Monthly Archives: September 2023

Teach Your Child a Second Language at Home with 5 Key Steps

ByBetty
February 1, 2023April 1, 2023
6 min read

How do I teach my child a second language?

If you’re wondering how kids can learn a foreign language, you’re not alone! This is the most common question I hear from parents who want to raise bilingual children. To help you teach your child a second language, I’m sharing this 5-step action plan to jump start your family’s learning journey at home.

How to teach your child a

foreign target language

When giving advice on teaching a second language to kids, I prefer to use the term “target language” rather than “foreign language”. The words we choose can have a powerful impact on our mindset.

Target suggests that goals are in place to teach a child a second language. It primes your mind to prioritize the minority language. Meanwhile, foreign implies that the language is strange and unfamiliar.

In our family, the target languages are Chinese and Korean due to our family’s heritage. In order to make these languages feel familiar and less foreign, I gradually implemented 5 key steps into our children’s daily routine.

However, the teaching steps can apply to any second, third, or fourth language. Remember to download the printable action plan at the end of the post!

This article was first published in March 2017 and has since been updated with new information.

Related: How to Raise a Bilingual Baby

This post may have some affiliate links. If you click an affiliate link and make a purchase, I earn a small commission which supports this educational website at no additional cost to you. Please see the disclosure policy for details.

1.

Speak the target language at home with kids

If you’re bilingual and want your child to learn a second language, the first thing to do is to simply start talking. The sooner the better, but also know that it’s never too late to start.

In the beginning, parents often feel awkward about switching to the minority language. But consistency is key! Over time, it will become habit to think and reflexively reply in the minority language.

If you don’t speak a second language (yet!), consider hiring a caregiver or tutor to teach your family. Check out these 10 ways to find a language teacher for kids.

2. Teach your child a second language through songs

Korean music book; Chinese music book

Because singing and dancing are naturally fun, music has the power to transform your home into a bilingual learning environment.

You can definitely teach your child a second language through songs! In elementary school, many American students learn to sing Feliz Navidad (Merry Christmas) in Spanish and Frere Jacques (Brother John) in French. Decades later, people often still remember the lyrics!

Since our family is learning Chinese and Korean, here are songs that we recommend exploring with your fchildren.

• Chinese music
  • 100 Best Chinese songs and nursery thymes for kids
  • Chinese Mandopop music for tweens/teens
• Korean music
  • 100 Best Korean songs and nursery rhymes for children
  • K-pop music for tweens/teens

3. Learn a second language from audiobooks and videos

Busy parents will appreciate these low-prep tools! For extra language exposure, audiobooks and videos can introduce your child to a variety of native speakers. This is especially true for older children and teens.

Instead of watching TV shows and movies in the dominant language, look for your target language on Netflix, Disney Plus, and Amazon Prime.

For your next movie night, check out these popular Disney Pixar movies for kids in Chinese and Korean. There are also lots of free Korean and Chinese shows on YouTube!

In addition, audiobooks are a powerful and relaxing way to hear new words in any language. Consider these websites and apps with free multilingual audiobooks for kids.

4. Make the second language visible in your home

In addition to listening to the language, make it obvious to the eyes. If your child can “see” the second language around the room, this can spark curiosity. When the second language is visible, it can also remind kids and parents to speak the language.

Look around your home and take note of what labels, signs, and books you see. To make our minority languages become the majority at home, I started collecting Chinese books and Korean books. I also started adding Korean and Chinese labels to create a print-rich environment in the target languages.

5. Teach your child a second language with fun activities

Hands on experiences make language fun, natural, and memorable for children. When kids are in school full-time, they are constantly creating new memories with friends in the dominant language.

If we want our kids to learn a second language at home, we need to consider the after school experience. What can we do to make it more special? How can we connect with our children meaningfully in the target language?

By observing a child’s interests, you can find ways to make the minority language fun at home. Does your child love hide-and-seek? Start playing the game in your second language! Is your kid interested in art? Mix language learning with creative crafts.

Whatever it is that your child likes, be it soccer, hopscotch, or animals of the world, integrate learning with those interests! If you’re lucky enough to have sports, dance, or other lessons in the target language, take advantage of those opportunities.

Kids learn much more from relevant experiences than being forced to plow through a textbook.

Need inspiration? Check out our Educational Bilingual Activities Library!

Teach your child a second language with a printable action plan

Having your plan on paper is like having a roadmap to guide your family. Start your child’s bilingual journey by downloading this printable to-do list and action plan. Hang it on your fridge or frame it on your desk as a gentle reminder that you’ve got this!

More tips for teaching kids new languages

• Raising Multilingual Children As a Non-Fluent Parent is Possible
• How To Get Your Child To Speak the Minority Language
• 15 Ways to Get Your Child to Read Throughout the Day

We hope you have fun learning a new language with your kids!

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How to Raise a Bilingual Child (Tips, Benefits & Strategies)

Do you want your child to learn a second language so he or she can speak with non-English speaking relatives? Or do you want your baby to be bilingual so they’ll someday be better equipped for travel, foreign language requirements in school, or the job market?

No matter what your motivation is, speaking two languages will benefit your children greatly.

If your goal is raising a bilingual child, you’ve got work to do! Let’s look at what you can expect and all the information you need to get started.

Table of Contents

• The Growing Trend of Multilingualism
• Benefits of Being Bilingual
• How To Decide Upon a Language
• How to Raise a Bilingual Child
• Bilingualism Strategies
• Myths About Bilingualism
• Give It The Old College Try

The Growing Trend of Multilingualism

Residents in the U.S. are putting a higher emphasis on multilingualism than ever before. Some of that is by necessity — some parents and grandparents speak little or no English, so to converse with them a child has to learn a second language.

But a lot of the language diversity in the U.S. is by choice instead of necessity.

Making Progress

How much multilingualism you see varies from state to state, but overall as a country, we’ve made strides since 1980. In 1980, only 10.68 percent of the U.S. was bilingual. By 2016, that number had jumped to 20.14 percent ⁽¹⁾.

But we’re still far behind many other countries where bilingualism is much more common. In Switzerland, approximately 42 percent of the residents speak two or more languages every day.

There are a couple of reasons the U.S.’s bilingualism has increased. A big one is more immigrants locating in the U.S. — they bring their language with them and often pick up English as well. As they have children, they often speak both languages to their children.

Another one is a parent who decides to teach their child more than one language because they think it’s a good thing for them to know.

Benefits of Being Bilingual

If you’re going to put all this time and effort into raising a bilingual child, it better have benefits. It’s not like you’re going to give up your few precious minutes of free time for something that doesn’t offer any rewards.

Bilingualism will benefit your baby in the future. Here are some of the ways it will help them:

• An appreciation for other cultures: When a child learns another language, it opens up another world to them. They learn more than just words, they learn about a whole class of people and their customs. That can be invaluable for the rest of their lives.
• They learn the world is a big and diverse place: It can be easy for children to feel like the whole world is their neighborhood or their towns. Learning a foreign language forces them to think of themselves as a global citizen.
• Mental strength: Your child should experience a boost in their brain function no matter which age they begin to learn a second language ⁽²⁾. According to research, speaking a second language can lead to better concentration and even greater intelligence.
• Landing that dream job: Speaking more than one language can make your child a more attractive candidate when they start looking for work someday.
• Feeling more comfortable traveling: You never know what travel opportunities may come up for your child in the future. Many colleges offer programs in which students study abroad.
• It helps improve memory and may delay dementia: Some studies have shown that additional languages can improve the memories of both adults and children. Other studies have shown a correlation between learning another language and delayed dementia, although that link hasn’t been conclusively verified. Still, if you have a family history of dementia, it wouldn’t hurt to learn that second language along with your child.

How To Decide Upon a Language

For some families, deciding what a child’s second language will be is easy. If there is already a native language spoken by relatives, that’s the obvious choice. It’s a great way to strengthen family bonds and teach your child more about your family’s culture.

But sometimes the choice isn’t so easy, particularly if bilingualism is being pursued solely for the benefits to your child, not because of a family reason.

So how can you decide which language to teach your child?

• Examine your reasons: If you’re teaching bilingualism because you want your child to have an advantage later in life, you may want to pick a popular language that’s spoken by a lot of people. Good picks include Chinese, Spanish, French, or German.
• You know a foreign language: If you already know a language, that may be a compelling reason to teach that one. You’ll be able to impart your knowledge to your child while brushing up on your own skills.
• Whether you have an instructor nearby for that language: If you have a neighbor, a relative, or a friend who knows a foreign language, it makes sense to at least consider that one since you’ll have accessible resources. Otherwise, you’ll have to look at if there is a teacher nearby that can be hired — you might not have many language choices in smaller towns or rural areas though.
• What your child wants: Older children may have a strong feeling about which language they want to learn. If they have a certain language in mind, let them pick that. They’ll be more motivated if they have a say in what they’re learning.

How to Raise a Bilingual Child

You’ve figured out which language to teach and how quickly you want your child to dive in. You’re ready to begin! But, first, here are some tips to keep in mind that will help ensure your child’s success.

1. Start Young

Although anyone at any age can learn multiple languages, it is easiest for young children. It’s never too early to start or too late, but the optimal time to introduce another language is between the newborn stage and up to 6 years old ⁽³⁾.

Think about how quickly children pick up languages — it’s astounding how much they learn in such a short time. This ability isn’t only geared toward their native tongue — they can do it with any language they have exposure to.

That’s in part because they use sections of the brain that have to do with language acquisition. That section stops growing as fast around the age of 11. That doesn’t mean a person can’t learn a second language then, just that it becomes more difficult to do so.

Take Note

Another reason it’s easier for young children to learn is because they haven’t developed any negative attitudes about learning or their ability to grasp information.

When I was in grade school, I loved math and I excelled at it. But by high school, the mere mention of the word math had me groaning.

It wasn’t because I no longer had the ability, I just had developed a negative attitude about it after hearing all my friends complain about it and because the problems took longer to solve than the simple equations I faced when I was younger.

Young kids don’t have the self-doubt and negativity from their peers to contend with. They won’t be self-conscious about mispronouncing words in front of their friends like they will be if they try to pick up a language in junior high or high school. Their attitude won’t get in the way.

2. Plan

Learning another language won’t happen by accident. It’s going to take some serious planning. First, you need to pick the right language based on whether you have teachers or adults around to talk to your child in that language regularly. For older children, remember to keep their language preference in mind to fuel their desire to learn the language.

You’ll have to plan to find the materials your child will need and make a schedule that will allow them enough time to nurture their new skill.

3. Create Exposure

Without exposure to their new language, a child will never catch on to more than basic vocabulary words. While they may be able to memorize simple things like counting to 10, their skills will never be given the chance to grow. And when it comes to foreign languages, if you don’t use it, you lose it.

So they’ll need a place where they are encouraged to speak in their new language, as well as finding someone who can take their lessons to the next level.

4. Find Opportunity

Nothing will excite your child more about their new language than getting the chance to use it in the real world. While conversations with their teacher or relative who uses the language are great, nothing beats an organic encounter where they see their hard work pay off.

If your child is studying French, that doesn’t mean you have to break the bank and book the trip of a lifetime to France. Unless you can somehow convince your partner that expense is justified, of course!

Getting your child jazzed up about their studies could be as simple as taking them to a French restaurant where they are allowed to order what they want off the menu and speak rudimentary French to the waiter.

5. Make It Fun

If it seems like work or pressure, your child will resist learning another language with everything they have. And anyone who has ever seen a toddler throw a fit in a grocery store will know what I’m talking about. If your toddler isn’t on board, you can kiss the idea of a bilingual child goodbye.

One sure way to get them excited about learning another language is by making it fun. Sing, dance, and play your way through language instruction and they won’t even understand they’re secretly honing a new skill. Use puppets that only speak the second language or sing simple songs.

6. Take It To The Next Level

To help your child speak fluently, it will take more than your basic understanding of a language or limited exposure to someone who speaks the language. If your goal is fluency, you may want to look for classes for your child.

Bilingualism Strategies

If you have a bilingual home where a relative speaks a native tongue they are teaching their child, there are several ways to teach that language to the next generation. Let’s look at how you can accomplish that goal.

One Parent, One Language

This method involved having the parent who speaks the second language only talk to their child using this language — not English if that’s the primary language. The other parent will speak the other language.

Pros

• The child knows exactly which parent will speak which language to them so there is less confusion.
• Your child will have plenty of exposure to the second language.

Cons

• This method limits the time a child can spend conversing with both parents at once. And unless the parents both speak the language, it can be isolating for them at times.

Everyone Participates

With this method, everyone speaks at least a little of both languages in the household. It can be a learning experience for everyone.

Pros

• It promotes inclusion rather than excluding anyone.
• It can strengthen everyone’s foreign language skills in the family.

Cons

• It might lead to the primary language being spoken more frequently, unless you are strict about how often the second language is used.

Time and Place Method

This method maps out how many days each language should be used and where at. You might choose to alternate languages every day at home or earmark an hour a day for the second language — the structure is up to you.

Pros

• You can set this for a time that is convenient for you.
• Your child will always know when it’s time to speak the other language, which will limit confusion.
• Everyone can be included with this method.

Cons

• It can be hard to stick to a firm schedule for school-aged children who have other obligations.

Myths About Bilingualism

Have you heard some things about teaching your child another language that have you concerned? Let’s look at the reality behind some myths you’ll hear about bilingual children.

Your child won’t know the difference between the languages.

This is a common worry, but it’s totally false. Children are incredibly sensitive to the differences in languages. It can be trickier when the languages are similar, but even then, children will distinguish between the two quickly.

It will create delays with their speech, which will set them back in school.

Sometimes a child who is learning more than one language will start talking later than children who only know one language, but this is rare. The delay isn’t anything to worry about though ⁽⁴⁾. It doesn’t cause a long delay and it doesn’t mean your child is falling behind.

Studies on this matter show both groups of kids — monolingual and bilingual — learn language at the same rate, which means there is nothing to be concerned about when it comes to speech.

They will mix up both languages which will create problems for them.

Your child might mix up the languages occasionally. That’s perfectly normal, and it doesn’t mean your child will have a harder time with either language.

When you notice your child using words from the second language while they are speaking the first, all you have to do is gently remind them the word they just said is from another language. Sometimes kids catch that they are doing this all on their own and they’ll correct themselves.

So while your child may mix up their words sometimes, it’s not an indication of a problem and it’s nothing to worry about.

If you don’t start early, it will be too late to introduce another language.

It’s never too late to learn a new language — adults in their 70s and 80s can even do it. Just because it’s easier for children to grasp the new language when they are younger doesn’t mean you shouldn’t bother if you don’t try to teach them until they are teenagers.

Children can pick up a second language easily.

While it can be easy for a child to learn another language, it doesn’t mean all children will be fluent with no problems. They still have to put the work into learning it. And parents should understand that their child still won’t be fluent in the language for years, just as a baby isn’t fluent in English for years.

Unrealistic expectations on a parent’s end can derail a child’s progress and can make older children feel as if they are failing or aren’t smart enough to catch on.

Give It The Old College Try

No matter what a person’s age is, learning a second language is a useful skill to have, whether it’s for traveling, broadening a person’s world, or to get an edge in a competitive job market.

Although it’s easiest to teach your child another language while they’re younger, you can absolutely do it if your child is older. Just remember to give them consistency and to make it fun for them.

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There are many methods of teaching a child’s language, and I will start with perhaps the most effective and simplest of them.

It’s called One Parent One Language, or OROYA for short.

As you might guess, with this approach, one of the parents always speaks with the children in one language, the second in another.

Maria and her husband Mario started working on this method immediately after the birth of their son Emmanuel. The boy is now three years old.

Maria always spoke to him in Spanish, and her husband in Portuguese. Emmanuel goes to an English-speaking kindergarten. Maria and Mario communicate with each other in Spanish, although Mario uses a lot of Portuguese words. After Emmanuel spoke, he communicates with his mother only in Spanish, and with his father only in Portuguese.

As might be expected, Emmanuel sometimes inserts Portuguese words into Spanish sentences. Kindergarten staff report that Emmanuel speaks only English there and never uses any Spanish or Portuguese words.

This is a very typical and very common learning outcome of the OpDya method. Emmanuel is still very small, but he understands perfectly well that in kindergarten they do not know either Spanish or Portuguese.

The advantage of the OpOya method is that it helps parents to successfully overcome all obstacles to bilingualism, to ensure the consistency and consistency of teaching, as well as a sufficient amount of language practice. Personally, I believe that the OpOya method is optimal due to the sequence and logic of building a communication scheme.

Why is the ORHA method successful?

Here are six explanations for why the OpOi method is so successful.

• He is consistent and logical.
• He is simple.
• It is easy for a child to “delimit the territory” and decide which of the two parents, relatives or nannies will communicate with him in what language. In the case of Emmanuel, each of the parents always speaks only one language with him. Even young children can easily understand and follow the principles of “language delimitation”.
• As a result, the child naturally begins to respond in the language in which he is addressed.
• The Oroya method helps to create a clear scheme of communication with the child in two or more languages.
• It makes language practice in different languages ​​the most effective, because each parent speaks to the child in a certain language under any circumstances, at any time of the day and regardless of any actions or environment.

I have repeatedly observed that consistency and consistency is probably the most difficult issue in the period of bilingual education. However, the ODO method eliminates this problem. parents do not have to make time for formal language classes or keep certain agreements in mind, such as “we only speak French during Sunday breakfast” or “Armenian homework must be done on Tuesday”.

You speak to your child in a certain language, and he answers you in it – what could be easier? This is how monolingual children learn to speak. In most cases, the difference between those who speak a language fluently and those who simply understand it comes down to the amount of language practice. It should be emphasized that the OpDya method provides the maximum amount of such.

Q&A

–– My husband works late and therefore doesn’t communicate much with our daughter in Ukrainian. Will our daughter be able to learn the language?

Linguists rightly argue that there is a direct relationship between the speed of learning and the amount of language practice. A child who hears speech less often in a certain language and practices it less often will learn the language more slowly than one who hears it more often and speaks it himself more. nevertheless, most likely, the girl who is concerned with the question asked will quickly learn to understand simple spoken Ukrainian, but it will take her more time to master a significant amount of words and gain conversational skills, if, of course, dad does not start communicating with her more often .

Keep in mind that your child’s language acquisition goals should be tied to the time he spends in that language. if there is no direct relationship between the goals and the time invested, you risk being disappointed in the learning outcomes and may even drop it. Therefore, I would recommend to the mother who asked the question to be patient, not to expect anything supernatural, but also to find opportunities through which her daughter would practice Ukrainian more and more (see the chapter on the fourth step and the list of resources at the end of the book) .

The OpOya method helps to clearly delineate the areas of application of the language.

Rachel and her husband have a seven-year-old daughter, Christina, whom her parents want to raise as bilingual. “Christina only speaks French with her dad,” Rachel says. – I do not speak this language well and communicate with my daughter only in English. if I suddenly speak French to her, she starts to object and tell me that I am doing wrong. Even when I want to scold her and address her in French in front of her friends, she becomes very angry and starts shouting loudly to drown out the sound of my voice: “This is not your language, this is my father’s language!”

I have repeatedly heard babies talk about “mother’s” and “dad’s” language. One father told me that when he first came to Greece with his daughter Catherine, she was terribly surprised that people speak “daddy’s” language.

When Stefano came in the afternoon after classes at the English kindergarten, he invariably told what he was doing there. At home, he spoke Spanish, and everything that happened during the day, he retold, translating into this language. Stefano has already grown up, but his parents still remember how he sang London Bridge Is Falling Down to them in Spanish. (“London Bridge is Falling” (English) – a popular children’s song. Approx. transl. )

Finally, the OpOi method helps multilingual families avoid chaos.

As I mentioned in the second step chapter, multilingual families have a rather complex linguistic environment. For example, parents can communicate with each other in English, and with their relatives speak other languages. The child’s mother may not understand or understand the father’s native language very poorly, and vice versa. In such circumstances, it is not easy to create a language environment in which the child will be able to master two or more languages. The OpOya method allows one of the parents to communicate with the child in a certain language, regardless of whether the other half understands it. the child can cook more in the language environment due to communication with relatives who speak to him in the language of one of the parents. if the language of communication at home is not English, then the kindergarten and school, as well as acquaintances, friends and the media, will help with the education of the latter.

However, the OpOya method has one obvious drawback: parents may experience discomfort while communicating with a child in public places where people do not speak their language. For more information about what to do in this case, read the chapter on the fifth step.

Variations of the ORHA method

There are a number of quite workable variations of this method. in order for a child to successfully comprehend a language, it is necessary to observe the main principles, namely: you need to clearly define people (or groups of those) who will always communicate with him in a certain language.

Variations on the OpDya method provide consistency and clear delineation of language boundaries. In this case, success is guaranteed.

For example, often both parents work late. In this case, the child spends most of the time with relatives or nannies. if grandparents, aunts, uncles or nannies communicate with the child in the same language as the parents, then ultimately the child’s immersion in the language will be the same as if the parents were constantly next to the child.

Or only certain family members or nannies will speak to the child in a particular language (remember the case of Jennifer and her Chinese nanny who taught the children the language).

Variations on the OpDya method can be successful because none of us, including our children, lives surrounded by immediate family members. Even before a child starts going to kindergarten, he will hear English more than once on the street, on the playground, in the section or in some preparatory institution that he attends.

Therefore, I will emphasize once again that in the case when a family decides to teach a child at home not English, but some other language, he will master it anyway, especially after he goes to school.

See Books: Naomi Steiner, Susan Hayes. Foreign as native .

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A modern approach to teaching a second language to preschoolers

Author :

Shakhlovich Svetlana Ivanovna

Category : Special issue

Posted by
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№7 (111) April-1, 2016

Publication date of : 04/04/2016
2016-04-04

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Bibliographic description:

Shakhlovich, S. I. Modern approach in the system of teaching the second language to preschoolers / S. I. Shakhlovich. – Text: direct // Young scientist. – 2016. – No. 7.6 (111.6). — S. 261-263. — URL: https://moluch.ru/archive/111/27738/ (date of access: 06/18/2023).



Today, preschool educational organizations (PEE) are increasingly striving to support the development of the individual abilities of the child, to prepare him to meet the modern requirements of a dynamically developing world.

Despite the fact that the issue of teaching a foreign language to children of preschool age is still the subject of extensive discussions, this topic firmly occupies its niche in children’s educational organizations, development centers, and in programs of preparatory school courses. There has been a new international approach to primary language education, and knowledge of a foreign language is one of the most important competencies of a modern person. In view of the fact that the positions of the English language are quite strong in the world and there are no trends to weaken them, it is appropriate to consider the modern approach to teaching a second language to preschool children using the example of English.

It should be noted that the possibilities of teaching a foreign language for preschool children have significantly expanded in recent years:

– the use of a variety of modern teaching methods with innovative components;

– attraction of teachers – native speakers for teaching children according to foreign methods with the effect of immersion in the language environment;

– the possibility of children going abroad to specialized schools to continue their education in a natural language environment.

The scientific and practical search for effective ways of teaching is carried out in several directions, carrying out both the selection of methods and the identification of the age segment. Although at present there is no single starting age range for learning a foreign language, according to Russian psychologists A. A. Leontiev, P. Ya. . Toddlers do not have a psychological barrier, and they are not afraid to make mistakes in the course of learning a second language. In addition, after six to seven years, the flexibility of the speech mechanism is lost to a certain extent, and this gives the right to argue about the expediency and timeliness of teaching a foreign language to preschoolers.

Of course, due to age characteristics, there is no need to start learning the alphabet and grammar at the age of 4–5 years. First, the baby listens, remembers foreign words and phrases, and only then begins to speak. Early learning of a foreign language does not pursue the solution of momentary problems. The task of mastering a second language is put into perspective. There is also no need to fear the emergence of an imbalance of bilingualism. Bilingualism, which is formed in the conditions of kindergarten, implies the priority of the native language. The main thing is to keep the movement for learning a second language.

The principles of presenting language material to preschoolers are distinguished by the absence of strict grammatical topics, the periodic repetition of material in a cyclic form, the presence of an emotional, fascinating plot for developing speech skills. Foreign language lessons should be built through games, songs, rhythmic movements, inventing and acting out situations with fairy-tale characters.

It is necessary to highlight the important components of the modern organization of the process of teaching a second language to preschoolers: integrative, individual and multisensory. The topic of integrating the English language into the educational work of preschool educational institutions is very relevant and promising. The integration process should be carried out in the most familiar forms of play activities for children: didactic games, musical outdoor games, visual activities, etc.

When planning the content of cognitive situations for children learning English, it is necessary to focus on the main educational program of a preschool organization, transferring knowledge, skills and abilities from academic disciplines to a foreign language and vice versa.

The content of verbal communication in foreign language classes should be linked to the calendar and thematic planning of the preschool educational institution, through the cooperation of a foreign language teacher with a group teacher, a music director and a physical education teacher. Children who have mastered knowledge of elementary mathematics are happy to learn the English names of already familiar geometric shapes in funny songs. If the kid already knows the count up to 10 in his native language, then he will easily master the English count, relying on the already formed system of knowledge, ideas and skills.

An important condition for an integrative approach is the orientation of the educational process towards practical actions, since it is not enough for a child to just look and think, he needs to take an object in his hands, determine its shape, the material from which it is made. The lesson can become more interesting if you diversify it with elements of visual activity: drawing, modeling or appliqué. Such an activity helps to gain experience in the logical representation of elements in an imaginary situation, promotes the transfer of words, phrases and grammatical structures learned by children during classes, trains visual memory, imagination and develops fine motor skills of hands.

It is necessary to include in the lesson elements of activities that contribute to the creation of a communicative situation in which children can master the phrases of greeting, apology, request. It is very important to model situations that provoke children to comment on the course of their activities, to express their attitude to a situation or an object.

A promising direction in language learning is project activity. For example, within the framework of the Mother’s Day project, children learn with interest the English names of family members, the names of rooms in the house, and get acquainted with the types of household work in English formulations. In the “Two Capitals” project, children are happy to look at the sights of Moscow and London, compare, remember the names, thereby expanding their understanding of the overall picture of the world.

In connection with the humanistic orientation of the development of society, an individualized component in the structure of the modern approach has been clearly identified. Experts come to a common opinion that foreign language material for preschoolers should be presented at a different pace for children who quickly and slowly orient themselves in the process of mastering the material. Due to their restlessness, difficulty concentrating and the need to be in constant motion, tasks are offered that combine the process of learning a language with changing several types of activities in one cognitive situation.

In the learning process, the personal qualities and preferences of each child should be taken into account: successful and lagging behind, mobile and assiduous, noisy and quiet … Individualization of learning is associated with the personal characteristics of the child, including his momentary experiences and joys. The teacher should find an opportunity to talk about exciting and meaningful children’s topics. Material should be personalized so that children can express their feelings.

A special role in conducting an effective lesson is given to the multisensory approach, where the teacher must take into account not only the age-related psychological characteristics of children, but also the specifics of the perception of the information they receive. In each age group, children stand out with sharp hearing and excellent memory. These types of children do not need to be asked to look at and touch the demonstration material. The main thing for them is to hear the information from the position of “sounds, rhythms and melodies”, and they will remember and reproduce it in great detail. Some children perceive information visually. Such children are inventors and dreamers. They love to look at visual aids, pictures and photographs. For them, novelty and brightness are important. Information is perceived better if the teacher reinforces it with gestures, showing with his hands what size it is, at what distance, in what direction . .. It is also necessary to take into account the fact that there are children who perceive tactile sensations, touches better than words. They perceive information only by touching, moving, smelling and tasting. Such babies are very mobile, it is difficult for them to concentrate their attention on anything, they are easily distracted and sensitive to stressful and uncomfortable situations.

In order for the lesson not to be tiring, to retain its target and communicative orientation, it is unacceptable to ignore the following principles:

– voluntary classes – you can not force a child to learn English. By making his training a duty, the classes will become tedious. The main task is to arouse interest in the child. The study of new words, phrases and simple sentences should take place through songs, dances, games.

– The sequence of classes – it is important that the presentation of the material is systematized, structured and consistent; so that new knowledge is superimposed on a prepared basis.

– Motivation for learning – to interest the child in the learning process, since it is quite difficult to explain to a four-year-old child about the need to know English. If the classes are fun and varied, then the kid will strive for knowledge himself.

An important component in the learning process is the comfort of the child. If a child resists learning, the cause should be identified and the approach changed to bring back interest in learning. In this regard, a modern lesson in a foreign language should be:

– bright, flexible and diverse in purpose;

– rich in the use of the latest technical means.

The purpose of learning a foreign language by preschoolers is, first of all, intellectual development, expansion and deepening of existing knowledge. This is the basis for raising social status in the future and opening up new horizons in understanding and bringing the world closer together.

Literature:

1. Galskova N. D., Nikitenko Z. N. Theory and practice of teaching foreign languages. Elementary School. – M .: – Iris-press, 2004-240 p.
2. Gorlova N.A. The state of the methodology of early teaching a foreign language on the threshold of the third millennium//Foreign languages ​​at school.- 2000.- No. 5.- P.20–23.
3. Protasova E.Yu. Bilingual kindergarten: organization of life// Preschool education. – 2003.- No. 9.- S. 62–69
4. Saltovskaya G. N. – Personality-oriented lesson of a foreign language / / Foreign languages ​​\u200b\u200bin school. – 2009. – No. 3.-C 49.
5. Safonova V. V. Development of a culture of oral speech perception in teaching a foreign language: Modern methodological problems and ways to solve them // Foreign languages ​​at school. – 2011.- No. 5.- P.2–8.
6. Fokina N.N. Give the child peace. Bilingual children are at home everywhere. M.: Special book, 2015.-159p.

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