Day in. Day out. It’s always the same. Blank stares. Obvious confusion. Crying. In that order.
When I signed up for this gig, I made certain assumptions. I assumed that if a child is 8 years old and Korean, then he doesn’t understand English. And if he doesn’t understand English, then the powers-that-be would create an environment conducive for the aforementioned student to learn English.
You know what happens when you assume.
Opinions are like nipples. Everybody’s got one (or in some cases two). Here’s mine: To teach a child, or anyone for that matter, a new language, there must be a point of reference. For example, if you want to teach children the English words for colors, you would speak the words (green, yellow, red, etc.) while presenting an object with the appropriate color. The child would make the association between what he/she sees and what you speak. The colored object is the point of reference. As the child learns the target material, he can refer back to what he already knows, or in this case sees. I don’t know anyone who would approach that particular lesson any other way.
I’ll assume (there he goes again) that makes sense to everyone.
So if the above example is true, and my students are beyond learning simple colors, how then does one teach less concrete words like visit, or think, or where? I cannot simply show a picture of visit. It's an action. I could show a picture of a family sitting in the living room together. But that could be a picture of any number of things.
...Family. Living room. Brother. Sister. Mother. Father. Couch. Sit.
...just to name a few.
When I studied Spanish in high school and college, the instructor verbally communicated what each new vocabulary word meant: Padre = father. Si = yes. Mirar = to look. Siempre = always. He didn't attempt to act out the word, or show a picture of always (whatever that looks like). His point of reference, and the most efficient, sensible way of communicating the material, was to tell us what the new Spanish words meant. Once we understood the new word (associated it with what we already knew), we were then free to put the words into practice.
Simple enough.
But there's my problem. I'm alone in my classroom (that co-teacher clause in my contract apparently meant the capital of Mongolia is Ulaanbaatar, or something else completely irrelevant). If I decide to teach abstract-ish words, I have to show a picture, or act it out...
Day in. Day out. It's always the same. Blank stares. Obvious confusion. Crying. (And the children don't handle it well either.)
So I became curious about what's going through my students minds when they sit (on a good day) in my classroom and listen to the gibberish I'm spouting. I took a poll and here's what I found out....