English learning at Viaró Infantil 

At Viaró Infantil, we base our English learning on two fundamental concepts: Input and Output.

Input refers to the language children are exposed to— the language they hear or read. In our case, it’s auditory input, which is important for helping them later  understand written language when they move into primary school. It’s important that the input they receive is both abundant and of high quality. Young children absorb sounds, vocabulary, and grammar patterns more naturally, which improves their pronunciation and listening comprehension.

Output is the language that children produce themselves, such as words, phrases, and short but meaningful interactions. Over time, this output will evolve into conversations.

The teaching methods are different from the ages 0-2 and 3-5 years old.
For children aged 0-2, we focus on the quantity and quality of the input, since they cannot yet produce verbal output. However, they can engage in non-verbal communication, which is also highly valuable. For children aged 3-5, in addition to providing high-quality and quantity input, we also focus on encouraging significant output.

But… how do we put this English learning into practice at Viaró?

We provide input through a lot of listening and repetition, offering this input in different ways:

Storytelling

Listening to stories helps children naturally learn new vocabulary, sentence structures, verb tenses, and word order. It also improves their listening skills. Repeated exposure to correct grammar and vocabulary in context allows them to internalize language rules and word meanings without formal teaching. Storytelling makes language learning enjoyable and meaningful by introducing children to a variety of words they may not encounter in their day-to-day lives.  

Songs and Rhymes

It’s a fun way to learn; it’s entertaining, and they participate and have fun. There is repetition, and the rhythm helps with the memorization and internalization of words, structures, and sounds. They are usually supported by visual aids and movements.  

Thematic Units (i3, i4, i5)

We focus on two or three thematic units every term. To work on each topic in a more specific way, we cover specific vocabulary in each unit through songs, storytelling, and games.  

Artigal Method (i3, i4, i5)

The Artigal method uses one story each term. Through the repetitive nature of the story and the progressive method, the teacher starts by representing the story in a theatrical way with no visual aids. Little by little, she introduces them. Other materials are introduced too, like flashcards, additional visual support, and small “workbooks.” The aim is for the children to learn vocabulary and structures and to be able to represent the story.

We can also identify three situations in which students produce significant output:

Speaking Corner

They practice speaking skills with a native speaker, reinforcing the oral practice of the English language. They play games, work on vocabulary, describe images... It is a comfortable and secure environment where they don’t feel pressure. Since there are only two students, the interaction is more personal and flexible, adapting to each one’s characteristics.

Class Interaction

All classroom situations that allow for interaction.  

Spontaneous, Day-to-Day Corridor Interaction 

Last but not least, the spontaneous interactions in the corridors are also very important and significant.

These last two situations are probably the most important considering the output comes from the child's need to be understood and communicate something that is important to them. The emotional aspect plays a big role in English learning, making it more meaningful. Also, if they succeed, it motivates them to try again in the future and realize they are learning.

In conclusion, we focus the English learning on both language exposure and production, using methods like storytelling and songs to encourage learning. Our approach creates a supportive environment that motivates children to communicate and grow. This combination makes language learning enjoyable and meaningful.

Maria Mac Manus

English Teacher