How We Teach English

As a result of the empirical research at Helen Doron learning centres in three Hungarian towns, it has been proven that an early encounter with learning an additional language results in early multi-competence if the lessons are delivered in an activity-based, enjoyable way. Additionally, age-relevant language development contributes to a higher level of flexibility in children’s thinking and overall intellectual growth. The study shows that for success to happen, very young learners need specially trained teachers who follow a particular curriculum, and Helen Doron programmes provide all necessary conditions for successful early language development.

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The Department of English Teaching at the Catholic University of Eichstätt-Ingolstadt, Germany carried out quantitative research based on questionnaires, as well as qualitative fieldwork in selected Helen Doron Learning Centres. The findings from the questions regarding the effects of attending a course on the institutional English lessons and the performance of the respondents were extremely impressive. Both children and parents cite the Helen Doron courses as leading to increased self-confidence, higher linguistic ability and a secure status in English lessons at school.

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This study looks closely at the Helen Doron methodology for teaching English to very young learners. It provides an in-depth introduction to the principles of the methodology and shows how it links to child development and to the nature of child learners. The official lesson plans provided by the Helen Doron Early English methodology are analysed as well. Based on expert opinions in the respective areas, the Helen Doron Early English methodology, on the whole, was found valid and appropriate to child learners.

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This study concluded that children need hands-on activities to engage in their own learning.
Teachers provide a range of activities to get young learners’ attention and arouse constant interest. Physical activities contribute positively to learning when coordinated with language. It is also possible to make use of fine-motor activities in classroom activities. Studies show that early language acquisition is necessary to reach native-like proficiency, especially in pronunciation. While there is a consensus on the presence of critical period, it is pointed out that there is no single age but the ability to acquire a language decreases over time. Finally, researchers also find out that cognitive development affects the language acquisition process as well as language development. Therefore, older learners who are cognitively mature have faster start but it is only short term advantage over young learners. As a final note, further research is necessary on young learners’ learning process and their learning styles. There is also a limited number of studies on future effects of early start in acquiring the foreign language rather than the second language. Future research should focus on age factor in proficiency of each skill and teaching very young learners a foreign language in accord with appropriate activities.

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More languages lead to more efficient processing. Compared to monolinguals, bilingual children develop greater attention focus, distraction resistance, decision-making judgment and responsiveness to feedback. The correlated fMRI scans of these children reveal more activity in the prefrontal cortex networks that control these executive functions.

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