Abstract:This paper describes how two very young Polish children were introduced to English through children's animation series, with meaning being made clear through translation. The children were first exposed to English when they were 21 months. After two years of exposure, documentation of their English utterances took place over a period of six weeks starting when the children were four years and three months. The children's use of language is compared with utterances produced by children attending monolingual Eng… Show more
“…Another option suggested by Rokita-Jaśkow in Chapter 10 is for children to watch L2 educational videos and cartoons, preferably with support from the children's parents. This suggestion is in line with the proposal offered, among others, by Scheffler (2015), who shows how very young learners can be introduced to English through a TV animated series. While the beneficial role of FL (subtitled) television is generally recognized, a little more controversial seems to be another proposal made by Rokita-Jaśkow and Ellis in the afterword, according to which parents should engage in "quasi-authentic communication in L2" with their children, following an FL system developed in Poland by Grzegorz Śpiewak, called the DeDOMO method.…”
In a large scale survey of teachers’ perceptions of the challenges they face in teaching English to young primary school learners (Copland, Garton, & Burns, 2014), some of the key issues that are identified are as follows: teaching speaking, using only English in the classroom, enhancing motivation, maintaining discipline, catering for different individual needs (including special educational needs), dealing with parents, and teaching grammar as well as reading and writing. The relevance of Early Instructed Second Language Acquisition, edited by Rokita-Jaśkow and Ellis, is clearly shown by the fact that it addresses most of these central issues.
“…Another option suggested by Rokita-Jaśkow in Chapter 10 is for children to watch L2 educational videos and cartoons, preferably with support from the children's parents. This suggestion is in line with the proposal offered, among others, by Scheffler (2015), who shows how very young learners can be introduced to English through a TV animated series. While the beneficial role of FL (subtitled) television is generally recognized, a little more controversial seems to be another proposal made by Rokita-Jaśkow and Ellis in the afterword, according to which parents should engage in "quasi-authentic communication in L2" with their children, following an FL system developed in Poland by Grzegorz Śpiewak, called the DeDOMO method.…”
In a large scale survey of teachers’ perceptions of the challenges they face in teaching English to young primary school learners (Copland, Garton, & Burns, 2014), some of the key issues that are identified are as follows: teaching speaking, using only English in the classroom, enhancing motivation, maintaining discipline, catering for different individual needs (including special educational needs), dealing with parents, and teaching grammar as well as reading and writing. The relevance of Early Instructed Second Language Acquisition, edited by Rokita-Jaśkow and Ellis, is clearly shown by the fact that it addresses most of these central issues.
“…In some cases, English items were inserted in Polish phrases and sentences. The examples below were collected on separate occasions and they are not related to one another (Scheffler 2015: 18‐21): A: To są moje wriggly worms. Tutaj leżą.…”
Section: Young Learners' Vocabulary Developmentmentioning
confidence: 99%
“…Three studies have investigated the effectiveness of the Peppa Pig series. The first study by Scheffler (2015) describes how two very young Polish children, referred to as A and K, were introduced to English as a foreign language through animated television series, the most frequently watched being the Peppa Pig series. The children were first exposed to English input in the series at home at the age of 21 months and they watched episodes of the series on a daily basis with one of their parents in some cases making meanings The study by Prosic-Santovac (2017) reports on the progress that her three-year-old daughter made as a result of exposure to the Peppa Pig series supplemented by daily guided and independent play which made use of associated branded toys.…”
Section: Young Learners' Vocabulary Developmentmentioning
confidence: 99%
“…In other words, learners can observe others being engaged in joint attentional activities. In the studies by Alexiou (2015) and Scheffler (2015), this resulted in the acquisition of new pieces of language by the children involved.…”
The provision of instruction in English as a foreign language (EFL) is constantly being extended to include ever younger learners. As one of the challenges for pre‐primary EFL instruction is the delivery of a sufficient amount of appropriate input, the main aim of this article is to investigate one potential source of such input, namely an animated television series, in terms of its linguistic features and its suitability for use in pre‐primary instruction. More specifically, the article examines a corpus of 88 episode transcripts of the Peppa Pig series. It analyses the extent to which the data contain linguistic features which can also be found in another corpus of spoken English. Following the analysis, recommendations for integrating the series into pre‐primary English instruction are presented.
“…Memperkenalkan bahasa Inggris dapat dilakukan sejak dini, sebab kemampuan bahasa anak sangat pesat, dimulai dengan mempelajari simbol atau gambar yang menjelaskan lingkungan disekitarnya serta memiliki keuntungan dalam kemampuan mengingat dan menghapal dalam waktu yang cukup lama (Asilestari, 2016;Scheffler, 2015;Muñoz, 2009). Dalam pembelajarannya anak mendengarkan atau menyimak setiap kosakata yang diucapkan oleh guru setelah mendengarkan anak akan mulai mencoba mengucapkan kosakata yang telah diucapkan.…”
Pemerolehan bahasa pada anak usia dini dimulai melalui pendengaran yang anak dengar di sekitarnya yang disebut dengan bahasa reseptif. Tujuan dari penelitian ini untuk mengetahui media pembelajaran yang dapat mengembangka bahasa reseptif anak dalam memperkenalkan bahasa Inggris sebab anak yang hidup di zaman 21 dituntut untu menjadi generasi yang siap bersaing secara internasional. Penelitian menggunakan pendekatan penelitian kualitatif dengan desain studi kasus di salah satu sekolah di Cimahi. Setelah dilakukan penelitian, peneliti memperoleh hasil bahwa sekolah tersebut menggunakan flashcardsebagai media pembelajaran dalam mengembangkan bahasa reseptif yaitu mendengar dan membaca sebab anak-anak memperhatikan kosakata dan mengucapkan kembali kosa kata tersebut dengan proses membaca gambar flashcard. Maka dari itu,flashcarddiperlukan guru dalam mengembangkan kemampuan bahasa anak khususnya dalam mengembangkan bahasa reseptif dalam memperkenalkan bahasa Inggris
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