INTRODUCTION TO OUR ENGLISH PROJECT WITH THE CHILDREN OF QUETZALTENANGO
Centro Maya has recently initiated a project with a primary school in Quetzaltenango. The justification for this project is quite simple. As Centro Maya’s general aim as far as the integral development of the country is concerned focuses specifically on the education of indigenous people (especially women and children), we feel that by providing the children with a basic introduction to some of the fundamentals of the English language, we can help prepare them for further studies at higher levels. English is a required subject in Guatemala at the Junior and High School levels, and it’s something most Guatemalans have difficulty with. Thus, it is hoped that by providing this sort of introduction to the language in a non-threatening environment, children who continue their studies may find their transition to English language study somewhat less arduous.
Our method is fairly simple, and based upon that developed by Bertha Segal. Her method, Teaching English through Action uses the “Total Physical Response” approach, favored by most ESL teachers. The idea is to get the kids used to hearing English, and associating the sounds of the language with specific actions, objects and ideas. Thus, each week you’ll receive a sheet with a lesson plan, which will contain the target vocabulary we wish to cover. Likewise we’ll review what’s been learned each week. I’ve essentially copied the plans directly from the manual we have at the school (in a black binder labeled “English through Action-I encourage you to read over the introduction if you’d like to learn more about the methodology), changing a few things here and there to make the lessons more “culturally appropriate” for the kids. All you have to do is speak the commands clearly, and then model them. (eg. Say “Stand Up” in a clear voice, and proceed to stand up yourself. Or say “Touch your nose” and proceed to do such). The children will copy your action, and soon you won’t have to model at all. Just say the command and they’ll figure it out. It’s OK if they copy each other, we don’t consider that “cheating”. The main thing is to speak clearly and KEEP IT ALL IN ENGLISH. Even your encouragements (Very good! Excellent! etc.). So the idea is to get the kids used to the sounds of English before they actually begin speaking. This is the way babies learn language, and seems to be the best route to language acquisition at any level.
Following this method, we keep class times quite short (45 minutes is the most recommended for kids of this age) and don’t try to introduce anything more than eight new words per lesson. Generally these words are written on the board for the students to copy in their notebooks. You can drill these over again, and come up with new combinations. Each lesson plan will suggest a few variations, but feel free to add to these. Likewise you can target one or two kids at a time and have them complete the commands on their own. When they get more advanced (unit 3 is what the author suggests), you can turn the tables and have them order you and their classmates about with the English they’ve learned. It’s important not to bombard the kids with a ton of new words-this is a slow process. We don’t have any plans of making the kids fluent through this project, we merely wish to give them a good introduction to the sounds of the language. In this regard, there’s no need to worry about teaching them to write in English. When they’re finished each unit, we’ll give the students each a sheet with the words they’ve learned written phonetically and in correct English orthography, both for their interest and so they can study if they wish. We’ll also give a simple oral exam at the end of each unit, so that the teacher at the school can easily keep track of each child’s progress. Likewise we divide the kids up into small groups so that each of you can have the opportunity to teach in a more manageable setting. Thus, some time is spent at the beginning of each class organizing the kids into groups. At the end of each unit, we will test the children orally. All you have to do is write down the names of each child in you group on the form you’ll be provided with, and drill them individually, following the instructions you’ll receive. The director of the school is interested in keeping track of each child’s progress, and is thus quite serious about (and supportive of) our project.
While this is obviously a great opportunity as well to take pictures of cute Maya kids, we ask that such be reserved until the end of class time when we wind things down with a group play session of some sort (the “Hokey Pokey” and “Head and Shoulders Knees and Toes” are popular, but then again so is basketball). Likewise, any gifts you’d like to give should be left with the CMI personnel in charge of projects, so that they can be saved for the big times each year that we distribute such (like at the end of the year, for example). That’s it. If you have any questions, or above all suggestions, feel free to approach the coordinator or cooperative member in charge of projects. We’re always open to modify what we’re doing, and appreciate any advice or new ideas. Above all, HAVE FUN!!!
Student can participate in the program either in the morning hours for smaller children (Elementary age) or in the afternoon with older student (Middle/High school).
Centro Maya has recently initiated a project with a primary school in Quetzaltenango. The justification for this project is quite simple. As Centro Maya’s general aim as far as the integral development of the country is concerned focuses specifically on the education of indigenous people (especially women and children), we feel that by providing the children with a basic introduction to some of the fundamentals of the English language, we can help prepare them for further studies at higher levels. English is a required subject in Guatemala at the Junior and High School levels, and it’s something most Guatemalans have difficulty with. Thus, it is hoped that by providing this sort of introduction to the language in a non-threatening environment, children who continue their studies may find their transition to English language study somewhat less arduous.
Our method is fairly simple, and based upon that developed by Bertha Segal. Her method, Teaching English through Action uses the “Total Physical Response” approach, favored by most ESL teachers. The idea is to get the kids used to hearing English, and associating the sounds of the language with specific actions, objects and ideas. Thus, each week you’ll receive a sheet with a lesson plan, which will contain the target vocabulary we wish to cover. Likewise we’ll review what’s been learned each week. I’ve essentially copied the plans directly from the manual we have at the school (in a black binder labeled “English through Action-I encourage you to read over the introduction if you’d like to learn more about the methodology), changing a few things here and there to make the lessons more “culturally appropriate” for the kids. All you have to do is speak the commands clearly, and then model them. (eg. Say “Stand Up” in a clear voice, and proceed to stand up yourself. Or say “Touch your nose” and proceed to do such). The children will copy your action, and soon you won’t have to model at all. Just say the command and they’ll figure it out. It’s OK if they copy each other, we don’t consider that “cheating”. The main thing is to speak clearly and KEEP IT ALL IN ENGLISH. Even your encouragements (Very good! Excellent! etc.). So the idea is to get the kids used to the sounds of English before they actually begin speaking. This is the way babies learn language, and seems to be the best route to language acquisition at any level.
Following this method, we keep class times quite short (45 minutes is the most recommended for kids of this age) and don’t try to introduce anything more than eight new words per lesson. Generally these words are written on the board for the students to copy in their notebooks. You can drill these over again, and come up with new combinations. Each lesson plan will suggest a few variations, but feel free to add to these. Likewise you can target one or two kids at a time and have them complete the commands on their own. When they get more advanced (unit 3 is what the author suggests), you can turn the tables and have them order you and their classmates about with the English they’ve learned. It’s important not to bombard the kids with a ton of new words-this is a slow process. We don’t have any plans of making the kids fluent through this project, we merely wish to give them a good introduction to the sounds of the language. In this regard, there’s no need to worry about teaching them to write in English. When they’re finished each unit, we’ll give the students each a sheet with the words they’ve learned written phonetically and in correct English orthography, both for their interest and so they can study if they wish. We’ll also give a simple oral exam at the end of each unit, so that the teacher at the school can easily keep track of each child’s progress. Likewise we divide the kids up into small groups so that each of you can have the opportunity to teach in a more manageable setting. Thus, some time is spent at the beginning of each class organizing the kids into groups. At the end of each unit, we will test the children orally. All you have to do is write down the names of each child in you group on the form you’ll be provided with, and drill them individually, following the instructions you’ll receive. The director of the school is interested in keeping track of each child’s progress, and is thus quite serious about (and supportive of) our project.
While this is obviously a great opportunity as well to take pictures of cute Maya kids, we ask that such be reserved until the end of class time when we wind things down with a group play session of some sort (the “Hokey Pokey” and “Head and Shoulders Knees and Toes” are popular, but then again so is basketball). Likewise, any gifts you’d like to give should be left with the CMI personnel in charge of projects, so that they can be saved for the big times each year that we distribute such (like at the end of the year, for example). That’s it. If you have any questions, or above all suggestions, feel free to approach the coordinator or cooperative member in charge of projects. We’re always open to modify what we’re doing, and appreciate any advice or new ideas. Above all, HAVE FUN!!!
