PH-Linz: Englisch in der Vorschule

PVS - English at pre-school
(Lingua-project)

Getting a head start in learning English is currently the dominant picture in the scene of English education. The earlier you start, the better it is – this seems to be the prevalent idea that exists among many parents and teachers alike.

Focusing on this widely held belief of starting learning a second language as early as possible to get most out of it, this school year 2005/06 we have started with a new lingua-project, providing English as a second language already at pre-school level.

Aiming on getting the kids in first contact with English as a foreign language by arranging a positive, fun filled and playful environment at pre-school level, and emphasising on oral skills (Listening and Speaking) mainly.
In short: English should be fun!
Kids shall learn the new language unconsciously by playing, having fun and enjoying it.

Therefore, the weekly held English unit includes various activities, traditional games, English rhymes, songs, and stories, always around a changing topic out of kids’ interests, as for example numbers, colours, animals, fruits, family, body, clothes, etc.!

Example of a traditional activity:

The Monkey Jumping Rhyme
(Act it out by jumping on a mat;
always one child falls off;
together kids count how many monkeys are left)

Three little monkeys jumping on the bed.
One fell off and banged his head.
Mummy called the doctor and the doctor said:
‘No more jumping on the bed!’

Two little monkeys, etc

Once a week the kids have the chance in half groups of about 5, to attend a 25 minute English unit with a qualified English teacher. While one half group can practise their English in a fun filled and playful atmosphere, the other half group can profit by the pre-school class teacher’s encouragement. One reason for these short English sequences is the short concentration span especially by 5-6 year old kids.

Further principles of every English unit are practice and revision time, having a variety of funny activities, setting a familiar routine, and to suit kids’ abilities and moods.

The emphasis is also put on using ‘English only’, as the language for instructions, during the whole unit, so that the kids get a feeling for the new language and its new sounds. Thus, they have the possibility to absorb the language, to make it theirs, to make passive vocabulary to active one, and to practice pronunciation. Therefore the teacher accompanies the meaning with body language, gestures, material as picture cards, objects, etc. and by using classroom phrases.

Some examples that justify English already at pre-school level:

Usually kids at that age …
- are highly motivated to learn a second language.
- learn a new language unconsciously within a playful atmosphere.
- just imitate and speak along with the English teacher.
- are not afraid of making mistakes.
- benefit in absorbing the sound of the new language (pronunciation advantage).