THE METHODOLOGY OF TEACHING ENGLISH TO VERY YOUNG CHILDREN

INTRODUCTION

Background of the study

In today's globalized world, language is crucial for integrating with other nations, with English emerging as the dominant international language It is extensively utilized in various fields, including communication, trade, and education, facilitating connections across cultures and borders.

Since Vietnam embraced globalization in 1986, the government recognized the crucial role of English, making it a mandatory subject in secondary schools, high schools, and universities Mastering English opens up enhanced educational and employment opportunities for Vietnamese students, enabling them to contribute to the nation's development Consequently, there has been a significant rise in English language centers and bilingual schools across Vietnam to meet the growing demand for English education.

Many Vietnamese parents believe that teaching toddlers a second language (L2) presents challenges due to their ongoing acquisition of their mother tongue However, research by Roberta (2012) indicates that learning a foreign language can significantly enhance a child's verbal development Studies show that early L2 learners tend to exhibit better cognitive performance in elementary school (Burhan & Lynn, 2019) and find it easier to master pronunciation and morphosyntax compared to older learners Additionally, Genesee, Paradis, and Crago (2004) affirm that infants and toddlers can successfully learn multiple languages simultaneously While various teaching methods influence children's L2 learning abilities (Arikan & Taraf, 2010; Er, 2014), there is a notable lack of research on effective teaching strategies for very young learners in English as a Foreign Language (EFL) contexts, particularly in Vietnam This study aims to address these gaps in understanding English teaching methods for young children.

Statement of the research problem

This study will explore the teaching strategies employed by L2 educators in a bilingual school in Hanoi According to Swan (2013), contextual knowledge is crucial for teachers to effectively evaluate their students' needs The distinction between native and non-native speakers is less significant; what truly matters is the teachers' commitment to providing optimal learning and teaching environments for their students.

Aims of the study

As English is treated as a foreign language in Vietnam, this study aims to understand how

English as second language (ESL) teachers enable very young children (i.e toddlers) to learn English This research was conducted in Hanoi, the capital of Vietnam, where has many bilingual

TIEU LUAN MOI download : skknchat@gmail.com schools Children use Vietnamese when communicating with friends and family but useEnglish when studying at school.

Significance of the study

This study aims to assist L2 teachers in effectively teaching English to young children by recommending methods that enhance English acquisition Additionally, it seeks to offer valuable insights into the learning conditions of children, enabling teachers to support their development as proficient language learners.

Research questions

To understand how L2 is currently being taught to toddlers in Hanoi, the research aims to answer the following questions:

− What methods do ESL teachers use to teach English to non-native speaking children?

− Which methods are the most suitable for children in second language acquisition?

− Are there any factors that influence children in learning English beside teaching methods?

− How can teachers encourage students in learning second language?

− What are the most useful sources of language knowledge for students to improve their language skills?

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A REVIEW OF RELEVANT LITERATURE

Theoretical framework

In Vietnam, it is mandatory to teach English from the third grade of primary school. However, nowadays, many schools teach English to very young children starting from kindergarten.

Age is a crucial factor in Second Language Acquisition (SLA), which affects the success of learners as well as the teaching methods Many researchers (Lightbrown, 2008; Er, 2014; Burhan

Research indicates that early exposure to multiple languages significantly benefits children as they develop Learning a second language (L2) enhances communication skills, cultural awareness, cognitive abilities, and educational outcomes.

Research indicates that the duration of a child's exposure to language significantly influences their fluency, as highlighted by Lightbown (2008) Central to this concept is the Critical Period Hypothesis (CPH), initially proposed by Penfield and Roberts (1959) and Lenneberg (1967), which suggests that children can effectively learn a second language before puberty due to their brain's ability to utilize mechanisms that facilitate first language acquisition (Cameron, 2001) While Gilakjani (2012) and Lightbown and Spada (1999) provide evidence for and against CPH, they emphasize the importance of considering various factors such as individual needs, motivations, and learning environments in language acquisition Early exposure to a second language is recommended for achieving native-like proficiency, although if the primary aim is communicative ability, starting later may suffice Notably, differences in brain activity during language processing reveal distinct roles for early bilinguals compared to those who begin learning at ages 7 or 8 (Cameron, 2001) Additionally, Gilakjani (2012) identified specific variables influencing L2 fluency, particularly in pronunciation.

(2012) found that learners can accomplish a native-like accent even if they start to learn English after puberty This is achieved by having appropriate attitude, motivation, instruction and exposure.

According to Slattery and Willis (2001), young learners acquire language differently based on their age Children under 7, referred to as very young learners, absorb language unconsciously through exposure and play In contrast, students aged 7 to 12, known as young students, develop the ability to read and write the language more consciously.

According to Muñoz (2017), language teachers must choose vocabulary that aligns with their students' proficiency levels Llach and Gómez (2007) emphasize that children grasp concrete concepts more effectively than abstract ones, recommending the introduction of tangible words like "apple," "ball," and "doll." They also advocate for teaching vocabulary that can be inferred through actions, body language, and illustrations Gopnik, Meltzoff, and Kuhl (1999) note that toddlers typically know between 100 to 300 words, highlighting the importance of providing vocabulary that reflects their real-life needs and interests This approach helps young children understand words without needing to translate them into their native languages (Yusuf, Asyik, Q Yusuf).

& Rusdi, 2017) They further explain that participative games, role-playing and dramatizations, repetition and imitations, and physical activities (body movements) can be done to reinforce the vocabulary being learnt.

The Critical Period Hypothesis, proposed by Lenneberg in 1967, suggests that young learners possess an optimal age for language acquisition, enabling them to achieve native-like pronunciation when taught effectively.

The Common European Framework for Languages (CEFR, 2001) emphasizes the importance of teaching pronunciation from the outset of foreign language education Early in the learning process, students should focus on practicing accurate pronunciation to achieve effective communication in the language (ISCED 1, 2011).

To improve pronunciation skills, students should engage with native speakers, imitate their teachers, and practice reading phonetically Incorporating ear-training exercises and tongue twisters can further enhance their abilities Additionally, techniques like clapping, tapping gestures, and using mirrors can be effective tools in teaching pronunciation.

This study explores various English vocabulary-teaching methods tailored for young learners in ESL contexts, focusing on approaches such as Suggestopedia, The Silent Way, Community Language Learning, Total Physical Response, and the Communicative or Natural Approach These methods have significantly influenced research on second language acquisition in children (López & Méndez, 2004) The research aims to examine the application of these methods by ESL teachers to enhance language learning outcomes.

Total Physical Response (TPR), developed by Asher in 1977, is a language teaching method that emphasizes the integration of physical movement with vocabulary learning This approach involves activities that encourage learners to respond physically to language input, thereby enhancing comprehension and retention As noted by Richards and Rodgers (2001), effective vocabulary instruction should incorporate these physical responses to reinforce language acquisition.

In the context of teaching, it is essential to select materials based on their applicability in the classroom and the ease of learning, rather than their frequency of use in target language situations Total Physical Response (TPR) typically does not employ specific materials for beginners However, as students advance in their learning, authentic materials such as pictures, objects, slides, and word charts are integrated into various stages of the educational process.

Communicative Language Teaching (CLT) encompasses principles regarding language teaching objectives, effective learning methods, suitable classroom activities, and the roles of both teachers and students (Richards & Rodgers, 2001) The primary aim of CLT is to enhance students' communicative competencies, which are essential for effective communication in the target language (Richards, 2006, p.4).

− Knowing how to use language for a range of different purposes functions

− Knowing how to vary the use of language according to the setting and the participants

− Knowing how to produce and understand different types of texts

− Knowing how to maintain communication despite having limitations in one’s language knowledge

Communicative Language Teaching (CLT) enhances students' competencies through functional communication and social interaction activities (Richards & Rodgers, 2001) In the classroom, techniques such as pair work, role-plays, group work, and project work are employed to provide students with ample opportunities to practice language and improve fluency Additionally, CLT utilizes authentic materials to enrich the learning experience (Richards, 2006).

The Natural Approach (NA), developed by Stephen Krashen and Tracy Terrell in the 1970s, emphasizes the importance of vocabulary in language acquisition and aims to facilitate the transition from beginner to intermediate levels According to Richards and Rodgers, learners progress through distinct stages: pre-production, early-production, and speech-emergent In this approach, teachers play a crucial role by providing comprehensible input and creating a supportive learning environment, allowing students to engage with the language at their own pace Importantly, learners are not pressured to speak until they feel ready, and instructional materials are primarily drawn from real-world contexts rather than traditional textbooks.

Suggestopedia (SG), a teaching method created by Bulgarian psychiatrist-educator Georgi Lozanov in the late 1970s, emphasizes the importance of the learning environment According to Richards and Rodgers (2001), SG is characterized by its unique decoration, furniture, and spatial arrangement, which contribute to an enhanced learning experience.

The classroom environment plays a crucial role in fostering student comfort and confidence, with music and authoritative teacher behaviors significantly contributing to this atmosphere Trained educators employ various techniques, such as art and music, to enhance learning experiences (Harmer, 2001) Suggestopedia lessons emphasize vocabulary and grammar acquisition through communicative tasks, highlighting the importance of music in the educational setting (Richards & Rodgers, 2001).

A critical review of previous studies

The Critical Period Hypothesis, proposed by Lenneberg in 1967, suggests that the early years of life are essential for acquiring a first language, or mother tongue, and can also facilitate second language acquisition Lenneberg emphasized that this process is influenced by the brain's plasticity Despite its significance, the relationship between language acquisition and developmental timing has sparked considerable debate among researchers.

TIEU LUAN MOI download : skknchat@gmail.com and age Researchers such as Johnson and Newport (1989), Patkowski (1980) and Oyama

Research has shown that age significantly impacts second language acquisition, as evidenced by studies from 1978 However, other scholars argue that factors such as motivation, environment, and individual needs play crucial roles in language learning (Gilakjani, 2012; Lightbown and Spada, 1999) The Critical Period Hypothesis has sparked considerable debate among researchers and learners alike, indicating a need for diverse approaches in future studies to find common ground.

Richards and Rodgers (2001) conducted a comprehensive study on various language teaching approaches and methods, aiming to provide teachers with an unbiased understanding of their strengths and weaknesses The research focused on eight key approaches: The Oral Approach and Situational Language Teaching, The Audiolingual Method, Communicative Language Teaching, Total Physical Response, The Silent Way, Community Language Learning, The Natural Approach, and Suggestopedia The findings revealed that many of these methods lack detailed descriptions, existing mainly as proposals, which makes it challenging for teachers to implement them effectively in their teaching strategies.

Cameron (2001) emphasizes that teaching and learning are distinct activities, not merely two sides of the same coin This study aims to assist foreign language teachers working with young learners in applying and developing various methods and theories in their practice By placing learning at the forefront, the research utilizes extensive data to highlight key principles and concepts of language learning in the classroom, maintaining a strong focus on learners and learner-centered teaching throughout.

The Common European Framework for Language (CEFR), established in 2001, encourages language teachers and learners to reflect on key questions before implementation, aiding practitioners in reaching their objectives Additionally, the Council promotes learning and teaching methods that empower both young and older learners to cultivate independence, responsibility, and cooperation This framework is structured around six levels, reflecting the standard practices of various public examining bodies.

Richards (2006) explored the methodology of Communicative Language Teaching (CLT) and its impact on contemporary language teaching approaches The study highlights various classroom activities suitable for CLT and examines two methods—content-based instruction and task-based instruction—along with two approaches—text-based instruction and competency-based instruction Findings reveal that content-based and task-based instruction emphasize the input in the learning process, while text-based and competency-based instruction prioritize the outcomes of learning.

Reid (2016) emphasizes the importance of teaching pronunciation from the outset of English language education, highlighting effective techniques tailored for various age groups, including young learners and adults The study presents a range of strategies such as listening and repeating, drilling, minimal pair drills, ear training, tongue twisters, songs and rhymes, reading aloud, recording pronunciation, and using visual aids Additionally, it covers phonics, sound-colour charts, phonetic training, and the teaching of sounds, alongside suprasegmental and explicit learning Reid advocates for the integration of these techniques based on the specific needs and abilities of language learners and educators.

The gap for the present study to fill in

Research on English teaching methods for very young children by ESL teachers in Vietnam is limited, with existing studies primarily focusing on evaluating teachers and the education system (Le P.H Huong & M Yeo, 2016; Le.V Canh & Do.T.M.Chi, 2012; Le.V.Canh, 2007; Hoang.V.Van, 2007a) The methods used for teaching English to kindergarten and primary students remain one of the most neglected areas in English teaching methodology This study aims to address this gap and enhance understanding in this critical field.

RESEARCH METHODLOGY

Research design (Rationale)

The research project employed a quantitative design method, which emphasizes the collection of numerical data to generalize findings across various populations or to elucidate specific phenomena (Babbie, 2010; Muijs & Daniel, 2010).

Population and sampling

The study was conducted at a bilingual school in Hanoi, known as School A, which offers a selective, independent, co-educational British-style education for international students aged 2 to 18 The school categorizes its classes into four age groups: Early Years Foundation 1/2 for 2-3 years, Early Years Foundation 3 for 4 years, Primary for 5-10 years, and Secondary for 11-18 years In the Early Years and Primary classes, instruction is provided by a main teacher, typically a foreign or experienced educator, alongside a teaching assistant, who is often a Vietnamese teacher at the beginning of their career The main teacher is primarily responsible for delivering English language instruction in the classroom.

School A in Hanoi offers a unique English learning environment for children as young as 2 years old, emphasizing English communication between teachers and students The educational approach at School A is engaging and playful, incorporating games, role-play, and singing into lessons The curriculum is based on the National Curriculum for England (NCE) and the International Primary Curriculum (IPC), tailored for Early Years Foundation and Primary levels.

The research will concentrate on the Early Years Foundation 3 Class, consisting of 20 students, and the Primary class, which has 24 students A total of 24 teachers and 24 assistants will participate in the study, aimed at examining the teaching methods used for young children The Early Years Class operates from 8:30 AM to 3:05 PM, while the Primary class also begins at 8:30 AM.

16:05 The activities for each class were cited from the school’s website and are shown in Table 1 and 2.

Timetable for Early Years Class in school A

Full day (including lunch break) 8:30 – 15:05

Table 1 Timetable for Early Years Foundation Class

Timetable for Primary Class in school A

Table 2 Timetable for Primary Class

The Early Years Class features a child-centered, play-based curriculum aligned with the British Early Years Foundation Stage Framework, allowing for flexible learning without a strict timetable In contrast, the Primary Class consists of three lessons each day, with each lesson lasting two hours.

Data collection instruments (Rationale)

The study aims to explore the methods employed by English teachers for very young learners, utilizing a survey method for data collection The survey questionnaire consists of 10 targeted questions, each focusing on various aspects of language learning and teaching methodologies.

Data collection procedure

Data was gathered through survey questionnaires and interviews, consisting of 10 questions numbered from 1 to 10 The first five questions focus on teaching vocabulary, while questions six through ten address the teaching of pronunciation.

Data analysis instrument

After conducting the survey, the data was summed up and shown through charts The data collected from question 1, 2, 6 and 7 will be presented in bar charts.

Questions for English vocabulary teaching

Q1: In four vocabulary teaching methods, which method is the most effective? (1: no effect, 2: little effect, 3: most effective, N: if not apply)

Q2: How do students feel about the activities base on these methods? (1: bored, 2: neutral, 3: excited)

Q3: How do you encourage students to participate in classroom activities? (Write your answer below)

Q4: Beside the teaching methods, what other factors influence the vocabulary learning of children? (Write your answer below)

Q5: What is the most useful source of vocabulary for students (textbook, internet or real life)?

Questions for English pronunciation teaching

Q6: In eight pronunciation teaching techniques, which technique is the most effective? (1: no effect, 2: little effect, 3: most effective, N: if not apply)

Q7: How do students feel about these pronunciation activities? (1: bored, 2: neutral, 3: excited)

Q8: Do you use any aids (pictures, videos or audios) to when teaching pronunciation and what are they? (Write your answer below)

Q9: Beside the teaching methods, what other factors influence the pronunciation of children?

Q10: What is the most useful source for students to learn pronunciation (music, films or communicate with teachers and friends)? (Write your answer below)

EXPECTED FINDINGS AND DISCUSSIONS

Results related to the first question

In this part, the study attempts to answer the first question “What methods do

ESL teachers use to teach English to non-native speaking children?”.

Q1 : In four vocabulary teaching methods, which method is the most effective? (1: no effect, 2: little effect, 3: most effective, N: if not apply)

Total Physical Communicative Natural Approach Suggestopedia Response Language Teaching

Chart 1 Effectiveness of four vocabulary methods according to teachers

The bar chart illustrates the effectiveness of four vocabulary teaching methods: Total Physical Response (TPR), Communicative Language Teaching (CLT), Natural Approach (NA), and Suggestopedia (SG) TPR is the most favored method, endorsed by 70% of teachers for its fun and easy implementation, though it lacks creativity and risks overuse CLT follows as the second most effective approach, catering to students' needs and interests but often sacrificing grammatical accuracy for fluency NA ranks third, allowing students to learn at their own pace, although it can be a lengthy process Lastly, Suggestopedia is recognized as an effective teaching method.

The use of TIEU LUAN MOI creates a relaxing environment for learners, enhancing their educational experience However, teachers often struggle to implement this method effectively in the classroom due to time constraints, making it challenging to evaluate its effectiveness in a short timeframe For more information, you can download the resource by contacting skknchat@gmail.com.

Q6 : In eight pronunciation teaching methods, which method is the most effective? (1: no effect, 2: little effect, 3: most effective, N: if not apply)

The effectiveness of each techniques

Chart 2 Effectiveness of eight pronunciation teaching techniques according to teachers

The chart illustrates the effectiveness of various pronunciation techniques, highlighting that "listen and repeat," drilling, minimal pair drills, ear training, and songs and rhymes are the most effective methods for teaching pronunciation These techniques are enjoyable and simple for classroom practice In contrast, the remaining three techniques demonstrate minimal impact on students, as young children often lose interest in challenging tasks or theoretical lessons However, it is encouraging to note that all techniques have some effect on teaching and learning pronunciation.

Results related to the second question

In this part, the study attempts to answer the second question “Which methods are the most suitable for children in second language acquisition?”.

Q2 : How do students feel about the activities base on these methods? (1: bored, 2: neutral, 3: excited)

Chart 3 Students’ feelings about the classroom activities in learning vocabulary

This chart highlights the most engaging classroom activities for young children based on four teaching methods Total Physical Response (TPR) includes imperative drills, dialogues, role plays, and slide presentations, while Communicative Language Teaching (CLT) encompasses a wide range of activities, with a focus on functional communication and social interaction (Richards & Rodgers, 2001) Natural Approach (NA) often incorporates exercises from TPR and CLT, and Structured Guidance (SG) primarily emphasizes listening activities across different reading phases (Richards & Rodgers, 2001) Young students generally find these activities exciting, which not only enhances their vocabulary but also motivates them in language learning However, a few may feel bored or indifferent due to shyness or fatigue.

Q7 : How do students feel about these pronunciation activities? (1: bored, 2: neutral, 3: excited)

How students feel about each techniques

Chart 4 Students’ feelings about the classroom activities in learning pronunciation

The chart illustrates young learners' perceptions of eight different activities Energetic participation in engaging tasks like singing, listening and repeating, and drilling fosters a joyful and motivating atmosphere, enhancing children's listening and pronunciation skills while boosting their confidence and creativity Conversely, activities such as sound-colour charts and phonics tend to be viewed as uninteresting due to their theoretical nature and difficulty in retention Moreover, excessive use of tongue twisters can pose challenges for students.

Results related to the sub-problems research questions

In this part, the study attempts to answer the sub-problems research questions:

− Are there any factors that influence children in learning English beside teaching methods?

− How can teachers encourage students in learning second language?

− What are the most useful sources of language knowledge for students to improve their language skills?

The question of whether factors beyond teaching methods influence children's English learning is addressed in the survey responses It is evident that teaching methods alone do not determine a child's language acquisition One significant factor is the environment, including both the classroom and family settings Early exposure to language greatly enhances a child's ability to develop their linguistic skills.

Motivation plays a crucial role in language acquisition among young learners, as being surrounded by peers who speak English encourages children to engage and communicate effectively Additionally, factors such as personality traits—whether introverted or extroverted—and the learning environment, whether it is positive, active, or tense, significantly influence the language learning experience.

Regarding to the question “How can teachers encourage students in learning second language?”, the response in Q3 and Q8 will answer this question According to teachers at school

A, they usually offer reward such as stars or presents for students who are dynamic in classroom activities Teachers should also build a good relationship with students and show their support to students when they participate in any activities Another way to encourage students is creating a joyful and relaxing environment Children are more likely to concentrate on learning if they feel welcoming and relaxing The environment and atmosphere in the classroom are the essential factors to help students feel comfortable and confident (Harmer,

2001) Additionally, teachers can make their lessons more appealing by using visual aids such as pictures, videos and slideshow, or other aids like songs or flashcard.

To enhance language skills, students can benefit from various sources of vocabulary and pronunciation practice Audiobooks are highly recommended, allowing children to adjust speech speed, repeat sections, and listen at their convenience Additionally, educational games and apps provide interactive vocabulary learning, although supervision from parents and teachers is necessary to minimize distractions Textbooks and storybooks also serve as valuable resources for vocabulary acquisition For improving pronunciation, students should imitate phrases from their favorite movies and songs, although it's crucial that parents and teachers select appropriate content to ensure clarity, especially when dealing with different accents Other effective tools include audiobook resources, textbook audio, and educational apps aimed at pronunciation improvement.

To enhance the learning experience for young learners, educators should integrate visual aids like pictures, videos, and slide presentations into theoretical lessons, making them more engaging Additionally, incorporating various classroom games can facilitate better understanding of the material By combining diverse teaching methods, teachers can optimize educational outcomes for their students.

To effectively engage students, teachers must stay informed about current trends in education, allowing them to create relevant lessons and activities Incorporating new teaching materials, such as storybooks, audiobooks, and educational videos, can enhance English learning Additionally, field trips provide an excellent opportunity for teachers to teach vocabulary by connecting language learning to real-world experiences, as students can learn about various objects they encounter during their excursions.

Improving the learning environment is crucial for fostering a welcoming and joyful atmosphere, especially for young and energetic students As highlighted by Harmer (2001), a positive classroom environment is essential for helping students feel comfortable and confident in their learning journey.

Incorporating music into the classroom can significantly enhance the learning experience, as it fosters a relaxing atmosphere for students According to Richards & Rodgers (2001), music aids in the effective processing of information by the human brain when optimal learning conditions are present Furthermore, the integration of music not only helps learners unwind but also adds an element of enjoyment to the educational process.

CONCLUSION AND SUGGESTION FOR FURTHER STUDY

This study has investigated the methodology of English teaching in terms of vocabulary and pronunciation in Vietnam.

In the study of vocabulary teaching methods in Early Years Foundation Class and Primary Class, four approaches were utilized: Total Physical Response (TPR), Communicative Language Teaching (CLT), Natural Approach (NA), and Suggestopedia (SG) Teachers at School A predominantly employed TPR through engaging classroom activities, enabling young learners to grasp action words by responding to commands with simple actions The CLT method fostered student interaction and communication, emphasizing both social and functional contexts to enhance student improvement The NA method provided a natural learning environment, allowing students to engage in English conversations with teachers and peers at their own pace Although SG was the least utilized, teachers made efforts to create a comfortable classroom atmosphere A variety of teaching aids, including pictures, audios, videos, and storybooks, supplemented instruction, while grammar was taught using textbooks and vocabulary was reinforced with both textbooks and authentic materials, effectively addressing students' needs and interests.

The collaborative use of eight pronunciation teaching techniques offered diverse approaches to enhance students' pronunciation skills Teachers incorporated various visual aids to make lessons more engaging, while students practiced through interactive activities like role-play, dialogues, and drama Additionally, a range of learning materials was introduced to help students identify the most effective resources for their pronunciation development.

The study offers valuable recommendations for enhancing English teaching among Vietnamese young learners, emphasizing the importance of teachers adopting innovative approaches to create engaging and motivating activities (Shin & Crandall, 2014) While it contributes significantly to the ESL field for young children, it also acknowledges existing flaws and limitations Consequently, there is a continuous need for further research and investigations in the realm of second language teaching in Vietnam.

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APPENDIX Q1: In four vocabulary teaching methods, which method is the most effective? (1: no effect, 2: little effect, 3: most effective, N: if not apply)