89 classrooms, young learners can connect with peers from diverse backgrounds and share ideas, perspectives, and cultural experiences. This fostering cultivates 21st century skills such as communication, teamwork, and empathy, while promoting a sense of global citizenship and interconnectedness. It prepares young learners to thrive in an increasingly interconnected world. But as the potential for transformative digital learning is embraced, it is important to proceed with caution and care, ensuring that technology remains a tool for empowerment rather than a barrier to learning. Safeguards must be in place to protect the privacy and well-being of young learners. In addition, teaching digital literacy skills is essential to equip them with the knowledge and resilience to navigate the digital landscape responsibly. Efforts are also needed to bridge the digital divide and provide equal access to digital learning resources for all learners, regardless of their social and economic status or geographical position. At its core, digital learning can be a game-changer for education. By utilizing technology to create engaging, personalized, and inclusive learning experiences, we can unlock a future where every child could thrive and succeed. Let us embrace the possibilities of digital learning and inspire a generation of lifelong learners who are prepared to navigate the complexities of the digital age with confidence, curiosity, and resilience.
90 B. Benefits of teaching YL through online learning Teaching young learners through online platforms offers many benefits that cater to their unique needs and learning styles. Online learning provides flexibility in scheduling and pacing, allowing young learners to engage with educational content at times that suit their individual routines and preferences. This flexibility allows for accommodating diverse family schedules, extracurricular activities, and individual learning paces. It ensures that each child can learn at their own pace and convenience. Online learning also provides access to a variety of educational resources and opportunities not readily available in traditional classrooms. Interactive multimedia elements, such as videos, animations, games, and simulations, can help young learners explore concepts in a dynamic and engaging manner, enhancing their comprehension and retention of information. Online learning platforms also offer a wide range of subjects and topics, allowing young learners to pursue their interests and passions beyond the confines of the traditional curriculum. The ability to provide personalized and adaptive learning experiences is an advantage of online learning for young learners. Online platforms use algorithms and adaptive learning technologies to assess each child's strengths, weaknesses, and learning preferences, tailoring instruction to their individual needs. This personalized approach maximizes learning outcomes and fosters a
91 sense of empowerment and autonomy in young learners. They have more control over their learning journey. Online learning also helps develop essential 21st century skills such as digital literacy, critical thinking, problem solving, and collaboration. Online forums, collaborative projects, and virtual classrooms enable young learners to connect with peers from diverse backgrounds, exchange ideas, collaborate on projects, and solve problems together. Teaching young learners through online platforms not only enhances their social and communication skills but also prepares them for success in an increasingly interconnected and digital world. Parental involvement and support are also possible when learning online. Parents can access their child's progress and performance metrics, enabling them to monitor their child's learning journey and provide support and guidance as needed. This approach promotes collaboration between parents and educators to support the child's overall development. Beyond these accomplishments, online learning for young learners cultivates self-directed learning skills and fosters a sense of independence and responsibility. With the autonomy provided by online learning platforms, children learn to manage their time effectively, set goals, and take ownership of their learning process. This not only instills valuable life skills but also prepares learners for the demands of higher education and the workforce, where self-motivation and initiative are essential. On the positive side, online learning can provide a more inclusive and accommodating learning environment for young learners with diverse needs and abilities. Online
92 platforms can provide customized learning resources, assistive technologies, and individualized support for children with learning disabilities or special educational needs. This ensures that every child can succeed and thrive, regardless of their challenges or circumstances. Cost-effectiveness is a significant advantage of online English instruction over traditional classroom-based instruction, primarily due to the reduced need for physical resources and infrastructure. In traditional classroom settings, institutions must allocate funds for facilities, utilities, maintenance, and other overhead costs associated with maintaining physical classrooms. In addition, there are costs associated with textbooks, instructional materials, and administrative resources. Conversely, online English classes require minimal physical infrastructure because they can be delivered remotely via digital platforms, eliminating the need for dedicated classroom space and associated costs. This reduction in overhead costs translates into lower tuition fees for students, making online English lessons a more affordable option for many learners. Online English classes also save you time and money. With traditional classroom-based lessons, students often incur transportation-related expenses such as fuel costs, public transportation fares, or parking fees. In addition, commuting to and from physical classrooms consumes valuable time that could otherwise be spent studying, working, or doing other activities. In contrast, online English classes eliminate the need for commuting by allowing students to take classes from the comfort of their own homes or from anywhere with Internet access. This
93 not only saves students money on transportation, but also allows them to reclaim valuable time that can be dedicated to their education or personal pursuits. In turn, the flexibility and scalability of online English classes contribute to their cost-effectiveness, as they can accommodate a larger number of students without incurring the additional costs associated with expanding the physical infrastructure. Traditional classrooms are typically limited by their physical capacity, requiring institutions to invest in larger facilities or additional classrooms to accommodate growing student populations. In contrast, online English classes can be easily scaled to accommodate a larger number of students because digital platforms have the capacity to host multiple participants simultaneously without incurring significant additional costs. This scalability allows institutions to serve more students efficiently, spreading fixed costs over a larger student base and lowering the average cost per student. In this way, online English lessons offer cost savings in terms of flexibility for both students and teachers. With traditional classroom-based instruction, scheduling can be challenging due to constraints such as fixed class times, geographic location, and limited instructor availability. This can lead to inefficiencies and missed learning opportunities. In contrast, online English classes offer greater scheduling flexibility because students can access classes at their convenience and instructors can deliver content from anywhere with an Internet connection. This flexibility reduces administrative overhead and allows institutions to optimize resource utilization, resulting in
94 cost savings that can be passed on to students in the form of lower tuition. In all, online learning facilitates continuous feedback and assessment, allowing educators to monitor each child's progress in real time and provide timely intervention and support as needed. By using adaptive learning technologies and data analytics, educators can identify areas of strength and weakness, track learning trajectories, and customize instruction to address individual learning gaps. This personalized approach maximizes learning outcomes and ensures that no student is left behind. It also enables educators to experiment with innovative teaching strategies and pedagogical approaches that may be impractical or impossible to implement in a traditional classroom setting. This includes flipped classrooms, blended learning models, gamified lessons, and virtual reality simulations. Online learning offers a plethora of opportunities for creative and engaging instruction that captures the interest of young learners and ignites their curiosity. C. Establishing the relevant and appropriate sources The success and efficacy of online learning for young learners depends on the establishment of relevant and suitable sources. Quality, credibility, accessibility, and alignment with educational goals and diverse learner needs are some of the elements that must be carefully considered throughout the process. Educators may help
95 young students improve their critical thinking skills, engage in meaningful learning, and succeed in school by carefully choosing and organizing their course materials. At this point, to make sure that the information they present is correct and up to par, teachers need to evaluate the reliability and quality of possible sources. It entails investigating and assessing the content's accuracy and timeliness in addition to the writers' or creators' authority, credibility, and skill. Due to their adherence to academic norms and the extensive peer review they receive, sources from well-known educational institutions, journals, and platforms tend to be more trustworthy. Teachers should also pick resources that are suitable for the students' ages, cultural backgrounds, interests, and abilities, as well as those that are directly related to the curriculum standards and learning objectives. Ensuring equitable access to educational resources for all learners requires careful consideration of factors such as the accessibility and inclusivity of sources, as well as their quality and trustworthiness. Teachers have a responsibility to make sure that all students, including those with physical or language impairments, have access to the materials they use in the classroom. In order to cater to various learning methods and preferences, it may be necessary to offer alternate formats, including audio descriptions or text-to-speech alternatives. Educators should also think about how accessible and affordable the sources are, especially for students from low-income or underprivileged families, so that every student has a fair chance to benefit from excellent learning resources.
96 Online lessons are nothing new, but many teachers are now faced with creating lessons and content for their students quickly and often without any experience. Teaching children is one of the most fulfilling experiences, especially when you see how quickly they learn. At the same time, teaching them English online can be challenging. To give their students a well-rounded education, teachers should draw from a variety of resources. Videos, animations, interactive simulations, and virtual reality experiences are all examples of multimedia resources that can be used to captivate children's senses and encourage their curiosity. Educators may foster an inclusive and equitable learning environment by providing students with a variety of access modalities to information and instruction. To help students successfully navigate the huge terrain of information available online, instructors should promote autonomous exploration of several sources. This will help develop critical thinking abilities and digital literacy competences. In the meantime, educators need to think about the students' social and emotional needs when choosing online learning resources, and they should prioritize those that encourage positive peer relationships, teamwork, and emotional health. Promoting a feeling of community and belonging in an online classroom can be achieved by integrating chances for peer interaction, group discussions, and joint projects into the learning experience. Educators also have a responsibility to equip their students with tools that promote their social and emotional growth, including activities that encourage self-
97 reflection and mindfulness practices, as well as strategies for positive reinforcement and stress management. Looking it up, if desires the experience of learning online for kids to be successful and rewarding, one must make sure that the materials an choose are acceptable and relevant. To foster critical thinking, creativity, and holistic development, educators can build dynamic and engaging learning environments by choosing sources that are high quality, credible, accessible, and inclusive. In addition, instructors can create a welcoming and supportive environment for all students in their online classes by drawing from a variety of resources and include strategies to help students cope with emotional and social challenges. Teachers seeking innovative ideas on how to teach English to young students online will find a wealth of material in the online classroom. Using interactive and creative teaching strategies to effectively engage young learners is a central theme of these platforms. Teachers can capture students' interest and encourage active participation by incorporating interactive online learning games into their lessons. These games not only make learning more fun, but also give children the opportunity to practice and improve their English skills in an engaging and entertaining way. In that vein, online lessons emphasize the importance of incorporating real-life objects into the virtual classroom environment to enhance students' understanding and retention of English language principles. By integrating tangible items such as toys, flashcards or everyday objects into the lesson, teachers can make language learning more
98 relatable and relevant to students' lives. This multi-sensory approach not only accommodates different learning preferences, but also helps students make meaningful connections between language and real-world contexts, thereby improving their comprehension and retention of English. In that same spirit, online lessons address the unique challenges and opportunities of virtual learning environments by providing practical solutions for increasing student engagement and participation. Teachers can use technology resources such as polling applications, video conferencing platforms, and interactive whiteboards to encourage active participation and collaboration among students. In this section, online lessons provide guidance on how to create a supportive and inclusive online learning community where all students feel valued and included, regardless of their physical location. In one sense, online lessons offer practical teaching strategies, but they also underscore the importance of ongoing professional development for educators. By staying abreast of the latest research, trends, and best practices in online language education, teachers can continually refine their teaching methods and better meet the evolving needs of their students. Online Lessons can provide professional development opportunities through webinars, workshops, or online courses that enable educators to increase their knowledge and skills in online language instruction and provide quality instruction that effectively meets the diverse needs of young learners.
99 Teaching Challenges in English for Young Learners Munirotul Fatimah, S.Pd.
100 eaching English to young learners is a journey filled with excitement and uncertainty. Teachers encounter particular challenges in teaching language to young learners in classrooms all across the world. Understanding the intricacies of early language acquisition and modifying teaching approaches to suit the different requirements of young learners are both frightening and exciting challenges. This chapter serves as a guidance, helping teachers navigate the challenges of teaching young learners in English. Employing the combined knowledge of experienced experts and innovative studies, we explore the challenges that teachers encounter in this undertaking. As we delve deeper into the challenges of teaching English to young learners, we realize that we must tackle three essential topics in their educational path. First and foremost, we need to recognize that young minds have a limited capacity for focus and attention span and that our teaching methods must be adjusted to suit and effectively engage them. Second, we understand how critical it is to incorporate elements of joy and excitement into our teachings so that learning becomes an experience rather than a work. Our English courses are enhanced by the use of games, music, and storytelling, which not only keeps our young learners engaged but also develops a sincere passion for the language. Finally, we emphasize the importance of adding interactive and practical exercises to our toolkit of teaching techniques. We give young learners the chance to actively interact with the language through exercises like group projects, role-playing, and experiential learning, which helps to cement their comprehension and memory. We provide an active and interesting learning environment that stimulates the T
101 interest and enthusiasm of our young learners by adhering to these goals. A. Introduction to limited attention and focus When developing effective teaching strategies for English learning, it is critical to recognize that young learners have limited attention spans and levels of focus. Young learners' attention spans are shorter than adults', therefore teachers must create classes that hold their attention and maintain it. Ruff & Capozzoli (2003) state that a developmental shift in the mechanisms underpinning attention during play explains why young learners struggle to focus and pay attention. Children over three are more easily distracted by visual disturbances, and one developmental element contributing to short attention spans is the transition from casual to concentrated attention. Gender, task difficulty, and the capacity for response execution and attentional focus are further factors (Rebok et al. 1997). There are significant implications for teaching English language that depends on an understanding of the developmental factors that contribute to young learners' limited focus and attention span. Teachers need to recognize that as children's cognitive and attentional capacities are still growing, typical adult-oriented teaching strategies may not work effectively for young learners. As Newport (2020) stated, children and adults acquire linguistic patterns in different ways, with young children learning categorical rules and adult learners reproducing probabilistic patterns, whilst older children develop
102 regular patterns with some probabilistic fluctuation. Therefore, it is essential to use teaching methods that address the distinct requirements and characteristics of young learners. In addition, teachers must prioritize creating supportive and stimulating learning environments for young learners to help them overcome difficulties and become self-confident in their English learning (Prayatni 2019). Recognizing and addressing the implications of limited attention and focus in teaching the English language assists teachers to better fulfill the needs of young learners as well as fostering positive and rewarding learning experiences. Teachers can use a range of developmentally appropriate strategies to engage young learners with limited attention spans. According to Jessica & Santoso (2022) to keep the attention of young learners, teachers ought to provide clear instructions, make learning interesting, assign higher order thinking skills (HOTS), and present material in a variety of ways. To ensure that they retain the points, the teacher might give clear instructions and ask the class to repeat them. This will enable learners to quickly assess the material before going on to the next lesson. The next step is to make learning naturally engaging by connecting the material to the learners' everyday experiences and surroundings. The following is using the HOTS to get students to pay more attention, participate fully in the class, and feel challenged to figure out the teacher-posed problem. The fourth involves dividing the class session into two or three distinct activities and restricting instruction or presentations
103 before leading a student activity. As such, learners will remain interested in the lesson and not become bored. B. Providing fun and joyful learning for Young Learners during English lessons In language learning, the importance of enjoyment cannot be overstated. Liu & Hong (2021) stated that encouraging positive emotions, such as delight, during the English language learning process helps young learners concentrate, participate actively, and put forth more effort in their studies. Enjoyable learning experiences provide intrinsic motivation, which not only promotes favorable attitudes toward language acquisition but also aids in deeper cognitive processing and language knowledge retention. Having fun also serves as a stimulant for inquiry and active participation, enabling young language learners to take chances, make errors, and eventually advance in their language proficiency. Prioritizing enjoyment in language instruction allows teachers to foster a learning environment where learners are motivated to study and develop their language skills. Incorporating elements of joy and happiness into English lessons is important for creating interesting and effective learning experiences for young students. Using games, music, and storytelling strategically is a potent approach to accomplish this. The Hot Seat game is one example of an excellent and engaging way to teach English vocabulary to young learners, allowing them to memorize words while still having fun (Agustiawati 2022). Another enjoyable learning activity that improves young learners'
104 English proficiency and boosts their moods is the use of children's songs (Maming et al. 2023). Aside from music, Rahmadhania, Chaerul & Ahmad (2022) believes that storytelling strategies in English can help young learners strengthen their English speaking skills while introducing new vocabulary. Furthermore, teachers establish safe environments where young learners feel comfortable taking chances and expressing themselves freely by cultivating a sense of belonging, respect, and acceptance among them. The advantages of incorporating fun and joy into English courses reach beyond simply enjoyment; they have significant effects on learning a new language. According to Naim (2019) using humor in teaching improves students' interest and achievement in English learning, reducing classroom tension and promoting better communication between teachers and students. In addition, pleasant learning experiences increase many kinds of cognitive functions, including creativity, memory, and attention—all of which are critical for language learning. Furthermore, the positive emotions that come with having fun and being joyful foster an optimal type of learning atmosphere. This emotional state encourages learners to take chances and try out new language usage without worrying about failing since it builds a sense of confidence and self-efficacy. Moreover, enjoyable and happy learning opportunities encourage student collaboration and social engagement while offering beneficial chances for peer support and language practice.
105 C. Incorporating interactive and hands-on activities Young learners' educational journeys benefit greatly from interactive learning because it provides a dynamic approach that appeals to their innate curiosity and excitement. Interactive activities actively include students in the learning process, motivating them to investigate, inquire, and discover, in contrast to traditional passive learning approaches. In education, interactive learning techniques like e-learning are becoming progressively more common since they facilitate improved efficiency and effectiveness in teaching and learning processes (Pradono, Astriani & Moniaga 2013). Deeper comprehension, retention, and application of linguistic concepts are encouraged by interactive learning, which offers opportunities for practical experiences and active participation. Additionally, interactive exercises appeal to a variety of senses and learning modalities, meeting the demands and learning preferences of young learners. Indriani, Pelita & Karawaci (2016) stated that interactive teaching methods, such as class discussion, foster student participation and independence in learning activities in Basic English classes. Ultimately, it encourages students to take an active part in their language learning process and opens the door for significant and long-lasting educational results. Hands-on activities in young English learners can encourage their intellectual, physical, emotional, and social development (Nunan 2010). These thoughtfully crafted exercises aim to ignite their creativity, promote
106 involvement, and make education pleasurable. Young learners can work together on creative projects like writing stories or creating posters while developing their communication and cooperation skills through group projects and collaborative learning. Besides that, roleplaying and drama exercises immerse young learners in creative worlds where they can take on various characters and perform scenes, enjoyably encouraging language practice. Additionally, experiential learning activities, like scientific projects or cooking lessons, help close the gap between the classroom and real-world scenarios, enabling young learners to put their language skills in context and get a deeper comprehension of English language principles. For teachers to optimize the impact of interactive activities on student engagement and language acquisition, lesson plans must be carefully designed and strategically executed. Zulhermindra & Rahmawati (2017) stated that lesson plans created by English student-teachers for younger students regularly incorporate 81% of the principles of English language learning for children, with the majority of those principles emphasizing active learning, collaboration, and integration. Aligning interactive activities with particular learning objectives is an essential strategy to ensure that they foster critical thinking and creativity to support language skill development. This will enable them to complete tasks efficiently and feel confident in their abilities. Through reflection and debriefing interactive activities, teachers can evaluate the progress of young learners, tackle any obstacles, and restate learning objectives.
107 Teachers’ challenges in teaching English for YL in Indonesia M. Zaenal Abidin, S. Pd
108 ccordingly, wonder and excitement, where, according to the author, each step is a new one waiting to be explored. From here, amidst the glitter of laughter and jokes, sitting on a soft sofa, sipping Americano coffee in Yogyakarta, this chapter finally begins to be written and typed by busy fingers every moment. Enveloped in the nuances of dim lights, the topic related to teachers' challenges in teaching English in early childhood is one of the challenges that need to be articulated, considering that the author likes and works in this field. According to the author, in the eyes of curious toddlers, in the grasp of tiny hands looking for direction, therein lies the essence of the challenge of teaching early childhood. They are young scientists hungry for knowledge and creatures with peculiarities requiring a gentle and loving approach. In addition, teaching them new knowledge every day is like taking ourselves on an endless adventure, where we are not only teachers but also friends, facilitators, and guides in the world they are just beginning to explore. This study's findings are a subset of a broader investigation into international approaches to instructing young students (Copland, Garton and Burns, 2014). Another factor is that to the demands of the times, it is also a concern if introducing English to children is important. Several studies indicate the same views in which, for example, According to Johnstone, languages have been widely chnli^o]_^ ch _f_g_hn[ls m]biifm (2009) [m ‚jimmc\fs nb_ qilf^’m \caa_mn jifc]s ^_p_fijg_hn ch _^o][ncih‛ (j. 33), alongside the most often introduced language being English. This tendency has a number of causes. First, it's a common A
109 belief that starting language study at a young age is preferable (Hu, 2007); (Nunan, 2003b). Second, as a result of economic globalization, English is now widely used, and many countries consider having an English-speaking population to be crucial for competitiveness (Enever and Moon, 2009); (Gimenez, 2009); (Hu, 2007). Third, parents want governments to teach English to younger children because they want their kids to benefit from the new global orders and they want their kids to become proficient in the language. English's rise as a universal language has been criticized more and more in tandem with this development, mostly due to its political and social ramifications. Books written by (Block, Gray and Holborow, 2012), (Coleman, 2011), and (Kumaravadivelu, 2012) have all contested notions about the role of English, how it got to be so widely used, whose interests English's rise serves, and the position of many world Englishes. In light of this, educators working with young learners across the globe are constantly tasked with teaching their charges, which frequently calls for a pedagogical style that is foreign to many and entails convincing them of the benefits of studying English. Furthermore, amid that tenderness, some challenges test our patience and creativity as educators. In short, our ability as teachers to manage overflowing energy, handle swinging emotions, and weave boundless curiosity into engaging learning activities becomes a challenge in practice. So, let us look for a while on this challenge with an open heart, curiosity, genuine smile, and unwavering determination. Reading a small quantity of someone else's work will likely give us hope for new learning. In short, teaching English to young children is an
110 alluring yet challenging mission that requires diligence and care. Therefore, this chapter talks about Some of the difficulties educators encounter when instructing young students in English and why these shortcomings may occur to teachers. First, young children have limited attention spans and overflowing energy, making it difficult to maintain focus in more formal learning. They are more likely to learn through engaging and interactive activities, thus requiring teachers to design engaging and fun learning experiences creatively. However, in practice, teachers are required to be more active and proficient in teaching English to young children. This is also widely conveyed in the literature where teaching English to young learners has identified several pressing challenges. One is that, in elementary schools, English is frequently added as a required subject without giving adequate thought to who would teach it. There is reportedly a serious scarcity of qualified English teachers for primary schools in some nations (G. Hu, 2005; Y. Hu, 2007; Nunan, 2003; (Nur, 2003). Consequently, educators can find themselves instructing students in English without sufficient preparation for teaching young students in general or teaching English to young learners specifically. In impoverished or rural communities, the situation is particularly dire. The need for training for teachers who teach English to young children must be addressed. Such training provides an in-depth understanding of the principles of language learning appropriate to the developmental stage of early childhood. This includes using game-oriented approaches and engaging activities to facilitate English comprehension in a natural and
111 fun way. Moreover, through the training, teachers can learn teaching strategies that suit the diverse learning styles of young children so that by understanding individual differences in how children absorb information, teachers can adapt their teaching methods to meet the learning needs of individual students, thereby increasing the effectiveness of learning. In addition, training is also important to equip teachers with skills in using various learning tools and resources relevant to the English context. This includes using technology, storybooks, songs and other visual materials to increase students' engagement and understanding of English. Ongoing training provides opportunities for teachers to continue developing their skills and knowledge in teaching English to young children. By attending relevant courses, seminars and workshops, teachers can stay updated with the latest developments in English language education for early childhood, thus improving their students' quality of learning and learning experience. Furthermore, some of the most common challenges often encountered are listed below. 1. Static The main challenge in teaching English to young children is to actively engage them in the learning process without using their mother tongue. Children at this age are still in the language development stage and may have limited English vocabulary and comprehension. Therefore, teachers need to find ways to convey the material simply and visually, often by using pictures, songs and games that arouse their interest.
112 2. Limited teaching methods In addition, teaching English to young children also involves the challenge of adapting teaching styles to the diverse learning styles among students. Each child is unique and has different learning needs, so teachers must have the ability to identify and respond to these differences with differentiated learning strategies. 3. Tb_ n_[]b_lm’ f[hao[a_ mecffm Finally, in contexts that may not be fully supportive, such as learning environments where English is not the primary language, teachers are also faced with the challenge of creating immersive learning environments and engaging children in the full use of English. This requires collaboration with parents and school staff to create opportunities to learn English during formal lessons, as well as utilizing technology and other resources to increase exposure to English in children's daily lives. With a deep understanding of these challenges, teachers can develop effective strategies to facilitate fun and meaningful English learning for young children. Articulating why the lack of speaking skills, and lack of confidence happen In teaching English as a foreign language, articulating the need for more speaking skills and confidence among teachers is pivotal. Firstly, the need for speaking skills often stems from limited exposure to authentic Englishspeaking environments. Many teachers may have learned
113 English as a second language, potentially in a classroom setting, prioritizing written grammar over oral communication. Consequently, they may struggle to model fluent speech patterns or engage students in meaningful conversational activities. As stated by Nunan (2003a), young learners acquire speaking skills through engaging in simple verbal exchanges. They mimic basic vocabulary from their immediate environment, whether it's directly from people around them or through televised conversations they overhear. Assessing children's proficiency in spoken English revolves around their capability to articulate elementary expressions. Nonetheless, due to English not being the primary language of young learners, educators encounter various obstacles when instructing them in speaking. Among these challenges are limited time for English practice, reticence to communicate in English, and a tendency towards silence during learning sessions. Without proficient speaking abilities, teachers might find it challenging to effectively demonstrate pronunciation, intonation, and natural language use, hindering students' language acquisition process. Furthermore, the need for more confidence among teachers in teaching English as a foreign language can be multifaceted. It may result from insecurities about their language proficiency, fear of making mistakes in front of students, or uncertainty about their teaching strategies. This lack of confidence can manifest in various ways, such as avoiding interactive activities that require speaking, relying excessively on textbooks or scripted materials, or hesitating to correct students' errors constructively. When
114 teachers lack confidence in their ability to teach spoken English, it can significantly impact students' motivation, engagement, and overall language proficiency development. Therefore, addressing these challenges through targeted professional development, peer support, and reflective practices is essential to empower teachers and enhance the quality of English language instruction. A. The use of non-native language in the teaching processes In English language education for early childhood, using English either fully or in combination with the first language has its advantages or disadvantages. The importance of using English with young children includes various aspects that support comprehensive development. First, introducing English early helps form a strong foundation for more fluent second language skills in the future. This means that children's brains have a remarkable ability to absorb and process new information, including language, from an early age. Using English in early childhood opens a window to a wider world. English is an international language widely used in many fields, including science, technology and popular culture. In addition, using English also helps improve children's cognitive skills. Learning a second language has been shown to stimulate brain development, improve problem-solving abilities and enhance memory. By facing new challenges in learning vocabulary, grammar and speaking skills, children develop abstract thinking abilities
115 and mental flexibility that are essential in dealing with complexity both in the immediate and wider environment. In today's context, the ability to communicate in English is becoming increasingly important. By mastering the language early on, children will be better equipped to interact with people from different cultures and backgrounds, expand their social networks, and open up new life opportunities. One of the main challenges faced by teachers who teach English using non-native languages is the need for more depth in their understanding and use of the language. While they may understand the basic structures of English, they may need more fluency, linguistic nuances and more advanced vocabulary. This can affect their ability to deliver material clearly and effectively to students and provide appropriate feedback. Some evidence, such as the difficulty teachers face in meeting the required level of English, also supports this assertion. The literature frequently notes teachers' low skill levels or lack of confidence in their abilities (see, e.g., Ahn, 2011; (Ghatage, 2009); (Kuchah, 2009); (Littlewood, 2007). A lot of teachers think that CLT requires specific classroom practices, such teaching in the target language, which makes them anxious and makes them doubt their own competency, especially in speaking and listening (Kuchah, 2009). A related issue is the problem of control and discipline (Butler, 2005); (Littlewood, 2007); (Carless, 2004) claims that when the community prefers quiet, orderly classrooms, the noise made during speaking exercises may be detrimental. It might sometimes be challenging to
116 inspire students. Due to their limited exposure to English speakers, children in many EFL contexts especially those in rural areas may find it difficult to comprehend the value of learning the language (Ho, 2003); (Li, 1998). Thus, such challenges as improper pronunciation and strong accents can hinder students' understanding of the material. Nonnative teachers may need help correctly communicating English intonation, vowels and consonants, which can confuse or reduce the quality of student learning. Another challenge is the need for more confidence non-native teachers may experience in using English in the classroom. They may feel awkward or worried about their ability to communicate well, especially in the presence of students who may be more proficient in English. This can hinder productive interactions between teachers and students and affect the classroom atmosphere. In addition, the need to constantly improve their English proficiency is also a challenge for non-native teachers. They need to invest extra time and effort to develop a deeper understanding of the English language, including updating their knowledge of grammar, vocabulary and changes in language use. Finally, it can be difficult for non-native teachers to understand and respond to the individual needs of students with varying levels of English proficiency. Having different backgrounds in learning English can make it difficult for them to design learners for their students.
117 Directions for Novice Teacher in Teaching English for Young Learners Misselina Madya Gerda, S. Pd
118 hapter 11 discusses effective teaching strategies for young English learners, a significant challenge for new educators. Understanding the complexities of this process is crucial due to children's exceptional vocabulary acquisition abilities. Young learners rely on various multimodal cues to comprehend and absorb new words, making their learning journey intricate. Educators must recognize the importance of age in language development, particularly in English acquisition. The chapter explores essential approaches for engaging young learners effectively in English learning, emphasizing the creation of active learning environments tailored to individual learner needs and the provision of diverse knowledge types to meet their requirements for successful language acquisition. A. Emphasizing the importance of using clear and concise language. When teaching young learners, it is crucial to use clear and concise language. Young learners have unique characteristics and learn through sensory experiences, utilizing all five senses. Scott and Ytreberg (1993:2-4) note that young learners are active learners who respond well to concrete (visual) language and physical movement. They learn through their five senses and are interested in real activities that stimulate their thinking. They may be more enthusiastic about learning if fun and engaging activities are incorporated. It is important to maintain a clear and concise writing style, avoiding biased or ornamental language. Additionally, precise subjectspecific vocabulary should be used when appropriate. This C
119 text has been edited to adhere to the desired characteristics and language. According to Tirai & Dahlberg (2009), preschoolers are in a sensitive period for language development and can easily absorb language and imitate speech sounds. Because they are very self-centered, they do not work well in groups, and they respond best to activities and learning situations relating to their own interests and experiences. Although they have a short attention span, they have great patience for repetition of the same activity or game. Young learners tend to respond positively to concrete experiences and large motor involvement when learning a language. The development of oral language is a socially situated process, where participants engage in episodes of joint attention to develop and communicate meaning (Tomasello, 2007). Based on the Emergentist Coalition Model of word learning (ECM: Hollich et al., 2000), young learners use various cues to acquire new words during social interactions, and their utilization of these cues varies depending on their developmental stage. Nonverbal cues, such as gestures, and verbal cues, such as syntax and vocabulary, can provide valuable information to guide children's word learning. For instance, gestures can direct attention to a specific aspect of a word's meaning by highlighting similarities between terms (e.g., pointing to several red objects), conveying the meaning of a word (e.g., flapping a hand to indicate flying), or drawing attention to a new item in the environment (e.g., pointing to an eggplant in the grocery store). Nonverbal cues can
120 also clarify linguistic input or provide additional information that is not conveyed through language alone. Young learners who are novice word learners, such as preschoolers and dual language learners, may rely more on nonverbal cues due to their limited linguistic knowledge (Hollich et al., 2000). Therefore, providing both verbal and nonverbal cues can offer multiple pathways for these children to learn new words. Including verbal and nonverbal input is supported by other cognitive theories as well, as it enhances learning opportunities. According to dual coding theory (Paivio, 1986), children can process information more effectively when it is presented through both verbal and nonverbal channels. The brain has two subsystems: the verbal subsystem processes linguistic input, such as words' forms and meanings, while the nonverbal subsystem processes images, gestures, and other nonverbal or sensorimotor supports and experiences. This concept has been empirically supported by a recent fMRI study, which demonstrated that nonverbal gestures are processed in brain regions distinct from those responsible for language processing (Jouravlevl et al., 2019). The use of both verbal and nonverbal means to convey information allows for more nuanced representations, as the different subsystems may code different and complementary information. For instance, the verbal system encodes the words read aloud from a text, while the nonverbal system may encode the visual information presented in illustrations and through gestures. Utilizing both systems enables the learner to create a more
121 comprehensive mental representation, facilitating easier recall (Mayer, 1997). When considered together, the ECM and dual-coding theory suggest that both verbal and nonverbal input may help maximize word learning, especially for young children who may struggle with purely linguistic input. Teachers are now viewed as reflective, curious, and highly motivated practitioners and researchers. This shift from viewing teachers as mere transmitters of knowledge to creative problem solvers and decision makers has necessitated the preparation and training of teachers to consider a variety of approaches and strategies that influence their classroom teaching (Robert, 1998). Word learning is a gradual process for young children, who initially develop shallow word representations. Over time, their understanding of a new term may deepen and become more stable as they encounter additional nonverbal and verbal cues that provide semantic information about the term and its usage in different contexts (Bolger et al., 2008). For instance, a basic comprehension of the word 'orderly' may be restricted to a straightforward, singular representation, such as students lining up to walk to the cafeteria. However, with the inclusion of additional images, gestures, sounds, and experiences, students can develop a more comprehensive and extensive understanding of the term. This expanded understanding includes not only what 'orderly' looks like, but also how it feels, sounds, and what it signifies (LawsonAdams & Dickinson, 2019), as well as its relationship to other terms. These various forms of input and support
122 enable the creation of a multimodal web (Chandler, 2017) that can more accurately capture the subtleties of a word's meaning, thereby improving its lexical quality (Perfetti, 2007). Teaching young children necessitates clear, concise language and customized instruction to suit their sensory learning preferences. They thrive on tangible objects, hands-on activities, and engaging lessons. Recognizing their sensitive language development phase is vital, as they effortlessly absorb language. Employing visual aids, fostering a nurturing atmosphere, and providing constructive feedback elevate their learning journey. B. Encouraging teachers to use simple and ageappropriate vocabulary and avoid complex sentences that may confuse young learners is also important. Encouraging teachers to use simple and ageappropriate vocabulary and to avoid complex sentences that may confuse young learners is important. The term 'young learners' requires definition. It is important to note that this definition may vary depending on the context. According to Philip (1993), young learners are children ranging from the first year of formal schooling (five or six years old) to eleven or twelve years of age. According to Agassy (2020) young learners can be defined as children in age ranging from five or six years old who are attending elementary school to twelve years old. Also according to Pinter ( 2006) the definition of 'young learners' is children who start their primary schools, either in kindergarten or
123 elementary school. Harmer (2002) defines young learners as the students at the age between 3 years old and 12 years old and they were classified into three grade levels (very young learners are them in the age 3 – 6 years old, young learners are them in the age: 7 – 10 years old, and late young learners are them in the age: 11 –12 years old). From the above opinion, we can conclude that young learners themselves can be categorized as children aged around 5-15 years who have obtained the formal education. Teaching young learners differs from teaching adults due to their unique characteristics and learning styles. English teachers must understand their students' traits and recognize the benefits of teaching English to young learners to be effective. This understanding allows teachers to communicate more easily with their students, resulting in a smoother delivery of materials in the classroom. Young learners, as outlined by Scott and Ytreberg (1993), exhibit various characteristics such as recognizing governing rules, quick understanding of situations, and reliance on sensory cues for learning. They possess concise attention spans, prefer logical presentation of information, and enjoy play-based learning. When teaching English to young children, it's crucial to adhere to learning principles like simplicity, alignment with ability levels, frequent practice of listening and speaking skills, and avoidance of overly challenging writing tasks, as suggested by Nurhadi (2012).
124 Additionally, the materials provided to young learners should be appropriate for their level of development. This includes teaching color names, numbers, family members, body parts, animal names, vegetable names, fruit names, and simple instructions. Following these principles can greatly benefit the learning process for young children. Summarizing the above explanation, when we want to teach English to young children effectively, It is important to simplify activities, give tasks that follow their ability level, practice listening and speaking skills, and avoid difficult writing activities. Also, provide appropriate materials based on their level that cover color names, numbers, family members, body parts, animal names, vegetable names, fruit names, and basic instructions. Following these principles can help young children learn better. Oktaviany (2007) states that, the teacher should be able to know student's levels when teaching vocabulary. To accomplish a goal, he must be able to successfully manage the terminology he teaches. He must choose the appropriate phrases to teach. According to Wallace (as cited in Shabir, 2014, p. 59) there are six principles on which teaching vocabulary is to be based; 1. Aims The objectives of teaching the learning process must be understood by the teacher before beginning. Teacher must choose what goes into learning a vocabulary. Teacher must choose the vocabulary that students need to know and should think about the
125 number of lists of words and the kind of terms that anticipates the students learning. 2. Quantity The quantity of vocabulary words that must be learned may be determined by the teacher. How many new words the students can learn from the lesson. They could become perplexed, discouraged, and frustrated if there are too many words. 3. Need When teaching vocabulary, the teacher must select the words that the students actually require. The kids should be placed in circumstances where they must communicate and find the appropriate words. 4. Frequent Exposure and Repetitions Teachers can introduce new words more than once while teaching vocabulary in a foreign language. To make sure the pupils have already remembered and understood them, they must say them again. Until there is proof that the kids have learned the target words, there must be a certain degree of repetition 5. Meaningful Presentation The definition of the word must be understood by the students in a clear and pre cise manner because it also refers to many other things. This calls for the words to be able to be presented in a way that makes their meaning or reference completely plain and unambiguous words.
126 6. Situation Presentation The language we use can vary depending on the context in which we speak and how well we know the person with whom we are conversing (from formal to informal). As a result, it is important for students to learn vocabulary in contexts that are appropriate for them. Young learners quickly grasp situations, even if they struggle with the language used. They begin using language skills before they are aware of their use and rely on their hands, eyes, and ears to learn. Additionally, they have short attention spans and require adult speech to be understandable. When teaching English to young children, it is important to follow proper learning principles tailored to the students' level of understanding. Teaching vocabulary involves selecting the appropriate words and contexts. According to Wallace (as cited in Shabir, 2014), the principles of vocabulary teaching include clear objectives, appropriate quantity, consideration of student needs, meaningful exposure, and appropriate presentation of the situation. Therefore, teaching English to young children requires a thorough understanding of student characteristics and the application of appropriate learning principles. By simplifying materials, matching tasks to ability levels, and providing materials relevant to students' experiences, English teaching can become more effective and engaging for young children.
127 C. Providing effective instructional language and encouraging teachers to model instructions before asking students to complete a task. Teaching English to young learners requires effective teaching strategies. Teachers should model instruction before asking students to complete tasks. According to Hayati et al. (2021) Teaching strategy is the approach that the teachers employs to address the particular lesson and to the specific objectives for a particular lesson. According to Larsen and Freeman (2000), the most recognized methods to teach English to young learners are the Suggestopaedia, Total Physical Response (TPR), and Natural/ Direct Methods. Harmer (2007) adds four methods that suitable for teaching English to young learners, those are Direct Method, Suggestopedia, Total Physical Response, and Lexical Approach. 1. Direct/ Natural Method The basic principle of the Direct Method, according to Brown (2000), is that target language learning should ideally resemble first language learning. This approach involves little or no analysis of grammatical rules, 20 a lot of spoken interaction, spontaneous language use, and no translation between the source and target languages. Also, the teaching concepts are through pantomiming, realia, and other visual materials
128 2. Suggestopaedia Method Georgi Lozanov created Suggestopedia, which focuses mostly on the physical setting in which education occurs. According to Brown (2000), Suggestopedia is an approach that believes that the human brain is capable of processing enormous quantities of information when provided with the ideal learning environment, which includes a relaxed state and giving the teacher complete control. The teaching concepts and vocabulary through music, song, and other attractive materials. 3. Total Physical Response (TPR) Suhendan (2013) describes Total Physical Response (TPR) as "a method built around the coordination of speech and action, in other words, it is to teach language through activity". Basically, Total Physical response consists of management or action that is given by instructor or teacher that is related with physical response clearly. Example, if the chmnlo]nil m[sm, ‚mn[h^ oj‛, mno^_hnm qcff mn[h^ il c` nb_ chmnlo]nil m[sm, ‚mcn ^iqh‛, mi mno^_hnm qcff mcn ih nb_ chair from (Tarigan, 2009). On the other hand the TPR technique, is a language learning approach arranged above coordination of commands (command), speech, although Larsen and Freeman (2000) or so-called TPR method also employs instructions or commands for comprehension.
129 4. Lexical Approach The lexical approach, introduced by Dave Willis and popularized by Michael Lewis, emphasizes language as prefabricated chunks rather than conventional grammar. Exercises involve adding intensifiers to fixed formulations or identifying nouns and their collocating verbs. Harmer (2007) notes that vocabulary is primarily learned through experience rather than instruction, emphasizing exposure to suitable input. Various strategies exist for teaching English vocabulary to young learners, requiring consideration of their learning styles. Understanding learners' preferences enables teachers to select suitable strategies, facilitating clearer understanding of vocabulary (Masuram & Sripada, 2020). Harmer (1991) suggests strategies for vocabulary practice: 1. Realia The use of realia is useful for teaching the meaning of words or for stimulating activity in young students (Harmer, 2007). Examples of realia are pens, rulers, pencils, books and so on. The teacher lifts the object or points to the object to say the word then asks the students to repeat it. 2. Mime, Action, and Gesture Teaching gestures can take various forms, such as body language, mime, facial expressions, and hand movements. As long as the words are clear and easy to understand, they can imitate or symbolize anything
130 and help students infer the meaning of the phrase or statement spoken. 3. Image These visuals range from flash cards, large wall art, and cue cards to projected illustrations and slides. They play an important role in language explanation and practice, offering visual aids that complement verbal teaching and engage students in the learning process. 4. Contrast According to Alqahtani (2015) there are words that are easy to convey to students by contrasting them with opposite words, for example the word "good" is contrasted with the word "bad". Moreover, the verb ‚]ihnl[mn‛ cgjfc_m ni mbiq differences, such as before and after photos depicting how much weight a person has lost by contrasting them. 5. Translation Translation involves identifying words and their associated meanings. This can be done either directly or indirectly. To explain these words to students, teachers use English and Indonesian to translate them. 6. Explanation Explanation is a common strategy in teaching English, especially for vocabulary. Andriani and Widiastuti (2020) suggest using interesting techniques, such as codes or random letters, during verbal
131 explanations. These methods, such as synonyms or antonyms, help generate interest and aid understanding. 7. Presentation Presentations are also an effective way to introduce new words in the classroom. This technique involves the use of media such as realia and images to facilitate learning (Munawwarah, 2021). 8. Enumeration an enumeration is an ordered list of items in a collection that can be used to convey meaning. For example, when teaching about clothing, a teacher can list various clothing items such as shirts, dresses, skirts, pajamas, etc. (Alqahtany, 2015). 9. Game According to Akdogan (2017) games offer several advantages as a teaching strategy. (1) Games can prevent a monotonous learning process. (2) In addition, games are often associated with fun so they can minimize tension. (3) Furthermore, games can help teachers build useful and meaningful language contexts. 10. Song Through singing and correct pronunciation of words, music and songs can help students in learning English. This strategy can help young learners stay interested in language acquisition so they do not easily
132 get bored with learning activities in class (Munawwarah, 2021). Teaching English to young learners demands diverse strategies like Suggestopaedia, Total Physical Response (TPR), and lexical approaches for engaging lessons. Using real-life objects, gestures, images, and music fosters comprehension and enthusiasm, promoting active student participation and achieving learning goals.
133 A Clear and Concise Visual and Gestural Support I Gede Perdana Putra Narayana, S. Pd
134 A. Scenario The teaching of English to young learners has gained significant traction in educational discourse due to its perceived appropriateness and potential benefits. One compelling argument supporting the teaching of English to young learners lies in cognitive development theories. According to Piaget's theory of cognitive development, young children possess a high degree of cognitive plasticity, enabling them to acquire languages more readily than adults (Blake & Pope, 2008; Piaget, 2014). This "critical period hypothesis" suggests that early exposure to language facilitates more natural and efficient language acquisition, leading to greater linguistic proficiency in the long term. Moreover, Vygotsky's sociocultural theory emphasizes the role of social interaction and language in cognitive development, advocating for early language exposure to scaffold children's cognitive growth. Thus, teaching English to young learners aligns with cognitive theories, capitalizing on children's inherent cognitive flexibility and receptivity to language input. In today's globalized world, proficiency in English has become increasingly important for social mobility, economic opportunities, and cultural exchange (Wang, 2023). By introducing English to young learners, educators equip them with a valuable tool for communication and interaction in diverse cultural contexts. Furthermore, early exposure to English fosters intercultural competence and appreciation for linguistic diversity, preparing young learners to navigate multicultural settings and engage with global issues. Thus, teaching English to young learners not
135 only addresses practical communication needs but also promotes cross-cultural understanding and empathy, contributing to the cultivation of global citizens. Fundamentally, language acquisition is a gradual and cumulative process that begins in early childhood (V_f[hcnn[, 2020; T[nfıfıiğfo & S_h]bsfi-T[nfıfıiğfo, 2021; Csiha, 2022). By introducing English at a young age, educators lay the groundwork for future language development and proficiency. Research in second language acquisition indicates that early exposure to English leads to more native-like pronunciation, grammatical accuracy, and communicative competence. Moreover, teaching English to young learners enables them to develop metalinguistic awareness and language learning strategies, facilitating their ongoing language acquisition journey. Thus, starting English instruction in early childhood provides a solid linguistic foundation upon which learners can build their language skills progressively. Beyond language proficiency, teaching English to young learners yields cognitive and academic benefits across various domains (Pransiska, 2017; Artila et al, 2023; Febrina, 2023; Tekin & Baykara, 2023). Research has shown that bilingualism enhances cognitive flexibility, problem-solving skills, and metacognitive abilities. By engaging in language learning activities, young learners develop cognitive skills such as memory, attention, and analytical thinking, which are transferable to academic pursuits. Additionally, English instruction fosters literacy skills, including reading comprehension, vocabulary
136 acquisition, and writing proficiency, which are integral to academic success. Thus, teaching English to young learners not only promotes linguistic competence but also cultivates cognitive and academic capabilities essential for lifelong learning. Effective English instruction for young learners requires pedagogical approaches that are developmentally appropriate, engaging, and culturally responsive (Baker, 2016; Nushi et al, 2017; Domna & Zafiri, 2018; Pan & Hu, 2022). Utilizing play-based activities, storytelling, songs, and games, educators create immersive and interactive learning environments conducive to language acquisition. Furthermore, employing a communicative approach emphasizes meaningful communication and language use, fostering learners' oral proficiency and communicative competence. Additionally, incorporating elements of students' cultural backgrounds and interests enhances motivation, engagement, and relevance in English learning. Thus, by adopting pedagogical strategies tailored to young learners' needs and interests, educators maximize the effectiveness and appropriateness of teaching English to young learners. The teaching of English to young learners is considered appropriate and beneficial for a myriad of reasons grounded in theory, research, and pedagogy. From cognitive advantages and social relevance to linguistic foundations and academic benefits, the case for early English instruction is multifaceted and compelling. By leveraging young learners' cognitive plasticity, fostering intercultural competence, laying linguistic foundations,
137 promoting cognitive and academic skills, and adopting developmentally appropriate pedagogical approaches, educators can effectively harness the potential of teaching English to young learners. As such, the practice of teaching English to young learners stands as a pivotal endeavor in preparing future generations for success in an increasingly interconnected and diverse world. Teaching English to young learners have to be meaningful in the process. The importance of meaningful English instruction for young learners cannot be overstated, as it serves as the cornerstone of effective language acquisition and development. In this part, it is essential to explore the rationale behind the necessity for English instructions to be meaningful to young learners, drawing upon theoretical insights, empirical research, and pedagogical principles. Meaningful English instruction engages young learners cognitively, fostering active participation and deep processing of linguistic input. According to constructivist learning theories, meaningful learning occurs when new information is connected to existing knowledge and experiences, thereby enhancing comprehension and retention. By presenting English instruction in contexts that are relevant, relatable, and personally meaningful to young learners, educators facilitate the construction of meaningful mental representations of language structures and functions. Consequently, learners are more likely to internalize English language patterns, vocabulary, and
138 communicative strategies, leading to greater language proficiency and fluency over time. Meaningful English instruction enhances young learners' motivation and engagement in the language learning process (Lee et al, 2020; Azis, 2023; Chen & Yin, 2024). Research in educational psychology underscores the importance of intrinsic motivation and autonomy in fostering enduring engagement and learning outcomes. When English instruction is meaningful, learners perceive the relevance and value of acquiring language skills for their personal, academic, or social goals. Consequently, they are more motivated to actively participate in language learning activities, persist in overcoming challenges, and take ownership of their learning trajectory. By capitalizing on learners' intrinsic motivation and interests, meaningful English instruction cultivates a positive learning disposition and lifelong enthusiasm for language learning. Meaningful English instruction facilitates language acquisition and retention by promoting meaningful interaction and communicative competence (Delgado et al, 2021; Ibrahim & Hamisu, 2019; Xodabande & Boroughani, 2023; Lee et al, 2020). Krashen's input hypothesis posits that language acquisition occurs through exposure to comprehensible input that is slightly beyond the learner's current proficiency level. Meaningful language input contextualized within familiar contexts, authentic situations, and engaging activities provides young learners with opportunities to comprehend and internalize English language forms and functions intuitively. Moreover, meaningful interaction promotes communicative