Whether it’s English or another language other than learners’ mother tongue, language immersion is a method of second language education likely to work best with young people. Instead of studying the target language as subject matter, children and youngsters learn content like history, geography, math, science, art, music, etc. by being “immersed in the target language.” They also hear and see—and gradually, speak and write—that same language during out-of-class activities (everyday tasks, lunch, play, and interaction with others). In elementary and middle schools in the U.S. and other countries, there are both single-language and dual immersion programs; the latter incorporate the native (first) languages of at least some participants. Building on common characteristics of eager young learners, both kinds of curricula use procedures and methodologies that address the natural inclinations of their audience. No matter what their individual abilities, interests, and learning personalities are, language acquisition becomes a natural part of their day.
Whether it is in—or targets—learners’ first, second, or third languages, there are several reasons for language instruction in pre-schools, the lower grades, and middle schools (before high school). First of all, it is during the early years that the main learning pathways in the brain develop; these include reactions to sight, sound, taste, smell, touch, and doing. Therefore, sensory stimuli in enriched environments and play are likely to work best with the young.
Also, because the “emotional brain” stores memory, learning is easier if it is fun; in fact, the “door to learning is emotion.” Neurons grow in the cerebellum only if they are stimulated; they die if they are not used. And thinking about and in language develops along with the multiple “varieties of intelligence,” not only linguistic but also logical, mathematical, musical, spatial, visual, kinesthetic, social, feeling, and natural. For these and other reasons, youthful language learning is most effective when it includes activity, visuals, rhythm, movement, touching, linking, relaxation (stress reduction), connecting, reflecting, and other life experience that “turns the whole world into a classroom.”
Fostering language development in young learners can and should be an enjoyable and joyful pursuit for parents, teachers, tutors, and helpers, who are likely to learn (language and content) themselves during the process.
Only a few Authors & Editors' products were developed while their creators were teaching in elementary-school (special education) classrooms. These include the reproducible word puzzles for children in Picture This! and Picture This, Too! Many products created for older, less proficient learners of English as a Second Language, however, are based on the principles and concepts described above. Some of these are: Alphabet Answers, Alphabet-LetterCards Aa to Zz, Alphabet-Letter Bingo/Lotto Tear-Off Pads, Alphabet-Letter Paired-Grids Tear-Off Pads, Initial Consonants, Rhyming Words, Phonics Bingo, Symbol Card Decks, Verb Forms, Body Language, and Creating Card Decks & Games.
In the Authors & Editors Online Store, items of probable interest to elementary/middle-school educators may appear in these categories of products: Activity & Idea Books; Alphabet Letters & Symbols; Board Games; Cards or Card Decks; Classroom-Ready Materials (except for The Game of Knowledge: Agreeable Aging); Language Learning Levels: Ba = Basic (Literacy) Level; Language Learning Levels: Be = Beginning Level; Phonics & Spelling; Reproducible Masters; Vocabulary, Focus on (except for What's the Word? Using New Vocabulary in the Real World); and Word Level Skills. To find out if a product will work for your specific purposes, you can print out, reproduce, and try out one or more of its attached Try-Before-You-Buy Samples.
Which classifications in the printed or Online Authors & Editors Creative Language Teaching & Learning Catalog are more likely to include products helpful with younger learners? Look at the Pre-Word, Word Level, and Content & Culture sections (again, with the exception of The Game of Knowledge: Agreeable Aging).
And don't hesitate to simply ask for what you need by e-mailing us your comments and questions. Or help us to continue creating and communicating by suggesting what we need to know to better serve today's Elementary + Middle School communities.
Whether it is in—or targets—learners’ first, second, or third languages, there are several reasons for language instruction in pre-schools, the lower grades, and middle schools (before high school). First of all, it is during the early years that the main learning pathways in the brain develop; these include reactions to sight, sound, taste, smell, touch, and doing. Therefore, sensory stimuli in enriched environments and play are likely to work best with the young.
Also, because the “emotional brain” stores memory, learning is easier if it is fun; in fact, the “door to learning is emotion.” Neurons grow in the cerebellum only if they are stimulated; they die if they are not used. And thinking about and in language develops along with the multiple “varieties of intelligence,” not only linguistic but also logical, mathematical, musical, spatial, visual, kinesthetic, social, feeling, and natural. For these and other reasons, youthful language learning is most effective when it includes activity, visuals, rhythm, movement, touching, linking, relaxation (stress reduction), connecting, reflecting, and other life experience that “turns the whole world into a classroom.”
Fostering language development in young learners can and should be an enjoyable and joyful pursuit for parents, teachers, tutors, and helpers, who are likely to learn (language and content) themselves during the process.
Only a few Authors & Editors' products were developed while their creators were teaching in elementary-school (special education) classrooms. These include the reproducible word puzzles for children in Picture This! and Picture This, Too! Many products created for older, less proficient learners of English as a Second Language, however, are based on the principles and concepts described above. Some of these are: Alphabet Answers, Alphabet-LetterCards Aa to Zz, Alphabet-Letter Bingo/Lotto Tear-Off Pads, Alphabet-Letter Paired-Grids Tear-Off Pads, Initial Consonants, Rhyming Words, Phonics Bingo, Symbol Card Decks, Verb Forms, Body Language, and Creating Card Decks & Games.
In the Authors & Editors Online Store, items of probable interest to elementary/middle-school educators may appear in these categories of products: Activity & Idea Books; Alphabet Letters & Symbols; Board Games; Cards or Card Decks; Classroom-Ready Materials (except for The Game of Knowledge: Agreeable Aging); Language Learning Levels: Ba = Basic (Literacy) Level; Language Learning Levels: Be = Beginning Level; Phonics & Spelling; Reproducible Masters; Vocabulary, Focus on (except for What's the Word? Using New Vocabulary in the Real World); and Word Level Skills. To find out if a product will work for your specific purposes, you can print out, reproduce, and try out one or more of its attached Try-Before-You-Buy Samples.
Which classifications in the printed or Online Authors & Editors Creative Language Teaching & Learning Catalog are more likely to include products helpful with younger learners? Look at the Pre-Word, Word Level, and Content & Culture sections (again, with the exception of The Game of Knowledge: Agreeable Aging).
And don't hesitate to simply ask for what you need by e-mailing us your comments and questions. Or help us to continue creating and communicating by suggesting what we need to know to better serve today's Elementary + Middle School communities.
