In this chapter, author Lynn Cameron provides readers important insights on how young learners of English process the learning of grammar. The main focus here are the learners ages five to twelve, and the chapter discusses the child learner's original “knowledge” of grammar…
In the first parts of the chapter, topics such as the theory of how grammar is learned is first presented. As the chapter progresses, this theory is applied through techniques that are effective inside the classroom. At the opening of the chapter, the author negates the ongoing belief that “grammar has no place in a young learner classroom” (Cameron 96). By exploring the idea of learning grammar through the eyes of the learner, Cameron opens an avenue for the possibility of effectively teaching grammar to very young English language learners. Here, on of the most important point that Cameron emphasized is that “grammar is closely tied into meaning and use of language, and is inter-connected with vocabulary” (Cameron 96). This makes one realize therefore that it is possible that there is no such thing as “wrong grammar,” but just a non-standard grammar when applied in the English language. However, this does not mean that grammar is not important, since it is crucial especially in “express[ing] precise meanings in discourse” (Cameron 98). This is where pedagogical grammars come into play. According to Cameron, “Pedagogical grammars are explicit descriptions of patterns, or rules, in a language, presented in ways that are helpful to teachers and to learners” (100). ...
It can also be inferred from this chapter that since different languages may have different rules in grammar, English language learners could benefit from encouraging their curiosity, and being introduced to the “patterns and contrasts in and between languages [in and between the learner's first language and English]” (Cameron 121). This also means that teaching grammar to young English language learners can be done effectively not through formal teaching, but by introducing it whenever an opportunity shows up. Here is where one of the strongest points of the chapter lies. All within these theories and principles of teaching presented, the author also focuses on presenting classroom data. This allows readers to link the chapter's concepts to application inside the classroom, and to focus on what really happens inside classrooms of young English language learners. It is also good that this style is presented through conversations with different young learners', because not only it shows that it is applicable in almost every foreign learner situation, but also emphasizes that there are still several emergent concepts inside a young English language learner's classroom. Chapter 6: Learning Literacy Skills In this chapter, author Lynn Cameron provides readers important insights on how young learners of English develop literacy skills. Just like the previous chapter, this specific area of learning in a young English learner's classroom requires a teacher who is not only skilled in teaching, but also well-informed when it comes to some issues and concerns on the learning of literacy skills especially of young kids. The chapter provides useful information on the applicable strategies and effective principles for teaching based on the contemporary ...
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(Learning English by Lynn Cameron. Learning Literacy Skills, Grammar Essay)
“Learning English by Lynn Cameron. Learning Literacy Skills, Grammar Essay”, n.d. https://studentshare.net/education/8000-learning-english-by-lynn-cameron-learning-literacy-skills-grammar-and-learning-through-stories.
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