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Dual method, the perfect solution for children to learn English


There is a subject for me that is very difficult for me to experience. I am referring to English or a foreign language, given the needs of many young people who suffer with identifying a defined strategy. For the same reason, I wanted to tell you about a system that is being used in my country, Chile, and that more and more followers are joining this strategy: the dual method, which is committed to making learning English for children something alive and experimental. Below I will tell you more things so that you know what it consists of and the benefits of it.

There are always complex subjects for learning. Mathematics has many challenges in itself, which little by little have been covered with the new methods. I once heard a coworker say: 'With today's methodologies, I would surely learn this ambiguous subject much better.' The same thing happens with the sciences, since today the projects are intensified more than a pure theoretical teaching.

From my point of view, learning must have living experience, that is to say, that it is palpable and with an experience that allows us to feel it as a knowledge that runs through our veins. There is also the certainty that to learn any language is when we constantly communicate with that language, as if it were inside our home.

I think as if I was watching a soccer game at my house and my dad talks to my mother in English. I will end up learning by the need to speak, since if I don't I will finish in silence and without communicating with my parents.

It is that environment that some Chilean schools want to create within their classes. The children have two teachers: one speaks only Spanish and the other communicates only in the foreign language. For example, in half the time, the concepts of addition in Spanish are passed; in the other 50% the children exercise them in the other language.

He dual method seeks that young people achieve a foreign language in a natural way, but without losing the foundations of their national language. Empirically, it is trying to expose the young person to an experience of two languages ​​by talking as naturally as possible, making them live and outside the rooms, so that this learning is much easier to access given the constant practice of the same.

This system was born from a reflection on the subject of the foreign language. What is pointed out is that although the class itself is done one hundred percent, it is only an experience that remains within that class and the young person is not exposed to another space where they must speak or listen to this language. For the same, an attempt is made to generate a more lively encounter doing, for example, English to teach biology and then review but with the native language.

The old model offers, according to the defenders of this system, tension and nervousness since it is a novelty and a challenge to think in a language that I should only listen to for a few hours of class. Let's think about this example: I try to understand something unknown, neural connections do it under adrenaline and tension, being shallow and fast. If learning was achieved, it is quickly forgotten because it was only to save the situation.

This dual method seeks to reduce stress since the young person is offered the experience of speaking in two languages. If a child wants to respond in Spanish to the educator who speaks English, he can do so, because he does not want to generate a nervousness that the only thing it generates is mental blockage and an insecurity that in itself discourages the student from learning.

In conclusion, the idea is to generate a living community in learning. The challenge is precisely to train teachers who also have that experience; This is because the vast majority of our teachers also experience this panic if they are required to speak in this way. If we want to implement it properly, it must also be with a traffic that respects the roads and idiosyncrasies of each school community.

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