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This unit basically deals with theories about learning development from start to usage of the language . We take a look at the way a language is learnt L1 and L2. Further to this we look at the best way to approach the teaching process and its environment for the students. Students skills should also be considered and the need to learn. The unit discuss maturation of the process and different method’s to be applied. There are four major LEARNING & BEHAVIOR THEORIES •Constructivists •Maturationists •Environmentalists •Other Native language & 2nd language acquisition L1 is taught to children by immediate family, and have acquired most of the words and grammar by the age of five. Language learning is not a linear process, thus we do not learn the easy parts first. Children have a need to communicate for certain desires thus L1 comes into play very quickly. This way it’s called total immersion. L2 is a learning language thus its acquisition based upon the students past experiences and will be a process of translation. L1 one is taught for necessity L2 may not even be required Factors to take into account. 1. Language learning must be meaning full, must be a dynamic process , and not be studied in an abstract way 2.Children should be allowed to solve problems using language be surrounded by other children and interact with peers. 3.Total Immersion is the best way to learn. L1 should be sometimes used to teach L2 this is because of past experiences of the learning process. 4.There must be a need to learn L2 Adopting an approach For designing a syllabus we should break down young learners into 2 groups. Group 1 5 to 9 years GROUP 2 10 13 YEARS Eclestica Approach is not the best here as too many activities are going on and students and teachers get confused The learning environment This plays one of the most essential part of the learning process, the way desks are positioned , where the teacher stands, what is on the walls of the classroom, where the projector is positioned , is the furniture comfortable, what noise level comes from outside. One should also consider resources for the teacher and for the students e.g. books of references, a laser pointer beam, good lighting, student’s storage space, toilet facilities, etc. Teachers Role: The teacher must be the knower, facilitator, Role model, Psychologist, Counsellor, and best of all a wonderful policeman. Skills There productive skills which involves speaking and writing and Receptive skills which involves reading and listening. The frameworks given on the previous two pages may be used as the basis of a course curriculum. For example in many private schools, particularly those eventually following the (IB) International Baccalaureate program, they may follow the Primary Years Program (PYP) . This program is designed to give students five skills: •Understanding of concepts •The acquisition of knowledge •The mastering of skills •The development of attitudes •The decision to take responsible action The program of inquiry is set up through trans-disciplinary themes of: •Who are we? •Where we are in time and place? •How the world works •How we express ourselves •How we organize ourselves •Sharing the planet •In such programs you may be teaching English through these themes. Maturation Understanding the difference between maturation and 'getting older'. Maturation, in this Context, refers to a psycholinguistic development process, which involves the students’ ability to understand more concrete concepts and theories.