Professor Jack C. Richards

The official website of educator Jack C Richards

Advice to novice English teachers

If you were to give one key piece of advice to novice English teachers, what would it be?

Treat lesson time as practice time, not “explanation time.”

As a novice, it’s tempting to prove you know your stuff by explaining grammar, vocabulary, and rules in detail. But students don’t learn much from hearing you talk; they learn from using the language themselves.

So when you plan:

  • Ask: “What will students be doing with English for most of this lesson?” not “What will I explain?”
  • Keep explanations short, simple, and timed (1–3 minutes).
  • Build in lots of guided practice and communicative tasks where learners:
  • listen/read for real purposes
  • speak/write to solve a problem, share opinions, or complete a task
  • get quick feedback so they can try again, a bit better.

If you consistently design lessons where students are the ones doing the thinking, speaking, and writing, your techniques, classroom management, and confidence will grow naturally—and their English will, too.

Methods, Research, Speaking, Tips

Common mistakes in language teaching methodologies

What common mistakes have you noticed in the application of language teaching methodologies in non‑English‑speaking countries?

Several recurring patterns appear across many non‑English‑speaking contexts (though not everywhere or in the same way). A central issue is the tendency to import teaching methods without adapting them to local realities. Some common mistakes include the following:

1. Treating methodology as fashion rather than principle
Schools may claim to adopt CLT, TBLT, or other modern approaches by name, while:

  • syllabuses remain largely grammar‑translation based
  • exams continue to test discrete grammar items and vocabulary

As a result, teachers add occasional pair work or games and label them “communicative,” while the underlying system remains unchanged.

2. Ignoring exam washback
High‑stakes exams often reward grammatical accuracy, translation, and multiple‑choice reading comprehension.
At the same time, schools claim to follow communicative or task‑based approaches.
This mismatch pushes teachers to “teach to the test,” turning CLT into a superficial add‑on and frustrating both teachers and students.

3. Over‑reliance on L1—or banning it entirely
In some contexts, most explanation and practice take place in learners’ L1, with the target language limited to example sentences.
In reaction, other institutions enforce a strict “English only” policy, even when L1 could efficiently support comprehension or contrastive analysis.
Both extremes ignore research supporting the judicious use of L1 to support—not replace—L2 learning.

4. Misunderstanding “communicative” as unstructured free chatting
CLT is sometimes reduced to open conversation or games with little input, weak task design, and no focus on form.
Lower‑proficiency learners may flounder, produce very little language, or repeatedly fossilize errors.
Effective CLT includes structured input, clear outcomes, scaffolding, and targeted feedback.

5. Neglecting systematic grammar and vocabulary development
In reaction against grammar‑translation methods, some programs under‑teach form, assuming learners will “pick it up naturally.”
With limited exposure (e.g., two or three hours per week), accuracy often stagnates without planned recycling, noticing, and explanation where appropriate.

6. Implementing methods without adequate teacher training or support
New methodologies are often introduced through a single workshop or a textbook preface.
Teachers lack:

  • sustained, classroom‑based training
  • observation and feedback
  • time to adapt materials

Faced with large classes and heavy curricula, many teachers revert to lecturing and translation because unfamiliar methods feel risky.

7. Copying so‑called “native speaker” models without contextual adaptation
Materials may assume Western, English‑speaking cultural norms and communicative styles (e.g., casual small talk, pub culture, or humor) without mediation.
Learners practice dialogues that do not reflect their realities and may feel the language is not meant for “people like them.”
Intercultural competence and local relevance are often insufficiently addressed.

8. Over‑scripted but under‑interactive lessons
Teachers follow textbooks page by page, and “communicative” activities become scripted role plays with memorized lines.
There is little room for genuine information gaps, negotiation of meaning, or learner choice.
The method appears modern on paper but remains teacher‑fronted in practice.

9. Assessment that contradicts the teaching method
Even when classroom practices are communicative, assessment often relies on:

  • discrete grammar items
  • translation exercises
  • isolated vocabulary lists

This signals to learners that real communication is secondary, while manipulating forms for marks is what truly matters.

10. Underestimating local constraints
Imported methodologies often assume:

  • small classes
  • flexible classroom layouts
  • ample technology and resources

In reality, classes may have 40–60 students, fixed desks, and limited access to technology.
Applying methods “by the book” without adaptation can lead to superficial activities, classroom management issues, and eventual disillusionment.

11. Ignoring learner beliefs and expectations
Many learners and parents equate “serious teaching” with:

  • explicit grammar explanations
  • note‑taking
  • teacher‑led instruction

Sudden shifts to pair work and tasks, without explanation, may be perceived as play or wasted time, leading to resistance or disengagement.

12. Technology use without methodological purpose
Digital tools, apps, or AI are sometimes introduced as novelties:

  • drill‑heavy apps replace richer practice
  • AI translators are used to complete homework

Without strategy training or integration into pedagogy, technology becomes an end in itself rather than a means to support learning.

In summary, effective methodology requires adaptation to local exams, class sizes, cultures, and resources; alignment between teaching and assessment; sustained teacher development; and transparent communication with learners about why classroom practices are changing.

Methods, Research, Speaking, Teaching, Tips

Factors in designing a meaningful curriculum

What factors, in your view, make language learning truly meaningful and lasting when designing a curriculum?

Three key factors make language learning meaningful and long‑lasting at the curriculum level:

1. Clear, lived purposes for using the language
Curriculum outcomes should be defined in terms of what learners can do communicatively, rather than only what they “know” (such as grammar lists or vocabulary sets).
Learning content should connect to learners’ real lives, goals, and identities—for example, study abroad, professional needs, hobbies, community participation, or academic fields.
Tasks should mirror real‑world language use, such as emailing a professor, solving problems collaboratively, participating in online forums, or understanding media that learners genuinely care about.

2. Rich input and frequent output, organized over time
Learners need repeated exposure to language in varied, meaningful contexts—stories, videos, conversations, and projects—rather than isolated or decontextualized drills.
The curriculum should be spiral in nature, with key grammar and vocabulary recycled across units at increasing levels of complexity instead of being taught once and forgotten.
Planned opportunities for speaking and writing are essential, as they require learners to retrieve and recombine language, which strengthens long‑term retention.

3. Support for autonomy, reflection, and learner identity
Learners should be given choices within the curriculum framework (topics, texts, or projects), fostering ownership and motivation.
Reflection should be built into the curriculum through learning journals, “can‑do” self‑assessments, goal‑setting, progress check‑ins, and noticing strategies (e.g., “How did you understand that?”).
The curriculum should affirm learners’ first language(s) and cultures, presenting the new language as an addition to their identity rather than a replacement.

Additional curriculum design elements that enhance impact include:

  • integrated‑skills instruction (reading, listening, speaking, and writing connected through shared themes)
  • explicit strategy training (guessing meaning from context, note‑taking, asking for clarification)
  • assessment aligned with real language use (projects, portfolios, performances, not only discrete‑item tests)
  • emotional safety combined with challenge, allowing experimentation and error while maintaining rising expectations

In summary, a meaningful and lasting language curriculum is grounded in real communication and personal relevance, recycles language systematically over time, and supports learners in becoming reflective, autonomous users of the language rather than merely successful test‑takers.

Methods, Speaking, Teaching, Teaching Materials, Tips

Balancing communicative language teaching with grammar instruction

How can teachers balance communicative language teaching with the necessity of grammar instruction?

Teachers can balance communicative language teaching and grammar instruction by treating grammar as a tool for communication rather than as a separate subject. In practice, this means the following:

1. Start from meaning, not from rules
Teachers should design tasks in which a specific grammar point is naturally needed (e.g., the past tense to tell stories, conditionals to give advice).
Students should first attempt to complete the task using their existing linguistic resources.
Only afterwards should the teacher highlight the target structure, showing how it allows students to express meaning more clearly, accurately, or precisely.

This aligns with a focus on form approach:

  • the main classroom focus remains on understanding and expressing meaning
  • attention is briefly drawn to grammatical form as it arises in communication

For example:

  • recasts: a student says “Yesterday I go…” and the teacher reformulates “Yesterday I went…”
  • quick clarification: the teacher writes a couple of examples on the board, underlines the form, checks understanding, and then returns to the activity

These are short, targeted interventions rather than long rule explanations.

2. Integrate grammar into communicative tasks
After a brief grammar focus, the structure should be used immediately in meaningful communication, for example:

  • information‑gap activities that require the target form
  • role plays, problem‑solving tasks, or surveys built around the structure
  • purposeful writing tasks (e.g., emails, reviews, stories) in which the grammar is essential

3. Revisit grammar cyclically through richer communication
Teachers should accept that one exposure is rarely sufficient.
Key grammar points should be recycled in later lessons through new contexts, topics, and skills.
Each encounter keeps the focus communicative while gradually increasing accuracy.

4. Differentiate the level of explicitness according to learners’ needs

  • At lower levels: focus on simple, high‑frequency patterns with extensive oral practice and minimal metalanguage.
  • At higher levels: provide more explicit explanations, contrastive analysis (L1 vs. L2), and detailed form‑focused feedback in speaking and writing.

Since some learners prefer clear rules while others benefit more from implicit learning, a combination of approaches is most effective.

5. Use correction strategically
During fluency activities, teachers should correct only errors that impede communication or relate to the target structure.
More detailed accuracy work can be reserved for post‑task stages, writing feedback, or short “grammar clinics.”
This maintains students’ willingness to communicate while still supporting linguistic development.

6. Encourage noticing and reflection
Teachers can use short noticing activities with authentic texts, such as underlining verb forms, reordering sentences, or inferring rules from examples.
Asking questions like “Why do they say it this way here?” encourages learners to reflect before receiving explicit explanations.
Students can then articulate simple grammar rules in their own words.

In summary, communicative tasks should form the backbone of lessons, with brief, purposeful grammar instruction woven in through a focus on form that emerges from—and feeds back into—real communication.

Grammar, In the classroom, Methods, Research, Speaking, Tips

Digital technologies and AI

In today’s world, where language learning is increasingly integrated with digital technologies and AI, what do you see as the greatest challenge for language teachers?

The greatest challenge is keeping the teacher’s human role central while so much of language learning becomes automated.

More concretely, this challenge breaks down into several interrelated issues:

1. Redefining what “teaching” means when AI can explain and drill almost anything
Apps and chatbots can provide instant grammar explanations, translations, examples, and drills.
As a result, teachers must shift from being the primary source of language input to becoming:

  • designers of meaningful tasks and projects
  • coaches for communication strategies, confidence, and autonomy
  • guides who help students use AI critically rather than passively

Many teachers were never trained for this shift.

2. Helping students use AI well, not just often
Students may overuse translators and GPT-like tools and bypass real cognitive processing.
Teachers must teach:

  • when AI is useful (e.g., feedback, brainstorming, pronunciation support)
  • when it harms learning (e.g., instant translation instead of inferring meaning from context, copying answers)

This requires strong digital literacy, redesigned assessment, and ongoing monitoring.

3. Maintaining authenticity and real communication
If AI can speak “perfect” English, students may wonder why they should practice with classmates.
Teachers therefore need to design classroom activities in which:

  • there is a real reason to listen and respond
  • students negotiate meaning, express emotion, disagree, and persuade—skills AI simulations cannot fully replace

4. Assessment and academic integrity
Writing and homework tasks can now be easily generated by AI, reducing the validity of traditional assignments.
Teachers need new task types (e.g., in‑class, spoken, process‑focused, and reflective tasks) and clear ways to detect, integrate, and discuss AI use openly and ethically.

5. Keeping up with technology without losing pedagogical grounding
Digital tools evolve faster than curricula, textbooks, and teacher training.
Teachers must constantly decide:

  • which tools genuinely improve learning
  • which ones are distractions or add unnecessary workload

Conclusion
Ultimately, the core challenge is redefining and protecting the uniquely human, pedagogical role of the language teacher: designing meaningful learning experiences and guiding students in the critical and ethical use of AI, while traditional roles such as explainer, drill provider, and corrector are increasingly automated.

Methods, Research, Speaking, Technology, Tips

Assessment and Evaluation

Question:

Submitted by Ahmad Alruhban, Marmara University, Turkey

What is the difference between assessment and evaluation in language teaching?

Dr. Richards responds:

Assessment is a general term referring to procedures that can be used to measure students progress in a course. Tests are one form of assessment but many forms of assessment are not tests, such as observations, interviews, or questionnaires.

Evaluation refers to procedures used to determine the overall effectiveness of a language course, and may involve many different procedures such as interviews with teachers and students as well as classroom observation. Students’ performance on texts may also be used as one component of evaluation.

Assessment, Methods, Questions & Answers, Teaching

Grammar-Translation Method and The Direct Method

Question:

Submitted by 孙赫, Luoyang Normal University, China

  1. What are the teachers’ role and the students’ role in Grammar-Translation Method and The Direct Method?
  2. What are some common classroom activities in Grammar-Translation Method and The Direct Method?

Dr. Richards responds:

Grammar translation:
Teacher’s role: to provide translation of new grammatical items, to answer students’ questions about the meaning of items, to monitor students’ work for grammatical accuracy, to develop translation activities:
Students’ role: to learn and practice grammar rules, to try out new grammar items in spone and written texts
Common classroom activities: translation of sentences from one language to another: writing sentences using the new grammar

Direct method:
Teacher’s role: to present new items through the use of questions and demonstration, to monitor students’ production for accuracy, to avoid use of the mother tongue
Students’ role: to listen and repeat, to ask and answer questions
Common classroom activities: drills and repetition activities: question and answer activities

Activities, In the classroom, Methods, Questions & Answers, Teaching

Principles of the Eclectic Approach

Question:

Tina, Ridgeway Campus UNZA, Zambia

What are the principles of the eclectic approach?

Dr. Richards responds:

The term “eclectic approach” refers to a teaching approach that is not based on a single method (e.g. task-based teaching, or CLIL) but that draws on several different method principles that are made use of in practice. It is a problem-based approach to teaching that is based on the following principles:

  • What particular problem do my learners encounter in mastering this aspect of language or language use?
  • What procedures can I make use of from available methods and approaches that could be used to address this problem?
Developing courses, In the classroom, Methods, Questions & Answers, Teacher education, Teaching

The Importance of Studying Linguistics

Question:

Submitted by Ali Abdulhussain, University of Maissan

What is the importance of studying linguistics for a language teacher?

Dr. Richards responds:

Linguistics is a very broad discipline and includes many different approaches to the study of language. Not all of them are relevant to language teaching. If by “linguistics” you mean a course that introduces information on the nature of language, how grammar and other levels of organization in a language work, as well as information of the core linguistic features of English – particularly those that are important in teaching, then this would be useful. Teachers need to know as much as they can about the subject they teach, and linguistics can be one source of this knowledge base. But how useful it is will depend on what kind of linguistics one is talking about and how it is taught. The framework developed by Halliday in his work on functional linguistics is often used in courses for language teachers. Unfortunately many people who may have a Ph.D  in linguistics may have studied linguistic theories that have little relevance to language teaching.

Methods, Questions & Answers, Teaching

Mother Tongue Teaching vs. Foreign Language Teaching

Question:

Submitted by Gafur Khamroev, Uzbekistan

What is the difference between mother tongue teaching and foreign language teaching?

Dr. Richards responds:

In many countries when students come to school their mother tongue has already been established and teaching in this case may involve learning to read and write a language which the children can already speak. The children have already benefited from thousands of hours of contact with their mother tongue. In the case of a foreign language however, the starting point may be zero, and a limited amount of time may be available in school for foreign language instruction. In this case a careful structured and gradual introduction to the foreign language is normally used, based on a corpus of the most frequent words, phrases and structures.

In the classroom, Language learning, Methods, Questions & Answers, Teaching

Best Way to Translate New Words

Question:

Submitted by Mehrnoosh Panahandeh, Tehran, Iran

When a student gives you a word in his/her native language and asks you for the translation, what is the best solution?

Dr. Richards responds:

There is no reason not to give the translation of a new word. The mother tongue can be a useful resource in teaching and it is a natural reference point for learners.  Translation activities which involve students translating words can be the basis of fun activities such as games and group work tasks.  Remember however that students come to class to practice English so use translation when needed as a springboard to learn and practice using English.

In the classroom, Language learning, Methods, Questions & Answers, Teaching

Yes-No Questions as a Research Tool

Submitted by Lester John A. Cajes, Las Piñas National High School, Philippines

Students perform better when they realize that what they are learning is relevant to their current needs and interest. For instance, teaching the structure of yes-no questions to students of a research-oriented program can be integrated with making a survey form or a questionnaire. In this case, the students will find it highly necessary to learn how to write accurate questions to be able to come up with presentable survey tools that will not only enhance their research but also impress their survey respondents who might be their peers as well.Here are the steps.
  1. Present examples in class, and let the students discover the pattern in formulating yes-no questions. Let them transform statements into questions and vice versa for further familiarization.
  2. Let the students think of a topic that they may use in an actual research, e.g., study habits, choosing friends or peers, school club preference.
  3. Ask the students to work in groups (3 to 4 members look fine) and draft questions that will let them gather information as regards their chosen topic. Then, they have to decide on whether their target response is a simple “yes or no” or a range of options, e.g., never, seldom, often, and always. Remind them to make their questions clear and concise. They should also avoid using negative markers such as “not” and “never” to avoid making their respondents confused.
  4. Collect their drafts and give comments on their content and grammar. Let them revise until all the questions become accurate and appropriate.
  5. After finalizing the questionnaire, ask the students to prepare for the actual survey. Have a brief discussion on the lines or spiels and procedures that have to be observed. Once ready, send them to the battlefield; let them conduct the survey.
  6. Finally, let the students use graphs or tables to present the data they have gathered. Then, they interpret such figures in linear form. At this point, they have to make sure that the information is properly transcoded from linear form to non-linear form or vice versa. Well, that’s another language skill for them to refine. See, this activity lets you hit two birds (even several birds) with one stone.

Methods, Research, Speaking, Technology, Tips

The Implementation of Vocabulary Self-Collection Strategy

Submitted by Elih Sutisna Yanto, Universitas Singaperbangsa, Indonesia

Pre-reading activity

Viewing Video

This activity is the first step for implementing vocabulary self-collection strategy (VSS). The teacher takes a clip from a video containing second language research terminologies. Once the teacher has the video, extract all vocabulary items related to the second language research terminologies that students need to know to comprehend the text and include them in a list that teacher can complete with other relevant words of the second language research terminologies that are not included in the video. Through modelling the process of using the VSS, the teacher demonstrates how to use the strategy.

Teacher scaffolding

The teacher then projects a copy of the text in the video on LCD and uses a think-aloud as a way of modelling how to select words that are important for understanding the reading. The teacher indicates his interest in a word that may result from his not knowing the word, or finding it difficult or interesting. He shares with the class the need to know something more about the word to understand the text. The teacher, then project a graphic organizer that includes a box for the word, the reason for selecting the word, and the definition of the word as shown in Figure 2.1, Vocabulary Self-Collection Strategy Chart. He writes the word in the appropriate box, says the word, and ask the students why they think he chose this word as an important one for leaning. He then writes the reason in the appropriate box. Next step, the teacher defines the word, writing the definition in the next box. Finally, the teacher consults the dictionary about the word’s definition.

2.2. During reading activity

The teachers directs the students to view video containing second language research terminologies. After viewing the video to do the following

  1. After viewing the video, revisit the text and select at least five words that they think are important to their understanding of the readings or that they found interesting or challenging.
  2. Complete the VSS student Chart in figure 2.1 that directs them to write the word, they found it at what page, the reason for selecting the word, and a definition of the word if they know it and finally consult dictionary the definition.

2.3. Post reading activity

Forming groups

Students are divided into small groups that can be formed based on a teacher decision, a student preference, a mixture of genders, a mixture of students’ proficiency level in language and reading abilities. More critically, a teacher facilitates students to form groups in order to the mutual agreement about composing together can be reached through negotiation between teacher and students or between individual members of each group.

The groups will focus their discussions on the words they have selected and their reasons for choosing the words. Through their texts and completed VSS charts, each group is directed to do the following:

  1. The group appoints one student to act as leader whose role is to keep the discussion moving as they focus their talk on the words they have selected.
  2. Each student submits one word he or she has selected and provides the reason for choosing the word that becomes the focus of the discussion. The discussion may center on the word’s meaning, the importance of the word in understanding the reading, whether the members of the group selected the word, or another reason. The group then decides whether the word should be selected for the group chart.
  3. The group leader uses the group chart to record the word, the reason it has been selected by the group, and the word’s contextual definition. Each group limits the number of words included on the VSS chart to five.
  4. Writing the contextual meaning of each word is the last step of using the VSS. Students then validate the meaning of each word through the use of the dictionary both printed or electronic dictionaries or the glossary that may be found in the text.
  5. After the small-group discussion, the teacher brings the groups together for a class discussion. Each group leader reports to the class, providing the list of words selected by the small group. The teacher or student records the words on the VSS class chart, along with reasons for choosing the word and the contextual meanings.
  6. The teacher may list additional words overlooked by students that are required for understanding the text. For words with a high-difficulty level that the students do not understand, the teacher provides direct instruction, focusing on the words’ contextual meaning.
Methods, Speaking, Tips, Vocabulary

Learning Strategy vs. Classroom Task

Question:

Submitted by Hezi Brosh, USA

What is the difference between Language learning strategy and classroom task/activity?

Dr. Richards responds:

A strategy is the action a learner takes to resolve a particular learning issue or problem. So when reading a difficult text, skimming it first for a general idea of the content before reading it more closely, is an example of a reading strategy.

A classroom task or activity is something the teacher assigns the learners to do in order to achieve a specific learning outcome. Dictation is a task or activity, as is jigsaw listening or completing a cloze passage.

Activities, In the classroom, Language learning, Methods, Questions & Answers, Teaching

Strategy Development for Better Listening

Question:

Submitted by Muhammad Shujaat, Saudi Arabia

In coursebooks, usually the sequence of a listening lesson proceeds from the general to the particular and then the students pair-check their answers. Is this proof enough that students are developing their listening or does there have to be another dimension of the strategy development for better listening?

Dr. Richards responds:

It depends on the kind of text students will listen to and what their purposes for listening are. Listening to a news story involves a different approach to listening than listening to casual conversation. So first one has to consider the type of text, the level of complexity of the text, what background knowledge students bring to the text, and the listening purpose.  The choice of listening task or activity that you use should provide guided practice in listening. Support for listening can be given through pre-teaching key words, by activating background knowledge, and by establishing an appropriate listening purpose. A series of tasks can be used that first require global listening, and then move to more detailed listening.

 

Developing courses, In the classroom, Language learning, Methods, Questions & Answers

Methods and Techniques for Young Learners

Question:

Submitted by David Chacha, Tanzania

Can you suggest methods and techniques for young learners?

Dr. Richards responds:

A number of principles can inform the following approaches to teaching young learners.

  1. Build teaching around activities and physical movement.
    Link language learning to physical activities by having children use and hear English for making things, drawing pictures, completing puzzles, labelling pictures, matching words and pictures, playing games, acting out movements in response to instructions and other activities that involve hands, eyes and ears. Teachers often make use of TPR activities (activities based on linking language with actions, drawing on the method known as total physical response). Many listening activities for young children use this principle, such as activities in which children listen and respond to commands (e.g. ‘sit down’, ‘turn around’, ‘touch your nose’), listen and choose a picture, listen and draw a picture or listen and number a sequence of actions in a picture. Similarly, speaking activities with young learners may involve use of songs, dialogues, chants and fixed expressions that students can practise in different situations.
  1. Build lessons around linked activities.
    Since young learners have limited attention spans, it is important to include several short activities in a lesson and to move quickly from one activity to another. Activities of five to ten minutes in length are most successful. A balance between the following kinds of activities is often useful:
  • Quiet / noisy activities.
  • Different skills: listening, talking, reading / writing.
  • Individual work / pair work / group work / whole-class activities.
  • Teacher–pupil / pupil–pupil activities.
  1. Build lessons around tasks.
    A task is a meaning-focused activity that requires learners to draw on and use their existing linguistic resources to complete a task, such as drawing a picture from oral instructions, or working in pairs or groups and sequencing a series of pictures to complete a story. The key features of classroom tasks for young language learners are:
  • They have coherence and unity for learners (from topic, activity and/or outcome).
  • They have meaning and purpose for learners.
  • They have clear language-learning goals.
  • They involve the learner actively.
  1. Provide scaffolding.
    Scaffolding refers to how a child learns through collaboration with a more knowledgeable partner (a parent, a classmate, a teacher). When children work collaboratively on tasks (such as sequencing pictures in a story, completing a puzzle or completing an information-gap task), more proficient learners can often provide the scaffolding less proficient learners need.
  1. Involve students in creating resources that support their learning.
    Learners can draw pictures of the characters they hear in a story or create puppets to help retell a story. They can colour pictures of items and characters from stories. They can find pictures in magazines, related to a theme or topic in a lesson, and bring them to class. In my Quebec primary classes mentioned earlier, we did not use a textbook. The children created their own coursebook, as the course developed, using the resources that formed the basis of the course.
  1. Build lessons around themes.
    Lessons can be built around topics or themes, such as animals, friends, food or family, for very young learners; and for older learners, themes can be drawn from subjects in their other classes and the community, such as transport, country life, travel and famous people. Theme-based lessons provide continuity across activities and enable English learning to be connected to the children’s lives.
  1. Choose content children are familiar with.
    Teaching can also be built around familiar content from the children’s culture, such as stories and events (e.g. national holidays or cultural practices). Since the learners will be familiar with talking about these topics in their native language, it will be easier for them to connect with how they can talk about them in English.
  1. Use activities that involve collaboration.
    Children enjoy socializing with other children, and activities that work best with young learners are those in which children are working with others in pairs or groups, rather than remaining in their seats, listening to the teacher. Activities that involve collaboration require careful preparation to ensure that children have the words and expressions they need in order to carry out an activity.
  1. Create a supportive learning community in the classroom.
    A class of young learners needs to become a community of learners – that is, a group of learners with shared goals, needs and concerns. Thinking of a class as a community means seeing it as a place where each child in the class cooperates and collaborates to achieve the class’s common goals. This leads to more productive learning. Children who interact and collaborate with other learners develop a more positive attitude towards learning and a greater sense of self-confidence than those in other learning arrangements.
  1. Use enjoyable activities that children can accomplish without frustration.
    Young learners enjoy taking part in activities that they can successfully achieve, but which also offer some kind of challenge. Activities of this kind depend on the teacher providing language input and modelling for young language learners, where the teacher and the materials are the primary source of language.
  1. Provide rich language support.
    Since the learners will have little knowledge of English to call upon, they need careful language support for learning activities. Success will depend on the teacher providing language models, demonstrating the way the activities can be carried out in English and providing the language support an activity depends upon.
  1. Give clear goals and feedback.
    Children like to be successful at things they do in class. In order to achieve this, it is important to set clear goals for children and to let them know when they have been successful, or if not, why not. Praise for success is very important for young learners, for example, by using stars, stickers, points or smiley faces.
  1. Use English for classroom management.
    Use English for instructions, for routines such as forming groups, for introducing activities, for giving feedback and for other teaching processes.
  1. Use the mother tongue when needed.
    While the goal of teaching young learners is to use as much English in class as possible, when teaching homogeneous classes, it is quite appropriate to use the mother tongue when necessary to explain the meaning of words and expressions and to help explain activities. Occasional use of the mother tongue provides a comfort zone for young learners, though the teacher and students should not become over-dependent on it.
  1. Bring speakers of English to class.
    Where possible, it is useful to invite speakers of English to class to meet the learners. These could be children from an international school or older children who are now quite advanced in English. They can ask and answer simple questions, take part in a role play and do other activities that will interest and motivate the learners.

 

Activities, In the classroom, Methods, Questions & Answers, Teaching