater understanding of the function of language and therefore leads to increased communication.

Find Out More:

Adair-Hauck, B. (1993). A descriptive analysis of a whole language/guided participatory versus explicit teaching strategies in foreign language instruction. Unpublished doctoral dissertation. University of Pittsburgh, PA.

Adair-Hauck, B., & Donato, R. (2002). The PACE model: A story-based approach to meaning and form for standards-based language learning. The French Review. 76, 265-296.

Davin, K., & Donato, R. (2013) Student collaboration and teacher‐directed classroom dynamic assessment: A complementary pairing. Foreign Language Annals, 46(1), 5-22.

Ellis, R. (2002). The place of grammar instruction in the second/foreign language curriculum. New perspectives on grammar teaching in second language classrooms, 17-34.

Glisan, E. (2015). Core Practices Webinars. Alexandria, VA: ACTFL. Access at: https://www.pathlms.com/actfl/courses/2074/video_presentations/23833

Krashen, S. (1981). Second language acquisition and second language learning. Oxford, UK: Oxford University Press.

Leow, R. P. (2009). Input enhancement and L2 grammatical development: What the research reveals. Conceptions of L2 grammar: Theoretical approaches and their application in the L2 classroom, 16-34.

Paradis, M. (2009) Declarative and procedural determinants of second languages. Amsterdam: John Benjamins Publishing Co.

VanPatten, B. (1996). Input processing and grammar instruction in second language acquisition. Greenwood Publishing Group.

VanPatten, B., & Cadierno, T. (1993). Input processing and second language acquisition: A role for instruction. The Modern Language Journal, 77(1), 45-57.

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Grammar should be addressed within meaningful communicative contexts as one element of language proficiency. Instead of focusing on grammar rules and diagramming sentences, teachers should guide students towards an understanding of how grammar functions. Students learn how to use the form rather than memorized conjugations that may not be applicable across contexts.

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Teaching Grammar to Young Learners in a Real-World Context

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Teaching Grammar to Young Learners in a Real-World Context

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https://www.youtube.com/watch?v=-CM5m0WG6AU&t=500s

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Teaching Grammar to Young Learners in a Real-World Context

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I found this page that has a lot of interesting ideas and explanations on how to teach grammar to kids in an effective way.

https://www.oneeducation.co.uk/news-blog/teaching-grammar-effectively

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Why is it important to explicitly teach grammar in primary schools?

The 2014 English National Curriculum states: ' Explicit knowledge of grammar is very important, as it gives us more conscious control and choice in our language.' Young readers and writers need to understand how language is organised to make meaning and communicate effectively. Whether developing oral confidence in EYFS, or choosing the grammatical structure and organisation for a persuasive letter in Year 6, concepts must be explicitly taught and children guided in their effective selection and application.

Should grammar be taught in context or in isolation?

Since the introduction of the KS2 SATs GPS test, the way in which teachers teach spelling, punctuation and grammar has changed dramatically. Research from Safford, Messer, McLachlan and Walker (2015) looked at the impact that the statutory test has had on teachers and the teaching of grammar. It is no surprise that it concludes that learning has become 'routine, explicit and formalised ' and significant time is spent in preparation for the test.

Research by Hillocks (1986) and Andrews et al. (2006), concluded that no evidence exists that the formulaic teaching of grammar by labelling and identifying items of language use has any beneficial effect on language production. However, there is powerful research evidence, including a large-scale study from Exeter University (Myhill et al., 2013) that demonstrates the benefits of relevant grammar when taught explicitly and in context. Teachers who contextualised the study of grammar within the reading of literature and discussed real life texts reported a positive impact on pupils' writing and a deeper knowledge and understanding of language.

How can grammar be taught effectively?

From Year 3 onwards (and Year 2 GDS) children who are working at the expected standard, are expected to 'write effectively and coherently for different purposes, drawing on their reading to inform the vocabulary and grammar of their writing'. As they move through KS2 they are expected to ' select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.'

To support children to learn how to do this, we must support them in understanding what effective writing is. At One Education we use the acronym R.A.F.T to support teachers and children with their understanding of this.

When planning a unit of work for a specific text-type we as teachers must very clear on the R.A.F.T of writing, who the writing is for, why we are writing, what tone it should be written in and what grammatical features should be and should not be included. With this in mind, we can then select the appropriate grammar to teach.

We have hopefully moved away from the culture of 'tick lists' where children attempted to 'shoe-horn' all types of grammar into a piece of writing, where writing 'ticked all the boxes' but did not necessarily flow. Now what we are seeing more and more is pupils being supported to make choices and select appropriate grammar for specific writing. This way writing feels less forced and is more coherent.

Professor Myhill (2014) explains that ' the key to effective use of grammar is to open children's eyes to the infinite repertoire of choices which are available to them as writers. Used in this way, grammar helps children understand how language works and how to express themselves with greater craft and creativity '

Grammar should be taught within English lessons and support the children's learning of a specific text-type. The evidence is clear - the isolated teaching of grammar has very little, if any, impact on children's writing content and ability.

The Exeter research (Lines et al, 2014) provides a number of practical approaches for teaching grammar effectively:
1. Use authentic examples from authentic texts
Teaching children to write effectively, we must 'hold their writer's hand'; expose them to high-quality texts with rich language, grammatical rules and sentence structures in order for them to apply these independently in different contexts. We need to plan in rich reading experiences linked to specific language goals. Exposing our pupils to high-quality reading will increase their vocabulary and provide opportunities for discussion around authorial choices. However, we do not want our children writing to a formula, simply copying the models they have read. We must explicitly share good examples of grammar and model how to make similar choices using strategies such as 'thinking aloud' to share the process we take as writers.

Using A Monster Calls by Patrick Ness as an example, this text can be an excellent model for how to create suspense. With authentic examples of repetition, short sentences, rhetorical questions and dashes for interruption, this short extract is perfect for introducing grammatical features for this type of narrative.
2. Use grammatical terms but explain them through examples
It is true that children must be able to identify grammatical features such as 'nouns', 'verbs' and 'simple sentences', however, functional grammar goes further than just looking at a word within a sentence. They must also understand why, where and in what order these are used to be able to apply them within their own oracy and writing.

For example, a child may be able to identify a noun and verb in a sentence, but do they understand the importance of a verb within a sentence? Do they understand the order of a noun and a verb in EYFS and KS1? Do they understand how selecting different verbs will impact the meaning and possibly the intent of the sentence?

Using a text that they are familiar with, or a current text within English lessons would be the best way to introduce a term. For example, Zog by Julia Donaldson is helpful for introducing simple sentences, verbs and alliteration. There can be lots of discussion about the vocabulary, its meaning, importance and position.
3. Encourage language play, experimentation and risk taking
For children to have the confidence to 'play' with language, they must be exposed to a wide bank of vocabulary to choose from. We need to build up their knowledge of vocabulary and develop a 'word consciousness' where they are excited and curious about language.

When introducing a new grammatical term, providing opportunities for children to investigate and explore words and punctuation together can be powerful. Exploring ideas, patterns and discovering rules together can be a much more effective way of learning. This way they are able to make links to wider knowledge and experiences to their learning.

For example, here, when introducing verbs, children could be given a selection of words colour coded and could attempt to work out the different word classes justifying their thoughts. This can only be possible if they are familiar with the vocabulary.

In order for children to experiment with language and take risks in their writing, they need to know that it is safe to do so. Building a culture of drafting and proofreading within your lessons is vital here as children need to know that their writing can evolve and change if they want it to. There needs to be a culture of discussion about language, looking at language on scales and knowing that choices need to be made to create the correct intent.

4. Encourage high-quality discussion about language and effects

We must explain that each choice made about language or punctuation should be considered carefully to contribute to meaning. Making considered choices ensures that our writing reflects our intentions. This can only be done properly if we fully understand the purpose of the structures and concepts. Understanding grammar is more than learning the names of certain punctuation, sentence structures or word classes by rote.

The dog darted through the bushes searching for a place to hide. The dog meandered through the bushes looking for a place to settle. Similar structures, but different language and different effects on the reader.

We can again use real examples within texts to support language choices. In this extract from The Explorer, the author Katherine Rundell uses personification to create imagery of the fire. We can really support children's understanding of deliberate language choices by looking at author choices.

Asking them questions such as 'what effect does this phrase have...?' and 'why has the author chosen to ...?' can help deepen their understanding of imagery and effect on the reader.

Playing with language further, you could ask them to look at how the sentence impact would change if language were changed: If we changed the fire's imagery from 'it belched upwards' to 'it spat pathetically', how has the meaning changed? How has the effect changed?
5. Support children to design their writing by making deliberate language choices:
Once children have some experience in exploring texts similar to what they are creating, discussed language and authorial choices, it is important that we use these techniques and features within our modelled writing, showing children how to apply such techniques to their own writing.

Then support them to plan and prepare the grammar and language they will use. When making deliberate choices within language, children need the chance to explore their options, collect words, order them and scale them.

This can also be a critical part of editing their work as well. Research suggests (Brenchley et al, 2018) that very often children fall into the trap of believing certain grammatical features have intrinsic merit. It's a bit like thinking along the lines of "adding adjectives in makes it more descriptive", "avoid simple sentences because they look basic", or "use complex sentences because they make the writing look fancier". This does not get us the most effective writing. Sometimes, we know that a simple, but powerful sentence has much more impact than a longer, more complex sentence.

Importantly, they need to know that improving writing isn't about adding lots of adjectives, verbs or adverbs but about achieving the effect that the writer wants.

6. Use model patterns for children to imitate

When introducing a new grammatical term or feature, having a structure to the lesson will support the children's understanding and ability to then apply this in their own writing. As we show in our P.I.C.C approach (free webinar - watch it here), teaching children specific grammatical features is vital to achieve effective writing. If teaching expanded noun phrases you might follow the structure below:

Part of our suggested approach is to 'identify, create and change'. This is where we can provide them with models from high-quality texts for them to innovate or change. For example, they may identify the use of alliteration within Sue Hendra's 'Supertato':

They then might use this pattern of 'He crept through the cakes... checked the cheese' to create their own alliteration sentence:

'He slithered through the sausages...spotted the strawberries.' Then they could change a sentence without alliteration into one with alliteration.

Using authors' techniques and patterns is a great way to support children with developing sentence structure and language techniques that they can then apply in their own writing.

7. Progression in grammar So how does your school ensure progression across year groups in the teaching and learning of grammar? Ofsted's latest framework (2019) suggests that 'progress means knowing and remembering more.' We must ensure that learning is progressive and that there are chances for children to repeat and remember learning. It suggests that knowledge is generative (or 'sticky') meaning the more you know, the more easily you can learn.

Click on the below links to download example documents of our progression grids for grammar and punctuation and also spelling for years 1 and 3:

You can also watch our free webinar Introduction to Grammar and Spelling. This webinar is a small snapshot of the training we offer. For more information on our training and other support available for Grammar and spelling teaching, please email sarah.dean@oneeducation.co.uk
References:

Andrews, R., Torgerson, C., Beverton, S., Freeman, A., Locke, T., Low, G., Robinson, A., Zhu, D. (2004a) The effect of grammar teaching (sentence combining) in English on 5 to 16 year olds' accuracy and quality in written composition. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education.

Andrews, R., Torgerson, C., Beverton, S., Locke, T., Low, G., Robinson, A., Zhu, D. (2004b) The effect of grammar teaching (syntax) in English on 5 to 16 year olds' accuracy and quality in written composition. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education.

Brenchley &Cushing, 2018, Take a "simple" approach to teaching grammar.

Burrows, P 2014, A Creative Approach to Teaching Grammar.

Lines, H (2014) Secondary school English teachers' and students' conceptualisations of quality in writing.

Reedy & Bearne, 2013 Teaching Grammar Effectively in Primary Schools.

Safford, Messer, Mclachlan and Walker (2015) Teaching grammar and testing grammar in the English primary school: the impact on teachers and teaching of the grammar element of the statutory test in Spelling, Punctuation and Grammar (SPaG) in England.

Myhill, D. and Fisher, R. (2010) Editorial: Writing development: cognitive, sociocultural, linguistic perspectives. Journal of Research in Reading. Volume 33, Issue 1, 2010. Myhill, D., Lines, H. and

Ofsted, 2019 The Education Inspection Framework. Manchester. Crown Copyright.

Watson, A. (2011) Making meaning with grammar: a repertoire of possibilities. University of Exeter. Metaphor, Issue 2, 2011.

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Why is it important to explicitly teach grammar in primary schools? Young readers and writers need to understand how language is organised to make meaning and communicate effectively. Should grammar be taught in context or in isolation? Take a look at these practical approaches on how grammar be taught effectively.

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Metacognitive knowledge: an awareness of what you know and do not know.

Metacognitive regulation: monitoring and controlling your learning.

When students develop metacognition it can help them to understand how to aproach better their learning process.

The four levels of metacognitive learners are:
1 Tacit learners: do not think or have a strategy for learning.
2 Aware learners: have basic strategies for learning.
3 Strategic learners: they know and apply especific estrategies.
4 Reflective learners: analyze if their strategies are effective and appropriate.

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https://www.youtube.com/watch?v=we4KiShNjlA

There are so many ways of improving memory like sleeping, eating spinach or memorization but the best way to do it, is to always keep challenging the mind and maintain it active.
With games and art the mind works best.

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Improving your memory ⏲️ 6 Minute English

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1. What is the most important thing you learned about metacognition during session 7th?
A= I did not knew what meta was and I think it is a modern concept that is important to know and apply during the classes.

2. Write or explain one thing that surprised you during the session and why?
A= What surprised me the most was to realize how deep can students know their learning ways and process and with this become better in all aspects in their lives.

3. Write or explain one thing you want to learn more about.
A= I want to know how to effectively work and apply metacognition.

metacognition=reflection, analysis, deep knowledge, strength and weaknesses awareness.

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https://www.youtube.com/shorts/QJWsIJQHUxM

Metacognition could be defined as when someone recognize how they learn and her or his strong and weak points. Whit this information they can have a better experience and then they can share what they have learn. Also metacognition helps the teacher to know his or her students better and with this planning and working becomes deeper and more significant to students.

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What's Metacognition-and Why Does it Matter?

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A quick introduction to metacognition, plus 7 questions to help your students become more independent learners.Learn more at: https://www.edutopia.org/articl...

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When it comes to use metacognition during my classes I believe that we have to work with our students and make them know and own their learning process, so they can be independent and grow their knowledge.

Deep self analysis can help students to know themselves and develop a strong bond with their mind and hearts and well as it can improve their self steam and self security.

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What are the benefits of metacognition?
1. It helps students to become independent learners.
2. It has a positive impact on learning.
3. It is useful across a range of ages and subjects.
4. It is not expensive to implement.

Common misconceptions on metacognitive:
1. It is simply "thinking about thinking".
2. Any strategy used while performing a cognitive task is metacognitive.
3. A teacher plays no role in their learners' metacognitive practice.
4. It is only applicative to older learners.

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Repetition: to give students a reason to use what they learn

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https://cambridge-community.org.uk/professional-development/gswmeta/index.html

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Common misconceptions

There are a number of misconceptions surrounding metacognition and the related construct 'self-regulated learning'.

1. Metacognition is simply 'thinking about thinking'
Although metacognition does involve thinking about one's thinking, it is more complex than that. A large part of metacognition is actively monitoring one's own learning and making changes to one's own learning behaviours and strategies based on this monitoring.

2. Any strategy used while performing a cognitive task is metacognitive
This is not always the case. For example, using phonics rules to decode an unknown word when reading is a cognitive strategy. Flavell (1981) identified a useful distinction between the two: strategies used to make cognitive progress are 'cognitive strategies'; strategies used to monitor cognitive progress are 'metacognitive strategies'.

3. A teacher plays no role in their learners' metacognitive practice
Although a metacognitive approach typically focuses on allowing the learner to take control of their own learning, the teacher is still required to help in the development of their metacognitive skills. For example, the teacher needs to set clear learning objectives, demonstrate and monitor metacognitive strategies, and prompt and encourage their learners.

4. Metacognition is only applicable to older learners
Some researchers (e.g. Veenman and Spaans 2005) believe that metacognitive skills do not emerge until a child is 8 to 10 years old. However, Whitebread and Pino Pasternak (2010) document a number of studies which indicate evidence of young children's metacognitive abilities. Findings include children as young as 18 months demonstrating error-correction strategies, 5-year-old children showing an awareness of forgetting, and 3 to 5-year-olds exhibiting a wide range of verbal and non-verbal indicators of metacognitive processes in nursery and reception classrooms. These studies demonstrate that although young children may not be able to describe the metacognitive processes they are exhibiting, it does not mean that these processes are not occurring.

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There are a number of misconceptions surrounding metacognition and the related construct 'self-regulated learning'. 1. Metacognition is simply 'thinking about thinking' Although metacognition does involve thinking about one's thinking, it is more complex than that. A large part of metacognition is actively monitoring one's own learning and making changes to one's own learning behaviours and strategies based on this monitoring.

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Teacher and students relationship

It is important to encourage students to listen to each other and participate.

The teacher show us a video where a teacher is asquing questions to a student to help him understand some reading they are using in the class. Here is my opinion about it:

I would not get so close to the student because here in Mexico can cause some trouble. I like the idea of the teacher get a the same level as the student and give him a one o one attention. Giving them support and confidence to ask because it is okey to do it and it can help him to improve or solve any problem. We have to encourage our students to learn to socialize with others and work with others, because it will help them in their future and led them establish positive relationship with others. Communication is key and it is the start to the other skills. It is also important to teach and encourage students to do team group.

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Inclusive education

Teachers should know how important is to have a positive relationship with students and with each other and to encourage them to include and help each other respectfully.

Good communication is the bridge that will connect the knowledge and the learning process. When we are teaching and working with diversity it could be a great idea to let students be part of the planning of the classes.

Main goals that encourage inclusivity:
1 Good relationships

2 Good communication

3 Inclusion, respect and love

It is key to encourage students to be better humans and to make the teachers life easier.

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https://udlguidelines.cast.org/

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Padlet note activity 2: Innovative didactic strategy for children.

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Padlet note activity 2: Innovative didactic strategy for children.

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Sadly I am not currently teaching, but I have learn a lot of different tools on this masters that could be easily and successfully applied with children.

We can take advantage of technology and social media to help us teach and work with our students and I would consider these as a innovate didactic strategy.

I believe that every day the world is evolving and this should be applied in teaching as well. What is considered communication nowadays includes social media, smart technologies, new vocabulary and virtual spaces. It is only natural to follow the advances because it is hard to not be or get influenced by everything that is happening around us and in the world.

I think it is a great opportunity to explore and explode all the tools that we could have in hand to improve our classes, make them more interesting and challenging to keep students motivated and interested. If everyone knows about and uses them, we can innovate our teaching with different and new activities through social media.

Although it is true that when it comes to the use of social media, especially when it comes to work with kids; one has to be very careful in terms of hackers, sharing personal or financial information or making a fool out of ourselves, it is also true that we can have access to everything and everyone with only a click and this advantage opens a big door to English, because as we all know, this language is global and almost everything that is read, recorded, spoken, seen, published or shared comes in English. This gives us an amazing opportunity to be in touch with the language and can help us to learn and practice more of our 4 skills.

In the next squares, I share some other information about different innovate didactic strategy that I found super interesting.

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Innovative didactic strategies to apply in your classes

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Innovative didactic strategies to apply in your classes

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https://www.sharingspy.com/2020/08/innovative-didactic-strategies-to-apply.html

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Innovative didactic strategies to apply in your classes

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Innovative didactic strategies to apply in your classes

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The Fundamental Challenge for Didactic Innovation

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The Fundamental Challenge for Didactic Innovation

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https://observatory.tec.mx/edu-bits-2/the-fundamental-challenge-for-didactic-innovation

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Observatory | Institute for the Future of Education

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Figure 2 illustrates twenty-four learning objectives that involve cognitive processes within six broad categories that comprise the cognitive process dimension; namely, a) Remember, b) Understand, c) Apply (these the three lower-order skills), and d) Analyze, e) Evaluate, and f) Create (the latter three being the higher-order skills of complex cognitive demand). Figure 2 also breaks down the knowledge dimension into the four categories of Factual, Conceptual, Procedural, and Metacognitive.

The knowledge dimension provides greater details about the consolidation of knowledge. For example, indicates knowledge of terminology, facts, specific data, details, and elements; Conceptual involves knowledge of classifications, categories, principles, generalizations, theories, models, and structures; Procedural refers to techniques, criteria, methods, and processes; and Metacognitive relates to strategic knowledge, thinking tasks, contextual knowledge, self-knowledge, and self-regulation of knowledge acquisition.

The model makes it possible to visualize examples of general learning objectives for any subject and the complexity and cognitive demands of each specific objective. I have used this model not for specific topics but for complete courses where I can progressively map the learning objectives and design sequential, developmental, and reinforcement activities for the students.

This model also shows that even though there is a hierarchical order in skills development, the accomplishment of these cognitive skills is not necessarily sequential, meaning that a higher-order skill can be achieved without having completely grasped a lower-order skill. This is vital when considering students' cognitive skills in our courses. To illustrate, a student may have achieved expertise or proficiency in higher-order skills, such as "evaluating" or "makes complex, critical judgments," even if not having mastered the skills, "remembering" or "interpreting a specific fact in a particular activity."

Being able to visualize clearly the skills that students will need enables teachers to propose practice strategies and design appropriate evaluation systems that precisely measure student achievement. The underlying challenge of educators is to understand the cognitive skills that should be encouraged and fostered in students for them to be able to evaluate, judge, and interpret particular facts. Teaching strategies (T) must be configured with learning activities (L) linked to evaluation systems (E) through an intentional, unified alignment (TLE).

This TLE intentional alignment, or the T-L-E cyclic triad,is my proposal for academic research on educational programs. It has enabled me to innovate with strategies such as "Differentiated instruction," "Metacognitive reflection," "Visual thinking," "Scaffolding," and "Conceptual teaching," among others. Differentiated education, in particular, has allowed me to design activities with greater detail and precision to achieve specific objectives for each student's needs, abilities, and levels of thinking.

At first glance, this premise of the educator's challenge seems simplistic and obvious. But however obvious it may seem, it is, in fact, one of the most common omissions when implementing courses. The most significant word to highlight in this model is "intention"; learning activities must be designed with careful forethought to be fully linked to each other and measured by planned assessment tools.

I believe that the overall rethinking and mapping of the cognitive skills required in our courses and the deliberate design of strategies to achieve these is our primary teaching responsibility and the starting point for any didactic innovation.
About the author
Jessica Jasso ( jessicajasso@tec.mx) holds a Ph.D. in Literature and Aesthetics. She teaches Literature and Research in the Tec High School (PrepaTec) International Baccalaureate Program. Her areas of interest are Literature, Cinema, Metacognition, and Research.
References
Anderson, L. W. (Ed.), Krathwohl, D. R. (2001), et al. A revision of Bloom's Taxonomy: an overview. Theory into practice. Volume 41. College of Education. The Ohio State University. (Complete edition). New York: Longman. http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy

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The Fundamental Challenge for Didactic Innovation - Observatory | Institute for the Future of Education

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The starting point for any didactic innovation should consider rethinking the cognitive skills that will be developed in the student during the course, as well as design effective strategies to achieve it. Meet the proposal of a teacher in this article.

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Creativity in the classroom (in 5 minutes or less!) | Catherine Thimmesh | TEDxUniversityofStThomas

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Creativity in the classroom (in 5 minutes or less!) | Catherine Thimmesh | TEDxUniversityofStThomas

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https://youtu.be/nASvIgSOCxw

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Creativity in the classroom (in 5 minutes or less!) | Catherine Thimmesh | TEDxUniversityofStThomas

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https://youtu.be/Leo88Rbgk3w

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https://www.revistas.usp.br/comueduc/article/download/155378/153634/

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Didactic teaching is a teaching method or approach that fouses on teachers giving classes to students with these characteristics:

1 Strucrured lesson plans.
2 Specific learning objectives.
3 Periodic performance evaluations.
4 Lectures from the teacher to the students.
5 Group discussions.
6 Consistent learning schedules.

Didactics and pedagogy are two main teaching methods. While pedagogical approaches can incorporate didactical methods, there are important differences between the two types of teaching.

Didactics is more teacher centered because it focuses on structure and planning of the lessons and instructions.

Pedagogy is more student centered because it focuses on the strategies and methods on how to teach.

I believe both can work together and have many advantages.

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https://www.youtube.com/watch?v=o1VoUImKYDE

This video that was shared during the class it is super interesting and gives an easy explanation of what is the science of learning, how it develops and all that it is around it.
With this information we can understand more how we can designe owr classes in a better way.
It is amazing how incredible and complex is the human brain and how much gets involved in the process of learning.

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Bloom's taxonomy chart is related to the cognitive process dimension and talks about 3 learning objectives: analyze, evaluate and create.

Learning is divided into 2 categories: individual and social learning. First we learn individually and then socially. Both are super important in the develop of knowledge, social skills and personal growth

Differnce between assesment and evaluation: evaluation is a mesure on how students perform and learn, while assessment gives feedback on how students are advancing and learning. We can also say that assessment enriches the evaluation.

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How to assess students?
With positive comments and motivation. To assess or feedback first talk about what they are doing well and then encourage them to work a little more in what they are struggling with

How to evaluate?
To evaluate with tests, activities and exercises.

How do you encourage conversation in class?
What I do to make students talk, is that I ask them about their favorite things, music, artists etc and then the following classes I make some comments about the info they gave me and they get exited to talk non stop about those topics

Normally I do this activity when we are drawing, coloring or crafting. When they are relaxed they feel confortable to talk

When to introduce conversation in class?

I do it at the beginning of the class I let the students talk whatever they want in Spanish, after that we star with the only english and during the class I encourage them to share their opinions or comment something about the topic of the day.

I like them to speak with me all the class if not i feel like I am doing a monologue and it is boring.

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https://www.youtube.com/watch?v=p255pZWERbI

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4 ways to help primary children with language development | Learn English with Cambridge

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4 ways to help primary children with language development | Learn English with Cambridge

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https://www.youtube.com/watch?v=O_EYABDodfk

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0:00 / 3:10•Watch full video

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4 ways to help primary children with language development | Learn English with Cambridge