Teaching English in Primary Classes - Research Paper Example

Teaching English in Primary es. English language acquisition is an uncomplicated process if the right exposure is ensured. If this sort of an exposure is there, one can acquire English in the order of achieving the basic language skills listening; reading, speaking and writing. The order of acquisition of a language should be this. A child who listens English that is given with the correct pronunciation only can acquire it fast. Whatever is given when young can be acquired in the right mode and it will last long. Language acquisition is not an artificial process and it should not be tried in that way. What a teacher who teaches in primary school can give a child is the best towards his language acquisition. The selection of this level is the apt one mainly because acquisition process is quick in this period and there will not be any interruption in it. It is necessary to go through the significant points related to the selection f the age of a primary school child for teaching English. Thesis statement: The age of a primary school level child is the most appropriate for English language acquisition when compared to that of the students in other levels. Listening Skill. The listening skill is very important and primary for a student who has to acquire English. It can be elucidated so clearly. A child who is always listening to his mother happens to hear the words she repeats. A misunderstanding that children acquire language through imitation exists. But in fact the process here is recurrence. Linguists too had the same belief until 1957. Noam Chomsky, a then relatively unknown man Noam Chomsky propounded the theory that the capacity to acquire language is in fact innate. This particular theory propounded by Noam Chomsky revolutionized the study of language acquisition, and after a brief period of controversy upon the publication of his work, Aspects of the Theory of Syntax, in 1964, his theories are now generally acknowledged widely. Chomsky says, “Indeed language is not a skill such as many others, like learning to drive or perform mathematical operations-it cannot be taught as such in early stages.”,Chomsky. [Anandan, 57]. It is so clear that language cannot be learned but acquired through listening. Every human being has got an area called Language Acquisition Device in their brain. This area helps him to acquire a language when an exposure to it is given. But another fact is there. All the aspects of the language are not innate. Chomsky has claimed that all of us are born with what he terms a Universal Grammar, an inherent sensitivity to linguistic structure and patterns applicable to every human language. When the child gets exposure to the language, he begins to reproduce the particular language specific sounds that gradually lead to the acquisition of that language. These sounds are eventually produced by him when he acquires the lexis and grammar of his own language. Thus listening becomes the first successful step to English language acquisition [Anandan, 60]. The methods to develop the listening skill of a child in the primary school level are as follow: Children should be attentive and they must get chance to train their ears. In the case of a primary school child attention can be ensured fast. When the teacher talks to the children in English they will get the correct pitch. They note the degree of reference and accuracy is attained through frequent practice. A child can develop a feeling for the new language if the teaching takes place in such an early stage. Such a good listening habit paves the way to good speaking habit and through that a child gets acquainted with the styles of English language speaking. A child should get an atmosphere in which he can ask any doubt to the teacher freely. Such an atmosphere is a must in the case of a primary school child. [Kohli.51]. Speaking Skill The skill that follows listening is speaking skill. The need for talking a language arises when there is a necessary situation. A teacher who is teaching in primary level should get very good teachers. Beginners should be provided with very good teachers whose own pronunciation is the best. Children should be given speech practices in the most natural way. Pronunciation rules should not be explained to the students in a dry manner, they should get a natural learning atmosphere. If children who can talk well are there in the class they also can be demonstrators of the language speaking process. [Kohli, 54]. Reading Skill The next language skill is reading. A primary school child can be given the chance to get English language reading skills development so naturally. The child who is in primary level has to be given the best chances to get the best result. The last skill to be developed in children is writing. Again giving exposure to writing is so significant in the process of teaching English. The best method to make the students maximum skilled in writing English is to make them write a lot. For that different discourses can be given. The more they write the more skilled they will be. The discourses appropriate for a primary school child are stories, poems, conversation, role play, skit etc. All these skills are very significant in the teaching learning process of English. Receptive as well as productive skills have equal importance and primary school level is the best for it [ Kohli, 55]. Language Acquisition Device In every child there is an area called Language Acquisition Device in the brain. When a child gets right exposure to the language acquisition is such a simple and promising process. This is in fact U.G.based language acquisition. Creativity is the fundamental aspect of the language acquisition. All the human beings have the capacity to produce novel utterances. Even when absolutely strange sentences are produced listeners do not feel any problem. In the selection of the age for teaching English the age of the primary school child is special. It is because, just as noted above creativity is the fundamental aspect of language acquisition. A primary school child can be guided easily to the use of English language. In fact a child is not given the terms in grammar or compositions, but they are given practices in language related to every skill. This chance for using creativity makes acquisition of English a promising task [Abrams, 144]. Trial and Error Method Another important aspect of acquiring a language is the natural trial and error method. For instance a child may say “bow bow” instead of saying dog. The teacher of English language is not supposed to correct this sort of a mistake by the child soon by giving the right word, but she or he can use a natural method to give the word correctly in the most suitable and natural context in the class. To explain, it can be done by showing the picture of a dog and saying “A black dog”. The recurrence of such a comment will help the child to get the right word for dog instead of the onomatopoeic one he is using. This trial and error method provide such a strong base for the child’s language acquisition. And, it should be specially pointed out that for such a natural and easy method of correction the best age is that of a primary school child. So, my decision to select the children of this age can be justified as well as counted the best. A child who gets enough exposure to the skills supplemented by such a chance for correction will never fail in the process of language acquisition. Language is acquired fast in their case [Nair,187]. Language, a biologically triggered behavior. Language is a biologically triggered behavior. It is a process inside the body itself. As we discussed earlier there is a space called the Language Acquisition Device in our brain. When the right exposure is provided child can use English with the assistance of it. It is said here, “Language acquisition is non-conscious process, which is to be seen as distinct from the conscious process of learning language facts.”, Nair.As it is a biologically triggered behavior, acquisition in a fast pace can be ensured, especially in the case of a primary school child. The examples given in the classroom atmosphere work as the models and the children produce more or less similar sentences. [Nair, 5] Motivation. Another important aspect that boosts language acquisition is motivation given to the student by the teacher. When the teacher encourages the child and uses good words n his achievements with respect to acquisition of language he is encouraged. This sort of a motivation is so significant when it is given to the child in a primary school level. This is an age in which the child has no complexes or prejudices and he or she will be ready to accept the teacher hundred percent. So a good teacher can help the children in this respect. A classroom in which English language is taught should be with ample contexts for the natural rendering of the language. Such an atmosphere will be so encouraging to the children. Each and every aspect of the language will be acquired by them in the most natural way when the natural atmosphere is ensured. The support from the peer group is an important aspect in the case of language acquisition. The children who are in the primary level can be given that fruitful atmosphere with the guidance of the teacher. [ Nair, 3] Peer Correction Just as in any other learning situation, in an English classroom a learner essentially needs to be provided with criticism on his/her presentations of language skills. . Due to the appearance of Communicative Language Teaching and Learner-centered Teaching, students’ active contribution in language acquisition is now completely preferred and therefore, peer correction is a step increasingly accepted among the teachers. This is doubtless that peer correction is a useful procedure to be used in classroom and there are some issues about this. Peer correction in the context of English class is so significant and the effectiveness of this technique particularly for the primary school classroom is doubtless. The tolerability of peer feedback varies between the young and the adult learners. Here it is to be noted that the youngest ones, to be specific the primary school children are the most appropriate for peer correction. The responses of the different students are to be analyzed to reach the conclusion. [ Sulthana, 1] Coclusion Among the different tasks that a language teacher has to perform in the class, giving comment to children’s presentation is one of the most noteworthy. With the move in technique from Grammar-Translation Communicative Language Teaching, teacher’s role as a feedback source has also altered. In the early manner of language teaching, the teacher was to be the only source of knowledge; it was only his/her privilege to pass on information as well as to correct children’s familiarity on the topic taught. But, the present approaches and methods give emphasis to learners’ cognition and their independence much. With such a change, student-oriented techniques of modification in discourses, such as peer correction or self correction has been introduced. So, in a classroom atmosphere English language teaching is vital and easy. It is absolutely easy and fruitful in a primary class as the children are in the best age to acquire a language with their utmost participation. In short the best age for teaching English is the age of a primary school child. Reference: 1. Abrams, M.H., A Glossary of Literary Terms, Harcout, Singapore, Linguistics in Literary Criticism, 2000, 144, 01.07.2011. 2. Ananandan, K.N., Tuition to Intuition, Transcend, Tanur, What is at stake, 2006, 57-60, 01.07.2011. 3. Guidelines and Resources for the Oregon Department of Education – 2007, 02.07.2011. 4. Kohli, A.L., Techniques of Teaching English in the New Millennium, Dhanpath, Delhi, Skills in Language,2000, 55, 02.07.2011. 5. language.wordpress.com/child-language-acquisition, 02.07.2011. 6. Nair, C.S., English Language Learning-Approach and Practice, Gouri, Trivandrum, Language and Language Learning, 2007, 3-5, 02.07.2011. 7. Sulthana, Asifa, Peer Correction in ESL Classrooms, BRAC, Dhaka, 2009, 03.07.2011. Read More