At what age it is the best of all to begin to learn a foreign language? Welcome
, it is the most popular question in modern society which is asked teachers, and teachers set it to themselves (can compete with it unless “For how many it is possible to learn language?“). Foreign (English) language is entered by officially federal component into Rossi at all schools with 2 - go a class. But also at the same time I know teachers who consider that earlier 5 - go the class a foreign language cannot be begun at all - weak minds of kids are not ready to such loadings yet? And there are such authors who write books it seems “English from the cradle“, but do it obviously not to teach the baby to mind - reason, and for the exacting parents ready to pay for chudesaty miracles. In an interval between diapers and the 2nd class the preschool childhood for which occupations in kindergarten, the centers in addition of education, preparation for school, an open classroom in the first class can have lies … What it is possible to tell about all this? There is a positive experience of qualitative techniques. But sometimes happens so, as the technique is good, and the teacher - the nice fellow tries from - for all forces, but there are no results! Why? Probably, child restless …. It is necessary to discipline it! To tell it as it is important how it will be needs English further! And, in general, mother pays money for it, and it!... ungrateful!
Let`s everything - consider that children have to nothing to us … And that all responsibility for what happens to them lies on us, teachers and parents.
The first question which the parents or teachers wishing to teach a foreign language have to set to themselves, so to say, at a zero stage is WHAT FOR?! Why it needs it, for example, in 3 years? What it would be simpler to understand, I will give examples from life.
Example the first. Once in the center brought the girl who only - only executed three years to me. It is necessary to tell what in Russian she told rather distinctly for the age. More from parents nobody wanted to send the baby to group of English at such early age, and we could not open group for it for one in any way. But mummy very much wanted that I at least “looked“ at the child. Process watches resembled a small talk more with young mummy in the course of whom it became clear that houses mother talks to the girl in Russian, and the father - in English! I tactfully inquired about a nationality of the father and learned that his native language is … Russian!...
Example of the second. So it turned out that some part of my relatives lives in other countries. Many years ago they emigrated to these countries and there got families and children. Someone Russian at someone - has no speaking spouses. In families where at spouses the native language does not coincide, parents talk to children everyone in the language. The senior generation talks on native too (and, respectively, foreign for the place of residence, language). The parents speaking Russian pursue the purpose - to keep the culture and an opportunity not to lose touch with relatives. The parents talking to children in language of the country of accommodation do not pursue any aim, except communication with the beloved child. Quite often it turns out so that generations (and spouses if understand each other languages) talk everyone in that language which it is convenient to them to use. That is mother in Russian, and the daughter in English, and perfectly feel, even without noticing what occurs.
For what I told all this to you? Yes, what you would compare adequacy of situations and understood all importance of such simple question.
Now after the answer to a question “what for?“ it is possible to turn to a technique question. And the main thought of which I would like to inform you is adequacy of a situation again, and not analysis of the existing methodical variety at all. What will occur at a lesson, for example, with 3 - x or 5 - ti summer children? They will write, read? I hope, all understand that children 3 - 5 - ti should not write and read years in a foreign language? And what then? To play, and in the course of game to master the speech aurally, to perceive it, and, whenever possible, to be able to arrive or answer according to the created speech situation.
And, perhaps, all this that I would like to tell you about a technique right now.
So, you have an answer to a question “what for?“, you have an excellent game technique and - at way! The group from 5 - ti children 4 - x comes years in the evening to the center of additional education. Get acquainted - it is Petya, this is Vasya, this is Katya, this is Polina, and this is Ulyana. Petya and Polina - very good children, go to one kindergarten and also mudflows, of course, too together too came to occupations by English together! Vasya and Katya - very clever kids, they already managed to descend on training in the diploma to the logopedist, and on mathematics learned to consider, then drew! Only for some reason in English still cannot sit, listen want to anything, toys are enough, throw, run on a class!... Right there, as if having caught vozdushno - a drop virus, Petka begins to repeat after them - well, and Polina, of course, as she without Petka - that? And Ulyana sits very quietly, nearly cries, and cannot understand in any way what they run - mother to her so allows to run never, and it does not go to a garden yet. What now occurred, probably, you already guessed. Children who came to 4 in a row occupation very much were tired and do not want to be engaged even by a superinteresting game technique. Children, comers together from where - that, and at this age will repeat all the time one after another because it is, in principle, age of copycats, and the close friendship aggravates this aspect. It is the best of all to seat such children from the very beginning. And there will always be those at whom else process of socialization from - for the fact that owing to any reasons, parents decided not to send the child to a garden did not begin sense. How to avoid all this? In - the first, do not deprive of children of the childhood, do not overload them with occupations - they have still all life ahead. In - the second, it is better not to drive children - friends on occupations together, or to watch accurately that they did not interfere with each other. In - the third, find out (parents report) whether the child goes to kindergarten - it is of great importance! And, if is not present, then to know the reason better.
And finally two separate councils for parents and teachers.
Dear parents, please, ask your children whether it is pleasant to them to go to classes. In a negative case ask what is not pleasant to them. If it is possible to affect somehow, make it if is not present - do not drive them violently! In it there is no need now.
Dear colleagues, when you work with any age, whether it be 4 years, 7 or 15, listen to yourself: “Whether it what you want to do? You are pleasant to be jumped and told, singing songs? To write letters and to master rules of reading? Or to explain the table of times up and down?“. And, if you suddenly understand that you are not present, - be not afraid to report begun in hands of the interested colleagues and to be engaged in the fact that to liking to you.
The initial stage of any process including learning of foreign language, is the base for further succession of events. That is why so important precisely and honestly to answer all questions considered in article and with their help to define the most suitable period to start learning of foreign language.
I wish success!