# Teaching Languages to Young Learners

## Characteristics by age

| Age | Typical characteristics | Implications |
|-----|-------------------------|--------------|
| 3-5 (pre-school) | Learn through play and the senses; short attention (3-5 min); pre-literate; egocentric | Songs, rhymes, TPR, puppets, stories, routines; no reading or writing demands; lots of repetition |
| 6-8 | Beginning literacy in L1; love movement and games; need routine and praise | Stir/settle balance, picture-word matching, simple chants, stories with refrains, early reading of known words |
| 9-12 | More analytical; can work in groups; growing awareness of peers; can read and write | Projects, games with rules, simple grammar noticing, guided writing, choice and responsibility |

Attention span: a common rule of thumb is roughly the child's age in minutes (more for engaging, active tasks).
Plan activities of 3-10 minutes and change the type often.

## Principles

1. **Here and now**: language about what children can see, touch and do.
2. **Routines**: the same hello, weather, tidy-up and goodbye routines give security and language.
3. **Repetition with variety**: the same words in songs, games, stories and crafts across lessons.
4. **Stir and settle**: alternate lively (stir) and calm (settle) activities to manage energy.
5. **Listening first**: understanding comes before speaking; accept non-verbal responses early on.
6. **Multisensory**: see, hear, say, move, touch (TPR, realia, crafts).
7. **Meaningful context**: stories and games give a reason to use language.
8. **Positive atmosphere**: praise effort, celebrate success, never mock mistakes; model the correct form instead.
9. **L1 when needed**: brief L1 for comfort and instructions with the very young; English for routines and play.

## Lesson shape (45 minutes, ages 6-8)

| Stage | Example | Type |
|-------|---------|------|
| Hello routine | Hello song, register with names | stir |
| Review | Flashcard game with last week's words | settle |
| New language | Flashcards + TPR + chant | stir |
| Story | Picture book with a refrain using the new words | settle |
| Practice game | Run and touch, musical cards | stir |
| Quiet task | Colouring dictation, craft, worksheet | settle |
| Goodbye routine | Goodbye song, sticker | stir |

## Classroom management with children

- Clear signals (clapping pattern, song, raised hand) and consistent routines.
- Short instructions with demonstrations; give materials after instructions.
- Seat children so you can see everyone; move troublemakers near you, not out.
- Praise specific behaviour ("Good listening, Tom!"); use team points rather than individual punishments.
- Plan transitions (song while tidying up).

## Assessment for young learners

- Observation checklists against can-do statements ("can name 8 animals").
- Portfolios (drawings, mini books, recordings).
- Self-assessment with smileys.
- External exams: Cambridge English Young Learners (Pre A1 Starters, A1 Movers, A2 Flyers) and similar; use their
  topic and vocabulary lists to plan, but keep lessons playful.

## Safeguarding

- Follow the school's child protection policy; never be alone with a child out of sight of others.
- Photos and videos only with parental consent and school approval.
- Report concerns through the designated safeguarding lead.
- Online lessons: approved platform, parents informed, no private messaging.