Strong foundations and a language for life

A good foundation is as vital when learning a new language as when building a house. If you want a house to be built to last, you must set the foundations firmly and use the right type of mortar to join the basic building blocks. If you do not, the chances are that it will fall apart after a very short time! Children of all abilities are open to language learning if it is taught in a meaningful way, without stress.

There is a great responsibility placed on schools and teachers when a second language is started in the early years. The way in which language is taught and the security a child feels within the learning situation directly influences the foundation that child has for building upon in later life.

The guiding principle of English for Fun is that learning a language early in life must be based on sound paedagogic principles and must be fun – learnt through interactive play.

Most language learning in schools is based on the grammar-translation method. Audio- lingual classes produce some highly proficient second language learners. However, it is  clear from research and personal experiences that these methods alone, without the opportunity for the learners to take part in meaningful, interactive situations, leave many children frustrated and unable to participate in ordinary conversation.

Research supports what multi-lingual families in a multi-lingual environment experience –  children benefit greatly from meaningful communicative interaction.

Our early learning classes are based on the idea that the earlier a child is exposed to a second language, the more likely it is to accept it as normal. My experience teaching in a school environment has confirmed to me that the starting age is not as vital as the method by which the language is taught. In the primary years the most important factor is, in my opinion, harnessing and using the enthusiasm and energy that the children bring to the lessons. They are open to learning – they want to learn English. During my teaching, I find that I also learn a lot from the children. It is a shared learning experience and we all profit from the children’s diversity.

I never grade a child on its ability in English – they are encouraged and rewarded for effort. I strongly believe that this encouragement in the early years leads to much more success in their later school lives, rather than turning them away from a language by labeling them as failures in their primary years. Indeed, being allowed to make mistakes can enhance the learning experience.

When children participate in our English classes with smiles on their faces, I know that I have achieved a great deal. I do not base my success on how many children ask and answer faultlessly; I do not judge the best students by their ability with the spoken word. I measure my personal teaching success by the fact that all the children leave the room happily, knowing that they have  really achieved something for themselves. This real sense of self-esteem will lead to greater success in both language and general development.