An Early Childhood Education English Language Essay

Choose and analyze an issue or tendency that has current significance in early childhood instruction. Discourse the chief statements and theoretical jobs posed in this tendency or issue. Associate how this issue or tendency impacts on early childhood at your local degree. Discuss how you plan to turn to the challenges this subject presents to you in your local scene and how you will recommend your place in the broader sphere of early childhood.

The taging usher on the undermentioned page indicates the comparative accent of facets that should be addressed in your reappraisal. It must be attached to the forepart of the organic structure of your assignment.

1 Evidence of independent research and reading/scope of literature /20

1.1 Focus and/or inquiry clearly articulated /4

1.2 Depth of included literature /4

1.3 Breadth of included literature /4

1.4 Current, primary mentions /4

1.5 Literature both described & A ; critically reviewed /4

A DemonstratedA abilityA toA identify and analyse influences in early childhood, foregrounding theoretical jobs and showing a logical analysis /25

2.1 Relevance of chosen focal point and/or inquiry clearly articulated /5

2.2 Chosen subject clearly situated in the context of Early Childhood /5

2.3 Demonstrates a solid apprehension of Early Childhood theory /5

2.4 Children and kids ‘s issues presented morally, ethically, and respectfully /5

2.5 Explicitly articulates future waies & A ; vision /5

3 APA referencing, recognition of beginning material/bibliography, academic authorship manner


3.1 APA in-text referencing /3

3.2 APA end-text referencing /3

3.3 Intro, Body, Conclusion /3

3.4 Central yarn throughout /3

3.5 Free from grammatical, spelling, and other mistakes /3

I would believe professional conversations, personal communications and/or observations would be appropriate

Select surveies which relate most straight to the job that you are look intoing.

This point may be obvious but your survey will be facilitated if you have clearly and specifically focused on a peculiar job. For illustration, if you are analyzing in the country of early literacy, what precisely are you seeking to set up? Literature in the country is huge and a reappraisal must clearly province the dimensions of the hunt and a definition of the country being examined.

Make clear links between the consequences of the assorted surveies.

Take attention non to describe the consequences of assorted surveies by naming them one after the other. The thought is to roll up documents on the footing of the manner they have looked at a peculiar job and so to knock them as a bunch. You so travel on to another bunch of documents and do clear links between how one group has handled the job and how another group has differed or challenged the methods of the first and so on. A collection of apparently unrelated mentions in paragraph signifier will non have blessing from any reader. Your literature reappraisal must spell out what has been established about a subject to day of the month, how and why this was done, and what spreads or lacks remain to be pursued. Looking for spreads and silences in the literature is a cardinal portion of your work.

When conflicting findings are found across surveies in an country, carefully analyze the findings and the accounts of these findings.

These state of affairss are non unusual. You can utilize them to foreground the complexness of the job. Often, in these fortunes, you would be wise to see carefully the philosophical orientations of the authors concerned and point out any differences. Do n’t be afraid to dispute findings or to knock authors for non doing clear the premises on which they built their surveies or the restrictions of the consequences they present.

Set out an statement on how the literature appears uncomplete or requires extension in a peculiar manner.

By the clip you are finished reading documents on the subject which you are analyzing, you should be in a strong place to explicate any strengths and defects of the plants to day of the month and aim the facets of the subject which need farther attending.

Information from the literature must be decently referenced, but do non do your reappraisal a series of citations.

Be careful in taking direct citations. These should be included when they capture precisely the issue or point which you are seeking to expose. In most fortunes you should be able to depict in your ain words what the issues are and how the findings have unfolded. Too many citations interrupt the flow of a literature reappraisal and are non deemed to be a strength. Rather, they can be an indicant that the author has non to the full synthesised the thoughts and orientations coming from the assortment of documents in inquiry.

The reappraisal should be organised harmonizing to the major dimensions of the job being investigated.

Normally, literature in a reappraisal is non presented chronologically ( although in some instances chronological presentations are suited ) . A chronological presentation may do the reader ‘s undertaking hard because the relevancy and continuity of the surveies done in an country may be hard to set up. Even in historical surveies, you would be wise to see tracking what has been said and done about a peculiar portion of a job over the periods in inquiry and so see the key thoughts which prevailed at peculiar times and how these influenced the Hagiographas and probes.

Before finishing a reappraisal give the reader some indicant of the comparative importance of consequences from the surveies reviewed.

Some outline of how some consequences instead than others have more bearing on the job you are analyzing should be made. Certain writers may hold dominated the progress of cognition and understanding about your peculiar country and this should be recognised.

Supply a sum-up of the most of import points at the stopping point of your reappraisal.

An index of an effectual referee is strength in choosing information pertinent to the job and binding it together in such a manner that a clear and accurate background to the job is presented. A compendious drumhead shutting your reappraisal will help the reader to derive a clear image of the cardinal issues, and the manner frontward from this point.



Second-language acquisition in early childhood is the chief concern for instructors in international preschools around the universe. Despite learning humanistic disciplines, trades, maths, athleticss and a assortment of other topics, the chief map of an international preschool is to give the kid the opportunity to larn English. Having worked in an international school in Tokyo for 3 old ages, this subject is one that I have had plentifulness of clip to see. To give you an thought of how of import acquisition English is in international preschools, below is a sample of preschools in Tokyo and what they emphasise to prospective parents

Tskuba International Preschool

Provides a full-time English-based acquisition plan for kids aged 3 to 5 old ages old. Our hands-on course of study has been designed to foster the growing of the whole kid as we prepare them for an English-based international simple school life.

New Hope International Preschool

English Is the Primary Language! Children experience linguistic communication and civilization foremost manus from instructors and other pupils.

Children ‘s Garden International Preschool

Target group: Bilingual/Multilingual kids with one English talking parent in the place

DoReMi Garden Preschool, International

100 % English course of study plan, all nationalities accepted

Gregg International School

17 nationalities ; direction in English

Sesame International Preschool

Co-ed English direction pre-school, all nationalities welcome. “ Mommy and Me ” categories for get downing English

This is merely a choice of the preschools in Tokyo. A more comprehensive list can be found via the web site listed in the mention subdivision.

In this study I will sketch 2nd linguistic communication acquisition theories, the phases a linguistic communication scholar goes through, place some of the issues environing how we learn 2nd linguistic communications and explicate why this is of import for kindergartners and instructors in international schools. Finally I will offer recommendations on how to get the better of any challenges that this subject presents.


Larsen-Freeman and Long ( 1991 ) province that at least 40 theories of 2nd linguistic communication acquisition have been proposed. I will look at the theories I believe have a bigger impact on early childhood scholars.


This theory was proposed by Schumann ( 1978 ) He observed that the pupil who acquired the least sum of English was the 1 who was the most socially and psychologically distant from the mark linguistic communication group

Comprehension hypothesis

Harmonizing to Krashen ( 1985 ) , the comprehension hypothesis is closely related to other hypotheses. The comprehension hypothesis refers to subconscious acquisition, non witting larning. The consequence of supplying scholars with comprehendible input is the outgrowth of grammatical construction in a predictable order. A strong affectional filter ( e.g. high anxiousness ) will forestall input from making those parts of the encephalon that promote linguistic communication acquisition.

Output hypothesis

Swain ( 1985, 1995 ) argues against Krashen ‘s place towards the function of input and argues in favor of the end product hypothesis. She believes that rehearsing linguistic communication helps scholars observe their ain

production, which is indispensable to 2nd linguistic communication acquisition. She explains that scholars may detect a spread between what they want to state and what they can state, taking them to acknowledge what they do non cognize. She highlights that ‘noticing ‘ is indispensable to 2nd linguistic communication acquisition and that scholars may end product merely to see what works and what does non. They so reflect upon the linguistic communication they produce when negociating significance because the content of dialogue is the relation between the significance they are seeking to show and the linguistic communication signifier.

Interaction hypothesis

Hatch ( 1978 ) believes that a pupil learns how to make conversation, learns how to interact verbally, and out of this interaction syntactic constructions are developed. This theory counters against Krashen`s theory.

Sociocultural theory

The sociocultural theory presented by Mitchell and Myles, ( 2004 ) states that linguistic communication acquisition is a socially mediated procedure. From a social-cultural position, kids ‘s early linguistic communication larning arises from procedures of meaning-making in collaborative activity with other members of a given civilization. It is in the societal universe that the linguistic communication scholars observe others utilizing linguistic communication and copy them. It is

besides with the coaction of other societal histrions that scholars move from one phase to another.


Krashen & A ; Terrell, ( 1983 ) identified 5 phases a 2nd linguistic communication scholar will travel through earlier they `acquire` their 2nd linguistic communication.

Phase I, Pre-Production ( Silent/Receptive Stage )

Students are developing survival vocabulary, following demonstrated waies, playing basic games, and going comfy with schoolroom life. They begin to understand what is being spoken to them, get a inactive vocabulary ( words that pupils recognizes, but can non utilize yet ) , and respond to things not verbally. When pass oning with a pupil at this phase instructors frequently use gestures, images, props and organic structure linguistic communication,

Phase II, Early Production

Students understand the chief thought of what is being communicated, but may non understand every word. They will get down to react in little word groupings and reply yes / no and cognitively undemanding inquiries that require the repeat of no more than one word ( i.e. Would you like the black or white auto? “ black ” ) . Mispronounced words are rather normal but there is no demand for rectification provided the hearer can understand what is being said. New vocabulary demands to be introduced at this clip while go oning to pattern antecedently learned vocabulary. Students must hear the word in context before they will experience comfy utilizing it themselves.

Phase III – Address Emergence

During this phase there is a alteration from response to production. Students begin utilizing simple sentences, bettering pronunciation and modulation, and showing and spread outing vocabulary. They engage in comparatively familiar linguistic communication and undertakings. Again, if the talker is apprehensible there is no demand to rectify them on pronunciation. Language undertakings that pupils can make include: 1. greetings/leave-takings, 2. bespeaking information/assistance, 3. giving information/assistance, 4. describing, and 5. showing feelings.

Phase IV – Intermediate Fluency

At this degree pupils are developing higher vocabulary. They are get downing to believe in the new linguistic communication alternatively of interpreting from the native linguistic communication. They begin to utilize longer sentences and more luxuriant address forms though they may go on to do mistakes in the usage of new vocabulary and complex grammatical constructions. At this phase pupils can do theoretical accounts, maps charts, graphs, solve computational and word math jobs assisted by manipulatives and illustrations, take part in treatments, can do brief unwritten presentations, can utilize higher order comprehension accomplishments, understand written texts through treatments, illustrations and visuals, write simple studies and reply higher degree inquiries.

Phase V – Advanced Eloquence At this phase pupils understand most ( but non all ) academic presentations without visuals or presentations, usage higher degree reading comprehension accomplishments, read for information, write essays and research undertakings, solves math word jobs without illustrations, and write replies to higher degree inquiries. They can besides take standardised accomplishment trials successfully. The pupils degree is similar to that of a native talker.

( adapted from )


Having outlined the chief theories and phases of linguistic communication acquisition I will briefly expression at some other factors that play a portion in 2nd linguistic communication acquisition.

The first of these is age. A popular theory proposed by Lenneberg ( 1967 ) is his Critical Period Hypothesis. He states that,

“ Between the ages of two and three old ages linguistic communication emerges by an interaction of ripening and self-programmed acquisition. Between the ages of three and the early teens the possibility for primary linguistic communication acquisition constitutes to be good ; the single appears to be most sensitive to stimuli at this clip and to continue some unconditioned flexibleness for the organisation of encephalon maps to transport out the complex integrating of sub-processes necessary for the smooth amplification of address and linguistic communication. After pubescence, the ability for self-organisation and accommodation to the physiological demands of verbal behavior rapidly declines. The encephalon behaves as if it had become set in its ways and primary, basic accomplishments non acquired by that clip normally remain lacking for life. ”

Second, motive is seen by Falk ( 1978 ) as a chief subscriber towards successful acquisition of a 2nd linguistic communication. Known as integrative motive, Falk belives that those who like the people that speak the linguistic communication, admire the civilization and have a desire to go familiar with or even incorporate into the society in which the linguistic communication is used have a better opportunity of succesfully larning that linguistic communication.

Another signifier of motive is instrumental motive Hudson ( 2000 ) . This is were a 2nd linguistic communication is studied because the pupil stands to derive something from holding a 2nd linguistic communication, such as run intoing the demands for school or university graduation. Instrumental motive is normally seen where no societal integrating of the pupil into the mark linguistic communication community takes topographic point.

The 3rd factor to see when larning a 2nd linguistic communication is grammar and in peculiar a theory posed by Chomsky ( 1965 ) called Universal Grammar. Universal Grammar is a set of grammar regulations that apply to most or all natural human linguistic communications. Chomsky proposed Universal Grammar to explicate primary linguistic communication acquisition, but asserts that it besides applies to 2nd linguistic communication scholars who accomplish near-native eloquence despite non holding interaction with members of the mark linguistic communication group. Singleton and Newport ( 2004 ) demonstrate Universal Grammar in their survey of ‘Simon ‘ . Simon learned American Sign Language from parents as his primary signifier of communicating. His parents had learnt it as a 2nd linguistic communication and provided him with progressive theoretical accounts. Consequences showed that Simon learned how to subscribe usually despite having hapless and inconsistent direction. He was able to understand the regulations of the linguistic communication and therefore rectify the errors he had received.

The 3rd is learning methods

Age rightness of these phases

Language transportation jobs because of grammar

Age of effectual acquisition

larning linguistic communication V instruction linguistic communication

Criticisms 600

In this subdivision I will seek to place some failings in some of the linguistic communication acquisition theories


The chief unfavorable judgment of the socialization is that societal factors are believed to hold a direct impact on 2nd linguistic communication acquisition while Ellis ( 1994 ) states that they are more likely to hold an indirect 1. Ellis besides goes on to state that socialization theory is more aligned to a group scene, while linguistic communication acquisition is aligned with the person. Last, socialization fails to offer any discrepancy on the quality of contact the scholar experiences to their mark group.

Comprehension hypothesis

One of the chief statements behind this hypothesis is that if a pupil has no end product how is a instructor supposed to cognize what to input. Jacqueline Boulouffe ( 1986 ) propose that the scholar needs to talk a linguistic communication in order to larn it. Boulouffe continues by proposing if we stick to the input method, the scholar will non be able to either understand or to bring forth linguistic communication, because they have no ability to larn from at that place errors. Lydia White ( 1987 ) besides criticises the input theory and warns of doing understanding excessively easy and contextualization. She states that the scholar will non do the attempt necessary to use the linguistic communication. This is most normally seen in international schools with pupils in submergence plans developing a ‘classroom pidgin ‘ .

Output hypothesis

Krashen ( 1994 ) argues that the end product hypothesis is weak because of the demands it places on pupils to bring forth linguistic communication that they do non cognize, or may be uncomfortable in reproducing. Such a state of affairs will do a pupil to make high degrees of emphasis and in consequence put a block on their end product. He goes onto to province that `output` is related to `need` and that pupils merely end product when they need to pass on something. Krashen uses a narrative by Garrison Keillor entitled “ The Minnesota Language School ” to reason his instance against the end product hypothesis. In the narrative the linguistic communication schools method is to take person who speaks no German, wing them in a chopper, and so endanger to throw them out of the chopper unless they start talking German. If the end product hypothesis is right, so this would work.

Interaction hypothesis

The chief unfavorable judgment associated with this theory is unnatural instructor talk. Chaudron ( 1988 ) offers some thoughts about the manner in which native talker instructors speak to non-native talker pupils. These are

Slower address

Longer more frequent intermissions

Exaggerated and simplified pronunciation

More usage of basic vocabulary

More indicative moods and statements are used

The instructor frequently self-repeats

Lightbrown ( 1985 ) argues that this signifier of address is unnatural, he states that schoolroom scholars can non larn linguistic communication of out side the schoolroom unless they are exposed to it. Subsequently he calls for ore natural address when discoursing with a non native talker.

Sociocultural Theory

One critic of sociocultural theory is Santrock ( 2004 ) who believes that the importance of linguistic communication is overemphasized in thought. A chief statement against this theory is if the counsel and advice provided by a instructor is to much and excessively helpful and does n’t let the pupil to larn for themselves. An illustration of this might be a instructor inquiring inquiries to a non native talker and so over motivating the same pupil when beging a answer. Critics argue that this could do some kids to go lazy and anticipate aid from other pupils and instructors, when they are rather capable of supply an reply by them egos.

Critical Period Hypothesis

Critics of this theory such as Singleton and Lengyel ( 1995 ) observe that there is n’t a critical period for vocabulary acquisition in a 2nd linguistic communication. Whilst Robertson ( 2002 ) believes personal motive, anxiousness, input and end product accomplishments, puting and clip committedness may be even more of import than age in 2nd linguistic communication acquisition.

Universal Grammar

Sampson ( 2005 ) is a really strong adversary of the Universal Grammar theory. He states that cosmopolitan grammar theories are non confirmable and are hence pseudo scientific theory. He goes on to reason that the grammatical generalisations made are merely observations about bing linguistic communications and non anticipations about what is possible in a linguistic communication. Critics of Universal Grammar frequently point to the Piraha linguistic communication. Piraha linguistic communication does n’t hold Numberss, name for colorss, low-level clauses, past tense and merely three pronouns. However harmonizing to Universal Grammar theory all linguistic communications have something in common such as low-level clauses, Numberss, colorss etc. If this is true, why does n’t Piraha Language have low-level clauses, Numberss, colorss.


Having been giving a background on linguistic communication aquisition I want to sketch some recent tendencies and and Classroom pidgin


these tendencies are of import because


They consequence me because


I combat these tendencies within my schoolroom by utilizing some of the undermentioned schemes

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