Teaching English to Nursery School with Games and Songs.
Abstract
Although children learn a language faster than adults, they do not learn through traditional language teaching methods. Through fun activities children can learn a language better as learning becomes natural for them since these activities do not make them conscious that they are learning a language. In Bangladesh, since a proper learning atmosphere has not been ensured in children’s English classes according to children’s interest and psychological characteristics, benefit is yet to come from the compulsory English education at the nursery level. In order to appeal to young learners’ learning styles, songs and games can be very effective tools for teaching children a foreign language. These tools can be used in children’s classes to utilize their natural ability to learn a language. This paper introduces the benefits of some interesting tools in teaching children English and also suggests incorporating them at the nursery level English curriculum in Indonesia.
Keywords: young learners, second language, teaching techniques, songs, games, nursery education.
I. Introduction
The number of teachers of young learners is increasing as children start to learn English at a younger age around the world. The term young learners can be used to describe: Nursery school; Pre-school learners; Primary school learners; andSecondary school or teenage learners.
The children, especially who study in nursery school who are really need of interesting lessons for learning English. The reason is that although children have an innate ability to learn a language they do not learn properly if they find their lessons boring and unexciting. In fact, children learn better through interesting activities and for this reason songs and games are very useful tools for teaching them a foreign language. Actually these are the tools that help children learn in an enjoyable environment without making them feel the pressure of learning a foreign language. If teachers can introduce these tools in children’s English classes in place of the lessons not suitable for children (Cameron, 2003: 67).
The earlier children start learning a second language, the higher are their chances of becoming more proficient as opposed to their learning of it later. The most appropriate time to learn another language is between two and thirteen years of age. According to Read (2003: 98), there is a biologically specific period of life when language can be learnt more easily. After the critical period, certain abilities of acquiring a language decrease. Second language acquisition reaches a critical stage during puberty, after which people usually do not learn a second language. The power to learn a language is so great in the young that it doesnot seem to matter how many languages to Use of Songs and Games in Teaching English.
According to Read(2005: 34) nothing can be as effective as music in children’s language class. It has been already mentioned that when children do not pay attention to boring instructions in a language class as they are unaware of the significance of learning a language they learn a language very naturally if they enjoy what they are doing in the class. It has been said that children have a natural taste for music and because of that English language teachers around the world use such enjoyable and supportive means for children to improve language learning and acquisition. Music being a source of motivation, interest and enjoyment, it is much easier for children to imitate and remember language Use of Songs and Games in Teaching Englishthan words which are just 'spoken'. Again, a song or a chant can be used very effectively to teach children the sounds of the language and to reinforce structures and vocabulary. Moreover songs contain words and expressions of high frequency and offer repetition. The stress and intonation pattern of the spoken language can be taught through music.
Just like songs, games also provide wonderful atmosphere in the children’s language class. It is widely documented that English language games improve learning, and with children, they are one of the most effective classroom tools. The first reason why games are so useful is that since games make learning fun, children are willing participants and are not just present in class because they have to be. Students pay more attention because when they enjoy themselves, they do better, feel better about themselves, and do even better, it is a learning cycle working in their favor. Next reason is playing a game has a purpose and an outcome. In order to play, students have to say things. Therefore, they have a reason to communicate and this makes them want to know and learn more. In addition to this, games stimulate and motivate children to a new level. They know that if they do not pay attention, they will not be able to play the game well and they will let their team down so they make more effort to join in and learn as much aspossible. The proverb ‘repetition is the mother of skill’ becomes very meaningful during the games in children’s language class as students get to use the language all the time with a lot of repetition. Although repetition is boring in some cases, during games it is fun for children. Also because of the fun involved in the game a massive amount of vocabulary and grammar can use of Songs and Games in teaching English. Furthermore, the physical movement involved in some of the games also helps keep children stimulated and alert. Children naturally have a lot of energy and are not good at attending formal lessons for long periods, and so if they participate in a game involving physical movements from time to time, they will never get impatient and bored. Mostimportantly, the philosophy of encouragement incorporated into these games increases confidence in all students. Usually this does not just mean they get better at only English, but in all subjects in school. This in turn makes the teachers more motivated and optimistic, and they can really make a difference in their lessons. Apart from all this, language games like any other games involve learners in a healthy competition that can help them learn more. “As long as no one is forced to participate, competition can be positive and encourage player discovery, examination and learning.” Thus, creating the right type of language games can foster this healthy, beneficial competition in the classroom. Finally language games create a bond between the teacher and their students, which is fulfilling for the teacher and students alike. In short, if used properly by the teacher, games are excellent ways whereby children have fun and at the same time acquire a language. So, it can be said that English language games actually give students a reason to communicate, and a context for speaking practice.
II. Method
The methods and techniques of teaching children are not same as they are for adults and a wrong method of teaching could bring a totally opposite result. Therefore, it is also very important to consider what stops children from learning a language. One thing that prevents children from learning a language is when they feel uncomfortable or under pressure in the language class. Also they cannot easily understand the theoretical concepts of grammar rules of a language and as a result, learning rules confuses them even more. Again, because of their short attention spans, children cannot concentrate on tedious activities for long durations. Consequently, boredom makes children disinterested in the classroom. Another very important reason for children to stop learning a language is if there is excessive correction by the teacher. Some of these traditional educational practices in classroom teaching may have the effect of preventing rather than helping children to learn well. Therefore, it is true that no one can force a child to learn a language. However, by providing favorable environment, useful resources, carefully structured input and practice opportunities, a positive learning atmosphere can be ensured in the children’s class. Children, thus, learn a second language better if they have more opportunities to be exposed to it. Another way they acquire a language is by using all their senses and by getting fully involved; by observing and copying sounds and gestures and by watching and listening. They also learn through exploring, experimenting, making mistakes and checking their understanding by repetition and also by feeling a sense of confidence.
The methods that explained above were found on teaching process of the nursery school which has observed by the writer. And the following descriptions are the detail explanation of the teaching English process to the nursery school.
A. Subject
The subject of the writer’s observation it the students of the Aisyah Nursery school that located inPajang, Surakarta. It consists of 10 students on the range of age between 1,5 to 3 years old.
B. Instrument
In order to get children involved in the language class and to ensure a natural anxiety-free language learning environment certain techniques could be applied. One of the best ways of getting children drawn in the language class is through fun activities. Among the fun activities songs and games are the most effective ones to be used for children in the language class. Also they are fantastic materials for the language teachers to use with young learners because of their unlimited benefits. And the instruments that used to teach English to Aisyahnursery school are:
1. Songs
Twinkle Twinkle Little Star
Twinkle, twinkle, little star,
How I wonder what you are.
Up above the world so high,
Like a diamond in the sky.
Twinkle, twinkle, little star,
How I wonder what you are!
When the blazing sun is gone,
When there's nothing he shines upon,
Then you show your little light,
Twinkle, twinkle, through the night.
Twinkle, twinkle, little star,
How I wonder what you are!
In the dark blue sky so deep
Through my curtains often peep
For you never close your eyes
Til the morning sun does rise
Twinkle, twinkle, little star
How I wonder what you are
Twinkle, twinkle, little star
How I wonder what you are
Old MacDonald
Old MacDonald had a farm,
Ee i ee i oh!
And on that farm he had some chickens,
Ee i ee i oh!
With a cluck-cluck here,
And a cluck-cluck there
Here a cluck, there a cluck,
Everywhere a cluck-cluck
Old MacDonald had a farm
Ee i ee i oh!
Old MacDonald had a farm,
Ee i ee i oh!
And on that farm he had some dogs,
Ee i ee i oh!
With a woof-woof here,
And a woof-woof-woof there
Here a woof, there a woof,
Everywhere a woof-woof
Old MacDonald had a farm
Ee i ee i oh!
Old MacDonald had a farm,
Ee i ee i oh!
And on that farm he had some turkeys,
Ee i ee i oh!
With a gobble-gobble gobble-gobble here,
And a gobble-gobble gobble-gobble there
Here a gobble-gobble, there a gobble-gobble,
Everywhere a gobble-gobble-gobble
Old MacDonald had a farm
Ee i ee i oh!
Old MacDonald had a farm,
Ee i ee i oh!
And on that farm he had some cows,
Ee i ee i oh!
With a moo-moo here,
And a moo-moo there
Here a moo, there a moo,
Everywhere a moo-ooo
Old MacDonald had a farm,
Ee i ee i oh!
2. Games
Ice Cream Cone Match Game
Promote visual discrimination and number recognition skills with this
early childhood activity.
Materials: Brown, green, pink and white tag board. Colored construction paper, paper punch, scissors, glue or rubber cement, clear contact paper or laminate, and a black felt tip marker.
Description:
1. Trace and cut ice cream cones from brown tag board. The number
prepared should depend on the developmental level of the kids.
2. Trace and cut ice cream scoops from pink, green and white tag board.
3. Use paper punch to make dots out of construction paper.
4. Glue varying numbers on dots onto the ice cream scoops.
5. Print a number on the ice cream cone that corresponds with the number of dots on the ice cream scoop.
6. On the back of the ice cream scoop, print the number that corresponds to the amount of dots on the other side, so the game is self correcting.
7. Cover all pieces with clear contact paper or laminate.
"My B Balloon"
Help nursery children recognize the letter "B" and words and objects that begin with the letter "B" with this pre-school activity.
Materials: Old magazines, picture books, scissors, glue, balloon, marker.
Description:
1. Teacher sits with child and look through a magazine, or picture book. Find as many items as you can that begin with the letter "B", and cut them out. You can even look for the letter "B" and cut them out as well.
2. Show the child his / her balloon and explain to them that balloon also begins with the letter "B". Blow the balloon up and glue the pictures onto the balloon. When you are done you have a fun toy that is also educational.
3. You can ask each child "Where is" questions and have the child find that particular picture. And you can have the child think of other words that begin with the letter "B".
4. You can bat the balloon back and forth while saying your ABC'S with each hit and see how far down the alphabet you can get without letting the balloon touch the floor.
C. Procedure
From the above discussion, it is clear how easy and effective is language learning is for children if done through fun activities like songs and games. And the procedure of teaching English to Aisyah nursery school in Pajang are as follow:
1. The teachers take classes by sitting all the time and giving children instructions to play games and sing many songs.
2. Teachers change the games and songs every 5-10 minutes.
3. Teachers vary the pace during the lesson, mixing up energetic games with quiet ones.
4. Teachers repeat, review and revise. Use short games and songs to review vocabulary and phrases you have already taught.
5. Teachers make lessons playful and full of physical movement. Children find them more enjoyable, be more motivated and remember the language better.
6. Teachers teach in a relaxed and friendly atmosphere with plenty ofencouragement.
7. Teachers avoid competition between learners. It can be stressful and overwhelm them. Teachers play games where everyone wins, or where they do not single out a winner.
8. Teachers encourage and support young learners.
9. Teachers use chants and songs. These are great for movement and frequent repetition of vocabulary and phrases.
10. Teachers do not focus on reading and writing. Teachers leave those for when children are older.
11. Teachers focus on listening and understanding, building vocabulary and the acquisition of short phrases.
12. Teachers concentrate also on speaking practice, starting with single words and short phrases, and gradually moving onto longer sentences and questions.
13. Teachers avoid abstract concepts and focus on concrete items that children understand and relate to. For example, start with familiar topics such as colours, numbers, greetings, animals, fruit, food and drink, families, body parts, shapes, clothing, the weather, days of the week and everyday sentences and phrases.
14. Teachers use “please” and “thank you” and “be positive”. Focus on positive behaviour rather than telling children what not to do.
15. TeachersInvolve shy children and help them to express themselves.
16. Teachers bring in real objects whenever possible, such as clothes to dress up in, or props for acting out little plays or stories.
III. Result
The writer finds that teachers in the Aisyah nursery school use songs and games in teaching English. Teachers use the optimal conditions for helping nursery learners to learn. Teachers provide the concepts that learning is natural, contextualised and part of a real event, interesting and enjoyable, relevant, social, learning belongs to the child, learning has a purpose for the child, learning builds on things the child knows, makes sense to the child, the child is challenged appropriately, learning is supported appropriately, part of a coherent whole, multi-sensory, the child wants to learn, learning is active and experiential, memorable, learning allows for personal, divergent responses, learning takes account of multiple intelligences, the learning atmosphere is relaxed and warm, and the child has a sense of achievement.
The writer also finds that the process of teaching English to nursery learners brings a number of challenges. Starting to learn English at an earlier age may not bring automatic improvements to proficiency levels, unless teacher education and secondary language teaching both adapt to meet the challenges of the new situation. Teachers of nurseryschool need:1) An awareness of how children think and learn; 2) Skills and knowledge in spoken English to conduct whole lessons orally; 3) An ability to identify children's interests and use them for language teaching;To be equipped to teach initial literacy in English.
IV. Conclusion
The language study has been improved from time to time, and although teachers have been experimenting with English teaching, they have not been able to bring in any remarkable improvement in the English education system. And after years of experimenting, it can now be affirmed that by ensuring suitable teaching environment at the nursery level, many of the problems regarding English education will be solved. Therefore, all the factors concerning English education in nursery must be involved in a combined effort toensure a stress-free environment for its level English learners byproviding the required conditions so that the children learn English with a lot of amusement in the classroom.
V. Suggestion
As the art of teaching English to young learners is a specific skill which needs specific training to be performed effectively, training the English teachers who teach at the nursery level should be the first priority of the government. Teachers need to understand how children learn a language. In addition, the curriculum needs a thorough change according to the needs and interests of the children including a lot of useful fun activities like songs and games. Moreover, children’s scripts need to be correctedaccording to their level to encourage creativity and discouragememorization. The exam system also has to change so that the authority does not force the teachers to promote memorization among the children.At the nursery level, teachers should have a lucrative pay scale so that skilled teachers feel motivated to join nursery schools. Besides, in order to get the best outcome from a language policy, all related factors like teachers, teacher supervisors, teacher trainers, curriculum developers and assessment specialists should work together and a proper coordination should be made to make language policy effective. The idea behind the coordination is to ensure the expected result from the policy by providing the students with material resources, appropriate course books, and other aids including properly trained teachers. Most importantly, in order to make language learning effective, child psychology and age have to be given the highest priority. That is the reason why anpolicy regarding children’s education should be tailored to suit younglearners.
VI. References
Cameron, Lynne. 2003. Challenges for ELT from the expansion in teaching children Oxford University Press.
Read, Carol. 2003. Is younger better?. in English Teaching Professional.Modern English Publishing.
Read, Carol. 2005. Managing Children Positively. in English Teaching Professional, Issue 38, Modern English.
