The document outlines a position statement from TESOL on teaching English as a foreign language to young learners. It discusses three key factors for effective EFL programs for young learners: 1) having clear program goals and content tailored to the learner needs, 2) employing well-trained teachers knowledgeable in both EFL and child development, and 3) providing necessary programmatic and institutional support including ongoing professional development for teachers. The position emphasizes that these factors must be defined and balanced within each local educational context as there is no single approach that can be applied universally.
The document outlines a position statement from TESOL on teaching English as a foreign language to young learners. It discusses three key factors for effective EFL programs for young learners: 1) having clear program goals and content tailored to the learner needs, 2) employing well-trained teachers knowledgeable in both EFL and child development, and 3) providing necessary programmatic and institutional support including ongoing professional development for teachers. The position emphasizes that these factors must be defined and balanced within each local educational context as there is no single approach that can be applied universally.
The document outlines a position statement from TESOL on teaching English as a foreign language to young learners. It discusses three key factors for effective EFL programs for young learners: 1) having clear program goals and content tailored to the learner needs, 2) employing well-trained teachers knowledgeable in both EFL and child development, and 3) providing necessary programmatic and institutional support including ongoing professional development for teachers. The position emphasizes that these factors must be defined and balanced within each local educational context as there is no single approach that can be applied universally.
The document outlines a position statement from TESOL on teaching English as a foreign language to young learners. It discusses three key factors for effective EFL programs for young learners: 1) having clear program goals and content tailored to the learner needs, 2) employing well-trained teachers knowledgeable in both EFL and child development, and 3) providing necessary programmatic and institutional support including ongoing professional development for teachers. The position emphasizes that these factors must be defined and balanced within each local educational context as there is no single approach that can be applied universally.
TES L Teachers of English to Speakers of Other Languages, Inc.
An International Education Association Founded in 1966
Position Statement on Teaching English
as a Foreign Language to Young Learners
Increasingly, many countries around the world are mandating the teaching of English as a foreign language (EFL) to young learners. Although research has suggested that age may have an effect as to the way a language is learned, age alone does not determine success in learning a foreign language. Rather, effective teaching of EFL for young learners starts with a clear understanding of the following factors and how they relate to one another.
• Program content and learner goals: Those involved in teaching EFL to young learners should have a clear understanding of why English is being taught at a young age, and specifically what the programs’aims and goals are. What students should know and be able to do should be clearly outlined and established along with how that is to be measured. Where academic-level proficiency is desired, there should be long-term strategies for continued support and articulation between educational levels.
• Effective teachers: Teachers should have training in teaching EFL, as well as in the ways young students learn. Just as important are teachers’ personal attitudes toward continued education and learning and their willingness to model language learning for the students with whom they work.
• Programmatic and institutional support: Depending upon the program model and methodology employed, institutions need to be able to provide the type and level of resources necessary to support the program. A key part of this institutional support is continued professional development for teachers, as it is an essential part of effective teaching.
What is most important to understand about these factors is that they need to be defined for and understood within the local educational and cultural context. In addition, while the three factors are related, there is not necessarily a direct correlation among them. Just as there is no one way to teach a language, there is no one program or model for all educational contexts. Finding the right balance among these three factors is a key part of delivering an effective program.
Approved by the Board of Directors
October 2003
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