1.

Because, some parents belief that English skills provide their children with a better
education and better employment opportunities
2. English as a part of circle countries divide into two circles, the first one is inner circle
and the second one is outer circle. In the “Inner Circle” countries, such as the United
States, United Kingdom, Ireland, Canada, Australia, or New Zealand, where English is
the dominant language of education, government, and other institutions. Whereas e
in “Outer Circle” countries which include India, Pakistan, the Philippines, Kenya,
Jamaica, Trinidad and Tobago, and Fiji, the populations have learned English as a
second language (ESL) and have developed their own varieties of English.
3. English as part of expanding countries such as China, Korea, Turkey, the United Arab
Emirates, Germany, Sweden, Chile, Brazil, or Mexico, English has no official function
and opportunities to use English are usually only with those who do not share the
same mother tongue. People in these Expanding Circle countries are studying English
as a foreign language (EFL) or as an international language (EIL) because of the
importance of English as a “lingua franca” or link language (a common language used
by people who speak different languages) for business, media and communication,
air and sea travel, and science and technology.
4.
- Children could acquire native-like proficiency in a foreign language
- Children could “pick up” a language easily, often remembering their own
frustration at not having mastered another language.
5. They have already acquired their mother tongue and that they can learn a second
language.
6. Young learners can learn English better when learning is natural, Contextualized and
part of a real event, Interesting and enjoyable, Relevant , Social , Belongs to the
child , Has a purpose for the child , Builds on things the child knows but also
challenges the child , Supported appropriately , Part of a coherent whole ,
Multisensory , Active and experiential, Memorable , Designed to provide for
personal, divergent responses and multiple intelligences, Offered in a relaxed and
warm learning atmosphere
7. The difference is older language learners can achieve native-like pronunciation or
proficiency whereas young language learner they are more likely to acquire English
to native levels without an accent.
8. To help students to talk about their own culture in English.
9. The choice of the EYL program model, the presence of appropriately trained
teachers, the availability of culturally and linguistically appropriate materials, and the
continuity of the English curriculum from primary to secondary school
10.
- FLEX programs: Children receive short sessions in which they learn basic
words or phrases in one or more languages, sometimes in a before- or after-
school program. Through music, songs, and stories, they may learn the
numbers, colors, and greetings in a foreign language, but the major goal of a
FLEX program is to increase children’s awareness of other languages and
cultures and thus of their own.
- FLES Program: Children study one language as a regular school subject for up
to 45 minutes a day, several times a week. The goal of a FLES program is to
help children develop listening and speaking skills in another language, as
well as some proficiency in reading and writing the language, especially in the
later primary grades (4–6).
- Immersion Program : Children study all of their subjects (except their own
language) through English
- Dual-language or two-way immersion programs: Children who speak one
language (for example, Spanish) and those who speak another language (for
example, English) take some of their instruction through each language
- Transitional and maintenance bilingual programs: Children begin with more
instructional time in their first language, learning to read in that language,
while they are also learning the new language. They also receive instruction
in major subjects through both languages over time, helping to establish
basic concepts in the first language, but also preparing for the switch to the
language of instruction in upper grades.
11.
- Scheduling language classes too infrequently or in sessions that are too short
 - Treating foreign languages differently from other subjects, rather than as
“valid academic subjects”
- Implementing a new program in all grades at the same time
- Failing to create program cohesion from primary to secondary grades
- Planning and scheduling foreign languages in isolation from the general
curriculum
- Providing insufficient professional development for EYL teachers
- Supplying inadequate or inequitable resources, especially access to
technology, with urban and private schools having greater access to both
print and digital materials
12.
- Focused on meaning
- Integrated language instruction with mainstream curriculum
- Used task-based and content-based approaches
- Provided fun in the classroom
- Set up children for success
- Fostered learner autonomy
- Set realistic expectations and assessment
- Provided continuity between primary and secondary school language
programs
13. I can learn that in it class provide
14. Children are taught to understand in from and rules of sentences.
15. Lack of student motivation in believed by him to be one of the main problems of
learning English, the seconds obstacle is the number of students who consider
English a difficult subject.