As developers of My name is Tom we feel attracted to natural learning and natural language acquisition. All the same, the method My name is Tom can very well be used in schools that have a more traditional teaching form, but that are open to renewal like working independently and learning cooperatively (and learning digitally).
The vision on which natural learning is based, has to do with holistic thinking. Learning is not a linear process; children learn the most when they can make their own choices, when they are challenged by a strong learning environment, when they are independent and responsible for their work, but also: when they are ready for it. The same goes for language acquisition; children should only be confronted with English when they are ready for it, but: the possibility must then be provided and presented in a rich way.
Formal learning structures slow down. When children are presented with a strong learning environment in which they often learn through play, they develop in a natural way. Cognitive development and personal development are not separate things. It is essential to acknowledge this. We are used to:
- teach children;
- present the subject matter in easily manageable chunks;
- at a time the teacher wants to;
- and in a way the teacher finds best.
Still it is important to realize that a child can only learn well when:
- the child is ready for it;
- all senses are stimulated;
- the needs of the child are taken into account;
- the natural learning process of the child is followed;
- the child can make its own choices.
Natural learning (natural language acquisition in this case) in the lower classes differs from the upper classes. For the entire learning course English goes that it is about:
Meaningful learning (what is the sense of this learning task)
When achievements are meaningful for pupils, the learning has a ‘natural’ quality for them. Learning is far easier when the task is meaningful and when they enjoy learning.
Contextual learning (where do I recognize myself in this learning task)
In acquiring a foreign language, memorizing words and learning grammar by heart were standard parts. Research showed that ‘memorizing’ vocabulary and grammar on the contrary leads to a blockade in speaking the foreign language. Learning words and sentences inside the context of a theme that is close to the pupil’s perception of their environment, is a ‘must’ to challenge pupils to learn and leads to better consolidation of words and better speaking skills.
Autonomous learning (I can do it myself and I will do it myself)
When children own their own learning process, they will feel personally responsible for that process. This self-control is crucial. Self-control gives self-confidence. This way adaptive teaching is designed in a natural fashion.
Transferable learning (what does it gain me, what is in it for me, what will I do with it)
When English is a ‘subject’ on itself, when the foreign language is presented as a target and not as a means (to communication), there is no real learning. It is essential that pupils discover that you can do a lot of things with English: talking and playing with foreign children on holidays, buying a picture postcard for your grandmother on holidays in a foreign country, etc. Children find it ‘cool’ when they can speak English, but at the same time they discover that the world is larger than Holland.
Social constructivistic learning (together you learn more)
Beside working independently, it is also important for children to discover that you can learn more together than alone. In the upper classes of primary school you see that children learn a lot from big(ger) projects they do together. In that learning process children show many of their own qualities. In the upper classes, the language village is a good example of social constructivistic learning. Communication is emphasized there, and coming to transfer: from receptive use to communicative use. In the lower classes the ‘learning together’ will particularly be visible in group discussions and group activities, when the teacher sings songs, plays games and does TPR-exercises with the pupils that correspond with working independently on computer.