Teaching English to Young Learners - Essay Example

?Teaching English to Young Learners Introduction This research project is focused on exploration of theoretical and practical background of teaching English as the second language among young learners. On the basis of a wide range of theoretical resources ranging from 70s till nowadays, the main suggestions borrowed from theoretical works are reflected in practical development of lessons for young learners. It is relevant to note, that the main principles relevant to modern children should include individualistic approach and fair attitude to every child. Moreover, it is of crucial importance to combine physical and mental activities in order to develop cognitive, literate, communicative and social skills. Therefore, the main attention of the paper is focused on a combination of playful methods, involvement of music and games in the process of language acquiring. Part I Literature Review Before starting up a discussion about how to teach English as a second language to young learners, it is relevant to observe classic theoretical works in this field. Teaching English to young learners as a second language is considered in the works of classical theoretic writers, such as Stern and Weinrib (1977), Dunn (1983, 1985), Halliwell (1993) and Drucker (2003). Their theories were based with regard to the evolution of children at pre-school age, correlation between their physical and intellectual abilities etc. Moreover, children’s abilities to narrate and cognize were also taken into account. With respect to children’s abilities, different activities, games etc were chosen by theoreticians as the basis for development of the most appropriate learning program for young learners. The most common practice for teachers is the usage of a form of a game during the lesson. This approach is relevant to children who are already able to solve brain teasers or riddles. In this case an indirect learning occurs. A child does not have to learn some new words or sentences; he is just trying to solve a riddle or a puzzle (Arnold, 1999). Therefore, a role of indirect learning is as well important as a role of direct learning, because “whether one is used more than the other depends on a combination of intellectual development, temper and circumstances. Direct and conscious learning seems to encourage an elaborated accuracy of the language, while acquisition stimulates a spontaneous and more fluent use” (Arnold, 1999). The ideal variant of English language learning is when both accuracy and fluency is reached. Unfortunately, child’s abilities to lean grammar consciously are underdeveloped. From the one perspective, children have in-born skills to acquire language. Thus, this fact should be properly used by a teacher in order to develop a relevant methodology enabling children to use their language knowledge not only during the lessons, but also outside the class. Consequently, game is a perfect opportunity and the right way to a proper learning. In accordance with Halliwell (1993): “games should not be disregarded as a waste of time. They also shouldn’t be considered as something that can be introduced as a time filler at the end of class or as a prize for doing «real» work; they are real work. Games make up a central part of the process of language acquisition, which is wonderful because children have such a strong sense of fun and games” (Halliwell 1993, p. 6). Consequently, we can surely conclude that during games children reveal their creative potential, stimulate their imagination and fantasy. For example, the main role imagination plays in the L2 class. Moreover, Halliwell (1993) underlines that fantasy involvement benefits to real usage of language. In a playful manner children can make an attempt to describe to each other a certain monster and they will try to use different words to reflect their fantasy verbally. In the contemporary studies on English teaching to young learners there are three main types of contents: these are conceptual, attitudinal, and procedural (Lessow-Hurley, 2003). In the structural approach an emphasis is made on studying of grammar; in the studies on topics and situations, a group works at certain situations or topics; and in the third approach a group works at the language objective (Songs Enrich Language Learners, December 20, 2006). Lastly, teachers are focused on a future perspective and try to give knowledge to young learners that they will need when entering the University. Attitudes and performance of children should not be neglected in favor of conceptual contents. This rule is relevant not only to teaching foreign language, but also to mother tongue teaching. In accordance with Mur, early childhood education coincides with “the development of communicative competency in their own language” (Mur, 1998). With this respect it is relevant to note that in the early childhood education children are curious and constantly ask questions; their interest is growing and their ability to cognize and interprets a symbolic meaning of objects is developed. At this point it is relevant to talk about researches on a global approach to language teaching. A contextual approach of English language should be based on experience of children. An individualistic approach is relevant, it is only necessary to be focused on diversity as well. A practical approach is based on the following principles: “didactical units or projects with an approach which is totally communicative; oral skills are developed, audio-visual equipment is used, and class groups are flexible” (Halliwell, 1993). With this respect Mur (1998) talks about common features between “methodology of English and the stages of Early Childhood Education, and that this should be considered in the development of the teaching methodology”ilent (Mur, 1998, p. 17). Mur’s description is concise, but it is really helpful for teachers of young learners. Mur makes emphasis on the importance of valuable information presented in the classroom. A friendly atmosphere during lessons, as well as appropriate usage of computers and audio-visual aids is also required. A communicative approach together with attention paid to individuals is integrative components of successful teaching methodology development. Some authors claim that “methodological resources and motivating materials should be used such as pets/dolls, dramatizations (finger, hand or shadow puppets), songs, stories, games, images (realia, pictures, flashcards, wall-charts, costumes, marionettes…)” (Drucker, 2003). It means that a learning process would not scare off young learners, but will be beneficial for their creative and intellectual development. Moreover, it is very important for children to be in a sociable atmosphere during their lessons and feel free to express their ideas: “in the spontaneous learning of a second language, sociability has been found to be a major influence on rate of learning” (Early literacy and the ESL learner, 2001). In comparison with mother tongue learning, learning of the second language is a more complicated process. The main access to the second language acquisition occurs during lessons in the classroom. Thus, there is a need to increase input of the foreign language. The affective learning is evoked at this point. Such methods as “Suggestopedia, The Silent Way, Community Language Learning, Total Physical Response, Communicative Approach or Natural Approach were central aspects of affective language teaching aspects in the studies of 70s and 90s” (Larsen-Freeman, 1987). In this research paradigm, methodology of the second language teaching is focused on planning. Thus, it is relevant for teachers to develop plans as a facilitator of their teaching functions. This approach will be further on discussed in “Personal Reflection” section. Children learn through play This is the main claim, which is central for the majority of educators. Children like to play and if it is combined with the studying process, then children learn easier. For learning and development playing means a lot. In order to make learning process of young learners more interesting, it is possible not only to introduce a playful form of learning, but also suggest learning in the form of songs. If children sing while playing, they move from “sensorimotor experience to a symbolic transformation of it” (Lessow-Hurley, 2003). Cognitive and lingual skills of a child are developed in the process of singing songs. Thus, children appreciate and get acquainted with rhyme, vocabulary and language. When songs are learnt by heart, it means that a child enriches his vocabulary. First of all, once a child listens to the song, he develops his listening skills. This includes: “detailed listening comprehension, listening for summarizing or writing, listening to isolated vocabulary and listening for word order” (Lessow-Hurley, 2003). It is also important to introduce a paraphrased variant of the songs before children will listen to it. After children have listened to a paraphrased song, they listen to the song. After this, it is relevant to listen to isolated vocabularies when children get two lists of words and they can draw lines between words in this list and match them the way they occurred in the song. Therefore, children also develop their speaking skills during listening to the song. Children memorize words, which are repeated in the song and thus they can widen their vocabulary. In accordance with a recent research, “the most popular formats for songs is that the refrain (a rhythmic section) is repeated many times, and has often been observed to result in spontaneous 'joining in' by the young audience” (Yuiliana, 2003). Another popular learning activity is “mini musical performance”. It combines a spoken dialogue and singing. “Teacher should select a theme for musical and three to five songs” (Yuiliana, 2003). Then teachers write corresponding dialogues. Moreover, it is also rather effective to introduce another activity or rhyme after rhyme. Thus, children are able to make up rhymes themselves. Song poetry is another interesting and useful activity. Children receive cards with pictures and then match the lines they like from the song with those pictures (Lessow-Hurley, 2003; Fougler, Jimenez-Silva, 2007). In order to teach children how to write, it is also relevant to introduce singing. For example, when children are inspired by songs and music, they can write dictations. “Dictation is a good way to introduce a song, especially for singing. Children may write down lyrics of slow songs. After listening to the song many times, children will have not only the words but also the melody. The children are given short and slow songs, and then the teachers ask the children to write down the lyrics” (Early literacy and the ESL learner, 2001). It is possible to implement these strategies into practice in the following way: the teachers write down words on a blackboard in an alphabetical order; they can also give two first lines to children for them to continue or the first/last words of lyrics lines. “Blanking out” some words is also an effective strategy for children. For example, teachers may suggest filling in the blanks with prepositions or giving up if children give up (Yuiliana, 2003). Anyway, teachers of young learners should be aware of the fact that they have a great responsibility, because a future success of children in education depends directly on the basic knowledge they gain in the initial classes. Thus, we can claim that teaching English as the second language is even more important and complicated process than teaching English as a mother tongue (Lake, 2003). In comparison with 90s, children learning programs have been essentially changed. With this respect, the main scope of introduced changes concern individualistic approach extension to every young learner; child’s learning development and abilities are currently assessed individually; an important role belongs to social and cultural environment of a child (Arnold, 1999). How these changes do practically realized during classes? There is a wide range of special programs developed with regards to a modernized teaching process. There is an apt expression: “Because culture and language are critical components of children's development, practices cannot be developmentally appropriate unless they are responsive to cultural and linguistic diversity” (Fougler, Jimenez-Silva, 2007). A flexibility of teacher’s methodology and instructions introduced in the process of education should be coordinated by individual’s peculiarities of young learners. In order a treatment is fair, children’s differences should be taken into account and respected by teachers. In comparison with a methodological teaching paradigm of 70s, when a principle of “equal” learning was propagated, currently it is proven that equal learning does not correspond to child’s individualistic needs (Early literacy and the ESL learner, 2001). English as a second language rose a lot of controversies in the process of non-native young learners’ teaching, because “it is not equal, fair, or developmentally appropriate for teachers to utilize the same instructional strategies for all the children in their classrooms” (Fougler, Jimenez-Silva, 2007). Nevertheless, another challenge occurs when teachers try to remain “color-blind” concerning their young learners. In this case teachers neglect cultural and linguistic peculiarities of children and prevent them from a proper learning. A disregard for diversity may turn into the cultural and linguistic differences antagonism. Thus, in order to deal with this challenge, teachers should “embrace” all peculiarities of children’s differences. In order to create a favorable learning environment, teachers should include communicative strategies based on “conversation, acceptance, experience, and children's literature” (Gestwicki, 1999). The role of a direct conversation is especially important during young children learning process. In this case children have an ability to develop their communicative and cognitive skills. Further attempts of communication among children may be halted in case a teacher gives instant judgments. A high level of professionalism is required from teachers, who are able to develop initial communicative skills among young learners and promote communication with both peers and adults. With this respect, children literature plays a crucial role. Moreover, in order to create a favorable language learning environment, teachers should be aware of stages of second-language learning and imply a natural approach (Lake, 2003). In accordance with the natural approach, there are four main stages of the second language acquisition, such as “pre-production, early production, speech emergence, and intermediate fluency” (Lake, 2003). Consequently, teachers have an ability to see a consequential development of children’s learning. Thus, teachers are able to work out relevant instructions for keeping up with children’s learning advancement. When starting teaching English as a second language to young learners, it is possible for them to reach sufficient knowledge in a year or two, though there are a lot of young learners who need 5-8 years to reach academic proficiency. The emphasis on a social role of the second language knowledge is developed in a child’s communication with his peers in formal and informal atmosphere. There is a difference between social language knowledge and a further academic success. A time required for gaining social language knowledge is one or two years, but in order to gain academic language knowledge 5 or 8 years period is required (Leu, Castek, Coiro, Gort, Henry & Lima, 2005). Nevertheless, teachers should not correlate social language knowledge with academic language proficiency. Academic language knowledge gaining depends on many external factors, such as previous knowledge of the student of mother tongue, teaching strategies and techniques developed by teachers and other factors. Consequently, teachers should be able to provide children with a contextual support. Both, native English speakers and learners of English as the second language may have ability to cognize a material, but may lack the language skills to analyze and comprehend gained knowledge. For this purpose, contextual clues used by teachers may include gestures, labels, finger plays, role playing etc. A better contextualization of information may lead to a better cognition and understanding of information (Freeman&Freeman, 2001). Furthermore, it should be taken into account by teachers that children do not have an ability to learn language faster than adults do. There is a vivid discussion among scientists concerning the period of the best learning of the second language. The main advantage of children before adults is that they may develop a better accent in a second language. It should be noted that “there is a lack of researches in this field indicating the exact period for the second language acquisition” (Brown, 2000). As we have already noted above, it is often expected that children may gain efficient knowledge of the second language within a year. For example, “teachers often hear stories of young children who become proficient in English within a year” (Brown, 2000). With this respect, teachers may be confused about the level of proficiency children may gain within a year. Thus, for example, children and adults get different tasks during classes and consequently gain different level of knowledge. Very often teachers enforce these ambiguous beliefs and expect unreal proficiency and a high level performance from children. Nevertheless, it should be noted that such kind of complexities among children as another “language ego” may occur (Freeman and Freeman, 2001). Cognitive skills of older children and adults facilitate the process of the second language acquisition in comparison with young learners. Therefore, in order to facilitate a process of language acquisition, it is relevant to introduce technologies in educational process. Internet and computer technologies may be used by teachers to facilitate the educational process of young learners. Children may develop cognitive and literacy skills, their communicative, reading and writing abilities. One may argue that it is rather difficult to introduce IT technologies in the educational process of young learners (Alternative English Teaching Methodologies, May 26, 2010). Therefore, it may be claimed that some studies and researches in this field have revealed positive effects of technologies that can positively influence on the educational process. In a modern information age Internet plays a crucial role: “it requires new literacy skills, strategies and dispositions in reading, writing and communication to fully exploit its information and learning potential; and it provides special opportunities for multilingual learners and schools in an increasingly globalized world” (Fassler, 2001). From this perspective Internet involvement in the educational process may be questioned. Still, Internet involvement should not be discarded at one and should be used as a supportive method of the educational process. From the early childhood modern young learners should learn to participate in a globalized community and current changes and innovations in the world should be mediated by teachers to young learners, as well as to adults. For example, teachers may use the following projects, such as “out-of-school technology projects; online international projects used in schools; online international projects used both in and out of school” (Dunn, 1983). Thus, acquisition of English as the second language should be considered not as a challenge in the process of education, but as an opportunity for learning in the globalized community. We have considered numerous approaches and different aspects of English teaching as the second language to young learners. Demands placed on teachers are growing and a profession of teacher is becoming even more challenging than it was several decades ago. Thus, currently two previous suppositions are simplified. Firstly, “equal” learning is not optimal for everyone and a principle that “good teaching will work for everyone” does not work nowadays. In the modern world both adults and young learners have a lot of possibilities to develop their social and academic language knowledge skills in formal and informal atmosphere. Consequently, it is relevant to note that an individualistic development of teaching strategies of English as the second language should be combined with considering diverse peculiarities of different categories of learners (such as cultural, race, cultural, social, age etc) (Freeman and Freeman, 2001). The basic concepts relevant to a proper development of teaching methods and strategies should be correlated with cognitive and linguistic skills of young learners and final goals of the second language teaching. Every child should be considered as a separate individual with a large baggage of knowledge, social and cultural background, information and resources. The important role teachers of the second language can play is their ability to facilitate further academic proficiency of young learners. Part II Personal reflection It is very important for every teacher to develop the most appropriate teaching strategies in accordance with individualistic peculiarities of young learners. In the elementary school children are willing to play more than to learn and this is my main principle to incorporate a playful form of language study in order to develop cognitive, communicative and linguistic skills of young learners. The first effective method is visualization. Before starting a discussion about every stage of my lesson development, I want to note that it is relevant to have a clear structure of every lesson. Moreover, the lesson should go in an easy manner in order to create a favorable and friendly atmosphere of language learning. Thus, there is a clear structure of my lesson that is the beginning, the middle and the end. Firstly, I begin my lesson and end it with a song. Children feel easy and take an active part in reiterating song’s words or writing lyrics down. Thus, their self-esteem is growing and they feel confident in participating in fun and cognitive activities. The most rambunctious children sing together with me in front of the class. Thus, this kind of children has a perfect chance to release their abundant energy. Another important factor is smiling, because in such a way children feel my friendly mood and get inspired for further active, fun and interesting learning. A warm atmosphere should not be halted by teacher’s bad feeling etc. Once I enter my classroom, I leave all my troubles behind the door. I use such kind of visuals as flashcards, 3D objects, and different posters in order children could better perceive contents and meaning of the text. Another integrative part of my lessons is playing games with the students. Practicing English can be also mediated by different activities, such as drawing, connecting the dots etc. In such a way, learning is facilitated and it is easier and more interesting for children to gain knowledge in a playful form. In a creative manner I like to present information with the help of presenting funny toys or animals. With the help of puppets I introduce new word to young learners making them “talk”. In the result, children listen to puppets’ talking and I can easily give necessary information to children in a funny and amusing way. Therefore, two main principles for my lessons are creative thinking and fun. In this case, children feel relaxed and can have a pleasant time while learning the second language and listening to fun and interesting stories. Enrichment of children’s vocabulary as well as development of their cognitive, listening, reading and writing skills depends directly on teacher’s ability to work out special interesting strategies in accordance with the individual needs of every child. An interaction between a child and a teacher is also facilitated by teacher’s ability to express appreciation to a child. Moreover, teacher should have a great patience in order to recognize all expression a child uses. With this respect, it is relevant to use visual imagery when discussing certain questions. When children see certain images on blackboards or special cards, it is easier for them to get the main idea of teacher’s question or if they can draw themselves, they can better explain what they want to say to their teachers. In order to explain the relevance of teaching methods, it is necessary for children to develop “a natural anxiety-free language learning environment” (Alternative English Teaching Methodologies, May 26, 2010). At this point I can surely claim that involving singing and playing in the learning process is a justified method and the effectiveness of these methods is beneficial for young learners’ creative thinking and literacy development. Musical accompanying during lessons works good enough for effective memorization of information and easier knowledge gaining. A natural taste of children for music together with teachers’ abilities around the world to facilitate and improve language learning skills and cognitive abilities of young learners is perfectly correlated with music involvement into the learning process. With this respect I can underline that I use music as a “source of motivation, interest and enjoyment, it is much easier for children to imitate and remember language than words which are just “spoken” (Alternative English Teaching Methodologies, May 26, 2010). This approach is closely reflected in my teaching practices. I have noticed that involvement of music develops vocabulary of children; rhythm of the songs and chants make it easier for children to memorize repetitions and expressions. Moreover, I use music for teaching my children a correct intonation. Thus, in a spoken language children may better gain skills of a correct intonation if they constantly listen to it while listening to music. Currently, it was found out by Carolyn Graham (cited by Yuliana, 2003) that Jazz Chants used in the learning process of language facilitate perception and further usage of a relevant intonation and the natural rhythm. Enjoyable activities are close to children’s nature of learning which is focused on their skills to acquire language. Being active and lively creatures is natural for children. Therefore, teachers should be able to convert this life energy into meaningful learning experiences and enthusiastic learning. If to combine actions with rhymes, then children may benefit from a natural response to rhymes and repetition of words. I use such kind of active learning in my teaching practice. For example, there is a well-known practice of rhythmical physical and verbal reflection of parts of the body: “head, shoulders, knees and toes” and thus children have a perfect chance to mimic and repeat words and sounds. Therefore, language acquisition happens on this stage through physical and verbal activities of children. I can claim that teaching language in a playful manner is beneficial both for children and a teacher. A friendly and creative atmosphere of language acquisition is created and thus it is easier for children to gain knowledge and develop cognitive and literacy skills of children. Nevertheless, it may be argued that in a playful atmosphere a process of language acquisition is halted. On the one hand, it is necessary to develop flexible teaching aspects of lessons, but on the other hand, a spirit of fun and amusing atmosphere should be present during lessons as well. Lesson plan I would like to present my lesson plan for a 45-minutes lesson. I selected a theme “Sea Creatures”, because children are greatly interested in considering behavior of different kinds of sea creatures. Thus, they would memorize the names of animals in the second language and draw parallels between their knowledge about them in their native language and in the second language. During the lesson I plan to teach 10 new words to my students: “shark, fish, dolphin, whale, crab, jellyfish, starfish, octopus, sea horse, turtle”. Phonics to be taught: c-r-a-b-, f-i-s-h. Though 12 words may be too hard to be memorized by children within 45 minutes, thus a half of the words mentioned above will be given to learn as a home task or will be repeated during the next two classes. In the beginning of the lesson, I plan to turn on the song about the sea creatures: Song 1 swim, swim, swim, swim, swim, swim The fish in the sea go swim, swim, swim All through the Day The lobsters in the sea go pinch, pinch, pinch pinch, pinch, pinch, pinch, pinch, pinch The lobsters in the sea go pinch, pinch, pinch All through the Day The octopus in the sea go wiggle, wiggle, wiggle wiggle, wiggle, wiggle, wiggle, wiggle, wiggle The octopus in the sea go wiggle, wiggle, wiggle All through the Day The crabs in the sea go click, click, click click, click, click, click, click, click The crabs in the sea go click, click, click. (Preschool Sea Animals) Singing this song will take 5 minutes, but it will be a good start of the lesson, because a theme of Sea Creatures is revealed in this song and some new words are introduced. Repetition of words will amuse children and inspire them for further memorization of new words. Furthermore, I will use imagery visualization in order to make it easier for students to get acquainted with new words (10-15 minutes maximum). A physical activity introduced in this lesson will be focused on children’s abilities to jump from one card to another with the depiction of sea creatures and naming them. It would take 5 or 7 minutes. Therefore, during these activity children’s energy accumulated before the lesson is released and next to it, they can easily memorize new words. Then children will have a chance to sit at their desks and restore in their memory the words I wrote to them on cards (which we used during our game) and I will give 7 minutes to them for that task. Furthermore, it would be necessary to evoke more enthusiasm among my students and we will play another interesting and fascinating game. The students are divided into sharks and dolphins. Some of the students can be named as a fish, a crab, a whale. When sharks touch dolphins then they are eaten by them. Dolphins should safe other sea creatures. In the process of this game that may last up to 15 minutes, children repeat the names of sea creatures once again. Thus, we would come to the end of the lesson and it would be relevant to sing a song again in order children would entertain themselves and leave the classroom with a good mood (5 minutes). Song 2 Have you ever gone fishing On a bright and sunny day With all the little fishies swimming up and down the bay With your hands in your pockets And your pockets in your pants All the little fishies do the hoochy woochy dance Do Be Da Do Waa! Do Be DA Do Waa! Yeah, all the fishies do the hoochy woochy dance Therefore, if to analyze my teaching plan, I can surely claim that it is focused on involvement of games and songs. Language acquisition opportunities are beneficial for students, in case they are diverse and amusing for children. On the one hand, an involvement of a playful aspect in the teaching process, as I have noted above, works positively for my young learners. Still, there are certain drawbacks in combination of active language acquisition and fun/musical component. For example, games and music can prevent children from focusing on the new words acquisition and the learning process. Games are also beneficial for my students. Thus, I am concerned about development of cognitive, literacy, communicative and social skills of children. Therefore, there are three main strategies of language lesson development: playing game, singing songs, literacy development. Team spirit of games inspires children for keeping up with their classmates and thus children try to memorize new words or perform any other task in order not to let their classmates down. Furthermore, when children sing songs they are able to repeat some words several times and thus they would easier understand the words’ meanings. Physical activities during lessons are favorable for energy release of children and for keeping children stimulated and on alert. It is necessary for children to get involved into physical activities during lessons otherwise they would get bored and tired of knowledge gaining. For teachers, a combination of different teaching methods inspires them for further motivation for fruitful labor. A playful approach to teaching language can be justified in the following terms: “As long as no one is forced to participate, competition can be positive and encourage player discovery, examination and learning” (Alternative English Teaching Methodologies, May 26, 2010). Moreover, the fact of creation a special bond between a teacher and a young learner cannot be denied as well. Consequently, I try to combine different teaching methods during my lessons in order to satisfy the needs of young learners and facilitate the process of language acquiring. Works cited 1. 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Fassler, R., 2001. “Snow Fighting with Spring”: Building on Young English Language Learners’ Thinking. Childhood Education, 78 (1), p. 25. 8. Fougler, T.S., Jimenez-Silva, M., 2007. Enhancing the Writing Development of English Language Learners: Teacher Perceptions of Common Technology in Project-Based Learning. Journal of Research in Childhood Education, 22, p. 23+. 9. Freeman, D., Freeman, Y.S., 2001. Between Worlds: Access to Second Language Acquisition. Portsmouth, New York: Heinemann. 10. Halliwell, S., 1993. La ensenanza del Ingles en Educacion Primaria. Essex: Longman. 11. Lake, V.E., 2003. Effective Practices and Principles to Support English Language Learners in the Early Childhood Classroom. Childhood Education, 79 (4), p. 200+. 12. Larsen-Freeman, D., 1986. Techniques and Principles in Language Teaching. Oxford: Oxford University Press. 13. Lessow-Hurley, J., 2003. Meeting the Needs of Second Language Learners: An Educator's Guide. Alexandria, VA: Association for Supervision and Curriculum Development. 14. Leu, D. J. Jr., Castek, J., Coiro, M., Gort, M., Henry, L. A., & Lima, C. O., 2005. Developing new literacies among multilingual learners in the elementary grades. Project at the University of California. 15. Mur, O., 1998. The Introduction into Teaching English to Young Learners. Madrid. 16. Songs and Music. Available at: 17. Songs Enrich Language Learners, December 20, 2006. The Register-Guard. 18. Yuliana, 2003. Teaching English to Young Learners through Songs. K@ta, 5 (1), p. 2003. Read More