Colleges TESOL Certificate

Teaching EFL in a KindergartenTeaching english as a Foreign Language (EFL) is a challenging task and teaching young children brings a whole new set of challenges. However it also often found the most rewarding of all student classes to teach. Teaching EFL in a Kindergarten would require a very different approach then teaching EFL to older children or adults. This is due to the limitations of their comprehension skills, their unique character and the special role the teacher plays in a Kindergarten. One of the challenges teaching EFL in a Kindergarten is that kindergartners will have only just started to develop pre-reading skills which makes the majority of materials used for older students unsuitable. Therefore material used to teach EFL in a Kindergarten should be especially designed for that age group. Furthermore the attention span of children is very limited (ECML). Children easily lose interest and get bored if the activity is not engaging enough. Activities need to keep children interactive and interested if the subject matter is to be absorbed. The lesson plan needs to be thoroughly planned and filled with fun, interactive activities. Children have energy levels, so it is best if the activities have some sort of physical activity that can keep the children busy (ECML). It would be impossible to have Kindergartners sit calmly for more than ten minutes. Young children learn best through play and repetition (Scott & Ytreberg). Therefore it is most beneficial to plan a range of activities all around the same theme. This theme can be taught in various ways, for example colours can be taught by colouring activities, singing songs, picture books and arts and craft activities. The variety of activities will keep the children engaged and at the same time repetition occurs which reinforces the subject matter. A great advantage of teaching EFL in a Kindergarten is that young learners have a natural curiosity (Scott & Ytreberg). They are eager to learn new words and concepts and are willing to take risks. Older children and adults often are afraid to lose face which often hinders them from speaking in a foreign language. Young children are much less self conscious which allows them to try to speak a foreign language without feeling embarrassment or fear of losing face. Another factor that is different in teaching EFL in a Kindergarten is the way Kindergartners learn and the role the teacher plays in this learning process. Kindergartners will learn a foreign language much the same way they have learned their native language. They tend to soak up a language by listening to it and repeating words while focusing on real objects, people or activities taken place, rather than purposely learning the language. Additionally, a child’s effort of speaking a foreign language is often met with a lot of praise, excitement and patient repetition. This is crucial because positive encouragement and frequent praise will ensure that the child develops a sense of self-esteem and is less self-conscious about any mistakes (ITTT). The teacher’s role is of primary importance when teaching EFL in a Kindergarten since the teacher is often the only motivator for young children. Consequently, it is important for the teacher to establish good rapport with the students and be mindful of their sensitivities, such as unfairness (Scott & Ytreberg). Surely, teaching EFL in a Kindergarten can be an exhausting and challenging task, but by tailoring the lessons to the interest of the children while keeping their unique character traits and learning abilities in mind it can also be a very joyful experience. EFL teachers in a Kindergarten will play a vital role in the learning process of their students and establishing good rapport will contribute immensely to the students’ success in learning the language.