English, a meaniful learning experience through age appropriate teaching

Developmental Phase Approach (DPA)

This innovated approach began at the EFL pedagogical center LET’S INSTITUTE, it was born out

of the need of an appropriate methodology and curriculum based on the needs of the northeastern

region of Colombia, in a small city like Cucuta, where it is very difficult to hire native speakers and

the fluency in English teachers is in some cases not very well developed.

Different ESL, educational and psychological theories have interconnected so that the DPA

curriculum embraces the student’s stages according to their age. It is not based on levels in the

beginning phases (1 & 2) but on age groups, combining students of multi-knowledge in L2. It is a

combination of theories in these three areas such as TPR, task-based approach, CLT approach,

cognitive developmental theory by Jean Piaget and multiple intelligences theory by Howard Gardner.

DPA combines the cognitive, linguistic, emotional and social skills of each age group to enhance

their learning process with age appropriate activities in the academic environment, motivating them

with their successes in L2, not by introducing tasks that are over their head in grammar and in their

speaking and writing skills. Teachers that implement this approach know what to expect from their

students in L2 and are able to motivate them because there is no frustration level in the students,

making the classes more comprehensible and successful.

The DPA curriculum is based on the cognitive, linguistic, emotional and social development

according to each age. It is divided into 3 phases:

• Phase 1-LET’S PLAY: 2 to 6 year olds, based on the same principals of language

acquisition. Language acquisition is an unconscious process in the human being and it is

acquired through the environment where the language is learned, this same notion is

recreated in this phase. Same age groups.

• Fase 2-LET’S STUDY: 6 to 10 year olds, an age where children start elementary school and

there is a variety of changes in their cognitive and social processes. At this phase the human

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 being begins their formal education. In L2 there is a formal learning process where the

teacher emphasizes in the 4 linguistic skills in an age appropriate manner. Same age groups.

• Phase 3-A COMMUNICATIVE EXPERIENCE: teenagers and adults, students that have

gone through the whole process began a communicative experience where they practiced

everything they have learned as a child and true communication begins; it takes the language

to the next level, interaction with others and to apply their L2 knowledge in a real context.

Basic to advance level groups.

DPA has set forth the following cognitive and linguistic stages that are fundamental for its

curriculum, methodology and its entire pedagogical process used in teaching young learners in phase

1 and 2; offering a communicative experience for teenagers and adults in phase 3:

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In the DPA curriculum the teacher must understand their students knowledge in L1, what are they

learning in their native language classes, when do children shift from concrete thinking to abstract

thinking skills, when do they become more aware of their surroundings, when do they stop thinking

about ME and start taking into account other people’s feelings and behaviors. How do they learn, are

they musical, athletic, mathematical? Once these aspects are set forth in their classes’ students will

be successful in the L2 process, especially when their exposure to L2 is less than 10 hours a week.

DPA has organized its EFL levels as follows:

INFANTS (2 to 3 years old)

Children from two to three years old are like little sponges, their brains are wired to learn and absorb.

Their speech is becoming clearer, they are very communicative with people outside of their family,

their language is more descriptive and they start to use adjectives and two word phrases to describe

things around them.

Just as they are learning to speak L1 by being exposed to language in their environment and

caretakers, the same process applies to second language acquisition. Babies and infants exposed to

different languages obtain a variety of advantages such as:

• Native pronunciation in L2.

• Tolerance to other cultures

• Early stimulation in the L2 process

• A love for language

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 • Enjoy storytelling with pictures and props in L2

• A natural attitude towards learning languages

• Identify vocabulary in L2 in flashcards, props and toys

• Discriminate between two words

TODDLERS (3-4 years old)

At this stage children understand more, they are more talkative and social. Sentence structure begins

to improve (it’s still not perfect yet). They enjoy talking to adults and other children. Storytelling and

singing songs are some of their favorite pastimes. They love learning about everything around them

and begin interacting with each other. In this stage they:

• Improve their sentence structures in L1.

• Interact with adults and peers

• Imitate their teacher and peers in L2

• Native pronunciation in L2

• Vocabulary acquisition in L2 about specific topics

• Start word production in L2

• Follow instructions, chants and songs with body movements and gestures

• Can answer questions such as what is this, what color is it, is it big or small

• Enjoy storytelling in L2

PRESCHOOLERS (4-5 years old)

At this age children can hold detailed and prolonged conversations in L1, four to five year old

children are able to speak clearly and in mostly correct sentences. Vocabularies are extensive, with

kids consistently picking up new words and phrases. In L2 they participate more in class activities,

enjoy vocabulary games, arts and crafts and to work on esl worksheets designed especially for them.

At this phase, they:

• Enjoy storytelling and can answer simple comprehension questions in L2.

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 • There is more word production in L2 and can describe an object by color and amount

• Obtain simple pre-reading concepts such as rhymes and vowels

• Can categorize vocabulary by color, shape and number

• Can understand abstract concepts such as numbers, vowels, prepositions and rhymes.

• Sing songs, chants and rhymes with the correct pronunciation and intonation.

KINDERGARTEN (5 – 6 years old )

Children are more mature; they have more comprehension of their mother tongue and are starting to

obtain the necessary skills to start their reading and writing process in L1.

In the L2 context there is more analysis on their behalf, they understand letters and that they form

words. Children differentiate L1 and L2, they have an understanding for the phonemes of each

language. Being exposed to a second language stimulates their reading and writing process in L1.

At this level children:

• Have a positive attitude towards L2 which motivates their learning process from here on.

• The proper phonics for native pronunciation.

• Can follow instructions to do class activities.

• Ask their teacher in L2 certain questions to satisfy their needs in class.

• Play in L2 in a natural context with their classmates. They understand typical childhood

games and songs.

• Are exposed to pre-reading skills in L2. They describe words by their beginning and ending

sounds.

• Spell number, color and three letter words.

• Can categorize vocabulary with more than two words.

PHASE II ELEMENTRY LEVELS

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At this phase structured play, flashcards and specialized materials are used for vocabulary

acquisition. There is an introduction to grammar aspects that correspond to their age groups.

Grammar is not the main focus in the DPA methodology, but structured sentences that are learned as

a total without analysis on their behalf, through repetition in songs, chants, rhymes, videos, computer

games and reading comprehension as the main approach.

Its assessment criteria is based on the National Curriculum Standards for EFL that are under the

European common framework for EFL.

FIRST GRADE LEVEL (6 - 7 years old)

Classes are focused on oral production of complete sentences, spelling the vocabulary and

comprehension of questions about the different topics seen during a DPA course.

The methodology promotes the correct usage of grammar patterns, listening skills and oral

production which are presented in structured-play and specialized worksheets.

In this level children:

• Are motivated in learning a second language which will make it easier for their learning

process in the future.

• Start in Level A1 of the National Curriculum Standards

• Obtain instruction in phonics to obtain the necessary background for native pronunciation.

• Understand and follow instructions in L2.

• Spell the vocabulary they have worked on during classes.

• Understand a conversation in a natural context about the topics they have worked on, in a

simple manner.

• Answer questions about the topics, using the correct grammar structures.

• Manage cultural aspects such as games, songs, and rhymes in L2, which are helpful for their

adaptation in an L2 environment.

• The necessary bases in L2 to become a true bilingual, with excellent pronunciation.

There is a mayor focus in grammar at this level, teaching the verb to be in affirmative, negative and

interrogative, in some cases specific sentences with demonstrative pronouns without direct grammar

teaching but in context. The children produce, understand, read and write sentences and short

paragraphs about the topics in this course.

DPA (developmental phase approach) emphasizes on oral production of complete sentences, reading

and writing of simple paragraphs.

In this level Children are capable to:

• Learn L2 simple grammar structures such as the pronouns, the verb to be and demonstratives

pronouns.

• Read and write short paragraphs about the topics learned during class

• Obtain a positive attitude towards other cultures

• Differentiate L1 and L2 phonemes

• Understand the basic structures taught during class and to be able to ask and answer about the

different topics they have studied.

• Express their preferences about activities, foods, sports and places.

• Comprehend a conversation about the topics they have studied using the corresponding

structures so that they are understood by others.

• Answer questions with the correct structures about topics they have learned.

• Manage cultural aspects such as games, circle time, songs and rhymes that will help them in a

future adaptation abroad.

• Learn the fundamental background to become a true bilingual with emphasis on

pronunciation.
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THIRD GRADE LEVEL (8 to 9 years old)

At this age children begin to shift their concrete thinking skills to abstract thinking skills,

fundamental for grammar comprehension. There is more analysis on their behalf in L1 and L2.

Teachers begin direct grammar instruction in a simple and comprehensible manner. Not all kids

begin at the same age, it’s the same as any other skill, some begin before others. Some children are

not going to obtain this skill until they are in fifth grade, so grammar introduction must be given in a

playful manner, using games, songs and chants to introduce specific structures, repetition is still a

very powerful tool in the classroom. Students begin to learn about abstract concepts such as greetings

and time including days of the week and months. There is an introduction to some simple present

sentences.

Games and competition is very important at this age. The teacher requires more reading and writing

in their class.

At this level Children begin to:

• Assimilate naturally the differences between L1 and L2 grammar structures.

• Understand when spoken about the topics they have learned during class.

• Write small compositions using the corresponding grammar structures of the topics they have

learned in class.

• Read stories and comic strips about themes that are interesting to them and their group,

comprehending and expressing ideas about what they read.

• Obtain the grammar structures necessary to maintain a simple conversation with the correct

pronunciation about what they have learned.

• The necessary bases in L2 to become a true bilingual, with excellent pronunciation.

• Begin the A2 level of the National Curriculum Standards.

Transition Levels

FOURTH GRADE LEVEL (9 to 10 years old)

FIFTH GRADE (10 to 11 years old)

feel childish but they get confused and frustrated when asked to act maturely.

At this age students assimilate and learn easily new concepts, they have good memory skills and

understand L1 completely. They comprehend abstract topics and grammar. It is important that

teachers make sure that they understand the grammar in L1 if not it is very difficult for them to learn

the structures in L2. There is still no spontaneousness production at this level, speaking and writing

is very guided by the teachers and worksheets.

DPA activities for this age group are designed based on their linguistic and cognitive skills taking

into account what their interest are, teaching topics that are motivating and fun. Teachers do a lot of

role playing, surveying about the different topics and in general teaching topics about what they and

their classmates like.

At this level students can:

• Comprehend and enjoy different cultural aspects including topics of interest for teenagers.

• Enjoy Anglo-Saxon holidays, understanding their meaning, vocabulary, and grammar focus.

• Understand and enjoy stories about the topics they have learned about and typical American

stories.

• Develop the linguistic, pragmatic and social linguistic competence necessary to interact in an

effective manner in L2 in a natural and academic environment taking into account their age.

• Learn to differentiate grammar aspects in L2.

• Express their likes and dislikes about the different topics they have studied.

• Role play and do dramatizations about the topics they have worked on.

• Participate in games and competitions that are age appropriate and designed so that they can

learn in a natural context.

• Compare the different aspects they have learned about a specific topic with their reality.

• Complete the A2 level of the national standards.

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Phase 3 A communicative experienceeamientos del marco

Phase 3 is based on the National Curriculum standards implemented in the Colombian Bilingual

Plan, from A1 to B1 proficiency levels.

Its main focus is a communicative and holistic approach where the student’s prior knowledge in L2 is

taken into account, locating the student in the corresponding level, motivating them to learn more, to

use what they know in concrete situations.

Grammar is not the main focus; it is a means so that the language used is comprehensible. Each topic

with a specific grammar structure is introduced and taught in a 10 hour framework which includes

task based activities, at least one video, listening activities, worksheets and computer activities.

Assessment is in the same manner video, listening, and computer based.

From basic 1 to intermediate 1,grammar and vocabulary is very straight forward, it is repetitive

seeking students assimilation of basic vocabulary and grammar. L2 activities are very guided and

there is little or no spontaneousness production.

From the intermediate 2 level to advance 3, students analysis more complex grammar structures,

classes are more grammar orientated, seeking to give them the opportunity to be more spontaneous in

their speaking and writing production. Students enjoy talking about specific topics in L2, they still

make mistakes but at the end of advance 3 are totally comprehensible and can engage in a casual

conversation where they express their ideas and opinions. At the end of these levels students have

obtained a B1 proficiency level from the MCR framework, in some cases depending on their prior

experience as a child some students reach the C1 level.

CONCLUSION

There are many factors that play together in learning a second language, but students that begin to

enjoy this process from an early age can become very productive language learners opening the

doors not only to L2 but L3, L4 and so on. Students that feel their progress are more successful in

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their learning process, pronunciation, speaking and writing production. They are not grammar

geniusous but people that can use the language in a true communicative manner, which is the main

reason to learn it in the first place.

When teachers began to understand the different phases of the age groups they are teaching, their

classes are going to be more successful, students are going to be more motivated and the Colombian

Bilingual plan will once and for all take off in all of its regions, not only in the private schools but

public schools also, embracing all the social classes from poor to rich, making our educational

system fairer for everyone. Teachers won’t have to fight for more hours in their students schedules,

with 3 or 4 hours a week, progress can be seen, making the 11 years that student take english during

their academic studies in elementry, jr. high and high school meaniful and productive.

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