RESUME : INTERNATIONAL WEBINAR ON TEACHING ENGLISH TO YOUNG LEARNERS 2020
RESUME : INTERNATIONAL WEBINAR ON TEACHING ENGLISH TO YOUNG LEARNERS 2020
on November 17, 2020
KEYNOTE SPEAKER: Prof.
Bachrudin Musthafa, M.A., Ph.D. (Indonesia University of Education)
"Essentials in
TEYL for Indonesian Elementary Schools: An Update for 2020"
Part A: Contextual Conditions
1. English as a local-curricular content in Indomesian Elementary Schools
2. Elementary School Children as Learners of a Foreign Language
3. Take it or leave it: the Ina’s government stance to TEYL
Part B: Challenges in Teaching English as a Foreign Language (EFL) to Young Learners in Indonesia
1. English in Indonesia has the official status of a foreign language (EFL) This FL status has consequences: lack of exposure, lack of engagement; and lack of
support
2. Issues of teachers’ confidence and capabilities in teaching EFL to young learners
3. Issues of sponsorship
Part C: Learning from Excellent TEYL Programs and Responding to the Challenges
1. TEYL comes in different forms and intensity of practice.
1. modest time (1-1.5 hours per week)
-VERY WEAK IMPACTS
2. significant time (20-30% using English to teach other subjects)
-STRONGER IMPACTS
3. substantial time (50-90% using English to teach other content subjects)
- STRONGEST IMPACTS
2. Effective Teachers of English can fluently use English for functional communicative purposes, including for instructional purposes. (effective English teachers are disciplined in using English)
3. Excellent teachers of English know who children are and how these children learn.
a. Children learn from direct experiences;
b. Children learn from hands-on physical activities;
c. Children’s thinking is embedded in here-and-now context of situation;
d. Children learn holistically from whole to parts using scripts;
e. And children have a short memory span.
By referring to these principles, teachers help increase children’s learning motivation because they can see for themselves that English is useful.
4. Excellent English Teachers to Young Learners Know How Children Acquire a Language
A handy rule is as follows:
Exposure– Engagement– and Supports
These three components represent a requirement for learning to happen:
1. Exposure to English (where children are exposed to language in use which can serve as examples to learn from)
2. Engagement (where children are provided with opportunities to use and work with English; and
3. Consistent supports (where the learners see for themselves that learning a language is useful and the language they learn is recognized as prestigious)
5. Excellent English teachers take a responsibility to ensure children’s English learning
a.) Use English to provide exposure to functional language use
b.) provide print-rich environment in English (e.g., pictures with captions) c.) Focus on functional English for vocabulary development and immediate communicative needs fulfillment.
d.) Reiterate often to ensure acquisition.
e.) Establish useful, acquisition-promoting routine
D. Can Indonesia Handle the Challenge?
1. Choose only excellent TEYL teachers to be assigned to teach in class.
a.) The teachers should be proficient in English (both spoken and written).
b.) The teachers should be conversantion with the notion of who children are and how children learn.2. Teachers of English should be disciplined in using English as much as possible during teaching-learning process.
3. Apply a merit-system in managing teachers’ work and payment. Introduce contract-based assignment of teachers in the school system.
1. English as a local-curricular content in Indomesian Elementary Schools
2. Elementary School Children as Learners of a Foreign Language
3. Take it or leave it: the Ina’s government stance to TEYL
Part B: Challenges in Teaching English as a Foreign Language (EFL) to Young Learners in Indonesia
1. English in Indonesia has the official status of a foreign language (EFL) This FL status has consequences: lack of exposure, lack of engagement; and lack of
support
2. Issues of teachers’ confidence and capabilities in teaching EFL to young learners
3. Issues of sponsorship
Part C: Learning from Excellent TEYL Programs and Responding to the Challenges
1. TEYL comes in different forms and intensity of practice.
1. modest time (1-1.5 hours per week)
-VERY WEAK IMPACTS
2. significant time (20-30% using English to teach other subjects)
-STRONGER IMPACTS
3. substantial time (50-90% using English to teach other content subjects)
- STRONGEST IMPACTS
2. Effective Teachers of English can fluently use English for functional communicative purposes, including for instructional purposes. (effective English teachers are disciplined in using English)
3. Excellent teachers of English know who children are and how these children learn.
a. Children learn from direct experiences;
b. Children learn from hands-on physical activities;
c. Children’s thinking is embedded in here-and-now context of situation;
d. Children learn holistically from whole to parts using scripts;
e. And children have a short memory span.
By referring to these principles, teachers help increase children’s learning motivation because they can see for themselves that English is useful.
4. Excellent English Teachers to Young Learners Know How Children Acquire a Language
A handy rule is as follows:
Exposure– Engagement– and Supports
These three components represent a requirement for learning to happen:
1. Exposure to English (where children are exposed to language in use which can serve as examples to learn from)
2. Engagement (where children are provided with opportunities to use and work with English; and
3. Consistent supports (where the learners see for themselves that learning a language is useful and the language they learn is recognized as prestigious)
5. Excellent English teachers take a responsibility to ensure children’s English learning
a.) Use English to provide exposure to functional language use
b.) provide print-rich environment in English (e.g., pictures with captions)
c.) Focus on functional English for vocabulary development and immediate communicative needs fulfillment.
d.) Reiterate often to ensure acquisition.
e.) Establish useful, acquisition-promoting routine
d.) Reiterate often to ensure acquisition.
e.) Establish useful, acquisition-promoting routine
D. Can Indonesia Handle the Challenge?
1. Choose only excellent TEYL teachers to be assigned to teach in class.
a.) The teachers should be proficient in English (both spoken and written).
b.) The teachers should be conversantion with the notion of who children are and how children learn.
1. Choose only excellent TEYL teachers to be assigned to teach in class.
a.) The teachers should be proficient in English (both spoken and written).
b.) The teachers should be conversantion with the notion of who children are and how children learn.
2. Teachers of English should be disciplined in using English as much as possible during teaching-learning process.
3. Apply a merit-system in managing teachers’ work and payment. Introduce contract-based assignment of teachers in the school system.
3. Apply a merit-system in managing teachers’ work and payment. Introduce contract-based assignment of teachers in the school system.
SESSION 1 : Asst. Prof. Rolando P. Quinones, Jr. LPT, MA Ed English,
TESOL
"From Traditional to Digital: Quality Instruction and Materials
Preparation for Online English Instruction for Distance Learners."
THE USUAL ISSUES IN ONLINE INSTRUCTIONS IN THE PHILIPPINES• Paid subscription for online academic platforms are off and on too
• Failure to adjust to online mode of learning and/or instructions
• Connectivity Issues
• Weak signal for mobile connection
• Insufficient data
• Mismatch of learners’ learning style to the online mode
HOW DO WE MANAGE INSTRUCTIONS IN THE MIDST OF THE PANDEMIC
• Failure to adjust to online mode of learning and/or instructions
• Connectivity Issues
• Weak signal for mobile connection
• Insufficient data
• Mismatch of learners’ learning style to the online mode
HOW DO WE MANAGE INSTRUCTIONS IN THE MIDST OF THE PANDEMIC
• Run a quick survey or conduct an informal interview (online) to have an audit of the students’ capacity to connect online.
• Technology use will be maximized with considerations to the capacities and limitations of the situation most especially, of the students and the teacher/instructors
• The survey may also be used for knowing the learner’s preferred online activities in learning English.
• Technology use will be maximized with considerations to the capacities and limitations of the situation most especially, of the students and the teacher/instructors
• The survey may also be used for knowing the learner’s preferred online activities in learning English.
• We need to ensure that we are still able to deliver quality instructions with the help of technology
SUDDEN SHIFT AND VISIBLE DIFFERENCES BEFORE
SUDDEN SHIFT AND VISIBLE DIFFERENCES BEFORE
• Students had to go to the schools
• Students had to submit tangible outputs/projects
• Pen and paper exams
AFTER
• Students need to go online
• Students have to upload and send their academic outputs via e-mail or drives
• Online examinations/virtual outputs
MACRO SKILLS FOCUS IN TEACHING ENGLISH TO YOUNG LEARNERS IN THE PHILIPPINES
1. Listen
2. Speak
3. Read
4. Write
5. View
SESSION 2 :
Yuna Tresna Wahyuna, S.S, M.Hum
"THE THREE-PERIOD LESSON: A KEY PART OF THE MONTESSORI METHOD"
A. MONTESSORI?
Maria Montessori, she was a true pioneer of child-centered education from Italy.
1. Doctor, University of Rome medical school
2. Became interested in education through her work as a doctor for children with spesial need.
She opened the first Montessori school—the Casa dei Bambini, or Children’s House—in Rome on January 6, 1907.
B. MONTESSORI METHOD
1. Doctor, University of Rome medical school
2. Became interested in education through her work as a doctor for children with spesial need.
She opened the first Montessori school—the Casa dei Bambini, or Children’s House—in Rome on January 6, 1907.
B. MONTESSORI METHOD
1. The Montessori Method is founded on Maria
Montessori’s educational philosophy.
2. The teacher’s role is to prepare the classroom, and observe and guide their students in their learning. As a result, children progress at their own pace, according to their own abilities.
3. PRINCIPPLE OF MONTESSORI
1. Follow the Child
Children are free to choose and work on activities at their own pace. Here, they experience a combination of freedom and self-discipline, as guided by the environment and the teacher.
2. Through work in the Montessori environment, children learn to develop concentration, self-discipline, and a love of learning.
A. Montessori Motto
“Help me to do it myself”
B. Montessori Areas
- Exercises of Practical Life (EPL)
- Sensorial
- Math
- Language
- Cultural
C. The Purpose of Three-Period Lesson
to introduce a concept or vocabulary and demonstrate the purpose of a material.
D. How to Present A Montessori 3 Period Lesson
1. Naming Period
2. Recognition & Association Period
3. Recall
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