I have found that the only English concept to be irrelevant when teaching elementary school kids. The kids learn just as quickly in either environment. The kids that respond well to an all English environment function just as well when their native language is included sometimes, and the kids that struggle in the all English environment obviously are happier when some explanations are in their native language. The key is to keep the class fun, and all the students will learn at their own pace.

I know this goes contrary to prevailing opinion, but I have personally seen no benefits for the students from using an all English classroom, for students up to age 8 or 9. After that, the benefits do increase, but only minimally, especially when you are teaching alone in a class of over 30 students, the negative effects of classroom chaos can overwhelm the teacher and the students.

I am frankly tired of this all English classroom argument. It certainly didn't help me to learn a foreign language to be stuck in a classroom with only that language. What helped me more was to be able to get instant, solid feedback, which doesn't happen in an all English classroom.

Well, this is always an issue, teaching strategy and I always fall into the arguement that 'it's not what but how that matters.'

In high school I went from a school where French class was taught via English to a high school where french was taught via French. I was shocked that my fellow students could speak! The students were asking questions in french and interacting with the teacher in French. I was intimidated and worried on the first day. The teacher came over and told me not to worry and that I'd get used to it. And I did and it was great.

Maybe you underestimate the flexibility of children and their ability to be and do in the environment they're in. Or maybe that style just doesn't fit you as a teacher. I don't think anyone is forcing you to do this and you can stand your ground on effectivenesss for you as a teacher using the other method. we all tend to teach how we learn. We see it as the best way and it's hard for us to teach another way.

Have you tried teaching a class all in English?

You'll also need to give up grammar explanation as a fundamental teaching tool and have to rely on teaching understanding and teaching meaning. You can still use grammar but just 'this to that' as a teaching method gets thrown out the window.

Also, where are you getting your effectiveness stats? I'd really like to read up on it?

I used to teach 100%, but now teach about 99% of my class in English. So basically, I agree with you. Especially for kids over 3rd grade. You and the research are very correct in the assumption that an all English class is the only way to go, most of the time. But to assume that all English will work 100% of the time is the same as Monbusho hiring only non native speakers for 50 years assuming students would be able to learn English well. They also had research to prove their approach would work. As with anything else in life, a balanced approach is the best approach.

For some kids, especially younger ones, communication is the most important point. If that communication is sometimes in their native language, and that stimulates their interest in you, English, and multicultural experience, I believe that is much more important that than sticking to a hard pedagogial rule.

Children are very flexible, as you have mentioned. So flexible, in fact, that if you tell them that today is an all English day, they will respond in kind. In fact, if they catch me using their native language, they get bonus points. (A great way to enforce all English days!)

My data? Nothing scientific. Enrollment in my after school English club is up over 300% since I joined the school. The previous teacher was an all English proponent. Granted, other factors are much more important in that statistic. 2nd, the mention of English in the kid's diaries in my classes is much, much greater than a coworker's classes who uses English only, all the time.

Don't get me wrong. I agree with you 99% of the time. But there is a time and a place for the students native language in the classroom. It isn't a large amount of time, maybe only 1%. But like you said, the students are flexible, and in my experience, can even understand way I sometimes use their native language--which is to improve the experience for children at risk of being left behind.

I apologize for that first post. It was hasty and harsh.

I really like your statement "it is not what, but how that matters." That is exactly why I teach the way I do. That is why I responded to your post in the first place.

Again, I am sorry and a little embarrassed at coming on so strong in that first post, especially considering I generally agree with you. I could delete, but I will leave it there as punishment to myself. Two more Dohs

Have a great day!
Tom

edited for spelling

there's an esl strategy that works well for me and the kids if they really aren't getting it. "sandwiching"--say the word or phrase in english then native language then english again.
if you don't know the native language and you have a co-teacher or TA, have them do the sandwiching too.

a TA that translates everything without giving the students a chance to process is doing a great disservice to the kids and to you as the teacher. In my experience, the local staff don't expect the kids to know anything and therefore give them all the answers are the worst! I've sent many of them out of my classroom so the kids could learn and grow because they "had" to do it. It's amazing how the brain can fill in the gaps when it has to be understood.

also, keep the sentences SIMPLE and routine. "bathroom, please." works well for 3-5 yr olds. "may I go peepee?" can be the next step. I never let a student leave my classroom without asking first. and I never let them leave more than 1 at a time. otherwise, bathroom time becomes play time with friends, etc.
"help, please.", "paper, please.", "water, please.", "pencil, please.", "here you are.", "thank you.", "you're welcome." are also very useful phrases.

many people (including teachers) don't expect a lot from kids and therefore, they don't get a lot. the more you baby them and translate, the more they will act like a baby and wait for the translation before responding.
kids are so flexible and absorb everything like a sponge. they can do it! i believe in an ESL classroom that uses english 99% of the time. this is also how students learn in the US. imagine a big city with lots of immigrants. all the kids must go to school together. the teacher doesn't know all those students' native languages. s/he uses TPR and simple language to communicate until the student understands. after awhile, the kids all know the routine and expectations and they all comply because of the need to communicate with the teacher and each other.

The sandwiching technique! Very first time I see it named that way. But it can work wonders