It is important to understand that the aim of starting English in Primary 1 in the UAE is not simply to increase the amount of language taught. We are more concerned to achieve an improvement in quality rather than quantity . Pupils should acquire a deeper and more confident knowledge of basic English . This leads to an important question: Why do we teach a foreign language at the earliest possible age ? Simply ,we can say that English will be taught from Primary 1: n To lay a firm foundation for a life – time’s use of English; n To exploit the young learner’s enthusiastic approach to any subject that is presented in an appropriate manner; n To give pupils a positive attitude towards English that will remain with them when they confront the difficulties of English grammar in higher classes ; n To benefit from the fact that young pupils naturally tend to acquire rather than learn a language ; n To introduce English as a real language of communicating ..Sometimes older pupils never think of foreign language learning as anything other than a school exercise .
Some Guidelines :
There are some guidelines that the teacher of English to young children would do well to keep them in mind : (1)Language Teaching at the lower primary level must be active and dynamatic . Further more , it must respond to the child’s urge to create and his desire for activity . (2) The teacher would keep in mind this dictum : WHEN THE children TOUCH, SEE ,AND SAY ,THEY LEARN . (3)Language Teaching at the lower primary level should place greatest emphasis on socialization activities that is ,activities that help the pupil fit himself into his own school situation- with their consequent ample use of language . (4)The lesson should consist of “SELF-CONTAINED SEGEMENTS“that because the short attention span of children do not last much longer than five minutes . (5)To maintain the children’s interest , the methods and materials used should be as dissimilar as possible . (6)The teacher should strive to present any given item (a pronunciation ,a new word ,a cultural or structural item ) in as many different ways and contexts as possible , in order to reinforce it repeatedly .
-------- One useful medium for preparing the short ,self –contained segments mentioned in the guidelines is proper children’s melodies . The idea is to select a song that the children as they grow up will most likely hear.A best song would be one that is familiar in the children’s culture as well as in the culture of the new language. Next best Would be songs that ,though not familiar in the children’s culture ,the children will be likely to hear as they grow up because of the international nature” of the songs . This way , the children will not only learn language but , more importantly , they will begin to learn a culture.In using children’s songs for language- Teaching purposes, we must often change the original lyrics. We must often choose easier ,or more common , words than the songs contain . We must use words that the children are likely to meet at this stage of their language study. In choosing the new lyrics, we should use the words and structures that the children are encountering in other segments of their language lessons ..The new lyrics will of course depend on what structures and vocabulary the children are learning at the time . And the same thing about the nursery rhymes . We have seen how we can alter children’s songs and nursery rhymes for more effective Teaching of English to young children .. I natilizing songs and nursery rhymes we implement all five guidelines Follows: 1-Singing songs and rhythmically reciting nursery rhymes respond to the children’s desire for activity. 2-Singing together and chanting rhymes aid socialization. 3-Each verse or short song is a self- captained segment that does not take much longer than five minutes. 4 &5- Such songs and rhymes combine well with other methods – stories, drills, games,etc-that use the same vocabulary. 2- Arts and crafts:
Projects in arts and crafts,also ,can relate to all five guidelines , as suggested below:
1-Arts - and - crafts projects aid socialization when the children work together on group projects 2-Arts - and – crafts projects aid socialization when the children work together on group projects-or even when they work on individual projects and then show their work to each other and compare what they have made . 3-Arts- and – crafts projects, carefully prepared for by the teacher in a advance ,can take minimal amount of time to carry out . Each step in the process might in itself be a self –contained segment That takes no longer that five or ten minutes to complete . 4-Between the different steps of a project the children can sing a song , play a game , do a drill , etc. 5-The same structure and vocabulary present in the project ( as the pupils talk about it ) can appear in the activities used for a “change of pace “ between the various steps of the important point to remember when undertaking a project in arts and crafts is that there must be ample and sufficient talk about it at each step along the way . The children must say what they are doing , explain what they are making , and ask each other questions as they proceed . When the children finish the project they should continue talking about it . 3 . Games As, before , let us first relate this last method to our five guidelines : 1. In playing games with the use of their previously made stage “props “ the children are touching their props and each other . They are seeing –seeing their props and each other . They are saying – saying what they are doing . Thus they are learning . 2. All the above place emphasis on socialization –on personal exchanges . 3. The games themselves are carried out in self – contained segments . 4. The games , because of their nature , are definitely different from songs , rhymes , arts and – crafts , and verbal exercises and drills . 5. The games and game like activities reinforce what the pupils have previously learned , because they use the same structures and vocabulary . Conclusion :There are some points that the teachers must take them in consideration :- A - The children’s teachers should remember that the Teaching of children and the Teaching of adults, both in technique in attitude , are entirely different propositions .
B -, pictures, and varioThe ideal learning environment for the child is contact in English out side the classroom to becomes the source - and – thus motivation not what it is for the adults.
C - Since , there are still few opportunities for - for students to need and use English in meaningful way .
D- Teachers should treat language as a series of natural chunks . There is no need to slow your speaking because they are “just hids “.
Slowing down destroys the natural rhythm and intonation of the language , and you are actually doing the students a dis service that might take them extra time later to overcome .
E- It is extremely important to get down to the children’s level ,how you speak to them and what you talk a bout .
F –To make the classroom come a live and resemble more closely the outside world we must use visual aids appropriately ,we can use flashcards,objects and realia .These tools can free the teacher to be more the observer and facilitator and can free the children to lean to use the language and learn to love the potentially fabulous experience of being able to communicate in another language to other people from around our vast world .
1-Carroll, J.B.1962. The prediction of success in intensive language training . 2-Elley . W. B.1981.The role of reading in bilingual contexts. 3-Elley . W. B. and Manghubhai ; 1983 . The impact of reading on second language learning . 4-Schrerer, G. and M. A .Wertheimer.1964. psycholinguistic experiment in foreign language teaching. 5-Ministry of educating ,U A E , Teacher’s Book –1. 1995 .