Teaching Across Age Levels

Universidad Nacional Andrés Bello
English department

Taller de Planificación

TEACHING ACROSS AGE LEVELS
H. Douglas Brown









Author: Claudio Reyes Durán
Taller de Planificación
June 28th, 2012




Introduction
Throughout the analysis of chapter 6 from H.G Douglas Brown: Teaching across age levels are clearly solved some myth about the way children and adults learn asecond language. According to the popular belief, children tent to learn things faster and effortless, but that is not true. Little learners have at times the same difficulties that adults may present when learning. However, the factors that draw the limitations in the process that each of them (adults and kids) are living.
In this paper are summarized some fundamental points from theresearch made by the author, more specific, it refers to the contextual considerations in language teaching addressing the learner variable of age.
















Teaching across age levels
Teaching Children
Teaching elementary levels is not always an easy task. For teachers this has not only to do with topics, and stuff, but beyond. Even though this document is mainly focused onthe abilities of the students, it does not mention difficulties presented on behavior, values, or disabilities that most of the times a teacher must deal with. Therefore, it is important to keep in mind that the following aspects are only part of a research done in certain context with certain and determined number-type of people.
During years and up to now, people believe children learn asecond language faster and effortless than adults. However, the research made by H.G Douglas Brown, shows the contrary. The process that children do is equally hard as adults do. It requires of an enormous subconscious effort devoted to the task. Moreover, children deal with affective and cognitive factors when learning.
The difference between children and adults lies on immediate attentionto language forms.
Second, adults are not less successful in their efforts. They can learn and retain a large amount of vocabulary. Due to their experience and superior intellect they are helped in a way to learn faster than a child.
1. Intellectual development
When teaching, it is important to use easy patterns, which are fundamental during the learning process of a child.Children must understand the meaning rather than the structure of what are being taught.
Some things to avoid when teaching children:
 The use of grammar terms, it becomes too technical.
 Rules; e.g. “The present progressive is formed when you add –ing…”
 Difficult concepts.
2. Attention Span
Myths concerning children’s attention. Children pay attention to what they are interestedto learn; something different might be boring for them. So, it is not thing if they can’t hold or not attention, on the contrary. Therefore the mission of a teacher is to make an entertaining lessons besides of interesting.
 Children are focused on the immediate here and now activities, so the teacher should design work to capture their immediate interest.
 A teacher needs to be animated,lively, and enthusiastic. In certain way, children feel more comfortable when the teacher make them understand that they all can have a nice time if they work properly.
 Another important point to consider is sense of humor during the lessons to keep children animated though the learning process, but it is important to remember that a child has a different humor than an adult has.
 Finally,but not less important is to motivate their natural curiosity. Even though at times teachers feel so stressed dealing with hard students, it should be assumed that it is part of the children period of life, but their curiosity needs to be stimulated up to the point they feel they can ask whatever they want without any problem.

3. Sensory Input
It is compulsory and well known for teachers when...