Teach English in Lianzhou Zhen - Qingyuan Shi

Most learning theories take root from one or a combination of the following 4 ideas: Maturation, Environmental, Constructive and Cognitive development. These core behaviour theories outline the history and proven areas where we can find and adapt to the best suited approach and environment available to us. Learning L1 can be mirrored in learning L2. Eg. The immulsion of English in a classroom is similar to that of a child learning L1 from their role model and common interaction. An understanding of how L1 is learnt helps teachers develop their approach, responses and ideas in teaching L2. For young learners, a student centred and speaking focus is key as this correlates with their learning ability/stage generally and as mentioned above, how they have learnt language mainly so far. ESA can be utilised effectively, particularly for older young learners who are capable of a more structured lesson. The setting of a room should be carefully thought out to match the activities, stages and aims of the lesson. Eg. for the older young learners who may have board work to follow, a circle style setting would not work well as they would not all be able to see the board comfortably. For the younger learners, this can be a good style as it means everyone is visible thus keeping more attention. However, the teacher may be isolated slightly so would need to either move around often or join the circle itself. Teachers must be aware of the continuous changes (Maturation) within the classroom and students themselves. Particularly, there are factors like age that can have massive impacts on the children?s abilities. Therefore the teacher?s approach and lesson plans must be prepared for or/and adapt to this.