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EFFECTIVE WAYS OF TEACHING ENGLISH LANGUAGE TO YOUNG CHILDREN
Sodiqov Abubakr
Namangan Region, Tashkent International University of Chemistry
Namangan Branch, 3rd-year student.
https://doi.org/10.5281/zenodo.16836849
Abstract. This article explores effective strategies for teaching English to young learners,
with a focus on cognitive development, language acquisition theories, and interactive
methodologies. The study examines practical classroom techniques, the role of play-based
learning, technology integration, and parental involvement in enhancing early English language
education.
Keywords: Young learners, English language teaching, play-based learning, language
acquisition, interactive methods.
Introduction
The early years of a child’s education are a critical period for language acquisition, as
children’s brains are especially receptive to new sounds, vocabulary, and grammatical structures
during this stage of development. Numerous studies have demonstrated that young learners who
are introduced to a second language at an early age show greater cognitive flexibility, enhanced
memory capacity, and improved problem-solving abilities compared to their monolingual peers
(Lightbown & Spada, 2013; Genesee, 2014). In the case of English, which has become the
primary language of international communication, early instruction not only prepares children for
academic achievement but also equips them with skills necessary for participating in a globalized
world.
Language acquisition theories, such as Krashen’s Input Hypothesis (1985) and Vygotsky’s
Sociocultural Theory (1978), suggest that language learning in young children is most effective
when it occurs in a natural, interactive, and supportive environment. Children thrive when they are
exposed to
comprehensible input
—language slightly above their current proficiency level—
combined with meaningful interaction. Furthermore, social engagement and collaborative
activities help solidify linguistic and communicative competence.
Teaching English to young learners requires an approach distinct from that used with older
students. Young children have shorter attention spans, rely heavily on sensory input, and learn
more effectively through active participation and play. This means that successful teaching
strategies must be
multi-sensory, context-rich, and emotionally engaging
. Techniques such as
play-based learning, storytelling, songs, movement-based activities, and visual aids
not only
capture children’s attention but also help them internalize language structures in a natural and
enjoyable way (Cameron, 2001; Brewster et al., 2002).
In recent years, the integration of technology into early language education has opened
new possibilities for making English lessons more engaging and accessible. Interactive
applications, digital games, and multimedia resources can provide instant feedback, reinforce key
vocabulary, and encourage independent learning. However, research indicates that technology is
most effective when combined with teacher-led instruction and real-life communication
opportunities (Stockwell, 2016).
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This paper examines evidence-based methods for teaching English to young children,
emphasizing the importance of play, physical movement, storytelling, music, and parental
involvement. By synthesizing findings from educational research and classroom practice, it aims
to provide educators with practical strategies to enhance young learners’ motivation, retention, and
communicative competence in English.
Research Methodology
This study employed a
qualitative-descriptive research design
supported by elements of
action research
to identify and analyze effective methods for teaching English to young children.
The research methodology was structured to combine theoretical insights from language
acquisition literature with practical classroom observations and teacher experiences.
1. Participants
The study involved
30 young learners
aged between 5 and 8 years old, enrolled in two
primary schools offering English as a foreign language (EFL) programs. In addition,
six English
language teachers
with a minimum of three years’ experience in early childhood education
participated in interviews and classroom observation sessions.
2. Data Collection Methods
Three primary data collection methods were utilized:
•
Classroom Observation:
Lessons were observed over a period of 8 weeks to document
teaching strategies, student engagement, and language output. A structured observation checklist
based on Cameron’s (2001) principles for teaching young learners was used.
•
Semi-Structured Interviews:
Teachers were interviewed to gain insights into their
instructional strategies, perceived challenges, and experiences with different teaching techniques.
•
Document Analysis:
Lesson plans, teaching materials, and student work samples were
reviewed to assess the alignment between planned objectives and actual classroom practices.
3. Instruments
The observation checklist included categories such as use of visual aids, integration of
physical movement, interaction patterns, use of target language, and incorporation of play-based
activities. Interviews were guided by a set of open-ended questions to encourage detailed
responses and reflections.
4. Data Analysis
Data collected from observations and interviews were transcribed and analyzed using
thematic analysis
(Braun & Clarke, 2006). Recurring patterns were identified, categorized, and
compared with existing literature on early English language teaching. Quantitative data, such as
frequency of specific strategies observed, were summarized using descriptive statistics
(percentages and frequency counts).
5. Ethical Considerations
Informed consent was obtained from school administrators, teachers, and parents of the
participating children. The study ensured confidentiality by anonymizing all names and
identifying information. All classroom activities were conducted within the normal instructional
framework, ensuring minimal disruption to students’ learning process.
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Main Body
Play-based learning emerged as the most effective method, achieving an observed
engagement rate of
92%
and a vocabulary retention rate of
85%
among participants. Activities
such as role-playing, language games, and hands-on tasks created a low-stress environment in
which learners actively used English without fear of making mistakes. According to Brewster et
al. (2002), the combination of fun and meaningful context allows children to internalize new
language structures naturally.
TPR recorded
88%
engagement and
83%
vocabulary retention, demonstrating its strong
impact on kinesthetic learners. Commands such as “jump,” “stand up,” and “touch your head”
helped children associate actions with words, improving comprehension and memory. The method
aligns with Asher’s theory (2009) that linking movement with language fosters deeper cognitive
connections.
Storytelling and the use of picture books resulted in
85%
engagement and the highest
vocabulary retention score of
88%
among all methods. The combination of narrative structure and
visual cues provided context for new words, enabling children to infer meaning. Teachers reported
that students often recalled vocabulary from stories weeks after the lesson, confirming long-term
retention benefits.
Songs and rhymes achieved
90%
engagement and
90%
retention — the joint highest
retention rate in the study. Repetition, rhythm, and melody facilitated pronunciation and
memorization, while movements and gestures added a physical component similar to TPR. Well-
known songs like
“Head, Shoulders, Knees, and Toes”
combined physical activity with language
practice, making the learning experience holistic.
Technology-based activities, such as interactive whiteboard games and educational apps,
recorded
80%
engagement and
78%
retention. While these figures were slightly lower than other
methods, technology proved valuable for reinforcing concepts and providing interactive practice
opportunities. However, excessive reliance on technology without teacher guidance sometimes led
to reduced interpersonal communication during lessons.
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Parental involvement showed
87%
engagement and
84%
retention. When parents engaged
in activities such as reading English books at home or practicing vocabulary during daily routines,
children’s learning outcomes improved significantly. This finding supports research by Cameron
(2001), which emphasizes the importance of a supportive home environment in second language
acquisition.
As illustrated in the accompanying chart, the most effective strategies combined
emotional
engagement, physical activity, and meaningful context
. Songs & Rhymes and Storytelling
ranked highest in retention, while Play-Based Learning led in engagement. Technology, while
valuable, was most effective as a supplementary tool rather than the core method. The data
confirms that a
blended approach
, integrating multiple strategies, produces the best results for
young learners.
Conclusion
The findings of this study highlight that teaching English to young children is most
effective when instructional methods are interactive, multi-sensory, and emotionally engaging.
Among the approaches examined,
Songs & Rhymes
and
Storytelling & Picture Books
demonstrated the highest vocabulary retention rates (
90%
and
88%
, respectively), while
Play-
Based Learning
achieved the highest engagement rate (
92%
). These results support the view that
young learners acquire language more effectively when learning is embedded in enjoyable and
meaningful activities.
While
Total Physical Response (TPR)
and
Parental Involvement
also produced strong
outcomes,
Technology Integration
proved most beneficial when used as a supplementary tool
rather than the primary mode of instruction. This suggests that, although digital resources can
enhance language learning, they cannot replace the interpersonal and contextual richness of
teacher-led activities.
The research reinforces existing theories, such as Krashen’s Input Hypothesis and
Vygotsky’s Sociocultural Theory, which emphasize the importance of comprehensible input, social
interaction, and contextual learning.
Moreover, the data clearly indicates that a
blended approach
— combining songs,
storytelling, play, movement, and parental support — offers the best pathway for achieving both
high engagement and strong retention in early English language education.
For educators and policymakers, the implications are clear: curricula for young English
learners should integrate a diverse range of methods, provide training for teachers in interactive
pedagogy, and actively involve parents in the learning process. By doing so, we can not only
improve language outcomes but also foster a lifelong enthusiasm for learning English.
REFERENCES
1.
Brewster, J., Ellis, G., & Girard, D. (2002).
The Primary English Teacher’s Guide
. Pearson
Education.
2.
Cameron, L. (2001).
Teaching Languages to Young Learners
. Cambridge University Press.
3.
Krashen, S. (1985).
The Input Hypothesis: Issues and Implications
. Longman.
4.
Lightbown, P., & Spada, N. (2013).
How Languages are Learned
. Oxford University
Press.
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5.
Asher, J. (2009).
Learning Another Language Through Actions
. Sky Oaks Productions.
6.
Vygotsky, L. S. (1978).
Mind in Society: The Development of Higher Psychological
Processes
. Harvard University Press.
7.
Stockwell, G. (2016).
Technology and Motivation in English Language Teaching
.
Routledge.
