Unit 3, Part 4

Task 2

We all want to give our children as many life skills as possible. It is estimated that there are 1.5bn speakers of English in the world today, and that this number is growing. Our children are part of that future - so how can we help them succeed?

All children are born with a tremendous desire to learn, to discover, to explore and experiment. Tony Buzan, leading British psychologist, rightly comments that "a child picks up a language much better than a doctor of philosophy, and is a master of it by the age of three or four". It is remarkable (and enviable) how quickly a child can progress from communicating by using a string of baby sounds to being able to handle complex grammatical structures.

The acquisition of language, according to the linguist Noam Chomsky, can be compared to the development of walking. Just as a child will naturally learn to walk if given the right nourishment and freedom of movement, so he will acquire language if exposed to the right environment. As parents there is a lot we can do to enrich that environment and stimulate our children's natural curiosity, so they become confident and enthusiastic learners.

More and more non-native English speakers want to encourage their children to reach a good level of English. However, language is very closely linked with identity, so it is important to take steps to avoid confusion. Wear a funny hat. Put on a special shawl. Do something obviously different to your appearance to let your child know that English is different and that English is fun. Set aside a cosy corner of your home where English activities will take place. You can quickly and simply create a more exciting atmosphere by throwing a colourful blanket over an armchair that your child can associate with "English time".

Alternatively, choose an outside spot where your child feels safe, warm and secure.

Children learn in different ways, and will respond most effectively to activities where all the senses are involved. A song or a chant that is accompanied by pictures and actions will be enjoyed and remembered, however complex the structure. There is a wealth of nursery rhymes to choose from, as well as a large number of "TEFL" songs that have become popular in the last decade. "Hokey Cokey" and "Head, Shoulders, Knees and Toes" are top favourites. In both of these the children sing and participate with actions - quite strenuous for the adult, but exhilarating and energising for the child.

Songs and chants play an important role in language development at various levels. The child enjoys new structures and vocabulary in a relaxed way, and also practises intonation and pronunciation, while becoming familiar with the rhythm of English. I have often found that even in fluent adult speakers the "music" of the language is somehow stilted, and the strong stress patterns of the mother tongue come through.

Also, when we sing or chant together, we all breathe in time and often feel a sense of unity with the people around us, which is very positive for learning. This contributes to rapport - a very important ingredient in teaching.

Young children get bored and fidgety quite quickly, so keep the activities short and varied. At the same time there is a security in establishing a familiar routine as long it isn't too rigid. The secret is to create a balance, and to do this, notice and respond to the child's needs and reactions.

Puppets can provide a whole world of experience that can be transferred to language learning, and they can be simple and enjoyable to make. The shape of a person or animal cut out of card stuck on a drinking straw or stick is sufficient for endless role-play games. Make up short dialogues based on your child's experiences, and have a lot of fun practising them, using different voices.

Art activities such as making puppets, decorations for festivals, and invitations to parties can all become part of your child's English experience. Most exercises have far more value if there is a genuine reason for doing them, so make the most of special occasions such as birthdays and holidays, by helping your child to make an English card for a friend or relative that will be appreciated.

There is also a wide range of published materials available that you and your child can enjoy. All you need is a picture dictionary to play memory games, bingo and guessing games. Videos and CD-ROMs can be both useful and entertaining, as support material though not as an exclusive teaching tool. Many of them now come complete with activity books with colouring and matching exercises for the pre-reader.

Books that have accompanying cassettes with songs and stories are excellent - but look for ones that are really clear. Flashcards can be used as labels for vocabulary that you are teaching, as well as for games such as Pelmanism (finding pairs of cards), and board games can be adapted.

Finally, remember that valuing and developing the mother tongue is a sure way of helping your child become successful in a second language. Children who have a rich experience in their first language and are encouraged to enjoy books are often those who do best, as they are able to transfer the necessary skills.

Children all have a huge learning potential that needs to be fuelled and not neglected. Above all, we should try to foster the curiosity that our children have when they are tiny and when they believe that learning is the greatest game of all.