They are knowledgeable users of their mother speech and in this connection, they are conscious of the major system of sentence
structure. They can understand abstract, systematise. The teachers of foreign languages base on it; however, it is taken into reflection that not each young person has a quantity of sort of language consciousness and readiness, which they bring with them into the foreign language classroom.
Immature students can:
- converse about what they are doing,
- tell about what they have done or heard,
- play activities,
- argue for something,
- use logical reasoning,
- use their vivid imagination,
- tell the difference between fact and fiction,
Children need to expand balance, spatial responsiveness, and fine control of certain strength with the purpose of performs everyday actions. Less imperative is the improvement of their collective manners. Children’s collective development is seen as an important precondition to their learning capabilities: “Socially, children need to develop a series of
characteristics to enable them to fit into the society they live in, to become aware of themselves in relation to others, to share and co-operate, and to be assertive without being aggressive.”
The primary language teachers need to tolerate in mind the schooling of the whole youngster and the fact that the progression and content of the language class should contribute towards the general educational development of the learner.
The reasons for cross-curricular approach are as follows:
- The greatest way to arrange children for their adult life is to give them what they need as offspring.
- Children are entire people who have feelings, ideas and relationships with others, and who need to be physically, psychologically, ethically, and spiritually healthy.
- Children learn best when they are given suitable conscientiousness, allowed to make mistakes, decisions and choices, and respected as autonomous learners.
- willpower is emphasised. This is the only kind of discipline worth having. Children need their endeavour to be appreciated.
- There are times when children are particularly able to learn meticulous things.
- What children can do (rather than what they cannot do) is the starting point of a child’s education.
- Imagination, creativity and all categories of symbolic behaviour expand and emerge when circumstances are complimentary.
- Relationship with other people (both adults and children) is of central importance in a child’s life.
- Quality education is about three things: the child, the context in which learning takes place and the knowledge and understanding, which the child develops and learns.
1. The role of the teacher in the teaching process.
TEACHERS Teachers also bring individual characteristics to the classroom that may have an influence on the students’
performance and in their results. The teacher formative experiences, his/her training experiences, and personal characteristics are called presage variables, whereas his/her performance in the classroom, teaching style and methodology are part of the process variables.
Teachers, like learners, have personal characteristics and individual differences that influence their performance in the elementary class and, consequently, their effect on the students’ outcomes.
For example, male and female teachers may transmit certain values and create attitudes that may have some affected on the student''s academic behaviour and on his/her results.