Our centre conducts English lessons for both bilingual children and native speakers of the same language. The program for bilingual children is slightly different.
Lessons always start with grammar, which is very important: the child understands how grammar works in a foreign language and can find parallels with grammar in his native tongue.
After a grammar lesson, our students will have a practical conversation in which only a foreign language is used. For our students, we have developed "Thematic Conversation Lessons." We provide a "Foreign Language Picture Dictionary." Instead of translating new words for students into their native language, we use illustrations or find synonymous terms.
The imaging method is especially suitable for children with a predominant visual memory. They can remember a picture from our lessons and a word appropriate for the context in the future.
In addition, we use the method of positive emotive reinforcement in our classes. Positive associations with the language and the learning process contribute to better mastering of both vocabulary and grammar.
The lessons happen through play. If the child cannot memorize words through artistic images, we turn the process into a game.
Some children learn new words better when we associate them with an action or situation. Very often in our lessons, we spend physical culture breaks.
For example, children stand up and, following the teachers, pronounce the actions they take: "we sit down!", "We get up!", "We run!", "We go!" etc.
After the child can answer the questions and understand the teacher's speech, the teacher gives the child the opportunity to realize himself in the language. In this case, the teacher becomes a mediator during the conversation between the students. Moreover, in the future, the exchange only occurs between the students, and the teacher makes notes, which are then sorted out to work on the mistakes.
The next stage of learning is the introduction of more complex words and idioms to enrich the speech. At this stage, the teacher is more involved in the student's native language process, especially if the student does not know the word's translation or the context of its use. Let us look at a concrete example from our practice.
In 2018, our school was approached by a family who had recently immigrated to Canada. We began to study with a child from this family in the summer. Within three months, the result was visible: the vocabulary expanded with each lesson, the basis of speech began to be traced, respectively, writing and reading also improved. In exactly one year of stable studies, the student has gone from level A1 to B2. Today the student is still studying at our school - already at the C2 level. Bibliography
Al-Mamun, M. (Published 2017). Advocacy of the Eclectic Approach to ESL/EFL Teaching in Bangladesh. Semantic Scholar. https://www.semanticscholar.org
(2020, March). Approaches & methods in English language teaching: eclectic approach. 8(3). www.globalscientificjournal.com
(2016). Effects of Eclectic Learning Approach on Students' Academic /Achievement and Retention in English at Elementary Level /Journal of Education and Practice. 7(16). https://files.eric.ed.gov
Mwanza, D.(Publishes April 2019). The Eclectic Approach to Language Teaching: Its Conceptualisation and Misconceptions. Sociology International Journal of Humanities and Social Science. https://www.semanticscholar.org