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LGA3102Songs and Poetry for Young Learners
PEDAGOGICAL PRINCIPLES OFTEACHING SONGS AND POETRY TO
YOUNG LEARNERS
Noor Akbari Ismail Ali
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SONGS
A short poem or other set of words set to
music or meant to be sung.
Music is highly memorable and motivating.
Songs, rhymes and chants are ideal tools to be
used in the language classroom.
It can develop all skills in an integrated wayand encourage physical involvement.
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POETRY
writing which gives children the opportunityto explore the power of words and to playwith the rhythms and patterns of language.
Children need a stimulus, model or frameworkto support their writing.
It often works well to create a poem
collaboratively with the whole class firstbefore children work on their own poemsindividually, or in pairs or groups.
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Pedagogical principles of teaching
songs and poetry to young learners
culture
content
interest
values
age
resourcesproficiency level
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CULTURE
Learning this authentic material pupils get toknow parts of a foreign culture.
It satisfies childrens natural curiosity about
everything new. Create a suitable context for learning this needs
to be natural, real and make sense to the child.
It also needs to allow for the active discovery andconstruction of meaning, and lead to the use oflanguage as a vehicle to do things which arerelevant and purposeful.
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Being familiar with songs and rhymes in a
foreign language pupils feel closer to the
foreign culture and its language.
If the pupils hear the same melodies or similar
rhymes they are astonished at the parallels
between their own culture and the foreign
one.
So the foreign cultures arent alarming and
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CONTENT
We need to think about the status of thevocabulary in our lessons.
We need to make sure that the meaning is
clear. We need to encourage children to notice the
form.
We need to provide a variety of opportunitiesfor recognising, practising and using the songsand poems.
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INTEREST
We need to create opportunities for children
to extend and develop their skills according to
their personal interests and abilities.
The songs and poems need to have the
motivation, develop imagination, stimulate
curiosity, draw on personal experience,
encourage participation and create a desire tocontinue learning
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VALUES
Relate learning to personal experiences
whenever possible, provide opportunities for
children to make connections between their
understanding of lesson themes and their own
personal experiences.
This consolidates understanding and promotes
ownership of learning.
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Model behaviour that you would also like the
children to adopt.
For example, be polite and well-mannered,
use please and thank you when you ask
them to do things, smile and greet them
whether in or out of the classroom.
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AGE
Teachers are offered a great variety of stories, whichare appropriate for the age group they teach and thelevel of the language their children have a grasp of.
Too complicated and difficult stories may havediscouraging affects on children.
Children can understand literature in simple words andteacher should use materials that are easy to explainabout.
The songs and poetry needs to be related to their livesand fantasy as children in their ages have their ownimagination.
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RESOURCES
When selecting songs and poems:
Include different poets, genres, topics, and themes.
Cover multiple time periods (historical past, present,future).
Include literature with a collection of unforgettablecharacters.
Teacher can select their own collection of literaturematerials.
The materials also can be found in the text book or youcan make different by choosing the materials fromother colleague.
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PROFICIENCY LEVEL
Use speech appropriate to childrens
proficiency level take a leaf out of the book
of parents and careers and adapt the speech
you use to make it comprehensible, especiallyto very young children.
This may mean, for example, simplifying the
sentence you use, using repetition andspeaking at a slower pace.
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REFERENCE
Peter Edelenbos. (2006). The Main
Pedagogical Principles Underlying The
Teaching Of Languages To Very Young
Learners. Retrieved at
http://ec.europa.eu/languages/documents/do
c427_en.pdf
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THANK YOU
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